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~~~ COURSE MATERIAL ~~~
~~~ COURSE MATERIAL ~~~
Learning Godot and Piskel
Basic Game Design
Basic Game Development
Game Programming
Human Computer Interaction
About
About
This course is your ticket to letting your creativity soar and turning your ideas for games into reality. Whether you want to be a game maker, an artist who loves making things look cool, or just someone who enjoys playing games and wonders how they're created, you're in the right place.
Throughout the year, you'll go on an exciting adventure to learn all about making games using Godot, a super-helpful and free game-making tool that's great for beginners and experts. We'll explore how to tell stories, design game levels, create characters, and more, all while thinking about the cool and creative ideas that come from New Zealand, a lively center for making games.
~~~ OVERVIEW OF COURSE ~~~
~~~ OVERVIEW OF COURSE ~~~
Your teacher will decide the standards and timing. Below is a potentil calendar that outlines a possible path through the three standards.
Right from the start you'll be learning Godot to make game. But it's hard to make a game without knowing anything so you'll follow a couple of tutorials at the start to learn the basics. By the time you're done, you'll have made 2 games and a small art portfolio and will have a good understanding of the engine and the programming that it takes to make a game.
After you have an idea of your own capabilities and the capabilities of the software, you'll decide on what you'll make for your project and then design it. This will help you create your Design Portfolio that you must can use to help you answer the question in the Design DCAT, AS92007, that will be held at the end of the year.
After you finish the design you get to make the thing you designed. This will be around 12 weeks of work where you will plan and develop what you designed, testing and getting feedback along the way to make it better. This will be made of 3 four week sprints with feedback and testing at the end of each. This will be assessed by your teacher in AS92005 - Develop a digital technologies outcome, for 5 credits. This get's handed in along with your completed development log towards the end of term3.
That gives us time to complete a 5 credit Programming Assessment for 1292004 using GDScript! It's a bit different to just making a game, so there is a bit of learning to do before taking the exam. But you'll have until Term 4 to complete it. Don't forget to leave time to revise for the AS92007 Design Standard!
~~~ Possible Timeline ~~~
~~~ Possible Timeline ~~~
Important Software Notes!
Important Software Notes!
All the tutorials below use Godot 4. If you are using 3.5 then please utilise other resources.
This course utilities itch.io for playtesting purposes which your school may or may not allow.
Using Godot 4, in order to export it in a HTML playable state you must make your game in compatibility mode at the moment. It will also not work on macOS computers. Godot 3.5 currently has better HTML support but is missing a lot of the other features. For a full explanation check out the current docs or list of current HTML 5 issues on Github.
Godot works on Android, Linux, MacOS, Windows, and even an experimental HTML build
~~~ Exemplars of Student Projects ~~~
~~~ Exemplars of Student Projects ~~~
Forest Spores
Forest Spores
A 2D platformer with beautiful aesthetics and music
Naughty Nyan
Naughty Nyan
A Endless runner where you play a cat in a Japanese city
Youth Potion
Youth Potion
Top-down RPG where you are a witch making a magic potion
The Bird War
The Bird War
Top-down stealth game
~~~ Big Ideas in Game Design ~~~
~~~ Big Ideas in Game Design ~~~
The discipline of Digital Technologies embodies whanaungatanga. Outcomes are made by people, for people, within cultural, social, and environmental contexts
The discipline of Digital Technologies embodies whanaungatanga. Outcomes are made by people, for people, within cultural, social, and environmental contexts
It's all about creating connections and relationships. In the world of video game design, this idea is essential. Games are made by people, like artists, programmers, and storytellers, for people like you, within unique cultural, social, and environmental settings. The characters, stories, and worlds in video games reflect the creativity, values, and perspectives of their creators. When you play a game, you're connecting with the minds and cultures behind it.
Digital outcomes are created for a purpose by following established processes
Digital outcomes are created for a purpose by following established processes
This connects to the idea that digital outcomes are made by following established processes. Game designers follow a series of steps to bring their ideas to life. They plan, sketch, program, and test their games to make sure they work well. These processes help ensure that the games serve a purpose, whether it's to entertain, educate, or tell a powerful story.
The discipline of Digital Technologies embodies auahatanga. Outcomes solve problems and enhance and expand human possibilities.
The discipline of Digital Technologies embodies auahatanga. Outcomes solve problems and enhance and expand human possibilities.
Video games are more than just fun and entertainment. They can challenge your problem-solving skills, enhance your creativity, and let you experience amazing worlds and adventures you might not encounter in real life. Video games are like interactive stories that empower you to make choices, overcome challenges, and explore your potential.
All digital technologies are underpinned by algorithms and computer science principles
All digital technologies are underpinned by algorithms and computer science principles
These are the secret codes that make the digital world tick. In video games, algorithms help determine how characters move, how the environment behaves, and how the game responds to your actions. Understanding these principles can unlock the door to endless possibilities in creating and enjoying games.
NZ CURRICULUM
NZ CURRICULUM
Digital Technologies Progress Outcomes
Digital Technologies Progress Outcomes
Progress Outcome 6
Progress Outcome 6
Within authentic contexts and taking account of end-users, students determine and compare the “cost” (computational complexity) of two iterative algorithms for the same problem size. They understand the concept of compression coding for different media types, its typical uses, and how it enables widely used technologies to function.
Students use an iterative process to design, develop, document and test basic computer programs. They apply design principles and usability heuristics to their own designs and evaluate user interfaces in terms of them.
Through usability heuristics, students draw on interactive design principles that guarantee usability and provide a simple, quick testing-regime.
Progress Outcome 4
Progress Outcome 4
In authentic contexts, students investigate and consider possible solutions for a given context or issue. With support, they use an iterative process to design, develop, store and test digital outcomes, identifying and evaluating relevant social, ethical and end-user considerations. They use information from testing and apply appropriate tools, techniques, procedures and protocols to improve the quality of the outcomes and to ensure they are fit-for-purpose and meet end-user requirements.
Teacher Notes
Teacher Notes
Resources from the TESAC Conference 2024
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