Game builder: overview for teachers

Level 1 contents

1. Thinking critically about games
2. Game mechanics
3. Narrative
4. 2D game artwork
5. Coding
6. Chiptune music
7. Testing and improving

Level 1 learning objectives

1. What makes a good game?

In this lesson, students analyse the different elements that make up a good game.

By the end of this lesson students should be able to:

• Identify the key elements that make up a game such as gameplay, graphics and audio

By the end of this lesson students will have:

• Conducted meaningful conversations about what they enjoy about videogames
• Analysed student-made games from Screen It.

2. Exploring game mechanics 

In this lesson, students start to understand what game mechanics are, and how they influence gameplay. Through designing and testing their own paper games students can start to think about how testing can result in improved gameplay.  

By the end of this lesson students should be able to:

• Display an understanding of what game mechanic are and how they influence gameplay 
• Understand ‘bugs’ and the importance of playtesting 

By the end of this lesson students will have:

• Discussed and articulated an understanding of game mechanics through examples 
• Created in a group a paper game with game mechanics and gameplay 
• Tested and revised a paper game through playtesting

3. Creating narratives 

In this lesson, students consider how narrative can enhance the engagement of a videogame and come up with their own stories for existing retro games. From their, students can start forming their own take on and narrative outline for their version of Paper, Scissors, Rock. 

By the end of this lesson students should be able to:

• Understand how story and characters make games more engaging 
• Understand the concept of stakes and player consequences 

By the end of this lesson students will have:

• Developed narrative ideas for existing retro games 
• Developed a simple narrative for own version of Rock, Paper, Scissors (or other if the teacher decides) 

4 & 5. Creating artwork for a 2D game 

In these lessons, students consider the differences between sprites, costumes and backdrops in regards to the coding program Scratch. Students will develop concept artwork that considers the role of colour in videogames, before using Piskel to build their asset library. It's anticipated it will take students at least two lessons to design, create and export all their sprites, backdrops and costumes.

By the end of this lesson students should be able to:

• Understand the difference between sprites, costumes, and backdrops 
• Understand the role of concept artwork and colour palettes in designing artwork for a videogame 

By the end of this lesson students will have:

• Used Piskel to create simple sprites for videogame 
• Created concept artwork and colour palettes pre-sprite design 
• Completed sprites for their videogame 

6. Logic and coding 

In this lesson, students consider what coding is through listing coding actions for a real-world game. Students will then be introduced to object-orientated coding and complete further coding lists for their own videogame project. 

By the end of this lesson students should be able to:

• Understand what coding is
• Understand what object-orientated coding is 

By the end of this lesson students will have:

• Applied logic to basic coding lists, including an object orientated list 
• Created a coding list for their game 
• Created object-orientated programming list for their game 

7 & 8. Coding using Scratch 

In these lessons, students build or enhance their block-coding skills using Scratch, and build their game. Before building their own game students will identify the coding knowledge they will need and identify any gaps in their knowledge. They will then seek out further tutorials or instructionals before starting the build of their game. It's anticipated familiarising or refamiliarising themselves with Scratch, and building their game will take at least two lessons.

By the end of these lessons students should be able to:

• Understand a variety of Scratch blocks and their uses 
• Understand the actions of their game and the coding skills they’ll need in Scratch 

By the end of these lessons students will have:

• A consolidated list of assets before learning Scratch 
• A list of actions and coding skills 
• Identified Scratch tutorials they should complete in order to be able to code their game 
• A rough version of their game 

9. Creating chiptune music and sound effects 

In this lesson, students consider the role of music and sound effects on the mood and genre of videogames. They’ll pick up some basic music theory before creating their own piece or pieces of music for their game. They’ll also consider sound effects and how to make original sound effects. Once their audio assets are complete, students will code the into their game build. 

By the end of this lesson students should be able to:

• Understand what sound design is, and the relationship between music, sound effects, and mood/ genre of game 
• Understand basic musical theory, including beat, tempo and musical keys 
• How to use Beepbox to create original music 

By the end of this lesson students will have:

• Completed planning sheet outlining music and sound effects 
• One or more pieces of music made specifically for their game that shows an intent to link to the game, either thematically or in terms of pace or gameplay 
• Import music and sound effects and code into game build 

10. Playtesting and improving your game

Once a rough version of their game had been built, students will playtest their games and make notes. Following playtesting, students create a list of possible edits, alternations or additions to their game as they see fit.

By the end of this lesson students should be able to:

• Know how to conduct a playtest session that will result in meaningful observation for their game

By the end of this lesson students will have:

• Produced a list of observations from playtesting
• Devised a shortlist of edits, alternations or additions to their game

Level 2 contents

1. Ideation
2. Structure and design
3. Narrative design
4. Systems and code
5. Workflow, process and building your own game
6. Creating game graphics
7. Building videogame soundscapes
8. Playtesting
9. Next steps in game making

Level 2 learning objectives

1) Ideation

This lesson gives students a framework for developing ideas as well as tools for generating their own.

By the end of this lesson students should be able to:

• Understand the role of a foundational premise / idea in game development
• Be able to critically engage and explore questions of premise / idea development in games they have played
• Have a set of foundation ideas for the development of their own platform game

2) Structure and design

This lesson looks at player actions, and how they evolve over space and time.

At the end of the module, students should be able to:   

• List the actions that the player can do
• Map out the spaces of their game
• Show how their game spaces provide interesting sequences of interaction and playability

3) Narrative design

This lesson looks at story structure and the relationship between narrative and gameplay.

By the end of this module, students should be able to:

• Describe the key events or acts of their game
• Describe the key beats of their story if they have one
• Show how their narrative and existing level designs coalesce 

4) Systems and code

This lesson looks at problem solving and converting game designs into code, including breaking down the actions and rules of the game into component systems & functions, and also thinking about the parts of a game that you can’t see – drawing sprites, handling collision, taking input, developing an understanding of how they interact with what students are making.

By the end of this module, students should be able to:

• Break their game actions into pseudo code / flowcharts
• Describe the functions the engine provides & how they interact with their game & code

5) Workflow, process and building your game

This lesson looks at how to map out milestones for a project, and prompts students to prepare themselves for their game build

By the end of this module, students should be able to:

• Show their work plan for their project
• Explain how they are placed to build their game, considering their ability with their game engine and understanding of what their game demands of that engine

6) Creating game graphics

These lessons looks at the basics of visual communication and graphic creation including silhouetting, complimentary colour selection and different work pipelines. This will also cover animating sprites and creating sprites. 

Please note producing their in-game assets might take some time.

Outcomes

At the end of this module, students should be able to:

• Break their game down into different states & show how they connect to graphics
• Describe how their game is visually readable – backgrounds, players, enemies – through a combination of silhouetting, colour choice, etc.
• Describe how the game communicates changes in state visually – what happens when the player is hit? What happens when an enemy is injured? 
• Create Sprites & animations which work in their game engine, and which communicate multiple actions and states

7) Building videogame soundscapes

This lesson looks at the use of audio across a complete game, encompassing different music for the different games states including intro and outro. Audio FX will also be picked apart and stand-out fx use will be highlighted and recreated.

Outcomes

At the end of this module, students should be able to:

• Break down their game’s actions and state, creating a list of sound effects to play on each
• Source suitable sound effects & implement them in game.
• Source or write music for each of their games high-level states – front end, playing, end screen, boss fights.

8) Playtesting

This lesson looks bug fixing and game improvement through playtesting.

Outcomes

At the end of this module, students should be able to:

• Come up with a plan for playtesting their game, recording results, and making any necessary changes
• Reflect on what might be needed for their game to be finished

9) Next steps

This lesson looks at what might be next for students’ games. It encourages them to think beyond just using it as a portfolio or how game development skills might lead to a job, highlighting that this practice can sit within an amateur or hobbyist practice, a culture & events one, or even as something not to be taken any further.

Outcomes

At the end of this module, students should be able to:

• Position their game alongside other students, experimental, and artistic games
• Think about next steps - whether skills development, showcasing, or further play & tinkering
• Be aware of and engage with their local games development scene & activity