By using constructive play with professionally created environment pieces, followed by “how to” guided mastery techniques, non-artists in Game Studies will have increased confidence in creating environments.
Many designers and programmers in games studies currently lack the artistic skills to create visually worthy environment art content for their portfolios. Environment art can be vitally important in housing the technical and design demos they will create. Environment art may also be crucial for one’s portfolio to stand out in an excess of applicants applying to a game studio. Typical approaches to developing visual environment aesthetics require years of practice and immersion into an art centric curriculum; even for those with a natural inclination towards the arts this can be a daunting task. Without adequate time, proper training, and lack of artistic talent many game students are left with visually bland work and a lack of confidence in their ability to compete within a saturated market. These students need an uncomplicated way of being introduced to visually strong game environment art and how to create it in order to strengthen their portfolios and confidence. The purpose of this study is to show that by utilizing constructive play as described by Psychologist Peter Gray applied in creating game environments, non-artists in Game Studies can tap into their innate creativity; engaging in constructive play using professionally created environment pieces, students will become familiar with a high visual standard. Then through Albert Bandura's guided mastery techniques, learn to create similar pieces for themselves in order to boost their sense of confidence and further motivate them to pursuit a career in games. Finally, applying Jerome Bruner's Spiral Curriculum as a means to building an effective curriculum to aid in the artistic development of designers and programmers will be studied.
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All Burnham Center photography on this website were taken by Daniel Triplett.