IGD Class Syllabus

Instructor:
Robert DeLaRosa
Email: [email protected]

I. Course Rationale

Interactive Game Design is a Career Technical Education (CTE) course built around hands-on, project-based learning. English Language Arts skills are incorporated throughout the curriculum as students research, plan, document, present, and reflect on their projects.

Students will be introduced to industry-standard and industry-relevant software used in game development and digital media, including Blender 3D, Unreal Engine, GDevelop, and Piskel.

The goal of this course is not simply to make games—it is to learn how designers, artists, programmers, and developers solve problems, collaborate, experiment, and turn ideas into interactive experiences.

II. Course Aims and Learning Outcomes

Course Aim

This course introduces students to the tools, techniques, and processes used to create interactive games and digital experiences.

Learning Outcomes

By the end of the course, students will have developed a foundational understanding of:

• Graphic design
• 2D and 3D animation
• 3D modeling
• Gameplay and game mechanics
• Story and character design
• Game development workflows
• Teamwork and collaboration
• Problem-solving and iterative design

Students will work both independently and in teams to design and create original games, characters, environments, and other assets in 2D and 3D.

A Note About Failure, Difficulty, and Learning

I want you to attempt things in your projects that might not work.

If everything you attempt works perfectly every single time, you probably need to increase the level of difficulty.

Game development involves experimentation, problem-solving, failure, revision, and trying again. Your effort, growth, and understanding are more important than creating a polished AAA-style game mechanic.

I would rather see you challenge yourself with a difficult concept and learn from the experience than choose something easy simply because you know it will work.

Take risks. Try things. Break things. Figure out why they broke. Then make them better. That is how we learn.

III. Classroom Format and Procedures

A typical class period will include:

1. Warm-Up: Students will begin each day with a warm-up activity.
2. Instruction: Lessons, demonstrations, discussions, or guided activities will follow the warm-up.
3. Project/Independent Work: Students will have time to apply what they have learned to individual or team projects.

Voice Levels

During direct instruction, students are expected to maintain a Voice Level 0—no talking unless called upon or participating in a class discussion.

During independent and group work, students should maintain a Voice Level 2—only the people sitting near you or working in your group should be able to hear you.

Shouting across the classroom is not appropriate.

Respect

Everyone in the classroom deserves to be treated with respect.

Gassing, roasting, insulting, name-calling, harassment, or intentionally embarrassing another student will not be tolerated. Friendly competition and joking can be part of our classroom culture, but it stops being fun when someone else is being hurt or prevented from learning.

IV. My Assumptions About Learning

I assume that most students entering this course have little or no experience with many of the programs we will use. That is completely okay.

Programs such as Blender and Unreal Engine can take years to master. Nobody is expected to master them in a month or two.

For that reason, I am much more concerned with your willingness to learn, experiment, problem-solve, and include the required elements of an assignment than I am with how polished your final project looks.

A simple project that demonstrates understanding is more valuable than an impressive-looking project that does not demonstrate the skills being taught.

Your job is not to already know how to do everything.

Your job is to be willing to learn.

V. Course Prerequisites

Students should have completed one or more of the following courses or have equivalent experience:

• Database
• Graphics
• Programming
• Web Design

VI. Attendance and Participation

Students are expected to attend class regularly and participate in classroom activities.

If you are absent, you are responsible for completing the work you missed. Class time may not always be available to reteach an entire lesson, so students should use available resources, classmates, the class website, and office hours to get caught up.

If you need to step away from class temporarily, do so quietly and with minimal disruption. You remain responsible for any instruction or work you miss.

VII. Course Resources and Readings

Required Resource

Class Website: cartgamer.com

The class website will serve as an important resource for assignments, tutorials, instructions, and other course materials.

Additional Readings

Students may also read and discuss articles, tutorials, documentation, and other materials related to the game development and technology industries.

VIII. Grading Procedures

Grades will be assigned using the following scale:

Grade	Percentage
A	90–100%
B	80–89%
C	70–79%
D	60–69%
F	Below 60%

Late Work

Late work will receive a maximum grade of 65% (D).

Submitting an assignment late does not guarantee a 65%. Students may lose additional points if the assignment does not meet the required criteria and may still receive a non-passing grade. You have three day to turn in late work.

Students should communicate with the instructor when circumstances prevent them from completing work on time.

IX. Academic Integrity

Students are expected to submit their own work.

Collaboration is encouraged. You may help classmates troubleshoot problems, explain concepts, brainstorm ideas, and learn new techniques. However, each student is responsible for creating and submitting their own content unless an assignment is specifically identified as a group project.

Copying another student’s work and submitting it as your own will result in a zero on the assignment.

When working with digital assets, code, tutorials, AI tools, or online resources, students must follow the specific requirements provided for each assignment.

Helping someone learn is collaboration. Doing the work for them is not.

X. Accommodations for Students with Disabilities

I am available to discuss appropriate academic accommodations for students with disabilities.

Students who require accommodations should follow school and district procedures for requesting and documenting those accommodations. Whenever possible, please communicate accommodation needs early so appropriate arrangements can be made.

My goal is to provide every student with a meaningful opportunity to participate, learn, and demonstrate their understanding.

XI. Inclusivity Statement

Our classroom includes students with a wide variety of backgrounds, experiences, abilities, interests, and perspectives. Interactive Game Design is committed to creating an environment where students can learn, experiment, collaborate, and express ideas while treating one another with respect.

As members of this classroom community, we will:

• Share our experiences, ideas, values, and perspectives respectfully.
• Be open to perspectives that may be different from our own.
• Respect the individuality of our classmates.
• Recognize that we can learn from one another.
• Disagree respectfully when differences arise.
• Communicate in ways that support a productive learning environment.
• Respect the privacy of personal information shared within our classroom community.
• Work together to create an inclusive environment in our classroom and across CART.

XII. Class Rules

The basic expectations of this classroom are simple:

1. Work before games/free time. Complete your assigned work before using class time for games or other approved free-time activities.
2. Keep your voice at Level 2 or below. Only the people near you or in your group should be able to hear you during work time.
3. Respect others. Treat classmates, staff, equipment, and yourself appropriately.
4. Be responsible for your work. You are responsible for assignments even when you are absent.
5. Use technology appropriately. Computers and other classroom technology are tools for learning first.
6. Ask for help. Getting stuck is part of the process. Ask questions, use available resources, collaborate appropriately, and attend office hours when additional help is needed.
7. Keep trying. Difficult problems are expected in this class. Don’t give up simply because something doesn’t work the first time.

XIII. Closing

We are beginning a challenging, creative, and fun way of learning.

Game development combines art, technology, storytelling, design, programming, teamwork, and problem-solving. At times, the work will be difficult. Things will break. Your code may not work. Your model may look strange. Your game mechanic may behave in a way you never expected.

That’s part of the process.

Success in this class requires maturity, self-discipline, curiosity, and a willingness to keep trying when something is difficult.

I will do my best to make this course interesting, relevant, challenging, and enjoyable. In return, I need you to participate, put in the effort, respect the people around you, and be willing to learn.

We are going to build things. We are going to break things. We are going to solve problems. And we’re going to learn together.