| ADVANCED ACTING (TURKISH, THESIS) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GAD4010 | Pixel Art | Fall | 2 | 2 | 3 | 5 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assoc. Prof. GÜVEN ÇATAK |
| Course Objectives: | This course aims to teach the students how to produce game graphics with manual pixel placement. All pixel art techniques will be addressed and within the semester, the students will have the chance to make all graphic assets -including character sprites, object sprites, background art, tile sets, portraits and buildings- for pixel art games of varied genres. |
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The students who have succeeded in this course; - will be able to identify and define core pixel art techniques, such as dithering, anti-aliasing, and color palette management. - will be able to explain the principles of sprite animation and how they contribute to character movement and expression in pixel art games. - will be able to demonstrate the creation of tile sets and background art using manual pixel placement techniques for various game environments. - will be able to compare and contrast the visual styles and techniques used in different genres of pixel art games, evaluating their effectiveness. - will be able to design and produce a complete set of game assets, including character sprites, object sprites, and environment graphics, for a self-directed pixel art game project. |
| This course covers the basic concepts and application of game art theories. The first weeks focus on the basic definitions and theories of game art, while the following weeks focus on how these theories are applied to game projects. Learning Methods: Lecture, Implementation, Individual Study, Project, Tech-Enhanced Learning |
| Week | Subject | Related Preparation | |
| 1) | Introduction to pixel art | ||
| 2) | Features of pixel art | Crash Course Adobe Premiere | |
| 3) | Basic pixel art techniques | Working on Project1: first cuts | |
| 4) | Colors, lighting, highlights and shading | Working on Project1: draft cuts | |
| 5) | Dithering, textures, materials, antialiasing and common mistakes | Working on Project1: final cuts | |
| 6) | Drawing monster and vehicle sprites | P1 Due + P2: Working with Concepts | |
| 7) | Drawing objects and user interface elements | Working on Project2: draft cuts | |
| 8) | MIDTERM | Getting feedback and iteration | |
| 9) | Topdown graphics and tilesets | P2. Mid Screening Critiques | |
| 10) | Isometric graphics | P2 Due + P3. Working on Case Studies | |
| 11) | Sidescoller tilesets | Working on Project3: concept frames | |
| 12) | Creating background graphics | Working on Project3: collecting materials | |
| 13) | Basic character and vehicle animations | Working on Project3: production | |
| 14) | Background animations and parallax scrolling | Working on Project3: production | |
| Course Notes: | Hervieux, M. (2015). Learning pixel art. Max Hervieux. Azzi, M. (2017). Pixel logic: A guide to pixel art. Michael Azzi. Feldman, A. (2000). Designing arcade computer graphics. Wordware Publishing. Davies, R. (2009). The complete guide to isometric pixel art. Rhys Davies. |
| References: | Çimen, E. G. (2016). Pixel art series [In Turkish]. Kahramangiller. https://www.kahramangiller.com/yazidizisi/pixel-art/ |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 3 | % 20 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 30 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 40 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 4 | 56 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 2 | 4 | 8 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 3 | 16 | 48 |
| Homework Assignments | 3 | 3 | 9 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 3 | 3 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 3 | 3 |
| Total Workload | 127 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Students gain theoretical, historical and aesthetic knowledge specific to the field by using the methods and techniques related to the field of acting. | |
| 2) | They have knowledge about art culture and aesthetics and they provide the unity of theory and practice in their field. | |
| 3) | They are aware of national and international values in performing arts. | |
| 4) | Abstract and concrete concepts of acting; can transform it into creative thinking, innovative and original works. | |
| 5) | They have the sensitivity to run a business successfully in their field. | |
| 6) | Develops the ability to perceive, think, design and implement multidimensional from local to universal. | |
| 7) | They have knowledge about the disciplines that the acting field is related to and can evaluate the interaction of the sub-disciplines within their field. | |
| 8) | They develop the ability to perceive, design, and apply multidimensionality by having knowledge about artistic criticism methods. | |
| 9) | They can share original works related to their field with the society and evaluate their results and question their own work by using critical methods. | |
| 10) | By becoming aware of national and international values in the field of acting, they can transform abstract and concrete concepts into creative thinking, innovative and original works. | |
| 11) | They can produce original works within the framework of an interdisciplinary understanding of art. | |
| 12) | Within the framework of the Advancing Acting Program and the units within it, they become individuals who are equipped to take part in the universal platform in their field. | |
| 13) | Within the Advancing Acting Program, according to the field of study; have competent technical knowledge in the field of acting. |