Readings:<\/strong> being a studio class, Experimental Game Design is relatively light on theory. However you\u2019ll be required to read and respond to a pair of short texts or video lectures every week.<\/p>\n Social media:<\/strong> like it or not, you can’t be a independent game maker\/artist today without self-promoting relentlessly on social media. You will be required to start an account on Twitter, follow the often obnoxious gaming “discourse”, and post entertaining work in progress of your projects.<\/p>\n Week by week plan, units may shift and change.<\/p>\n Playshop: <\/strong>experimental hopscotch<\/p>\n Assignment:<\/strong> Make one “tiny game” or an instruction piece a day for a week.<\/p>\n Readings:<\/strong> Assignment:<\/strong> Games are experiences governed by rules, like many non-playful activities. Find a real world system, an activity or a place that can be turned into a game. Playshop:<\/strong> no tech games mini jam<\/p>\n Readings<\/strong>: Workshop:<\/strong> Callois\u2019 elements of play<\/p>\n Playtime:<\/strong> LOTR the confrontation, Modern Art, Fluxx, Carcassonne, Lost Cities, Gloom, One night ultimate werewolf<\/p>\n Assignment:<\/strong> fix the classics. Readings:<\/strong> Playtesting, iteration, theme, polish, tactility.<\/p>\n Assignment:<\/strong> iterate on the game, and appropriately update its theme and visual design<\/p>\n Screenings:<\/strong> Game design vocabulary part 2. Intro to Unity and elements of game development.<\/p>\n Readings:<\/strong> Assignment:<\/strong> starting from one avatar and simple \u201cworld\u201d conditions (walls, gravity, q etc\u2026), design 3 satisfying and unique control systems: one using mouse\/or multi touch, one using buttons\/keyboards, one using an analog input controller. (groups of 3)<\/p>\n Playtime:<\/strong> retrogaming<\/p>\n Readings: Playtime:<\/strong> Crawl, Ultimate chicken horse, Overcooked, Lovers in a Dangerous Spacetime, FRU, Space Team, Chicanery, JS Joust, Push me pull You, Super Pole Riders, The Yawhg, Glitch tank<\/p>\n Readings:<\/strong> Assignment:<\/strong> find an appropriate world and visual design for your game. Make a mock screenshot for critique, implement it. Screening:<\/strong> Feminist frequency – Ms. Male Character<\/p>\n Readings:<\/strong> Assignment: <\/strong> design a videogame for more than 4 players using a randomly assigned technology: microphone input, smartphone input, one-button keyboard input, makey makey, 10 joysticks. Playtime\/case studies: the WUUUUU, Ghost-ring, Alphabet, Elbowroom, Airconsole selection, Block-party, Speed Chess, Renga, Choice chamber, Wizard takes all, Dancingularity.<\/p>\n Assignment: <\/strong>playtest, iterate, and add polish: sound, feedback, effects, ui and titles.<\/p>\n Screenings: <\/strong> Final project:<\/strong> expand a prototype you worked on this semester into a publishable<\/em> game.<\/p>\n Looking outwards: <\/strong> explore the GDC vault and the NYU game center lecture series, find a talk that you really recommend and summarize it.<\/p>\n Looking outwards II:<\/strong> research the developer or artist you want to be. Present your findings in class.<\/p>\n Readings: <\/strong> Screenings: <\/strong> 10% In Public Grading sucks but someone has to do the dirty job. Assignments and final project are graded according to the following criteria:<\/p>\n E. The student failed to deliver the assignment. * Attendance: three or more unexcused absences result in the drop of a letter grade.<\/p>\n * Absences: you are responsible for what happens in class whether you\u2019re here or not. Organize with your classmates to get class information and material that you have missed.<\/p>\n * Participation: you are invited, encouraged, and expected to engage actively in discussion, reflection and activities.<\/p>\n * Net addiction: you can exist for few hours without tweettering, facebooking, chatting, texting or emailing. Any device for mediated communication is banned during theory classes, crits and discussions. A 1% grade reduction will result from being found using them. * Assignments: late assignments are only accepted with permission of instructor. You lose 10% of your points per day late up to a max of 7 days late.<\/p>\n * Tardiness: 1st tardy = free. It is my intent that students from all diverse backgrounds and perspectives be well served by this course, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present activities that accommodate and value a diversity of gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Being in an art school, you should expect to be exposed to content that challenges your moral, ethical, and aesthetic values. In case of extremely graphic content I will warn the class in advance, but if you have a history of PTSD please let me know privately if there are types of content that are known to act as trauma triggers for you.<\/p>\n Collaborative work and projects also fulfilling other classes’ requirements are encouraged as long as it makes sense, and the other professors agree.<\/p>\n Official university language:<\/em> Take care of yourself. Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep and taking some time to relax. This will help you achieve your goals and cope with stress.<\/p>\n All of us benefit from support during times of struggle. You are not alone. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help. Asking for support sooner rather than later is often helpful.<\/p>\n If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (CaPS) is here to help: call 412-268-2922 and visit their website at http:\/\/www.cmu.edu\/counseling\/<\/a>. Consider reaching out to a friend, faculty or family member you trust for help getting connected to the support that can help.<\/p>\n Header Image credit Axor heroes<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" Carnegie Mellon University \u2013 School of Art Professor: Paolo Pedercini Graduate Assistant: Everest Pipkin Course number: 60419 Classroom: CFA 303 + CFA 318 (Mac Lab) Time: 09:00AM – 11:50AM + 01:30PM – 04:20PM Friday Office: CFA 419A \u2013 4th Floor Office hours: By appointment Email address: paolop [at] andrew [dot] cmu [dot] edu GA: katierosepipkin … Continue reading “Syllabus”<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-6","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/mycours.es\/gamedesign2017\/wp-json\/wp\/v2\/pages\/6","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/mycours.es\/gamedesign2017\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/mycours.es\/gamedesign2017\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/mycours.es\/gamedesign2017\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/mycours.es\/gamedesign2017\/wp-json\/wp\/v2\/comments?post=6"}],"version-history":[{"count":49,"href":"http:\/\/mycours.es\/gamedesign2017\/wp-json\/wp\/v2\/pages\/6\/revisions"}],"predecessor-version":[{"id":2555,"href":"http:\/\/mycours.es\/gamedesign2017\/wp-json\/wp\/v2\/pages\/6\/revisions\/2555"}],"wp:attachment":[{"href":"http:\/\/mycours.es\/gamedesign2017\/wp-json\/wp\/v2\/media?parent=6"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}SCHEDULE<\/h1>\n
In Public<\/h3>\n
![\"parcour\"](\"http:\/\/mycours.es\/gamedesign2017\/files\/2016\/08\/parcour.png\")
\nIntro: Games \/ Play \/ Fun.
\nChildren and folk games, happenings, street\/urban\/pervasive games, new sports, playgrounds, skateboarding, parcour, flash mobs etc.<\/p>\n
\nWhat\u2019s the Point If We Can\u2019t Have Fun?<\/em> by David Graeber
\nPlay is<\/em> by Miguel Sicart (from play Matters)<\/p>\nPlay the world<\/h3>\n
\nDoes it reveal something about the activity or context? Does it encourage a different kind of behavior or interaction?
\n(Groups of 3)<\/p>\n
\nPatterns of Transformation<\/em> by Ida de Benedetto
\nDeep play<\/em> by Diane Ackerman<\/p>\nIn Private<\/h3>\n
![\"fixing-boardgames\"](\"http:\/\/mycours.es\/gamedesign2017\/files\/2016\/08\/fixing-boardgames.png\")
\nBoard games, card games, tabletop games, parlor\/party\/drinking games. Game design vocabulary part 1.<\/p>\n
\nMonopoli – Make it playable in 10 minutes.
\nRisk – Make it appropriate for 21st century conflicts.
\nThe game of life – Make it relatable to millennials.
\nCandy Land – Make it deep, strategic and adult oriented.
\nPit – Make it more specific to one aspect of financial capitalism.
\nBattleship – Make it story-centered.
\nYou can start from the actual games and materials or distill their core gameplay into a new game.<\/p>\n
\nWhy did ancient Egypt spend 3000 years playing a game nobody else liked?<\/em> by Christian Donlan
\nHow Settlers of Catan Created an American Boardgame Revolution<\/em> by Ian Schreiber<\/p>\nIn Private II<\/h3>\n
\nLife and Death and Middle Pair: Go, Poker and the Sublime<\/em> by Frank Lantz
\nTrain (or How I Dumped Electricity and Learned to Love Design) <\/em>by Brenda Brathwaite<\/p>\nGoing Digital<\/h3>\n
\nMeaningful Play<\/em> by Katie Salen, Eric Zimmerman
\nLevel design lesson: to the right, hold on tight <\/em> by Anna Anthropy<\/p>\nControl<\/h3>\n
![\"pong\"](\"http:\/\/mycours.es\/gamedesign2017\/files\/2016\/08\/pong.png\")
\nPrototyping, Game feel, A very incomplete history of control systems in videogames.<\/p>\n
\nHow to prototype a game in under 7 days<\/em> by Kyle Gray, Kyle Gabler, Shalin Shodhan, Matt Kucic
\nFinishing a game<\/em> by Derek Yu<\/p>\nMultiplayer<\/h3>\n
![\"joust\"](\"http:\/\/mycours.es\/gamedesign2017\/files\/2016\/08\/joust.png\")
\nAssignment:<\/strong> Starting from one of your previous prototypes, turn it into a two player game adding one of the randomly assigned elements:
\nasymmetry, co-op, different players – different controllers, hidden information, new sport, off-screen interaction, turn-based. (groups of 3)<\/p>\n
\nJocks without borders by Willie Osterweil
\nAt Play on the Field of Ghosts by James Bridle
\nScreening:<\/strong> King of Kong<\/p>\nStyle<\/h3>\n
![\"hohokum\"](\"http:\/\/mycours.es\/gamedesign2017\/files\/2016\/08\/hohokum.png\")
\nA survey of contemporary indie aesthetics. Character design discussion.<\/p>\n
\n(groups of 3)<\/p>\n
\nQueering Human-game relations<\/em> by Merritt Kopas and Naomi Clark
\nQueer as in fuck me<\/em> by Mattie Brice<\/p>\nCrowds<\/h3>\n
![\"crowd](\"http:\/\/mycours.es\/gamedesign2017\/files\/2016\/08\/crowd-game.png\")
\nGames for way too many players: design challenges.<\/p>\n
\n(groups of 4-6)<\/p>\nPolish<\/h3>\n
\nJuice it or lose it <\/em> by Martin Jonasson & Petri Purho
\nThe art of screenshake<\/em> by Jan Willem Nijman<\/p>\nIndependence<\/h3>\n
![\"indie\"](\"http:\/\/mycours.es\/gamedesign2017\/files\/2016\/08\/indie.png\")
\nIndie, alt.games, AAA, III, indiepocalypse.
\nGames vs art, artgames, game art.<\/p>\n
\nYou Can Sleep Here All Night: Video Games and Labor<\/em> by Ian Williams
\nThe Door Problem<\/em> by Liz England
\nPunk Games<\/em> by Zoe Quinn
\nLol we are all poor<\/em> by Robert Yang<\/p>\n
\nIndie Game: the movie
\nWhat Do We Mean When We Say “Indiepocalypse”? – GDC panel<\/p>\nGRADING<\/h1>\n
\n10% Play the world
\n15% In Private
\n15% Multiplayer
\n15% Crowd
\n15% Final project
\n20% Class participation and readings<\/p>\n
\nD. The game\/prototype doesn\u2019t work, has major bugs or is incomplete to a point that is impossible to get a clear idea of the user experience.
\nC. The game\/prototype is functional and complete in all of its parts. Both the technical execution and the concept are sufficient but not outstanding.
\nB. Good concept and excellent technical execution. Or, vice versa, excellent idea and good technical execution.
\nA. Outstanding concept and implementation. This is usually reserved to the top 10%.<\/p>\nPOLICIES<\/h1>\n
\nDuring the lab hours you will be allowed to network as long as your behaviour is not disruptive.<\/p>\n
\nLess than 10 minutes late = 1% grade reduction.
\nOver 20 minutes late = absence (unless justified).<\/p>\nINCLUSIVITY STATEMENT<\/h1>\n
\nI will gladly honor your request to address you by your preferred name and gender pronoun. I commit to make individual arrangements to address disabilities or religious needs (e.g. religious events in conflict with class meetings). Please advise me of these preferences and needs early in the semester so that I may make appropriate changes to my plans and records.
\nDebate and free exchange of ideas is encouraged but I will not tolerate harassment, i.e. a pattern of behavior directed against a particular individual with the intent of humiliating or intimidating.<\/p>\nCONTENT\/TRIGGER WARNINGS<\/h1>\n
Stress Culture<\/h1>\n