CNM , FTA , FTA GAMEPLAY AND PERFORMANCE (SUM2012-6/12-7/26) T/R 1:00PM- 4:35PM FTAWSM PROFESSOR DAVID BASSUK

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1 CNM , FTA , FTA GAMEPLAY AND PERFORMANCE (SUM2012-6/12-7/26) T/R 1:00PM- 4:35PM FTAWSM PROFESSOR DAVID BASSUK Office: Dance RM MOBILE Dance Building Office: 1031 Office Hours: TBA and by appointment 1 COURSE DESCRIPTION: Explores the genre of alternate reality or pervasive gaming currently used as an alternative to traditional performance by contemporary theatrical and visual artists, dancers, and musicians. The blurring distinctions between game and narrative are examined, opening new possibilities for performance. Students design and stage their own live alternate-reality game as a means of storytelling or extend an existing narrative through transmedia. The course is designed to be a group project course in which the students collaborate to build and stage a new pervasive performance games. Weekly studio sessions are designed to prepare the students for accomplishing this goal and to provide critique and guidance throughout the process. The professor will guide this process, provide critical feedback, and help the students solve difficult design problems; however, the students will be responsible for the majority of project work. SUNY GENERAL EDUCATION LEARNING OUTCOMES Course fulfills SUNY learning outcome in The Arts: Students will demonstrate an understanding of at least one principal form of artistic expression and the creative process inherent therein. LIBERAL STUDIES OUTCOMES This course meets the following outcomes for the Liberal Studies Degree Completion Program: The ability to articulate and communicate clearly in written and spoken forms Research skills including the ability to analyze and synthesize information Responsibility to others and our community Respect, tolerance and openness to new ideas and ways of thinking To think critically, independently and creatively ARTS: Core knowledge of the field and related concepts, theories and ideas ARTS: An understanding of historical knowledge and events in the field COM/MEDIA: Core knowledge of the field and related concepts, theories and ideas COM/MEDIA: An understanding of historical knowledge and events in the field An appreciation of the intersection of media, technology and culture STUDENT LEARNING OUTCOMES Students who successfully complete this course will have developed: A clear understanding of the design philosophy of pervasive gameplay, and its emerging impact on contemporary culture A critical vocabulary for assessing the design and social impact of pervasive games First-hand knowledge of major design experiments in the field of pervasive gaming A design methodology for creating playful experiences and in everyday life Examined and investigated narrative structures, role-play and identity in game design and how this relates to other storytelling platforms such as film and theater. Examines how blurring common distinctions between game and life opens new critical possibilities for performance. Explored the genre of alternate reality or pervasive gaming, in which gameplay extends beyond typical digital spaces to any area of the audience s life, often employing dispersed unconventional real world media, such as websites, s, instant messaging, text messages, phone calls, online videos, and even direct human interactions. Designed and staged their own live alternate reality game as a means of storytelling or extending through transmedia an existing narrative or performance.

2 2 PURCHASE COLLEGE ACADEMIC INTEGRITY POLICY < explicitly forbids cheating, plagiarism and other forms of academic dishonesty. Plagiarism is the appropriation or imitation of the language, ideas, and/or thoughts of another person and the representation of them as one's own original work. Students are responsible for familiarizing themselves with the definition of plagiarism and the acceptable methods of attribution. Violation of any of the above may lead to formal disciplinary action and the following sanctions: Minimum Sanction: Failing grade on the assignment or examination. Maximum Sanction: Expulsion Recommended Sanction (First Offense): Failing grade for the course Recommended Sanction (Second Offense): Expulsion Students who have any questions or doubts about whether any activity is academically permissible, should check with me first. DOCUMENTED DISABILITIES Students with documented physical, learning, psychological and other disabilities are entitled to receive reasonable accommodations. If a student needs accommodations, she or he must first register with the Office of Special Student Services; please call or You can find a description of special student services provided by the Counseling Center at: Moodle is ADA compliant; you can find the accessibility at: CLASSROOM EXPECTATIONS Please be on time, listen actively, and participate in class discussion and activities. Please turn off cell phones, beepers, etc. at the start of class. If you need such devices for personal obligations, please inform the instructor in advance and put these items on vibrate. Please return promptly from breaks. Laptops may be used in class for note taking only. You may not , IM, etc. Failure to comply with this rule will result in not being allowed to use a laptop. It is inappropriate to carry on conversations or pass notes during class, as these are disruptive to the class and rude to other students and the instructor. Arrive on time. If you do arrive late, enter at the rear door, sit near the back; please do not interrupt the class by walking across the room. Repeated late arrivals will be counted as absences, and will lower the grade. Clean up the area around your seat every time you leave class do not leave your mess for someone else! Water is allowed but no food eating or gum in the classroom When students leave and return again during class, it is disruptive to the class and to the instructor. Please use the restroom before class or, when possible, wait until class is over. COURSE REQUIREMENTS 1. Attendance Policy / Participation Attendance and punctuality are expected for every class. Attendance will be taken at every class. Your presence is vital for participation in varied learning activities and small group work. You are allowed one unexcused absence. Additional absences may affect your grade. Late arrivals or early departures may be counted as absences.

3 If you miss class, it is your responsibility to find out what you missed from classmates and submit assignments on time. In fairness to others in the class, 3 absences equals failing the course. For additional absences, points may be deducted; grade is dropped ½ letter grade per absence GAMEPLAY AND PERFORMANCE CLASS ASSIGNMENTS: Role-Play Game (RPG) Group project: Using imagined adaptations of personal narrative generate a world of extreme characters to inhabit and gameplay dynamics to engage. Class divided into three groups: Characters array development, World design and game dynamics Pervasive Game Group Project: Based on Readings, Develop a pervasive game for class to play on a given date Projects and assignments The game must be a pervasive or alternate reality game as established by course readings and discussions on the genre; The game must be fully designed and implemented as a class group; The game must have a narrative element; The game must be playable by at least 15 players at once; The game must feature both conventional and unconventional communications technologies; The game must challenge the players accepted perceptions and attitudes towards commonly accepted social dynamics and communications technologies; The game must be fun Research Project: PowerPoint s on various game companies and designers (*Detail Assignment below) Topic: Interactive Arts: Theatre/Improv comedy Topic: Agency of Coney/Tasso Stevens Topic: Big Urban Games Topic: Interactive Arts: New Fiction and or Hypertext Topic: Live Action Role Play (Larp) Topic: Blast Theory Topic: Jesse Schell/Gamification of Life Topic: Interactive Arts: Visual Art Topic: Jane McGonical and Games for Change The Beast & The Big Spaceship Create the fictional history of a Gameplay and Performance company founded in 2002 Create in the form of a PowerPoint: Using inspirations from multiple examples given in the Class Forum PowerPoint s write an imagined history of four projects for an imagined company under your artistic direction. Describe in detail the four projects that were launched by your company over the past ten years. (Use inspiration from diverse examples in the Forum PowerPoint s!) Requirements: Be visual (re-appropriate visual and video material creatively) Unfold a narrative that generates player creativity and allows for continuous play. Explain the four projects in mission, game design, execution, and player responses. At least two of your projects should be created in service of furthering a social goal or extending an organization s presence in a city or town. At least one project should involve the extension of an art form into a gameplay experience. And lastly at least one game should create for one player at a time.

4 No less than forty slides 4 Emergence vs. Entropy paper* assignment In a paper (length 2-3 pages) define the terms Emergence and Entropy and explain how they relate them to various games we have played and studied this session. In your paper describe the difference in emergent play design and sequential play design and how both can be useful in creating an interesting gameplay experience -give examples. You may choose to use PowerPoint to create this assignment if you do be visual! The length should be 25 pages minimum or you could choose to create a short video to engage the assignment length 4 minutes minimum. All written work must be submitted on time to receive full credit. In order to receive an extension, please consult with the instructor. Papers must be in 12-inch font, one-inch margins, double-spaced. All papers must include a citation page and be formatted according to Modern Language Association (MLA) or American Psychological Association (APA) citation formats. For resources on citation formats, please go to the Purchase College Library s web site. 3. GRADING- EVALUATION OF WORK: Evaluation of student work will be primarily qualitative but numeric grades will also be awarded. Grading will adhere to the following framework: 40% Student performance and participation: Group Creation and Participation 10% 1 st Round Group Assignment: Class generated Alternate Reality Game 10% 2 nd Round Group Assignment: Create a Pervasive Game 20% 3 rd Round Group Assignment: Create a game after the inspiration of game designers: Tasso Stevens or Jane McGonical 20% Research Project: PowerPoint s on various game companies and designers 20% create the imagined history of a Gameplay and Performance 20%Emergence vs. Entropy paper* assignment (Final) 4. YOUR PURCHASE ACCOUNT: Regular communication via is required, so you must check your daily. You must keep your account open and make sure there is room for incoming messages. Not checking your e- mail regularly and messages not received because your mailbox is full are not excuses for being ignorant of materials and assignments sent by . Go to to activate your account. 5. MOODLE: An on-line course management system called Moodle will be used for assignments, announcements, and learning resources used in this course. All students are required to participate in the Moodle assignments; it will be assumed that all announcements on this site have reached you, so be sure to check it frequently. Go to and review the Moodle tutorial, designed to help you become familiar with how to use Moodle. To access your course in Moodle, first set up your Purchase account if you have not done so already; log in with your Purchase username and password at (do

5 not Your course will appear on the left side of the page under My Courses. Set up your profile: Profile button from the Administration box on the left side of our class page; select the edit profile tab at the top, and be sure that your first name, last name, and e- mail address are correct (other options are OK as is, but you may change them if you wish). Also in the administration box, you will see a link to the gradebook where you may check on your grades on the Moodle quizzes and forums. For technical/ assistance, CTS: (914) or For Moodle specific questions, 5 6: DRAFT SCHEDULE: SUBJECT TO CHANGE Tues 6/12 Course description and expectations. Discussion: What are pervasive games? Assignment: Watch The Game by David Fincher (Available on Netflix instant) Discuss readings and pervasive gaming principles. Assign research presentation topics. Thu 6/14 GAMES AS PERFORMANCE, PERFORMANCE AS GAMES Work on planning Class generated RPG Tues 6/19 Present Class RPG character array, World Building, Game Dynamics. Thu 6/21 GAME BACKGROUND, THEORY & RESEARCH Games as politics, games as art lecture and readings discussion: McLuhan, Debord / Situationist International. Pervasive gaming as art lecture and readings discussion: McGonigal. Game research presentation desk critiques and work session. Read Pervasive Games Theory Pt 1 and Pervasive Games Theory pt 2 For Next Week Tues 6/26 Generate discussion of eight genres of Pervasive Game design Brainstorm Group Pervasive game design concepts. HOMEWORK FOR NEXT WEEK: Please read Chapter three in Pervasive Games Theory and two articles by Jane McGonical Thu 6/28 Discuss history of Pervasive Game designers and companies Finalize initial pervasive game proposal. HOMEWORK FOR NEXT WEEK: Final project proposal presentation. Tues 7/3 PERVASIVE GAME #1 Thu 7/5 PERVASIVE GAME #2 Tues 7/10 PERVASIVE GAME #3, READINGS/VIDEO ON CONEY OR MCGONICAL Thu 7/12 PERVASIVE GAME #4, RESEARCH PROJECTS TO BE POSTED ON MOODLE Tues 7/17 Group Tasso & Group Jane begin Game development, Finalize functional game prototype. Finalize functional game prototype. Thu 7/19, Tues 7/24 Preparation: Game based on principles of Tassos Stevens and Agents of Coney Game based on principles of Jane McGonical and Games for Change Thu 7/26 Group Tassos & Group Jane present

6 6 7:REQUIRED TEXTS/READINGS (AVAILABLE ON MOODLE) There are no required texts other than those readings provided through Moodle by the professor Markus Montola, Jaako Stenros, and Annika Waern, Pervasive Games: Theory and Design (Morgan Kaufmann, 2009). Dave Szulborski, This Is Not A Game: A Guide to Alternate Reality Gaming (Lulu.com, 2005). Greg Costikyan, "I have no words I must design," Linda Hughes, Beyond the rules of the game, Why Are Rooie Rules Nice?, Game Design Reader, page Michael Lewis, "Coach Leach Goes Deep, Very Deep," New York Times Magazine, History and Rules of American Football, Jane McGonigal, This Is Not a Game: Immersive Aesthetics & Collective Play, Richard Bartle, "Hearts, Clubs, Diamonds, Spades: Players who suit MUDs," Kampmann Walther, Pervasive Gaming: Formats, Rules and Space, Wikipedia entry on alternate reality gaming. Jeffrey Kim, Elan Lee, Timothy Thomas, and Caroline Dombrowski, "Storytelling in new media: The case of alternate reality games, " First Monday [Online], Volume 14 Number 6 (17 May 2009). The Economist, Serious fun (05 March 2009). Marshall McLuhan, Games: the Extensions of Man, Understanding Media (New York: McGraw-Hill, Guy Debord, Contribution to a Situationist Definition of Play, Internationale Situationniste #1 (June Wikipedia article on Situationist International. Jane McGonigal, "This Is Not a Game: Immersive Aesthetics & Collective Play," Digital Arts & Culture 2003 Conference Proceedings (May 2003). Jane McGonigal, Disruptive Play: The Pervasive Games, This Might Be a Game: Ubiquitous Play and Performance at the Turn of the Twenty-First Century (UC Berkeley, unpublished dissertation). Watch Jane McGonigal, Saving the World through Game Design, New Yorker Conference Video (May 28,2008). *Recommended

7 Assignment Research information RE: Group Research Project: Powerpoints on various game companies and designers 7 Topic: Interactive Arts: Theatre/Improv comedy Explore the ways in which performance/theatre/improv companies are expanding their relationships with their audiences through gameplay Topic: Agency of Coney/Tasso Stevens Explore the ways in which Coney and Tasso Stevens have explored the boundaries of performance through expanding their relationships with their audiences through gameplay See Vimeo and YouTube for video under topic Coney or Tasso Stevens Topic: Big Urban Games Explore the ways in which Pervasive game companies and pervasive game festivals are creating a new art form of through gameplay Topic: Interactive Arts: New Fiction and or Hypertext Explore the ways in which writers and storytellers are expanding their relationships with their audiences through gameplay Topic: Live Action Role Play (Larp) Explore the ways in which Larpers and ARG designers are building relationships and audiences through gameplay

8 Topic: Blast Theory Explore the ways in which the company Blast Theory has explored the boundaries of performance through expanding their relationships with their audiences through gameplay See Vimeo and YouTube for video under topic Blast Theory or Matt Adams Topic: Jesse Schell/Gamification of Daily Life Explore the ways in which the company Jesse Schell has suggested new boundaries of gameplay now included in daily life Topic: Interactive Arts: Visual Art Explore the ways in which visual and media artists and storytellers are expanding their relationships with their audiences through gameplay Topic: Jane McGonical and Games for Change Explore the ways in which Game designers are building relationships and audiences through redesigning social change evoke1/ 8

9 9 GeoCache/Big Urban Games Explore the ways in which travelers and nature adventurers are building relationships and community through gameplay The Beast & The Big Spaceship Explore the ways in which game and transmedia consultants are building new ways to build and extend audiences for motion pictures and television projects through gameplay Search online for web and game marketing approaches by J.J.Abrams

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