TheGameJamGuide

SaraCornish,MatthewFarber,AlexFleming,KevinMiklasz

CarnegieMellonUniversity:ETCPress

Pittsburgh,PA

TheGameJamGuidebyETCPressislicensedunderaCreativeCommons

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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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