ARTS 4510 sections 01 & 02
Wed 2 - 5:50PM VAST Studio, Sage 2411
Virus Slayer Nitros
created in EGD Spring 2011
© 2011 VS Nitros: Mary DeVarney, Jim Dux, Nick Korn, Will Lassen, Matthew
Associate Professor of Integrated Arts
office: West Hall 314c
office hours: Thursdays 10:30 to 12:30
(please use sign up board on office door WH 314c)
EMAC Thesis Students A
Conferences and Groups
Game Design is a studio arts course focusing on the creation
of innovative workable game prototypes using a variety of multimedia
approaches, methodologies and materials. Games are analyzed as cultural
artifacts reflecting behavior, social formation, and the representation of
gender, ethnicity and identity.
in game design including flow, game theory, and game play gestalt are taken
into consideration. The aesthetics of game design including character
development, level design, game play experience, and delivery systems are
covered as students create various game assignments. Alternate gaming
paradigms such as first person actor type games, social dynamics simulation,
complex scenario planning, non-violent problem solving, blended reality,
abstract play, and emerging forms are encouraged.
Primary to this
course is the formation of interdisciplinary collaborative teams consisting
of talents from visual and sound artists, programmers, cognitive scientists,
designers, engineers, IT professionals and others. Elements of successful
collaboration are covered and camaraderie of invention is encouraged.
The final project, which is the main focus of the course, is a purposeful
work which shows depth and quality of ideation, innovation and interaction.
The game must be functional and must be accompanied by a completed,
well-articulated game design document which includes: Model Game Design Document
Rough overview of
Title of the Game, Artist Statement/Philosophy/The WHY Factor (why create
this game? why would someone want to play it?), Predecessors or previous
games/ distinctive factors in this genre, Target Audience, Introduction &
Story, Immediate and long term projected socio/cultural project impact,
Delivery System & Requirements, Interface, User Interaction, The World
Layout, Level Design, Visualization (characters, flow charts), Music/ Sound
Design, Rules and Game play (Setup, Scoring (if applicable)), Program
Structure, Technical Specs (such as Physics, Rendering Systems, Lighting
Models), Implementation, Production Timeframe, Research, References and other
Features Unique to the Project.
Students entering the course should have a basic general awareness of
contemporary socio-cultural issues, have some exposure to interactive digital
simulation, and possess the ability for personal expression using any one or
combinations of the following: media applications, drawing, music
composition, programming, visual art, design, or narration. Students entering
this course have had varied backgrounds coming from Arts, LL&C, Computer
Science, Cognitive Science, Engineering, IT and other areas.
Technical Skills Covered: concept development and storyboarding, game design,
art, elements of interactivity, multimedia game play experience, and delivery
1. Upon successful completion of the course students will have the ability to
explore new approaches to the concept of “game” & “play” and start to
define alternate paradigms within this emerging expressive form as
demonstrated in the FPS Paradigm Shift Prototype Game short study project.
2. Students will
develop one or more of the following skills: design, art making, game
programming, or engineering strategies which merge concept, process and form
- encouraging approaches that are at once inquisitive, analytical, creative,
experimental and articulate.
3. Upon successful completion of the course students
will be able to create an archeological, socio-cultural and ethical overview
of their own history of game and toy preferences.
4. Upon successful
completion of the course, students will demonstrate the ability to work
together in trans-disciplinary teams to conceptualize, design, produce and
express ideas through game or virtual environments projects.
5. Students will
examine the work of several artists, theoreticians, and institutions who
engage in game creation.
6. Upon successful completion of the course students will have experience in
creating a detailed game design document, summation overview, and
7. In addition, students will have the ability to successfully articulate
informed ideas relating to the representation of gender, race, and behavior
in games and simulations as demonstrated in class discussions and critiques
and in short written reaction papers to relevant readings and events.
Previous Student work:
EXPERIMENTAL GAME DESIGN Sp09
EXPERIMENTAL GAME DESIGN Fall 08
EXPERIMENTAL GAME DESIGN Sp 08
EXPERIMENTAL GAME DESIGN Sp 04+
EXPERIMENTAL GAME DESIGN Fall 03
Wardrip-Fruin, Noah and Pat
Harrigan, Editors. First Person: New Media as Story, Performance and Game
Laurel, Brenda and Zimmermanm,
Eric, editors. Play as Design
Halter, Ed. From
Sun Tzu to Xbox: War and Video Games
Huizinga, Johan. Homo Ludens: A study of the Play Element
Caillois, Roger. Man, Play, and Games
Lenoir-Lowood. Theaters Of War
Adams, Ernest. Fundamentals of Game Design, Second Edition
Jenkins, Henry. Complete
Freedom of Movement: Video Games as Gendered PlaySpaces
Baudrillard, Jean. Passwords
There are many other titles of
interest evolving so please ask me for more.