Board Game Builders: Design, Create, and Play!
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we design a visually appealing and engaging board game that incorporates artistic techniques to enhance its theme and gameplay?Essential Questions
Supporting questions that break down major concepts.- What makes a game fun and engaging?
- What are the key elements of a board game (rules, components, objective)?
- How can art be used to enhance the theme and gameplay of a board game?
- How can different artistic techniques be applied to create game pieces and the board?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to define game design principles.
- Students will be able to apply art and design techniques to create a board game.
- Students will be able to develop engaging game mechanics.
- Students will be able to create a playable board game.
Entry Events
Events that will be used to introduce the project to studentsThe Mysterious Game Package
A mysterious package arrives at the classroom, containing strange game pieces, an incomplete board, and a cryptic note hinting at a forgotten game. Students must decipher the note and use the provided materials to reconstruct the game, sparking curiosity about game design.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Artistic Board Game Blueprint
Students will brainstorm game themes and artistic styles, then create sketches and prototypes for their game board and pieces.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA set of sketches and prototypes for a board game, including the board layout, game pieces, and card designs.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to apply art and design techniques to create a board game.Mechanics Masterclass
Students will develop game rules and mechanics, ensuring they are clear, balanced, and contribute to the overall gameplay experience.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed rulebook for the board game, including clear instructions and examples of gameplay.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to develop engaging game mechanics.Board Game Bonanza
Students will combine all elements to construct a fully playable board game. They will test and refine their game based on feedback.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA completed board game with all necessary components, ready to be played and evaluated.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to create a playable board game.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioBoard Game Design Rubric
Artistic Vision and Prototyping
Focuses on the student's ability to generate creative ideas, plan the game's visual elements, and create initial prototypes.Theme and Style Brainstorming
Demonstrates the ability to brainstorm diverse and creative game themes, aligning them with appropriate artistic styles.
Exemplary
4 PointsThe student demonstrates exceptional creativity and depth in brainstorming game themes and artistic styles, showcasing unique and innovative ideas that go beyond conventional choices. The chosen artistic style flawlessly complements and enhances the game's theme.
Proficient
3 PointsThe student demonstrates a strong ability to brainstorm game themes and artistic styles, presenting several viable options that align well. The chosen artistic style effectively complements the game's theme.
Developing
2 PointsThe student demonstrates some ability to brainstorm game themes and artistic styles, but the options are limited, and the alignment between theme and style is not always clear. The chosen artistic style partially complements the game's theme.
Beginning
1 PointsThe student struggles to brainstorm game themes and artistic styles, presenting few or no viable options. There is little to no apparent alignment between theme and style. The chosen artistic style does not complement the game's theme.
Board Layout Sketching
Demonstrates the ability to create detailed and visually appealing sketches of the game board layout.
Exemplary
4 PointsThe student creates exceptionally detailed and visually appealing sketches of the game board layout, demonstrating a sophisticated understanding of spatial design and visual hierarchy. The sketches are innovative and enhance the game's potential gameplay experience.
Proficient
3 PointsThe student creates detailed and visually appealing sketches of the game board layout, demonstrating a strong understanding of spatial design and visual hierarchy. The sketches enhance the game's potential gameplay experience.
Developing
2 PointsThe student creates sketches of the game board layout, but the details are limited, and the visual appeal is inconsistent. The understanding of spatial design and visual hierarchy is emerging.
Beginning
1 PointsThe student struggles to create sketches of the game board layout, with little attention to detail or visual appeal. There is minimal evidence of spatial design or visual hierarchy understanding.
Game Piece Prototyping
Demonstrates the ability to design and prototype game pieces using various art materials.
Exemplary
4 PointsThe student designs and prototypes game pieces with exceptional creativity and craftsmanship, using art materials in innovative ways to create unique and visually stunning pieces. The prototypes demonstrate a deep understanding of form and function.
Proficient
3 PointsThe student designs and prototypes game pieces with skill and attention to detail, using art materials effectively to create visually appealing pieces. The prototypes demonstrate a good understanding of form and function.
Developing
2 PointsThe student designs and prototypes game pieces, but the craftsmanship is inconsistent, and the use of art materials is basic. The prototypes demonstrate an emerging understanding of form and function.
Beginning
1 PointsThe student struggles to design and prototype game pieces, with limited attention to craftsmanship or the effective use of art materials. The prototypes demonstrate minimal understanding of form and function.
Game Mechanics and Rules
Focuses on the student's ability to create a functional and engaging game system.Objective Definition
Demonstrates the ability to define a clear and engaging objective for the game.
Exemplary
4 PointsThe student defines an exceptionally clear and engaging objective for the game, demonstrating a deep understanding of game design principles and player motivation. The objective adds significant value to the gameplay experience.
Proficient
3 PointsThe student defines a clear and engaging objective for the game, demonstrating a strong understanding of game design principles. The objective enhances the gameplay experience.
Developing
2 PointsThe student defines an objective for the game, but it may lack clarity or engagement. The understanding of game design principles is emerging.
Beginning
1 PointsThe student struggles to define a clear objective for the game, and it lacks engagement. There is minimal evidence of game design understanding.
Rules Development
Demonstrates the ability to develop clear, balanced, and well-structured rules that govern player actions and interactions.
Exemplary
4 PointsThe student develops exceptionally clear, balanced, and well-structured rules that govern player actions and interactions, demonstrating a sophisticated understanding of game mechanics and player experience. The rules are innovative and contribute significantly to the game's overall design.
Proficient
3 PointsThe student develops clear, balanced, and well-structured rules that govern player actions and interactions, demonstrating a strong understanding of game mechanics. The rules contribute effectively to the game's design.
Developing
2 PointsThe student develops rules for the game, but they may lack clarity, balance, or structure. The understanding of game mechanics is emerging.
Beginning
1 PointsThe student struggles to develop clear rules for the game, and they lack balance or structure. There is minimal evidence of game mechanics understanding.
Mechanics Creation
Demonstrates the ability to create game mechanics that add challenge and excitement to the game.
Exemplary
4 PointsThe student creates exceptionally innovative and engaging game mechanics that add significant challenge and excitement to the game, demonstrating a deep understanding of player psychology. The mechanics seamlessly integrate with the game's theme and rules.
Proficient
3 PointsThe student creates engaging game mechanics that add challenge and excitement to the game, demonstrating a good understanding of player psychology. The mechanics integrate well with the game's theme and rules.
Developing
2 PointsThe student creates game mechanics, but they may lack challenge or excitement. The understanding of player psychology is emerging.
Beginning
1 PointsThe student struggles to create engaging game mechanics, and they lack challenge or excitement. There is minimal evidence of understanding player psychology.
Game Finalization and Presentation
Focuses on the student's ability to finalize the game, test its playability, and communicate its design to others.Game Assembly
Demonstrates the ability to assemble the final version of the game with attention to detail and craftsmanship.
Exemplary
4 PointsThe student assembles the final version of the game with exceptional attention to detail and craftsmanship, creating a polished and professional product. All components are seamlessly integrated, and the game is ready for high-quality play.
Proficient
3 PointsThe student assembles the final version of the game with attention to detail and craftsmanship, creating a well-made product. All components are integrated effectively, and the game is ready for play.
Developing
2 PointsThe student assembles the final version of the game, but the attention to detail and craftsmanship is inconsistent. Some components may not be fully integrated.
Beginning
1 PointsThe student struggles to assemble the final version of the game, with limited attention to detail or craftsmanship. Many components may be missing or poorly integrated.
Playtesting and Refinement
Demonstrates the ability to playtest the game, collect feedback, and refine the rules and mechanics based on playtesting feedback.
Exemplary
4 PointsThe student conducts thorough playtesting, collects insightful feedback, and implements significant refinements to the rules and mechanics, resulting in a highly polished and engaging game. The student demonstrates exceptional analytical and problem-solving skills.
Proficient
3 PointsThe student playtests the game, collects relevant feedback, and refines the rules and mechanics based on the feedback, resulting in a well-balanced and enjoyable game. The student demonstrates strong analytical skills.
Developing
2 PointsThe student playtests the game and collects some feedback, but the refinements to the rules and mechanics are limited. The analytical skills are emerging.
Beginning
1 PointsThe student struggles to playtest the game, collect meaningful feedback, or refine the rules and mechanics effectively. There is minimal evidence of analytical skills.
Presentation
Demonstrates the ability to present the completed board game to the class, clearly explaining its theme, mechanics, and artistic design.
Exemplary
4 PointsThe student presents the completed board game to the class with exceptional clarity and enthusiasm, providing a comprehensive and engaging explanation of its theme, mechanics, and artistic design. The presentation demonstrates a deep understanding of all aspects of the game and its development.
Proficient
3 PointsThe student presents the completed board game to the class, clearly explaining its theme, mechanics, and artistic design. The presentation demonstrates a good understanding of all aspects of the game.
Developing
2 PointsThe student presents the completed board game to the class, but the explanation of its theme, mechanics, or artistic design may lack clarity or detail. The understanding of the game is emerging.
Beginning
1 PointsThe student struggles to present the completed board game to the class, and the explanation of its theme, mechanics, or artistic design is limited. There is minimal evidence of understanding the game.