Module Details

The information contained in this module specification was correct at the time of publication but may be subject to change, either during the session because of unforeseen circumstances, or following review of the module at the end of the session. Queries about the module should be directed to the member of staff with responsibility for the module.
Title GAMES AND MEANING
Code SOTA102
Coordinator Dr RJH Davnall
Philosophy
R.Davnall@liverpool.ac.uk
Year CATS Level Semester CATS Value
Session 2021-22 Level 4 FHEQ Second Semester 15

Aims

To introduce students to the concept of the holistic close reading and its history and importance for Arts scholarship. To enable students to develop skills in making meaning from specific aspects of game design. To develop students' ability to communicate about what game design can achieve. To demonstrate the importance of meaning in game design, and show how meaning is the product not only of intent but also social, economic and cultural conditions.


Learning Outcomes

(LO1) Students should be able to describe how meaning is made from specific individual features of video games and their relationships to one another.

(LO2) Students should be able to produce coherent readings of disparate features of a video game and analyse their roles in sustaining theme and tone.

(LO3) Students should be able to discuss the nature and aims of close reading, including issues of author intent, textuality and player experience, and their place within the study of art.

(LO4) Students should be able to read and make meaning from five core areas of game design: camerawork, iconography, environmental design, difficulty and industrial context.

(LO5) Students should be able to describe in-game events clearly to audiences unfamiliar with the game in question, and relate these to their industrial, economic and cultural contexts.

(S1) Students will develop their skills in thinking critically, analysing problems and analysing and assessing arguments.

(S2) Students will enhance their ability to identify unifying themes in extended works of art.

(S3) Students will develop confidence in considering previously unfamiliar ideas and approaches, and their ability to identify presuppositions and reflect critically upon them.

(S4) Students will enhance their ability to marshal arguments and present them orally and in writing.

(S5) Students will develop the ability to perform bibliographical searches, to use and reference academic sources, and to plan, organise and produce presentations and essays.

(S6) Students will enhance their oral and written communications skills and develop skills in explaining complex material in a precise manner.

(S7) Students will develop their ability to work independently.

(S8) Students will develop their ability to sift through information, assessing the relevance and importance of the information to what is at issue.

(S9) Students will develop their skills in making appropriate use of information technology, including online sources, video and screen capture and editing, and visual presentation aids.


Syllabus

 

The first half of the module provides students with a theoretical understanding of the process and purpose of close reading, and in particular the tension that exists in close readings of games between author-intent and player-experience approaches. During this part of the module there are also two opportunities for students to develop and discuss their plans for coursework for the module. In the second half of the module, a number of aspects of game design that can be incorporated into a close reading will be discussed in class, with reference to example close readings and students' own presentations. Topics may include camerawork and camera scripting, iconography, environmental design, difficulty and mechanics, industrial contexts, and kinaesthetics/'game feel'.


Teaching and Learning Strategies

Teaching Method 1 - Small Group Learning
Description: Workshops will generally be split into two components: a discussion of particular set example games and readings, followed by student-led discussion in support of coursework and (from week 7 onwards) topic-based student presentations.
Attendance Recorded: Not yet decided


Teaching Schedule

  Lectures Seminars Tutorials Lab Practicals Fieldwork Placement Other TOTAL
Study Hours           24

24
Timetable (if known)              
Private Study 126
TOTAL HOURS 150

Assessment

EXAM Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
             
CONTINUOUS Duration Timing
(Semester)
% of
final
mark
Resit/resubmission
opportunity
Penalty for late
submission
Notes
Close Reading There is a resit opportunity. Standard UoL penalty applies for late submission. This is an anonymous assessment. Assessment Schedule :2nd semester; assessment schedule will vary b  2000 words    85       
Oral presentation or video essay There is a resit opportunity. Standard UoL penalty applies for late submission. This is not an anonymous assessment. Assessment Schedule: Semester 2, weeks 7-12  5-10 minutes    15       

Recommended Texts

Reading lists are managed at readinglists.liverpool.ac.uk. Click here to access the reading lists for this module.