EDUCATION COURSE PROPOSA

WEBER STATE UNIVERSITY

CREATIVE ARTS EMPHASIS

 

 

Area:  CREATIVE ARTS 

                                                           

Date:   ___October 20, 2009______

 

College: __Applied Science and Technology_____               

 

Department:    __Computer Science

                                                                                   

Catalog  Abbreviation: ___CS__

 

Catalog Title: __Introduction to Interactive Entertainment___

 

Course Number: __1010__      

Credit Hours: __3___

 

Substantive: ______                                                  

New: _X_____                                                 

Revised: ______

 

Course description as you want it to appear in the catalog:

 

This course examines and analyzes the history, philosophy, and impact of digital entertainment (video and computer games along with simulations) on an individual and society. Students take a critical look at the artistic, but also the cultural, economic and social aspects of this expressive medium. Students imagine and articulate their own ideas and work through a series of projects helping them understand the creative challenges behind interactive entertainment design. Implications of certain values embedded in games will be discussed. Elements of the ethical code of conduct for a game creator will be formulated. The issue of balancing individual creativity vs. socio-cultural impact will be also discussed. Students will be required to play video games outside of the regularly scheduled class times. A lab fee is required for this class.

 

Justification:

 

According to the Entertainment Software Association (ESA) video gaming is the fastest growing form of entertainment. ESA announced that total sales for 2007 were $18.85 billion. It was also reported that the motion picture industry saw modest growth in 2007 with a total box office take of $9.66 billion. The Entertainment Retailers Associations (ERA) announced in 2008 that sales of video games have overtaken music sales. According to the PEW Internet project “Nearly all American teens (97%), and more than half of adults age 18+ (53%) say they play video games, and about one-in-five adults (21%) plays video games every day or almost every day”. Simply put, whether good or bad, video games have a significant impact on society.

 

 

 

 

 

 

ARTS & HUMANITIES GENERAL EDUCATION MISSION STATEMENT

 

Becoming a well-educated person requires growing, evolving, enriching and refining oneself as a human being and contributing to a better world.  Becoming well educated involves learning to interact with the world around us as well as preparing for a career.

 

General Education - Creative Arts Emphasis                                                                                                                                    Page 2

 

                                                           

Course Title:__ Introduction to Interactive Entertainment _________________________

                                                                                                           

Department:___Computer Science___________

 

A General Education in Creative Arts and Humanities motivates us to:

 

$    be curious about ourselves and others

$    value learning

$    listen respectfully to the stories of others and recognize the value of differing interpretations

$    recognize multiple pathways to knowledge and their interconnectedness

$    reflect, analyze, and think critically about complex issues

$    act from a basis of knowledge to effect needed change

 

 

The Weber State University Creative Arts and Humanities general education requirements help all students discover their uniqueness and individuality while recognizing the common bonds that unite people everywhere.

 

Students taking courses that satisfy the creative arts general education requirements will gain skills and/or increase understanding in three areas.

Area 1: Students will address at least two of the following skills:

 

__X__ oral, written, or graphic communication

____    reason at an abstract level

__X__       approach issues from multiple perspectives

__X__ use the library, online databases, and other research sources

____    critical thinking, cognitive learning, and problem solving (both individually and in groups)

Area 2: Students will improve or develop at least two of the following skills:

 

__X__ gain knowledge and understanding of key themes and principles in a particular discipline in the humanities

__X__       gain knowledge and understanding of key terminology in a particular discipline in the humanities

__X__       gain knowledge and understanding of the history, underlying theory, and applicable ethical standards in a particular discipline in the humanities

____    gain knowledge and understanding of the methodologies used throughout the humanities

 

 

General Education - Creative Arts  Emphasis                                                                                                                                   Page 3

 

 

Course Title:___ Introduction to Interactive Entertainment _______________________________                      

Department:__Computer Science____________

 

Area 3: Students will improve their ability to do at least two of the following:

 

__X__ identify broad themes and issues in the humanities

____    recognize and appreciate diverse thought and traditions (and their effects)

____    gain proficiency in a second language

____    identify and judge key elements of the humanities

__X__ forge relationships with other disciplines and breadth areas

__X__ recognize biases and influences that shape thinking


 

 

COMPLETE THE FOLLOWING

 

1.   Has this proposal been discussed with and approved by the department?

 

Yes, the department and other departments in the college including the Dean are in full support.

 

2.   List those general education courses in other departments with similar subject matter and explain how this course differs.

 

Other departments offer an introduction to music, jazz, American music, dance, visual art, films, and theater. This is another form of art that has become extremely popular within culture and needs to be addressed due to the potential impact it could have on society.

 

Courses that might be affected include:

·         ART CA1010 Intro to the Visual Arts (3)

·         DANC CA/DV1010 Intro to Dance (3)

·         MUSC CA1010 Intro to Music (3)

·         MUSC CA1030 Introduction to Jazz (3)

·         MUSC CA1033 Intro to American Music (3)

·         THEA CA1013 Intro to Theatre/Survey of Theatre (3)

·         THEA CA1023 Intro to Film (3)

·         THEA CA1043 Intro to American Music Theatre (3)

 

However, this course focuses specifically on video and computer games and the creativity involved in designing an interactive game. The course broadens a student’s perception of creative art in the form of interactive entertainment and exposes them to a new world of art and how it can affect society.

 

3.   If the proposed new general education course affects course requirements or enrollments in other departments, list the departments and programs involved and attach comments from each.

 

 

General Education - Creative Arts  Emphasis                                                                                                                                   Page 4

 

 

Course Title:__ Introduction to Interactive Entertainment ________________________________          

Department:___Computer Science___________

 

Please see attached emails of support from:

 

• Art – Jim Jacobs, Chair of Department

 

• Dance, Music, Theater – Larry Dooley, Chair of Department

 

• College of Arts and Humanities – Madonne Miner, Dean of the College of Arts and Humanities

 

• Entertainment Software Association – Rich Taylor, Senior Vice President for Communications and Industry Affairs

 

4.   Attach a topical outline of the course.  Include the number of contact hours per week and the format of these hours (e.g., lecture, lab, field trip, etc.).

 

See attachment at end of proposal

 

New Courses Only:

 

5.   Discuss how you will assess student learning outcomes associated with this course

 

Student learning outcomes for this course are to help the student understand the impact of interactive entertainment and its technology on culture and society from the perspective of both the game player and designer. Students take a critical look at the artistic, technical, cultural, economic and social aspects of this expressive medium. Students will analyze how advances in hardware have driven game design and capability. Coursework will enable students to better understand the design implications of the game in terms of ethics, creativity and socio-cultural impact. Students will be required to play video and computer games outside of the regularly scheduled class times. Students will work as a team to design a game.

 

Course objectives are mapped to assigned course work. Knowledge and learning will be assessed through:

 

Assignment	General Education Creative Arts Motivations and Learning Outcomes
	Be curious about ourselves and others	Value learning	Listen respectfully to the stories of others and recognize the value of differing interpretations	Recognize multiple pathways to knowledge and their interconnectedness	Reflect, analyze, and think critically about complex issues	Act from a basis of knowledge to effect needed change
Research and reflective papers	X	X		X	X	X
Peer Survey	X		X
Teamwork	X	X	X	X	X
Game Pitch Document		X	X	X	X	X
Game Design Document		X	X	X	X	X
Lens Assignments		X		X	X	X
Game Reviews			X	X	X
Quizzes		X			X
Game Pitch Presentation		X	X	X	X	X
Game Design Presentation		X	X	X	X	X

 

 

Assignment	General Education Creative Arts Area 1
	Oral, Written, or Graphic Communication	Approach issues from multiple perspectives	Use the library, online databases, and other research sources
Research and reflective papers	X	X	X
Peer Survey	X
Teamwork	X	X
Game Pitch Document	x	X	X
Game Design Document	X	X	X
Lens Assignments	X	X
Game Reviews			X
Quizzes		X
Game Pitch Presentation		X	X
Game Design Presentation		X	X

 

 

Assignment	General Education Creative Arts Area 2
	Gain knowledge and understanding of key themes and principles in a particular discipline in the humanities	Gain knowledge and understanding of key terminology in a particular discipline in the humanities	Gain knowledge and understanding of the history, underlying theory, and applicable ethical standards in a particular discipline in the humanities
Research and reflective papers	X	X	X
Peer Survey	X
Teamwork
Game Pitch Document	X
Game Design Document	X
Lens Assignments	X	X	X
Game Reviews	X	X	X
Quizzes	X	X	X
Game Pitch Presentation	X	X	X
Game Design Presentation	X	X	X
Lectures	X	X	X

 

 

 

Assignment	General Education Creative Arts Area 3
	Identify broad themes and issues in the humanities	Forge relationships with other disciplines and breadth areas	Recognize biases and influences that shape thinking
Research and reflective papers	X	X	X
Peer Survey	X		X
Teamwork	X		X
Game Pitch Document	X	X	X
Game Design Document	X	X	X
Lens Assignments	X	X	X
Game Reviews	X	X	X
Quizzes	X	X	X
Game Pitch Presentation	X	X	X
Game Design Presentation	X	X	X
Lectures	X	X	X

 

The Game Pitch and Design documents will focus on teamwork to identify an area of learning in which a game can be created to meet educational objectives. Basic skills needed to complete the documents will include: Art, English, Communications, Computer Science, Music, and TBE. Depending on the games being designed other skills needed could be Math, History, or any other discipline to which the game learning is directed.

 

Current General Education Courses and Existing Courses Seeking General Education Status: 

6.   Discuss how you have assessed the applicable or identified student learning outcomes associated with this course.

 

The student learning outcomes have been identified by working with industry representatives from Disney and Hill AFB which have an interest in both video gaming and simulations. The assignments and assessments in this course are targeted to meet the general education creative arts guidelines along with the following additional skills identified by qualified industry and academic representatives:

• Communicate effectively with team members in various electronic formats using oral, visual, and written methods.
• Generate an awareness of the social and artistic aspect of interactive entertainment and its possible influence on culture.
• Apply the principles of graphic design, information design and usability design in the generation of interactive entertainment projects.
• Describe the appropriate technological choices associated with the software and hardware used in a broad range of interactive projects.
• Analyze interactive entertainment products and assess the artistic and social features identified with game play.
• Explain such legal issues as copyright and the process of obtaining the use of original and licensed material in media project.
• Explain ethic issues involved with the creation and design of video game projects.
• Design and interactive entertainment product to meet specific goals of education and apply the principles of video game play to game design.
• Design a portfolio that demonstrates interactive entertainment writing and design competency.

 

Outcomes for the course have been assessed through a variety of means including peer surveys, research papers citing sources, video game reviews assessing creativity, artistic, and game play, group projects where students must evaluate peers, quizzes to determine the level of learning, individual assignments related to artistic, creative, and ethical subjects, and a final individual assignment focusing on any changes of opinions or thoughts on interactive entertainment.

 

7.   How has this assessment information been used to improve student learning?

 

The CS1010 Introduction to Interactive Entertainment course was first taught fall 2009. We know that assessment is a continuous process so faculty members are involved in reviewing assignments and curriculum along with other institutions and industry advisors.  Thus far, the current semester has shown through lecture feedback and assignments that students are meeting the general education objectives. Research papers based upon academic citations show a high level of interactive entertainment cultural awareness. Lectures and assignments indicate that students are debating various opinions of creativity, design, and game logic along with gaining an understanding of the social aspects of interactive entertainment. Group work indicates that students are learning to communicate and function as a team. Students understand and accept other forms of opinions and at least recognize biases and influences of thought. They also have gained an understanding of how interactive entertainment can be a pathway to other disciplines such as Visual Arts, Music, English, Computer Science, Psychology, and more. As the course continues to mature, student learning will be continually assessed through the assignments, quizzes, and projects to determine where changes need to be made in order to achieve the highest level of learning.
                              

 

 

 

Syllabus – CS 1010 Introduction to Interactive Entertainment
Instructor:	Greg Anderson
Phone:	801-626-8098
E-Mail:	ganderson@weber.edu
Text:	The Art of Game Design: A book of lenses, Jesse Schell, Morgan Kaufmann,  0123694965   The Art of Game Design: A deck of lenses, Jesse Schell, Morgan Kaufmann, 0615218288   Both materials are required!   The course is also supplemented with scholarly research articles pertaining to course objectives.
Course Objectives:	This course examines and analyzes the history and impact of interactive entertainment (video games, computer games, and simulations) and its technology on an individual and society from the perspective of the game designer and player. Students take a critical look at the artistic, technical, cultural, economic and social aspects of this expressive medium. Students will analyze how advances in hardware have driven game design and capability. Coursework will enable students to better understand the design implications of the game in terms of ethics, creativity and socio-cultural impact. Students will be required to play video and computer games outside of the regularly scheduled class times. Students will work as a team to design a game. A lab fee is required for this class.
Students with Disabilities:	Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in room 181 of the Student Services Center. SSD can also arrange to provide course materials (including this syllabus) in alternative formats if necessary.
Allocated Time:	You should anticipate spending three hours of study per week for each credit hour of a university course.
Homework, Group papers, and Group Projects:	Homework problems are to be submitted for grading on the date specified in the schedule. It is HIGHLY recommended that you complete the assigned homework problems since the final project is based on of the material learned within the assigned chapters.
Cheating:	Cheating on any assignment will not be tolerated.  This includes any form of copying without documenting the source, copying answers on a test, copying text without documenting, and all other forms of plagiarism and unethical academic behavior. Cheating will result in an automatic failure from the course regardless of the situation! It will also result in your records being turned over to the institution for further action if needed.
Grading:	NO LATE WORK Total Group and Individual Assignments 45% Quizzes 15% Final Project (Team Evaluations worth 15%) 40%

 

Schedule: (tentative)

 

 

 

Detailed Student Learning Outcomes by Course Activity

 

After completing the creative arts general education requirements, students will discover their uniqueness and individuality while recognizing the common bonds that unite people everywhere.

 

Area 1: Oral, written, or graphic communication

 

Throughout the semester students will be required to write individual papers citing academic resources and video game reviews. These assignments will require skills to read academic writings or posted expert opinions, process the information in a summative form, and then offer the opportunity to provide a personal opinion.

 

The final project reinforces oral and graphic communication skills in that students will be required to create a PowerPoint presentation and orally present the project to the class.

 

Area 1: Approach issues from multiple perspectives

 

Students will have to complete surveys and present the information in a tabular and summary form asking peers for individual perspectives on different interactive entertainment subjects. This assignment provides an opportunity for the student to examine how their opinion compares to others and creates a time for self-reflection.

 

The video game reviews requires students to research different opinions on video games and then to compare and contrast those opinions with their own.

 

Area 1: Use the library, online databases, and other research sources

 

All papers must be based upon an academic citing. Within the course time is allowed to review how students can access library material online along with the electronic databases.

 

The library also has video games and consoles for student use in order to complete the video game reviews.

Area 2: Gain knowledge and understanding of key themes and principles in a particular discipline in the humanities

 

Interactive Entertainment is one of the more popular activities in our culture and is based upon creativity, artistic and logical foundation principles.

 

The game design document and pitch paper prompt students to think creatively. Not only must they consider the user interface and logical aspects of the game play along with software and hardware specifications, students must also gain knowledge and understand the artistic and musical aspects of the game.

 

A broad range of ideas are discussed with each game focusing on educating the game player on a particular subject (i.e. math, science, health, etc.). Social aspects of gaming are also introduced with a strong emphasis on communication and working as a team.

 

 

Area 2: Gain knowledge and understanding of key terminology in a particular discipline in the humanities

 

Lectures and assigned course readings examine both the scientific and artistic aspects of

interactive entertainment. Students will become well versed in industry terminology and gain an

understanding of key topics addressed within the interactive entertainment discipline.

 

Area 2: Gain knowledge and understanding of the history, underlying theory, and applicable ethical standards in a particular discipline in the humanities

 

Lectures and readings examine the history and underlying theory of interactive entertainment along with cultural and societal views on usage. Both the cultural ethical and moral opinion will be discussed within the lectures and brought to light through the peer surveys. Students will gain an understanding of cultural acceptance and biases through the surveys and academic readings.

Area 3: Identify broad themes and issues in the humanities

 

A variety of creative arts themes will be presented through the examination of video games and

the written game reviews. Lectures will help students understand the creative role in designing

worlds, characters, and levels along with functional game play itself being an art. The game

design document and pitch permit the student to implement the knowledge learned through

lectures and readings.

 

The lectures, readings, and game reviews require students to be introduced to gaming genres

which represent a variety of interactive entertainment themes.

 

The LENS assignments introduce students with the opportunity to implement lecture and reading

skills by addressing different aspects of interactive entertainment from a design perspective.

 

Area 3: Forge relationships with other disciplines and breadth areas

 

The pitch and game design document assignments must focus on an educational aspect that can

be taught by playing the game. Other disciplines of study will be the focus of the game being

designed. Through this assignment students will understand the relationship of game design with

a variety of other disciplines including but not limited to computer science, art, music, theater,

english, communication, tbe, history, math, physics, and more.

 

Area 3: Recognize biases and influences that shape thinking

 

The academic readings and papers will begin to help students recognize cultural bias towards interactive entertainment while the survey of peers will reinforce cultural or individual thinking. Through these assignments along with class discussions and participation students will be influence to think for themselves in contrast to society.

 

 

Correspondence:

 

From Jim Jacobs, Chair, Department of Visual Arts

 

 

>>> Jim Jacobs <jcjacobs@comcast.net> 10/23/09 11:29 AM >>>
Hi Greg,

I finally found some time to look over your proposal. It sounds like a  
great course.

We'd love to work with CS to build a program along the lines of what  
Shell has going at Carnegie Mellon.

Jim

 

 

 

 

From Larry Dooley, Chair, Departments Dance, Music, and Theater

 

 

Hi Greg,

 

I sent this proposal out to our faculty to see if there were any issues that might be raised. Not only did those who responded agree that this new course would not interfere with our offerings in the DPA, many of them commented that your course looked interesting and innovative.

 

Thank you for checking with us. We would like to offer our full support for this new CA course.

 

Sincerely,

Larry Dooley

 

Larry Dooley, Ph.D.

Chair, Department of Performing Arts
Associate Professor of Theatre
Weber State University
1905 University Circle
Ogden, Utah  84408-1905
PH. (801) 626-6432

 

 

 

 

 

From Joanne Lawerence, Dance Program director

 

Larry,

This looks like a great proposal, especially the requirement to play video games outside of class time.  For those who don't already play, this will be eye opening -- an immersion into another culture.

Joanne

Joanne L. Lawrence
Dance Program Director
Department of Performing Arts
1905 University Circle
Weber State University
Ogden, UT 84408-1905

 

From Madoone Miner, Dean, College of Arts and Humanities

 

Dear Curriculum Committee Members (and others),

While it may seem strange for the Dean of Arts & Humanities to support the creation of a course from Computer Science, that is precisely what I want to do--and to support granting Creative Arts General Education credit to students who successfully pass the course.  I am speaking of the Interactive Games course proposed by Greg Anderson.

I've met with Greg and reviewed his proposed syllabus.  I support CA GENED credit for Greg's class because it clearly engages students in artistic and critical analysis of an exceptionally popular medium: games developed for today's technology.  These games come alive with particular story lines and imagery; to understand today's culture, students should be reading the games critically.  Like a contemporary art history class, or a class in the contemporary novel, Greg's class will engage students in analysis of their own cultural moment.

Sincerely,
Madonne Miner


Dean, College of Arts & Humanities
Weber State University
1904 University Circle
Ogden, UT  84408-1904

801-626-6424 (phone)
801-626-7422 (fax)
madonneminer@weber.edu

 

From Rich Taylor, Dean,Senior Vice President, Communications & Industry Affairs

Entertainment Software Association

 

 

 

 

 

 

 

October 27, 2009

 

To Whom It May Concern:

 

I am writing on behalf of the Entertainment Software Association (ESA), the U.S. association exclusively dedicated to serving the business and public affairs needs of companies that publish computer and video games. Greg Anderson shared with us his efforts to include his course, Introduction to Interactive Entertainment, as part of Weber State University's creative arts general education curriculum. Part of ESA's ongoing mission is to educate policymakers and the public about the transformation of computer and video games from a children's hobby to a major economic and creative force in the United States, on par with film, music and television, as noted in Mr. Anderson's proposal. As a fast growing, passionate industry, we support Mr. Anderson's efforts to continue to educate students on the limitless potential of the computer and video game industry as an outlet for creative expression and viable part of the 21st century economy.

 

Sincerely,

 

 

 

Rich Taylor

Senior Vice President

Communications & Industry Affairs

Entertainment Software Association