Capítulo 3: Implementación y pruebas de la solución
3.3 Pruebas
3.3.4 Validación de la solución
Competency 1: Research audio history and theory. (DOK1) VGD.38, VGD40
Suggested Enduring Understandings
1. Students should learn the history and theory related to audio for game design and development.
2. Students will better understand the components of a sound system and game audio formats.
Suggested Essential Questions
1. What are the historical components of game audio?
2. What are the primary functions of audio in game design?
3. What are the different formats for game audio?
Suggested Performance
Indicators Suggested Teaching Strategies Suggested Assessment
Strategies a. Discuss the
components of audio and game design.
(DOK1)
a. Introduce students to game audio design by giving a brief overview of game audio. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will identify key terms relative to game audio. Terms may include the following: CS7, CS9, R4, T3, T6
• Frequency modulation synthesis
• Wave table synthesis
• Sound waves knowledge of terms
b. Discuss the history of audio components and their importance in game design. (DOK1)
b. Describe the beginnings of the recognition of sounds and how they changed throughout time.
CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will create a time line presentation outlining significant events and inventions
b. Student Participation Rubric
Presentation Rubric Poster Rubric
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relative to sound and audio technology.
Students will create a poster that reflects their interpretation of how sounds are made and measured.
c. Describe the
components of a sound system and game audio formats. (DOK1)
c. Discuss the basic components of a sound system and game audio formats. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will create a poster illustrating a basic sound system incorporating the equipment needed for composing, recording, sequencing, capturing, sampling, editing, and mastering.
c. Poster Rubric
Competency 2: Understand the functions of audio design fundamentals (creating the atmosphere) and interactive audio for game design. (DOK1) VGD.44, VGD.45
Suggested Enduring Understandings
1. Sound has a large influence on the overall game experience. Students should learn that effective sound can create the entire atmosphere of a game.
2. Students will learn the purpose of audio in games and how they can set the mood for a game.
Suggested Essential Questions
1. What is the purpose of sound in the development of games?
2. What are the various sound design disciplines?
3. What is the process of creating game sound?
Suggested Performance
Indicators Suggested Teaching Strategies Suggested Assessment Strategies a. Describe how sound can set
the mood for a game. (DOK1) a. Discuss the reasons for adding sound to games. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will identify the purposes of sound effects in game design and how the effects set the mood for the gameplayer.
Students will play three games and identify the purposes of the sound effects in each game by answering the following questions:
1. How do the sounds provide clues to the surroundings?
2. How do the sounds add value to the game?
3. What mood do the sounds project?
4. Do the sounds establish brand identity?
How?
5. Do the sounds create tactile and interface feedback for the gameplayer? How?
6. How appropriate are the sound effects?
7. Do the sounds enhance the
entertainment value of the game? How?
8. Are any of the sounds associated with logos, cinematics, menu screens, or environmental effects? Why or why not?
a. Grade student answers to questions.
b. Create digital sound effects.
(DOK3) b. Discuss the technical considerations and
processes related to the creation of digital b. Teacher observation
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sound effects. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will create, produce, test, and edit digital sound effects using audio design software.
c. Describe the purpose and primary functions of music in video games. (DOK1)
c. Explain the musical instrument digital interface (MIDI) and its function in video games. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Discuss MIDI, and then ask the students to write a two-page essay defining and
explaining the following: CS7, CS9, E1, R4, W4, W5, T3, T6
1. What is adaptive and interactive music?
2. What is horizontal re-sequencing?
3. What is vertical re-orchestration?
4. What are music loops? Why are they used?
5. What are ambient tracks?
Students will listen to music from video games and answer the following:
1. How does the music set the mood?
2. Does the music identify the era and location related to the game?
3. How does the music set the game pace?
4. Does the music create immersion?
5. How appropriate is the music in relation to credit sequences, cinematics, menu screens, background, plot, and final cues?
c. Grade answers.
d. Demonstrate music
composition. (DOK3) d. Discuss musical themes, composition preparation, and music creation methods using MIDI hardware and software. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will compose, edit, master, and test a 2- to 3-minute original music piece for a video game.
d. Music Composition Rubric
e. Explain voice-overs and how they add personality to game characters. (DOK1)
e. Discuss voice-overs for video games. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will explain the purpose of voice-overs in video games.
Students will list the types of voice-overs.
Students will describe a typical voice-over session and the process of recording voice-overs.
e. Student participation
f. Demonstrate the creation of voice-overs, edit, and test voice-overs. (DOK3)
f. Discuss the process of recording, editing, and testing voice-overs. Describe the voice-over recording process. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will create, edit, and test
voice-f. Voice-Over Rubric Group Participation Rubric
117 overs.
Students will direct a voice-over recording session in small groups.
Competency 3: Apply fundamentals of 3-D audio in order to blend video game audio elements. (DOK2) VGD.48 Suggested Enduring Understandings
1. It is important for students to learn how to balance the music, sound effects, and dialogue creating a total soundscape for video games.
2. Students will obtain a better understanding of the effect technology has had on game audio.
Suggested Essential Questions
1. What are the factors that determine priority given to playback of music, sound effect, and dialogue?
2. What role does technology play in the final quality of individual game sounds?
Suggested Performance
Indicators Suggested Teaching Strategies Suggested Assessment
Strategies a. Describe the audio
asset assembly, delivery, and priority process. (DOK1)
a. Discuss audio asset assembly, delivery, and priorities. Discuss how these are established. CS6,
CS8, CS9, CS10, CS11, T2, T3, T6
Students will conduct online research on the role of the audio director in relation to game design and the balance of music, sound effects, and dialogue.
Students will create a flowchart of audio priorities for a game they might create.
a. Participation Rubric
b. Demonstrate the difference between occlusion and obstruction and the effect on game audio.
(DOK3)
b. Discuss occlusion and obstruction, and give examples of each. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will differentiate the results of occlusion and obstruction in small groups. Students will use the following filters to create examples:
• Doors
• Tables
• Walls
• Other barriers
b. Group Participation Rubric
c. Describe the effect technology has had in the past and may have in the future on game audio. (DOK1)
c. Discuss emerging technologies related to game audio design. CS6, CS8, CS9, CS10, CS11, T2, T3, T6
Students will conduct online research to find emerging technologies related to audio design and create a slide presentation that represents their findings.
c. Presentation Rubric
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Standards
IGDA Standards
VGD.38 Audio History and Theory VGD.40 Basic Studio Skills
VGD.44 Audio Design Fundamentals VGD.45 Introduction to Interactive Audio VGD.48 3-D Audio
21st Century Learning Standards CS6 Creativity and Innovation
CS7 Critical Thinking and Problem Solving CS8 Communication and Collaboration CS9 Information Literacy
CS10 Media Literacy CS11 ICT Literacy
National Educational Technology Standards for Students T2 Communication and Collaboration
T3 Research and Information Fluency T6 Technology Operations and Concepts ACT College Readiness Standards
E1 Topic Development in Terms of Purpose and Focus R4 Meaning of Words
W4 Organizing Ideas W5 Using Language
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References
Hight, J., & Novak, J. (2008). Game development essentials: Game project management. Clifton Park, NY:
Thomson/Delmar Learning.
Marks, A., & Novak, J. (2009). Game development essentials: Game audio development. Delmar/Cengage Learning.
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Suggested Rubrics and Checklists
121 NNaammee::
DDaattee:: PePerriioodd::
Group Participation Rubric
Beginning
contributed to discussions of the group
Contributed good effort to discussions of the group
Contributed great effort to
discussions of the group
Contributed exceptional effort to discussions of the group behavior most of the time
Exhibited on-task behavior
consistently
Helping Others
Did not assist other group
Listening Ignored ideas of group members
Seldom listened to ideas of group members
Occasionally listened to ideas of group
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