GAME SIMULATION
Program Description
Game & Simulation Foundations is designed to provide an
introduction to game and simulation concepts and careers, the impact game
and simulation has
on society and industry, and basic game/simulation design concepts such
as rule design, play mechanics, and media integration. This course compares
and contrasts games and simulations, key development methodologies and
tools, careers, and industry-related information. This course also covers
strategies, processes, and methods for conceptualizing a game or simulation
application; storyboarding techniques; and development tools. Hands-on activities
using
an entry-level game development tool such as Game Maker or Alice are integrated
into the curriculum.
Game & Simulation Design covers fundamental principles of
designing a game or a simulation application, in particular Human Computer
Interface
(HCI) principles, rules and strategies of play, conditional branching, design
and development constraints, use of sound and animation, design tools and
implementation
issues. The content includes market research, product design documentation,
storyboarding, proposal development, and presentation of a project report.
Emphasis is placed on the techniques needed to develop well documented,
structured game or simulation programs. Extensive use is made of evaluating
and analyzing existing games or simulations. Hands-on activities using
an entry-level game development tool such as Game Maker or Alice are integrated
into the curriculum.
By completing the game simulation track, students will be
eligible to sit for industry certification for Adobe Certified Associate
(Photoshop). 
Business Core Courses:
Specialization Courses:
Purpose
This program offers a sequence of project-based courses
that provide coherent and rigorous content aligned with challenging academic
standards and relevant technical knowledge and skills needed to prepare for
further education and careers in the Information Technology career cluster
such as Game or Simulation Designer, Game or Simulation Graphic Artist, and
Game or Simulation 3-D Animator; provides technical skill proficiency, and
includes competency-based applied learning that contributes to the academic
knowledge, higher-order reasoning and problem-solving skills, work attitudes,
general employability skills, technical skills, and occupation-specific skills,
and knowledge of all aspects of the Information Technology career cluster.
The content includes practical experiences
in game/simulation conceptualization, design, storyboarding, development
methodologies, 2D/3D
animation design and production, and implementation issues. Specialized skills
involving graphic animation software are used to produce a variety of two
and three dimensional components.
Program Structure
This program is a planned sequence of instruction consisting
of three occupational completion points. Students enrolling in this program
must be computer literate. This literacy can be achieved by completing one
credit of the Business Technology Education core. This includes Computing
for College & Careers (8209020) or Introduction to Information Technology
(8207310). It is also recommended that students complete academic courses
in visual arts, computer arts, or digital arts. A student who completes the
applicable competencies at any occupational completion point may either continue
with the training program or exit as an occupational completer.
When offered at the post secondary level, this program is comprised of courses
which have been assigned course numbers in the SCNS (Statewide Course Numbering
System) in accordance with Section 1007.24 (1), F.S. Career and Technical
credit shall be awarded to the student on a transcript in accordance with
Section 1001.44 (3)(b), F.S.
Laboratory Activities
Laboratory activities are an integral part of this program.
These activities include instruction in the use of safety procedures, tools,
equipment, materials, and processes related to these occupations. Equipment
and supplies are provided to enhance hands-on experiences for students.
Program Recommendations
The Game, Simulation, and Animation Visual Design
program lends itself to integration of the core academic subjects of language
arts,
math, science,
visual arts, and social studies into project activities. It is through a
balanced and integrated curriculum that students attain the attitudes, skills,
and knowledge needed to compete successfully in today's workforce.
This program emphasizes the development of technical abilities
as well as ethical and societal awareness necessary to function in a highly
technological
society. The use of cooperative learning groups is recommended. By learning
and practicing group process skills, students will be prepared to work together
in real workplace situations. Program graduates will develop enhanced self-esteem
as well as the problem solving and teamwork skills necessary to succeed in
careers and postsecondary education.
The Game, Simulation and Animation Visual Design program
places a strong emphasis on workplace learning. Job shadowing and mentoring
experiences
with
game and simulation professionals along with on-site trips to local businesses
connect classroom learning to the workplace. In-class guest speakers bring
the real world into the classroom.
The Foundations and Design courses should be taken in sequence prior to
the 2D Graphic Development and 3D Graphic Animation courses. The 2D Graphic
Development and 3D Graphic Animation courses may be taken concurrently. The
BTE core course may be taken concurrently with either the Foundations course
or the Design course.
The Game/Simulation/Animation Advanced Applications program (8208400) is
an appropriate follow-on capstone program.
Career and Technical Student Organization (CTSO)
Future Business Leaders of America (FBLA) and Business Professionals of
America (BPA) are the appropriate career and technical student organizations
for providing leadership training and reinforcing specific career and technical
skills for secondary students. For postsecondary students, Phi Beta Lambda
and BPA are the appropriate student organizations. Career and Technical Student
Organizations provide activities for students as an integral part of the
instruction offered. The activities of such organizations are defined as
part of the curriculum in accordance with Rule 6A-6.065, F.A.C.
Cooperative Training – OJT
On-the-job training is appropriate but not required for this program. Whenever
offered, the rules, guidelines, and requirements specified in the program-specific
OJT framework apply.
There is a Cooperative Education Manual available on-line that has guidelines
for students, teachers, employers, parents and other administrators and sample
training agreements. It can be accessed on the DOE website at http://www.fldoe.org/workforce/programs/doc/coopm.doc.
