Redesign (Due: 1:15 pm on 1/27)

Description

IMPORTANT: Each student from the group will submit their own rule book.

The goal of this assignment is to begin considering games as physical and artistic objects. You will begin this process by crafting a rule book. Using the rules for the modified version of tic-tac-toe you developed with your partner, create a physical rule book. To create this physical rule book, you may use whatever tools you like. You might digitally create intentional text and graphics for the rules of your game which are then printed onto paper. Or you might make a very small version of your rule book that could be carried in your pocket. In a more extreme example, you could carve your rules into wood or stone (what might that say about the permanence of the rules?) Consider the theme of your game. If your game retains the abstract X and O of tic-tac-toe, your rule book should represent that abstractness. If you have a narrative theme, that should be present in your rule book design. As a reminder, this is an intermediate course in which you are expected to make use of previous knowledge in design and fabrication. Make use of whatever tools you feel the most comfortable.

For an exemplary rule book, check out the rulebook for the game Magical Athlete. While your game will not be as long and complicated as Magical Athlete, make note of the intentionality in the design decisions, clarity of instructions, and the way in which the theme of the game (wacky, magical, and absurd athletes) is carried out in the design of the rule book.

Magical Athlete:
Original Game Design: Takashi Ishida
Updated Game Design: Richard Garfield
Art: Angela Kirkwood
Graphic Design: Elizabeth Goodspeed, Janet Delavan

Submit

To submit, bring your rule book to class on 1/27 to turn into the instructor. Feedback will be provided in the form of a written critique by the instructor and will be provided to you one week after the submission date.

Rubric (5 Points):

5: The student went above expectations with the design of their rule book. The student demonstrated exceptional thoughtfulness and creativity in choosing their materials as related to the rules and theme of their game. Text and graphic elements are intentional and excellently connected with the theme of the student’s game.

4: The student demonstrated above average expectations in the design of their rule book. The student is thoughtful and creative in their choice of materials and design of their rule book. Text and graphical elements have a clear connection with the theme of the game.

3: The student demonstrated acceptable performance in the design of their rule book. Most of the textual and graphic elements display thoughtfulness and creativity. The student made a strong attempt to connect the design of the rule book with the theme of their game.

2: The student demonstrated subpar expectations. Some of the designs appear intentional and creatively planned. The design of the game does not match the theme of the game.

1: The student demonstrated unacceptable performance. The design of the project is neither intentional nor creatively planned. The design of the project does not match the theme of the game.