VIDEO GAME DESIGN UNIT

Video Game Concept, Package, Logo, and Investor Presentation

CTE: Arts & Communications   

Kailua High School

Mr. Morton

Big Idea:

Examining the video game industry, we will research trends & technologies, exploring and creating new media essential to survive and excel in this quickly evolving market.

Student Learning Objectives:

1. Evaluate how dynamics in art, aesthetics and media influence and drive products within a given industry or market  

2. Using research into trends and cutting edge technologies, media and communications can help to adapt to a changing market and contribute to company viability.

3. Identify emerging trends in the video game industry and implement solutions (media products) to meet these market demands.

4. Incorporate elements and principles of design to enhance the aesthetic quality of given products and provide students these design tools and allow them to identify and demonstrate their understanding through their product designs. 

HCPS III Standards:

ACO 2.0 Evaluate the response of media and design to meet the changing needs of a market.

Adaptation

ACO 2.1 Analyze how shifts in market affect changes to media and design. · Define a market. · Identify the needs of a market. · Analyze when media and design adaptation is needed to respond to markets. · Examine trends in media and design that addressed the needs of markets. · Research what influenced past trends of media and design in markets to find patterns of influence. ACO 2.2 Evaluate how changing communication needs of a market are addressed by media and design. · Analyze how communication needs are addressed visually by media and design. · Analyze how communication needs are addressed audibly by media and design. · Analyze how communication needs are addressed by media and design in one of the following areas: digital media, graphic design, animation, broadcast media, web design, gaming. ACO 2.3 Propose media and design solutions that address the changing needs in global markets. · Identify emerging trends in markets. · Evaluate possible solutions that address the trends and needs in the markets.

ACO 3.0 Evaluate how elements and principles of design are integrated in various media to communicate to a specific audience.	Elements &Principles of Design	ACO 3.1 Analyze how elements and principles of design in various forms of media are applied to communicate to a specific audience. · Identify and examine how the elements of design are applied in visual media:  Space   Line   Color  Shape   Texture   Form   Value · Identify and examine how the principles of design are applied in visual media:  Scale   Proportion   Unity   Balance   Harmony   Contrast   Repetition   Variety   Emphasis · Examine various visual media for the application of the Gestalt principle in communicating to a target audience using:  Similarity   Continuation   Closure   Proximity   Figure and ground ACO 3.2 Critique how the effective integration of elements and principles of design within a variety of medium impact target audiences. · Analyze selected media and the use of positive blending techniques of multiple elements and principles of design and their impact on target audience. · Analyze selected media and the use of conflicting blending of techniques multiple elements and principles of design and their impact on target audience. ACO 3.3 Apply elements and principles of design to clarify, focus, or enhance a message or concept for a target audience. · Compare and contrast how elements and principles of design are used to communicate an idea to a specific audience. · Identify and differentiate target audiences. · Define and select target audience. · Analyze how a single message can affect audiences differently. · Apply elements and principles of design in a particular medium to develop messages to elicit specific responses for a targeted audience.
ACO 4.0 Use effective communication techniques to facilitate positive outcomes.	Communication ü Collaboration	ACO 4.1 Devise communication strategies to promote individual accountability and team success. · Identify team members that would lead to positive outcomes which includes client. · Recognize the traits, skills, and differences among individuals that lead to effective collaboration. · Use the strengths of each team member to meet goals and to facilitate positive outcomes. · Explain the relationship between individual/group behavior and the following: project deadline, leadership style, morale, productivity, roles and responsibilities to identify strategies needed to facilitate positive outcomes. · Demonstrate active listening to engage in effective communication. · Use constructive criticism to facilitate positive outcomes. · Demonstrate how to receive, give and engage in appropriate constructive criticism.
	ü Interpersonal Communication	ACO 4.2 Use effective oral, written, and non-verbal communication skills to facilitate positive interactions. · Demonstrate proper oral, written, and presentation skills to convey a message. · Assess how the appropriate use of oral, written, and non-verbal communication creates a more positive environment. Inclusive vs. exclusive language  Focus on solutions oriented approach Focus on building trust through honesty and integrity Demonstrate respect, tact, listening and patience · Compare and contrast appropriate professional behavior and social interaction skills while interacting with different audiences, management, coworkers, or clients in various work environments to adapt to diverse situations and promote positive outcomes. · Evaluate the importance of both first and lasting impressions to maintain professional relationships in Appearance  Body language  Appropriate speaking volume and tone  Appropriate language

Student Expectations:

Students will be required to develop several products which will culminate in an overall video game investor presentation.

Timelines: Due to variability in artistic process, timelines and due dates will be provided as sequences are completed. Students will be given fair notice and ample time for practice and implementation. Due dates will be announced in class, written in comment section & room board.

Products & Rubrics:

1) Logo: (PAIRS) Students will first develop a logo after researching various successful gaming companies and identifying how these logos have enhanced the companies image. In developing a logo students will first begin with using the research and the use of 3 elements and 3 principles of design in creating the work. The process will begin with brainstorming with partners in freehand drawing and through creative deduction and aesthetic judgement students will determine a final design to be produced through Photoshop.

LOGO RUBRIC	Target	Satisfactory	Unsatisfactory	Well Below
Aesthetics	Students will rely on research into logo design and trends to develop their logo. Students will also directly apply lessons taught in PS & elements and principles to produce a professional trademark that enhances the company’s overall image.	Students will apply a number of research concepts to develop ideas, and incorporate knowledge taken from the lessons to make an image that shows sound aesthetic judgment.	Students demonstrate limited knowledge learned through both independent research and various lessons, but complete a design that expresses limited knowledge was retained.	Students do not rely on research or lessons and are unable to make any use of the technology or demonstrate any real understanding of the knowledge and skills being taught.
Process	Students develop a minimum of twenty ideas and quick sketches during brain storming. Students ask questions and take extensive notes during demonstrations and lectures. Students apply these the teaching, and independent research to make a high quality product.	A minimum of ten ideas and sketches during the brainstorming phase. Students take some notes and are focused during various lessons. Students apply concepts and show some degree of self directed study to produce a quality product.	-Less than ten sketches. -no notes but a degree focus during demos and lectures, and media presentation. - limited understanding of concepts but attempt to include knowledge. - product is marginal in quality,but finished	- less than five sketches -no notes and very little engagement in the teaching phase. -almost no understanding of concepts, no record of research, and no application of learned knowledge. -unfinished product
Design Principles	Students can identify and intentionally include 3 elements and 3 principles in the work.	Students manage to get all 3 elements and principles but struggle to identify them within the work and don't make the optimal use of these design aspects	Students attempt to make good use of the design aspects and manage to get several included  in the work.	Students do not understand the importance of design principles and show they did not pay attention during the lessons.

2) Game Concept: (PAIRS) Students will do online research focusing on market trends other popular games and develop a concept that coincides with the current market successes. This research will be revised to be included in the final written element.

GAME CONCEPT RUBRIC	Target	Satisfactory	Unsatisfactory
Creativity	Students show creative problem solving skills, open mindedness to possibilities and push themselves to create something original, realistic and with the end-user (gamer) experience in mind.	Students show willingness and effort to create something new and different, but still rely on other games to develop their game concept. Students show a good degree of effort to think outside the box.	Students show little to no effort in creating something original and simply go through the motions. Their concept is nothing new and relies on no research into new technologies.
Marketability	The concept has originality, grounded in market demands, takes concern in realistic budgeting, and has taken into account client needs and target audiences. The original concept could be realistically considered in a professional environment.	The concept has elements of originality and considers the market and the audience but does not have a full grounding as a realistic or plausible idea.	The concept is not original and not exciting in a realistic market. Does not address market trends and does not consider money, or logical concerns.
Completion	The concept is fully developed and ready for implementation by the given due date.	The concept is near completion by the given due date. The concept is fully completed by the end of the unit during the writing component.	The concept does not get completed by the end of the unit, during the writing component.

3) Game Packaging: Students will use knowledge and skills using Adobe PS CS4 to develop an accurate and compelling packaging that will complement their game concept and their company profile. Students will again be required to incorporate the elements and principles of design in producing this work. In addition, students will learn how to build QR codes and will attach these codes to the game packaging and have it linked to either a Google Doc or a link to a Mad surf Media entry.

PACKAGING RUBRIC	Target	Satisfactory	Unsatisfactory	Well Below
Aesthetics	Students will rely on research into successful game design and trends to develop their package. Students will also directly apply lessons taught in PS and elements & principles to produce a professional looking package that fits perfectly to the game.	Students will apply a number of research concepts to develop ideas, and incorporate knowledge taken from the PS & elements and principles lessons to make an image that shows sound aesthetic judgment. The product fits pretty well with the concept.	Students demonstrate limited knowledge learned through both independent research and various lessons, Students complete the product but demonstrate limited knowledge was retained. The design and execution is marginal and doesn’t fit well.	Students do not rely on research or lessons and are unable to make any use of the technology or demonstrate any real understanding of the knowledge and skills being taught. The product is poor and/or unfinished.
Process	Students develop a minimum of twenty ideas and/or quick sketches during brain storming. Students show excellent work ethic.Students apply these the teaching, and independent research: high quality product.	A minimum of ten ideas and sketches during the brainstorming phase. Students take some notes and are focused during various lessons. Students apply concepts and shows a degree of self direction to create a quality product.	-Less than ten sketches. -marginal work ethic - limited understanding of concepts but attempt to include knowledge. - product is marginal in quality,but finished	- less than five sketches -no notes and very little engagement in the teaching phase. -almost no understanding of concepts, no record of research, and no application of learned knowledge. -unfinished product
Design Principles	Students can identify and intentionally include 3 elements and 3 principles in the work making optimal use of their properties.	Students include 3 elements & principles but struggle to identify them within the work and don’t make optimal use of these design aspects.	Students attempt to make use of the design aspects and manage to get several included  in the work, but show a lack of understanding their importance.	Students do not understand the importance of design principles and show they cannot identify or apply these design aspects in their work.

4) Writing Component: (CCSS) The culmination of these products will conclude with a written component that is addressed to a potential investor. Students will use knowledge from the ROTC Lesson regarding meeting client needs, as well as, provide supporting facts through research that will argue/persuade the credibility of the company and the product being proposed. This writing component will include research into other successful games and gaming companies, a contrived company profile, a well communicated piece regarding the game concept and finally combining these 3 elements to argue/persuade why this product is destined for success and a rationale as to why potential investors should buy-in.

INVESTOR PROPOSAL RUBRIC	Target	Satisfactory	Unsatisfactory
Grammar	Students do not have grammatical errors and construct their paper with proper sentence structure and include: An introduction, the body (supporting facts and research based concepts), conclusion and proper execution of acknowledging references.	Students have some grammatical errors and issues with sentence structure but work with the teacher to fix the majority of these issues through redrafting. The argument is coherent and still has an intro, body, and conclusion. Includes references, improperly formatted.	Student shows little concern for grammar, and does not structure the paper with an intro,body and conclusion. No references, and no attempts at revision.
Argument and supporting facts	Based in research the student produces a strong argument to invest in their company, providing supporting facts, logical reasoning, and tactical persuasive elements that would excite and grip a potential investor. The argument has clear statements and produces a cohesive set of arguments that make realistic sense in the gaming industry.	Student provides a solid argument using research and logic,but shows some lack of cohesion and limits in rich content. The concept and supporting persuasive arguments make pretty good sense but may include unrealistic aspects.	Student has little to no supporting data to back their argument. The concept is weak and the overall persuasive aspects are unrealistic.
Completion	Completed with no need for revision by given due date.	Handed in on time but needs revision, returned within 3 days.	Not completed within three days of given due date