DOCSLIB.ORG

Arts, Audio Video Technology, and Communications Graphic Design and Multimedia Arts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Arts, Audio Video Technology, and Communications Graphic Design and Multimedia Arts ',*,7$/ &20081,&$7,216 ARTS, AUDIO VIDEO TECHNOLOGY, AND COMMUNICATIONS GRAPHIC DESIGN AND MULTIMEDIA ARTS Local Implementation Considerations: Students completing two or more courses for two or more credits within a program of study earn concentrator status for Perkins V federal accountability reporting. Proposed Indicator: Students finishing three or more courses for four or more credits with one course from level 3 or 4 within a program of study earn completer status for federal accountability reporting. Texas Education Agency® COURSES Principles of Arts,A/V Technology, and Communications Professional Communications LEVEL 1 Web Communications Digital Communications in the 21st Century NS IO AT IC N U Audio/Video Production/Lab M Digital Audio Technology M O LEVEL 2 C D N A DIGITAL Y Y G COMMUNICATIONS Audio Video Production II/Lab O L Digital Audio Technology II O N LEVEL 3 H C E T V / A , S T Practicum of Audio/Video Production R A Practicum of Digital Audio (TBD) Practicum of Entrepreneurship (TBD) LEVEL 4 MASTERhS/ MEDIAN ANNUAL % HIGH SCHOOL/ OCCUPATIONS CERTIFICATE/ ASSOCIATEhS BACHELORhS DOCTORAL WAGE OPENINGS GROWTH INDUSTRY LICENSE* DEGREE DEGREE PROFESSIONAL CERTIFICATION DEGREE Sound Engineering $39,562 79 27% Technicians Apple Final Cut Certified Video Recording Arts Communications Camera Operators, $50,024 129 9% Pro X Engineer Technology/Technician Technology/ Television, Video Technician and Motion Picture Audio and Video $40,581 757 Apple Logic Commercial Cinematography and Film/ 29% Equipment Pro X Audio Technician Video Production Technicians Film and Video $47,382 118 23% Editors Adobe Certified Certified AM Radio and Television Radio and Television Associate Directional Broadcasting Technology/ Premiere Pro Specialist Technician Adobe Certified Certified Agricultural Communication/ WORK BASED LEARNING AND EXPANDED Associate Broadcast Radio Music Journalism LEARNING OPPORTUNITIES Certifications Engineer Technology Work Based Learning Exploration Activities: Activities: Shadow a production Additional industry based certification information is available from the TEA CTE website. Intern at a local team television station or SkillsUSA For more information on postsecondary options for this program of study, visit TXCTE.org. video production company The Digital Communications program of study explores the occupations and educational opportunities associated with the production of audio and visual media formats for various purposes, such as TV broadcasts, advertising, video production, or motion pictures. This program of study may also include exploration into operating machines and equipment to record sound and images, such as microphones, sound speakers, video screens, projectors, video monitors, sound and mixing boards, and related electronic equipment. The Arts, A/V Technology and Communications (AAVTC) Career Cluster® focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services. Careers in the AAVTC career cluster require a creative aptitude, a strong background in computer and technology applications, a strong academic foundation, and a proficiency in oral and written communication. Successful completion of the Digital Communications program of study will fulfill requirements of a Business and Industry Endorsement. Approved Statewide Program of Study - September 2019 COURSE INFORMATION COURSE SERVICE ID 35(5(48,6,7(6 35(4 GRADE NAME &25(48,6,7(6 &5(4 Principles of Arts,A/V Technology, 13008200 (1 credit) None 9 and Communications Professional Communications 13009900 (.5 credits) None 9-12 03580810 (.5 credits) Web Communications None 9 Digital Communications in the 21st 03580610 (.5 credits) Century None 9-12 Audio/Video Production I/Lab 13008500 (1 credit) 13008510 (2 credits) None 10-12 Digital Audio Technology I 13009950 (1 credit) None 10-12 Audio Video Production II/Lab 13008600 (1 credit) 13008610 (2 PREQ: Audio/Video Production I credits) 10-12 Digital Audio Technology II PREQ: Digital Audio Technology I 13009960 (1 credit) 10-12 Practicum of Audio/Video TBD Production TBD TBD Practicum of Digital Audio TBD TBD Technology TBD Practicum of Entrepreneurship TBD TBD TBD FOR ADDITIONAL INFORMATION ON THE ARTS, AUDIO/VISUAL TECHNOLOGY, AND COMMUNICATIONS CAREER CLUSTER, PLEASE CONTACT: LFT)VETPO | [email protected] https://tea.texas.gov/cte COURSES Principles of Arts, A/V Technology, and Communications LEVEL 1 Video Game Design Digital Media NS IO AT IC N Graphic Design and Illustration I/Lab U Animation I/Lab M M Video Game Programming O LEVEL 2 Commercial Photography I/Lab C Fashion Design I/Lab D DESIGN & Digital Design and Media Productions N Game Programming and Design A Y Y MULTIMEDIA G Graphic Design and Illustration II/Lab O $576 Animation II/Lab L O Advanced Video Game Programming N Commercial Photography II/Lab H LEVEL 3 Fashion Design II/Lab C E Digital Art and Animation T 3-D Modeling and Animation V / A , S T Practicum in Graphic Design and Illustration R A Practicum in Animation Practicum in Commercial Photography LEVEL 4 Practicum in Entrepreneurship (TBD) Career Preparation I MASTERhS/ MEDIAN ANNUAL % HIGH SCHOOL/ OCCUPATIONS CERTIFICATE/ ASSOCIATEhS BACHELORhS DOCTORAL WAGE OPENINGS GROWTH INDUSTRY LICENSE* DEGREE DEGREE PROFESSIONAL CERTIFICATION DEGREE Graphic $44,824 1,433 15% Designers Adobe Certified Certified Digital Animation, Interactive Technology, Video Graphics and Associate Designer Special Effects Certifications Multimedia $67,392 186 21% Artists and Animators Adobe Certified WOW Certified Graphic Design Expert Web Designer Certifications Apprentice Apple Logic Adobe Suite Game and Interactive Media Design Intermedia/ Pro X Certifications Multimedia WORK BASED LEARNING AND EXPANDED LEARNING OPPORTUNITIES Exploration Activities: Work Based Learning Join a website Activities: Additional industry based certification information is available from the TEA CTE website. development or coding Intern with a multimedia club. or animation studio. For more information on postsecondary options for this program of study, visit TXCTE.org. SkillsUSA Obtain a certificate in graphic design. The Graphic Design and Multimedia Arts program of study explores the occupations and educational opportunities associated with designing or creating graphics to meet specific commercial or promotional needs, such as packaging, displays, or logos. This program of study may also include exploration into designing clothing and accessories, and creating special effects, animation, or other visual images using film, video, computers, or other electronic tools and media, for use in computer games, movies, music videos, and commercials. The Arts, A/V Technology and Communications (AAVTC) Career Cluster® focuses on careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services. Careers in the AAVTC Career Cluster require a creative aptitude, a strong background in computer and technology applications, a strong academic foundation, and a proficiency in oral and written communication. Successful completion of the Graphic Design & Multimedia Arts program of study will fulfill requirements of a Business and Industry Endorsement. Approved Statewide Program of Study - September 2019 COURSE INFORMATION COURSE SERVICE ID 35(5(48,6,7(6 35(4 GRADE NAME &25(48,6,7(6 &5(4 Principles of Arts, A/V Technology, 13008200 (1 credit) None 9 and Communications Video Game Design 13009970 (1 credit) None 9-12 Digital Media 13027800 (1 credit) None 9-12 Graphic Design and 13008800 (1 credit) None 10-12 Illustration I /Lab 13008810 (2 credits) Animation I/Lab 13008300 (1 credit) None 10-12 13008310 (2 credits) Video Game Programming N1300994 (1 credit) None 10-12 Commercial Photography I/Lab 13009100 (1 credit) None 9-12 13009110 (2 credits) Fashion Design I/Lab 13009300 (1 credit) None 10-12 13009310 (2 credits) Digital Design and Media 03580400 (1 credit) None 9-12 Production Game Programing and Design 03580380 (1 credit) PREQ: Algebra I 9-12 Graphic Design and Illustration II 13008900 (1 credit) PREQ: Graphic Design and 10-12 /Lab 13008910 (2 credits) Illustration l Animation II/Lab 13008400 (1 credit) PREQ: Animation I 11-12 13008410 (2 credits) Advanced Video Game N1300995 (1 credit) None 10-12 Programming Fashion Design II/Lab 13009400 (1 credit) PREQ: Fashion Design I 11-12 13009410 (2 credits) Digital Art and Animation 03580500 (1 credit) None 9-12 3-D Modeling and Animation 03580510 (1 credit) None 9-12 Commercial Photography II/Lab 13009200 (1 credit) None 10-12 13009210 (2 credit) Practicum in Graphic Design and 13009000 (2 credits) PREQ: Graphic Design and Illustration II 10-12 Illustration 13009005 (3 credits) and Graphic Design and Illustration II Lab Practicum in Animation 13008450 (2 credits) PREQ: Animation II and Animation II Lab 11-12 13008455 (3 credits) Practicum in Commercial 13009250 (2 credits) PREQ: Commercial Photography l 10-12 Photography 13009255 (3 credits) and Commercial Photography l Lab. Career Preparation I 12701300 (2 credits) None 11-12 12701305 (3 credits) Practicum in Entrepreneurship TBD TBD TBD FOR ADDITIONAL INFORMATION ON THE ARTS, AUDIO/VISUAL TECHNOLOGY, AND COMMUNICATIONS CAREER CLUSTER, PLEASE CONTACT: Les Hudson | [email protected] https://tea.texas.gov/cte.
Load more

Recommended publications
  • CHECKLIST for the MINOR in NEW MEDIA and DIGITAL DESIGN 6 TOTAL COURSES
    CHECKLIST for THE MINOR IN NEW MEDIA AND DIGITAL DESIGN 6 TOTAL COURSES CORE COURSES (MUST TAKE BOTH COURSES): _____ NMDD 1001: EXPLORATIONS IN DIGITAL DESIGN ______CISC 2500: INFORMATION AND DATA MANAGEMENT COURSEWORK: MUST TAKE 4 COURSES (THESE MAY BE IN A SINGLE CONCENTRATION, OR IN ANY COMBINATION FROM ACROSS CONCENTRATIONS) THE FOLLOWING COURSES COUNT IN ALL CONCENTRATIONS: ______CISC 2530: Computer GraphiCs ______CMBU 4471: The Business of New Media ______DTEM 3476: SoCial Media ______DTEM 2421: Digital ProduCtion for New Media ______NMDD 3880: Designing Smart Cities (ServiCe Learning Course) ______VART 2003: GraphiC Design and Digital Tools ______VART 2400: Fundamentals of Web Design A. New Media and Information ______DTEM 1401: IntroduCtion to Digital TeChnology and Emerging Media ______CISC 2350: Information and Web Programming ______CISC 2530: Digital Video and Multimedia ______CISC 2850: Computer and Data Analysis or INSY 4431: Web AnalytiCs ______CISC 3850: Information Retrieval Systems ______CISC 4001: Computers and Robots in Film (ICC) ______DTEM 1402: Digital Cultures ______DTEM 2417: Data Visualization ______DTEM: 3463: CiviC Media ______DTEM 2427: Digital Audio ProduCtion ______FITV 2621: Digital Video Design ______COMC 3340: Freedom of Expression ______COMC 3380 International CommuniCation (Globalism) ______COMC 3374: Media EffeCts ______COMC3350 or BLBU 4451: New Media and CommuniCation Law ______DTEM 2775: Writing for Online Media ______INSY 4431: Web AnalytiCs or CISC 2850: Computer and Data Analysis ______INSY 3442:
    [Show full text]
  • Using Video Game Design to Motivate Students
    Using Video Game Design to Motivate Students Michael A. Evans, Brett D. Jones, and Sehmuz Akalin Because video games are so popular with young people, (Reiber, 2005) can be particularly useful in fostering in- formal science learning. researchers have explored ways to use game play to en- To add to the knowledge base, we studied how stu- dents used level-based video game development in an gage students in school subjects (Peppler & Kafai, 2007; out-of-school time (OST) setting to learn science con- tent. Building on prior efforts (Evans & Biedler, 2012; Rockwell & Kee, 2011; Small, 2011). Motivating students Evans, Norton, Chang, Deater-Deckard, & Balci, 2013; Evans, Pruett, Chang, & Nino, 2014), we explored how in science is especially important because of declines the project incorporated the video game to support learn- ers’ science motivation. This work with a commercial both in the number of young people who choose science careers and in the number of adults who have a sufficient MICHAEL A. EVANS is an associate professor in the Department of Teacher Education and Learning Sciences at NC State University. He grasp of science to make thoughtful decisions (Bell, Lew- researches the effects of video games and other popular digital me- dia on youth learning and engagement, with a focus on academic enstein, Shouse, & Feder, 2009). relevance. BRETT D. JONES is a professor in the Educational Psychology pro- gram in the School of Education at Virginia Tech. He researches stu- To counter these trends, informal science educators have dent motivation and examines strategies teachers can use to design adopted video games and simulations as teaching tools instruction to support students’ motivation and learning.
    [Show full text]
  • Audience Feedback As an Influence on Graphic Design Problem Solving
    Rochester Institute of Technology RIT Scholar Works Theses 2011 Audience feedback as an influence on graphic design problem solving Christopher Petrides Follow this and additional works at: https://scholarworks.rit.edu/theses Recommended Citation Petrides, Christopher, "Audience feedback as an influence on graphic design problem solving" (2011). Thesis. Rochester Institute of Technology. Accessed from This Thesis is brought to you for free and open access by RIT Scholar Works. It has been accepted for inclusion in Theses by an authorized administrator of RIT Scholar Works. For more information, please contact [email protected]. Audience Feedback as an Influence on Graphic Design Problem Solving Christopher Petrides Graphic Design MFA Program School of Design College of Imaging Arts and Sciences Rochester Institute of Technology Rochester, New York Fall 2011 1 Abstract User-generated feedback is arguably the most efficient tool to evaluate a specific product or service. Even though it is widely used to evaluate and subsequently improve video game design, it is not commonly used for graphic design applications. The aim of this thesis is to demonstrate how user-generated feedback can be utilized to improve existing graphic design applications. Specifically, three types of feedback collection vehicles were selected for use in graphic design: personal observation, evaluation polls, and existing video game design feedback. In order to demonstrate the advantage of using user- generated feedback, information collected through the feedback collection
    [Show full text]
  • Video Games and Architecture
    Video games and architecture An extensive account on video game theory and the possible application of this theory in architectural design Graduation thesis - Master in Architecture, Urbanism and Building Sciences - TU Delft By Simon A. Tiemersma Bsc January 2014 Explorelab, Mentors: Leontien de Wit, Ype Cuperus and Arno Kamphuis 2 Abstract This research explores video game design elements that differ from the architectural design elements and could improve upon the latter due to new perspectives and digital possibilities. The research is based on an extensive literature review, a workshop and some interviews. The game design elements in this thesis are subdivided in the themes narrative, gameplay and level design and are selected to their potential relevance to architecture. As part of this thesis, they are compared with similar architectural topics on their relevance and novelty. The result of this research is a shortlist of methods, divided in several elements and techniques that describe how they could be of positive influence to architectural designs and the architectural design process. The methods are based on the conflicting nature of video game elements, which are either based on precreated experiences which offer some interaction, or based on free structures that provide improvisational play. Another method is based on playtesting, which offers architecture a new way of testing designs. This thesis offers new approaches to architectural design practices and could be a starting point for more in depth research in game design elements for architecture. 3 Foreword Video games are an hobby, but one I have larger aspirations with. That is why I wanted to combine my graduation in Architecture with video game theory.
    [Show full text]
  • Practical Game Design Tool: State Explorer
    Practical Game Design Tool: State Explorer Rokas Volkovas Michael Fairbank John R. Woodward Simon Lucas QMUL University of Essex QMUL QMUL London, UK Colchester, UK London, UK London, UK [email protected] [email protected] [email protected] [email protected] Abstract—This paper introduces a computer-game design tool B. Problem Scope which enables game designers to explore and develop game mechanics for arbitrary game systems. The tool is implemented To approach solving the problem of shortening the iteration as a plugin for the Godot game engine. It allows the designer to cycle of designing and building systems for games, we first view an abstraction of a game’s states while in active development narrow down its domain and define the scope of the problem and to quickly view and explore which states are navigable from in question. which other states. This information is used to rapidly explore, Our idealized set of features to address the problem of slow validate and improve the design of the game. The tool is most practical for game systems which are computer-explorable within video-game design iteration speed were identified. Conceptu- roughly 2000 states. The tool is demonstrated by presenting how ally, these were the ability to: it was used to create a small, yet complete, commercial game. • navigate game states manually • navigate game states automatically I. INTRODUCTION • to identify states of interest A. Video Game Design is Tedious • examine the explored states At their very core, games are systems built for human Given a tool with these features, a video game designer can interaction.
    [Show full text]
  • Video Games and Costume Art -Digitalizing Analogue Methods of Costume Design
    Video Games and Costume Art -digitalizing analogue methods of costume design Heli Salomaa MA thesis 30 credits Department of Film, Television and Scenography Master’s Degree Programme in Design for Theatre, Film and Television Major in Costume Design Aalto University School of Arts, Design and Architecture Supervisor: Sofia Pantouvaki Advisors: Petri Lankoski, Maarit Kalmakurki 2018 Aalto University, P.O. BOX 11000, 00076 AALTO www.aalto.fi Master of Arts thesis abstract ! Author Heli Salomaa Title of thesis Video Games and Costume Art - digitalizing analogue methods of costume design Department Department of Film, Television and Scenography Year 2018 Number of pages 100 Language English Degree programme Master's Degree Programme in Design for Theatre, Film and Television, Major in Costume Design Abstract This thesis explores ways of integrating a costume professional to the character art team in the game industry. The research suggests, that integrating costume knowledge into the character design pipeline increases the storytelling value of the characters and provides tools for the narrative. The exploration of integrating a costume professional into game character creation as a process is still rare and little information of costume in games and experiences in transferring an analogue character building skillset into a digital one can be found, therefore this research was generated to provide knowledge on the subject. The research's main emphasis is on immersion-driven AAA-games that employ 3D-graphics and human characters and are either photorealistic or represent stylized realism. Technology for depicting reality is advancing and digital industries have become aware of the extensive skills required to depict increasingly realistic worlds.
    [Show full text]
  • Video Game Design
    VIDEO GAME DESIGN OVERVIEW 5. A deduction of five (5) points total will be incurred Video game design demands the use of complex for a game that completes under the three intellectual, artistic, and technical skills. Once learned, (3)-minute time minimum. these skills may be applied in many other high 6. The timing of the game segment starts with the technology occupations within the sciences, technology, first image or sound presented. and the arts. SEMIFINAL ROUND Participants develop a video game that focuses on the 1. Semifinalists participate in an onsite interview that subject of their choice. The game must be interesting, lasts approximately five to ten (5-10) minutes. exciting, visually appealing, and intellectually challenging. 2. As part of each semifinalist interview, each team The game must have high artistic, educational, and social will participate in a LEAP interview that will last a value. maximum of five (5) additional minutes. The game and all required documentation must be submitted — and will be evaluated — online, pre- LEAP conference. Semifinalist teams (list posted at the A team LEAP Report is required for this event and must conference) participate in an onsite interview to be submitted at event check-in (see LEAP Program). demonstrate the knowledge and expertise they gained during the development of the game. ATTIRE The theme of the current year’s game will be posted on TSA competition attire is required for this event. the national TSA website under Competition Themes/ Problems. PROCEDURE PRELIMINARY ROUND ELIGIBILITY 1. Participants design, create, provide documentation Three (3) teams per state may participate.
    [Show full text]
  • Introduction to Video Game Design
    Introduction to Video Game Design Media Type: Microsoft® PowerPoint® Presentation Duration: 89 slides Goal: To discuss the process and components involved in video game design, including hardware, operating systems, software and the design process. Description: This production explores the video game design industry, its history and technological progression and its impact on society. It also provides detailed information on the design and production process. Hardware, operating systems and software commonly used in video game design are also discussed. Objectives: 1. To provide an overview of the scope and evolution of the video game design industry. 2. To discuss equipment and techniques used in video game design. 3. To describe video game operating systems and software. 4. To learn about the video game design process. Arts, A/V Technology & Communications Career Cluster (AR) Cluster Standard Analyze the interdependence of the technical and artistic elements of various careers within the Arts, A/V Technology & Communications Career Cluster™. Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace. Evaluate technological advancements and tools that are essential to occupations within the Arts, A/V Technology & Communications Career Cluster™. Describe the history, terminology, occupations and value of audio, video and film technology. A/V Technology & Film Career Pathway Demonstrate the use of basic tools and equipment used in audio, video and film production. (AR-AV) Design an audio, video and/or film production. College & Career Readiness Anchor Standards for Writing Writing Standards Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    [Show full text]
  • Independent Video Games and the Games ‘Indiestry’ Spectrum: Dissecting the Online Discourse of Independent Game Developers in Industry Culture By
    Independent Video Games and the Games ‘Indiestry’ Spectrum: Dissecting the Online Discourse of Independent Game Developers in Industry Culture by Robin Lillian Haislett, B.S., M.A. A Dissertation In Media and Communication Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved Dr. Robert Moses Peaslee Chair of Committee Dr. Todd Chambers Dr. Megan Condis Dr. Wyatt Philips Mark Sheridan Dean of the Graduate School December, 2019 Copyright 2019, Robin Lillian Haislett Texas Tech University, Robin Lillian Haislett, December 2019 ACKNOWLEDGMENTS This is the result of the supremely knowledgeable Dr. Robert Moses Peaslee who took me to Fantastic Fest Arcade in 2012 as part of a fandom and fan production class during my doctoral work. This is where I met many of the independent game designers I’ve come to know and respect while feeling this renewed sense of vigor about my academic studies. I came alive when I discovered this area of study and I still have that spark every time I talk about it to others or read someone else’s inquiry into independent game development. For this, I thank Dr. Peaslee for being the catalyst in finding a home for my passions. More pertinent to the pages that follow, Dr. Peaslee also carefully combed through each malformed draft I sent his way, narrowed my range of topics, encouraged me to keep my sense of progress and challenged me to overcome challenges I had not previously faced. I feel honored to have worked with him on this as well as previous projects.
    [Show full text]
  • Juiciness Exploring and Designing Around Experience of Feedback in Video Games
    Juiciness Exploring and designing around experience of feedback in video games Simeon Atanasov [email protected] Thesis-project, Interaction Design Master Supervisor: Simon Niedenthal Examiner: Jonas Löwgren Examination date: 31 May 2013 K3, MAH, Malmö, Sweden Spring term 2013 1. Introduction...................................................................................................................................................................5 2. Contribution summary...................................................................................................................................................6 3. Theoretical framework...................................................................................................................................................6 3.1. Emotion and beauty in design ............................................................................................................................................ 6 3.2. What is “aesthetics”?........................................................................................................................................................... 8 3.3. “Shared” aesthetics in video games................................................................................................................................... 9 3.4. Experience. From Interaction design to video games. ................................................................................................... 13 3.5. Experiential Qualities........................................................................................................................................................
    [Show full text]
  • Video Game Design and Development
    Coming Spring 2015 Semester Video Game Design and Development University of Hawaiʻi at Mānoa and West Oʻahu The course teaches the theory and practice of video game design and development. Students will form multi-disciplinary teams, to design, build and demonstrate video games. Topics covered will include: gameplay design; software architecture and data-structures for video games; introduction to 3D and stereoscopic computer graphics and virtual reality; hardware architectures for video game systems; physical and perceptual limits of video game players; sound and psychoacoustics; real-time artificial intelligence techniques for games; multiplayer and networked game design; video game physics. Class will be held in the new CyberCANOEs1 in Mānoa (Kuykendall 204) and West Oʻahu (Library Computer Lab Rm. 233) on Wednesdays from 12pm-2:30pm. Instructors Jason Leigh ([email protected]) & Josiah Lebowitz ([email protected]) How to Register At Mānoa register for: At West Oʻahu register for: ICS 491 Special Topics CM 385 Students at Mānoa who are not in Computer Science, please email Jason Leigh to get an override to register. In your email please indicate what department you are from and whether you are a junior, senior, or grad student. Pre-Reqs for Art students: Experience with Maya or Blender, and/or Photoshop or equivalent, or music composition. Pre-Reqs for CS/Engineering students: Students in Junior or Senior standing with experience in a modern programming language such as Java, Javascript, C#, C++. 1 Equipment for the CyberCANOE is funded by the Academy for Creative Media System. Design of the CyberCANOE is by the Laboratory for Advanced Visualization and Applications.
    [Show full text]
  • Heuristic Evaluation for Games: Usability Principles for Video Game
    CHI 2008 Proceedings ´ Game Zone April 5-10, 2008 ´ Florence, Italy Heuristic Evaluation for Games: Usability Principles for Video Game Design David Pinelle Nelson Wong Tadeusz Stach University of Nevada, Las Vegas University of Saskatchewan Queen’s University 4505 Maryland Parkway 110 Science Place 25 Union Street, Goodwin Hall Las Vegas, NV 89154-4019 Saskatoon, SK, Canada S7N 5C9 Kingston, ON, Canada K7L 3N6 [email protected] [email protected] [email protected] ABSTRACT In this paper, we define game usability as the degree to Most video games require constant interaction, so game which a player is able to learn, control, and understand a designers must pay careful attention to usability issues. game. Our definition is based on an early informal survey However, there are few formal methods for evaluating the of usability problems cited in critical game reviews and on usability of game interfaces. In this paper, we introduce a playability heuristics described by Federoff [12] and new set of heuristics that can be used to carry out usability Desurvire et al. [7]. Game usability does not address issues inspections of video games. The heuristics were developed of entertainment, engagement, and storyline, which are to help identify usability problems in both early and strongly tied to both artistic issues (e.g. voice acting, functional game prototypes. We developed the heuristics by writing, music, and artwork) and technical issues (graphic analyzing PC game reviews from a popular gaming and audio quality, performance issues). website, and the review set covered 108 different games and included 18 from each of 6 major game genres.
    [Show full text]