(Topics For Four Groups)
• Analyzing a short game script
• Noninteractive and interactive sequences
• Converting a shot list into an effective storyboard

Graded Homework Assignment (For Four Groups)
Writing a Game Script (Send to comments)
Write a one-page game script for an original game, using the spec-game script format that integrates non-interactive and interactive shots. Now, convert this one-page script into a production script.
Drawing a Storyboard
• Analyze the game script, dividing it into its component parts: the cast list, the item list, and the location list.
• Analyze each scene and its component shots.
• Draw the scene diagram.
• Write descriptions of the shot list on a blank storyboard form
• Sketch the storyboard images for each panel

(Topics For Four Groups)
• Separating cinematics according to their function
• Camera movement and shot types and their importance
• Importance of sound in a cut-scene
• How to add plot, action, and conflict to cut-scenes
• How the actions of a character determine its emotional context and importance in gameplay
• Importance of camera for character development and gameplay

Assignment ( Writing, story-boarding and Presentation)

Group 1
Title: Camera Movement and Shot Types and Their Importance

Details of the assignment:
Recall a silent movie, for instance one starring Charlie Chaplin. Write a 300-word report describing how the camera angles and movements conveyed meaning. In addition, consider the following questions while writing the report:
Is it always clear who is speaking?
Does the soundtrack seem to be intrusive?
What do you like about the movie?

Evaluation criteria:
• Wrote the report in 300 words
• Described how the camera angles and movements conveyed meaning
• Analyzed the movie on the basis of the given questions

Group 2
Title: Adding Plot, Action, and Conflict to Cut-scenes
Details of the assignment:
With some friends, discuss a recently launched car or motorbike or a recently released movie or game. Record the dialogues that take place during the conversation. The dialogues should not be scripted but spontaneous.
Transcribe the dialogues into a three-page script and then convert your script into a storyboard, adding drama and other narrative elements to it.

Evaluation criteria:
• Wrote a three-page script based on the recording
• Converted the script into a storyboard
• Added various dramatic

Group 3 and Group 4
Title:Incorporating Scripts Into Storyboards

Problem statement:
You are a game designer creating a storyboard for a new game. You need to understand the effects of various visual and audio elements incorporated in a game.

Learning Objective:
• Create storyboards, demonstrating understanding of game storyboarding, by effectively incorporating scripts that are converted into a storyboard.

Evaluation criteria:
• Watched a movie, keeping it mute and then with the sound on
• Prepared a 300-word summary, comparing the experiences
• In the summary, analyzed the difference in experiences

DISSOVLE: A transition between two shots, where one shot fades away and simultaneously another shot fades in.

FADE: A transition from a shot to black where the image gradually becomes darker is a Fade Out; or from black where the image gradually becomes brighter is a Fade In.

HIGH CAMERA ANGLE: A camera angle which looks down on its subject making it look small, weak or unimportant.

JUMP CUT: A rapid, jerky transition from one frame to the next, either disrupting the flow of time or movement within a scene or making an abrupt transition from one scene to another.

LEVEL CAMERA ANGLE: A camera angle which is even with the subject; it may be used as a neutral shot.

LONG SHOT: A long range of distance between the camera and the subject, often providing a broader range of the setting.

LOW CAMERA ANGLE: A camera angle which looks up at its subject; it makes the subject seem important and powerful.

PAN: A steady, sweeping movement from one point in a scene to another.

POV (point of view shot): A shot which is understood to be seen from the point of view of a character within the scene.

REACTION SHOT:
1. A shot of someone looking off screen.
2. A reaction shot can also be a shot of someone in a conversation where they are not given a line of dialogue but are just listening to the other person speak.

TILT: Using a camera on a tripod, the camera moves up or down to follow the action.

ZOOM: Use of the camera lens to move closely towards the subject.

(Topics For Four Groups)
• Typical elements of a storyboard
• Representation of visuals in a storyboard
• Use and methods of production for cut-scenes
• Planning of movies in a game
• Creation of a storyboard for a cut-scene

Discussion
1, To recall situations where you said something but meant something else. For instance, a person may have told somebody “I hate you” at some point in time but may have meant just the opposite. Analyze the complexity of the situation. Discuss various methods for employing such instances in the game story with or without dialogues.

2, It is easy to forget the basic story elements when dazzled by dramatic excess. Storytelling is a delicate art. It is easy to lose track of the story and lose the viewer’s interest as well.
During the creation of cut-scenes, does being an artist help in screenwriting or does it take away the focus from the basic story elements, such as the plot, character, and setting?

3, To recall any movie that you recently saw.
To locate a scene that could be used as a cut-scene for a game as well.

Assignment ( Writing and Presentation)

Group 1
Title: Apply Storyboards to In-Game Scripts

Details of the assignment:
Write an interactive three-page script for your game story. You may incorporate appropriate narrative elements and audio clues. Your script should also display a connection between the cut-scenes and the game story. The script should move forward with the help of dialogues and various narrative elements.

Evaluation criteria:
• Wrote an interactive script
• Established a connection between the cut-scenes and the game story
• Ensured that the script included dialogues and narrative elements to move the game story

Group 2
Title: Applying Cut-scenes and Dialogues to In-Game Scripts

Details of the assignment:
Write an analysis of game stories that you like. Recall the elements, such as cut-scenes and dialogues, that formed part of the scripts. Justify, in terms of the impact, how significant you think these elements were?

Evaluation criteria:
• Submitted the analysis
• Justified, in terms of the impact, the use of various elements, such as cut-scenes and dialogues, in the script
• Wrote the analysis in 100 to 150 words

Group 3 and Group 4
Title: Incorporating Scripts Into Storyboards

Problem statement:
You are a game designer creating an alternative in-game script for Neverwinter Nights. You know how to create storyboards, dialogues, and cut-scenes. Now, apply this knowledge to incorporate these elements into an in-game script.

Learning Objective:
• Apply storyboards, dialogues, and cut-scenes to in-game scripts within the Neverwinter Nights Aurora Toolset.

Evaluation criteria:
• Created an alternative script
• Wrote a three- to five-page script
• Used original and creative ideas to create a script that reflects a clear transition between the beginning and the end.

For All Groups
Title: Drawing a Storyboard

Problem statement:
You are a game designer analyzing a cut-scene from Neverwinter Nights. For analysis, draw a storyboard outline of a cut-scene from the game.

Learning Objective:
• Analyze an existing cut-scene and convert it into a storyboard for analysis.

Evaluation criteria:
• Successfully recreated the cut-scene as a visual storyboard
• Visualized the deconstruction of the cut-scene, or engineered the cut-scene backward, through the drawn storyboard
• Explained to the others how the sequence of shots from the cut-scene map with the storyboard

Create storyboards, demonstrating a thorough understanding of game storyboarding, by effectively incorporating:
• Scripts that are converted into a storyboard
• Cut-scenes and several interactive game-play scenes from a prospective game
• Character posing, camera angles and movements, and visual storytelling

(Topics For Four Groups)
• Purpose of storyboards
• The three kinds of storyboards
• Role of storyboard in games
• Importance of the writer
• Importance of the artist
• Approach to the storyboard

questions:
• How can dialogue be best used in a game script?
• What guiding principles do you need to keep in mind when writing dialogue for characters?

Assignment ( Writing and Presentation)

Group 1 and Group 2
Title:Incorporating Scripts Into Storyboards

Problem statement:
You are a game designer incorporating a script into a storyboard. In your storyboard, you will be using various narrative elements to express many sections of the script.

Learning Objective:
Create storyboards, demonstrating a thorough understanding of game storyboarding, by effectively incorporating scripts that are converted into a storyboard.

Evaluation criteria:
• Created a script and a storyboard
• Effectively incorporated the scripts into the storyboards
• Used original and creative ideas to create the scripts and storyboards

Group 3
Title: Incorporating Cut-Scenes and Interactive Gameplay Scenes from a Prospective Game

Details of the assignment:
• What is the significance of introducing dramatic elements and visualizing the situations in the plot?
• Based on the advantages they have in engaging the audience, what are the similarities and dissimilarities between games and movies?

Evaluation criteria:
• Submitted the short notes
• Demonstrated an understanding of the various elements that help engage audiences

Group 4
Title: Incorporating Character Posing, Camera Angles and Movements, and Visual Storytelling

Details of the assignment:
Write a game story that uses dialogues to introduce a character, its background, and the story elements. In addition, add uniqueness to the various characters in the story by interpreting the characters at various stages and then dismantling the interpretation at some other stage. In addition, incorporate narrative elements that reveal the story without the aid of dialogues.

Evaluation criteria:
• Wrote a game story that uses dialogues to introduce a character, its background, and the story
• Incorporated narrative elements that reveal the story without the aid of dialogues
• Created a 300-word game story in Word
• Justified the use of the narrative elements and dialogues in the game story

REFERENCES
The politics of the video game
http://www.reason.com/0404/fe.kp.free.shtml
Watching Games And Playing Movies: The Influence Of Cinema On Computer Games
Cinematography and Ludology: In Search of a Lucidography
http://spilforskning.dk/gameapproaches/GameApproaches8.pdf

(Topics For Four Groups)
• Writing powerful pre-rendered and in-game cinematics
• Opening Cinematics Techniques

Assignment ( Writing and Presentation)
Group 1
Title: Writing Powerful Pre-Rendered and In-Game Cinematics

Details of the assignment:
Watch a popular game that you like. Think of the elements that were evident even when they had little or no expression through dialogues. Classify the instances when dialogues were used to move the game story forward. Now, create a new gamestory for this game by using an alternative narrative strategy to reveal characters, move the story forward, or explain the story elements.

In addition, justify the use of each element employed in the game story.

Evaluation criteria:
• Provided logical ideas in responses
• Showed an understanding of dialogue usage in game stories
• Justified the use of various Cinematic Techniques

Group 2
Title:Opening Cinematic Techniques

Details of the assignment:
Write an introductory five-minute-long “fakeout scene,” using dialogues and narrative description — that is, description of character action. Introduce a unique character.
Create mystery around this character from the beginning of the game story. Keep in mind that a page of a story script translates into a one-minute-long scene.

Evaluation criteria:
• Wrote an introductory fakeout scene
• Introduced a unique character
• Created mystery around the unique character
• Created a five-minute-long story script

Group 3
Title:Pre-Rendered And In-Game Cinematics

Problem Statement:
You are a game designer creating cinematics for a game that is carried forward through the Cinematic Techniques. Your endeavor should be to provide minimum information through the dialogues and, instead, use cinematics.

Learning Objective:
Write powerful pre-rendered and in-game cinematics.

Evaluation criteria:
• Created an alternative game story
• Created engaging cinematics to move forward the story of the game

Group 4
Title:Opening Cinematic Techniques

Problem Statement:
You have recently finished scripting a game in which the protagonist faces severe obstacles and challenges from the beginning. At the same time, the plot has a continuous element of mystery. You are not too happy with the way you scripted the opening plot but have now come across Opening Cinematic Techniques that may make the game story more engaging. Try creating an alternative plot that utilizes these techniques.

Learning Objective:
Use Opening Cinematics Techniques to make a game story more engaging.

Evaluation criteria:
• Created a script by using Opening Cinematic Techniques
• Compared and analyzed the script created by the faculty and listed the gaps

(Topics For Four Groups)
• Motivation Techniques
• Cohesiveness Techniques
• True-to-Life Techniques
• Cross-Demographic Techniques
• Linking a Story to the Gameplay and Mechanics

Assignment ( Writing and Presentation)
Group 1 And Group 3
Title: Cross-Demographic Techniques
Problem Statement:
You are a game designer whose forte is creating game stories that appeal to multiple demographics. To increase the engagement of players, your game story includes various elements such as comedy, drama, and violence.

Learning Objective:
Use World Cross-Demographic Techniques that attract a wider audience.
• Which elements make this game story appealing to teenagers?
• Why doesn’t the story cater to the needs of other audiences?
Analyzing the techniques that can be employed to make this game story appealing to a wider audience. Now, the group students should write a game story comprising the elements that would appeal to larger audiences preferably of all age groups.

Evaluation criteria:
• Created a game story for a specific audience
• Rewrote the game story utilizing Cross-Demographic Techniques
• Created an interesting game story for a wider audience

Group 2
Title: True-to-Life Techniques

Details of the assignment:
Think about a popular plot of either a movie or television serial. Identify the situations where True-to-Life Techniques were employed. Analyze the relevance of these techniques in the place they were employed.

You may consider the following questions :
• Does the plot have some element of real life? Can I identify with the plot?
• Did my favorite plot contain elements of real life?
Now, write a report on your observations about the plot, justifying the significance of employing these techniques.

Evaluation criteria:
• Identified the situations and the True-to-Life Techniques employed in the plot
• Justified the True-to-Life Techniques employed to engage the viewers

Group 4
Title:Cross-Demographic Techniques

Details of the assignment:
Create a game story containing elements appealing to children as well as an adult audience. Before you create the game story, list the cross-demographic factors that you will consider.
Think about games that appeal to young and adult players and the reasons these games are appealing. Mario games and Pac-Man are good examples.

Evaluation criteria:
• Created an original game story
• Created a game story that engages both young and
adult players
• Listed the cross-demographic factors that were

REFERENCES
Andrew Rollings and Ernest Adams on Game Design:
http://www.gamedev.net/reference/articles/article1942.asp

A Methodology for the Design of Educational Computer Education Games
http://www.library.unsw.edu.au/~thesis/adt-NUN/uploads/approved/adt-NUN20021003.141152/public/02main.pdf

(Topics For Four Groups)
• Plot Interesting Techniques
• Plot Deepening Techniques
• World Induction Techniques
• Role Induction Techniques

Assignment ( Writing and Presentation)
Group 1
Title: Plot Interesting Techniques

Details of the assignment:
You are creating a plot for a game. This is the plot so far: You are a lieutenant in the global army, who has fought many wars. An old pen friend of yours suddenly comes to meet you from another country. You discover from his story that he is an important person in his country’s governing body. He suspects that he is being followed by the spies of the enemy country that had invaded his country.

Extend this scenario to frame an interesting, memorable, and complex plot. You must use Plot Interesting Techniques to create engaging and interesting game story for the player.

Evaluation criteria:
• Created the details of a complex situation in the game plot
• Created depth in the situation

Group 2
Title:Plot Deepening Techniques

Details of the assignment:
Try to recall any plot and list those of its characteristics that you can associate with Plot Deepening Techniques. Based on the features of this plot, try and create a framework of a complex plot for a new game. The game is specifically targeted at college students. Develop an interesting and unique story by creating a complex plot about the adventures of a group of three college students.

Evaluation criteria:
• Created an interesting and complex plot
• Provided a detailed description of the characteristics of a complex plot
• Implemented all the features of the recalled plot in the new one

Group 3
Title: World Induction Techniques

Problem Statement:
You are a game designer creating a plot involving World Induction Techniques. Your plot reflects technological advancement but is rooted in history. The plot comprises a new world that has rivers with healing water. The protagonist of the plot is searching for a sword with mystical powers.

Learning Objective:
Use World Induction Techniques that cause a player to become emotionally immersed in the world of the game.

Evaluation criteria:
• Created a plot that employed World Induction Techniques
• Provided detailed description of the world of the game
• Employed various mystical and complex situations to increase players’ interest in the game

Group 4
Title: Role Induction Techniques

Problem Statement:
You are a game designer for a new game. The game is targeted at high school students. Create a character that prompts the player to play the game. The player should be able to identify with the
character. The character should be impressive and unconventional.

Learning Objective:
Utilize Role Induction Techniques that make the players willing to identify with the character they are playing.

Evaluation criteria:
• Created an enthralling character using Role Induction Techniques
• Used real-life scenarios blended with fantasy to induce the player to play the game
• Employed techniques to make the character an icon with whom the players can identify

Interpersonal Relationships: From Aggression and Hatred to Altruism and Love – How should one perceive another in a computer game
http://www.cs.mcgill.ca/~jlionw/COMP763/report.pdf

Personal NPCs
http://www.mxac.com.au/drt/PersonalNPCs.htm

(Topics For Four Groups)
• NPC Chemistry Techniques
• NPC Rooting Interest Techniques
• Group Bonding Techniques
• NPC Toward Player Relationship Deepening Techniques
• Player Toward NPC Relationship Deepening Techniques
• Emotionally Complex Moments and Situations Techniques
• Layer Cakes
• NPC Character Arc Techniques

Assignment ( Writing and Presentation)
Group 1
Title: NPC Chemistry Techniques

Details of the assignment:
You will create an interesting and memorable relationship between two NPCs. You must use Chemistry Techniques to create a common bond between the two NPCs. The characters you create must agree on a few points and, at the same time, share a few disagreements.

Group 2
Title: NPC Character Arc Techniques

Details of the assignment:
Try to recall any character in a game and list those of its characteristics that you can associate with a character arc. Based on the features of this character, try and create framework of a character arc for a new character. Develop an interesting and unique character by creating a character arc.

Group 3
Title: Create an NPC to NPC Relationship

Details of the assignment:
• Created an interesting and uncommon NPC to NPC relationship and NPC group
• Created an interesting NPC to NPC dialogue, using their new NPCs in place of the original NPCs in the game
• Wrote dialogues between the NPCs to make traits of these NPCs and their Layer Cakes apparent

Group 4
Title: Create an Interesting Character Arc

Details of the assignment:
• Created an interesting and uncommon NPC character arc.
• Created an interesting NPC to NPC dialogue, using their new NPC character arcs in place of the original NPC character arcs in the game.
• Wrote dialogues between the NPCs to make traits of these NPCs and their character arcs apparent.

At my studio