Game Art & Design II
Modules
Unit Three

Unit Three

Prototyping & Outlining Learning Objectives

This unit focuses on rapid prototyping and planning for production. After pitching and forming teams in Unit 2, students now create small test builds to validate mechanics, art style, and scope. Teams also outline their learning objectives — what skills and features they will focus on in their capstone vertical slice.

ℹ️
Prototyping is about answering questions quickly: Does this mechanic work? Is this art style feasible? Keep tests small and focused. The clearer your objectives, the more successful your final project will be.

Topics Covered

  • The role of prototypes in game development
  • Greyboxing and blockouts for levels and mechanics
  • Building simple test scenes in Unreal with placeholder assets
  • Iteration and feedback loops for rapid improvement
  • Defining team learning objectives for the vertical slice (art, design, programming, production)
  • Establishing measurable goals for semester milestones

Assignments

(A3.1) Greybox Prototype Build (A3.2) Core Mechanic Test in Unreal (A3.3) Art Style or Asset Workflow Test (A3.4) Team Learning Objectives Draft (A3.5) Portfolio Upload — Prototype & Objectives

Learning Report

Objectives

  • Build rapid prototypes to test mechanics, visuals, or workflows
  • Demonstrate iterative design through quick feedback cycles
  • Define clear team learning objectives tied to capstone outcomes
  • Document decisions on scope, priorities, and risks
  • Share prototypes and objectives in portfolios for accountability

Materials

  • Unreal Engine with starter content
  • Blender or 2D art tools for quick placeholder assets
  • Team project management tool (Trello, Notion, Google Docs)

Assessment
Students are evaluated on the clarity and usability of their prototypes and the completeness of their team objectives. Prototypes do not need polish, but they must test core ideas. Objectives must be specific, measurable, and tied to the vertical slice.

Activities
Teams brainstorm and identify the riskiest parts of their project. They create quick prototypes (greybox levels, mechanic tests, placeholder art pipelines) to validate feasibility. Teams then outline their learning objectives — e.g., “Learn advanced lighting techniques,” “Implement a working inventory system,” or “Develop consistent art style.” Results are shared for peer and instructor feedback.

Education Standards

The following standards are drawn from the 2024 AME Industry Skills Framework:

  • 5.2 — Solve creative challenges, accept critique, and iterate
  • 10.4 — Generate and test prototypes through iterative processes
  • 16.4 — Develop and analyze creative briefs and planning documents
  • 18.5 — Turn prototypes into previsualizations using engine tools
  • 19.3 — Explore careers in game design, technical art, and development
Unit TwoAssignment 3.1