CMDI1100 Fall 2009 Syllabus

CMDI1100 - Creating Games

Course Description
Course Objectives
Course Schedule
Evaluation Items (projects, quizzes, etc.)
Course Philosophy
General Education Statement
Attendance Policy
Academic Honesty
Accommodations

GENERAL INFORMATION

Instructor: Cathie LeBlanc
Office: Hyde 415
Phone: 535-2629
Office Hours: MTWR 11am-12noon and by appointment
Electronic Mail:
Text Book: Game Design Workshop (2nd edition) by Tracy Fullerton (ISBN: 978-0-240-80974-8)
Additional Required Materials: 1 deck of cards and a notebook of some sort that can be used as a game journal (See exercise 1.4 of Game Design Workshop for details)
Meeting Time and Place: MW 2:30-3:45, Hyde 413

Much has been written about the possibility that games could become the defining objects of popular culture in the new century. In this course, we will use games as a medium through which we can express our creativity. We will study the principles of game design so we can use them to critique existing games as well as to guide the design of new games. Topics to be discussed include the structure of compelling games, the role of games in society, meaningful play in games, games as simulations, games as narratives, and the culture of gaming. Creating, play testing, critiquing and revising games of all kinds will be the primary activities of the course.

Course Goals and Objectives: The major goal of this class is for each student to become game literate. Our textbook says, "Being game literate means understanding how games systems work, analyzing how they make meaning, and using your understanding to create your own game systems." (Fullerton, p. 9)

Explain why games matter to humans in general and to this society in particular.
Analyze and critique game elements such as operational rules, underlying formal structural rules, implicit rules and narratives in terms of the role they play in creating a compelling game.
Recognize and explain the patterns underlying a game.
Explain why a particular game is or is not compelling.
Develop goals for a new game design.
Engage in the iterative process of design, implement, play test, critique and revise to develop a game.
Elicit constructive criticism from play testers regarding which game elements work and which need revision.
Use information technology to support the iterative game development process.
Use information technology to present ideas about games.

Tentative Schedule:

We will try to follow this schedule but some adjustments may have to be made. This schedule is provided simply to help you in planning your semester.

Evaluation: Please see the Communication and Media Studies departmental attendance policy for additional information about grading in this course. There are a total of 1000 possible points to be earned this semester. The points are divided as follows:

100 points - Participation:
- The success of this course depends heavily on in-class game analysis and design exercises. Each student is expected to come to class prepared to engage in these exercises. Guidelines for class participation can be found on Blackboard and will be discussed in class.
100 points - First game analysis paper:
- On September 23, students will hand in their first game analysis paper. Each group of students will choose a game that they like to play and using the game definitions from the Costikyan article and from GDW Chapter 2 to analyze the game. The paper should particularly focus on using these two sources to explain why the game is so enjoyable. A more detailed description and rubric for this paper will be handed out in class.
- Late papers will be penalized at 5 points per day late.
150 points - Game Journal:
- Each student is required to keep a game journal. According to our textbook, "Like a dream journal or a diary, a game journal can help you think through experiences you've had and also to remember details of your gameplay long afterwards. ... It is important when writing in your game journal to try and think deeply about your game experience--don't just review the game and talk about its features." (Fullerton, p. 9) Exercise 1.4 of the text describes the purpose of the game journal in more detail. Bring the game journal to class each day. The results of all exercises completed in class and outside of class should be recorded in the game journal. In fact, the textbook suggests that you write in your game journal every day. For this class you should be writing in it at least 2-3 times per week. I will examine the game journals periodically throughout the semester.
150 points - Exams:
- There will be three exams on the material covered in class. Each exam will be worth 50 points.
- Make-up exams will be given under the following circumstances. There will be no exceptions.
  - The student must notify the instructor BEFORE the exam that it will be missed.
  - The student must make the exam up as soon as is reasonably possible.
  - The student must provide documentation that missing the exam was absolutely unavoidable.
- The exam dates are Wed Sep 30, Mon Nov 9 and Wed Dec 2.
100 points - War assignment and presentation:
- Students will analyze the card game War using information from the course readings. Students will then make suggestions for changing the game to make it more interesting. This assignment will include game analysis, several game design sessions, an in-class playtesting session, and a presentation. Details of the assignment will be provided early in the semester.
400 points - Game design project:
- The second half of the semester will be devoted to students working in groups to create their own games. Details of this assignment will be provided in class and posted on Blackboard.
- The points for this project will be divided as follows:
  - 100 points - Meeting with instructor: Each group must meet with me to discuss their ideas for the game project. Each person in the group must bring at least three ideas and his/her game journal to the meeting. In addition, the group must complete Exercise 6.7 in the textbook for at least three ideas and bring the results of the exercise to the meeting. Missing the meeting or coming to the meeting unprepared will result in the forfeiture of these points.
  - 50 points - Game Treatment: On November 2, each group is expected to hand in a game treatment that describes their game. See Exercise 6.8 of the text for the details.
  - 150 points - Game Analysis Papers: For each of the 3 play-testing sessions, each group is required to write a group paper analyzing their game. The details of these papers, including a rubric, will be handed out in class. Each paper will count for 50 points. Late papers will be penalized at 5 points per day late.
  - 50 points - Game: The game itself is due December 14 during the final exam period. A rubric describing how the game will be graded as well as what needs to be handed in on that date will be handed out in class.
  - 50 points - Group Presentation: Each group must present their game during the last week of class. The rubric for this presentation will be handed out in class.

Grade Scale:

Grades will be assigned according to the following scale:
- 926-1000 - A
- 896-925 - A-
- 876-895 - B+
- 826-875 - B
- 796-825 - B-
- 776-795 - C+
- 726-775 - C
- 696-725 - C-
- 676-695 - D+
- 626-675 - D
- 596-625 - D-
- below 596 - F

Class Philosophy:

"Play isn't a reward for working. It's homework for living." (Mark Roth quoted in Games for Change by Dodds and Prosser-Dodds)
The analyses that we do this semester will require us to constantly strive to go below the surface. In fact, the central question of this semester is WHY. Why do you like a particular game? It is not enough to say that a game is fun. Why is the game is fun? Which game elements contribute to making the game fun? How does the game engage you as a player? Always strive to go deeper in your analyses.

General Education

This course fulfills the Creative Thought Direction within the General Education Program.
People need to be creative in order to thrive in our complex and changing world. People need to understand the creative processes that lead to the generation of ideas and to engage in new interpretations of existing ideas. Creative thought courses encourage students to recognize beauty in its many manifestations and to become aware of formal elements of creative expression. These courses also encourage students to view themselves as creative beings, to appreciate creativity in others, and to regard creativity as an essential component in all areas of human endeavor. In these courses, students develop and value perseverance and a tolerance for ambiguity. Students are challenged to appreciate aesthetic forms, to use their imaginations, and to develop the skills and attitudes that allow creativity to flourish: independence and non-conformity, the ability to organize and reorganize information, and the confidence to think in new ways. Creative Thought courses emphasize the skills of critical thinking, reading, writing, listening and speaking, and working with information technology.
Where the General Education Skills Are Covered:
- Critical Thinking: You will be required to analyze various games. For example, one assignment requires you to play the children's card game War and analyze why children outgrow this game. You will then revise the rules of the game to make it more compelling.
- Reading: For most class periods, you will be required to read something. We will discuss how to find the major ideas as you read.
- Writing: You will complete several writing assignments. One assignment asks you to reflect on your favorite game and why you like it so much. Another, larger assignment requires you to analyze a game that you created. In addition, we will do some in-class writing to help us think through problems we encounter in our game design and development.
- Listening and Speaking: To practice speaking, you will provide feedback to your peers regarding their games. You will also do at least two presentations throughout the semester. To practice listening, you will receive feedback from your peers regarding your game. We will also have many in-class discussions about game design which will require you to both speak and listen.
- Working with Information Technology: You will be required to do two presentations during the semester. I expect that you will use Powerpoint or some other presentation software for these presentations. In addition, you will use word processing software for your out-of-class writing assignments. You may also use various pieces of software as you design your game elements.

Attendance Policy:

Please read the following statement of departmental policy very carefully: Students are expected to attend each course meeting and to arrive at class on time. It is acknowledged, however, that a student may need to miss class occasionally. Accordingly, each student is limited to two unexcused absences during the semester (the equivalent of missing an entire week of course content). Absences beyond the second will result in the deduction of one-half letter grade (five points) per absence from the student's final grade in the course. In addition, arriving late to class is an unacceptable practice. As such, two late appearances to class count as one absence. Appropriate official documentation for excused absences must be submitted to the course professor within one week after the student returns to class; otherwise, no credit will be granted for such absences. There are no exceptions to this policy.

Academic Honesty:

Please read the following statement of departmental policy very carefully: The work you submit in this course must be your own. Whenever possible, it is preferred that students paraphrase/explain key concepts in their own words and cite the original source material appropriately. However, if you include four or more consecutive words directly from any source, be certain to surround them with quotation marks, and to properly cite the source and page number. Plagiarism, however unintentionally it may occur, is a serious violation of academic integrity. A student who is found to have plagiarized on any assignment should expect to receive a failing grade for the entire course. There are no exceptions to this policy.
From the Plymouth State University Academic Catalog: "Violation of academic integrity includes any act which portrays a member of the academic community as having acquired knowledge through legitimate study or research which, in fact, has been stolen. Violation of academic integrity includes also any act which gains one member of the academic community an unfair advantage over another. This includes any act hindering the academic accomplishment of another." I will pursue violations of academic integrity to the fullest extent possible. Any student who has questions about what constitutes such violations is encouraged to consult the Academic Catalog and/or discuss the issue with me.

Accommodations:

If you require reasonable accommodations to enable you to participate in this course (such as note takers, readers, extended time on exams, etc.), please see me. I will make every effort to accommodate your documented needs.

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CMDI1100 - Creating Games

CONTENTS

GENERAL INFORMATION

Updated August 5, 2009 by Cathie LeBlanc