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Posted on Moodle 1/21/2015

THP3120 GAMEPLAY AND PERFORMANCE (SP2015)

PROFESSOR DAVID BASSUK

david.bassuk@purchase.edu
Office: Dance RM 1031 (914)-251-6837 or (203)-312-3394 cell/text
COURSE DESCRIPTION:
Examines and investigates narrative structures, role-play and identity in game design and
how this relates to other storytelling platforms such as film and theater. Examines how blur
ring common distinctions between game and life opens new critical possibilities for perfor
mance.
Explores the genre of alternate reality or pervasive gaming, in which gameplay extends be
yond typical digital spaces to any area of the audiences life, often employing dispersed u
nconventional real world media, such as websites, emails, instant messaging, text messa
ges, phone calls, online videos, and even direct human interactions.
Engages students by designing and staging their own live alternate reality game as a mea
ns of storytelling or extending through transmedia an existing narrative or performance.
COURSE FORMAT:
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.
SLIDESHOWS:
Students will be required to create project responses and papers in a slideshow format
using software that will make this possible. Microsoft powerpoint and Apples keynote
are both usable for this purpose.
EVALUATION OF W ORK:
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% 1st Round Group Assignment: Class generated Alternate Reality Game
20% 2nd Round Group Assignment: Create a Pervasive Game
20% 3rd Round Group Assignment: Create a game after the inspiration of game
designers: Tasso Stevens or Jane McGonical
20% Group Research Project: PowerPoints on various game companies and
designers
20% Create the imagined history of a Gameplay and Performance
20%Emergence vs. Entropy paper* assignment (Final)

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You must actively use your Purchase email account and the Moodle instructional
software on the purchase website to be successful in being aware and completing all
assignments in this course. No papers will be accepted by hand everything you hand in
must be uploaded to moodle. (More on Purchase email and Moodle at the end this syllabus
on page 12)

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 email, 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 tim e 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 REQUIREM ENTS
Attendance Policy / Participation
Given the courses group project format, attendance at weekly class sessions is
mandatory. More than one unexcused class session absence will lower the final grade
by one complete unit (i.e., an A will become an B, an A- will become a B-). With each
additional unexcused absence, the grade will drop an additional unit. Three absences fails
the course. Each latenesses and early departures count as half attendance.

Attendance and punctuality are expected for every class.

Attendance will be taken at every class It is your responsibility to sign in if
you do not you may be counted as absent.
Your presence is vital for participation in varied learning activities and small
group work.
You are allowed one unexcused absence - HOWEVER not on a day you have
work due to be presented by you or your group.
Any additional absences may affect your grade.
Late arrivals or early departures may be counted as absences.

If you miss class, it is your responsibility to find out what you missed from
classmates and submit assignments on time.
For additional absences beyond the first, points may be deducted; grade is
dropped a letter grade for each absence.
3 absences equals failing the course (this includes the one allowed excused
absence)

W EEKLY SCHEDULE: (subject to change)

W EEK 01: INTRO DUCTION
WEDNESDAY (01/21): Course description and expectations. Discussion: What are pervasive
games? Assignment: Watch The Game by David Fincher and The Man Who Knew Too
Little by Jon Amiel Assignment: Read: Discuss readings and basic pervasive gaming principles.
Assign research presentation topics.

W EEK 02: GAM ES AS PERFO RM ANCE, PERFO RM ANCE AS GAM ES

WEDNESDAY (01/28): Present Class RPG character array, World Building, Game Dynamics.
Work on planning Class generated RPG

- W EEK

03: GAM E BACKGRO UND, THEO RY & RESEARCH

WEDNESDAY (02/04): 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

W EEK 04: INITIAL GAM E PROPOSAL

WEDNESDAY (02/11): 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

W EEK 05: PERVASIVE GAM E #1

WEDNESDAY (02/18): Discuss history of Pervasive Game designers and companies

Finalize initial pervasive game proposal.

HOMEWORK FOR NEXT WEEK:

Final project proposal presentation.

W EEK 06: PERVASIVE GAM E #2

WEDNESDAY (02/25):

W EEK 07: PERVASIVE GAM E #3

WEDNESDAY (3/04):

W EEK 08: PERVASIVE GAM E #4

WEDNESDAY (3/11):

GROUP RESEARCH PROJECTS TO BE POSTED ON MOODLE

W EEK 09: PERVASIVE GAM E #5

WEDNESDAY (3/18): DISCUSSION OF RESERARCH PROJECTS
HOMEWORK FOR AFTER BREAK: READ UP ON CONEY OR MCGONICAL WATCH
APPROPRIATE VIDEO ETC

W EEK 10: GAM E DEVELOPM ENT - 3 rd round

WEDNESDAY (3/25): Group Tasso & Group Jane begin

Game development, Finalize functional game prototype.

Finalize functional game prototype.

Group Tasso Game based on principles of Tasso Stevens and Agents of Coney
Group Jane
Game based on principles of Jane McGonical and Games for Change

SPRING BREAK: WEDNESDAY (4/1)

W EEK 11: GAM E LAUNCH- 3 rd round:
WEDNESDAY (4/8):
GROUP TASSO BEGINS

W EEK 12: GAM E LAUNCH- 3 rd round:

WEDNESDAY (4/15)

GROUP JANE BEGINS

W EEK 13: GAM E LAUNCH- 3 rd round:

WEDNESDAY (4/22): COMPLETE: GROUP TASSO

Game postmortem and documentation.

W EEK 14: GAM E LAUNCH- 3 rd round:

WEDNESDAY (4/29): COMPLETE GROUP JANE

Game postmortem and documentation.

W EEK 15: PO STM O RTEM & DO CUM ENTATIO N

WEDNESDAY (5/06):

Final peer participation grading and project evaluation.

Final Assignments due on Moodle

GAMEPLAY AND PERFORMANCE CLASS ASSIGNMENTS:

GROUP PROJECT 1:
CLASS GENERATED RPG
Using imagined adaptations of personal narrative generate a world o for extreme characters to
inhabit and gameplay dynamics to engage. Class divided into three groups: Characters array
development, World design and game dynamics
GROUP PROJECT 2:

BASED ON READINGS, DEVELOP A PERVASIVE GAME FOR CLASS TO PLAY

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

GROUP RESEARCH PROJECT:

Powerpoints on various game companies and designers
Research topic and team members are as follows. I will send each group a list of clues to help in
preparing this preparation but please begin your searching...These are due March 20th on
Moodle prep for discussion on March 27th
Topic: Blast Theory
Topic: Interactive Arts: Theatre/Improv
-------------------------------comedy
Topic: Jesse Schell/Gamification of Life
--------------------------------------------------------------Topic: Agency of Coney/Tasso Stevens
Topic: Interactive Arts: Visual Art
--------------------------------------------------------------Topic: Big Urban Games
Topic: Jane McGonical and Games for
-------------------------------Change
Topic: Interactive Arts: New Fiction and or
-------------------------------Hypertext
Big Urban Games
--------------------------------------------------------------Topic: Live Action Role Play (Larp)
The Beast & The Big Spaceship
--------------------------------

CREATE THE HISTORY OF A GAMEPLAY AND PERFORMANCE COMPANY

FOUNDED IN 2004

Create in the form of a PowerPoint: Using inspirations from multiple examples given in
the Class Forum Powerpoints write an imagined history of four projects for an
imagined company under your artistic direction. Describe in detail the four projects

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that were launched by your company over the past ten years. (Use inspiration from
diverse examples in the Forum Powerpoints!)

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 a furthering a social goal
or extending an organizations 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.

No less than forty slides

EMERGENCE VS. ENTROPY PAPER* ASSIGNMENT

Define the terms Emergence and Entropy and explain how they relate them to various
games we have played and studied this semester. 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 minimumor you could choose to create a short video to engage the
assignment length 4 minutes minimum.

*Detailed Assignment Research information RE: Group Research Project: Powerpoints on various
game companies and designers
Topic: Interactive Arts: Theatre/Improv comedy
Explore the ways in which performance/theatre/improv companies are expanding their
relationships with their audiences through gameplay
http://www.chromascope.dk/
http://www.tii.se/zerogame/commedia/index.htm
http://gametophyte.org/
http://jejuneinstitute.org/index.htm
http://about.nonchalance.com/
http://www.moneycontrol.com/news/wire-news/uks-royal-opera-house-launches-iphonegame_615423.html
http://news.bbc.co.uk/2/hi/uk_news/8241005.stm
-------------------------------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
http://www.youhavefoundconey.net/
http://youhavefoundconey.net/vaults/mrgrandisonpresents
http://www.nomimes.com/index.html
http://www.iamtheeconomy.com/
http://www.ericzimmerman.com/
-------------------------------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
http://slingshoteffect.co.uk/
http://www.hideandseek.net/
http://www.comeoutandplay.org/
http://urbancodemakers.net/blog/
http://lookspring.co.uk/
http://invisibleplayground.com/%23call-for-street-games/
http://www.hideandseek.net/in-the-media/
-------------------------------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
http://www.storycenter.org/
http://en.wikipedia.org/wiki/Metafiction
http://www.remixfiction.com/
http://2010.argfestocon.com/
http://www.abc.net.au/innovation/bluebird/
-------------------------------Topic: Live Action Role Play (Larp)
Explore the ways in which Larpers and ARG designers are building relationships and audiences
through gameplay
http://www.unfiction.com/
http://open.crngames.com/src/donjon.html
http://isthisarg.org/
http://nordiclarp.wordpress.com/about-the-book/
http://netninja.com/2010/06/06/arg-tools-for-iphone/
http://larpwright.efatland.com/
-------------------------------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
http://www.blasttheory.co.uk/bt/index.php

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.
http://videos.liftconference.com/video/1191988/steffen-p-walz-the-lowdown-on
http://www.insidesocialgames.com/
http://www.insidefacebook.com/
http://www.futurelab.net/blogs/marketing-strategyinnovation/2010/10/inherent_value_running_your_bu.html
http://videos.liftconference.com/video/1191988/steffen-p-walz-the-lowdown-on
-------------------------------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
http://www.arthistoryofgames.com/
http://tale-of-tales.com/
http://thatgamecompany.com/
http://entropy8zuper.org/godlove/
http://synchronousobjects.osu.edu/content.html
http://www.gamescenes.org/2010/08/book-artists-re-thinking-games.html
http://gmzzz.wordpress.com/tag/jenova-chen/
http://liftconference.com/lift11/program/talk/david-calvo-beyond-transmedia
-------------------------------Topic: Jane McGonical and Games for Change
Explore the ways in which Game designers are building relationships and audiences through
redesigning social change
http://janemcgonigal.com/
http://gamesforchange.org/
http://www.q2l.org/
http://blog.urgentevoke.net/2010/07/26/what-went-right-what-went-wrong-lessons-fromseason-1-evoke1/
http://www.instituteofplay.org/context/additional-resources/
http://www.instituteofplay.org/work/
-------------------------------Topic: Augmented Reality Games
Explore the ways in which travelers and nature adventurers are building relationships and
community through gameplay

http://www.geocaching.com/
http://www.interactiveplaces.co.uk/location-specific-apps/what-we-do
http://www.geocaching.com/iphone/default.aspx
http://www.geocaching.com/
http://www.interactiveplaces.co.uk/location-specific-apps/what-we-do
http://www.tourality.com/
-------------------------------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
http://shenerd.wordpress.com/
http://www.giganticmechanic.com/
http://www.bigspaceship.com/who-we-are/

READINGS (AVAILABLE ON M OODLE)

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,"

http://www.costik.com/nowords.html
Linda Hughes, Beyond the rules of the game, Why Are Rooie Rules Nice?,
Game Design Reader, page 504-517
Michael Lewis, "Coach Leach Goes Deep, Very Deep," New York Times
Magazine, http://www.nytimes.com/2005/12/04/magazine/04coach.html
History and Rules of American Football,
http://en.wikipedia.org/wiki/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.

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Jeffrey Kim, Elan Lee, Timothy Thomas, and Caroline Dombrowski, "Storytelling in new
media: The case of alternate reality games, 20012009" 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).
SUNY GENERAL EDUCATION LEARNING OUTCOM ES
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 OUTCOM ES
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

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STUDENT LEARNING OUTCOM ES

Students who successfully complete this course will have developed:
To gain a grasp of emerging convergence of media and performance
To develop an individual aesthetic in using new synergies effectively
To demonstrate a working knowledge of the subject though effective
communication (verbally and in writing)
A critical vocabulary for assessing the design and social impact of transmedia
First-hand knowledge of major design experiments in the field of performance
Examined and investigated narrative structures, role-play and identity in game
design and how this relates to other storytelling platforms such as film and thea
ter. 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 audiences life, often e
mploying dispersed unconventional real world media, such as websites, email
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 storyte
lling or extending through transmedia an existing narrative or performance.
PURCHASE CO LLEGE ACADEM IC INTEGRITY PO LICY
<http://www.purchase.edu/Policies/AcademicIntegrity.aspx> 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.

DO CUM ENTED DISABILITIES

Students with documented physical, learning, psychological and other disabilities are
entitled to receive reasonable accommodations. If a student needs accommodations,

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she or he must first register with the Office of Special Student Services; please call
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