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Presentation
Presentation
Final project course that is taught in continuity with the Project Workshop II.
Despite different objectives and evaluations, the annual development of a Game project delivered in
different phases is encouraged.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 8
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Year | Nature | Language
Year | Nature | Language
3 | Mandatory | Português
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Code
Code
ULHT1075-8700
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Preparation of the final course project
2. Develop individually a synopsis of a game (the one-sheet document).
3. Presentation of the synopsis (pitching)
4. Develop in group a video game design document.
- Students should put themselves in the role of game designers and deepen the concept and script of a
video game.
- MVP (minimum viable product)
- Jogablity and Mechanics
- Game length
- scoring system.
- Technical conventions (analysis of technical requirements)
5. Elaborate the complete script of a game (the high-level design document).
6. Creation of concepts and mockups (2d/3d) for visual elements.
7. Creation of sound map, ambiences and effects.
8. Creation of demos (Pre-alpha), tests and changes (alpha release)
9. Preparation and presentation of Pitchings.
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Objectives
Objectives
Be able to test your ability to create a game design document for a video game on the premise of its
practical development scheduled for the 2nd semester. As such, the description of the content to be
developed, the game ideas, the designs created, the tasks assigned, the marketing strategies, the
coordination and the rhythm of work should, from the first weeks, be fulfilled and respected by all as a
way to obtain better results as well as to prepare properly for the world of work in the creative industries.
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Teaching methodologies and assessment
Teaching methodologies and assessment
A series of innovative methodologies are implemented in all the sessions of this curricular unit:
- Active methodologies, in which the teacher mediates the training so that the student can present their point of view in class and increase their critical sense.
- Use of STEAM resources.
- The Maker Movement, as several disciplines and teachers are involved in the development of this course;
- Project-orientated teaching, in which students work in groups, with peer review, to solve challenges proposed (problems) by the class.
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References
References
DILLE, F. & PLATTEN, J. (2007), The Ultimate Guide to Video Game Writing and Design , New York:
Skip Press.
FULLERTON, T. (2008). Game Design Workshop: A Playcentric Approach to Creating Innovative Games
¿ Second Edition , San Francisco: Elsevier.
GREGORY,J. (2015). Game Engine Architecture. CRC Press: Boca Raton.
ISBISTER, K. (2016). How Games Move Us: Emotion by Design. MIT Press: Cambridge.
KELLINGER, J. (2017). A Guide to DesigningCurricular Games: How to ¿Game¿ the System. Boston:
Springer.
KOSTER, R. (2005). A Theory of Fun for Game Design , Arizona: Paraglyph Press.
ROUSE III, R. (2005). Game Design ¿ Theory & Practice , Texas: Wordware Publishing.
SCHELL, J. (2015). The Art of Game Design: A Book of Lenses. CRC Press: Boca Raton.
TODD, D. (2007). Game Design: From Blue Sky to Green Light, AK Peters, Wellesley, Mass.
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Office Hours
Office Hours
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Mobility
Mobility
No
