Course Standards

2025-2026 Academic Year

CD31 Advanced Game Art and Design

Course Type: Adopted

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Apply 3D visual design techniques.	20%	C3 Apply Procedural
1.01	Apply 3D modeling techniques.	-	-
1.02	Understand 3D texturing.	-	-
1.03	Understand how to import 3D assets into a game engine.	-	-
1.04	Model a basic architectural structure in 3D	-	-
1.05	Design original game assets	-	-
2.00	Understand production management in a team.	10%	B2 Understand Conceptual
2.01	Recognize roles in a game development team.	-	-
2.02	Understand production management software and practices.	-	-
2.03	Organize a team to execute game development.	-	-
2.04	Use production management software to plan a personal schedule.	-	-
2.05	Develop a team for creating a game with roles, expectations and timeline.	-	-
3.00	Apply pre-production techniques to plan a 3D game.	20%	C3 Apply Procedural
3.01	Understand narrative and player engagement.	-	-
3.02	Categorize choices and convexity.	-	-
3.03	Apply a game design document.	-	-
3.04	Plan user interface designs.	-	-
3.05	Develop and market three game ideas based on specific constraints and game genre.	-	-
4.00	Apply production techniques to develop a 3D game.	40%	-
4.01	Classify existing 3D game engines.	-	-
4.02	Understand how to import 3D assets into a game engine.	-	-
4.03	Understand the use of affordance in game design.	-	-
4.04	Produce a 3D game environment in a 3D game engine.	-	-
4.05	Understand basic game programming using 3D game engine	-	-
4.06	Develop an asset list.	-	-
4.07	Develop a complete multi-level game.	-	-
5.00	Apply post-production techniques to market a 3D game.	10%	C3 Apply Procedural
5.01	Summarize the basics of game marketing.	-	-
5.02	Understand postmortems and closing kits.	-	-
5.03	Apply procedures to organize a game portfolio.	-	-
5.04	Apply procedures to create and maintain a personal digital portfolio.	-	-
5.05	Develop a postmortem and closing kit.	-	-

Essential standards (highlighted in gray below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in gray below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Objective Number: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard/Objective: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.