RTF 331P Syllabus: Video Game Culture + Criticism (Spring 2020)

Tuesday/Thursday, 11:00am-12:30 pm (BMC 4.208)

Professor: Dr. Suzanne Scott • [email protected] • @iheartfatapollo
Office hours: T/Th 10-11am and 12:30-1:30pm in CMA 5.110 or by appointment

Teaching Assistant:
Cole Wilder • [email protected] • Meetings by appointment

COURSE DESCRIPTION:
Games have always been an integral part of our culture, and studies of culture have long been
fascinated by our propensity for play. Beginning with a brief historical overview of the
inception of the video game industry and arcade culture, this course is centrally concerned
with identifying the pleasures of play and engaging with the cultural and academic discourses
and debates that surround video games and game culture. While video games have proven
themselves as a dominant industrial force within over the past decade, the stigmas and social
anxieties that circulate around video games persist. Consequently, one of the primary goals
of this course is for students to both become conversant in these critiques and proficient in
speaking back to them, acquiring the vocabulary to discuss and analyze the rules and
mechanics that govern our engagement with video games, and our aesthetic experiences
playing them. In addition to both short and long-form course assignments analyzing
gameplay, students will be required to collaboratively design and theorize a game as their
final project. No player or programming skill set is required for this project, just a
willingness to learn through (and about) video games.

COURSE GOALS:
• To become conversant in the core theoretical concerns of video game studies
• To develop skills in analyzing interactivity and play
• To collaboratively design a game that mobilizes course concepts and critically
engages game culture

COURSE ASSIGNMENTS:
Details on all your course assignments, including instruction handouts, submission
guidelines, and due dates, can be found under the “Assignments” tab of our course’s Canvas
site. I would encourage (nay, insist) that you plug all these due dates into your personal
calendars now, to help manage your workflow. In addition to their readings and
assignments, students are expected to spend at least 1 hour per week playing assigned games
for the course.

Your final grade for the course will consist of five elements/assignments:
First, your attendance and active participation (10%) is central to the class’ success and to
your success in the class. If you have a legitimate reason for missing class (e.g. religious
holiday, illness, family emergency), please email me with as much advance warning as
possible. Time will be allotted to discuss your response to the readings and games, but
you’re encouraged to send along any additional material you come across that you think
might be relevant to the class (blog posts, videos, articles, etc.) via email. This will also earn
you participation credit, if you are less comfortable speaking up in class.

You will be tested on the course materials (including readings, lectures, and gameplay) once
during the semester. This Exam (20%) will cover content from weeks 1-11, and will be
comprised of short identifications and essay questions. In addition to the exam, you have
three major assignments: a series of play journal entries (you will select 4 of 5 options,
each post is worth 5% each, for 20% total and because this is a writing flag course, you
have the option to rewrite ONE of these posts), a 6-8pg paper analyzing a video game of
your choosing (20%), and a group game design project (30%) which will involve
collaboratively prototyping and presenting a game to critically engage some component of
game culture or design, and authoring a design document. More detailed instructions for all
of these assignments are available through Canvas.

All assignments must be handed in on time, and turning in assignments late will be
detrimental to your grade. For each week an assignment is late, you will be docked one full
letter grade. All assignments must be completed to pass the course. Exceptions will be made
and extensions will be given only for medical or family emergencies (provided you can offer
documentation).

Grading breakdown:
Attendance/Participation = 10%
Play Journal = 20%
Representation Paper = 20%
Exam = 20%
Game Design (Group) = 30%

Grading Scale: A = 100-94 A- = 90-93 B+ = 87-89 B = 84-86 B- = 80-83

C+ = 77-79 C = 74-76 C- = 70-73 D = 60-69 F = 0-59

REQUIRED READINGS:
Readings are listed below on the course schedule; assigned chapters and articles are to be
read before class, and you should be prepared to discuss them and pose relevant questions.
The weekly readings are available in our course text (see below), on the course’s Canvas
site, under “Files” OR will be linked directly through the syllabus. You can download
and print out each article at your convenience, along with other course documents. NOTE:
Online/linked readings will NOT appear on Canvas, so double check the syllabus each
week to ensure you’re completing all of the readings.

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We have one required book for this course, which is available at the Co-op:
• Tracy Fullerton, Game Design Workshop: A Playcentric Approach to Creating
Innovative Games (4th Edition). CRC Press, 2018.

PLAY REQUIREMENT:
In addition to your readings, many weeks of this course also require 1 hour of play, to be
completed BEFORE you arrive in class that week. Some weeks, the entire class will play
the same game, and in other weeks you will select a game to play from the list provided.
Games marked with a * can be checked out from Prof. Scott, and I have consoles and games
that can be reserved for play in my office hours by appointment. System information is
provided for all other games. I have endeavored to select a range of games that you can get a
good sense of in a short interval of play (hence no Mass Effect, for example, which requires a
lengthy avatar set-up), and have tried to keep costs to a minimum for students whenever
possible. Please see me during office hours if you have any concerns about this component
of the course.

WRITING FLAG:
This course carries the Writing Flag. Writing Flag courses are designed to give students
experience with writing in an academic discipline. In this class, you can expect to write
regularly during the semester, complete substantial writing projects, and receive feedback
from your instructor to help you improve your writing. You will also have the opportunity to
revise one or more assignments, and you may be asked to read and discuss your peers’ work.
You should therefore expect a substantial portion of your grade to come from your written
work. Writing Flag classes meet the Core Communications objectives of Critical Thinking,
Communication, Teamwork, and Personal Responsibility, established by the Texas Higher
Education Coordinating Board.

MOODY COLLEGE WRITING SUPPORT PROGRAM:

The Moody College Writing Support Program, located in BMC 3.322, offers one-on-one
assistance without charge to undergraduates seeking to improve their professional writing in
all fields of communication. We have student specialists in Journalism, RTF, CSD, CMS,
Communication & Leadership and PR & Advertising. In addition, we offer workshops to
strengthen core writing skills in each field and to inspire students to strive for excellence.
Students may guarantee their time by booking half-hour appointments on our website for
assistance during all stages of the writing process. Writing coaches also will take drop-ins if
they are not working with appointments.

SERVICES FOR STUDENTS WITH DISABILITIES:

The University of Texas at Austin provides upon request appropriate academic
accommodations for qualified students with disabilities. For more information, contact the
Office of the Dean of Students at 471-6259, 471-4641 TTY.

THE UNIVERSITY OF TEXAS HONOR CODE:

The core values of The University of Texas at Austin are learning, discovery, freedom,
leadership, individual opportunity, and responsibility. Each member of the University is
expected to uphold these values through integrity, honesty, trust, fairness, and respect toward
peers and community.

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SCHOLASTIC DISHONESTY:
The University defines academic dishonesty as cheating, plagiarism, unauthorized
collaboration, falsifying academic records, and any act designed to avoid participating
honestly in the learning process. Scholastic dishonesty also includes, but is not limited to,
providing false or misleading information to receive a postponement or an extension on a
test, quiz, or other assignment, and submission of essentially the same written assignment for
two courses without the prior permission of the instructor. By accepting this syllabus, you
have agreed to these guidelines and must adhere to them. Scholastic dishonest damages both
the student’s learning experience and readiness for the future demands of a work-career.
Students who violate University rules on scholastic dishonesty are subject to disciplinary
penalties, including the possibility of failure in the course and/or dismissal from the
University. For more information on scholastic dishonesty, please visit the Student Judicial
services Web site at http://deanofstudents.utexas.edu/sjs

MENTAL HEALTH:
College is stressful, and managing your mental health is central to your success. If
stress, anxiety, depression, or anything else becomes an issue, please come to see me
and take advantage of the University’s services at https://cmhc.utexas.edu.

IMPORTANT SAFETY INFORMATION:

If you have concerns about the safety or behavior of fellow students, TAs or Professors, call
BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous.
If something doesn’t feel right – it probably isn’t. Trust your instincts and share your
concerns.

TITLE IX REPORTING:
Title IX is a federal law that protects against sex and gender based discrimination, sexual
harassment, sexual assault, sexual misconduct, dating/domestic violence and stalking at
federally funded educational institutions. UT Austin is committed to fostering a learning and
working environment free from discrimination in all its forms. When sexual misconduct
occurs in our community, the university can:
1. Intervene to prevent harmful behavior from continuing or escalating.
2. Provide support and remedies to students and employees who have experienced harm or
have become involved in a Title IX investigation.
3. Investigate and discipline violations of the university’s relevant policies.

Faculty members and certain staff members are considered “Responsible Employees” or
“Mandatory Reporters,” which means that they are required to report violations of Title IX to
the Title IX Coordinator. I am a Responsible Employee and must report any Title IX related
incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or
with any faculty or staff member about a Title IX related incident, be sure to ask whether
they are a responsible employee. If you want to speak with someone for support or remedies
without making an official report to the university, email [email protected] For
more information about reporting options and resources, visit titleix.utexas.edu or contact
the Title IX Office at [email protected].

DIVERSITY AND INCLUSION:

You will hear “What Starts Here Changes The World” frequently during your time here at
UT. In training the next generation of media makers and critics, the Department of Radio-

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Television-Film and the faculty and teaching assistants of this course all take that missive
seriously. We are committed to a cultivating an environment that is welcoming and respectful
of all people and that centers inclusion and equity as core values. Embracing a diversity of
backgrounds, identities, and perspectives is essential to crafting a rich learning environment,
and I encourage you to come talk to me if you are having any issues. You can find a list of
gender inclusive restrooms on campus here.

COURSE SCHEDULE
Week 1 • Introduction to the Course + Arcade Culture
Tuesday, 1/21 Course Overview + Cohort Introductions

Thursday, 1/23 From Arcades to Consoles

Read: - Richard Rouse III, “Game Analysis: Centipede”
Play: - Any classic arcade game (see play journal #1)
Due: - Send link to play journal to Dr. Scott via email [1/24 by 10pm]
- Play journal #1 [due 1/26 by 10pm]

Week 2 • Play
Tuesday, 1/28: Work/Play
Read: - Johan Huizinga, “Nature and Significance of Play as a Cultural
Phenomenon”

Thursday, 1/30: Players and Objectives

Read: - Fullerton, pgs. 57-73
Play: Papers, Please (Steam)
Due: - Play journal #2 [due 2/2 by 10pm]

Week 3 • Rules + Mechanics

Tuesday, 2/4: Rules and Resources
Read: - Fullerton, pgs. 76-86

Thursday, 2/6: Mechanics

Read: - Miguel Sicart, “Defining Game Mechanics”
Play: One of the following: Portal 2*, Braid (Steam), Minit (Steam), Limbo
(Steam), Ape Out (Steam)
Due: - Play journal #3 [due 2/9 by 10pm]

Week 4 • Aesthetics
Tuesday, 2/11: Game Sound (Guest Speaker, Journey composer Austin Wintory)
Read: - Karen Collins, “Gameplay, Genre and the Functions of Game Audio”
- Interview with Austin Wintory

Thursday, 2/13: The Poetics of Play

Read: - Simon Niedenthal, "What we talk about when we talk about game
aesthetics"
Play: Journey* or Assassin’s Creed: Syndicate
Due: - Play journal #4 [due 2/16 by 10pm]
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Week 5 • Ludology vs. Narratology
Tuesday, 2/18: Narrative
Read: - Simon Egenfeldt Nielsen, Jonas Heide Smith, and Susana Pajares Tosca,
“Narrative”

Thursday, 2/20: Avatars and Identification

Read: - Adrienne Shaw, “‘He could be a bunny rabbit for all I care!’: How We
Connect With Characters and Avatars”
Play: One of the following: Bioshock*, The Last of Us*, Oxenfree (Steam),
Celeste (Steam), Firewatch (Steam)
Due: - Play journal #5 [due 2/23 by 10pm]

Week 6 • Genre
Tuesday, 2/25: Genre
Read: - Dominic Arsenault, “Video Game Genre, Evolution, Innovation” (149-
166)

Thursday, 2/27: FPS

Read: - Dominic Arsenault, “Video Game Genre, Evolution, Innovation” (167-
176)

Week 7 • Virtual Worlds

Tuesday, 3/3: MMORPGs and Virtual Worlds
Read: - Celia Pearce, “Virtual Worlds, Play Ecosystems, and the Ludisphere”

Thursday, 3/5: VR and Augmented Reality Games

Read: - Yuri Antonio Gonçalves Vilas Boas, “Overview of Virtual Reality
Technologies”
Due: Video Game Analysis Paper [3/6 by 10pm, PDF via email]

Week 8 • Casual and Mobile Games

Tuesday, 3/10: Casual and Social Games
Read: - Jesper Juul, “A Casual Revolution”

Thursday, 3/12: Mobile Games

Read: - Gregory Steirer and Jeremy Barnes, “Angry Birds: Mobile Gaming”
- Ian Bogost, “Cow Clicker: The Making of Obsession”
Play: Kim Kardashian Hollywood (iPhone/iPad or Android phone/tablet)

Week 9 • Spring Break (No Class)

Tuesday, 3/17
Thursday, 3/19

Week 10 • Video Game Culture

Tuesday, 3/24: Video game spectatorship and streaming
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Read: - T.L. Taylor, “Networked Broadcasting”
- Kyle Orland, “Twitch Plays Everything: How Livestreaming is Changing
Game Design”

Thursday, 3/26: Video game fandom and modding

Read: - Hector Postigo, “Modding to the Big Leagues: Exploring the Space
Between Modders and the Game Industry”

Week 11 • Toxic Gamer Culture

Tuesday, 3/31: #gamergate
Read: - Christopher A. Paul, “A Toxic Culture: Studying Gaming’s Jerks”
- Jennifer deWinter and Carly Kocurek, “Rescuing Anita: Games,
Gamers, and the Battle of the Sexes”

Thursday, 4/2: Exam

Week 12 • Activist Games + Game Design Group Formation

Tuesday, 4/7: Games and/as activism
Read: - Taylor Anderson-Barkley and Kira Fogelsong, “Activism in Video
Games: A New Voice for Social Change”

Thursday, 4/9: Game design project brainstorming/group formation

Read: - Fullerton, chapter 6 “Conceptualization”
Due: - Sign up for game design groups via googledoc [4/10 by 8pm]
NOTE: If you do not sign up for a group you will be assigned to one

Week 13 • Game Design (Unit I)

Tuesday, 4/14: The Role of the Game Designer
Read: - Fullerton, chapter 1 “The Role of the Game Designer”

Thursday, 4/16: The Design Document

Read: - Fullerton, chapter 14 “Communicating Your Designs”
Due: - Co-Authored Game Pitch via email [4/17 by 8pm]

Week 14 • Game Design (Unit II)

Tuesday, 4/21: Conceptualization and Development
Read: - Fullerton, chapter 13, “Stages and Methods of Development”

Thursday, 4/23: Prototyping

Read: - Fullerton, chapter 7 “Prototyping”
Due: Sign up for presentation date via googledoc [4/24 by 8pm]

Week 15 • Game Design (Unit III)

Tuesday, 4/28: Playtesting
Read: - Fullerton, chapter 9 “Playtesting”

Thursday, 4/30: Putting the Fun in Functionality

Read: - Fullerton, chapter 10 “Functionality, Completeness, and Balance”
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Week 16 • Group Game Project Presentations
Tuesday, 5/5: Game Presentations (Group 1)

Thursday, 5/7: Game Presentations (Group 2)

Due: PDF of Design Documents and contributor statements via email [5/8 by
10pm]