After completing this course, students will have:|
• developed a better understanding of the playfulness of today’s media practices
• developed an overview of how textual strategies in different media formats are related to playful production and distribution methods employed in the creative industries, facilitating job orientation
After completing this course, students will be able to:
- recognize the playfulness of today's media practices
- conduct a comparative analysis of contemporary (and historical) media play phenomena
- articulate valid research questions about playful media practices
- write academically on this subject on an advanced level
- use their methodological skills to conduct a textual and discourse analysis
The idea of using game and play elements in the context of media (culture) to motivate and increase user activity has rapidly gained popularity in recent years. Under the label of ‘gamification’, this idea has generated numerous applications in different fields, ranging from digital media, to literature, film and television. However, gamification only explicates existing ludic aspects in the arts and creative industries that underlie both subversive artistic dispositions and the use of tools and collaboration in contemporary media work. With inspiration from game studies, the conceptual framework of ‘play’ is increasingly being used by media and culture researchers to understand the meaning and cultural impact of this development. In this course we analyze today’s playful media practices and technologies and study the concepts from game and play studies that make this analysis possible. The underlying questions are: What is play? How are media constructed as fields of play? Why is the approach of play fruitful for the analysis of contemporary media cultures? What are the political consequences of this focus on play (play and resistance, counter-play)?The course will study the concept of play from a media comparative and philosophical perspective. The so-called ‘ludic turn’ in media studies combines two elements: the notion that media are playful opens up new objects of study, and allows for considering these media objects in a new way. |
This course is part of the advanced trajectories (Verdiepingspakketten) New Media and Digital Culture and Comparative Media Studies. It builds on knowledge and skills introduced and trained in basic trajectory (Basispakket) 1 and 2 Media and Culture. In these advanced trajectories students deepen their historical and theoretical knowledge of (new) media and (digital) culture and train academic skills that are specific to the field, such as research methods and professional skills.
This course is the first course in specialization Nieuwe media en digitale cultuur and specialization Comparative Media Studies.
LAS and TCS students who follow this course as part of the core curriculum of their major need to complete a compulsory preparation course/assignment. See https://tcs.sites.uu.nl/for more information.
Voorkennis kan worden opgedaan met
|This course presupposes basic knowledge of the history and theory of new media.|
Bronnen van zelfstudie
|This knowledge can be trained in the course Inl. Nieuwe media en digitale cultuur. Moreover you are expected to be acquainted with either the Chicago Notes & Bibliography or MLA system of referencing and annotating literature; to be able to search and select sources/literature in the university library’s online databases; to be able to read and process academic texts; to be able to write a coherent and well-structured text, using academic idiom; to be aware of how to compose a research proposal|
|- M. Sicart (2014). Play Matters. Cambridge, MA: MIT Press;.|
- M. Lister a.o. (eds.) (2009). New Media. A Critical Introduction. London and New York: Routledge.
- K. Salen & E. Zimmerman (2006): The Game Design Reader. A Rules of Play Anthology. Cambridge, MA: The MIT Press;
- J. Raessens. Homo Ludens 2.0. The Ludic Turn in Media Theory. Universiteit Utrecht.
|K. Salen & E. Zimmerman (2004): Rules of Play. Game Design Fundamentals. Cambridge, MA: The MIT Press.|
AlgemeenLectures and seminar meetings are designed to provide tools for, and practice of critical reading, thinking and writing , discussing research questions and analyzingon research questions related to playful media phenomena and practices. We will also meet with several quest speakers from the work field. The course explores the transition between historical and new media examples and teaches a comparative perspective on contemporary media culture.
Voorbereiding bijeenkomstenStudents are required to read the assigned texts in advance and prepare questions and complete weekly assignments for both lectures and seminar meetings. Students will also participate in several playful media practices and research exercises.
Bijdrage aan groepswerkStudents are required to prepare all meetings (read and complete assignments, mandatory course literature) and to participate in groups assignments. During group meetings active participation and peer feedback on written work and presentations is required.
BeoordelingMidterm assignment (40 %): creativity in choice of analytical object; thoroughness of the analysis.
Final paper (60%; individual, minimum Dutch grade 5.5): precision of comparative analysis; critical reflection on the theories’ claims; reflection on the comparative method; academic writing style.
DeadlinesMidterm assignment in week 5, final paper in week 9 of the block.
Aspecten van academische vorming
| • Academisch denken, werken en handelen • Kennis hanteren in een bredere context • Hanteren van wetenschappelijk instrumentarium |