Standards in this Framework
| Standard | Description |
|---|---|
| GDAS1.1 | Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities. |
| GDAS1.2 | Demonstrate creativity by asking challenging questions and applying innovative procedures and methods. |
| GDAS1.3 | Exhibit critical thinking and problem-solving skills to locate, analyze and apply information in career planning and employment situations. |
| GDAS1.4 | Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity. |
| GDAS1.5 | Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply teamwork skills. |
| GDAS1.6 | Present a professional image through appearance, behavior, and language. |
| GDAS2.1 | Research the evolution of game design and game play, focusing on how emerging technologies have impacted the game industry. |
| GDAS2.2 | Identify the primary steps in the design process (e.g., conceptualize, prototype, test, analyze). |
| GDAS2.3 | Evaluate basic gameplay from an existing game. |
| GDAS2.4 | Compare and contrast the narratives in gameplay and explain how and when the storyline could pertain to game design. |
| GDAS2.5 | Evaluate and describe various 2D & 3D, single & multi-player genre in games. |
| GDAS2.6 | Plan and lay out the steps needed to execute a team project, from skills to dependencies and parallelization of tasks. |
| GDAS2.7 | Compare and contrast game creation tools including scripting languages, extensibility, 2D/3D support and others. |
| GDAS3.1 | Introduce script binding, components, and prefabricated objects to projects. |
| GDAS3.2 | Determine appropriate programming and scripting languages to create desired game mechanics, control the environment, user interface (UI), and gameplay. |
| GDAS3.3 | Demonstrate an understanding of conditional programming statements. |
| GDAS3.4 | Demonstrate an understanding of object states including states for game, player, item, and other objects in the game universe. |
| GDAS3.5 | Demonstrate an understanding of iteration programming structures (looping) to manage repeating events. |
| GDAS3.6 | Retarget motion data and animation setups between character rigs. |
| GDAS3.7 | Import and use Motion Capture (Mocap) data to drive character animation. |
| GDAS3.8 | Demonstrate an understanding of Object-Oriented Programming. |
| GDAS3.9 | Demonstrate an understanding of how to use a mathematical algorithm in a game. |
| GDAS4.1 | Use algebraic, geometric, and trigonometric relationships to define game object characteristics and properties as well as Heads-Up Display (HUD) interface placement and scaling. |
| GDAS4.2 | Demonstrate functions of linear algebra and vector mathematics (dot product, cross product, quaternions, etc.) to determine character perspective and field of view. |
| GDAS4.3 | Explain how quaternion calculations are used in video game development. |
| GDAS4.4 | Apply mathematical concepts to interactive application and video game design. |
| GDAS4.5 | Explain the use of collision geometry and “hit testing” for physics-based interactions and programming triggers. |
| GDAS5.1 | Explore the phenomena and apply Newtonian physics to static & dynamic systems for animation. |
| GDAS5.2 | Explore mass, velocity, acceleration, torque, force, and other related measurements. |
| GDAS5.3 | Use physics to create realistic motion of objects and characters (gravity, angular momentum, momentum, friction). |
| GDAS5.4 | Apply the use of colliders and rigged bodies (kinesthetics). |
| GDAS5.5 | Demonstrate a working knowledge of two-dimensional digital bitmap art tools. |
| GDAS5.6 | Demonstrate a working knowledge of two-dimensional digital vector art tools. |
| GDAS6.1 | Create 3D Models with appropriate highlights and shading. Upload to online career portfolio. |
| GDAS6.2 | Determine the effect of various camera angles and emphasize perspective. |
| GDAS6.3 | Demonstrate a working knowledge of 3D modeling & animation tools. |
| GDAS7.1 | Create character states, and transition between states when a specified event occurs. Upload to online career portfolio. |
| GDAS7.2 | Manipulate state-based animations and transitions. |
| GDAS7.3 | Define volumes and entrance/exit events. |
| GDAS7.4 | Create fire particle events, audio events, and object state events (e.g., inventory levels, timers). |
| GDAS7.5 | Construct a 2D and 3D maze game and maneuver through it in first and third person. |
| GDAS8.1 | Understand geo-location, geo-fencing principles, and location event models. |
| GDAS8.2 | Understand and implement environmental events such as camera inputs, lighting, accelerometers, and audio inputs. |
| GDAS8.3 | Create a map and navigation for UI (user interface) with transparent overlays superimposed on real world sensors. Upload to online career portfolio. Upload to online career portfolio. |
| GDAS8.4 | Define how to create an Augmented Reality experience. |
| GDAS8.5 | Create an asset to use in your Augmented Reality experience (e.g., 3D Model, Animation). |
| GDAS9.1 | Use the assets created in Standard 8 and incorporate into a location-based game. Upload to online career portfolio. |
| GDAS10.1 | Create a working game development plan with a team to determine game requirements. |
| GDAS10.2 | Develop a comprehensive fully planned game to include building, versioning, debugging, and optimization. Upload to online career portfolio. |
| GDAS10.3 | Create a hypothetical technology pipeline for an interactive application or video game project. |
| GDAS11.1 | Coordinate and produce a game that contains lighting and sound. |
| GDAS11.2 | Demonstrate a working knowledge of video capture, editing, and post-processing tools. |
| GDAS11.3 | Apply the correct graphic file formats and file interoperability. |
| GDAS11.4 | Apply video file formats and file interoperability. |
| GDAS11.5 | Apply audio file formats and file interoperability. |
| GDAS11.6 | Use interactive and real-time editing within the game. |
| GDAS11.7 | Deploy the game to a mobile device for testing and peer review. |
| GDAS12.1 | Review and update résumé to reflect new knowledge and skills master and additional work experience. |
| GDAS12.2 | Organize folders within the portfolio to reflect specific careers of interest, including résumé, targeted cover letter, and artifacts relevant to the specific career. |
| GDAS12.3 | Update all current items in the portfolio. |
| GDAS12.4 | Identify and upload additional industry-appropriate artifacts reflective of mastered skills throughout this course. Write and include a reflective entry for each artifact discussing steps taken, problems encountered and how they were overcome, and other pertinent information about the learning. |
| GDAS12.5 | Polish all entries in the online career portfolio to ensure accuracy and professionalism as expected from employers. |
| GDAS12.6 | Conduct a job search and share the appropriate folder with the potential employer. |
| GDAS13.1 | Explain the goals, mission, and objectives of Future Business Leaders of America (FBLA) and/or Technology Student Association (TSA) and/or SkillsUSA. |
| GDAS13.2 | Explore the impact and opportunities a student organization (FBLA, TSA, SkillsUSA) can develop to bring business and education together in a positive working relationship through innovative leadership and career development programs. |
| GDAS13.3 | Explore the local, state, and national opportunities available to students through participation in related student organizations (FBLA, TSA, SkillsUSA) including but not limited to conferences, competitions, community service, philanthropy, and other student organization activities. |
| GDAS13.4 | Explain how participation in career and technology education student organizations can promote lifelong responsibility for community service and professional development. 13.5 Explore the competitive events related to the content of this course and the required competencies, skills, and knowledge for each related event for individual, team, and chapter competitions. |
