USC ANNENBERG
CMGT 599
Communication, Culture, and Commerce in the Videogame Industry.
Spring 2007

Instructor:

Aram Sinnreich (aram.sinnreich@usc.edu)
Office: Annenberg Center for Communication, 3rd Floor
Phone: 213-925-9851
Hours: Wednesday 3-6pm

Course Description:

Video games are one of the fastest growing sectors of the entertainment industry; according to the Entertainment Software Association, Americans spent $7 billion on computer and video game software (not including consoles and other hardware) in 2005, and the number continues to rise with each passing year. However, videogames are having a cultural impact far beyond their role as an economic commodity; they are also changing the way we tell stories, the way we interact with one another, and the ways in which we understand the world and our own roles in it.

In this class, we will explore all of these dynamics, studying the history of videogames, the present industry landscape, and possible future developments in technology, design, industry organization and the cultural role of games. In addition to some fascinating readings, we'll enjoy class lectures by several guest speakers, including game developers, theorists, and videogame industry executives.

Course Objectives:

1. To provide students with a broad sense of the history of video games as an art form and an industry
2. To provide students with a sense of the social impact of video games
3. To provide students with an understanding of the organization and culture of the video game industry
4. To provide students with enough information about video games to decide whether they would like to work in the industry, and to identify potential roles they would play in it
5. To provide students with enough basic knowledge to qualify for a job in the video games industry, should they choose to pursue one

Texts and Supplies:

A course reader will be available to the class, containing all of the readings assigned for the weeks listed below. In addition, students are encouraged to immerse themselves in the business and culture of games, by reading web sites and playing games such as the ones listed below:

Websites:

• Joystiq: http://www.joystiq.com/
• Kotaku: http://www.kotaku.com/
• Wonderland: http://www.wonderlandblog.com/
• Terra Nova: http://terranova.blogs.com/
• Penny Arcade: http://www.penny-arcade.com/
• Slashdot: http://games.slashdot.org/
• ChrisM: http://blogs.sun.com/roller/page/ChrisM/
• 1up: http://www.1up.com/
• Magic Box: http://www.the-magicbox.com/gaming.htm
• Game Industry Biz: http://www.gamesindustry.biz/
• GameSpy: http://www.gamespy.com
• Gama Sutra: http://www.gamasutra.com
• Blue’s News: http://www.bluesnews.com/
• Water Cooler Games: http://watercoolergames.org/
• Serious Games: http://www.seriousgames.org/
• Greg Costikyan: http://www.costik.com/
• Avant Game: http://avantgame.blogspot.com/
• Re-Mission: http://www.re-mission.net/
• Select Parks: http://www.selectparks.net/
• Eddo Stern: http://www.eddostern.com/
• Speed Demos Archive: http://speeddemosarchive.com/
• Addicting Games: http://www.addictinggames.com/
• Game Girl Advance: http://www.gamegirladvance.com/
• Int’l Game Dev Assoc: http://www.igda.org/
• International Hobo: http://www.ihobo.com
• Video Game Museum: http://www.vgmuseum.com/

Games and Software:

• PlayStation 2
• XBOX
• Nintendo DS
• World of Warcraft
• MAME
• CounterStrike
• Grand Theft Auto: San Andreas
• ZSNES
• Second Life
• America’s Army
• 911 Survivor
• Darfur is Dying
• Tekken Torture Tournament
• Waco Resurrection
• Darwinia

Components of the Course Grade:

This class will require an in-class presentation, a midsemester take-home assignment, a final exam, and a final semester group project. They are reflected in your final grade as follows:

• In-class participation – contributing to class discussions: 10%
• Presentation – students will be required to present at least one reading assignment to their classmates: 10%

· Midsemester assignment – most likely a short essay (4-5 pages) written in response to a choice of questions: 20%
· Final exam – an in-class exam covering the readings and lectures from throughout the term: 25%

• Semester group project – students will have the opportunity to work in small groups on a creative project related to games: 35%

Academic Integrity Policy

The School of Communication is committed to the highest standards of academic excellence and ethical support. It endorses and acts on the school policies and procedures detailed in the SCampus section titled: "University Student Conduct Code." See especially Appendix A: "Academic Dishonesty Sanction Guidelines." The policies, procedures, and guidelines will be assiduously upheld. They protect your rights, as well as those of the faculty. It is particularly important that you are aware of and avoid plagiarism, cheating on exams, fabricating data for a project, submitting the same paper to more than one professor, or submitting a paper authored by anyone but yourself. If you have questions about any of these matters, confer with the instructor.

Academic Accommodation based on Disability

Any student requesting academic accommodation based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. to 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

Weekly Class Subjects:

Class 1. Introduction

Class 2. Taxonomy and History of Video Games

· This week, we will broadly review the entire scope of the video game universe – from Pong to PS3, from consoles to arcades to PCs to the Internet.
· Readings:
o Kent, S. (2001). The Ultimate History of Video Games. Prima Publishing; pp. xi-xvi (timeline)
o Bateman, C. & Boon, R. (2004). A guide to computer game genres. International Hobo (www.ihobo.com)
o Newman, J. (2004). Videogames. New York: Routledge. Chapter 2, pp. 9-28.
o Apperley, T. H. (2006). Genre and game studies: Toward a critical approach to video game genres. Simulation & Gaming, 37(1), 6-23.

Class 3. Qualitative Methodology Overview
· This week, we will review several of the qualitative methodological approaches to the study of video games that have been developed over the years, including narratology, ludology, ethnography, and other methodologies.
· Readings:
o Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Palmgrave Macmillan. Introduction, Conclusion and Appendix; pp 1-12; 199-212.
o Frasca, G. (2003). Simulation vs. Narrative: Introduction to Ludology. In Wolf, M. J. P & Perron, B. (eds.) (2003). The Video Game Theory Reader (13 pages)
o Wolf, M. J. P & Perron, B. (eds.) (2003). The Video Game Theory Reader. Routledge. Introduction & Chapter 1; pp. 1-47.

Class 4. Quantitative Methodology Overview
· This week, we will review several of the quantitative methodological approaches to the study of video games that have been developed over the years, reading some of the best examples and discussions of human computer interface design, media effects research, as well as psychological, sociological and economic approaches.
· Readings:
o The Economist (2005, August 4). Chasing the dream. (5 pages)
o Williams, D. (2005). Bridging the Methodological Divide in Game Research. Simulation & Gaming. 36(4), p. 447-463.
o Castronova, E. (2003). On virtual economies. Game Studies, 3(2). [skimmable]
o Glazer, S. (2006, November 10). Video games. CQ Researcher, 16, 937-960.
Class 5. Video Games as Art
· This week, we will discuss the ways in which video games have been conceptualized as an art form. This will include a review of video game aesthetics, as well as a discussion of the tension between art and commerce in this industry. We will also explore the notion of video games as avant-garde art, and their role within the traditional “art worlds” of museums, galleries, etc.
· Aesthetics vs. Commerce in Mainstream Games
· Art Worlds and Video Games
· Avante-Garde and Video Games
· Readings:
o Seabrook, J. (2006). Game master. The New Yorker, November 6, 2006 (14 pages)
o Rossignol, J. (2006, Nov 22). Converging: An Interview With Henry Jenkins. GamaSutra.com. (8 pages)
o Smuts, A. (2005, November 2). Are video games art? Contemporary Aesthetics. (11 pages)
o Sandor, E. & Fron, J. (2001). The future of video games as art. University of Chicago Cultural Policy Center. (8 pages)
o McGonigal, J. (2005). All Game Play is Performance/Game Play is All Performance. Keynote address for Playful: The State of the Art Game Conference, May 2005. (3 pages)

Class 6. Video Games as Rhetoric
· This week, we will look at the role that video games have played in social advocacy, politics, and other rhetorical roles. This will include reviews and discussions of “water cooler” games and “serious” games, an exploration of video games as training environments for social and career tasks, as well as a look at the emerging experiments in games and health, in which doctors are using interactive environments to help patients better understand and manage their physical conditions.
· Readings:
o Thompson, C. (2006, July 23). Saving the World, One Video Game at a Time. The New York Times. (4 pages)
o Corti, K. (2005). Serious Games. Learning Magazine. pp. 6-7
o Bogost, I. (2006). Playing politics: Videogames for Politics, Activism and Advocacy. First Monday. Special Issue number 7. (10 pages)
o Bergfeld, C. (2006, July 26). A Dose of Virtual Reality. Businessweek. (2 pages)
o Pelta-Heller, Z (2006, July 21). Kids Kill in Violent Christian Videogame. AlterNet (4 pages).
o Left Behind Interview with Greg Bauman (5/1/06). (2 pages)
o Hutson, J. (2006, May 29). The Purpose Driven Life Takers. (3 page blog post).

Class 7. Video Games as Cultural Artifact
· This week, we will discuss the many ways in which video games represent different cultural attitudes and social ideas – not semantically, through the content of the games, but semiotically, through the symbolism of games themselves. We’ll discuss video game chic and the growth of video game nostalgia, as well as the role of games in political battles over censorship and children, and the growing generation gap between the video game cognoscenti and their clueless elders.
· Readings:
o Brathwaite, B. (2007). Sex in video games. Charles River Media. Chapter 4, pp. 89-122.
o Rushkoff, D. (2005). Renaissance Now! The Gamers’ Perspective. In J. Raessens and J. Goldstein (Eds.), Handbook of Computer Game Studies. Cambridge, MA: MIT Press. pp. 415-421.
o Newman, J. (2004). Videogames. New York: Routledge. Chapter 9, pp. 145-162

Class 8. Video Game Design Principles
· This week, we will discuss the practical matters that go into designing and building a successful video game. What should the game look like? What should the game sound like? What factors go into determining the architecture of a game, such as characters, levels, tasks and commands? We will talk with veteran game designers, who will share their thoughts on best- and worst-of-breed examples from history and the present day.
· Readings:
o Lopez, M. (2006, Nov 28). Gameplay Design Fundamentals: Gameplay Progression. GamaSutra.com. (12 pages)
o Navarro, A. (2004, Jan 14). Big Rigs: Over the Road Racing Review. Gamespot.com. (2 pages)
o Kasavin, G. (2004, Nov 29). World of Warcraft Review. Gamespot.com (5 pages).
o McGonigal, J. (2006). "The Puppet Master Problem: Design for Real-World, Mission-Based Gaming." Second Person. Forthcoming from MIT Press, Fall 2006. Eds. Pat Harrigan and Noah Wardrip-Fruin. (17 pages).
o Salen, K. & Zimmerman, E. (2005). Game Design and Meaningful Play. In J. Raessens and J. Goldstein (Eds.), Handbook of Computer Game Studies. Cambridge, MA: MIT Press. pp. 59-79
· Midsemester assignment due

Class 9. Video Games as Industry I
· Today, we will begin to discuss the video game industry itself. We will review its structure, looking at the companies that dominate the market and exploring the entire value chain, from developers to publishers to platform designers to retailers. We will also examine the key job roles in the industry, and discuss which roles students may be interested in pursuing. We will also examine the economic models of the industry, from top-selling $60 blockbuster titles to phone-based $2 games.
· Readings:
o Kushner, D. (2003). Masters of Doom. Random House. Chapters 1-6; pp. 3-104.

Class 10. Video Games as Industry II
· Today, we will continue discussing the video game industry. We will review various distribution strategies, from brick-and-mortar to internet-based to mobile communication networks. We will also discuss licensing, franchising, advertising, and marketing – examining the “boilerplate” deals that govern these aspects of the industry and exploring the ways in which this business continues to change as new technologies and consumer behaviors alter the business landscape.
· Readings:
o Kushner, D. (2003). Masters of Doom. Random House. Chapters 7-12; pp. 105-210.

Class 11. Video Games and Globalization
· Today, we will review the role of video games in uniting and dividing cultures on a global scale. We will examine the increasing Japanese influence in American culture, driven largely by video games and franchised entertainment, as well as the prospects for reconciliation between Western and Middle Eastern nations through online, interactive collaboration. We will also examine the corporate dimension of globalization, and discuss the scope and strategies of companies such as Sony and Microsoft.
· Readings:
o Kendall, L. (2006). All your base are belong to us: Cross-cultural encounters in amateur online videos. UIUC GSLIS Alumni Newsletter, 2005-6; pp. 2-7.
o Wikipedia entry: All Your Base Are Belong to Us (6 pages).
o Interview with Heather Chandler, Game Localization expert, bytelevel research. (3 pages)
o Au, W. J. (2002, February 26). Kickin’ Corporate Ass, the Video Game. Alternet. (7 pages)
o Au, W. J. (2004, June 22). The Second Life of Badgdad. New World Notes (7 pages)
o Allison, A. (2004). Cuteness as Japan’s Millennial Product. In J. Tobin (ed.), Pikachu’s Global Adventure. Duke University Press; pp. 34-52.

Class 12. Emerging Video Game Models
· Today, we will look at new models for interactive entertainment – the stuff that’s not yet mainstream, but may be just around the corner. These include virtual reality, alternative reality, hybrid games, massively multiplayer online games, and “big” games. We will talk with next-gen game designers to get a sense of where they see this art (and market) moving in the coming years, and discuss some of the longer-term social implications of these emerging models.
· Readings:
o The Economist (2006, Sept. 28). Living a Second Life. (5 pages)
o Hall, J. (2005). Future of Games: Mobile Gaming. In J. Raessens and J. Goldstein (Eds.), Handbook of Computer Game Studies. Cambridge, MA: MIT Press. pp. 47-55.
o Big Games Manifesto by Area Code (1 page)
o Ruberg, B. (2006, August 10). Big Reality: A Chat with “Big Game” Designer Frank Lantz. GamaSutra.com. (8 pages)
o Staffan Björk , Jussi Holopainen , Peter Ljungstrand , Regan Mandryk, Special Issue on Ubiquitous Games, Personal and Ubiquitous Computing, v.6 n.5-6, p.358-361, December 2002
o Taylor, T. L. & Kolko, B. E. (2003). Boundary Spaces: Majestic and the uncertain status of knowledge, community and self in a digital age. Information, Communication & Society (6)4, 497-522

Class 13. Video Games and Remix Culture
· Today we will discuss the interaction between video games in “remix culture,” exploring the increasingly important role of users in shaping the look, feel, and business of games. We will review user-driven behaviors such as modding, emulation, easter eggs, cheats, and machinima, and discuss the conflicting responses of video game professionals and corporations to these bottom-up behavioral trends.
· Readings:
o Jenkins, H. (2006). Convergence Culture. New York: NYU Press. Chapter 3, pp. 93-130
o Schleiner, A.-M. (2005). Game Reconstruction Workshop: Demolishing and Evolving PC Games and Gamer Culture. In J. Raessens and J. Goldstein (Eds.), Handbook of Computer Game Studies. Cambridge, MA: MIT Press. pp. 405-414.\
o Thompson, C. (2005, August 7). The XBOX auteurs. New York Times Magazine (6 pages)
o Matlack, C. & Grover, R. (2005, December 19). Young Spielbergs by the thousands. Business Week. (2 pages)

Class 14. Next-Generation Gaming Technology
· Today, we will wrap up the class by taking a look at the next generation of gaming technology, and discuss its implications for the future of games. We will discuss next-generation consoles, new developments in human-computer interfaces, and upgrades in the networked communication infrastructure. We will also begin our in-class presentations of group assignments.
· No readings

Class 15. Final Exam Review
· Today, we will continue in-class presentations of group assignments, and spend some time reviewing the semester’s lectures and reading assignments, in preparation for the final exam.
· No readings


Confirmed guest speakers:

• Nicole Lewis, Brand Manager, Activision
• Billy Pidgeon, Veteran Game Designer, IDC Games Analyst
• Dennis Crowley, Founder, Dodgeball.com
• Doug Thomas, USC Professor
• Jeannie Novak, CEO of Indiespace and lead author/series editor of Thomson's Game Development Essentials
• Kevin Slavin, Co-Founder, area/code