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| − | =36-1100 Game Culture=
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| − | Columbia College Chicago
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| − | Interactive Arts and Media Department
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| − | iam.colum.edu
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| − | ==Course Information==
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| − |
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| − | 36-1100: Game Culture
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| − | Class meets at 623 S. Wabash in room 423
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| − | Studio Labs are available in both 623 S. Wabash and 624 S. Michigan Ave. buildings
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| − |
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| − | ==Required texts and materials==
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| − | ===Required Texts===
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| − | Gaming As Culture: Essays on Reality, Identity And Experience in Fantasy Games (Paperback)
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| − | by J. Patrick Williams (Editor), Sean Q. Hendricks (Editor), W. Keith Winkler (Editor); ISBN: 0786424362
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| − |
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| − | Everything Bad is Good For You by Stephen Johnson; ISBN: 1573223077
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| − |
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| − | ===Recommended Texts===
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| − | The Video Game Theory Reader by Wolf and Perron; ISBN: 0415965799
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| − |
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| − | ===Supplies/Materials===
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| − | You will need access to a computer to complete your assignments and homework. There are two
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| − | computer studios available for those registered in this class. Information about these will be given
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| − | on the first day of class.
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| − |
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| − | You will also be required to buy and play one game from a list posted on the course website.
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| − |
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| − | ===Bibliography, supplemental and suggested readings (partial list)===
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| − | From Barbie to Mortal Kombat: Gender and Computer Games, edited by Justine Cassell and Henry
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| − | Jenkins
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| − | The Game Design Reader: A Rules of Play Anthology edited by Katie Salen and Eric Zimmerman
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| − |
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| − | Gaming as Culture: Essays on Reality, Identity, and Experience in Fantasy Games, edited by J.
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| − | Patrick Williams, Sean Q. Hendricks, and W. Keith Winkler.
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| − |
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| − | Gender Inclusive Game Design: Expanding the Market by Sheri Graner Ray
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| − |
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| − | Half-Real: Video Games between Real Rules and Fictional Worlds by Jesper Juul
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| − | Hamlet on the Holodeck: The Future of Narrative in Cyberspace by Janet H. Murray
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| − |
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| − | Learning by Doing by Clark Aldrich
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| − | The Medium of the Video Game by Mark Wolf
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| − |
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| − | Play Between Worlds: Exploring Online Game Culture by T. L. Taylor
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| − |
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| − | Rules of Play: Game Design Fundamentals by Katie Salen and Eric Zimmerman
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| − |
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| − | Shared Fantasy: Role-playing Games as Social Worlds by Cary Alan Fine
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| − |
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| − | Synthetic Worlds: The Business and Culture of Online Games by Edward Castronova
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| − |
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| − | What Video Games Have to Teach Us About Learning and Literacy by James Gee
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| − | Wired-Up: Young People and the Electronic Media, Sue Howard, Ed.
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| − |
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| − | ==Course fee==
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| − | $75.00
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| − | ==Content introduction==
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| − | Culture matters. It tells Hillary Clinton to legislate Grand Theft Auto. It tells you not to camp with
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| − | that bazooka or to hog the driver's seat. It tells players that Lara Croft and Bloodrayne are good
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| − | models of femininity. Culture gives us cues about how to interpret the world.
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| − |
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| − | As gamers, you're already part of a vibrant culture machine; as game designers, you'll take the
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| − | wheel, determining where that machine goes (and whether it runs over anyone in the process).
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| − | This class will give you an atlas with which to navigate the game culture landscape and the skills
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| − | to choose the best path through it.
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| − |
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| − | Throughout the semester, we will use critical tools to explore game culture and your place in it. By
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| − | the time we're done, you will have begun crafting a sophisticated understanding of games as they
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| − | relate to larger spheres of culture; you will find yourself thinking about why games do what they do,
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| − | and how they relate to social issues. This course provides the building blocks for a lifetime of
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| − | critical engagement in video game culture; you will not only leave this course with a map of the
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| − | gaming landscape, but with the tools to enter uncharted territory and draw future maps yourself.
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| − | This course will complicate your thinking about games. Each week, we will engage with texts about
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| − | games—we will write, think, and talk about game culture. Of course, we will play games as well.
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| − |
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| − | Note: This course was originally developed by Dr. Brendan Riley (http://www.curragh-labs.org)
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| − |
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| − | ==Course description==
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| − | Given the increasing popularity of games within today's culture there is little question that it is
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| − | necessary to analysis how games are impacted by social and ideological forces and influence
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| − | them in turn. Questions like "Why do we play?" and "How do we play differently?" are explored, with
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| − | many others, as students are guided through topics such as role-playing and identity, ethics, group
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| − | behavior, competition, gender, race, and aesthetics in modern (and historical) games.
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| − |
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| − | This course examines computer games from a cultural perspective. We will explore how the
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| − | prevailing culture and values affect game design, popularity, and experience; we'll also examine
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| − | how games affect those areas of culture. Other issues discussed in a theoretical context include
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| − | role-playing and identity, ethics, group behavior, competition, politics, gender, race, and
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| − | aesthetics.
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| − |
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| − | ==Course rationale==
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| − | Game Culture brings textual and critical theory to bear on video games, examining how games
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| − | function in (and with) culture. You will learn to think about games in new ways, both as isolated
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| − | objects of study and as a dominant force in today's media market. At the end of this course, you
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| − | will have a deeper understanding of how games work and what they say, knowledge that will be
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| − | especially useful to game design majors, who will bring these ideas back to their design projects.
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| − | ==Prerequisites==
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| − | 36-1000, Media Theory and Design 1
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| − | 52-1152, English Composition 2
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| − |
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| − | ==Goals and objectives==
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| − | 1. Learn the role of play in human activity.
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| − |
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| − | 2. Learn the ethical responsibilities of game developers.
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| − |
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| − | 3. Learn that games are always highly symbolic rituals that grow out of and reflect existing cultural
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| − | preferences and knowledge bases.
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| − | 4. Learn the semiotics of embedded messages in games.
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| − |
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| − | 5. Understand "virtual worlds" as new media and social construct.
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| − |
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| − | ==Grading policy and evaluation procedures==
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| − | ===Credit hours===
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| − | 3 credit hours
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| − | ===Grading scale===
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| − | All students begin the semester with 0 points. Points are accumulated
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| − | throughout the semester as assignments are completed. Final grades
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| − | are based on a 100 point scale (see chart above).
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| − | No incomplete grades.
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| − | ===Requirements and assignments===
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| − | ====In-class work: 15%====
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| − | Throughout the term, we will do a variety of exercises in class. Some of these are short writings,
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| − | thought experiments, games, and discussions. These in-class exercises are essential to our
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| − | collaborative exploration of game culture. As long as you participate fully in them, you will usually
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| − | get full credit. In-class work may not be made up (so if you miss class, you miss this work).
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| − | ====Discussion Sessions: 15%====
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| − | Each week, you will be assigned a reading for the course. Aside from the reading responses you
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| − | will write (see below), several of you will be assigned to lead the class discussion for that week's
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| − | reading. When a group leads a discussion, they should say a few introductory remarks (no longer
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| − | than five minutes) to orient the discussion, and should distribute a handout to the class. Each
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| − | group is responsible for leading two discussions.
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| − | ====Blog: 40%====
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| − | You will be responsible for maintaining a blog (at the IAM Blog - http://imamp.colum.edu/wordpress/). Each week you will generally have several blog posts: Game Culture Watch, Game Journal, and Reading Responses.
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| − |
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| − | =====Blog: Game Culture Watch: 10%=====
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| − | Each month, you will be assigned a game culture blog from the class list to monitor. Your job will
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| − | be to post information and commentary to the class blog, Game Culture Watch at least once per
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| − | week; I encourage you to post more-good blogs are good because they're updated and visited
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| − | often. Posts can vary, but you should post some commentary and conversation. A good target is
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| − | 100-200 words of your own, plus some text quoted from another blog.
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| − |
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| − | =====Blog: Game Journal: 10%=====
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| − | As part of this course, you will select a video game to complete. Each week, you should post at
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| − | least one entry on your personal blog about your experience playing the game. These journal
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| − | entries can explore your joys, frustrations, problems, tricks, or just observations. Ideally, you will
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| − | begin drawing connections between the games and the texts we're reading in class. While your
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| − | contributions may vary drastically, you should aim to write 200-300 words per week about your
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| − | game. Note: you should be finished with your game somewhere around the 10 week mark. After
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| − | that time, you may write more entries about your game, but they will not affect your "game journal"
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| − | grade. If you finish your game early, you may select another game from the list to play, or you may
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| − | re-play and/or elaborate on your experiences playing your assigned game.
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| − |
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| − | =====Blog: Reading Responses: 20%=====
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| − | For each reading, you will be given a short writing assignment. These writings are meant to focus
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| − | your thinking about the reading and help you begin to draw connections between the text and
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| − | other work we've done in the course. Your response should be posted on your personal blog before
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| − | the beginning of class.
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| − |
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| − | ====Game Analysis Article: 15%====
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| − | The game analysis project draws on the skills explored in the first and second levels of the course,
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| − | using interpretation and semiotics to explore the messages hidden in texts. Your game analysis
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| − | will examine a game for its socio-cultural contexts, offering detailed explanations of the game and
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| − | highlighting its messages. Your project will suggest how the game functions within its cultural
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| − | milieu and how the game might be changed or revised to fit its milieu better. (You will receive more
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| − | detailed instructions and a grading guide when this project is assigned.)
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| − | ====Game Culture Article: 15%====
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| − | The game culture article asks you apply the knowledge you've discovered in the course to describe
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| − | a controversial topic, then to devise and articulate a solution or innovation in response. A list of
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| − | general topics will be handed out – if you wish to use a different topic you must have it approved
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| − | by your instructor. You will use the texts we've read thus far to explain your solution's relationship
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| − | to major cultural issues and to games on the market.
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| − | If you have taken the Game Idea Development course, or if you have a game proposal previously
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| − | developed, you can alternatively submit a proposal that indicates how your game relates to major
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| − | cultural issues and to the topics covered in the course.
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| − | Standards and proportions used:
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| − | The assignment sheet for each project includes a rubric (grading guide) that gives the specific
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| − | expectations for that project. Successful projects engage thoughtfully in the assigned endeavor,
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| − | demonstrate careful consideration of the course texts, follow all the specific requirements, use
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| − | careful grammar and syntax, and follow proper citation rules. Each project receives written
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| − | feedback and students are given opportunities to revise.
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| − | Smaller assignments play a significant role in this course as well. They provide opportunities for
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| − | students to demonstrate their understanding of course texts and their thinking about the topics at
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| − | hand. Because small assignments assess both engagement and preparedness, they are not
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| − | accepted late. Students who plan to succeed in this course must plan to keep up with the day-today
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| − | work and participate fully in class.
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| − | ==Classroom policies==
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| − | ===Academic Integrity===
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| − | It is expected that students will turn in their own work and maintain honest academic practices.
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| − | Failure to do so may result in a failing grade.
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| − | All students are expected to be familiar with (and follow) the CCC Student Code of Conduct. If you
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| − | haven't read it, you can download a copy here:
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| − | http://www.colum.edu/student-affairs/PDFs/The_Student_Code_of_Conduct.pdf
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| − |
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| − | The Student Handbook states: "Academic Honesty is a cherished principle in the life of the College
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| − | community. Students are expected to adhere to this principle by understanding the nature of
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| − | plagiarism, and by not plagiarizing materials, by refraining from the use of unauthorized aids on
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| − | tests and examinations, by turning in assignments which are products of their own efforts and
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| − | research, and by refusing to give or receive information on tests and examinations. Persons who
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| − | violate these principles of simple honesty risk embarrassment, course failure, or disciplinary
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| − | action."
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| − |
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| − | In this course, there are several ways students might violate college rules regarding academic
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| − | integrity:
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| − | #Multiple submissions-all the work you do for this course should be original work unless I specifically say otherwise. You should not turn in anything written or used in another course. I am open to proposals for dual-purpose work, but you must ask me about it.
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| − | #Improper citation-use of someone else's work, ideas, data, or statements without adequately noting where the work comes from. Plagiarism-deceptive use of someone else's work, ideas, data, or statements in order to pass such work off as one's own. Students suspected of violating these policies will meet with the instructor to discuss the matter. If the student has indeed violated the policy, the instructor will impose an appropriate penalty up to and including failure for the course. Students who plagiarize work will receive an F for the course.
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| − | I take academic integrity very seriously, and am deeply insulted by cheating. Do not plagiarize work
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| − | for this class.
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| − |
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| − | ==Attendance policy (departmental policy)==
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| − | Three absences and you FAIL- NO EXCEPTIONS. If an absence cannot be avoided, it must be
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| − | discussed with your instructor ahead of time. Medical and other emergency leave of absences
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| − | follow a different policy. Please contact your instructor if such a situation arises.
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| − | ===Absences===
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| − | Two absences (even “excused” absences) may result in a failing grade.
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| − | ===Tardiness===
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| − | Two late arrivals equal one absence. You are expected to be in class on time; attendance is taken
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| − | at the beginning of class.
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| − | ==Late work and makeup assignments==
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| − | Assignments and projects turned in after the date due will be marked down one grade for each
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| − | week late (the time between classes will be counted as a week).
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| − | ==Harassment==
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| − | In order to succeed in class, every student has to be willing to be open, honest, and involved. At
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| − | the same time, we must have respect for one another's ideas, beliefs and statements. Therefore,
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| − | each student is expected to participate in a reasonable, respectful manner in class—we can
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| − | disagree and discuss, but we need to do so in a way that is not offensive or uncomfortable. Failure
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| − | to do this, or disruptive behavior in class, will not be tolerated, and will result in disciplinary action.
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| − | ==Complaints==
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| − | Complaints about the class and/or grades should be addressed to the instructor, either
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| − | before/after class, or during office hours (or another scheduled appointment). If whatever issues
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| − | you have cannot be resolved, you should then follow up with your academic counselor or with the
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| − | coordinator for the Game Design major or the chair of the Interactive Arts and Media Department.
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| − | Conaway Center Statement
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| − | Students with disabilities are requested to present their Columbia accommodation letters to their
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| − | instructor at the beginning of the semester so that accommodations can be arranged in a timely
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| − | manner by the College, the department or the faculty member, as appropriate. Students with
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| − | disabilities who do not have accommodation letters should visit the office of Services for Students
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| − | with Disabilities in room 520 of the Congress building (312.344.8134/V or 312.360.0767/TTY). It
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| − | is incumbent upon the student to know their responsibilities in this regard.
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| − | ==Academic Calendar==
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| − | ===Fall Semester 2006===
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| − | Classes Begin Tuesday, September 5, 2006
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| − | Thanksgiving Holiday Thursday, November 23 - Sunday, November 26, 2005
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| − | Semester Ends Saturday, December 16, 2006
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| − | Holiday Break Monday, December 18, 2006 - Monday, January 1, 2007
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| − |
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| − | ==Course calendar==
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| − | Week Date Topic Articles Discussion Topic
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| − | # Introduction to Course
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| − | # Game Analysis and Semiotics
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| − | # Ludology vs. Narratology
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| − | # Theory of the Game
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| − | # Identity and Culture
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| − | # Identity and Culture
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| − | # Gender and Race in Games
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| − | # Social Worlds
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| − | # Social Worlds
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| − | # Violence in Games
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| − | # Violence in Games
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| − | # Games and Learning
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| − | # Games and Learning
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| − | # Future of Games
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| − | # Final Discussion
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| − |
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| − | ==Weekly Descriptions==
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| − | ===Week 1: Introduction to the Course===
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| − | Topics Introductions and Course Overview
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| − | What is Game Culture?
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| − | In-class Assignments Group discussion and activity
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| − | Initial blog post and set-up
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| − | Homework Reading:
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| − | 1. "Semiotic Domains" by James Gee (WVGHTTU)
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| − | 2. Everything Bad is Good for You by Stephen Johnson, pages 1-14
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| − | 3. The Video Game as a Medium by Mark J. P. Wolf
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| − | Blogging:
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| − | On your blog, post a response to the readings answering the following two questions for each
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| − | reading:
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| − | 1. Write two or three sentences describing the main idea of each reading.
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| − | 2. Choose one sentence that sparks your interest. Write a paragraph pondering the
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| − | idea you chose. If you can link it to thinking about a game, all the better.
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| − | Other:
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| − | Email your instructor (use an email address that you check regularly) with two paragraphs
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| − | describing your favorite game, and why that game is your favorite.
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| − | ===Week 2: Game Analysis and Semiotics===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Email to instructor
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| − | Topics Semiotics and Game Analysis
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| − | In-class Assignments Semiotics exercise
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| − | Discussion panel sign up
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| − | Culture Watch “beat” sign up
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| − | Homework Reading:
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| − | 1. Semiotics for Beginners (Sections 1, 2, 4, 7)
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| − | 2. "Abstraction in the Video Game" by Mark Wolf
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| − | 3. "Simulation vs. Narrative" by Gonzalo Frasca (VGTR)
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Game journal blog entry
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| − | Beat entry
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| − | Other:
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| − | Start playing the game you chose
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| − | ===Week 3: Ludology vs. Narratology ===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Discussion "Abstraction in the Video Game" by Mark Wolf
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| − | Topics Ludology and Narratology: Discuss this central split in game theory. How does it
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| − | affect the strategy of "reading" games?
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| − | In-class Assignments Abstraction assignment
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| − | Homework Reading:
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| − | 1. "Space in the Video Game" by Mark Wolf
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| − | 2. Everything Bad is Good for You by Stephen Johnson, pages 15-41
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| − | 3. "Gametime" by Patrick Crogan (VGTR)
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Game journal blog entry
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| − | Beat entry
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| − | ===Week 4: Theory of the game===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Discussion "Gametime: History, Narrative, and Temporality in Combat Flight Simulator 2" by Patrick
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| − | Crogan (VGTR)
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| − | Topics Theorizing games and space in the video game
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| − | In-class Assignments Gametime assignment
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| − | Homework Reading:
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| − | 1. Everything Bad is Good for You by Stephen Johnson, pages 42-63
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| − | 2. "As we become machines" by Martti Lahti (VGTR)
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Game journal blog entry
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| − | Beat entry
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| − | ===Week 5: Identity and Culture===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Discussion "As we become machines" by Martti Lahti (VGTR)
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| − | Topics Identity and Culture
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| − | In-class Assignments Identity assignment
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| − | Homework Reading:
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| − | 1. "Fair Play: Violence, Gender, and Race in Video Games" by Christina Glaubke et al.
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| − | 2. "It’s a Queer World After All: Studying The Sims and Sexuality" by Mia Consalvo
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Game journal blog entry
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| − | Beat entry
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| − | ===Week 6: Identity and Culture===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Discussion "It’s a Queer World After All: Studying The Sims and Sexuality" by Mia Consalvo
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| − | Topics Identity and Culture
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| − | In-class Assignments Fair Play group assignment
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| − | Homework Reading:
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| − | 1. Online Gaming and the Interactional Self by Florence Chee, et al
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| − | 2. Evolution of Female Characters in Computer Games by Sheri Graner Ray
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Game journal blog entry
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| − | Beat entry
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| − | ===Week 7: Examining Gender and Race in Games===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Discussion Online Gaming and the Interactional Self by Florence Chee
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| − | Topics Gender and race in games, discuss Game Analysis Article assignment
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| − | In-class Assignments Gender and Race group assignment
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| − | Homework Reading:
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| − | 1. "The Social Mind" by James Gee (WVGHTTU)
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| − | 2. "Hyperidentities: Pomo identity in … MMOs" by Miroslaw Filiciak (VGTR)
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Game journal blog entry
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| − | Beat entry
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| − | ===Week 8: Social worlds ===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Discussion "Hyperidentities: Pomo identity in … MMOs" by Miroslaw Filiciak (VGTR)
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| − | Topics How do our interactions with one another change our understanding of culture and the
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| − | world? How do these worlds encroach on us?
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| − | In-class Assignments Social worlds group assignment
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| − | Homework Reading:
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| − | 1. The Business and Culture of Gaming by W. Keith Winkler
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| − | 2. Virtual Worlds: A First-Hand Account of Market and Society on the Cyberian Frontier
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| − | by Edward Castronova
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| − | 3. Born with Silver|Gold|Mithril|Thorium spoons in their mouths by EricNickell (blog
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| − | post at Terra Nova) and the comments
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Game journal blog entry
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| − | Beat entry
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| − | ===Week 9: Social worlds===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Discussion Virtual Worlds: A First-Hand Account of Market and Society on the Cyberian Frontier by
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| − | Edward Castronova
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| − | -and-
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| − | Born with Silver|Gold|Mithril|Thorium spoons in their mouths by EricNickell (blog post at
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| − | Terra Nova) and the comments
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| − | Topics “Meta-gaming”, games as jobs (figuratively and financially), and the culture of “work” in
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| − | games
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| − | In-class Assignments Social worlds group assignment
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| − | Homework Reading:
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| − | 1. "A Rape in Cyberspace" by Julian Dibbel
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| − | 2. "Cultural Models" by James Gee
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| − | 3. Declaring the Rights of Players
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Game journal blog entry
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| − | Beat entry
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| − | ===Week 10: Violence in games===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Discussion "A Rape in Cyberspace" by Julian Dibbel
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| − | Topics Cultural Models and Violence in Games
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| − | In-class Assignments Cultural Models group assignment
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| − | Homework Reading:
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| − | 1. Everything Bad is Good for You by Stephen Johnson, pages 63-103
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Game journal blog entry
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| − | Beat entry
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| − | Other:
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| − | Complete Game Analysis Article
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| − | ===Week 11: Violence in games===
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| − | Due Game Analysis Article
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| − | Assigned readings
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| − | Blog posts
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| − | Topics Violence in Games, discuss Game Culture Article assignment
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| − | In-class Assignments Violence in Games group assignment
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| − | Homework Reading:
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| − | 1. Everything Bad is Good for You by Stephen Johnson, pages 104-156
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| − | 2. Excerpt from “Simulations and the Future of Learning” by Clark Aldrich
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Beat entry
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| − | ===Week 12: Games and Learning===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Topics Games and Learning: Discuss various ways of understanding how games work in our
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| − | brains. What's the relationship between medium and message? Short
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| − | McLuhan introduction/review.
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| − | In-class Assignments Games and Learning group assignment
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| − | Homework Reading:
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| − | 1. Everything Bad is Good for You by Stephen Johnson, pages 157-199
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Beat entry
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| − | ===Week 13: Games and Learning===
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| − | Due Game Culture Article
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| − | Assigned readings
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| − | Blog posts
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| − | Topics Violence in Games
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| − | In-class Assignments Violence in Games group assignment
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| − | Homework Reading:
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| − | 1. Choose three of the Game Culture articles from classmates and read them.
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| − | Blogging:
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| − | Response to readings (see website)
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| − | Beat entry (last beat entry)
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| − | ===Week 14: Future of Games===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Topics Where are games going? What is on the technological and conceptual horizon?
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| − | Homework Reading:
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| − | 1. Choose three different Game Culture articles (than you read last week) from
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| − | classmates and read them.
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| − | Blogging:
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| − | Response to readings (see website)
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| − | ===Week 15: Final Class===
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| − | Due Assigned readings
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| − | Blog posts
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| − | Topics Article Discussions
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| − |
| |
| − | ==Disclaimer statement==
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| − | This syllabus is subject to change.
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