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Lecturer(s)
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Course content
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- Students are responsible for their own further development and work independently - Confrontation of graphic design tools with current trends and technologies - Complete realization of a task including its defense and presentation - The course is perceived as a dialogue between the student and the teacher - The focus is on independence and own initiative when searching for solutions - The lecturer is merely an observer providing feedback and establishing an individual development plan
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Activities related to graphics and visual arts
- Home preparation for classes
- 450 hours per semester
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| prerequisite |
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| Knowledge |
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| Proficient level of work with graphic programs and knowledge from the previous courses. The student is able to present their work orally and in writing. The student is albe to use current findings and available tools for own innovative solutions. The ability of self-reflection and work with resources (time, skills, material and technologies), high motivation. |
| Proficient level of work with graphic programs and knowledge from the previous courses. The student is able to present their work orally and in writing. The student is albe to use current findings and available tools for own innovative solutions. The ability of self-reflection and work with resources (time, skills, material and technologies), high motivation. |
| learning outcomes |
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| The student is able to identify and further develop his/her own strengths. With every project, students are able to deepen their visual and designer skills and effectively manage projects including the final result presentation. Students are able to critically reflect and establish further development objectives. |
| The student is able to identify and further develop his/her own strengths. With every project, students are able to deepen their visual and designer skills and effectively manage projects including the final result presentation. Students are able to critically reflect and establish further development objectives. |
| Video game history |
| Video game history |
| Czech developers |
| Czech developers |
| Game UI/UX |
| Game UI/UX |
| Concept art |
| Concept art |
| Creating a video game concept |
| Creating a video game concept |
| Skills |
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| Creating a video game concept |
| Creating a video game concept |
| Ability to present own idea |
| Ability to present own idea |
| Creation of the visual style of the game |
| Creation of the visual style of the game |
| Work in a program for creating games |
| Work in a program for creating games |
| Creating a game prototype |
| Creating a game prototype |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Activities related to graphics and visual arts |
| Activities related to graphics and visual arts |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Analysis of creative works (Music, visual arts, literature) |
| Analysis of creative works (Music, visual arts, literature) |
| Analysis of the student's performance |
| Analysis of the student's performance |
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Recommended literature
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Jan JIRKOVSKÝ a kolektiv. Game industry: vývoj počítačových her a kapitoly z herního průmyslu. Praha, 2011. ISBN 978-80-904387-1-2.
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Jason Schreier. Krev, pot a pixely. 2019. ISBN 978-807577824.
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Jesse Schell. The Art of Game Design: The Book of Lenses. 2019. ISBN 978-1138632059.
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