SYLLABUS

GENERAL INFORMATION

E-mail Address: s.gorman@northeastern.edu
Discord: FicusMgmt (teaching)

Office HOURS: 108 LAKE: Tuesdays 3-6pm

COURSE DESCRIPTION

This advanced studio course extends and expands a foundation in design to identify, discover and hypothesize innovative and experimental game mechanics across genres, mediums and technologies. Experimental interactions will be inspired by reading, playing and discussion. Themes and concepts will serve as a north star for radical reinterpretation of existing methods and modalities. The aim is to learn through doing and push beyond comfort zones to help create impact, meaning and answer the question: where do new ideas come from? We will celebrate risk and failure as a positive force in learning as we seek to remove blocks that might prevent or overshadow experimentation.

Students will expand their horizon through a broad range of examples pushing the boundaries of current design, and learn how to engage in design research, rapid prototyping, presentation and reflection to identify, explore, and validate the potential of novel design spaces by creating experimental playful interactions on their own and in teams.

Unit Overview:

The course is organized into four units, each uses a theme to provide scaffolding for interrogating and transcending design standards and tropes. The course will begin with a unit on the importance of learning/celebrating “failure and risk” in innovation and iteration. We will also examine and learn from games that use loss, failure and risk as innovative and meaningful touchstones. From there we will broadly interrogate the role of “space” in design and what new affordances technologies like XR, principles of theatrical staging and designing for 3D worlds might offer. Next we will take social conventions and “culture” as our inspiration for innovating games by looking at how games might be in dialogue with the world around us: such as avant-garde art movements and our own cultural touchstones, identities and perspectives. We will then explore expanded ideas of narrative and poetics in structuring experimental interactions and player experience. The final unit will offer teams a month to expand on prototypes of their choice. This interval of intensive iteration and mentoring will be supported by topics in industry professionalization.

Each unit entails readings for “inspiration,” “homeplay” of exemplary experimental interactions, class discussion, and hands-on prototyping in the medium of choice. The first week of each unit is largely devoted to gathering and synthesizing inspiration. Remaining weeks will focus on exploration, discovery and concretizing inspiration through rapid prototyping.

LEARNING OBJECTIVES

Go beyond the expected: Explore/innovate existing forms, genres and established technologies
Understand frameworks for evaluating experimental design.
Learn how to research, apply and find inspiration for innovative ideas.
Learn to create non-conventional game narratives and contexts.
Use rapid prototyping techniques to sketch novel formal, technical, social, and conceptual design spaces.
Produce compelling documentation of prototypes and concepts.
Surpass fear of failure and risk aversion to get outside your comfort zone.
Enhance techniques for giving and accepting critique

CORE ACTIVITIES

For each of the four projects your group will deliver, you will explore and hone your skills in each of the following steps:

Researching Design: how to research to inspire and inform design
Brainstorming Design: how to create and filter design ideas
Pitching Design: how to present design ideas in a clear and compelling form
Documenting Design: how to document design ideas, decisions, and changes
Prototyping Design: how to rapidly create and test prototypes to evaluate the promise of an idea, clarify a risk or unknown, or explore a possibility space
Critiquing Design: how to give and receive design critique

OUTCOMES

Graduates should stand-out as designers and thinkers who can innovate their chosen fields.

Be able to rapidly research and apply inspiration from outside “games”
Be able to evaluate promising directions for attention-grabbing and novel game play.
Recognize ruts, traps and tropes in games and discard that which does not serve
Be able to explain, justify and sell unique game/project concepts that add value.

COURSE MATERIALS

There is no required textbook. Example readings will be provided for each topic but students will also be required to source readings and other research materials on the topics at hand each week. In an industry as rapidly moving as game design, each year’s students must contribute to the ever-evolving literature that forms the required reading for this class.

Study and sharing of non-typical cannon games and games by diverse teams is especially encouraged. This class will seek to go “beyond top 10 lists” for hidden gems + new perspectives.

Discord:
Our class discord is up. It will contain resources for both sections. You will also be assigned to a private sub-group for just our section.
Join the discord at this link: https://discord.gg/ckhUeYN7

Class Site:
We also have a class website: https://tenderclaws.wixsite.com/exploratory-concept
This website is where weekly assignments are posted, where you will turn in your reading/game responses [after this class], and eventually where your prototypes will be displayed. It also contains the syllabi and other information about the class.

Class Drive
https://drive.google.com/drive/folders/1udDo_1jh_MnTWurEEFF4ePvN6EPFNrun?usp=sharing

Every week there will be a new post on the "Weekly Assignments" tab with readings and instructions on how to respond. You will then comment on the post corresponding to your class following those instructions to fulfill the assignment. In order to post, you need to become a member of the website. You can do this by clicking the "Log-In" button on the top right of the screen or on the "Members" tab then using your NEU email or any other email/google account to log in.

COURSE UNITS

UNIT 0: DEFINING EXPLORATION

UNIT 1: EXPERIMENTATION, FAILURE, RISK/BREAK THINGS

Content: Learn ways of evaluating experimentation. Review rapid prototyping. Understand failure/risk as instructive and important to exploration/innovation. Consider failure/risk as a game mechanic and prompt. Get comfortable with uncertainty.
Activities: Read about the role of failure and risk in the design process. Seek out and examine games that use failure/risk as a playful mechanic. Reflect on prompt and create your own prototype for studio critique.

UNIT 2: BREAKING PLAYERS/SOCIAL CONVENTIONS/PERFORMANCE

Content: Review, but understand Social conventions of games (sites, norms, understandings, magic circle) as culturally specific. Explore games that play with social conventions (performance art, fluxus); pervasive games (ARGs, LARPs, performance games) breaking social conventions. What does “Live ART” Performance ART and Theater Teach us? How is “convention” culturally specific?
Activities: Researching and presenting games/art/performance that break with convention, and how that affects player/audience experience; build a prototype following prompts and constraints.

UNIT 3: BREAKING SPACE/SPACIAL COMPUTING XR

Content: Examine dimensions and Space as design affordances. Review and explore strategies for multimodal/multidimensional design. Learn brief history of Immersive Media. Examine definition of “immersion.” Changing the context that games are played in to change their meaning or the experience of playing them. Understanding what needs to change about a game to make it function in a new space.
Activities: Reimagining an existing mechanic for a new space; researching and presenting games that break with convention, and how that affects player experience; build a prototype following prompts and constraints.

UNIT 4: BREAKING NARRATIVE

Content: Discuss common game narrative structures, techniques and foundation of poetics. Lean into examples from Digital Poetry/Literature and other forms of avante-garde writing/indie games to stretch and reimagine how stories might be told.
Activities: Study and seek out alternative stories/formats in games. Try your hand at adapting or writing a work of “playable” literature.

GENERAL DELIVERABLES (Per Student)

Each student will deliver the following

Intro Survey of interests/expectations
1. Assigned on First Class so I can get to know you
Personal Prototype: Unit 1
1. A prototype addressing the Unit 1 prompt
2. Narrative documentation and pitch
Weekly Reading Summaries
1. Long paragraph summarizing thoughts on the assigned reading and how the reading or unit relates to.
  1. 1 assigned weekly game
  2. At least 1 game student finds.
Weekly Game Class Presentations
1. Short 5 minute presentation on game you found and how it relates to theme.
  1. Include specific media and documentation of your main idea.
Contribute significantly to team prototypes for each Unit
Contribute documentation to narrative summary of your role in team prototype
Exit Survey/Interview

DELIVERABLES FOR UNITS AND FINAL PROJECT (Per Team)

Unit assignments and the final project will be conducted in groups, both inside and outside the classroom. Each prototype requires 4 deliverables:

Prototype: A prototype to be presented and playtested in class
Documentation of Prototype Posted Online: one paragraph description, photos/video of interaction, one-page description of the process, goals, iterations.
1-3 page documentation, summary of individual contributions.

GRADING

WHAT IS DUE WHEN: GENERAL RULE

All readings + prototypes must be posted to be considered “turned in”

WEEK 1 of UNIT: RESEARCH/READING (1 week)

By Saturday Morning: Individual Weekly Reading + Game Research
On Class of Week 2: Game/Research Presentations/Reading Discussion

WEEK 2 of UNIT: APPLIED PROTOTYPE (1 week)

On Class wrapping Unit: Team Presentation of Prototypes
Posted Online: Team prototype documentation
Submitted to Me: Team Roles/Work/Documentation (1-3 pages)

We are here to learn, not to get or give a grade. Grading is a necessity of the systems in which we operate, and I will try to make it work for your learning, not the other way around. Hence, evaluation values visible improvement from where you started and effort and audacity to experiment and try something promising but risky (even if it doesn’t work in the end) as much as meeting the requirements of assignments. If a particular grade is required in this class to satisfy any external criteria—including, but not limited to, employment opportunities, visa maintenance, scholarships, and financial aid—it is the student’s responsibility to earn that grade by working consistently throughout the semester.

The most important factors in how I will evaluate grades are:

Amount of Work You are Putting in/effort: Back up with concrete documentation.
Participation in class discussion, critique and presentations
Willingness and effort to stretch yourself and discover/try new things. Striving for originality beyond the same genres, tropes.

The following weights will be applied to each category of work in the course when

determining the final grade. However, a zero in Participation will

result in earning a failing grade for the entire course.

GRADING COMPONENTS

Unit 1: Reading Response + Game 5%

Unit 1: Prototype 10%

Unit 2: Reading Response + Game 5%

Unit 2: Prototype 10%

Unit 3: Reading Response + Game 5%

Unit 3: Prototype 10%

Unit 4: Reading Response + Game 5%

Unit 4: Prototype 10%

Final project: 30%

Participation: 10%

The course grading scale is one where 90-100 is in the A-/A range, 80-89 is the B-/B/B+

range, 70-79 is in the C-/C/C+ range, etc. You should not expect a curve to be applied.

GRADING SCHEME FOR UNIT PROTOTYPE AND FINAL PROJECT

F. The student failed to deliver the assignment.

D. The prototype doesn’t represent clearly defined effort/work or is incomplete to a point that is impossible to evaluate. Prototype is impossible to play or test

C. Sufficient. The prototype is functional and complete in all of its parts. Concept can not be justified as original thought, doesn’t seem like students are trying to stretch/explore. Prototype is impossible to play or test

B. Good concept and execution. May not show as much original effort, or be cohesive with prompt or weekly research. Prototype can be interacted with/tested.

A Outstanding Concept and execution show original thought and attentiveness to the prompt and inspiration/research conducted. Prototype is clear and legible. Prototype is playable and compelling.

GRADING SCHEME FOR DOCUMENTATION AND WRITING RESPONSES

F. The student failed to deliver the assignment.

D. Work is less than expected or missing parts: both game + reading response, or images or video in documentation, showcase.

C. Sufficient Assignment is the bare minimum. A few sentences or seems rushed. Only surface level, fast observations are communicated and presented.

B. Good concept and execution. May not show as much original effort, or be cohesive with prompt or weekly research.

A. Outstanding. Documentation is complete and polished including nuanced text, strong pitch language, multiple types of media. Responses are longer and thorough showing enthusiasm and getting to the heart of the prompt and what is interesting to the student about games/readings.

Quality criteria for concepts

Sufficient: The concept can be understood; it adheres to a unit prompt and constraint; it sensibly integrates research findings
Good: The concept is clear; it incorporates one or multiple prompts and constraints; it is thoroughly informed by research findings; it is novel and with a clear attempt towards cultural relevance
Outstanding: The concept is immediately clear; it creatively incorporates and transcends one or multiple prompts; it makes imaginative use of research findings; it is highly novel and generates engaging interactions; it holds cultural relevance

Quality criteria for technical execution

Sufficient: The core interaction loop is working; players can pick up the interaction without excessive instruction and/or training; text, audio, visuals, tactiles do not interfere with the intended experience
Good: The core interaction loop and potential additional loops are working; players can pick up the interaction; text, audio, visuals and tactiles support the desired experience
Outstanding: All interaction loops are working; players find the system intuitive and easy to pick up and use; text, audio, visuals and tactiles integrate into a unified experiential whole with high polish

POLICIES

PARTICIPATION

Participation in discussions and critique is an important aspect on the class, and contributes towards 10% of your grade. Participation on the Discord (e.g. asking and

answering questions about the project and assignments, discussing readings) also contributes

towards this grade. It is important that everyone in the course (including me) help foster an

environment in which students feel safe asking questions, posing opinions, and sharing

work for critique. If at any time you feel this environment is being threatened—by other

students or by the professor—speak up and make your concerns heard.

ATTENDANCE POLICY

Students are expected to attend all classes, and attendance will be recorded. Non-attendance detracts from the “attendance & class participation” component of your grade. All deliverables have to be turned in digitally by the time posted. The only acceptable reason for extending a deadline or missing a class are personal illness or family emergencies, both of which you need to inform the professor of with reasonable lead time before the due date. If you miss a significant number of classes, you will fail the class. You are expected to arrive on time for each class. If you are consistently late to class, you will fail the class.

BACKUPS

Backups – You are required to make backups of your work. If you lose your work, there is no way for me to grade you.

WEBCAM

To assist with course quality and community building: If you are attending class remotely, you are required to turn on your webcam. If you have extenuating circumstances or specific difficulties, you are required to let the instructor know before class.

ACADEMIC INTEGRITY

Students are expected to uphold all Guiding Principles and Standards of Behavior as outlined in the Student Manual. Directly copied text, code, or art from any other source is not allowed. Not understanding what plagiarism or cheating is does not constitute an excuse for

committing it. You should re-familiarize yourself with the University’s policies on academic

dishonesty at the beginning of the semester, especially if you came to Northeastern

University from a different institution that may have different rules. If you have any doubts

whatsoever about whether you are breaking the rules – ask before acting!

FURTHER SUPPORT/DISABILITY

Students who have documented disabilities of any kind should contact the instructor

privately to discuss any specific needs and to agree upon reasonable accommodations.

Please see the campus Disability Resource Center for information on the kinds of

accommodations available through the University.

Mental Health Services - If you are a student who may be experiencing mental or emotional distress, you are encouraged to contact find@northeastern. Find@Northeastern is here to support you with free flexible options and tools to help lift you mentally and emotionally.

DEI

We aim for a comfortable and safe learning environment. We hold the values of Diversity, Equity and Inclusion in our process of learning, growth and policies. Forms of intolerance that propagate discrimination will not go unnoticed or unchallenged. Please see your instructor immediately if you experience discomfort or concerns.

TEAM WORK

Games are often made by teams. Inside and outside the University teamwork and collaboration is required in daily life. It can be fun, but it can also be nuanced. Please report and document any issues you experience as soon as possible. We will all try to listen and find a resolution together. Grades are individual. Help me spot your individual work by clearly documenting each student’s contributions (and lack thereof) throughout the project. For example, if you meet with your group and divide the workload, make sure that you set a deadline and that there is a document with the entire team present that recorded what was decided upon. If team members do not deliver what they promised by the deadline, record this along with their explanation. *If a teammate can’t produce their defined work during the week, please first encourage them to reach out to me themselves. It is possible for team members to receive different grades in special circumstances or if there is non-contribution. Be honest with each other and own up to your own work. Sometimes things out of our control happen. Above all, please be respectful and supportive of your teammates and their work.

COURSE EVALUATION

The best way for instructors to improve their teaching is through feedback. It is therefore highly recommended that you participate with the student survey known as TRACE (Teacher Rating and Course Evaluation). In general you should feel free to talk to the instructor at any time to provide feedback, critique, or suggestions.

WRITING AND ENGLISH

Northeastern has a Writing Center that can help you to improve your writing. The writing center is located in 412 Holmes Hall, see http://www.northeastern.edu/writingcenter/. Global Student Success office runs a series of workshops and sessions as well as international student tutoring services to assist students who want assistance writing in English, see http://www.cps.neu.edu/student-resources/gss/.

OWNERSHIP/CLARITY

You are responsible for reading and understanding course rules and documentation. However, you should ask the instructor in class whenever you feel that the expectations or planning are not clear. Stating afterwards, or right before, a deadline that you did not understand what was expected of you will not change deadlines/grade. Please ask questions with plenty of time!

EVALUATING A STUDIO ART COURSE

This mode may be new to you. There is always some degree of subjectivity in the evaluation of creative work – As this course requires you to do a lot of creative assignments, it is often impossible to exactly spell out what you need to do to get a certain evaluation of your work. It is therefore very important that you discuss your work with me during the feedback moments that are available to you. The worst approach to this course is to postpone your work to the deadline and then do everything at the last moment without ever having received feedback.

COURSE EVOLUTION

*IMPORTANT: Schedule and Syllabus are Subject to Change

Please note that the instructor may change the specifics of this course content, requirements, and/or syllabus at any time, and you will be responsible for abiding by any such changes. These changes, if any, will be announced in class when practically possible. Emergency deviations will be announced as early as possible. Students are responsible for keeping apprised of course readings, class discussions, and changes to any of the above.

ACKNOWLEDGEMENT

Thanks to the previous Exploratory Game Design Faculty for helpful advice on development and language for University Policies. Especially Prof. Chris Barney of A+D GSND Games.