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2D Video Game Boot Camp (Grades 7 - 8) 2 Week Camp

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Call us at 817-272-2581 to see if you qualify for a discount on this course.

Dates:August 4-15, 2014
Meets:M, Tu, W, Th and F from 1:00 PM to 4:00 PM, 10 sessions
Location:UT Arlington TTC 118
Instructor:Instructor Information
Fee: $399.00  
Textbook:No Book Required
Notes:Thank you very much for your interest in the Kids and Teens University Summer Camps. We are available to make the registration process go as smooth as possible for you. Due to some browsers some of the forms may not download properly. If you are experiencing problems accessing or downloading the required forms please contact our office at 817.272.2581. When you complete the camp registration online please register in the name of the camp/class participant (your child's name), not in your name. This will ensure proper registration.

Sorry, this course is inactive. Please contact our office to see if it will be reinstated, or if alternative classes are available.

Course Description

Learn from one of our best game designers as you'll receive hands-on guidance to make and design a playable 2D game using Multimedia Fusion 2. In this camp, students will learn about programming and its languages, animations, and sound as they work on a collection of projects for their video game portfolio that range from platformers to racing games.

Educational Benefits:

  • Learning programming languages
  • Learning video editing
  • Learning 3-D modeling
  • Interacting creatively with technology
  • Creative Problem Solving and
  • Teamwork
  • Click here to view all Kids and Teens programs and required forms.

    All of our STEM Based-Camps focus on Science, Technology, Engineering and Math.

    TEKS for Web Development

    (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.
    (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.
    (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

    TEKS for Game Programming and Design

    (c) Knowledge and skills.
    (1) Creativity and innovation. The student develops products and generates new understanding by extending existing knowledge. The student is expected to:
    (A) understand the basic game design elements, including conceptual ideas, storyline, visualization, storyboard, game effects, sound elements, game play, game controls, and player tutorial;
    (B) create a design concept document;
    (C) create a storyboard;
    (D) demonstrate an understanding of the fundamentals of game art, including the look and feel, graphics coordinate system, basics of color, and color palettes;
    (E) use bitmap graphics images, including designing, creating, reading, and manipulating images;
    (F) create backgrounds, including solid, image, and tiled backgrounds;
    (G) write programs creating images using geometric shapes;
    (H) create games using sprites by evaluating the role of sprites, creating sprites, and managing sprites;
    (I) create programs using sprite sheets;
    (J) demonstrate an understanding of image rendering, including transparency, refresh rate, hardware acceleration, and animation;
    (K) find, create, and edit game audio sound effects and music; and
    (L) implement game sound mechanics, including playing, pausing, and looping.
    (2) Communication and collaboration. The student communicates and collaborates with peers to contribute to his or her own learning and the learning of others. The student is expected to:
    (A) design and implement procedures to set timelines for, track the progress of, and evaluate a game product;
    (B) seek and respond to input from peers and professionals in evaluating a game project;
    (C) demonstrate knowledge and appropriate use of operating systems, program development tools, and networking resources;
    (D) use network resources to acquire, organize, maintain, and evaluate information;
    (E) collaborate to research the business of games, including the roles of developer, marketing, publisher, and retail sales; and
    (F) demonstrate an understanding of and evaluate online technology, including online interaction and massive multiplayer games.
    (3) Research and information fluency. The student locates, analyzes, processes, and organizes data. The student is expected to:
    (A) play board games to research and collect game play data;
    (B) evaluate, analyze, and document game styles and playability; and
    (C) research the dramatic elements in games, including kinds of fun, player types, and nonlinear storytelling.
    (4) Critical thinking, problem solving, and decision making. The student uses appropriate strategies to analyze problems and design algorithms. The student is expected to:
    (A) demonstrate an understanding of the game design process, including generating ideas, brainstorming, and paper prototyping;
    (B) write programs using variables of different data types;
    (C) evaluate game rules and instructions;
    (D) demonstrate an understanding of the user experience by comparing rules and game-play patterns;
    (E) write game rules and instructions;
    (F) develop game software;
    (G) write computer game code, resolve game defects, and revise existing game code; and
    (H) test a finished game product by implementing sound testing techniques.
    (6) Technology operations and concepts. The student understands technology concepts, systems, and operations as they apply to game programming. The student is expected to:
    (A) identify basic game components, including the game engine, game play subsystems, data structures, models, and interfaces;
    (B) generate random numbers in a program;
    (C) create a program implementing conditional statements;
    (D) develop an appropriate data model;
    (E) demonstrate an understanding of and apply object-oriented game programming;
    (F) demonstrate an understanding of game programming essentials, including event-driven programming, communicating with messages, and device management;
    (G) demonstrate an understanding of the role of game events, the animation loop, and game timing;
    (H) demonstrate an understanding of the role of game engines;
    (I) demonstrate an understanding of video display flicker and double buffering;
    (J) apply basic game screen design and layout, including visual controls, user interfaces, menus, and options;
    (K) use game control design to understand, access, and control input devices, including keyboard, mouse, and joystick;
    (L) demonstrate an understanding of and apply game animation, including the principles of animation and frame-based animation;
    (M) demonstrate an understanding of decision making and types of decisions;
    (N) demonstrate an understanding of game events, including listeners, triggers, and timed events;
    (O) demonstrate an understanding of and implement collision detection, including bounding boxes and sprite collisions;
    (P) implement a tile-based game, including loading tile maps, drawing tile maps, rendering a tile map, and layering sprites;
    (Q) demonstrate an understanding of artificial intelligence and develop and implement artificial intelligence;
    (R) demonstrate an understanding of game balance and tuning; and
    (S) demonstrate an understanding of player progression, including leveling, linear progression, and maintaining high score data.

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