UNIVERSITY OF WESTERN AUSTRALIA

Portfolio Item 3
Animation
Liam Johnson
15/04/2015

Interactive Game
Overview
Timeframe: 4 weeks 8 lessons. 3 lessons for skill introduction and planning, 4 lessons for
making of the game, and 1 lesson evaluation and testing other students games.
Year level: 9
Software: Adobe Flash Professional
Task Description
Students will work individually using Adobe Flash to create a simple game. The aim
of this assessment item is for students to build their Flash skills, design process, problem
solving skills and create an interactive experience. Students will need to plan their game
design including their target audience, whether it is a drag-and-drop or character-movement
game, the goals of the game and the rules of the game. They will also need to include
sketches of the game environment and a sequenced storyboard. Students will also be required
to employ design elements and principles and include graphics that use drawing, shapes,
colour and masking techniques. The game itself must have adequate function and include
pause and play buttons, and either a character that can be navigated through a course OR
multiple drag and drop objects depending on the gaming style chosen. Lastly, the game must
be fun!
Activity: revisiting Flash animation
As a class, ask students to open multiple websites that contain elements of Flash
(navigation systems, rich media, interactive games, etc.). Discuss how the maker of each
website has used Flash in order to make their website successful. Now using your own
computer, open up a website that is rich in a variety of elements that have required the use of
Flash. Together as a class, identify the techniques used by the illustrator such as: move clips,
motion tweens, buttons, sound, and pause and play actions, etc. Then individually get
students to list the techniques we have discussed and explain beneath each:
- What is this technique?
- How has it been used to enhance to quality of the website?
- Would it be useful in creating a game? Why or why not?
The techniques discussed will then be demonstrated by the teacher using Flash. Keeping
in mind students will have some prior knowledge of Flash, they will then attempt the
techniques shown to them themselves and have the option of asking for teacher help or
finding the answer to their problems themselves through either the help tool function or using
Google. Adequate understanding of how to use Flash must be achieved by each student
before moving on.
Activity: designing a game
Revisit principles and elements of design together as a class. Define the main
principles and elements on the board and how they can be used to enhance or hinder design.
Show students a variety of game examples from different websites. Discuss the
difference between drag-and-drop and character-movement games, game design and how
they have applied design principles or elements, game rules, and game controls.
Individually, students will now explore the functionality of games by searching for
what is meant by the terms: input, game elements, sounds, and game play. As a class the
answers will be discussed and the terms will be applied to the gaming sites we have already
visited.

Planning Document
What sort of game am I going to create? Is it a drag-and-drop or character-movement based
game? Please describe.

Who is my target audience? How will I accommodate for this audience?

What are the goals of the game?

What are the game rules? How will gamers become aware of these rules?

What is the narrative behind the game?

What design elements or principles will you incorporate when making the game?

What sort of graphics types will you use when creating the game?

Sketch Templates
Sketch the main events that will occur throughout the gaming experience you are going to
create. Annotate beneath each sketch what is occurring.
Sketch 1

Sketch 2

Sketch 3

Sketch 4

Its now time to create your game!

Evaluation
What feature(s) of your game are you most happy with and why?

What feature(s) of your game are you least happy with and why? What could you do next
time to improve these features?

What have you learnt from this assignment? Are there any new skills you have obtained from
using flash?

Did you stick to the design principles and elements you set out in your planning document? If
no, why not? Would you change any design elements if you were to create the game again?

Is your game enjoyable and easy to play? How could you make it more challenging? What
extra elements could you add to it to make it more complex?

Did you seek the advice of your teacher and classmates when you encountered a problem?
Did you take their advice on board to improve your game?

Marking Key
High Achievement
Design Process 40%
1. Planning document provides
clear and detailed
information on the target
audience, goals, rules and
storyline
Mark: 4-5
2. Sketch development is clear
and uses the correct design
element principles
Mark: 4-5
3. Gaming graphics use correct
design element principles
Mark: 4-5
4. Graphics are created using a
range of graphic types:
symbols, shapes, drawings
and masking techniques
Mark: 4-5
Flash Animation 40%
5. The game is explained
sufficiently before play on a
separate playing screen
Mark: 3
6. The game has extensive
controls such as play, pause,
main menu
Mark: 3
7. You are able to clearly keep
score OR measure health on
the game
Mark: 3

Moderate Achievement
1. Planning document provides
adequate but incomplete
information on the target
audience, goals, rules and
storyline
Mark: 3

Poor Achievement

2. Sketch development is
adequate and uses some of the
design element principles
Mark: 3
3. Gaming graphics use some of
the correct design element
principles
Mark: 3
4. Graphics are created using 3
of the 4 graphic types:
symbols, shapes, drawings
and masking techniques
Mark: 3

1. Planning document
provides minimal
information or is
incomplete
Mark: 1-2
2. Sketch development is
inadequate and uses some
or none of the design
element principles
Mark: 1-2
3. Gaming graphics use
minimal design element
principles
Mark: 1-2
4. Graphics are created using
1 or 2 of the graphic types:
symbols, shapes, drawings
and masking techniques
Mark: 1-2

5. The game is explained with

parts of the explanation being
insufficient
Mark: 2

5. The games explanation is

either missing or too brief
Mark: 1

6. The game has adequate

controls but some are missing
Mark: 2
7. You are able to keep score
OR measure health but the
function could be improved
Mark: 2

8. The game player is able to

be navigated through the
course by moving forwards,
backwards and jumping
and/or climbing, OR the
game player is able to drag
and drop 3 or more objects
Marks: 6-7

8. The game player is able to be

navigated through the course
by 2 of the following: moving
forwards, backwards, jumping
or climbing, OR the game
player is able to drag and drop
2 objects
Marks: 3-5

6. The game controls are

missing or inadequate
Mark: 1
7. You are unable to keep
score OR measure health
on the game
Mark: 1
8. The game player is able to
be navigated through the
course by 1 of the
following: moving
forwards, backwards,
jumping or climbing, OR
the game player is able to
drag and drop a single
object
Marks: 1-2

9. The game is enjoyable and

original
Mark: 3-4

9. The game is enjoyable and

somewhat original
Mark: 2

9. The game lacks originality

but is somewhat enjoyable
Mark: 1

7
Independence/Attitude/Problem
Solving 20%
10. Individuals are able to work
independently and identify
flaws in their design process
and/or animation and correct
these flaws
Mark: 4-5
11. Individuals are able to take
on board teacher feedback
and apply this to their design
and/or animation
Mark: 4-5

10. Individuals are able to work

independently and identify
flaws in their design process
and/or animation with some
teacher assistance in order to
correct these flaws
Marks: 2-3
11. Individuals are able to take on
board some teacher feedback
and apply this to their
design/animation
Mark: 2-3

Overall Mark / 50
/50
Final Mark / 100%
%

10. Individuals require lots of

assistance from the teacher
in being able to identify
design and animation flaws
and correct these flaws
Marks: 1
11. Individuals take on board
minimal teacher feedback
in order to improve their
design/animation
Mark: 1