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URF ACADEMY | CURRICULUM GUIDE 1 Curriculum Guide G A M E D E S I G N START HER

URF ACADEMY | CURRICULUM GUIDE 1 Curriculum Guide G A M E D E S I G N START HERE A U R F A C A D E M Y C O U R S E | R I O T G A M E S V E R S I O N 1 . 0 URF ACADEMY | CURRICULUM GUIDE 2 Teaching Goals Riot Games’ Game Design curriculum is an entry-level course that teaches high school students the fundamental elements of game design using a framework and interactive workshops created by our own game designers. Students will ultimately utilize their newfound knowledge of core game design concepts like goals, types of fun, opposition, rules, interaction, and balance to create a paper prototype of a multiplayer game. 1. Outline and implement an engaging framework for understanding game design. 2. Empower students with language and concepts necessary to engage more deeply with games. 3. Develop students’ collaboration skills, creativity, and curiosity. 4. Provide the opportunity for students to have a hands-on experience creating games. 5. Encourage ongoing excitement to learn and think about games after the curriculum is completed. C U R R I C U L U M G U I D E O V E R V I E W A N D T E A C H I N G G O A L S Our curriculum is adapted from a college-level curriculum designed by Stone Librande, a Senior Game Designer at Riot Games. Overview URF ACADEMY | CURRICULUM GUIDE 3 C U R R I C U L U M G U I D E O R I G I N S A N D V A L U E S URF Academy is Launched In 2016, a group of Rioters launched URF Academy, an interactive game design workshop for high school students at our headquarters in Los Angeles. URF Academy’s goals were to teach local students about fundamental concepts in game design and showcase the breadth of careers in the gaming industry. URF Academy Expands After hosting more than 500 students over the course of two years, we expanded URF to several regional offices, including St. Louis, Dublin, Sydney, São Paulo, and Mexico City. Simultaneously, we began co-developing a free, online curriculum with two veteran computer science and game design educators to empower teachers to provide high quality game design instruction to high school students around the world. 2016 2018 We designed the curriculum with accessibility in mind. Any teacher with basic access to the internet and some paper should be able to teach students how to make a fun game. Origins and Values URF ACADEMY | CURRICULUM GUIDE 4 We want to democratize game design education for all and inspire the next generation of game designers. URF ACADEMY | CURRICULUM GUIDE 5 Overall Difficulty Content was designed for high school freshmen/sophomores, but can be applicable for middle school students (ages 12-13) with additional guidance Course Length 5 core modules containing 9 lessons Each lesson takes 60 minutes 1 final project module containing 5 lessons Each lesson takes 60 minutes Game Design Framework Curriculum C U R R I C U L U M G U I D E C U R R I C U L U M URF ACADEMY | CURRICULUM GUIDE 6 MODULE 01 Game Feeling & 8 Kinds of Fun ■ ■Define game feeling and explore memorable experiences and emotions students have encountered while playing games ■ ■Explore how types of fun be categorized and utilized to help produce a game feeling ■ ■Introduction to the game design framework and how it can be used to design high quality games MODULE 03 Meaningful Decisions & Opposition ■ ■Learn how to use problem solving and iterative design to improve gameplay quality ■ ■Learn about opposition, flow, and core game loops by ‘programming’ a balanced game MODULE 05 Interaction ■ ■Learn how game mechanics are used to create meaningful decisions (depth) and rich gameplay ■ ■Explore depth, breadth, complexity, and elegance with regards to game MODULE 02 Goals & Pacing ■ ■Learn how goals and subgoals affect the player’s experience through an interactive game where the rules are constant but the goals change ■ ■Understand several criteria for evaluating goals and designs ■ ■Learn how goals and subgoals can influence pacing MODULE 04 Rules, Thematics, & Complexity ■ ■Learn how thematics and narrative influence a game’s mechanics and rules to create resonant gameplay ■ ■Learn about complexity as it pertains to rules and techniques to reduce it, such as piggybacking MODULE 06: FINAL PROJECT Paper Prototype ■ ■Learn how to develop a game premise by creating the theme, title, type of fun, setting, narrative, player, goal, opposition, mechanics and rules ■ ■Learn several techniques for creating new mechanics, such as iterating with constraints, idea spiraling and backtracking ■ ■Learn about the benefits of paper prototyping and some techniques to quickly and affordably create them ■ ■Learn about playtesting games to find problems, identify opportunities for improvement and validate assumptions about a particular design ■ ■Learn about giving and receiving feedback and the qualities of high and low quality feedback Structure C U R R I C U L U M G U I D E S T R U C T U R E GAME OVER URF ACADEMY | CURRICULUM GUIDE 7 Education Standards Connections E L A C O M M O N C O R E S T A T E S T A N D A R D S : S P E A K I N G & L I S T E N I N G SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. E L A C O M M O N C O R E S T A T E S T A N D A R D S : L A N G U A G E L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. E L A C O M M O N C O R E S T A T E S T A N D A R D S : S C I E N C E & T E C H N I C A L S U B J E C T S RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. C U R R I C U L U M G U I D E E D U C A T I O N S T A N D A R D S C O N N E C T I O N S URF ACADEMY | CURRICULUM GUIDE 8 N E X T G E N E R A T I O N S C I E N C E S T A N D A R D S ( N G S S ) : E N G I N E E R I N G D E S I G N HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. C T E M O D E L C U R R I C U L U M S T A N D A R D S : A R T S , M E D I A A N D E N T E R T A I N M E N T D2.0 Analyze the core tasks and challenges of video game design and explore the methods used to create and sustain player immersion. D2.2 Break down and identify the fundamental building uploads/Philosophie/ curriculum-guide 3 .pdf