The Object of Play
ART 492/590
REL 300
Robinson/Levinovitz
MW 2:30-4:30
Office hours: To be announced.
Course Description:
In this interdisciplinary Studio Seminar, students will explore “play” from philosophical, religious, and artistic perspectives. For the seminar component, students will read and discuss attempts to define and describe play. The studio component will consist of students designing and fabricating objects of play (games, toys, etc). Students will work collaboratively on projects, bringing together concepts and methods from their disciplines to create an interdisciplinary final product. Students interested in philosophical and religious theories of play, game theory, design, sculpture, and more are encouraged to enroll.
Course Objectives:
Students will be able to identify major themes in play theory and toy design and construction, generate original research that demonstrates high level understanding of core concepts, and create original objects individually and in groups that incorporates the theoretical understanding and material/design skills.
Required texts:
Roger Caillois, Man, Play, and Games.
Brian Sutton-Smith, The Ambiguity of Play.
All other readings to be provided electronically.
Required Supplies:
Toolbox/bag for supplies
Xacto knife with blades
Black electrical tape
Masking tape
Tacky glue
Self-healing cutting matt
Foam core
Bristol board
Small Sketchbook
Other supplies as required for specific projects
WEEKLY ASSIGNMENT SCHEDULE, WEEKS 2-10
DUE ON Day 1 (Monday)
· Complete the assigned reading.
· Pick at least one specific theme or idea from the reading and use it to develop and modify your current project.
· Choose 3-4 sentences that you think are important to the reading, but could not understand. Write them down and bring them to class.
DUE ON Day 2 (Wednesday)
· Complete the assigned reading (if there is any).
· Write a 2-3 paragraph analysis of your completed project based on the reading for Day 1 and Day 2. Print it and bring it to class.
Week 1: Introduction / Found object
· Day 1 - Class Introduction, Found Object Puppet activity
· HW: READING – “Toys”
· Day 2 - Discussion and Found Object Students found and crit.
· HW: READING – “Play and Ambiguity” AoP / “The Definition of Play” MPG
Week 2: Definitions / Moving toys
· Day 1- Critique found objects. Tops introduction
· HW: READING – “Principles of Selection” (PDF)
· Day 2- Top demonstration and activity. Intro to reading.
· HW: READING – “The Classification of Games” MPG / “Rhetorics of Animal Progress” AoP
Week 3: Play as Progress / Moving toys
· Day 1- Discuss reading. Continue work on moving toy prototype.
· HW: READING – “The Uses of Toys” (PDF)
· Day 2 – Critique moving toy prototype. Begin final moving toy. Intro to reading.
· HW: READING – “Rhetorics of Child Play” AoP / “In Playland” (PDF)
Week 4: Play as Progress / Experiential Games
· Day 1- Discuss reading. Continue work on moving toy.
· HW: READING -- “Effort to Restore Children’s Play Gains Momentum”
· Day 2- Critique moving toy. Scavenger hunt introduction. Intro to reading.
· HW: READING – “Rhetorics of Identity” AoP / “The Social Function of Games” MPG
Week 5- Play as Identity/Experiential Games
· Day 1- Discuss reading. Continue work on scavenger hunt.
· HW: READING -- “Calvinball” (PDF)
· Day 2- Experience scavenger hunt. Intro to sculpting and modeling. Intro to reading.
· HW: READING – “Rhetorics of Power” AoP / “A Theory of Play and Fantasy” (PDF)
Week 6- Play as Identity / Sculpting and Modeling
· Day 1- Discuss reading. Continue sculpting and modeling (character creation).
· HW: READING – Reread “A Theory of Play and Fantasy” (PDF)
· Day 2- Critique large scale game. Intro to Video gaming. Intro to reading.
· HW: READING – “Rhetorics of Fate” AoP / “The Importance of Games of Chance” MPG
Week 7: Catalyst
Week 8: Play as Sacred / Coding/Video Gaming
· Day 1- Discuss reading. Continue work on video game.
· HW: READING – “The Corruption of Games” MPG
· Day 2- Mid-project critique for video game. Intro to reading.
· HW: READING – “Rhetorics of the Imaginary” AoP / “Simulation and Vertigo” MPG
Week 9: Play as Sacred / Coding/Video Gaming
· Day 1- Discuss reading. Continue work video game.
· HW: READING – “Toying with God” PDF
· Day 2- Critique Video Game. Intro to board games. Character design and clay modeling. Intro to reading.
· HW: READING – “Rhetorics of Frivolity” AoP / “The Useless Tree” (PDF)
Week 10: Play as Useless / Board Games
· Day 1- Discuss reading. Continue work board games.
· HW: READING – “Playing Video Games Can Help Or Hurt”
· Day 2- Continue work on board game. Resin casting. Instructions for final analysis.
· HW: LONG ANALYSIS. NO READING.
Week 11- Board game critique. Final Project introduction, group formation and brainstorming.
Week 12-Final Project work
Week 13- Final Project review/Installation
Week 14- Final Installation/Exhibition
Week 15- Final Critique/review
Final Project:
Small groups of students combine theoretical knowledge of play and practical building skills in the making of a toy or game. The object of play is then presented in a “sales pitch” format, which requires students to articulate the considerations that went into their design and manufacture process. The presentation occurs as part of an exhibit tailored to the general public, during which students speak directly to visitors and get feedback on their work.
Final project evaluation:
Links to play theory‐ Students must demonstrate through the object itself, the sales pitch, and the instructions the direct links to the theoretical texts from the class. This connection must go beyond simple reference or starting point, but must fundamentally shape the object, etc.
Clarity of rules/guidelines for play‐ Players/users must be able to understand how to use or play with the game or object simply by reading the rules and guidelines alone, as if purchased from a store. Focus groups are an excellent way to ensure this clarity.
Effectiveness of sales pitch‐The sales pitch must be persuasive and compelling. The context created for the toy or game by the pitch must enable the player to understand what do to with the game or toy, and entice them to use it.
Craftsmanship‐ Strong craftsmanship is imperative. The object must be usable and durable. If your audience is children, children must be able to actually play with it. Understanding your own technical expertise and weaknesses will be important in being able to craft the object. Don’t overestimate your own skills, but don’t take the easiest road either. The craftsmanship of the object or toy should fit the conceptualization of the toy or game, not distract from it.
Measure criteria on scale as follows:
1‐Poor 2‐Unsatisfactory 3‐Average 4‐Good 5‐Excellent
Catalyst:
TBD- Ian Bogost (hopefully)
LATE ADD STATEMENT
Students are responsible for registering for classes and for verifying their class schedules on e-campus. The deadline for adding a Fall Semester class without instructor and academic unit head approval is Tuesday, September 2, 2014. After Tuesday, September 2, 2014, instructor and academic unit head approval is required to add a class for the Fall 2014 Semester. No student will be allowed to register for a Fall Semester class after Thursday, September 11, 2014. No exceptions will be made to these deadlines.
STUDENTS WITH DISABILITIES
Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately to discuss his or her specific needs. Please contact the Office of Disability Services at (540) 568-6705, or visit them in the Student Success Center, Suite 1202, to coordinate reasonable accommodations for students with documented disabilities.
FIRST-WEEK ATTENDANCE POLICY
At the instructor's discretion, any student registered for a class in the College of Visual and Performing Arts who does not attend the first two (2) scheduled meetings of the class (or does not attend the first scheduled meeting of a class that meets once a week) may be administratively dropped from the class. Students dropped for non-attendance will be notified via e-mail by the Dean of the College.
Students who fail to attend the first two meetings of a class for which they are registered but who do not receive an e-mail notification have not been administratively dropped by their instructor. Unless those students drop the course on their own, they will receive a grade at the end of the semester.
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