Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 130 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER AND TECHNICAL EDUCATION
Subchapter C - ARTS, AUDIO/VIDEO TECHNOLOGY, AND COMMUNICATIONS
Section 130.127 - Web Game Development (One Credit)
Universal Citation: 19 TX Admin Code ยง 130.127
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. Students shall be awarded one credit for successful completion of this course. Recommended prerequisite: Web Design. This course is recommended for students in Grades 11 and 12.
(b) Introduction.
(1) Career and technical education
instruction provides content aligned with challenging academic standards and
relevant technical knowledge and skills for students to further their education
and succeed in current or emerging professions.
(2) The Arts, Audio/Video Technology, and
Communications 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.
(3) Web Game Development will
allow students to demonstrate creative thinking, develop innovative strategies,
and use digital and communication tools necessary to develop fully functional
online games. Web Game Development has career applications for many aspects of
the game industry, including programming, art principles, graphics, web design,
storyboarding and scripting, and business and marketing. The six strands
include creativity and innovation; communication and collaboration; research
and information fluency; critical thinking; problem solving, and decision
making; digital citizenship; and technology operations and concepts.
(4) Students are encouraged to participate in
extended learning experiences such as career and technical student
organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Creativity and innovation. The student
demonstrates creative thinking, constructs knowledge, and develops innovative
products and processes using technology. The student is expected to:
(A) research, evaluate, and demonstrate
appropriate design of a web-based gaming site;
(B) illustrate ideas for web artwork from
direct observations, experiences, and imagination;
(C) create original designs for web
applications; and
(D) demonstrate
the effective use of art media to create original web designs.
(2) Communication and
collaboration. The student uses digital media and environments to communicate
and work collaboratively, including at a distance, to support individual
learning and contribute to the learning experience of others. The student is
expected to:
(A) understand and evaluate the
use and appropriateness of webinars;
(B) examine, discuss, and summarize
interactive online learning environments;
(C) distinguish between distance learning,
virtual learning, and online learning;
(D) define and evaluate Voice over Internet
Protocol (VoIP);
(E) identify and
apply end-user, peer, self-, and professional evaluations; and
(F) work collaboratively to create
functioning programs and gaming products.
(3) Research and information fluency. The
student applies digital tools to gather, evaluate, and use information. The
student is expected to:
(A) research,
evaluate, and create web forms for database processing;
(B) identify the various programming
languages and differentiate among the available web programming languages;
(C) research, evaluate, and
summarize content management systems (CMS);
(D) differentiate between Common Gateway
Interface (CGI) and computer-generated imagery (CGI);
(E) discuss, analyze, and summarize streaming
media/content and game broadcasting;
(F) define and evaluate instant messaging
(IM) within a game environment;
(G) analyze and discuss the history of
gaming;
(H) discuss, analyze,
compare, and contrast game types such as action, action-adventure, adventure,
construction and management simulation, life simulation, massively multiplayer
online role-playing (MMORPG), music, party, puzzle, role-playing, sports,
strategy, trivia, and vehicle simulation;
(I) discuss, analyze, compare, and contrast
gaming hardware, including console, personal computer, mobile, and web;
(J) compare and contrast web
standards versus browser-specific languages;
(K) research, evaluate, and summarize
e-commerce;
(L) investigate career
opportunities in programming, gaming, art, design, business, and marketing;
(M) research the characteristics
of existing gaming websites to determine local, state, national, and global
trends;
(N) compare and contrast
historical and contemporary styles of art as applied to website development;
(O) compare and contrast the use
of the art elements of color, texture, form, line, space, and value and the art
principles of emphasis, pattern, rhythm, balance, proportion, and unity in
personal web game artwork and the web game artwork of others, using vocabulary
accurately;
(P) describe general
characteristics in artwork from a variety of cultures that influence web game
design;
(Q) research and evaluate
emerging technologies; and
(R)
research and evaluate augmented reality (the supplementing of reality with
computer-generated imagery) such as heads-up display and virtual digital
projectors.
(4)
Critical thinking, problem solving, and decision making. The student uses
critical-thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and
resources. The student is expected to:
(A)
select an appropriate web programming language based on given criteria;
(B) develop requirements for a
database and determine the appropriate means to insert, delete, and modify
records;
(C) develop Structured
Query Language (SQL) statements to retrieve, insert, modify, and delete records
in a database;
(D) design and
create a flow diagram to plan a database, program, and game;
(E) define and identify proper use of gaming
graphics, including skins, textures, environment appearance, environment
mapping, raster graphics, and vector graphics;
(F) plan an animation that includes the
movement of characters, camera movements, camera angles, user point of view,
mechanics of motion, backgrounds, settings, ambient objects, and environments;
(G) compare and contrast
two-dimensional (2-D) and three-dimensional (3-D) animation;
(H) develop and create a gaming storyboard
and script that shows the overall development of a storyline;
(I) identify and implement graphic and game
design elements, including color, environment, time to completion, difficulty,
story complexity, character development, device control, backstory, delivery,
and online player(s);
(J) design
and create decision trees for a game's artificial intelligence engine;
(K) compare and contrast available
audio formats for optimal delivery;
(L) identify the similarities and differences
among platforms, including the application of coding on a personal computer,
mobile device, and gaming console;
(M) research and identify existing online
game development tools;
(N)
evaluate and determine network requirements for the delivery of online games to
end users; and
(O) create visual
solutions by elaborating on direct observation, experiences, and imagination as
they apply to original web design.
(5) Digital citizenship. The student
understands human, cultural, and societal issues related to technology and
practices legal and ethical behavior. The student is expected to:
(A) explain game ratings and why games fit
into certain ratings;
(B) assess
games and game ratings in terms of their impact on societal interactions;
(C) model the ethical and legal
acquisition of digital information following copyright laws, fair-use
guidelines, and the student code of conduct;
(D) define and practice the ethical and legal
acquisition, sharing, and use of files taking into consideration their primary
ownership and copyright;
(E)
examine original web game artwork to comply with appropriate behavioral,
communication, and privacy guidelines, including ethics, online bullying and
harassment, personal security, appropriate audience language, ethical use of
files/file sharing, technical documentation, and online communities;
(F) interpret, evaluate, and justify artistic
decisions in the creation of original art for web game design; and
(G) analyze original web game artwork and
digital portfolios created by peers and others to form precise conclusions
about formal qualities, historical and cultural contexts, intents, and
meanings.
(6)
Technology operations and concepts. The student demonstrates a sound
understanding of technology concepts, systems, and operations. The student is
expected to:
(A) create a website that
includes:
(i) an interactive database with
elements such as SQL statements, Extensible Markup Language (XML), and Open
Database Connectivity (ODBC);
(ii)
javascript; and
(iii) server-side
processing, including Common Gateway Interface (CGI); bitmap and vector
graphics; database creation, modification, and deletion; creation and
maintenance of user accounts; user authentication; and documentation;
(B) create a fully
functional online game that includes:
(i)
multiple game levels with increasing difficulty;
(ii) high-score ranking;
(iii) physics, including center of mass,
collision detection, lighting, shading, perspective, anatomy, motion blur, lens
flare, and reflections;
(iv) art
principles, including color theory, texture, balance, lighting, shading,
skinning, and drawing;
(v)
graphics resolution, including pixel depth and compression;
(vi) database creation, modification, and
deletion;
(vii) creation and
maintenance of user accounts;
(viii) user authentication;
(ix) artificial intelligence;
(x) game-level saving;
(xi) mathematical functions;
(xii) varying camera angles;
(xiii) VoIP for online web games; and
(xiv) documentation; and
(C) create a digital
portfolio.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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