Class Video Game Critique and Analysis

Video games have been around for more than half a century and are currently taking a prominent place in contemporary culture. In this sense, the curricular unit Video Games Criticism and Analysis will consist of an approach to the video game as a playful artifact with the purpose of playing, analyzing and critically it, regardless of its typologies, its genre / author, ratings, innovations, characteristics and platforms. Finally, to understand the importance of videoludic criticism for the artistic legitimation of its environment, as this is the only way to contribute to a more creative and mature evolution of the video game industry.

Not applicable

1. From critical thinking to creative writing      1.1. What is the purpose for writing a critique?      1.2. Critique vs. review;      1.3. Critical thinking: how to develop?      1.4. What is creative writing?      1.5. Creative writing: how to develop?   2. The videogame critique      2.1. Context analysis      2.2. How to develop a critique?      2.3. How to evaluate a “good” critique?   3. General guidelines for videogame analysis      3.1. Playing a videogame before writing;      3.2. Types of videogames’ analysis (New Games Journalism);           3.2.1. Comparative analysis;           3.2.2. Interpretative analysis;           3.2.3. Historical analysis;           3.2.4. Case studies analysis;      3.3. Contextualization;      3.4. Videogames at a glance;      3.5. Formal elements of analysis.

The classes are theoretical and practical, being the oral presentation of the syllabus by the teacher with occasional recourse to the projection of complementary audiovisual elements and discussion with students. Several practical exercises will also be performed using the activity of playing video games to consolidate knowledge.   Continuous assessment is divided into the following components:   Practical exercises in class and at home (critical analysis) individual, with presentation and discussion in the classroom (60%); Final group work of 2 students (critical essay) to a videogame with presentation in the classroom (40%); Attendance: students must attend to at least 70% of classes.   Exam evaluation: Critical essay with presentation of a videogame chose from a list proposed by the teacher (100%).

Atkins, B. (2003), More Than a Game: The Computer Game as Fictional Form, Manchester: M. U. Press. Bogost, I. (2006), Unit Operations: An Approach to Videogame Criticism, Mass.: The MIT Press. Carita, A. (2023), A Fotografia nos Videojogos: Um ensaio fotográfico ao The Last of Us Part II, Lisboa, Lisbon Press. Carita, A. (2015), Pensar Videojogos: Design, Arte e Comunicação, Lisboa, Ed. U. Lusófonas. Galloway, A. R. (2006), Gaming: Essays on Algorithmic Culture, London: University of Minnesota Press. Gee, J.P. (2004), What Videogames Have To Teach Us About Learning and Literacy, NY: Palgrave Macmillan. Gouveia, P. (2010), Artes e Jogos Digitais – Estética e Design da Experiência Lúdica, Lisboa: Ed. U. Lusófonas. Juul, J. (2005), Half-Real: Video Games Between Real Rules and Fictional Worlds, Mass.: The MIT Press. Rutter, J.; Bryce, J., ed. (2006), Understanding Digital Games, London: SAGE Publications. Tavinor, G. (2009), The Art of Videogames, Oxford: Wiley-Blackwell.