Class Games and Culture

Game Design Game and Culture

Not applicable

1. Games as a means to a definition of contemporary culture - Are the games narrative oriented or game oriented?  2. The games as cultural products:   - The game as an art form, as an advertisement, as a business model, as an educational object model. 3. The games and their boundaries:   - The colonization of games and their penetration in daily social life.  - The games and the "normality" of the narrative contents.  4. The games as self-reflective object:   - The players and their identity.  - From hypersexualized representation to racial dominance in games.  - Why do games have races and classes?  5. The games as a representation of the near future:  - speculative fiction, posthumanism, technophilia, and technophobia.  - The role of games in the current ecological crisis.

A series of innovative methodologies are implemented in all the sessions of this curricular unit: - Active methodologies, in which the teacher mediates the training so that the student can present their point of view in class and increase their critical sense. - Use of STEAM resources. - The Maker Movement, as several disciplines and teachers are involved in the development of this course; - Project-orientated teaching, in which students work in groups, with peer review, to solve challenges proposed (problems) by the class.

Chang, A. (2019). Playing Nature: Ecology in Video Games. Minneapolis: University of Minnesota Press  Galloway, A. (2012). The Interface Effect. Malden: Polity Books.  Heise, U. (2017). Imagining Extinction: The Cultural Meanings of Endangered Species. Chicago: University of Chicago Press.  Muriel, D. & Crwaford, G. (2018) VIDEO GAMES AS CULTURE Considering the Role and Importance of Video Games in Contemporary Society. London: Routledge.  Murray, S. (2018). On Video Games The Visual Politics of Race, Gender and Space. London: I.B.Tauri. Willis, J. (2019). Gamer Nation: Video Games and American Culture. Baltimore: Johns Hopkins University Press.