CGD 101 Computer Game Design Introduction. Fairport High School Technology Department Gianni Bussani Technology Teacher. Professionals Consulted. Al Biles Professor and Undergraduate Program Coordinator Information Technology Department Rochester Institute of Technology
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CGD 101Computer Game DesignIntroduction Fairport High School Technology Department Gianni Bussani Technology Teacher
Professionals Consulted Al Biles Professor and Undergraduate Program CoordinatorInformation Technology Department Rochester Institute of Technology Sylvia Perez-HardyAssociate ProfessorDepartment of Networking, Security, and Systems AdministrationRochester Institute of Technology “The weakest link for incoming freshmen is the lack of programming skills and the understanding of what programming entails.” Team Work Problem Solving Creativity Programming
CGD 101: Course Information Target audience: Anyone student wishing to learn Flash and ActionScript 3.0 programming language to design, develop and create computer/video games. Credit: 1/2 unit Time: One Semester Exam: Departmental/Project Based Prerequisite: None Team Work Problem Solving Creativity Programming
CGD 101: Course Description This course is designed to present the skills and to provide the hands-on experience required to create computer games utilizing AdobeFlash students will learn the fundamental concepts of game programming using ActionScript for creating web-based games, video animations, and movies. students will write scripts to implement navigational strategies and control the display of graphics, text, audio and video. students will learn interactive user centered strategies for game design and implementation. Team Work Problem Solving Creativity Programming
Lesson 1: Exploring the Flash CS3 Environment Lesson 2: Exploring the Drawing and Painting Tools Lesson 3: Manipulating Objects Lesson 4: Working with Text Lesson 5: Working with Multiple Layers in a Movie Lesson 6: Creating an Animation CGD 101: FLASH CS3 LEVEL 1Introduction to Flash Team Work Problem Solving Creativity Programming
Lesson 1: Managing Symbols and Instances Lesson 2: Organizing Projects Lesson 3: Creating Interactivity in Flash Lesson 4: Working with Sounds Lesson 5: Working with Video Objects Lesson 6: Publishing a Flash Movie CGD 101: FLASH CS3 LEVEL 2Flash Animations / Movies Team Work Problem Solving Creativity Programming
Lesson 1: Exploring the Basics of ActionScript Lesson 2: Planning Movies Lesson 3: Creating Simple Interactivity Lesson 4: Creating a Video Game CGD 101: FLASH CS3 LEVEL 3ActionScript/Flash Computer Games Team Work Problem Solving Creativity Programming
CGD 101:Course Justification Why is Adobe Flash importantto high school graduates’ preparedness for the job market or post secondary education in the field of Information Technology? Adobe Flash is now, arguably, the most widely distributed and most platform independent plugin architecture for multimedia playback available today. The Flash Player is installed on many devices when they leave the factory, from PCs and Macs, through PDAs, Mobile Phones and Set-top TV decoders - it is even used to provide interfaces to equipment like home security panels and similar products. Team Work Problem Solving Creativity Programming
Computer/Video Game Categories: Action Action games tend to have a large amount of violence due to their fast-paced nature. This is the category that most are rated "M" (mature-rated) Adventure and Role Playing Adventure and role playing games are usually less graphic than action games and typically have an element of surrealism and/or fantasy. Arcade Arcade games can be almost anything from the violent Street Fighter to the classic Pacman. Strategy Strategy games most often involve tactical movement of troops and/or players. These games may be warfare based or may be as simple as chess. Simulation Simulation games are often aircraft simulations. Driving Driving games are most often racing, but some are also crash derby or mission-based. Puzzle Puzzle games are almost never rated higher than ‘E’ (for everyone). They all take thinking and logic skills.
CGD 101: Employability U.S. Department of Labor, Bureau of Labor Statistics
U.S. Department of LaborBureau of Labor Statistics Median annual earnings in the industries employing the largest numbers of computer applications software engineers in May 2006 were as follows: • In May 2006, median annual earnings of wage-and-salary computer systems software engineers were $85,370. • middle 50 percent earned between $67,620 and $105,330. • lowest 10 percent earned less than $53,580 • highest 10 percent earned more than $125,750.
4002-330 Interactive Digital Media This course introduces an event-driven scripting environment to enable the development of highlyinteractive user experiences. Students will learn to manage and edit a wide variety of digital media types—still and motion graphics, 3D, text, audio, and video, for example—and write code to allow users to access, control, and manipulate each of these media types. Students will gain foundation skills in media asset creation and in prototyping for applications and interface development. Programming will be required. Credits: 4
Questions? Employment of computer software engineers is projected to increase by 38 percent over the 2006 to 2016 period, which is much faster than the average for all occupations. This occupation will generate about 324,000 new jobs, over the projections decade, one of the largest employment increases of any occupation. U.S. Department of Labor, Bureau of Labor Statistics