ALEX | Alabama Learning Exchange

How Are Video Games Made?

Classroom Resource Information

Title:

How Are Video Games Made?

URL:

https://www.wonderopolis.org/wonder/how-are-video-games-made

Content Source:

Wonderopolis

Type:

Learning Activity

Overview:

Students will read about how video games are created. They will read that computer programmers have to write in a computer language called code to control the game. They will read that video games have a story, characters, and an environment. They will begin writing a scenario for a new video game.

Content Standard(s):

Arts Education ARTS (2017) Grade: 4 Media Arts	1) Conceptualize original media arts products, utilizing a variety of creative methods. a. Use brainstorming and modeling. Example: Draw a design of a multi-purpose tool and create it out of foam or cardboard. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Conceive Essential Questions: EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Concepts & Vocabulary: Conceptualize imagine visualize unified ideas theme brainstorm Original unique synthesize model Artistic Goals intent message aesthetic Purpose your "why" intent Artistic Concepts balance contrast Elements of Design Principles of Media Arts Elements of Design Figurative Language analogy Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas. In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard. After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast. Refine a media arts project to address a chosen purpose, communicating through metaphor.
Arts Education ARTS (2017) Grade: 4 Media Arts	15) Examine and use personal and external resources to create media arts productions. a. Involve interests, research, and cultural understanding. Example: Create paper bag puppets to tell a story based on a topic of character education, such as bullying. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 10: Synthesize and relate knowledge and personal experiences. Process Components: Synthesize Essential Questions: EU: Media artworks synthesize meaning and form cultural experience. EQ: How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks? Concepts & Vocabulary: Examine question Culture personal interests external trends Interact observe question Ethics fair law right Skill Examples: Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture. Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language. Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society. Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
Arts Education ARTS (2017) Grade: 4 Media Arts	17) Explain verbally and/or in media arts productions how media art productions and ideas relate to everyday and cultural life. Examples: Fantasy, reality, and technology use. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Process Components: Relate Essential Questions: EU: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. EQ: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work? Concepts & Vocabulary: Examine question Culture personal interests external trends Interact observe question Ethics fair law right Skill Examples: Combine two art forms to describe a memory of an news event along with research about the event into media arts product and show effect on culture. Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language. Through teacher-led discussion and by responding to questions, describe media arts productions experienced everyday are part of the school community and society. Write a letter to the owner of a sound or image and ask permission to use it in a media arts production.
Arts Education ARTS (2017) Grade: 5 Media Arts	1) Present original ideas and innovations for media arts products, utilizing personal experiences and/or the work of others. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Conceive Essential Questions: EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Concepts & Vocabulary: Original Synthesize Innovation Proposal Concept Action Plan Materials List Roles/ Team Needed Design Purpose Persuade Discredit Meaning Subtext Connotation vs. Denotation Principles Emphasis Exaggeration Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas to advertise a product in a new way with a new message. In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meets the group's artistic goals based on the elements of design. Challenge the model by getting feedback from classmates and revise the storyboard to better communicate to the audience. After researching choose many and varied images for a media arts production that convey a chosen purpose. Images and sounds will use emphasis and exaggeration. Refine a media arts project from feedback to get a specific audience reaction, communicating through metaphor and symbolism.
Arts Education ARTS (2017) Grade: 5 Media Arts	17) Research and show how media arts productions and ideas relate to personal, social and community life. a. Focus on commercial and information purposes, history, and ethics. Example: Create a video to explore the myths of the Native Americans. Unpacked Content Artistic Process: Connecting Anchor Standards: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Process Components: Relate Essential Questions: EU: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts. EQ: How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work? Concepts & Vocabulary: Resources internal external Culture society values Research question compare information cause and effect Ethics fair prudent law Skill Examples: Combine two art forms to describe a memory of a news event along with research about the event into media arts product and show effect on culture. Share with the class a favorite media arts production (i.e., YouTube video, etc.), and include the meaning and message of the event along with its effect on culture at large, specifically through changing daily language and behavior. Through teacher-led discussion and by responding to questions, describe how media arts productions experienced everyday are part of the school community and affect family life. Cite sources in any media arts products using APA Style and forecast the possible interpretations and reactions to media arts products.

Tags:

character, code, environment, programmer, story, video game

License Type:

Custom Permission Type
See Terms: https://wonderopolis.org/pages/legal-privacy
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

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This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

How Are Video Games Made?