Difference between revisions of "Syllabus"

From Big Urban Games
Jump to: navigation, search
(→‎Final Review (5/9/07))
 
(33 intermediate revisions by the same user not shown)
Line 8: Line 8:
 
* Why BUGs?
 
* Why BUGs?
 
* Presentation of BUG case studies
 
* Presentation of BUG case studies
−
** Big Urban Game, PacManhattan, Conqwest, Superstar Tokyo, Mogi-Mogi, Cruel 2 B Kind, Identity, Uncle Roy All Around You / Bot Fighters
+
** Big Urban Game, PacManhattan, Conqwest, Superstar Tokyo, Mogi-Mogi, Cruel 2 B Kind, Identity, Uncle Roy All Around You
 
** game context (what occasion, what location)
 
** game context (what occasion, what location)
 
** gameplay (rules, who played, objective)
 
** gameplay (rules, who played, objective)
Line 18: Line 18:
 
'''1. GAME 1: NROG''' (New Rules, Old Games)
 
'''1. GAME 1: NROG''' (New Rules, Old Games)
  
−
[[Media:http://diametrik.net/teaching/BUG/wiki_assets/ghettopoly.jpg]]
+
[[Image:Ghettopoly.jpg]]
  
 
* 4 teams of 4
 
* 4 teams of 4
Line 24: Line 24:
 
* choose from [http://www.hasbro.com/scrabble/pl/page.rules/dn/home.cfm '''Scrabble'''], [http://en.wikipedia.org/wiki/Rules_of_chess '''Chess'''], [http://en.wikipedia.org/wiki/Chinese_checkers '''Chinese Checkers'''], [http://en.wikipedia.org/wiki/Go_(board_game)#Rules '''Go'''], [http://en.wikipedia.org/wiki/Risk_(game) '''Risk''']
 
* choose from [http://www.hasbro.com/scrabble/pl/page.rules/dn/home.cfm '''Scrabble'''], [http://en.wikipedia.org/wiki/Rules_of_chess '''Chess'''], [http://en.wikipedia.org/wiki/Chinese_checkers '''Chinese Checkers'''], [http://en.wikipedia.org/wiki/Go_(board_game)#Rules '''Go'''], [http://en.wikipedia.org/wiki/Risk_(game) '''Risk''']
  
−
* Quick analysis the existing game vis-a-vis its  
+
* Quick one-page analysis of the existing game vis-a-vis its  
 
** '''Rules''' - ''What are the rules? What components (game board, pieces) are used?''
 
** '''Rules''' - ''What are the rules? What components (game board, pieces) are used?''
 
** '''Gameplay''' - ''How do you play it? What are you supposed to do? What types of strategies, offensive/defensive/etc., are developed?''
 
** '''Gameplay''' - ''How do you play it? What are you supposed to do? What types of strategies, offensive/defensive/etc., are developed?''
Line 32: Line 32:
 
** How are the above criteria altered after your intervention?  
 
** How are the above criteria altered after your intervention?  
 
* Prepare a short presentation that includes  
 
* Prepare a short presentation that includes  
−
** your analyses of the pre- and post-op games
+
** your analyses of the new game you've created
−
** a concise documentation of your '''NROG''' (see examples)  
+
** a concise, one-page documentation of your '''NROG''' (see examples)  
 
** be prepared to play the game in the following class (we'll set aside 20 minutes for presentation and play).
 
** be prepared to play the game in the following class (we'll set aside 20 minutes for presentation and play).
  
  
−
'''2. URBAN ANALYSIS'''
+
*'''Gabe Lloyd'''
−
 
+
**[http://diametrik.net/BUG/assignments/gabe/NROG.pdf 'GEMDAS']
−
* Each group will pick a urban feature of New York to analyze
+
−
* Scale of the 'site' can vary: a particular block, blocks, landmark, neighborhood, street, one borough, all five boroughs, etc.  
+
−
* focus on a set of salient data points of your site, for example:
+
−
** '''S''' (block): location of mailboxes or phone booths, pedestrian behavior, traffic patterns
+
−
** '''M''' (neighborhood): arrangement of streets, deployment of bldg numbers
+
−
** '''L''' (Manhattan): locations of Starbucks, ethnic pockets, real estate values, zoning patterns
+
−
** '''XL''' (metropolitan New York): MTA subway routes, interborough traffic patterns, borough identities, zip codes
+
−
* examine the site characteristics: what rules govern its organization? How do functional site elements (traffic light, bus stop, hour of day, building heights etc., influence behavior around the site? what are the rules and forces at work in a particular site? what dynamic systems influence or affect the site?
+
−
* diagram and record this information in a single document using any combination of photographs, diagrams, illustrations
+
  
  
Line 54: Line 45:
  
 
*[http://www.amazon.com/Rules-Play-Game-Design-Fundamentals/dp/0262240459/ref=pd_bbs_sr_1/105-1234027-9706027?ie=UTF8&s=books&qid=1173041907&sr=8-1 ''Rules of Play''], Katie Salen and Eric Zimmerman
 
*[http://www.amazon.com/Rules-Play-Game-Design-Fundamentals/dp/0262240459/ref=pd_bbs_sr_1/105-1234027-9706027?ie=UTF8&s=books&qid=1173041907&sr=8-1 ''Rules of Play''], Katie Salen and Eric Zimmerman
−
**Rules
 
 
**''Ironclad'' (p. 286-297), commissioned game by Frank Lantz
 
**''Ironclad'' (p. 286-297), commissioned game by Frank Lantz
 +
**Chapter 9: The Magic Circle, p.93-99
 +
*''General Suggested Reading/Reference:''
 +
**Unit 1: Core Concepts, pp.28-105
 +
**Unit 2: Rules, pp.116-285
 +
**Unit 3: Play, pp.298-487
  
 
*[http://www.amazon.com/Game-Design-Reader-Rules-Anthology/dp/0262195364/ref=pd_sim_b_3/105-1234027-9706027?ie=UTF8&qid=1173041907&sr=8-1 ''The Game Design Reader: A Rules of Play Anthology''], Salen and Zimmerman, eds.
 
*[http://www.amazon.com/Game-Design-Reader-Rules-Anthology/dp/0262195364/ref=pd_sim_b_3/105-1234027-9706027?ie=UTF8&qid=1173041907&sr=8-1 ''The Game Design Reader: A Rules of Play Anthology''], Salen and Zimmerman, eds.
Line 69: Line 64:
 
** Chinese Checkers remixes, p.8
 
** Chinese Checkers remixes, p.8
 
** Risk remixes, p.48
 
** Risk remixes, p.48
−
 
−
* [http://www.amazon.com/Image-City-Kevin-Lynch/dp/0262620014 ''Image of the City''], Kevin Lynch. "The City Image and its Elements," pp.46-90
 
  
 
== Class 2 (3/19/2007) ==
 
== Class 2 (3/19/2007) ==
 
'''In class'''
 
'''In class'''
−
*Play / critique SAGs
+
* Recap of Class 1
−
*Guest: Ariel Churi
+
* Play / critique '''NROG'''s
 
* Discussion of Urban Site Analysis
 
* Discussion of Urban Site Analysis
−
* Discussion of GAME 2: SSUG (small somewhat urban game)
+
* Discussion of '''GAME 2: SSUG''' (small somewhat urban game)
 +
 
  
 
'''Assignments'''
 
'''Assignments'''
−
GAME 2: SSUG (small somewhat urban game)
 
  
−
* Create a game by distilling the Urban Site Analysis into an abstract, diagrammatic representation
+
'''URBAN ANALYSIS'''
−
** aka as a gameboard
+
−
** design a game around what you have learned in your site analysis, using scale, data points, dynamic systems
+
−
** generate a rule set for your game, but is abstract -- played out on gameboard
+
−
** prepare a basic outline of the incomplete game for presentation - overview, rules, gameplay, pieces, open questions
+
  
−
'''Resources'''
+
[[Image:situationists_nakedcity.jpg]]
−
* "The Good Life, roundtable discussions
+
−
** Fun City, Connected City
+
  
−
* Archigram
+
* Each group will pick a urban feature of New York to analyze
 +
* Scale of the 'site' can vary: a particular block, blocks, landmark, neighborhood, street, one borough, all five boroughs, etc.
 +
* Focus on a set of salient data points of your site, for example:
 +
** '''S''' (block): location of mailboxes or phone booths, pedestrian behavior, traffic patterns
 +
** '''M''' (neighborhood): arrangement of streets, deployment of bldg numbers, building heights
 +
** '''L''' (Manhattan): locations of Starbucks, a particular subway line, real estate values, zoning patterns
 +
** '''XL''' (metropolitan New York): MTA subway routes, interborough traffic patterns, borough/ethnic identities, zip codes
 +
* Record/map/examine the the data you find: How does the urban infrastructure influence behavior around the site? What dynamic systems (rules, forces, and movement patterns) are at work? How is your site physically defined?
 +
* Diagram and record this information into a ''single drawing or physical model''
 +
** documentation should be abstract and diagrammatic
 +
** this will be presented in class 3
  
−
*The Situationist International
+
*'''Brad McCoy, Emily Morentz, Benjamin Cohen'''
−
**Architecture and Play, p.213
+
**[http://diametrik.net/BUG/assignments/beb/bug_urban_analysis.pdf 'Mailbox Urban Analysis']
−
**Situationist Space, p. 241
+
 
 +
 
 +
'''Resources'''
 +
* ''The Good Life'', roundtable discussions
 +
** 'The Fun City,' p.49
 +
** 'The Connected City,' p.65
 +
 
 +
* [http://www.amazon.com/Image-City-Kevin-Lynch/dp/0262620014 ''Image of the City''], Kevin Lynch. "The City Image and its Elements," pp.46-90
  
 +
* [http://www.amazon.com/Guy-Debord-Situationist-International-Documents/dp/0262633000/ref=pd_bbs_sr_2/105-1234027-9706027?ie=UTF8&s=books&qid=1173103043&sr=8-2 ''Guy Debord and the Situationist International: Texts and Documents''], Tom McDonough ed. "Situationist Space," Tom McDonough
 +
**'Architecture and Play,' by Libero Andreotti, p.213-240
 +
**'Situationist Space,' by Tom McDonough, p. 241-265
  
 
== Class 3 (3/26/2007) ==
 
== Class 3 (3/26/2007) ==
Line 106: Line 113:
 
** GPS, ubiquitous computing, mobile tech, open mapping protocols (google/yahoo maps)
 
** GPS, ubiquitous computing, mobile tech, open mapping protocols (google/yahoo maps)
  
−
* Play/critique SSUGs (20-25 mins each)
+
* Presentation of Urban Site Analysis
−
Guest: Amit
+
  
−
* Discussion of  GAME 2-3: SSUG --> BIG (big urban game)
 
  
 
'''Assignments'''
 
'''Assignments'''
−
<pre>
 
  
−
GAME 2-3: SSUG --> BIG (big urban game)
+
* ''GAME 2: BUG'' (big urban game)
  
−
ONE BIG GAME
+
* Create a game by distilling the Urban Site Analysis into a gamespace
 +
** design a game around what you have examined during your site analysis, using scale, data points, dynamic systems as gameplay elements
 +
* Prototype
 +
** outline the gameplay using symbolic pieces for players and for key urban elements used in the game
 +
** to the greatest extent possible, test the gameplay out on the gameboard
 +
* prepare a basic Design Brief for the incomplete game for presentation
 +
** take a look at Tom Sloper's template [http://www.gamedev.net/reference/articles/article243.asp here] for a general basis.
  
−
1. Choose one game in the class to develop further?
 
−
2. Begin to concept out a new big game as a class?
 
  
−
SEVERAL BIG GAMES
+
* '''Gabe Lloyd'''
 +
**[http://diametrik.net/BUG/assignments/gabe/NEW_URBAN_GAME.doc '''New Urban Game - Draft'''] (word format)
  
−
1. Continue to refine individual SSUGs into BUGs
 
−
2. Being to concept out new big games in individual groups
 
−
 
−
Play/develop game in the real space of the city"
 
−
</pre>
 
  
 
'''Resources'''
 
'''Resources'''
 +
 +
*On-line listings and resources (as collected in our wiki's Readings and Resources section)
 +
**[http://uberthings.com/teaching/bug/index.php?title=Readings_and_Resources Link]
 +
 +
*[http://www.amazon.com/Rules-Play-Game-Design-Fundamentals/dp/0262240459/ref=pd_bbs_sr_1/105-1234027-9706027?ie=UTF8&s=books&qid=1174890169&sr=8-1 ''Rules of Play''], Katie Salen and Eric Zimmerman
 +
**(if you haven't already read this ...) ''Ironclad'' (p. 286-297), commissioned game by Frank Lantz
 +
 +
*''General Suggested Reading/Reference:''
 +
**Unit 1: Core Concepts, pp.28-105
 +
**Unit 2: Rules, pp.116-285
 +
**Unit 3: Play, pp.298-487
 +
*[http://www.amazon.com/Game-Design-Reader-Rules-Anthology/dp/0262195364/ref=pd_sim_b_3/105-1234027-9706027?ie=UTF8&qid=1173041907&sr=8-1 ''The Game Design Reader: A Rules of Play Anthology''], Salen and Zimmerman, eds.
 +
**''Tools for Creating Dramatic Game Dynamics'' (pp.438-459), Marc Leblanc
 +
**''Game Design as Narrative Architecture'' (pp.670-689), Henry Jenkins
  
 
== Class 4 (4/2/2007) ==
 
== Class 4 (4/2/2007) ==
Line 144: Line 162:
 
== Class 5 (4/9/2007) ==
 
== Class 5 (4/9/2007) ==
 
'''In class'''
 
'''In class'''
−
*Guest presentation: Carlos Gomez de Llarrenna
+
*Guest presentation: [http://www.med44.com Carlos Gomez de Llarenna], architect, new media artist, and co-creator of [http://http://noderunner.omnistep.com/ ''Node-Runner''], a BUG based around open wifi networks in the city.
−
* Guest presentation: Come Out and Play kids
+
−
 
+
 
* Play/critique/evaluate BUGs
 
* Play/critique/evaluate BUGs
  
Line 155: Line 171:
 
== Class 6 (4/16/2007) ==
 
== Class 6 (4/16/2007) ==
 
'''In class'''
 
'''In class'''
−
* Guest presentation: Midnight Madness crew
+
* Guest presentation: Mat Laibowitz from [http://www.midnight-madness.org/ Midnight Madness New York].
  
 
'''Assignments'''
 
'''Assignments'''
 
* Continue to design / develop / playtest / refine BUG
 
* Continue to design / develop / playtest / refine BUG
−
** final review will be played by members of Columbia GSAPP community, not by BUG class students
+
* Discuss Final Review: present or play BUGs? Played by class, or members of GSAPP?
  
 
'''Resources'''
 
'''Resources'''
  
−
== Final Review (TBD) ==
+
== Final Review (5/9/07) ==
 +
 
 +
*'''Kay Cheng, Angie Huh, Tony Tolentino'''
 +
**[http://diametrik.net/BUG/assignments/kat/BUG_FINAL.pdf 'Central Park A-Z']
 +
 
 +
 
 +
*'''Gabe Lloyd'''
 +
**[http://diametrik.net/BUG/assignments/gabe/GEMDAS_play.pdf 'GEMDAS + Urban Katamari: Where is Brian Dunlop?']

Latest revision as of 21:05, 17 May 2007

Class 1 (3/5/2007)

In class

  • Introduction
    • workshop format: syllabus overview
    • info-sharing and communication tools: wiki, listserv, del.icio.us
  • Why BUGs?
  • Presentation of BUG case studies
    • Big Urban Game, PacManhattan, Conqwest, Superstar Tokyo, Mogi-Mogi, Cruel 2 B Kind, Identity, Uncle Roy All Around You
    • game context (what occasion, what location)
    • gameplay (rules, who played, objective)
    • implementation (technology, infrastructure, additional components)


Assignments

1. GAME 1: NROG (New Rules, Old Games)

Ghettopoly.jpg

  • Quick one-page analysis of the existing game vis-a-vis its
    • Rules - What are the rules? What components (game board, pieces) are used?
    • Gameplay - How do you play it? What are you supposed to do? What types of strategies, offensive/defensive/etc., are developed?
    • Experience - What do you feel playing it? Does it encourage conflict/tension? Or cooperation? Why is the game fun (or not)? What are key dramatic, pivotal moments in the game?
  • Create a new game based on the existing game
    • How are the above criteria altered after your intervention?
  • Prepare a short presentation that includes
    • your analyses of the new game you've created
    • a concise, one-page documentation of your NROG (see examples)
    • be prepared to play the game in the following class (we'll set aside 20 minutes for presentation and play).



Resources

  • Rules of Play, Katie Salen and Eric Zimmerman
    • Ironclad (p. 286-297), commissioned game by Frank Lantz
    • Chapter 9: The Magic Circle, p.93-99
  • General Suggested Reading/Reference:
    • Unit 1: Core Concepts, pp.28-105
    • Unit 2: Rules, pp.116-285
    • Unit 3: Play, pp.298-487
  • New Rules for Classic Games, R. Wayne Schmittberger
    • Chess remixes, p.185
    • Go remixes, p.58
    • Scrabble remixes, p.87
    • Chinese Checkers remixes, p.8
    • Risk remixes, p.48

Class 2 (3/19/2007)

In class

  • Recap of Class 1
  • Play / critique NROGs
  • Discussion of Urban Site Analysis
  • Discussion of GAME 2: SSUG (small somewhat urban game)


Assignments

URBAN ANALYSIS

Situationists nakedcity.jpg

  • Each group will pick a urban feature of New York to analyze
  • Scale of the 'site' can vary: a particular block, blocks, landmark, neighborhood, street, one borough, all five boroughs, etc.
  • Focus on a set of salient data points of your site, for example:
    • S (block): location of mailboxes or phone booths, pedestrian behavior, traffic patterns
    • M (neighborhood): arrangement of streets, deployment of bldg numbers, building heights
    • L (Manhattan): locations of Starbucks, a particular subway line, real estate values, zoning patterns
    • XL (metropolitan New York): MTA subway routes, interborough traffic patterns, borough/ethnic identities, zip codes
  • Record/map/examine the the data you find: How does the urban infrastructure influence behavior around the site? What dynamic systems (rules, forces, and movement patterns) are at work? How is your site physically defined?
  • Diagram and record this information into a single drawing or physical model
    • documentation should be abstract and diagrammatic
    • this will be presented in class 3


Resources

  • The Good Life, roundtable discussions
    • 'The Fun City,' p.49
    • 'The Connected City,' p.65

Class 3 (3/26/2007)

In class

  • Technology / media survey presentation
    • tools, the state of the art
    • techniques
    • GPS, ubiquitous computing, mobile tech, open mapping protocols (google/yahoo maps)
  • Presentation of Urban Site Analysis


Assignments

  • GAME 2: BUG (big urban game)
  • Create a game by distilling the Urban Site Analysis into a gamespace
    • design a game around what you have examined during your site analysis, using scale, data points, dynamic systems as gameplay elements
  • Prototype
    • outline the gameplay using symbolic pieces for players and for key urban elements used in the game
    • to the greatest extent possible, test the gameplay out on the gameboard
  • prepare a basic Design Brief for the incomplete game for presentation
    • take a look at Tom Sloper's template here for a general basis.



Resources

  • On-line listings and resources (as collected in our wiki's Readings and Resources section)
  • Rules of Play, Katie Salen and Eric Zimmerman
    • (if you haven't already read this ...) Ironclad (p. 286-297), commissioned game by Frank Lantz
  • General Suggested Reading/Reference:
    • Unit 1: Core Concepts, pp.28-105
    • Unit 2: Rules, pp.116-285
    • Unit 3: Play, pp.298-487
  • The Game Design Reader: A Rules of Play Anthology, Salen and Zimmerman, eds.
    • Tools for Creating Dramatic Game Dynamics (pp.438-459), Marc Leblanc
    • Game Design as Narrative Architecture (pp.670-689), Henry Jenkins

Class 4 (4/2/2007)

In class

  • Guest presentation: Frank Lantz

"Play/critique/evaluate BUGs

Assignments

  • Continue to design / develop / playtest / refine BUG

Resources

Class 5 (4/9/2007)

In class

  • Guest presentation: Carlos Gomez de Llarenna, architect, new media artist, and co-creator of Node-Runner, a BUG based around open wifi networks in the city.
  • Play/critique/evaluate BUGs

Assignments

  • Continue to design / develop / playtest / refine BUG

Resources

Class 6 (4/16/2007)

In class

Assignments

  • Continue to design / develop / playtest / refine BUG
  • Discuss Final Review: present or play BUGs? Played by class, or members of GSAPP?

Resources

Final Review (5/9/07)


Retrieved from "http://uberthings.com/teaching/bug/index.php?title=Syllabus&oldid=91"