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TheGameJamGuide
SaraCornish,MatthewFarber,AlexFleming,KevinMiklasz
CarnegieMellonUniversity:ETCPress
Pittsburgh,PA
TheGameJamGuidebyETCPressislicensedunderaCreativeCommons
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Copyright©byMatthewFarber,SaraCornish,etal.andETCPress2017
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Contents
PARTI.INTRODUCTION
1.TheGamesforChangeStudentChallenge
2.MoveableGameJams
3.ABriefHistoryofGameJamsSandeChen
PARTII.HOWTORUNAGAMEJAM
4.GeneralGameJamFormat
5.ThreeIntroductoryActivitiesPictureTalk,YouaretheGame,HackTicTacToe
6.TipsandTricksforRunningaSuccessfulMoveableGameJam
PARTIII.UNIVERSALGAMEJAMACTIVITIES
7.RemixingFluxx(CardGame)Theme-ableActivities
8.ClassicCharacterMakeovers(Drawing)Theme-ableActivities
9.It’stheRemix(Scratch)Theme-ableActivities
10.GamesBasedonMovies(BoardGames)DesignProcessFocusedActivities
11.PixelPressandiPads(PixelPress)DesignProcessFocusedActivities
12.SonicScavengerHuntandMonsterMash-Up(YellofierElectrified)DesignProcessFocusedActivities
13.ModdingPong(Scratch)ModdingFocusedActivities
14.ModdingMusicalChairs(PhysicalGame)
ModdingFocusedActivities
15.BrickBreakers(StopMotionVideo)ModdingFocusedActivities
PARTIV.INTROTOFUTURECOMMUNITIESTHEME
16.ReimaginingTheOregonTrailDeluxewithSmartTechnologies(Paperprototyping)
17.NYCCarpoolRemix(Scratch)
18.SmartCitiesStories(Twine)
19.SustainableSimpsons(HTMLCSSjavascript)
PARTV.CLIMATECHANGEGAMEDESIGNACTIVITIES
20.TimeTravelClimateGame(Twine)
21.PolarDash(Scratch)
22.MakeyMakingitGreen(MakeyMakey)
23.SnakesAreSpreading(HTMLCSSJavascript)
PARTVI.LOCALSTORIESANDIMMIGRANTVOICESGAMEDESIGNACTIVITIES
24.CodeSwitchConundrum(Scratch)
25.ThemeWeavers(CardGame)
26.Let’sGrowaGame(GamestarMechanic)
27.AnImmigrationBreakout(EscapeRoomGame)
28.MapBuilding(HTMLCSS)
AbouttheEditors
Acknowledgements
AbouttheETCPress
PARTI
Introduction
WelcometotheGameJamGuide,acomprehensivehandbookthatwillhelpyouorganizeandruninteractive,hands-ongamedesignactivitiesforstudentsaroundreal-worldissues!
Thisguideincludesover20uniquelessonsandactivitiesdevelopedbydigitallearningorganizationsintheHiveNYCnetwork.Thelessonscanbeusedindividually,toinspirenewcurriculartools,orforgamejamevents.ThiscurriculumwasusedinfourMoveableGameJamsthatwererunin2016-2017aspartoftheGamesforChange(G4C)StudentChallenge,anannualgamedesignprogramforstudentsincitiesacrosstheUnitedStates.
Eachactivityinthisguidehasbeenimplementedanditeratedonbasedonstudentfeedbackintoa“onehourlessonplan.”Theguideismeanttobearesourcetoeducatorsrunninggamedesignactivitieswiththeirstudents,andshowthepotentialofteachinggamedesignusingreal-worldstories,issuesandassets.
Thisdocumenthastwosections:thefirstsectionincludesbackgroundabouttheG4CStudentChallengeandsocialissuegamethemes,MoveableGameJams,andadescriptionofthegamejamformatusedin2016-17andthesecondsectioncontains16activitiesdevelopedin2016-17aswellassomeofthebestactivitiesusedinpastgamejams.Intheguide,wereferenceseveralhandouts,andeitherlinktothosedocuments’originallocationsortothis
openlysharedGoogleDriveFolder(https://drive.google.com/drive/folders/0B9kunZCntE5HeXZ0SkgxLTBWMU0
1
TheGamesforChangeStudentChallenge
Agamejamisagatheringofpeople—youth,adults,professionalgamedevelopers,orreallyanyone—todesignandprototypeoneormoregamesinashorttimespan.Themodelissimilartothatofahackathon,whereparticipantshavealimitedamountoftimetoworkonaprojectusinganiterativedesignprocess.
TheMoveableGameJamisaninnovativetakeonthegamejameventmodel,developedbyateamoflearningandgameexpertsinNYC.MoveableGameJamsareone-dayeventswherestudentscometogethertoplay,hackandmakegamesin‘activitystations’facilitatedbylearningpartnersandsubjectareaexperts.AgroupofHiveNYCorganizationshavebeencollaborativelyrunningMoveableGameJamssince2014.In2016-17,fourMoveableGameJamswererunasapartoftheG4CStudentChallengeinNYC,withthemesthatalignedwiththeChallenge’sthreesocialissuetopics.
Thegamejamactivitiesinthisguidecanbeusedasone-offlessons,tohelpyoufacilitategamejams,orusedforotherlearningevents.Weencourageyoutobecreative,andadaptthemtoyourneeds!
TheMoveableGameJameventhasthreemaincomponents:
Allstudentsengageinguidedactivitiesthatintroducethemtosomebasicgamedesignprinciples.Studentschoosetoengageinoneortwooffouravailablestations,each
ofwhichcontainsadifferentgamedesignactivityandisrunbyadifferentorganization.Thiscomponentcomprisesthebulkofthetimeinthegamejam.Thiscomponentwillhavedifferentorganizationsrunningdifferentofstationsineachgamejam,thusmakingboththecontentandlocation“movable.”Thereisafinalshowcaseeventinwhichstudentsshowthegamesthattheyhavemadetoparentsandotherstudentsinsomekindofformatthatmakessenseforthespace.Intotal,atypicalmoveablegamejamcanrunfor3-4hours.
Theeventsinthisdocumentalsoaddafourthelementtothegamejam-theyaddedathemearoundwhichtodesigngames,andallgamestationswererelatedtothatthemeinsomeway.Thisextendedtototaltimeoftheeventto6hoursbyaddedlecturesandactivitiesinthemorningbytheme-basedexperts.
2
MoveableGameJams
Everyoneinvolvedbenefits,andMoveableGameJamsbringmanystakeholderstogetheraroundcreativegamemaking.Studentsgettopursueinterestsingaminginaconstructivecontextthatbuildsvaluable21stcenturyskills.Organizationsandeducatorsgettoshareideasandworkloads,connectingandsupportingeachother’sstudentsaswellaslearningbestpracticesfromeachother.Andeducatorsalsogettotryoutnewactivitieswithinterestedstudents.
TheskillsintheP21Frameworkfor21stCenturyLearning(http://www.p21.org/about-us/p21-framework)alignwithcurrentgame-basedlearningresearch.TheP21Frameworkincludesthenecessaryskillsstudentsshouldpossesstobeabletocompeteintoday’sglobaleconomy,whichincludecriticalthinking,problemsolving,communication,collaboration,creativity,andinnovation.
Theinterconnectedsystemsofgamesmodel21stcenturyskills,suchasdesignthinkingandsystemsthinking.AccordingtoRufo-Tepper,Salen,Shapiro,Torres,&Wolozin(https://mitpress.mit.edu/books/quest-learn),whenstudentsaremakingandplayinggames,they“payexplicitattentiontothestatusofgamesasdynamiclearningsystems,asrule-basedmodelssupportingspecificwaysofknowinganddoing.”Theabilitytounderstandinterconnectedsystemsisa21stcenturyskillthatgamescanbeusedtoteacheffectively.AstheFrameworkfor21stCenturyLearningstates
(http://www.p21.org/about-us/p21-framework),asystemsthinkerisableto“analyzehowpartsofawholeinteractwitheachothertoproduceoveralloutcomesincomplexsystems.
Playing,modifyingexistingrules,anddesigningnewgamesaremethodstoteachsystemsthinkingexperientially.Partoftheengagementofgamesincludesthepersistencerequiredtofindsolutionstomeaningfulproblems.Game-basedlearningproponentsnotethepotentialgameshaveinbolsteringachild’screativity,innovativethinking,andproblemsolvingabilities—allofwhichare21stcenturyskills.TheMoveableGameJammodelwasspecificallydesignedasalowcostformatthatcouldboostthese21stcenturyskillsasmuchaspossibleinaone-offevent.
3
ABriefHistoryofGameJams
SandeChen
Onanygivenweekend,thereisagamejamhappeningsomewhereintheworld.Professionalsandstudentsalikeconvergeonthesegamejamsitestofurthertheirskills,tofostercommunity,andtoexperimentwithgamedesign.Thesegamejamsmayfocusonasocialcauseoraspecifictechnology.Thedevelopersmaywanttoexploreathemeanduseawordorsomestartingpointtosparkcreativity.Nomatterthedirection,thegoaloftheparticipantsistocreateaplayablegamewithintheconstraintsinarelativelyshortperiodoftime.
Theearliestknowngamejam,dubbedthe0thIndieGameJam,wasfoundedbyChrisHeckerandSeanBarrettinMarch2002.Intentonencouraginginnovationandexperimentationwithinthegameindustry,theyinvitedaselectcrowdofwell-knowndesignersandprogrammerstodevelopgamesforaspecializedengine.IndieGameJam,whichcontinuedinsubsequentyears,tendedtofocusontechnology-drivenconstraints.Participantsworkedontheirown,onmultipleprojects,orinateam.
Thefollowingmonth,inApril2002,LudumDare(fromtheLatin“Togiveagame”),thefirstvirtualgamejam,waslaunched.TheideaforithadgrownorganicallyfromtheInternetforumofthesamename.LudumDare,whichnowhassoloandteamtracks,challengesparticipantstocreateagamebased
onathemeratherthanconformingtoatechnologicalconstraint.ThemesaresuggestedandvotedonbytheLudumDarecommunity.Itscommunityalsodetermineswhichgamesarethewinners,accordingtovariousjudgingstandards.Thoughsourcecodeisrequiredtobeuploaded,participantsretainallrightstotheirgames.Inmorerecentyears,participantshavebroadcastlivestreamsonTwitchorcreatedatime-lapsevideooftheirgamedevelopmentprogressduringtheevent.
Theseearlyexamplesfrom2002wereinformalaffairs.NordicGameJam,whichwouldlatergrowtobeoneofthelargestsingle-sitegamejamsintheworld,beganin2006asacollaborationbetweentheDenmarkchapteroftheInternationalGameDevelopersAssociation(IGDA),ITUniversityofCopenhagen,andlocalgamecompanies.Theorganizersthereemphasizedthespiritofcollaborationandsometimeswouldnotreleasethethemeuntilteamswereformed.Oncegiventhethemeandrestrictions,teamshadjust48hourstocompleteaworkingprototype.Participantsofallskilllevelswereencouragedtocome,stressingtheeducationalaspectofthegamejam.
InspiredbyIndieGameJam,LudumDare,andNordicGameJam,GlobalGameJam(GGJ)holdstheGuinnessWorldRecordforthelargestgamejamintheworld.FoundedbySusanGold,IanSchreiber,andGormLaiin2008,GGJisamulti-sitegamejamwithmanyofthesamecharacteristicsofitspredecessors.Participantsmayworkalone,thoughteamsaremorecommon,tocreateagamebasedonathemeandoptionaldiversifiers.In2017,over36,000participantsin702sitesin95countriesattended,makingover7000gamesinoneweekend.Thegames,allavailableforplayontheGGJsite,rangefromtabletopgamestovirtualreality,Kinectgames,handheldsandtablets,consolegames,andtraditionalPCgames.
It’sclearwhyeducatorsoftenrecommendthataspiringgamedevelopersattendgamejams.Notonlydotheeventsfostercreativity,collaboration,andcommunity,buttheyalsoinstillthefastprototypinganditerativedesignculturefoundinmanygamecompanies.Participantslearnthelessonsof
“failingearly”inordertoperfectagame.Theymustworkwithteammateswithinatimeconstraintandareexposedtoadiversesetofskillsandpersonalities.Theycomefacetofacewithproductionrealities,whichforcethemtodecidewhichgamefeaturesremainormustgo.Theremaynotbeanymonetarygainfromgamejams,buttheentireexperienceofcompletingagameandlearningfromothersmaybepriceless.
PARTII
HowtoRunaGameJam
4
GeneralGameJamFormat
1. Introicebreaker(30min)2. Themepartnerspresentation(90-120min)3. Lunch(30-45min)4. IntroductoryactivitytothePrinciplesofGameDesign(30-45min)5. Opendesigntime
Session1(50min.atastationofthestudent’schoice)Break(10min)Session2(50min.atasecondstationofthestudent’schoice)
6. Feedbacksurveyforstudents,ShareOutpreptimeforstaff(15min)7. ShareOutevent(30min)
Basedontheaboveagenda,aMoveableGameJameventshouldgoforaboutsixhours.Theeventhasthreeessentialcomponents:anintroductorysection,anopendesigntime,andashareout.Thethemepartnerpresentationoffersanidealwaytobringathemetotheevent,butisnotnecessaryifyouwouldliketorunashorterthree-tofour-hourevent.
IntroductorySection:Thiscomponentstartswithawelcomeandintroductionofstaff,butthemajorityofthetimeisspentinagamedesignactivity.Thatactivityservestwopurposes,firsttoactasanicebreaker,andsecondtointroducestudentstoprinciplesandterminologyingamedesign.Staffandstudentsshouldbeabletoreferbacktoconceptsandtermsintroducedinthisactivitythroughouttheevent.
Aspartoftheintroductoryactivitymakesurestudentsarefamiliarwiththe5partsofagame,orsometimescalledthe5principlesofgamedesign:
SPACE:Wherethegametakesplace.GOAL:Whatistheobjectiveofthegame?Whatareyoutryingtodo?COMPONENTS:Whatarealltheobjectsoractorsinthegame?MECHANICS:Whatactionstakeplaceinthegame.Whataretheverbsinvolved?RULES:Whatcanorcan’tyoudointhegame?Whatdefinesboundaries?Doesplayhappeninrealtimeordoyoutaketurns?
Besuretoaskstudentswhattheyalreadyknowaboutthesetermsorseewhateducatedguessestheymayhavebeforegivingtheanswersaway.
OpenDesignTime:Themeatoftheevent.Studentschoosestationstoattendtobuilddesignsoftheirchoice.Studentagencyisimportanthere,whichmeansbothallowingstudentschoiceofwheretogo,andwhattodoateachstation.Notwostudentcreationsshouldlookalike-thisisachanceforastudenttocreatesomethingnewandoriginalwithstaffguidanceandsupport.Themainportionofthisbookdescribesactivitiestobeusedinthisportionofthegamejam.
ShareOutEvent:Facilitators,volunteers,and(ifavailable)parentswillspendthefinal30minutescheckingoutthestudent’sgamedesignsinsomekindofshareoutformat.Thisallowseveryoneachancetobothsharetheirdesignwithothers,andtogetpersonalizedfeedbackfromotherpeers,staff,andparents.
5
ThreeIntroductoryActivities
PictureTalk,YouaretheGame,HackTicTacToe
Thissectiondescribesthreeactivitiesthatareusedwiththewholegroupinthebeginningofthegamejamsection.Theseactivitiesallhavebeenthoroughlytestedinthegamejammodelandworkwellforthisformat.Inparticular,eachoftheseactivitieshasthefollowingfeatures:1)introducesstudentstothe5principleofgamedesign,2)workswellforanysizedgroupofanyage,3)ismaterial-light,makingiteasytodoinanygivenspace,andeasytocleanupandtransitiontothemainactivitysection,4)allowsstructuredcreativityinashortperiodoftime,and5)fitsina45minperiodincludingtimeforafewgroupstopresenttheirdesigns.
Wheneverpossible,welinkedtooutsidedocumentsneededfortheactivitytokeepthisguideasconciseaspossible.Weeitherlinkedtothosedocuments’originallocations,orwhennecessaryweplacedthedocumentsinthisopenlysharedGoogleDriveFolder(https://drive.google.com/drive/folders/0B9kunZCntE5HeXZ0SkgxLTBWMU0).
PICTURE TALK
(OriginallydevelopedbyInstituteofPlay)
DESCRIPTION
Alight,funandveryengagingintroductiontogamesandgame
moddingthroughgroupplay
SET-UP
PrintedandcutoutblankcardsPrintedandcutoutfilledincardsPens,pencils,orcoloredpencilsScratchpaperAllmaterialsandinstructionsforthegameareinthisfolder:https://www.dropbox.com/sh/84ik13rotn04u81/AACO8Eb3BcdSF4RbxcD2kyZHa?dl=0
Activity
Introducethe5partsofagame.(10min)Callstudentsuptoplaythegameasthedescriber,explainingtherules.(10min)
Theentiregroupactsasthecopiers.Makesuretodemosomeeasy,medium,andhardcards.Alternatively,youcanhavekidsplayinsmallgroups.
Taskstudentswithmakingsomeoftheirowncards.(10-15min)Passouttheblankcardsatthispoint.Notethatintheframework,wearemoddingthegamebymakingourowncomponents.
Studentscanthenactasadescriberforotherstudent-madecards.(10-15).
Takethetimeafteracorrectguesstohavethegroupreflectonwhatmadethatcardeitheragoodorbadone,orwhatmadeiteasyordifficult.Developtheirabilitytoseegameswithacriticaleye.
YOU ARE THE GAME
(OriginallydevelopedbyKevinMiklaszandAlexFlemingspecificallyforMoveableGameJams)
DESCRIPTION
Astructuredgamedesignactivitythatallowsstudentstodesigntheirownanaloggame,playedwiththeirownbody,byshapingthecoreelementsofthegame.Allowsamplespaceforeachstudentgametobeoriginalanddifferentfromtherest,withoutbeingtooopen-ended.
SET-UP
ScrappaperPencils,forwritingdownrulesChartpaperorwhiteboard,withthefollowingprewritten
SPACE:thisroomGOAL:GetthemostpointsCOMPONENTS:Hands,Feet,PaperMECHANICS:Walking,Throwing,GuessingRULES:??
Activity
Introducethe5partsofagame.(10min)Introducetheconstraintfortheirgame.(5min)
Bringoutthewhiteboardorchartpaper.NotethattheSpaceandGoalsarealreadysetfortheirgame,butwedon’tknowwhatitmeansto“getpoints”andthey’llneedtofigurethatout.FortheComponentsandMechanics,theirgamehastoinvolveatleastoneofthethreeitemslistedforeachofthosecategories(ifcaninvolvemorethanone).SothegamemustbeplayedwithHands,Feet,orPaper(pencilsnotallowed)andmustinvolveeitherWalking,ThrowingorGuessing.Therearenoconstraintsontherules-theyneedtocomeupwithwhatevermakestheirgamework.
Breakstudentsintogroupsof2-4todesigntheirgame.(20min)
Encouragecreativethinkingandremixing-oneofthegreatpartsofthisactivityishowdifferenteverystudent’sgameis,eventhoughtheystartwiththesameconstraints!
Shareoutgames.(10min)Youcanusuallyhave3-4groupsshareouttheirgamebyexplainingtherulesanddemoinggameplay.Afterthedemo,makesuregroupspointoutwithcomponentsandmechanicstheychosetouse.
HACK TIC TAC TOE
(OriginallydevelopedbyGlobalKids)
DESCRIPTION
Aquickmoddingactivityaroundaclassicgame,thatishighlystructuredaroundthe5partsofagameAspecialnote-thisactivityworksequallywellwithRock,Paper,Scissors,andthendoesnotrequirethescratchpaperandpens/pencils
SET-UP
Pens,pencils,orcoloredpencilsScratchpaperWhiteboardorchartpaper,withthe5principlesofgamedesignwrittenonit
Activity
Introducethe5partsofagame.(10min)Havestudentsplaytictactoe.(2min)Breaktictactoeintoitsgamedesignprinciplesonthewhiteboard.(5min)
Goal:Get3inarow
Space:3×3grid,onpaperComponents:x,o,pencil,2playersRules:taketurns,ifnoonecanplayit’sadraw,etcMechanics:drawing
Challengeclasstoredesignthisclassicgame.(3min)Notethatthisgameisn’ttoofun-howcouldtheychangeittomakeitmorefun?HavestudentspickoneprincipleofTicTacToetoredesign,tomakethegamemoreinteresting.Theywillprobablyhavetochangemorethanjustthatonecomponenttomakethegameplayable,buthavethemstartwithonethingtheywanttochange(changetheSpacebymakingabiggergrid,changetheRulesbymakingsimultaneousturns),andthenmoveonfromthere.
Studentsredesigntictactoeinpairs.(15-20min)Shareoutofdesigns.(5-10min)
Youcanusuallyhave3-4groupsshareouttheirgamebyexplainingthechangestheymadeanddemoinggameplayAfterthedemo,makesuregroupspointoutwithprincipletheyinitiallychosetofocuson,andwhatotherprinciplestheyalsohadtochangeasaresult
6
TipsandTricksforRunningaSuccessfulMoveableGameJam
IncorporatingPlaytesting
Playtestingisacrucialcomponenttotheevents.Wehavetriedmanyformatsofencouragingplaytestinginourevents,andnomethodhasprovenbest.Sometimesplaytestingisbakedintothestationitself,sometimesplaytestinghasoccurredoutsidethestationsinadesignatedplaytestingspace.Playtestingshouldalwaysbedonebythestudentscreatingthegame,butcanalsobedonebyotherstudentsattheirstation,otherstudentsatadifferentstation,orbythefacilitatorsrunningtheeventorstation.Playtestingcanalsobeformalizedorbedoneveryinformal.Decidingbetweentheseconcernsdependsontheactivitiesbeingusedandthelayoutofthephysicalspace.Butonethingthatshouldalwaysoccuristhatthefacilitatorsshouldreiterateaheavyemphasisonplaytestingtostudentsthroughouttheevent.
NumberofStations
It’salsoworthnotingthattheactivitiesthemselvesaremeanttobeverymodular,andthatanygivengamejamcoulduseanyfouractivities,andthatanygivenclassroomorafterschoolsettingcouldalsoincorporatetheseactivitiestoo.Inthisguide,theactivitiesaregroupedbythemeandsoworkwellinthesepairingsforthemedevents.Ithasbeennotedthatforagamejam,itworkswelltogivestudentssufficientchoicetospecializeintheirinterest,and4stationsreallyprovidethatbest.Twoorthreestationsdon’t
reallyprovideenoughchoice,andmorethanfourreallycreatesgreaterstaffingneedswithoutnecessarilyadditionbenefitstostudentagency.Ifyoucannotrunfourstations,onlyrunningonestation,especiallywithasmallergroupofstudents,isrecommended.
FacilitationTips
Whencreatingandleadinganactivitymakesurethatyouhavebothaneasyentrypointforastudenttoengageinyouractivitywithlittletonopreviousexperience,andmorechallengingoptionsforthosewhohavesomeexperienceorwhomovethroughthecontentmorequickly.Itcanbedifficultforyoungpeopletocomeupwithideasforactivitiesthataretooopenended,somakesuretorefineyouractivitysothatthecreativedecisionsarefocused,forexample,creatingascratchgamefromthegroundupcanbeintimidatingtothosewhodonotcometotheeventwithanideainmind,butremixinganexistinggamebymodifyingoneortwospecificmechanicsismuchmoredoable.
Wheneverpossible,trytotakeadvantageofpeerlearningandpeerleadership.Thosewhospeedthroughanactivitycanhelpexplainwhattodoforthosewhoarehavingtroublegettingstarted.
Whenleadinganactivity,makesuretostayengagedwitheachstudentastheyaremovingthroughtheactivity,don’tsimplyshowthemhowtouseatoolandexpectthemtoflycompletelyontheirown.Studentscanbenefitfromguidanceappliedinsmalldosesalongthewaytobeingabletocreatetheirfinishedproduct.Checkinperiodicallyastheymovethroughthestepsoftheactivity.Askquestionsthatconnecttheactivitythe5principlesofgamedesigncoveredintheintroactivityatthestartofthedaylike“Whatarethecomponentsofyourgame?”and“Whatmechanicsdoesyourgamehave?”
SharingOutStudentWork
We’verunseveraldifferent“shareout”formats.Wetypicallychoosetheformatbasedonthelayoutofthespace,theagegroupofstudents,thenumberofattendees,andthetypesofactivitiesused.Herearesomeoftheformatsused:
Grouppresentations:Studentsthatwanttopresenttheirgamescandosoinfrontoftheentiregroup.Thisformatworksbestwhenyourphysicalspacehasastagethatisviewablebyallparticipants,andwhenyourparticipantsarenotshypresenters.Thisalsoworksbestwithsmallevents-withlargerevents,youwon’thavethetimetogettoeverystudentandsomewillfeelleftoutwiththisformat.
GalleryWalk:Theeventorganizersleadtheentiregrouparoundfromstationtostation.Thefacilitatorsateachstationdescribewhattheirstationwasabout,and1-3studentspresenttheirwork.Typicallythefacilitatorswillspecificallyreachouttostudentswithparticularlyinterestingprojectsaskingthemtoshare,butlikethefirstformatwillnotgiveeverystudentthechancetosharetheirwork.Thisisalsonicebecauseitlet’severyoneseetheworkofeverystation.Thisisprobablythemostflexibleformatthatcanworkwithmostgroupsizesandagegroupsandhasbeenusedthemostbyusasaresult,thoughitcan’tworkineveryphysicalspace.Itworksespeciallywellwithstationsthathaveonegroup-madegame.
ScienceFair:Inthisformat,eachstudenthastheoptiontoeithera)standbyastationandpresenttheirprototypeorb)walkaroundandseeotherstudents’prototypes.Facilitatorsandparentsalsoactaswalkers.Thisformatisscalabletoanynumberofattendees,andworksbestwithstationsthatfeatureindividualwork.Italsoworkswellwithyoungerstudents,whoaremorelikelytohaveparentsshowupandtowanttoshowparentstheirindividualwork.Thisalsoworksbestinplaceswhereallstationsareinoneopenspace,andit’seasytowalkbetweenstations.Thebiggestplustothisformatisthateverystudentwhowantstosharetheirworkcandoso.Awarningthough:thisisdefinitelythemostchaoticshareoutformat,butworksgreatwhendonewell(thereissuchathingasproductivechaos).
Groupdiscussion:Here,theeventorganizersprepareafewreflectionquestionstoposetothegroupasawhole,andhavestudentsanswerquestions
inagroupdiscussion.Thiscanworkwithanynumberofattendeesofanyageandanystationtypes,andworksinmostphysicalspaces.Themainissueisthatitisprobablytheleastengagingshareoutformatandgivesstudentsverylittlechancetoshowcasetheiractualwork,andsowehavemostlyreservedthisoneifnoneoftheothershareoutformatsarefeasible,orifwerunshortontime.
PARTIII
UniversalGameJamActivities
Thissectiondescribesnineactivitiesthatintroducedifferentaspectsofthegamedesignprocess,incontrasttothelatersectionsthatteachthegamedesignprocessinreferencetoaspecificsocialorcivicissue.Thissectionfeaturesgoodapproachableactivitiesthatallowpracticeofdifferentspecificelementsofgamedesign,oronesthatactasgoodintroductoryactivitiestonewtools.
Thefirstthreeactivities(“RemixingFluxx”,“ClassicCharactersMakeovers”and“It’stheRemix”)aredescribedinagenericwayinthisbook,butareeasilyadaptabletofocusondifferenttopicsorthemes,includingthethemesusedinthisyearsG4CStudentChallengeoranythemeyoumightwanttocomeupwith.Inotherwords,athematicelementcanbeaddedquiteeasilytothesehighlyflexibleactivities.
Thenextthreeactivities(“GamesBasedonMovies”,“PixelPressandiPads”,and“SonicScavengerHuntandMonsterMashup”)offeranintroductiontothebeginningaspectofthegamedesignprocess,ideaformationandprototyping.Theseactivitiesfocusingeitherondivingdeeplyintoonespecificaspectofgamesdesign(likeleveldesignwith“PixelPresswithIpads”oraudiowith“SonicScavengers”),orfocusinginabroadwayondevelopinggameconceptsintomechanics(likein“GamesBasedonMovies”).
Thefinalthreeactivities(“ModaClassicVideoGame:Pong”,“ModdingMusicalChairs”,and“BrickBreaker”)areallfocusedonmodding,orchangingup,existinggames.Bystartingwithawell-formedgame,studentareabletolearnaboutgamesassystems,andhowchangingoneelementrequiresrebalancingotherelementstokeepthegamewellstructured.Thisfocusesmoreonthelaterstagesofthegamedesignprocess:improvinganexistingdesignthroughiteration.
7
RemixingFluxx(CardGame)
Theme-ableActivities
(OriginallydevelopedbyAJWebster&ChristyDurham;PresentedbyMatthewFarber&KevinMiklasz)
AGE
Elementary/MiddleSchool
GOAL(S)
KidsredesignaversionofthecardgameFluxx,basedaroundaspecifictheme
SET-UP
PrintedblankcardsheetsPens,coloredpencilsIndexcardslabeledforeachsuit:Keeper,Goal,Action,NewRuleBlackmarkers8copiesofFluxx5.0(http://www.looneylabs.com/games/fluxx)ComparisonchartshowingallthemainActionsandNewRulesinallFluxxversions,andwhichversionshavewhichcards.You’llseethatmanydeckshavemanycardsincommon,thoughtheydon’tallincludeEVERYActionorNewRulewe’vecomeupwith
Author’sNote:Thisisachartofwhatwehavelooselycalled“complexityfactors”foreachversion.Italsoincludestheratioofcardtypesforeachversion,soyoucanseethereissomevariationthereaswell:https://docs.google.com/spreadsheets/d/1npMl3jGhQr-HpTAtQAtvk-NLSTk2lmbZ-McMtXtDCt8/edit?usp=sharing
WARM-UP
IntroduceFluxx,andhave4studentsplayaroundofthegame,whileeveryoneelsewatches.(15min)Breakgameinto5components,followingwhathappenedintheintroactivity.(5-10min)
Goal–MatchyourkeeperstoagoalcardComponents–ThecardsinthedeckSpace–HandsofcardsandplayareaRules–Draw3,play1.PlusnewrulesaddedbythecomponentsMechanics–Drawingandplayingcards
MAINACTIVITY(30min)
Studentsbeginredesigningtheirgameasagroup.TheyshouldstartwithdesigningtheComponentsorNouns.ThencanworkontheRules,orVerbs.Explainthatforthisactivity,theMechanics,Space,Goal,andbaseruleswillstaythesame.ItistheirjobtoredesignthegamebyChangingthecomponents(i.e.cards)inthedeck.Thiscaninvolveaddingnewrules,andwilldefinitelyinvolveaddingnewgoalandkeepercards(thoughthewaytowinstaysthesame).Youcanencouragestudentstosubdividetasks.Forexample,eachgroupmaywanta“producer”whokeepstrackofallthechangesbeingmadeonasheet,and“writer”whowritesnamesonthecardsandwritesouttherules”andan“artist”whomakesthedrawingsonthecards.Allteammembersshouldbeencouragedtobrainstormtogether,atleastinthe
beginningoftheperiod.Towardstheend,theymightfocusmoreontheirindividualroles.Theselectionofthemesisaprettyadaptablepartofthelesson.Youcanconstrainorleaveopentheselectionoftopicsasmuchasyouwish.Forexample,thethemescanbeasspecificas“somethingwecoveredinbiologyinthelastweek”ormoregenerallike“Basedaroundsomebookthatyouhaverecentlyread”tohavingnoconstraintsatall.I’drecommendsupplyingatheme,ashavingstudentsmakeachoiceaboutthethemecanoftenconsumeanoverlylargeperiodoftime,andpotentiallynotaddthatmuchtotheexperience.Ifyouoffernoconstraints,youmaywanttoofferafewexamplethemes,orhaveapoorlyconstructeddeckmadetoillustratetheidea,butdonepoorlysothatstudentsfeelinspiredtomaketheirownidearatherthancopyyours.Forexample,maybeyoumakeathemeof“colors”,withthekeepercardsbeingsetsofcomplimentarycolors.Here’sanotherexampleofanotsosimpleone,doneonthethemeofHamlet.Author’sNote:Thebiggesttakeawaywashowbigadeckhastobetobeplayable-inanhour,agroupof5studentsworkingonthesamedeckthememadeabout30cards,whichwasarelativelyproductivehour.Theytriedplaytestingthegame,butsimplyhadtoofewcardstoplay.Onlineresearchrevealedthatthedevelopersofthegamerecommendabout100cardinaset(withcertainratiosofcardtypes).Afterthesecondgroupmadecardsforanotherhour,onthesamethemeasthefirstgroup,wethenhadenoughcardsforaplayablegame(oratleastforonethatwasn’ttoobrokenduetotoofewcards).Havingbothgroupscontributetoonegameideaworkedwell.Overall,thisstationhadaveryniceanddirectlinktothemes,anditcanaccommodatemanydifferentkindofthemes(asthegameitselfwasmadeinexactlythatway).Foratheme-alignedstation,youcansimplyselectthethemeaheadoftime,andthenhavethestudentsworkonmakingonecombineddeckforthattheme.Inourexperienceagroupof15orsostudentscanmakeafull100carddeckinaboutanhour.
Iftimeallows,letgroupsplaytesteachother’sgameandofferfeedback.Questionprompts:
Whatmakesthesekeeperssimilarordifferent?Howcanyousortthemintogroups?Iseeyouhaveusedthiskeeperinonegoal-arethereanyothercardsitisalsorelatedto,sothatitcanfitintotwogoals?Whataresomemajordisastersinyourtheme?Whatarekeymoments,emotions,and/oreventsinyourtheme?Howcanthosebeturnedintoanewrule?
8
ClassicCharacterMakeovers(Drawing)
Theme-ableActivities
(DevelopedbytheMuseumoftheMovingImage)
AGE
Elementary/Middle/HighSchool
GOAL(S)
Giveanexistingclassicvideogamecharacteramakeoverasyourownnewcharacter.Understandvideogamecharacters
SET-UP
Freedrawingapplication:TayusiSketchesLaptopstoplaysomeclassicgamesChartpapergridScratchpaperDrawingmaterials(crayons,markers,coloredpencils)
WARM-UP
Warm-up(5min)Discusssomeofthegroup’sfavoritegamecharactersandwhatthey
likeaboutthem.Howcanthatinformthekindofcharacterslearnerswanttocreate?
MAINACTIVITY
IntroduceCharacterDesignforGamesSession(20min)Wheredospritescomefrom?Agamedesignermayhaveanideaforacharacterinmindbeforetheyeverbeginprogrammingthegame.Oftentimes,thedesignofthecharacterrelatesdirectlytothestoryandmechanicsofthegame.Whatgamescometomind?We’regoingtobeplayingsomeclassicgames.Duringthetimewe’replayingthegame,keepinmindthedesignofthecharacters,story,andmechanics.Randomlyassignsomeclassicgamestoplayinsmallgroups.(WeselectedPacMan,FroggerandSuperMarioBrothers)Breakintolargegroupsbygame.Fillinachartpapergriddescribingthemechanics,thestory,andthemovablepartsofthecharacterforthegameyouplayed.Thisisagoodopportunitytoreviewthedifferentpartsofagame.Hangyourgridsanddiscussasalargergroup:Whatwerethemechanicsinthegameyouplayed?Didthemechanicscorrespondtothewaythecharacterlookedinanyway?Whatdidyoulike/dislikeaboutthecharacter?Wasthereastoryinyourgame?Ifyes,whatwasit?Ifyouweremakingyourownversionofthisgame,whatwouldthecharacterlooklike?
CharacterMake-Over(20min)Withyourgame’smechanics(e.g.Ourcharacterjusteats.)and/orstory(e.g.Ourcharacterisouttorescueaprincess.)inmind,make-overthecharacterfromyourgame.Don’tbeafraidtoadddesignconstraints,addaspecificchallengeinspiredbythegriddiscussion.(Wedecidedtogivethemtheoptionofusingdigitaltoolsorartsandcraftsmaterials.)
CharacterShare(5min)Asstudentscompletetheircharacters,copyandpreparethemontoalaptopforprojectionforshareout.Duringthelastfiveminutes,watchaslideshowoftheircharactersandaskstudentstogiveshout-outstocharacters.
9
It’stheRemix(Scratch)
Theme-ableActivities
(DevelopedbyMouse)
AGE
Elementary(seeoptionalversion)/Middle/HighSchool
GOALS
PlayandremixasimplearcadestylegameinScratchtotransformitintoanewvariation.PracticemodifyinggamesIncreaseScratchexpertise
SET-UP
1. 5-6Laptopsandpowercords2. InternetAccess3. Openabrowserwindowtobit.ly/mouseghostblast4. Turnoffcomputersound5. bit.ly/pancaker(optional)
WARM-UP
PlayGhostBlast(5min)
FacilitatorguidesstudentstoScratchgame“GhostBlast”(http://bit.ly/mouseghostblast)andallocatesfiveminutestoplayingthegame.Iftherearen’tenoughcomputers,instructstudentstorotateplayingratherthanhuddlingupononecomputer.
Click“SeeInside”toseethecodebehindthegameFacilitatorshowsstudentsthedifferentspritesinthelowerlefthandcornerFacilitatorshowsstudentsthecostumetabforeachspriteandguidesthemtothecostumeeditorandtothebuttontoselectspritesfromthespritelibrary.
MAINACTIVITY
Remixmaincharacter:Thefacilitatorguidesstudentstothespritecalled“goodguy”anddirectsstudentstochangethecostumetoeitheranewimagefromthescratchimagelibrary,ausercreatedimageusingthecostumeeditor,oranimagedownloadedfromagoogleimagesearch.Thosewhouseagoogleimagesearchwillneedtousetheerasertooltocutoutanywhitespaceoredgesfromtheirimages.Resizemaincharacter:
Teststudentgamestoseehowthesizeofthenew“goodguy”spritemeasuresupandadjustthesizeofitaccordingly.Thefacilitatorcanpointoutthe“grow”and“shrink”toolsinScratch.
Studentsrepeatsteps1and2forthetwo“badguy”sprites,creatingnewcostumesandplaytestingthedifferentnewenemies.Studentsremixthebackdrop,countdownsprites,titlesprite,playbuttonandmoreuntilthegameistotallytransformed.StudentscanloginwiththeirownScratchaccountorcreateanewScratchaccounttosavethegame.Pancaker(foryoungerstudents):Foryoungerstudentswhomaybehavingtroublewiththisgametryremixingthepancakespriteand
backgroundforPancaker(bit.ly/pancaker)instead.
10
GamesBasedonMovies(BoardGames)
DesignProcessFocusedActivities
(DevelopedbyMuseumoftheMovingImage)
AGE
Middle/HighSchool
GOAL(S)
1. Createoriginalgamesinspiredbyyourfavoritemovies,andchallengeyourselftotransformclassicmovieplotsintoafun,playablegameofyourowndesign!
2. Experimentationwiththegamedesignprocessviatheconstraintofadaptinganexistingnarrative.
3. Explorationofgamesinspiredbymoviesandgamescreatedasatypeofmoviemerchandise.
SET-UP
Indexcardsw/movietitleandplotdescriptionononesideMarkersPre-cutbutcherpaper(36×36orsmaller)RulersPencils
IndexcardsScissorsGamepiecesTapePrintedimagesofboardgamesinspiredbymovies(takenfromtheMoMIcollectionforthisactivity,butyoucanfindyourowntoo)4-5movies(i.e.,RomeoandJuliet;LionKing;MeanGirls,dependingonagesofattendees)
WARM-UP(10min)
1. Showstudentsimagesofboardgamesbasedonmovies2. Askstudentstoidentifythingsthegameshaveincommon(boardgames,
trivia,etc.).3. Askstudentstothinkaboutchallengesagamedesignermightencounter
whenturningamovieplotorconceptintoagame?4. Askstudentstocreategroupsof3-4.5. Eachgroupwillchooseacardwithamovietitle(plotdescription
included)thatwillbethefocusoftheirdesignchallenge:designaboardgameinspiredbythemovieplot
6. Introducestudentstoavailablematerials.7. Introducefirststep;Usethenext5minutestodevelop1-2conceptsfor
yourgame.Thesewillbesharedwiththelargergroup.(Optional)largergroupvotingonconcepts.
MAINACTIVITY
1. Gameconceptbrainstorm&share-out(5min):Circulateandcheckinwithgroups.Asksmallgroupstoshareouttheirideaswiththelargergroup.Summarizeeachforthelargergroup1. Optional:Facilitatevoting.Ask1-2voterstosharewhat
informedtheirvote.
2. Gamedesign(45min):Instructsmallgroupstogetstarted.Letgroupsknowhowmuchtimetheyhaveuntildebrief.Circulateandcheckinwithgroups.
11
PixelPressandiPads(PixelPress)
DesignProcessFocusedActivities
(DevelopedbyCoderdojoNYC)
AGE
Elementary/Middle
GOAL(S)
Designaplayablelevelinaplatformergame.Practiceiteratingondesigns.
SET-UP
3-5iPadswithPixelPressFloorsInstalledPencilswitherasersStraightEdgeRulersSketchGuide(http://projectpixelpress.com/floors-sketch-guide/)BlankSketchSheets(http://projectpixelpress.com/floors-sketch-guide/)
WARM-UP
IntroductiontoPixelPress.(5min)Whenthestudentsareseatedtheyshouldbedistributedasketchguide/ablanksketchsheet.BrieflyexplaintothemwhatPixelPressisandpass
aroundtheiPadswithPixelPressinstalledtogivethemagoodideaofthegamestheycancreate.
MAINACTIVITY
DesignYourfirstlevel(20min)Tellthemtodrawandonlydrawoneleveloftheirgame.Thistaskshouldtakeabout20minutes.MakesuretheyaredrawingstraightlinesastheiPadwillhaveadifficulttimereadingthesketchesiftheydon’t.Thehandoutsaremeanttobeacomprehensivereferenceguideforstudentswhendrawing,sothatyoudon’thavetoworryasafacilitatoraboutthemrememberingeverythingyoutelltell.Instead,youcanfocusonfilteringaroundtheroomandhelpingindividualstudentsastheydiverightin.Astheyaredrawinglookattheirsketchesandmakesurethingsmakesense.Istheterraindrawnproperly?Isthelevelimpossibletobeat?Istheleveltooboringandeasy?Makesuretoremindstudentsthatthecharacterisonly1boxhighandcanonlyjumpatmost6boxes.Showthemhowtodrawcertainpartsofthegame,likethemovingbricks.Scanandplaytestlevel(10min)
Author’sNote:Oncetheyaredonedrawingthefirstlevel,theywillcometoyoutohavetheirgamescannedintotheiPad.Scanningcansometimesbedifficulttoachieve-wefounditbesttohavefacilitatorshandlethescanningat3-4stationswhenkidsweredonedrawingtoavoidunnecessaryfrustration.ShowthethedesigneditorsotheycanfixtheirappontheiPad.Nowletthemplaythegameandhaveotherpeopleplaythegame.
Modifyandimprove(15min)Thisactivitybenefitsfromaquickdesigntoplaytestcycle,andcanmorethanotherstationsallowmultipleiterationsondesigns.
Encouragestudentstoeithercontinuerefiningtheirfirstlevel,orcreatethenextlevelbasedonwhattheylearned.
12
SonicScavengerHuntandMonsterMash-Up(YellofierElectrified)
DesignProcessFocusedActivities
(DevelopedbySOHNUPEDUwithDJSpazecraft)
AGE
Elementary/Middle/HighSchool
GOAL(S)
Tocollaborateinamusicjambyresearchingtheconnectionsbetweenscience,storytelling&sound.Students(likeScientists,Biologists,researchers,&archeologists)take“samples”fromsoundmakingobjects(asartifacts)&thensequencethecollectedsoundsintheiPadYellofierappinsmallgroups.Solveriddlesofsoundbycollaborating.DiscoveringsoundstorecordthenMash-Up&JamoutaFrankensteinmonstersongtogetherinafreestyleperformance!
SET-UP
Aportablemusicstudio,equippedwithpercussiontoyswhichincludesspecifictech&applications.4-6iPads(orAndroidTablets)with“soundsampling&sequencing”applicationsusingYellofierElectrified
(https://itunes.apple.com/us/app/yellofier-electrified/id916258097?mt=8).Theinterfaceissetupwitharecorderpage,a16slotgridaseach1bardivisionleadingtoastepsequencingpage,aswellasan“effects”sectionthatbegtobeexploredsincetheirbuttonsarecoolcolorfulshapesthatallowyoutocreatevisualpatternswithrhythmicloopingresults.Thepagesareclearlylaidout,&the“YellofierElectrified”applicationisalsocrossplatform.Werkbench(https://itunes.apple.com/us/app/werkbench/id522262614?mt=8)canalsobeusedtoillustratea“DJ”styleinterface,asthatappissetupas2“decks”(A&B)withsliderthatfadeeach“deck”volumeupordown(each“deck”alsohasupto4“decks”thatcanbe“chained”togethertoformlongerpatterns.Smallinstruments/utensils:anythingthatcanmakerecognisablesoundsbypressing,squeezing,swiping,hitting,tapping&/orhovering(suchasDIYPockettheremin(http://www.popsci.com/diy/article/2008-04/build-pocket-theremin-cheap)usingPhotoCelletc.)Children’saudiobooks(theoneswiththestripofimagesdownthesidethatmakesoundswhenpressed),percussiontoyssuchas:rainstick,eggshaker,animalshaker,bells,piecesofmetalthatcanbescrapedorstrucktogether,claves,sandpaper/woodtoscrap,childrenswoodblocks,mbirafingerpiano,childrensmusicaltoys(DJ,piano,computer,phoneetc).
uthor’sNote:IalsoencouragetheuseofamplifiedpersonalsoundmakingelectronicssuchasTeenageEngineeringPocketOperators(https://www.teenageengineering.com/products/po),DIYphoto-synths(seelinkabove),&KorgLittleBits(https://littlebits.cc/kits/synth-kit)modularsynthkits.YoupluginthedeviceofyourchoiceintoasmallbluetoothspeakersoyoucanrecordintoaniPaddirectlyfromthespeakertogetastrongamplifiedsignal.
Ahandoutthatliststhespecific“soundobjects”forteamstophysicallyfind&recordintotheYellofierapp.Ahandoutthatdetailstheaudioprocessesthey’veexperienced(sampling,
sequencing,effectprocessingetc)&wheretheycanfindthesongstheymadeonlinetolistento&sharewiththeirsocialnetworks,embedonwebsitesetc.VerycoolBobMoogSynthesisTerminology(http://moogfoundation.org/learning-synthesis/synthesis-fundamentals/)Placardsatthestationtableexplainingscientificprocess’suchas:Harmonics,Filters,Oscillators,ASDR(Attack,Sustain,Decay,Release)etc.
WARM-UP(5min)
Studentsareofficiallydeemed“ToneScientists”ofPlanetEarth(insertyourgeographicareahere)bySpazeCraftOne,thenworkinteamstofind/createsounds,sample&sequencethencreateamixcollaboratively,amonstermash-upwiththeotherteams.ToneScientistGroupswillhavetophysicallylook&listenaroundthespacetofindwaystomakethe“type”ofsoundslistedintheirscavengeritemchecklist(https://drive.google.com/file/d/0B_y9iN_9Xu4iQ3Zsd01LQmNoY0k/view?usp=sharing).Wewillrecord/Playalive“jam/mashup”withallgroupsfindingsintheMasterMonsterMashMIX.Tomakethiscompetitive,pointscanbetalliedforallsoundscollectedwithinthetimelimitgiven,teamwiththemostpoints“wins”&getstobethe1stteamto“Masterthemix”(theycantellotherteamstolowertheirsound/samplesinthe1stjamsothatothersoundsaremoreprominentinthemixatdifferenttimes&makedecisionslikethat)
MAINACTIVITY
Overviewoftheapplication“Yellofier”functions.(10min)Recordingsamplespageandinterfacelayout:wherethemicrophoneis,etc.transportfunctionsforplayback,stop,tempo(BPM),andpagemenu.
Editpage:Stepsequencer,effects,16stepgrid,samplebanks,auditionsounds
Reviewlistof“SonicDetritus”tohuntfor,andsamplingbegins.(30min)
TheYellofierapphas2bankswith8soundtriggersineachbank.Groupsmakeupto16uniquesoundsthatreflectthelistofsoundstohuntforandreportsbacktotheLandingPaddforfurtherinstructionsandtochecklisttheirsoundcollections.
Chainreaction.(20min)GroupsplugintheiriPad’sintoa5wayheadphonesplitterintoaportablespeakersuchastheSamsonorsmartboardspeakers(byusingaStereoRCAto1/8thinchcable(http://www.guitarcenter.com/Bespeco/SLYMPR180-6-Ft-35-mm-Right-Angle-Stereo-to-2-RCA-Male-OFC-Y-Cable.gc)).Facilitatorsetsoffa“chainreaction”ofsequencesoneachiPadoneatatimebytriggeringeachplaybutton“ONthe1beat”,thefacilitatorthengoestothenextiPadandtriggersinthenextsequence,etc.untilalliPadsaredone.
13
ModdingPong(Scratch)
ModdingFocusedActivities
(DevelopedbyMuseumoftheMovingImage)
AGE
Middle/HighSchool
GOAL(S)
Modifyanexistingarcadegame.UnderstandtheX/YaxisModifyScratchscripts
SET-UP
Printgameworksheet.(https://drive.google.com/file/d/0B6WZ67Ny4yPcNExHNkRkZENPMTQ/view?usp=sharing)LaptopsGotohttps://scratch.mit.edu/projects/10128515/Extraresourcesthatyoucanprintoutforreference:Rules(https://drive.google.com/file/d/0B6WZ67Ny4yPcQzlNcEJLVkd1OTA/view?usp=sharing)
Obstacles(https://drive.google.com/file/d/0B6WZ67Ny4yPccEVvcFhEOExEMjA/view?usp=sharing)KeepingScore(https://drive.google.com/file/d/0B6WZ67Ny4yPcQ1dtVGhtelhxRG8/view?usp=sharing)GameSpace(https://drive.google.com/file/d/0B6WZ67Ny4yPccE5UNGFWaDJQTms/view?usp=sharing)
WARM-UP
IntroducePong-inspiredgame(15min)Distributegameworksheet(https://drive.google.com/file/d/0B6WZ67Ny4yPcNExHNkRkZENPMTQ/view?usp=sharing).Askgrouptoidentifyhowtheirelementsareatworkinpingpong.Goal/challengeComponents/spaceRulesMechanics
MAINACTIVITY
IntroduceProgramming&ScratchInterface(10min)Discussdesignofthegame(10min)
Whendeveloperscreatedigitalgames,everyelementofthegame—thegoal,components,rules,mechanics,andspace—needtobedefinedbytheprogram.Theprogramislikeascriptthattellsthecomputerwhattodo.Inthiscase,alltherulesofPingPonghadtobeprogrammingintoadigitalversionofthegame.Ifwearewritingascriptforoneofthepaddles,whatdoweneedtotellittodo?Openupthescriptforoneofthepaddles,andexplore
Scratchinterface:Sprite(thecomponent)Script(howwe“writeasentence”totellthespritewhattodo)Stage(wheretheactiontakesplace)x/yaxis(helpfultopointoutdirections,andhowtheseareusedinthescript)
Modification(20min)Playthegame–Whataresomeoftheproblemsorglitchesyouencounter?(crossingsides,noboundaries,noscore,boringgraphics,nosound)Howcouldyouchangethisgametomakeitmoreplayable?Morefun?Morechallenging?DistributeScratchcards.Eachstudentwillmodifyatleastoneelementofthegame
1. Space(makeamoreinteresting)2. Components(addobstaclesandchangedifficultybychangingspeed&
movementoftheball)3. Rule(cannotcrosstotheotherside).4. Goal(addscorekeeping)**onlyintroducetomoreadvancedgroups
AftertheyworkthroughthestepsontheScratchcard,theycancreatekeepworkingonmodificationsoftheirchoice.Circulateandhelp.
14
ModdingMusicalChairs(PhysicalGame)
ModdingFocusedActivities
(DevelopedbyInstituteofPlay)
AGE
Elementary/Middle/HighSchool
GOAL(S)
ModifyanexistinggameDevelopplaytestingandfeedbackskills
SET-UP
ChairsConstraintCards(makethemyourself,seedescriptionbelowforexamples)Playtestingfeedbackforms
WARM-UP
ReviewtheRulestoMusicalChairs(5min)ReviewhowMusicalChairsisplayednormallysoeveryonecangetonthesamepage.
Assignteamsandroleswithineachteam(5min)
Timekeeper(tomakesurethegroupstaysontrackinthegiventimeconstraint)Facilitator(makesureeveryvoiceisheard!)Feedbacklead(tomakesurethegrouphasaplanforhowtorollouttheirgameandisreadytodoso)Playtestprovoker(constantlyencourageteamtoplaytesttheirideas)
MAINACTIVITY
Brainstormingandprototyping(20min)Eachgroupisgiventheirconstraintcard(eachalignedtoapartofagame–space,mechanics,rules,goals,components,challenge)andgiventimetostartbrainstorming.GroupsdoNOThavetouseit.Itisjustaplacetostartforinspiration.Sampleconstraints:
Makeitcollaborative(changetherules)Nochairs(changethespace)Incorporateball(changethecomponents)Incorporatehandkerchiefs(changethecomponents)Everyonestaysseated(changethemechanics)Noteveryonewalksatthesametime(changetherules)
Teamsshouldstartbrainstormingimmediatelyandshouldbeplaytestingwithintheirgrouporwithfacilitatorsafter5minutes.Facilitatorsshouldrotatetohelpgroups.
GroupPlaytesting(25min)Modelplaytestingprocesswiththebiggroup.Havethefeedbackleadaskforoneglow,grow,question,ideaDistributeoneplaytestfeedbackformperteam.Thisishowthefeedbackleadshouldrecordfeedbackfromplaytesters.
15
BrickBreakers(StopMotionVideo)
ModdingFocusedActivities
(DevelopedbyMuseumoftheMovingImage)
AGE
Middle/HighSchool
GOAL(S)
Learnstop-motionmovie-makingskills.Modifyanexistingarcadegame
SET-UP
3-4labtopsforinitialgroupplay(canbedoneononebigscreenasagroup)stickynotesmarkers/coloredpencilspaperscissorsfilmingsetup
Cameraconnectedtocomputerwithstop-motionsoftwareinstalledFilmingscreen
WARM-UP
IntroductiontoBrickbreakers(10min)Insmallgroups,studentswillplayanonlineversionofthearcadeclassic“SuperBreakout,”(http://www.bit.ly/SuperBreakOut)andthenregroupforaquickdiscussion:
Howcouldwedescribethisgametosomeonewhohasneverplayed?Doesthisremindyouofothergamesyou’veplayed?Whymightthistypeofgamebepopularinanarcadesetting?
MAINACTIVITY
DesignPiecesforanewbrickbreakersgame(20min)Insmallgroupsorindividually(dependingontotalnumber)studentswilldesignanewcomponentforthe“ball”figureinabrick-breakergameusingcardstock,markers,andscissors.Studentsshouldbepromptedtothinkabouthowtheirversionwillbehavedifferentlythantheclassicversion.Somequestionstoconsiderifstudentsneedmoreprompting:willthespeedchange?Whathappenswhenittouchesabrick?Doesthedirectionchange?
GroupAnimations(30min)Usingpost-itsasthe“bricks,”eachsmallgroup/individualwillhaveaturntoanimatetheiruniqueballfigureusingstop-motionanimation.Eachsmallgroup/individualwillbechallengedtoanimateaspecificnumberofframes(atthediscretionofthefacilitator,basedontotalnumber).Therestofthegroupshouldparticipatebyofferingsuggestionsandfeedbackthroughouttheanimationprocess.Encouragestudentstotakeondifferentroles,andtoswitchthoserolesovertime.Rolescanincludevideographer(personwhotakesthepictureforeachframe),director(makessurethepictureisready
tobetake,andcallsout“shoot”),animators(rearrangespiecesbetweeneachframe).Studentscanbringhometheircomponent/balldesignasatakeaway,andfinalanimationscanbemadeavailabletoshare.
Samplevideofrompreviousgamejam:http://bit.ly/GameJamAnimation
PARTIV
IntrotoFutureCommunitiesTheme
Thegamejamactivitiesinthissectionweredesignedtoencouragestudentstoapplygamemakingtoconceptsrelatedtosmarttechnology.
Oneofthe2016-17G4CStudentChallengethemesfocusedonFutureCommunities,withassetsandresearchmaterialsprovidedtostudentsbyCurrentbyGE.Thisgamethemeinvitedstudentstodesigngamesaboutsmartcities.
HereistheG4Cpromptstudentsfollowed:
Smarttechnologieslikesmartphonesandwirelesssensorsgiveusfeedbackintheformofdataabout thepeople,places,and infrastructure that surroundus, lettingus see thingslikehowmuchenergyweconsumeorhowfarwe’vewalked.
Imagine a community where smart technology is available in the cities’infrastructuretocollectdataabouthowthatinfrastructureoperates,andtheactivityinor around it. This smart technology is built into street lights, public transportation,chargingstations,solarpanels,andinsidethecontrolsofbuildings.
Thenimagineyouhavethepowertousethisdatatomakethesedifferentutilitiesandsystemsworktogether,andimprovecitizens’wayoflife.Makeagamethatshowshowsmarttechnologycanmakeyourcommunity,schoolandneighborhoodabetterplacetolive,learnandplay.
Formoreinfoonthistheme,visitthestudentchallengepageatwww.gamesforchange.org/studentchallenge/nyc/future-communities/.
16
ReimaginingTheOregonTrailDeluxewithSmartTechnologies(Paperprototyping)
(DevelopedbyMuseumoftheMovingImage)
AGE
Middle/HighSchool
GOALS
PlayTheOregonTrailDeluxethenreimagineandprototypeaversionofthegamewhichfactorsinsmarttechnologies.Experimentationwiththegamedesignmodificationprocesswithaspecificconstraintinmind(adaptingtoincludesmarttechnologies).
SET-UP
5-6iPads+chargers5-6LaptopsandpowercordsFelttippensChartpaperorcutwhitecraftpaperRulersPencilsInclusionofanactivitysheetthatallowthemtocompareandcontrastthe1848OregonTrailtothe2016OregonTrail(The1848gametreeis
listedwhilethe2016gametreehasblankspaceswherethestudentcanfillincomponentsoftheirupdatedversion.)
WARM-UP
1. EachgroupwillplayandreimagineTheOregonTrailDeluxe(https://archive.org/details/msdos_Oregon_Trail_Deluxe_The_1992)factoringinavailableandfuturesmarttechnologies.GroupswillpaperprototypeaspecificpartoftheirimaginedgameappusingPOP(PrototypeonPaper).(https://popapp.in/)
2. PlayTheOregonTrailingroupsof2-3(10-15min)HelpparticipantsfindagrouptojoinRemindgroupstotaketurnsduringgameplay
3. Discusstheirgameplayingroups(10min)4. Asksmallgroupstodiscussanyimmediateideastheyhadabout
incorporatingcurrentorfuturesmarttechnologiesintothegame5. Askgroupstoshareouttheirinitialideas
Takenotesasparticipantscomment6. Askgroupstothinkaboutdifferencesbetweenthisgameandmodern
app-basedgames,specificallyincontrolsandmovingforwardinagameTakenotesasparticipantscomment
7. Takeastepbackanddiscussthegameasawhole:Whatisthisgameabout?Whatkindoftechnologyisavailabletothepioneersinthegame?
MAINACTIVITY1.Firstmod(5min)
1. Firstmod(5mins)
ModifytheplayertypesasalargergroupAskthelargergrouptocomeupwithanadditional2-3characteroptionstothegame(e.g.artist,activist)
Divideintogroupsbasedonwhichcharacterthey’dliketodesignfor
2. Characterattributes(5min)Distributepaper(chartpaper/butcherpaperpiece)andpenstogroupsAskgroupstotakejustafewminutestocomeupwiththefollowingdetailsfortheircharacters,orifthatseemstoochallenging,justhavethemthinkabouttheworldofthegame:
Howmuchmoneydotheyhaveatthestartofthegame?Wherearetheywhenthegamebegins?Whatsmarttechnologiesmighttheyhaveaccessto?Whatskillsmighttheyhavethatwouldhelpthemontheway?whatskillsmighttheynothave?
3. Introductiontoprototyping(5min)Introducestudentstotheprototypingprocess
Takethephotosw/theiPadcamerathenimportintoPOPapp(https://popapp.in/).(ThePOPappwasnotusedduetolackoftime.Increaseworkshoptimeto75-90minforthisactivity.)
Showexample(ifavailable)Introduce/remindparticipantsregardinganydesignconstraints:SelectedcharacterandattributesGametakesplacein2016Prototypeonespecificpartofthejourney(e.g.theartististravelingbetweenCincinnatiandLexington)Includeaconflict/challenge(e.g.Sambrokealeg)
4. Prototyping(20min,orastimeallows)Instructsmallgroupstogetstarted.Letgroupsknowhowmuchtimetheyhaveuntilshare-out
Circulateandcheckinwithgroups
17
NYCCarpoolRemix(Scratch)
(DevelopedbyGlobalKids)
AGE
Middle/HighSchool
GOAL(S)
Remixaanexistingscratchgametobestmakeacasetothemayortoincludecarpoolingservicesinyourcity.Activityprompt:ThenewmayorofNYChastemporarilybannedcarpoolingservicesandtechnologieslikeUber,Lyft,andGettafteraseriesofprotestsandstrikesfromNYCtaxidrivers.ThemayorhasaskedNYCresidentstoremixthisgame(https://scratch.mit.edu/projects/127493891/)tomakeacasefortheseservicesandtechnologiesandhowtheybenefitNYC.
SETUP
5-7laptops
WARM-UP(15min)
Facilitatorintroducestopicoftheday:creatinggamesastoolsforadvocacy.Breakstudentsintogroupsof3-4andaskthemtodiscussthefollowingintheirgroups:
What’syourfavoritegame?Doesthatgamehaveanarrativeormessage?Howisthatmessagecommunicatedinthedifferentelementsofthegame?
Startoutwithagoodexampleofagameforchange(thatstudentscouldplay)andidentifyhowthenarrativeisweavedintoeveryelementofthegameCoveredcontentaroundsmarttechnology,specificallycarsharingapplications(studentswerefamiliarwiththetools,butnotthebenefitsordrawbacks)
MAINACTIVITY
1. “NYCCarpoolChallenge”Play!(5-10min)FacilitatorguidesyouthtoScratchgame“NYCCarpoolChallenge”(https://scratch.mit.edu/projects/127493891/#player)andallocatesfiveminutestoplayingthegame.Iftherearen’tenoughcomputers,instructyouthtorotateplayingratherthanhuddlingupononecomputer.
2. “NYCCarpoolChallenge”Analysis/Processing(8-10min)Facilitatorengagesyouthinshortdiscussion:
Howdidplayingthisgamemakeyoufeel?WhataresomeofthemessagestheNewYorkTaxiandLimousineCommissionaretryingtocommunicatewiththisgame?Doyouthinkthegameiseffectiveorconvincing?Whichelementsofthegamedoyouthinkmakeiteffectiveorconvincing?
3. Scratchplatformoverview(8-10min)Facilitatorpresentsstudentswiththegamechallengeandtheirmission(toadvocateforcarpoolingservicesandtechnologies,based
onlearningsfromthe“FutureCommunities”morningpresentations).Facilitatorthenprovidesstudentswithashortoverview(https://www.youtube.com/watch?v=W80SFOejcio)oftheScratchplatform.
4. “NYCCarpoolChallenge”Remix(15-20min)Ingroupsofthree,studentsusethefollowingScratchcheatsheet(https://docs.google.com/document/d/1puND9smokAK20iNv-xDwrYrxn86E3BxMJYPoYtW50Ng/edit)toremixthe“NYCCarpoolChallenge”.
5. RemixPlaytest(5min)Facilitatorasksstudentstosavetheirgamesandplaytesteachother’sremixes
6. Possiblefollow-upquestions:Whataresomeofyourfavoritegames?Doanyofthemhavemessages?Whatarethey?Arethesegameseffectiveindeliveringthismessage?Ifso,why?Howdidplayingthisgamemakeyoufeel?WhataresomeofthemessagestheNewYorkTaxiandLimousineCommissionaretryingtocommunicatewiththisgame?Doyouthinkthegameiseffectiveorconvincing?Whichelementsofthegamedoyouthinkmakeiteffectiveorconvincing?
18
SmartCitiesStories(Twine)
(DevelopedbyMouse)
AGE
Middle/HighSchool
GOAL(S)
StudentscreateaTwinegameaboutfuturecitiesfromatemplate.Studentsareintroducedtotwineandthetemplatefromwhichtostarttheirgameandencouragedtofindachallengethatinterruptstheirstoryandforcesthemtogointomoredetailofhowtheircityusestechnologytobeasmartercity.
SET-UP
LaptopsThistemplate(https://drive.google.com/file/d/0B9kunZCntE5HaUlKZkIzTlQ1WVk/view?usp=sharing)Givestudentsalittlemoresstructurearoundthestorytheywillbewriting.Filloutnotjustthefirstnode,butperhapstheTransportationandArts/Culturenodesaswell,andleaveexamplesoflinkingwith[[thisformat|node]]betweenthedifferentdistrictsAuthor’sNote:IftherewereolderlearnersIwouldmaybewantanode
withsomeofthebasicIfcodeforthosewhowanttomake“keys”toentercertainareasAuthor’sNote:IfwegaveawayUSBstickswe’dhavetheabilitytoputsomeone’stwineprojectontheirUSBdrivetoeditathome,andIthinkitwouldbealoteasiertoexplain.SomesortofGameJamdropboxspaceorgoogledrivespaceandalinkthatthestudentcouldwritedownwouldbeapossiblesolutionaswell
WARM-UP(10min)
IntroducestudenttoTwine(http://twinery.org/2/)showthemtemplatetostart.(MustbedownloadedontoadesktoporuploadedintoTwinetoview)
MAINACTIVITY(50min)
StudentsbeginfillingoutoneofthebranchesofthestoryShowstudentshowtotesttheirstoryStudentscontinueworkingontheirstory,untiltheyarestoppedandaskedtoaddin“somethingthatgoeswrong”withthegovernor’svisitEncouragestudentstoaddchoicesthatrelatetowhatmakesthiscityso“smart”togetpastobstaclesStudentssavegamesandcansharethemviahttp://www.philome.laoranotherservice(e.g.,DropBox)
Someexamplesofpreviousstudent-producedGAMES!(https://drive.google.com/open?id=0B9kunZCntE5HVmQ4OXR3dksyUFE)←Agoogledrivefolderof.htmlfilesthatarestudentproducedTwinegames.
19
SustainableSimpsons(HTMLCSSjavascript)
(DevelopedbyCoderdojoNYC)
AGE
MiddleSchool/HighSchool
GOAL(S)
LearnHTMLasyoumodanexistingprogramaboutsustainability.Technologicallyattheendofthisprojectthestudentshoulddemonstrateastrongunderstandingofhoweachofthe3majortechnologiesareutilizedonthisHTMLpageandthespecificpurposeeachtechnologyserves.Activityprompt:ThepopularAmericanSimpsonsfamilyiscurrentlyfacingalittlebitofaproblem…theyaren’trecyclingandtheirwasteisbeingputintheHudsonRiver.Utilizingthefollowingtechnologiestohelpthembecomeamoresustainable/eco-friendlyfamily.IdeallythestudentorgroupisascreativeaspossiblewithideasastohowtomaketheSimpsonsfamilymoreeco-friendly.
SET-UP
Computers/laptopsForReference:https://github.com/CoderDojoNYC/SustainableSimpsonsMozillaThimble
HTML–Forbasicpagescaffolding/structuringCSS–EverythingatthestartofthisprojectisapureCSSlegoblock[Simpsons,waste,river]Javascript/jQuery–Animatingthelegos/blocksofwasteintotheriver
WARM-UP(10min)
Draft3ideasforhowacity(imaginaryorreal)canbemoresustainable.
MAINACTIVITY
**NOTE:eachofthesesectionsofstepscanbedoneindividuallyandinnoparticularorder**
Group1
*studentswillnoticefromthegetgo,somethingiswrong!Lisaismissing!(5min)
1. Findandverifythatthecssclassforlisaisavailableinthecsssection.2. CreateanewdivelementinbetweenBart&Maggie.3. Addtheclassnames“lisa”and“lego”tothenewlycreateddivelement.
Group2
*Changethebackgroundofthecanvas(5min)
1. Addabodycssidentifierbody(/*code-goes-here}2. Withinthatnewlycreatedidentifieraddthefollowinglines:
Background-image:
url(“http://vignette3.wikia.nocookie.net/simpsons/images/c/ca/742_Evergreen_Terrace.png/revision/latest”);background-size:cover;background-position:center;
Group3
*UseIMG’s–ChangeCSSSimpsonsoutforimgs(5min)
1. Locateeachfamilymember’sdivwiththeclass“lego”and“<simpson-name>”
2. Placeanimgtaginthemiddleofthisdiv3. Addasrccorrespondingwiththecorrectnametothisimgelement:
Homer–https://static.simpsonswiki.com/images/thumb/1/1b/Homer_slipping.png/180px-Homer_slipping.pngMarge–https://upload.wikimedia.org/wikipedia/en/0/0b/Marge_Simpson.pngBart–https://upload.wikimedia.org/wikipedia/en/a/aa/Bart_Simpson_200px.pngMaggie–https://upload.wikimedia.org/wikipedia/en/9/9d/Maggie_Simpson.pngLisa–https://upload.wikimedia.org/wikipedia/en/e/ec/Lisa_Simpson.png(**oryoumayfindyourownimagesandlinkthesrc**)
4. Ifyou’dliketheadjustthesizeoftheseimages,utilizethewidthattributeontheimgelement.(i.e.width=”175)
Group4
*AdjustHTML–SortthetrashintodifferentHTMLelements(10min)
1. LocatethesectionwhereallthetrashelementsarecurrentlyinHTML2. Sortthenamesofthewasteelements.Potentialtypescouldinclude:
PlasticPaperGlassFishTrashMetal
OrganicElectronicWaste
3. Changethenameofeachpieceoftrashtothewasteelementbylocatingthespanelementineachcontainingdivelement.
4. AddaninlinestyleorcreateanewCSSclassforeachwasteelementbyaddingabackground-colorattribute.
Group5
*UseData-attrstomanipulateJSloopoftrash–Sortthetrashtothenewlycreatedsortingcenters:(10min)
1. LocatewheretheHTMLelementisfortheHudsonRiver.2. Addsimilardivelementsforthenumberofrecyclingcentersyou’dlike.
Potentialtypescouldinclude:CompostBinRecycleBinLandfill
3. Addauniqueidorclasstoeachtrashdivelement4. Addacontrolstatementinthejavascript,iforswitch,mutatingthe
directionsobject,addingvariousdirectionsex:directions[“left”]=200towhereyoursortingcentersarelocated(*Ifthestudentcanorcannotextrapolateonwhereandhowthe3majortechnologiesareutilizeonthepage,itshouldbeobviousbasedontheiranswerwheretheycanextrapolateontheircurrentproject.)
Positioningofelementsaren’tright?–adjusttheHTML.Trashisallthesamecolor?–studentsneedtodivedeeperintoCSS/inline-styles.Recyclingisgoingtothesameplace?–thinkaboutasortingcentermanipulatingthejavascripttrashforloop.
PARTV
ClimateChangeGameDesignActivities
Thegamejamactivitiesinthissectionfocusonclimatechange.
ClimateChangewasathemeinthe2016-17G4CStudentChallenge,withmaterialsandexpertiseprovidedbytheNationalOceanicandAtmosphericAdministration(NOAA).CertifiedNOAAeducatorsattendedtheMoveableGameJamin2016toinspirestudents’research,andprovidefeedbackontheirgameconcepts.Hereisthepromptforstudentgamemaking:
Scientistshavebeendocumentingclearsignsofawarmingplanet:thehighestamountsofgreenhousegasesinouratmosphere,thehighestglobalsurfaceandseasurfacetemperaturesonrecord,extremesrainandsnowamounts,andrisingsealevels.Everycityisexperiencinguniqueimpactsofclimatechange.
Researchhowyourcitywillbeaffectedbyclimatechangeinthenext20-30years,andmakeagamethatteachescitizenshowtoprepareforourclimatefuture.
Formoreinfoonthistheme,visitthestudentchallengepageatwww.gamesforchange.org/studentchallenge/nyc/climate-change/.
20
TimeTravelClimateGame(Twine)
(DevelopedbyMouse)
AGE
Middle/HighSchool
GOAL(S)
StudentscreateaTwinegamethatputstheminthepositionoftheMayorofNYCintheyear2060.MuchofNewYorkisunderwaterandtheplayerispresentedwithatimemachinetotryandreduceorstoptheeffectsofclimatechangebychangingthepast.Studentsareintroducedtotwineandthetemplatefromwhichtostarttheirgameandencouragedtofindachallengethattheplayerwillovercome.
SET-UP
Computers/Laptopshttp://twinery.org/2/
WARM-UP
1. IntroducestudenttoTwine,showthemthistemplate(http://bit.ly/2gkV3mw)tostart.(mustbedownloadedontoadesktop,
chromebookoruploadedintoTwinetoview.(5min)2. Studentsbeginbyplayingthestorytolearnthepremiseofthegame.(5
min)3. Discusswhatwaslearnedearlierinthedaythatcouldbeusedtohelp
stopclimatechange.(5min)
MAINACTIVITY
ShowstudentshowtoviewthebackendoftheTwinegameandhowtomakealink.(5min)Studentseditthelinkandaddanother“losecondition”branchtotheexistingstructureandsharetheiredits.(5min)Reviewthe“rulesoftimetravel”(can’ttouchanyone,can’tcausephysicalharm)anddiscusspossibledirectionsthegamecouldgo.Whatcanwedo?(5min)Studentsrenametheirgames.(2min)Studentscontinuetoedittheexistingexpositionandaddinnewnodestocreatetwopaths,onethatleadstosuccessandpreventsclimatechangeandonepaththatisunabletostopit.(20min)Studentssavegamesandcansharethemviaphilome.la(http://philome.la/)oranotherservice.(8min)Someexamplesofpreviousstudent-producedGAMES:(https://drive.google.com/open?id=0B9kunZCntE5HVmQ4OXR3dksyUFE)
21
PolarDash(Scratch)
(DevelopedbyMuseumoftheMovingImage)
AGE
Middle/HighSchool
GOAL(S)
Explorehowobstaclesandpower-upsfunctionwithingamesasapolarbeardashestofindretreatingicefloes.Practicereadingscripttoidentifyhowthesystemofaparticulargameworks.Addpersonalityandimprovegamequalitybymodifyingthegame’sscripttoincludeyourownobstacleorpower-up
SET-UP
iPad7laptops,powercables,andadaptorsPolarDashgameonthumbdriveStickynotesChartpaperMarkers
WARM-UP(10min)
1. Framethisstation’sactivity:addingobstaclesand/orpower-upstoagameinspiredbyretreatingicefloesresultingindifficultiesforpolarbearsduetoclimatechange
Whataresomeexamplesofobstaclesinagame?Power-ups?Whatdotheyhaveincommon?Howaretheydifferent?Askstudentstojotdownonstickynotesanobstacleandapower-upforourpolarbear(Thesecanberealorfictional.)thenaskparticipantstoshareoutandaddtochartpaperorwall.
MAINACTIVITY
Introductiontochallengeandsourcegame(15min)Prepareparticipantstoplaysourcegame,PolarDash,insmallgroupswiththegameatfullscreenwhilethinkingaboutanyexistingpower-upsorobstaclesalreadybuiltintothegame.Doesplayingthegamechangetheideasyouhadaboutyourobstaclesorpower-ups?Ifso,how?AssiststudentsintransitioningfromfullscreentoworkingscreenwithscriptopenThegame’scurrentobstaclesincludedodgingblocksoficewhichdamagethebear’shealth.Whereshouldwelookforthescriptsthatcontrolthebear’shealthdamageandinteractionwiththe“icebergs”?Oncestudentshaveasenseofhowthescriptsarestructuredfortheexistingobstacle,askthemtopickoneobstacleorpower-upthey’dliketoaddandlistthefirststepthey’llneedtotaketomakeitpossible.Invitestudentstoshareout.Invitethosewithsimilarideastoworktogether.Helpthemmovearoundthespaceifseatingneedstobereadjusted.
Preparationformodifications(5min)Oncestudentsaresituatedintheirworkinggroups(pairsideal),askthemtowritedowntheirfirstthreestepstomakingtheirmod
(findingimages,etc.)Circulateandcheckinwithgroups.
Gamedesign(25min)Instructsmallgroupstogetstarted.Letgroupsknowhowmuchtimetheyhaveuntildebrief.Circulateandcheckinwithgroups.
22
MakeyMakingitGreen(MakeyMakey)
(DevelopedbyGlobalKids)
AGE
Middle/HighSchool
GOAL(S)
StudentsmustusetheMakeyMakeycircuitboardtocreateagamethatteachesitsplayersabouttheenvironmentalcostofdailyhabitsandconsumerbehaviors,andmotivatesitsplayerstocollaborateinareal-worldgamespacetolowertheircarbonfootprint.Studentswillapplyanunderstandingofcircuitryandconductivity,gamedesign,andhowactionsandproductshaveacostontheenvironment.
SET-UP
1Computerpergroupof2-4studentswithinternetaccess,andwiththefollowingScratchprojectpulledup:https://scratch.mit.edu/projects/135500597/1MakeyMakeyClassic(https://shop.makeymakey.com/products/makey-makey-kit?variant=219582674)kitpergrouplinkedtocomputer.1GameDesignWorksheetpergroup:tinyurl.com/GlobalKidsMGJgamedesign1C02EmissionsHandoutpergroup:
http://tinyurl.com/c02emissionshandout○Thisworkshopbestfollowsaworkshoponeveryday“green”behaviorslikerecycling.Facilitatorsshouldincorporatethisadditionalcontentaswell.
Conductivematerialsincludinganyofthefollowing:potatoes,apples,tinfoil,paperclips,batteries,metalwires,cannedfoods,andanyfoodslistedonCO2EmissionsHandout.Craftingmaterialsincludinganyofthefollowing:tape,constructionpaper,scissors,glue,popsiclesticks,sponges,legos.
WARM-UP(10min)
IntroducestudentstoMakeyMakeycircuitryanddesign.Explain:Askstudentstogatheraroundasinglecomputer.Askwhoknowswhata“circuit”is?Elicitthatacircuitisacircleorloopofenergy.Itmustnothaveanyholesinorderfortheenergytotravelallthewayaround.ShowstudentstheMakeyMakeycircuitboardwith“Earth”,“Click”,“Space”,and“up”,“down”,“left”,and“right”arrowplates.Explainthatthis“CircuitBoard”islikeanexternalkeyboardoragamecontroller(theoldfashionedkindthatneedsawiretoconnecttothecomputer).Inorderfortheplayertousethecontrols,youasthegamedesignerneedtocreateancircuit.Theplayerpushedonthebuttonsbyclosingthecircuit.Explainthatstudents’jobasgamedesignersistocreatetheinteractionthattheplayerhaswiththeMakeyMakeycontroller.Youmustcreateanopencircuit(thecircleisincomplete)sothattheplayercanclosethecircuit(closethecircle)andpushabutton.
MAINACTIVITY
HaveonestudentholdoneendofanalligatorclipthatisattachedtoEarth.ExplainthatEarthislikeoneendofthecircle.Theotherendofthecircleisgoingtobeoneofthearrowplatesandwhenthisbuttonis
pushed,somethingwillhappenintheScratchprojectshown.Nowwehavetwoendsofthecircle.Inorderforthecircuittobeclosed,theyneedtotouchoneanother!Askthestudentstohighfiveandseewhathappensinthescratchgame(makesureyouhavealreadyclickedthegreenflagtostarttheproject).(5min)
ProcessingQuestions-tech:Whatisacircuit?Whatisthebeginningofthecircuit?(key,suchasthearrow)Thenendofthecircuit?(Earth)Whatwasinbetween?(Conductivematerialslikehumans!)
ProcessingQuestions-design:Howdidyouhavetointeractorcollaboratewithoneanother?Wherewasthegamespace?(BothINthecomputer,andOUTSIDEintheworld.)
ElicitthatthecomputerorScratchgamecanbeusedtotrackormeasurewhatwedoinanin-persongame.Youallaregoingtodesignagamewheretheplayersdiscoverhowtobeapartofthesolutionbyinteractingwithrealworldmaterials.(2min)Showstudentswhateachplateonthecircuitboardwilldoandexplainthatthisgameisdesignedtoteachitsplayeraboutbehaviorsthatwilleitherhelporhurttheenvironment.Theirchallengeasgamedesignersistoconnectthebuttonsresultingintreewithitemsthatrepresenthelpfulbehaviors,andtoconnectthebuttonsresultinginsmogandtrashwithitemsthatrepresenthurtfulbehaviors.Refertothediagramsonpage2oftheGameDesignWorksheet.(http://tinyurl.com/GlobalKidsMGJgamedesign)(5min)ShowstudentsasetupwhereEarthisattachedtoatunacan,atreebuttonisconnectedtoapapercutoutofarecyclingbin(attachedwithtinfoil),andatrashbuttonisconnectedtoapapercutoutofatrashcan(attachedwithtinfoil).Demonstratetheiftheplayerputsthetunacan(arecyclablematerial)intothetrash,itisnotagood
behaviorfortheclimateandresultsinatrashcanontheScratchproject,butiftheplayerplacesitintherecyclingpaper,thisisabehaviorthatisgoodfortheenvironmentandresultsinatreeintheScratchproject.(2min)Pointoutallthecraftandconductivematerialsandexplainwhichmaterialsmaterialsare“conductive”meaningthattheenergyofthecircuitcantravelthroughthem.Tellstudentstousethereferencematerialsandtheworksheettofigureouthowtheywantthegameplayertointeractwiththematerialstolearnaboutwhatisgoodorbadfortheenvironment.ShowthemhowtousetheplanningsheetprovidedtothinkaboutwhichmaterialscanrepresentwhichoutcomeintheScratchgame.ProvidestudentswiththeCO2EmissionsHandout(http://makeymakey.com/how-to/classic/),orotherreferencematerialsandencouragethemtoconsidereveryday“green”behaviorsandmaterials.(30min)
23
SnakesAreSpreading(HTMLCSSJavascript)
(DevelopedbyCoderdojoNYC)
AGE
Middle/HighSchool
GOAL(S)
Architectagamethatwillallowthestudenttolearnhowhtml/css/javascriptcanbeimportedviascriptsandthenmanipulatedtoworktogethertoformapolishedgame/product.Thisisavariationofthepopularsnakegameutilizinghtml/css/javascript.Asthesnakegoesaroundthegamecanvas,itwilleatuptheremainingfood,growinglargerandlarger.
SET-UP
1. Computers/Laptops2. Projectassets:https://github.com/CoderDojoNYC/SnakesAreSpreading
(https://github.com/CoderDojoNYC/SnakesAreSpreading)3. Newsarticle:https://insideclimatenews.org/news/01032016/venomous-
snakes-climate-change-northern-us-canada
WARM-UP(10min)
Grabasheetofpaperandwriteinstructionsforacoupledifferentelementsthatwillmakeupthecoreofthegame.
Score–whatwilleachpieceoffoodbeworth?1point?10points?Controls–howwilltheusercontroltheirsnake?Doesleftmeanleft?Upmeandown?Challengethestudenttodesignauniquegameexperiencefortheiruser.Design–whatwillthegamecolorslooklike?(optional:explainwhatacolorpaletteis)
Havingthesethingswrittendownonaphysicalpieceofpaperisagreatexercisemakingthestudentandorteamthat’sdesigningthegameagreeonsomefoundationalblocks.Thisplancanalsobereferencedandleaneduponshouldthestudentgetstuck.
MAINACTIVITY
GiveyourgameanameviaanHTMLelement(2min)ex:(<h1>MyAwesomeGameName</h1>)
Addagamesurface(“canvas”)foryoursnaketospread(2min)ex:(<canvasid=”the-game”width=”400″height=”320″/>)
Giveyoursnakesomestyling.Locatethespotintheindex.htmlfilewherethe“insertthestylesheet”isandaddinthefollowing(2min)
<linkrel=”stylesheet”href=”style.css”type=”text/css”>Belowthedivcontainingthecanvas,drafttheinstructionsonhowtoplayyourgame(10min)Insertthescriptwhichcontrolsyoursnake.Locatethespotintheindex.htmlfilewherethe“insertthejavascript”isandaddinthefollowing(2min)
<scripttype=”text/javascript”src=”game.js”></script>Addainstructionsfortheuseronhowtostartthegame.(5min)
(Hint–Line23)Keys(5min)Findthevariable‘keys’online165,thisiswhathelpscontrolyoursnake.
Utilizingthewebsitehttp://keycode.info/insertthekeythatwillstartyourgameinthestartgamearray.(ex:start_game:[13,32])Repeatthesameconceptinstep7,butforthearraysleft,right,up,down.(7min)
PARTVI
LocalStoriesandImmigrantVoicesGameDesignActivities
24
CodeSwitchConundrum(Scratch)
(DevelopedbyGlobalKids)
AGE
Middle/HighSchool
GOAL(S)
DrawingfromstoriestoldbytheAssociatedPress,studentswillidentifysomeofthechallengesfacedbySyriansenteringtheUSasasylumseekers,andwillhackagameinScratchinordertoimprovethegame’simpactandpromoteunderstanding.Studentsexplorethelivedrealitiesofimmigrationpolicyandpublicperception,asexperiencedbyarefugeeyouthSyriawhohasrecentlymovedtoNewYorkCity.
SET-UP
Setuplaptopswithinternetaccess,loggedintoastudentaccountonscratch,withtheJourneyofaSyrianRefugee(https://scratch.mit.edu/projects/142124761/)gamepagepulledupAhmed’sStoryHandout(https://docs.google.com/document/d/1utd0BcjTkHoGxYVabBh_lxL3MzNbO9qbJa1AfZuDqD8/editforeachgroupHackIt!Handout
(https://docs.google.com/document/d/1m6aSsuPSkw_nk_OUgyuF6WUOf6yIB7z9RsXEadaDKug/editforeachgroupSyrianRefugeeExperienceInfoSheets(https://docs.google.com/document/d/1TSBCFS_AQk3aEUDqApHFl0rIl5LxBJzhioipwgKWkkU/editforeachgroupStudentloginsforScratch
WARM-UP(10min)
1. AskstudentswhattheyhaveheardoftheSyrianpeopleandtheeventstakingplaceintheirhomeland,orintheirmigrationprocess.ElicittheirideasandthenexplainthattherearemanypeopletryingtoseeknewhomesbecauseofawarinSyriaoverleadershipandsocialcontroloverthecountry.Ithasbecomedangeroustolivethere,sopeopleareleavingtheirhomesandriskingtheirlivestotraveltonewcountries.Explainthatoncetheysettle,theyhavenewchallengesawaitingthemandhavetoworkhardtocope.
2. PassoutthehandoutsofAhmed’snarrativeandhavestudentsreadeachsectionallowed.
MAINACTIVITY
Introduction(5min)Havestudentsgatheraroundonecomputer.ExplainthattheywillhackagameaboutAhmed-JourneyofaSyrianImmigrant–designedlike“FlappyBirds”.Askifanybodycandefine“playtest”–totryoutagameandseewhathappens-andhaveastudentvolunteertrythegame.Aftertheplaytest,havestudentsidentifythe5elementsofthisgame:(ifthishasbeencoveredearlierintheevent’swarmup)
Goal:Avoidobstaclesthatrepresentstressorsinanimmigrationstory.Stressorsareshownonsixdifferentgamelevels
(immigration,housing,transportation,education,discrimination,andmental/physicalhealth).Mechanics:ClickspacetomoveupanddowntonavigateobstaclesComponents:scenery,obstacles,avatar,“copingabilitypoints”Space:NYCstreets,apartmentbuildings,outside&insideaschoolRules:ifyouravatarhitstheobstacle,thentheplayersloses“CopingAbility”points(i.e.,health).WhenCopingAbilityreacheszero,thegamecutstoa“gameover”screenwiththeplayersaying“Ineedtomanagemystressbetter.”Conversely,whenalllevelsarepassed,thegamecutstoa“win”screen,withtheplayerspritethankingtheplayerforhelpinghimacclimatetohisnewlifeinNewYork.
Debrief(5min)AskstudentsiftheysawanythinginthegamefromAhmed’sstory?Askstudentswhattypesofobstaclestherewhere,anddotheythinktheserelatetoreallifestressorsthatmightimpactimmigrants?Doanyoftheseremindyouofstressorsinyourlife(likeatest,homework,beinghungry,etc)?Explainthatourabilitytocopeorhandlestressfuleventsorobstaclescanbedifferentfordifferentpeople;andwhenwehavealotofstressorsallatonce,it’sevenharder!Askthemtolookatthe“Visuals”sideoftheAhmedhandout,andasktheycouldimagineaddinganyofthoseimagesorsymbolsintothegametomakethegamemoreinteresting.
HackingIntro(5min)Aftertheplaytest,explainthattheirtaskisto(a)usethenarrativeprovidedtothemand(b)hackthegametomakesureitismeaningful,challenging,andfun,sothatpeoplewillactuallyplayitandlearnabouttheseimportantstories.Noteto
studentsthattheimagesintheNarrativeHandoutmayreflectobstaclesinthegame!Demonstratethatstudentscanchangethegameinafewways.Showthemthe“stage”,“sprites”,“costumes”and“scripts”areas.TellthemtheycanhacktheIMAGEStheyseefortheobstaclesbyfillinginablank“costume”ortheycanhacktheSPEEDorFREQUENCYoftheobstacles.Showthemwherethedrawingtoolsareandwherethescriptscanbefound.PassouttheHackIt!Handoutandtellstudenttochooseahackoptiontotryout,dependingontheirleveloffamiliaritywithScratch.Thegivenoptionsinclude:
AddanewObstacleusingthedrawingtool.Changethevelocityorfrequencyofobstacles.Changethesizeofobstacles.Createapowerupthat,whentouched,changesanyoftheabove.
Remindthemthatitisimportanttoclickthegreenflagtoplaytesttheirhack.StudentHackSession(25min)
Studentsclickthe“Remix”buttonandusetheHackIt!Handouttohackthegame.
25
ThemeWeavers(CardGame)
(DevelopedbyInstituteofPlay)
AGE
Middle/HighSchool
GOAL(S)
1. Anexplorationofthemeandcoremechanics,throughthelensofimmigrantstories.
2. Participantsexploretherelationshipbetweenmechanics,contentandthemebymoddinthegameStoryWeavers.
3. Participantswillmodthegameintwoways,firstbymoddingthemechanicsofthegame,thenbymoddingthecontentinanefforttoalignthegamewiththethemeofimmigrantvoices.
SET-UP
PrintandCut:StoryWeaverCardsLink(http://www.instituteofplay.org/wp-content/uploads/2016/12/Storyweavers-2016.pdf)(pg2-11doublesided)BlankStoryWeaverCardsLink(http://www.instituteofplay.org/wp-content/uploads/2016/12/Storyweavers-2016.pdf)(pg.23&26doublesided)ImmigrationResources/SupportsForthcoming
Prototypingmaterials:paperclips,pens,etcWritingUtensils
WARM-UP(10min)
1. ReviewtherulesofStoryWeavers,here:Link.(http://www.instituteofplay.org/wp-content/uploads/2016/12/Storyweavers-2016.pdf)SetupStoryWeaversatatable,soit’sreadytogoforStep1!
2. SomeKeyTerms:CoreMechanics:Thisisagamedesigntermthatcanbethoughtofasthe“centralverbofagame”.ForexamplethecoremechanicsofTicTacToemightinclude:PlacingX’s(orO’s)andtakingturns.Whilethecoremechanicofafootraceisrunning.Mod:Modification;inthegamedesignworld,thiswordstandsinforgameswhicharederivedfromapre-existinggame.Usuallycreatedbyaplayeroruserofthegameitisderivedfrom.Forexample:thegameFreezeTagisamodofTag,andthegameSardinesisamodofHideandSeek.MoreHere(https://en.wikipedia.org/wiki/Mod_(video_gaming).
3. Designthemeprompt:NYCishometothousandsofimmigrants,allofwhom,likepeopleinthepast,havestoriestoshare.MaybeyourneighborsorfamilymembersarrivedintheUnitedStates.Thinkaboutwhattheexperienceasanimmigrantmusthavebeenlikenoworinanyperiodinhistory.Wasithardtofindyourwayaroundthecitystreets?Whatwasitlikeattendingschoolormakingfriends?Thisthemeinvitesyoutocreateagameabouttheimmigrantexperiencesinyourcity.
MAINACTIVITY
FishbowlingStoryWeavers(3min)Explainthatatthisstation,teamswillbemoddingagamecalledInvite3or4volunteerstohelpyoudemonstratethegame.Play2
roundswithyourvolunteersatatable,whiletherestofthegroupwatches.Thenaskthestudentsquestionsabouttherules,goalsandcoremechanicsofStoryWeaverssuchas“Whendidwefinisheachround?,Whowas,orwasthereawinner?Didwehaveachoicebetweenthecardsweplayed?”etc.
ModdingStoryWeavers(12min)Breakthegroupupintoteamsof2-3,andtellthemthattheyhave10minutestomodifythegameofStoryWeaversbyaddingrules,changingthecoremechanics,orchangingthegoalofthegame.
Ifanyteamsareofftoaslowstart,youmaykickstarttheirprogressbyaskingwhattheysawinthedemonstrationofthegamethatthey’dliketochange,whetherthey’dwanttoaddawincondition,orwhetherthey’dliketochangethewaythatplayersgetorplaycards,orwhetherthey’dliketoaddrulesaboutwhatkindsofcardscanbeplayedwhen.Encourageteamstoprototypeorplaytesttheirgameassoonaspossible!Ifagroupisspendingalltheirtimetalking,asktojointheirgroupforaplaytest.Whenit’sgettingclosetothe10minutemark,encouragetheteamstostartwrappingupbyaskingthemtonametheirmod.
Playtest(5min)Once10minutesareupinstructteamstoplaytestthegamesthey’vecreated.
Ifyou’venoticedthatthey’vebeenplaytestingtheirgamethroughouttheirprototyping,thenpairteamsuptoplaytesteachother’sversionsofStoryWeavers:(butkeepaclosewatchonthetimethisrunstheriskoftakinglongerthan5minutes!)Askavolunteerfromeachteamtostaywiththeirmodandfacilitateit.Thenpairplaytesterswithfacilitators.
ModdingtheContenttoAlignwithaTheme(15min)Oncetheplaytestsareover,askeachteamonethingthat
theyobservedduringtheirplaytest.Then,onceeachteamhasshared,askthegroupwhattheythinkthe“Theme”ofStoryWeaversis.Thenaskwhattheythinkthe“Content”ofstoryweaversis.Encouragethegrouptoidentifythecardsasthecontentofthegame.Thenexplainthatwhatyou’vejustdonewastomodifythemechanicsofStoryWeaversandthatnowwe’regoingtomodifythecontenttoaligntoatheme.SupplyteamswithblankStoryWeaverscards,writingutensils,andathemechallengecard.Askvolunteerstoreadthedesignthemealoud.Then,explainthatgamedesignersareoftenchallengedtodesigngamesthatalignwithatheme,ortellaparticularstory.Tellthegroupthattheyhave10minutestomodifytheirmodbychangingonlythecontent,meaningthecards,ofStoryWeaverstoalignwiththethattheme.ExplainthattheycanusetheblankStoryWeavercardstodothis.Again,whenit’sgettingclosetothe10minutemark,encourageteamstowrapitupbyre-namingtheirmods.Thestructureofthisactivitytofirstintroduceparticipantstotheoriginalgamethenlayeringinthethematiccontentworkedverywell.Theyenjoyedcreatinglongnarrativesoutoftheoriginalcardsandwereexcitedtocreatetheirownafterwards.Careshouldbetakentoensurethatparticipantshavefunbutdon’tgotoofarofftherailsandtomaintainasensitiveapproachtotheseriousthemes.
Playtest(10min)Whenthe10minutesareup,instructeachteamtoplaytesttheirgames.Again,ifthey’vebeenplaytestingthroughout,pairthemupsotheycanplaytestwitheachother.Askavolunteer
fromeachteamtostaywiththeirmodandfacilitateit.Thenpairplaytesterswithfacilitators.Wheneachteamhasgottenthroughatleast1round,drawtheplaytesttoaclose.Askeachteamforonethingtheyobservedduringtheirplaytest.Thenaskthewholegroupthefollowingquestions:
Ourgoalwastocreategamesthataligntothistheme:LocalStoriesandImmigrantVoices.Ourapproachwastofirstmodifythegamemechanics,thenmodthecontent.Asgamedesigners,howsuccessfulwasthisapproach?Wouldithavebeenmoresuccessfulifwehadmoddedthisgameintheoppositeorder,firstbychangingthecontent,thenbychangingthemechanics?Whyorwhynot?Movingforward,howwouldyouiterateyourgametoalignmorestronglytothethemeofLocalStoriesandImmigrantVoices?
Wrap-up(5min)Thankeveryonefortheirtime,andaskforhelpcleaninguptheprototypingstations.
26
Let’sGrowaGame(GamestarMechanic)
(DevelopedbyGlobalKids)
AGE
Middle/HighSchool
GOAL(S)
CreateearlystageconceptsforgamethemeandcharacterLearntodesigngamelevelsonGameStarMechanicIncorporatesocialjusticeissuesintoyourgamedesign
SET-UP
1. Designguideprintout(worksbeston11×17sheetofpaper)https://drive.google.com/file/d/0B0_HDxAjial0QVdjWVluZFFIbWM/edit?usp=sharing
2. Stickerlabelshttps://drive.google.com/file/d/0B0_HDxAjial0bmRzMkRkV1JVc28/edit?usp=sharing
3. Coloredpencils4. Oldmagazines,scissors,glue5. ComputerspreloadedwithGameStarMechanicpremiumaccounts
WARM-UP
1. Introductiontosocialjusticeissues(1-2min)
MAINACTIVITY
DesignPiecesforanewbrickbreakersgame(15min)Thedesignoftheprintoutsisrelativelyintuitiveandneedslittleintroductionforstudentstojumprightin.Stationparticipantsreceiveadesignguideprintout.Theyalsoreceiveapageofstickerlabels(https://drive.google.com/file/d/0B0_HDxAjial0bmRzMkRkV1JVc28/edit?usp=sharing)withtextofdifferentcolorsthatprovideseveraloptionsforcharacters(postman,skateboarder,basketballplayer,mermaid,etc),issues(cleanwater,accesstofood,equaltreatment,etc),places(Brooklyn,myhome,theocean,etc)andmechanics(jumping,distributing,researching,collecting).Participantsplacethestickersinthecorrespondingspotsofthesentencestartertocomeupwithacoregameidea,astheywouldfilloutamadlib.Ifthey’dlike,theycancomeupwiththeirownideasinsteadofusingthestickers.Ifthereistimeinthissectionoftheactivity,studentscanflipoverthesheetandfilloutsomemorespecificsabouttheirgame.
Gamethemecollage(15-20min)Participantswillreceiveseveralmagazines,gluesticks,scissors,andmarkerstocreateacollageimageofthepremiseofthegame.Promptsforparticipantswhoarestuck:
Whatwouldyourcharacterlooklike?Whatimagescanyouusetodemonstratewhatyourcharacterdoesinthegame?Whatimagescanyouusetoshowwherethegametakesplaceandwhatissueyourcharacterfightsfor?
GameStarMechanicleveldesign(15-20min)Facilitatorsaskstudents:Doyouwanttobringyourgametolife?TheyinformparticipantsthattheycanuseGamestar
Mechanictogrowtheirgame.Participantswillreceivelaptops.LaptopsshouldbeloggedintoPremiumaccountsofthewebsiteGamestarMechanic.ParticipantsshouldbringtheirGrowaGamedocumentwiththemtothecomputer.Facilitatorsdirectstudentstothegameandlevelsettings,wherestudentscanusetheirgrowagamedocumenttofillinthegame/levelintroandwinmessagesbeforetheystartdesigning.Theseshouldcorrespondtotheconceptforthegametheyhadbrainstormedinthepriorsection.FacilitatorsshouldalsoshowstudentsthebasicsofGamestar:
Howtoplaceblocks,avatars,andenemies.Howtomakechangestoenemymovementandtraits.Howtochangethebackgroundofthegame.
Onceparticipantsknowhowtodothesethings,theymaybetappedbythefacilitatorstoexplaintheseideastootherparticipants.Facilitatorsmaychoosetoprovidestudentswithpre-createdenvironmentsonGamestar,orprovideblankworkshopspaces,dependingontime,ageetc.Thissign(https://drive.google.com/file/d/0B0_HDxAjial0X0lyNmtTeTNRSUk/view?usp=sharing)(oronelikeit)willalsobepostedtohelpstudentsmatchthemechanicstheylistedontheirdesignsheetstocomponentsthatmayexecutethesemechanicsingamestarIt’seasyforkidstogetlostintheworldofGameStar.Besurethatyouconnectkid’sdesigninginGameStartotheiroriginalgameconcepttheywrotedownearlier.Promptingquestionsforfacilitators:
Howwillyoudesignthespacesoitmatchesthecoreideayouhad?Whichavatarwouldbebesttorepresentyourcharacters?
Whatdotheenemiesrepresentinyourgame?
27
AnImmigrationBreakout(EscapeRoomGame)
(DevelopedbyMatthewFarber&KevinMiklasz)
AGE
Middle/HighSchool/Adult
GOAL(S)
Studentsdesigntheirownbreakoutset,withadistinctimmigrantvoicesthemeembedintotheirpuzzlechoices.
SET-UP
1. TwoBreakoutEDUkits(http://www.breakoutedu.com)Onesetupasdescribedinwarmup,theotherreadyforstudentstoredesigntheelementsintheirowngame.
2. Afewcomputers,forresearch3. Paper4. Markers5. Pens6. Chartpaper
WARM-UP
Kidsplayasample,simplifiedbreakoutgame.(10min)
Thisrequiresabreakoutset.Itusesthedirectionallockandsetsthedirectionequaltocardsuits,usingtheincludedstickers.Italsorequiresthekeylock,thealphalockandthe3digitnumber-lockedblackbox.
Printoutsneededarehere(https://docs.google.com/document/d/1jUt_9cQcYTicPp50Z_cT1RWT0S-wSITstVFh8S6hemM/edit).Theblackboxshouldholdbothprintoutsonthefirstpage(theURL,andtheword->emojigrid),thekeytothekeylock,andasetofplayingcardsofassortedsuits,withcardsAce-5.Thenumberlockontheblackcaseshouldbesetto“111”.Thetwoprintoutsonthesecondpageshouldbeincludedina“folder”thatplayerscanopenandseeimmediately.Thealphalock,keylock,anddirectionallockshouldallbeattachedtotheBreakoutbox.Thealphalockshouldbesettotheword“LIONS”.Thedirectionallockshouldbesettowhateversuitscorrespondtothenumericalorderingofthecardsincludedintheblackbox(i.e.ifthecardsareAceofSpades,TwoofSpades,3ofHearts,4ofDiamonds,and5ofspades,thedirectionallockcomboshouldbeSpades-Spades-Hearts-Diamonds-Spades).Thisdiagramshowshowthepuzzlesconnecttogether,andcanbeusedasreferencesheettogivehintsasneeded.
Story:“Youareaspyteamtryingtotrackdownasecretagent.Yourunintotheagent’shoroomwhentheagentleavestocheckout,andfindabunchoftheagent’spersonalitemsstillintheroom,alongwiththeagent’stopsecretbriefcase,whichyouaretaskedwithgettinginside.Previousintelligencehasfoundtheagenthasbeencarelesswithhispasswordsandlocks,oftenleavingobviouscluestotheminhistravelrecords.Youprettysuretheagentwillbebackintheroomin10minutes,soyouhavethatlongtofindawaytogetintohisbriefcase,andgetoutoftheroom.“Afterreadingthestorytoparticipants,settheclockto10min,andletthemgettoworkgettinginsidethebox.Remindthemthattheyareworkingtogether,andsharinginfoandcollaborationiskey.Also,therearemultiplepuzzlestosolve,somakesuretosplityoureffort,andworktogetheronsharinginfo.
MAINACTIVITY
Recapthegameanditselementsandmechanics(5min)Discusshowthebasicmechanicissolvingpuzzles.Thecomponentstothegamearemainlypiecesofinformation,whichcreatecluesorriddlesthatleadyoutobreaksomekindoflockandsolvethepuzzle.Thinkofeachpuzzleashavingthisstructure:input-lock-output.Youhaveinformationthatyouneedtosolvethepuzzle,that’sthepuzzle’sinput.There’sthelock,orthethingpreventingyoufromgettingmoreinformation.Andthenoncethelockisbroken,yougettotheoutput,whichisusuallymoreclues.Typically,theoutputtoonelockisalsotheinputtoadifferentlock.Itcanbeusefultoshowthediagramabovetotheinitialbreakoutgame.Indicatethatyouwantstudentstobeabletoconstructanewlayoutfortheirbreakoutgame.WhenBrainstormingpuzzles,itcan
alsobehelpfultouseasheetwiththisformat,andtofillinthecolumnsforeachsection:INPUT|LOCK|OUTPUT
Brainstormideasandconceptsthatarethemealigned,writethemonchartpaper(5min)
Author’sNote:Asthefacilitator,thiswillinvolvealotofinthemomentdirectionofbrainstormingandaction.Thisisthepointtoimpartarealsenseofstudentagency,letthemreallytakecontrolofthedirectionofthepuzzlesandtheme,butguidethemlightlytostayontopic.Afterthebrainstorm,thefacilitatorcanpick2-3conceptsthattheydecidethattheywanttofocuson,andthattheythinkmighthavethemostpotentialforagoodbreakoutset.
Studentschoose2-3ideastofocuson.Studentsdesignpuzzlesthatfitwiththattheme(35min)
Mainroleoffacilitatorsinthissectionistoguidekidsinindividualpuzzles,andtoalsohelpkidsthinkabouthowtheindividualpuzzlesmightfittogetherinthebiggerpuzzle.Thefacilitatormightwanttodirectstudentworkbystartingtodrawouthowthestudentpuzzlesfittogetherinadiagram,anddirectingstudentstodeveloppuzzlesthatfillinholesinthatdiagram.Inthisway,thefacilitatoralmostworksastheleadgamemaster.Author’sNote:Itwasveryhelpfultohavethefacilitatoractasleadgamedesigner,andfindwaystoconnectpuzzlestogether,whileleavingstudentsthetaskofdesigningindividualpuzzles.Towardstheendoftheactivity,twoparticipantswereaskedtostartwritingthestoryforthenarrativewhiletheotherparticipantsfilledintheremainingpuzzles,andthatwasdirectedbythefacilitator.Duringthegroupplaytesting,oneoftheseparticipants,thenreadthestorytotheplaytesters.Author’sNote:Studentsmostlyspentthefull2hoursworkingononecollaborativeescaperoomgame.Thisworkedwell,anditwouldberecommendedtohavenewstudentsintheseconddesign
timeaddpuzzlesandideastowhateverthefirstgroupdid,ratherthanstartawhollynewgame.
28
MapBuilding(HTMLCSS)
(DevelopedbyCoderdojoNYC)
AGE
Middle/HighSchool
GOAL(S)
Designamapofthecurrentroomyou’reinutilizingagivenbasestyleguideofelementsand/ordesigningyourownHTML/CSSelements.Thestudentataminimumshouldhavebothastartingandendingpoint(thinktreasuremap!)Havethestudentsbecomecomfortableusinganopensourcelibraryintheircode.Theamazingfont-awesomelibraryisagreatpieceofsoftwarewithexcellentdocumentation.Activityprompt:Immigrantsbydefinitionarenewtotheareatheyarenowlivingin.Attheendofthesession,we’llhaveyourfellowstudentsusethemapyoubuilt(actingasimmigrantstotheroom)tonavigatetheroomtoaspecificplace.
SET-UP
Computers/LaptopsMozillaThimbleLoadtheFontAwesomeIconWebsite(http://fontawesome.io/icons/)for
ReferenceinanothertabUsetheindex.htmlpageprovidedinhttps://github.com/CoderDojoNYC/RoomMap
WARM-UP(10min)
ReviewthePB-N-J(http://sites.ssis-suzhou.net/hourofcode/files/2015/12/pb-and-j-programming.pdf)examplewiththestudentsdemonstratinghowquicklyaninstructionalpointcanbemissedandthesimplesandwichdesigncangoawry.
BonuspointsifyouactuallyhavethephysicalelementstomakeaPB-N-J…itreallyhelpsdrivinghomethepoint.
Usingaphysicalsheetofpaperhavethestudentdrawamapoftheroomtheywillbenavigating.Challengethestudenttobeasdetailedandexactaspossiblemappingouttheroom.Thinkaboutobstacles,bothstaticandvariable.Howwilltheyaccountforobjectsthathavevariedstateintheirmap?Advancedstudentscoulddesignascaleforthisexercisetoensureeachmovementtheirfellowstudentistakingtogettotheendtargetispreciselycalculated.
MAINACTIVITY
WalktheRoom(5min)Havethestudents,withmapandwritingutensilinhand,walktheirownmap,stepforstep(takingnotesastheygo,thingstheywouldchange,areasthatmightneedmoredetail…ORitemsthatcouldpotentiallybesuperfluous).
FirstLineofCode(10min)HavethestudentopenMozillaThimbleandnavigatetotheindex.htmlfile.Utilizingeithertheleft/right/up/downarrowsprovidedORaselectediconinthefont-awesomelibrary,havethestudentinserttheirfirstdirectionaliconusinganicon-tag.<iclass=”fafa-arrow-rightfa-2x”></i>
IftheMozillaThimbleliverefreshfeatureisenabledtheiconshouldnowbevisibleonthewebpageoutput.Ifthiswasthedesireddirectionhavethestudentcontinueuntilthenextdirectionswitchisreached.
Goinginaspecificdirectioncan@timesbealotofcopy/pasting(somethingthatperformingefficientlyisimportantincomputerprogramming).Ifthisisforeigntothestudent,explainthemagicofcut,copy,paste.Adjustthesizeoficonbyutilizingthefont-awesomescalingclasses.ViewtheLargerIcons:http://fontawesome.io/examples/Forsimplification,thisexercisewasbuiltforinlinecss.Shouldthestudentbecomefrustratedwiththeduplicationofinlinecss.Feelfreetoaddacssblockintheheadlikeso.
MainHacking(20min)Givethestudentsomespacetodesignthemapastheirvisionfeelsfit.Questionstoaskduringthistime…
IspureCSSthesolution?WhereFontAwesomeisn’tprovidingwhatthestudentislookingfor.Challengethemtouseapurecsssolutiontocreatea(square–representingatable,circle–representingaplant).Whatcanyoudotoavoidduplicationinyourcode?IntroducetheDRYprincipletothestudentiftheyarefindingtheexercisetoo
easyortheduplicationisbotheringthemhttps://en.wikipedia.org/wiki/Don’t_repeat_yourself.Hasthestudentprovidedascale?Oneicon=OneStep?Howaretheygoingtopresentthat?Atable?Bulletedlistbelowthemap?
Finish(15min)Pairallthestudents/groupswithanotherstudent/groups.Havethemexchangelaptops.(IfDesktopcomputers,seeifprintingisavailable.Ifnot,maybeascreenshotonaphonesothestudentcanwalkthemap)Havetheotherstudentreadthemapandaskanyquestionsupfrontbeforebeginningontheirjourneythroughtheroom.Havethestudentutilizethemap(asanimmigrantoftheclassroom)…walkingonlybasedontheinstructionsgiven.Attheendhavethestudentprovidebothawrittenandverbalfeedbackreportonhowthemapanditsinstructionscouldbeimproved.
AbouttheEditors
SaraCornish
SaraistheSeniorDirectorofProgramsandStrategyatGamesforChange(G4C),theleadingorganizationadvocatinggamesforsocialimpactandlearning,whereshedevelopsnewpartnership-drivenprojectsandleadsonG4C’syouthandlearningprograms.In2015,SaradevelopedandlaunchedthefirstG4CStudentChallengewiththeNYCDepartmentofEducation,whichhassinceexpandedtothreeothercities.ShecuratedtheGamesforLearningSummitin2016,andhelpedestablishthefirstGamesforLearningWorkingGroup.PriortoG4CworkedatUnitedNationsGlobalPulseandFCBHealth.ShehasrungamesattheannualComeOut&Playfestivalandplaysultimatefrisbee.SarahasaMFAinDesignforSocialInnovationfromtheSchoolofVisualArtsandaBAfromVassarCollegeinUrbanStudies.
MatthewFarber
MatthewFarber,Ed.D.isanAssistantProfessorofEducationalTechnologyintheTechnology,Innovation,andPedagogyprogramattheUniversityofNorthernColorado.HeisanEdutopiablogger,aCertifiedBrainPOPEducator,andheisintheiCivicsEducatorNetwork.Lookforhisbook,GamifyYourClassroom:AFieldGuidetoGame-BasedLearning—RevisedEdition(PeterLang,2017),andhissecondbook,Game-BasedLearninginAction:HowanExpertAffinityGroupTeacheswithGames(PeterLang,inpreparation).Tolearnmore,pleasevisitmatthewfarber.com.
AlexFleming
AlexFleming’sfirstgamehemadewasavariationonspaceinvadershebuiltonhisTI-86inschool.Alexisagamedesigneducatorandcurrentlyisa
LearningDesignCoordinatoratMouseinNewYorkCity.In2014heupdatedMouse’sSeriousGameDesigncoursewhichnowistheofficialcurriculumofthe2017GamesforChangeStudentChallenge.AlexhasservedasajudgefortheNationalSTEMVideoGameChallengeandorganizedyouthgamejamsaroundNewYorkCityandChicagoasoneofthefoundingmembersoftheMovableGameJamInitiative.HehasaB.A.inSociologyandActingfromBrandeisUniversity.TolearnmoreaboutMousevisitwww.mouse.org.
KevinMiklasz
KevinMiklasz,Ph.D.,enterededucationasatrainedscientist-hehasaPhDinBiologyfromStanfordUniversity.Bothduringandafterhisgraduatestudies,hehasspenthistimegainingasmatteringofdiverseexperiencesineducation:designingsciencecurriculum,teachingafter-schoolscienceprograms,designingsciencegames,runninga“cookingasscience”blog,designingonlinelearningplatforms,runningprofessionaldevelopmentforteachersandprofessionalengineers,andanalyzingeducationalassessmentdata.KeviniscurrentlytheDirectorofDataandAssessmentatBrainPOPwhereheisdesigningandanalyzingnew,playfulandmeaningfulassessmentsonBrainPOP’swebsite.KevinisalsooneofthefoundingmembersoftheMoveableGameJamInitiative,andhasparticipatedinallofthe16MoveableGameJamsruninNYCtodate.TolearnmoreaboutKevin,pleasevisitkmiklasz.blogspot.com.
Acknowledgements
Manypeoplecontributedtothiscollectionofgamejamcurriculaoverthelastthreeyears.Thislistofacknowledgementsisatbestabriefone.
WefirsthavetothankTheHiveDigitalLearningFundintheTheNewYorkCommunityTrust.WeareingeneraldeeplyindebtedtotheHiveLearningNetworkNYCforspawningtheinitialformatfortheseevents,andthecollaborativespiritthatmadeamulti-organizationaleffortlikethispossible.In2016,GamesforChangereceivedagranttocontinuetheMoveableGameJamsforasecondyearandintegratetheinitiativeintothe2ndannualG4CStudentChallenge,astudentgamedesignprogramthatinvitesmiddleandhighschoolstudentstocreatedigitalgamesaboutissuesimpactingtheircommunities.
Wealsowanttothankallthestudentsandparentsthatbroughttheirenergy,enthusiasm,andvaluableweekendtimetoparticipateintheseevents.MostoftheMoveableGameJamswerecenteredinNewYorkCity,buttheyalsotookplaceinChicago,Albany,LosAngelesandSanFrancisco.
WealsoneedtothankthenumerousorganizationsthatcontributedtotheMoveableGameJamInitiativein2016,whetherbyhelpingrunevents,writecurriculum,runstations,orrefinethecurriculumguide.Whetherornotyournamesappearnexttocurriculumhere,allofyoureffortswereinstrumentalatsupportingtowherewegottoday.We’dliketothankalltheorganizationsthatparticipatedthismostrecentiterationoftheMoveableGameJamsthispastyearbyrunningstationsorhostingevents:Mouse,MuseumoftheMovingImage,GlobalKids,CoderDojoNYC,SpazeCraft,InstituteofPlay,BrooklynCommunityCollegePartnership,BrainPOPandtheJefferson
MarketbranchoftheNewYorkPublicLibrary.Wealsowanttothankthethemepartnersforthispastyear’sactivities:CurrentbyGeneralElectricfortheFutureCommunitiestheme,NOAAfortheClimateChangetheme,andNationalEndowmentfortheHumanitiesfortheImmigrantStoriesandLocalStoriesandImmigrantVoicestheme.
We’dalsoliketothankalloftheorganizationsthathelpedpavethewayforthecurrentiterationoftheMoveableGameJamsbyrunningeventsandcontributingcurriculumin2014-2015,listedintheorderinwhichtheyjoined:Iridescent,InstituteofPlay,MOUSE,GlobalKids,MuseumoftheMovingImage,Eyebeam,ExposureCamp,BrooklynCommunityCollegePartnership,BrantfordGamesNetwork,CoderDojoNYC,AlbanyPublicLibrary,SpazeCraft,BlackGirlsCode,Groundswell,Blue1647,ImportantLittleGames,HydeParkArtCenter,PlugInStudio,CodeCreate,andGameChangerChicago.
We’dalsoliketocalloutafewpeoplewhowereparticularlyinstrumentalinshapingthisresourceintowhatitistoday.LeahGilliam,whooriginallysuggestedthegamejamformat,andforbeingacontinualsupportandadvocatefortheeventandcurriculumguidethroughoutthefirsttwoyears.DonMiller,whohelpedmakethefirstevent(andmanyothersafterit)ahugesuccess.RafiSantoandDixieChingofferedvaluableinsightonthestructureandexecutionofthegamejamsthroughouttheprocess.JuanRubioandBrendonTrombleyforhelpingbringtheMoveableGameJammodeltoothereducatorsbyrunningworkshopswiththeeditorsatboththeDigitalMediaandLearningConferenceandtheGamesLearningandSocietyconference.
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