EXTRA CREDIT: art work newspaper

Write up a 350 to 500 word response to something you have read here:

 http://www.artandwork.us/

mark and laurel's missing posts

Mark Edward Campos has left a new comment on your post "Boredom, Meaningless Work, and now?":

I read Walter de Maria's Meaningless Work and I get pissed off. I read it and my blood starts to boil. I start to get pissed thinking about how terribly art is misunderstood these days, how so often it's shoved away by perfectly intelligent individuals simply because it's inaccessible. I think about how this "meaningless" art thing is bullshit because the action is so far removed from the meaning. The action is completely arbitrary, since the act of making art becomes the art, and the result isn't just not important, it's completely excusable. And the irony here is that's exactly what the viewer has to see, has to try to interpret. It's this disconnect that ruins modern art and distances artists from so many perfectly beautiful people.

Then I think about Kracauer's definition of boredom, and it's close relation to what so many people come so close to achieving every day, it seems that these two things might be speaking to each other. And I find myself thinking of the Buddhists, and those who try to achieve enlightenment through the repetition of one mindless task. They perform very simple tasks for hours on end in an effort to both focus and unfocus their minds. All of a sudden these Monks are on to something.

And this leads me to thinking about myself, and about my “work ethic”. As an architecture student, I’m constantly being told to “manage my work hours” and to find a way to de-stress. It’s no small secret that the work load given to a typical architecture student far exceeds the number of daylight hours in the week. My life is a very loosely strung series of decisions of what night to choose to get my sleep. I am constantly faced with the decision to rest and to sacrifice satisfaction on a project, or to continue working and satisfy a creative curiosity. There is very little time for boredom in my life.

And I find myself considering this a very important lesson that I might need to teach myself very soon. What time in life is reserved for play? De Maria seems to suggest it can be found anywhere at anytime by anyone - and can be performed in any way or length so long as there is no product that is advantageous to anyone. I find myself kinda keen on that. I could use a non-product around me every once in a while. I think then.. if I really really need to do work without a product, and the product of that work is my happiness, am I stuck? If nothing else I find a little bit of glee to be stuck in a theoretical sort of purgatory.

I think also of Kracauer’s insistence of boredom by isolation, and my tiny little cube in the corner of studio. The number of times I open my mouth in a day can’t be that many.  When I actually do work I speak very little, content with filling my sensory system with entirely inhuman dots and dashes of music, text, images projected through tens of thousands of liquid-filled crystals in a grey rectangle. I push down on bits of silicone to express myself. What a strange little world we inhabit.

Word count 546. 


L.Planas has left a new comment on your post "Boredom, Meaningless Work, and now?":

The elusive concept of boredom, as defined by Siegfried Kracauer, is a necessary element of life. This empty counterbalance to work carries the human spirit through the moments between exercise and self-imposed distraction. To Kracauer, it is a pure state of mind that encourages unfettered development and speculation. From boredom comes emptiness. From emptiness comes an unresolved, yet satisfying sense of being.

However, Kracauer warns that attempting to amuse oneself in one’s boredom will eventually destroy that Zen like state. Distractions should be avoided at all costs, as they pervert the being and snuff out the “spark of the spirit” that pure boredom cultivates. Radio, movies, globalization, and other such meaningless distractions are the enemy of true boredom, as their ability to unconsciously drift into and dictate one’s subconscious destroys the spirit of boredom.

While Kracauer argues that boredom is the killer of progress, and that any action taken during this state is literally a waste of time, Walter de Maria argues that it provides a healthy form of exercise for the soul. De Maria says in his dissertation that this so-called “meaningless work” is an honest form of exercise. While it might not contribute to anything of importance, or lead to anything benefiting society, the mere exercise of directionless activity is what leads one to the state of nirvana-boredom as identified by Kracauer.

In these times, the driving need to constantly be busy, to constantly work and strive for achievement is a strong one. In our constantly moving, information-filled world, Internet and videogames have all but replaced radio and movies. They bring the wired nations of the world together as well, ramping up the level of “boredom-killing distraction” that Kracauer warns against in his essay. However, it is these very distractions that the people of today turn to whenever they feel “bored” as a way to relieve stress, or as a method of focused procrastination.

What category, then, does idly browsing the Internet while procrastinating fall into? Is it a distraction, like Kracauer’s denounced examples? Or is it “meaningless activity”, shallow but pure? It is true that idly clicking through sites such as Wikipedia or Youtube might have been started by a need to distract oneself from the stressful structure of a hyperbusy world. However, if one continues to aimlessly “wander” wherever their clicks take them, the mere action of browsing would fall under the category of meaningless activity. This in itself is a reflection of the very nature of boredom in our modern times—fueled by distraction, continued through an almost dérive-like nature.

Youtube links clicked while working on this dissertation: 14 http://www.youtube.com/watch?v=ow-B_R9urM0&playnext_from=TL&videos=myNL1mD3xTk
http://www.youtube.com/watch?v=G4w21HcML2M&feature=related
http://www.youtube.com/watch?v=X0-Sv6YnxEc&playnext_from=TL&videos=zrB5sC8W6oI
http://www.youtube.com/watch?v=v2NFl86LX3Q&playnext_from=TL&videos=qnljG9lg-3c
http://www.youtube.com/watch?v=JvltzwkUEEA&playnext_from=TL&videos=AVo054ytYJI
http://www.youtube.com/watch?v=To34rvyClH4&playnext_from=TL&videos=ekjM4wLWn1E
http://www.youtube.com/watch?v=3zbiLjwYSPY&playnext_from=TL&videos=kgPeArQ9ssE
http://www.youtube.com/watch?v=TM7FkgrQOl8&feature=related
http://www.youtube.com/watch?v=oqnhhtPNw1c&playnext_from=TL&videos=-uHg70cu_fM
http://www.youtube.com/watch?v=6qNVmyGpc40&playnext_from=TL&videos=8LHVQWjFfEM
http://www.youtube.com/watch?v=y90ONojCc6Q&playnext_from=TL&videos=eWavXdXbBvw
http://www.youtube.com/watch?v=phlrgUGpt38&playnext_from=TL&videos=JeXvk2FOc5U
http://www.youtube.com/watch?v=VpGK7VVv4Ig&playnext_from=TL&videos=ui8GdIvkt6Q
http://www.youtube.com/watch?v=Orxwh-jFGSE&feature=related

(434) 

Don't Take Any Jobs and other links

Piece by Matthew Stadler we read in class:
http://fillip.ca/content/re-work-and-boredom


Essay he is referring to by Lorna Brown (on Lars Svendsen, A Philosophy of Boredom*):
http://fillip.ca/content/to-live-real-boredom-one-must-have-style


If you want to hear Lars Svendsen on Joseph Brodsky's extreme solution to boredom:
http://www.youtube.com/watch?v=Wmi3B8H-_As


Very funny piece by Matthew Stadler, “Don’t Take Any Jobs,” on his attempt to use Mechanical Turk to finish an essay.  (Don't get any ideas.)
http://fillip.ca/content/dont-take-any-jobs

final blog post due April 12 + your final essay due April 27th

For this week you will read two very different accounts of labor, an article by Matthew Crawford entitled, "The Case for Working with Your Hands" and an excerpt from an essay by Diedrich Diederichsen entitled "On Surplus Value," concerned with the value of art and shifts in cultural production.  (Mehrwert means surplus value.  Please look up any other terms you don't recognize.)

Your post for next week (due next Monday April 12 at 1:00 pm) needs to consider the differences between these two essays and raise any issues you see these writers neglecting, particularly around the specific kind of labor you feel you are being trained to do at CCA. This writing is intended to help you start thinking about the final essay for this course.  Please also include a link to a "performance proletarian" (as Diederichsen would call it).  Alex's links from last week are excellent examples.  We will look at some of these links in class together next week.

The final illustrated essay will be an essay on labor.  For this essay you will need to observe multiple modes of labor (including your own if you like). Rich description of these observations should serve as the foundation for reflecting thoughtfully on what work means today, and what it might mean in the future.  (This is your chance to reflect on what we have read and discussed over the semester.)  Think of this essay as your own version of the GAMES essay by McLuhan or the DEEP PLAY essay by Geertz, (except that your essay will be on DEEP WORK). This essay needs to be 1200 words (minimum)/ 1500 words (maximum) and should take visual or concrete form as something you have designed to be presented to the class on the last day of the semester. Start to think about it now.  You need to write up a short (150 word) proposal for your essay that will be due Friday April 16 at 1:00 pm by email.  Tell me what you plan to observe and which arguments/texts from the course you plan to take into consideration.  If you have a design concept, you should also include a description in your proposal.

Without Meaning

Boredom and meaninglessness are such common feelings today that one tends to accept it and forget about it. We are blessed (or, more likely, cursed) with many bandaids for these feelings. They are not the kinds of bandaids which are infused with vitamin e or polysporin, nothing that will actually heal our boredom or lack of meaning, only hold it together and keep it out of the open air so we can forget about it a little while longer. These bandaids present themselves in the form of mp3 players, keeping our ears busy on the bus rides home, portable electronic games, sudoku puzzles, television shows laden with bright colors, loud noises and beautiful people interrupted by advertisements of shiny, delicious things. Don’t even get me started on the internet.

When one is alone and bored today, they are able to alert an alarming number of people (via status updates, tweets, blog posts) as to their condition. In a moment I can discover what someone is eating, where they are headed, what they are thinking of eating, or considering going. This information is meaningless and it is boring. It is only one more way for the writer of such posts to feel as though they are actually doing something, and interacting with others, and for the reader to distract themselves from their life by concentrating on that of another. With all of these things consistently at our fingertips the shutting off outside information and being alone with one's thoughts is increasingly becoming hard work.

Our distractions are boring, which is why we need so many of them. It is not unheard of for one to entertain themselves with multiple distractions at once. I am horrified when I find myself avoiding homework by watching free television shows on my computer of which I am distracting myself with a game of spider solitaire. Our bandaids do not engross us, they only tide us over, we are not alone enough to think, but not involved enough to feel satisfaction. We think we do not have time to move things from one box to another and back again as Walter De Maria suggests. We cannot imagine sitting alone at home, electronics off, blinds closed, and really get to know our sprit as purposed by Siegfried Kracauer. So what is the solution?

I propose that we eliminate the use of our ears and eyes. I am afraid that is the only way. If our ears and eyes are functioning there is no hope for us to turn off the world and spend quality time with ourselves. This could be accomplished using sound blocking head phones, or heavy duty ear muffs combined with a comfortable yet effective blind fold. In order for people to actually disrupt their senses for any period of time it would have to be made incredibly fashionable. The producers of said product will need to hire a fabulous marketing team. The objects should to be sleek, sexy and probably shiny. Several prominent celebrity endorsements are a must. This will ensure that people will buy the ear muffs and blind fold but to encourage people to actually use it is another problem. Maybe if there is a device that tracks how long each person has spent in seclusion and posts it to their facebook account so their friends can see. This will make it competitive, which is an excellent motivator. Of course it will be a trend, and it will run it’s course, and then we will need a new solution, but, for the time being, I believe this is the answer.

Word count 591

Snappy Appy

Select image and use apple+ to zoom.
498 words

Boredom, Meaningless Work, and now?

Assignment for Monday April 5 at 1:00 pm
Read "Boredom" by Siegfried Kracauer (1924) and "Meaningless Work" by Walter de Maria (1960). Both writers make some kind of proposal. Both are quite clever and funny in ways specific to their own historical moment. Your assignment is to write a short proposal relevant to your own historical moment in a tone that corresponds to your experience and your generation's perception of work and play. This is a chance to continue to cultivate your own voice and particular sensibility (and wit) as a writer. This is an assignment about voice and observation. What you write should be posted to the blog NO LATER than Monday at 1:00 pm. Please take the time to read other people's posts as well.  I'll be asking you about things you noticed the posts have in common (and perhaps how they differ as well).  If you have any questions, I'm available by email. Don't wait until the last second to be in touch. Please include a word count. Meaningless Work is also about 500 words, so keep that piece in mind as a kind of model.  (Your post can include images and links too.  You can post it as a comment below or separately.)  If you have any problem posting, please send me your piece by email.  I will be happy to post it.  Finally, it should go without saying, but this needs to be a polished piece of writing, not a first draft or an unthought stream of consciousness.  DO EDIT before you post!

Dérive Assignment + Report Requirements

assignment : mapping the dérive 

After rereading Guy Debord’s “Theory of the Dérive” as well as Tom McDonough’s article “Situationist Space” plan to rendezvous with your assigned partner or group. Choose a place that is not one that you usually spend time in.  Taking into consideration the descriptions of the dérive in your reading, attempt to identify and pursue a “unitary ambiance.”  You will need to negotiate how to discern the qualities of the space you travel through.  You will need to consider what Debord might mean when he writes that a dérive involves “playful-constructive behavior and awareness of psychogeographical effects.”  Your goal will be to produce a narrative map of your experience.  You will present this map as well as a carefully elaborated account of your experience to the class on Tuesday March 30th.   

Consider the limitations and strengths of the maps the Situationists made.  Your map need not replicate the style of the maps the Situationists made.  It must however find a way to negotiate or indicate the tension between conventional modes of mapping and the kind of mapping that psychogeography requires.  In other words, it will be your task to present a map capable of charting the “psychogeographic” experience of your derive.   

Guy Debord’s “Theory of the Dérive” is available online at: 

http://www.bopsecrets.org/SI/2.derive.htm 


Report due March 30th in class. 3 pages
1) Give a rich descriptive account of your derive. (1 page) [You will read this section OUT LOUD in class.  Come prepared.]
2) Describe how you translated this experience into a map. (1 page)
3) How does your map respond to and even critique what might be limited about Situationist modes of mapping? (1 page)

  

The Game Is Called Pop.

Pop is an intense game of war - with slim to no blood shed. Two teams, each comprised of three people, charge at each other, hungry for the annihilation of the other team’s balloons. Pop is an active battle, played in a large open space, with only one’s feet for weapons, and cunning, quick footed, coordination as defense. The loud noises and team work make for an exciting, highly interactive game, designed to get players moving, laughing, and strategizing, but more than anything else, having fun!

The game is completed after one team conquers the other, in two out of a possible three rounds. The object of a round is to be the first team to pop the opposing team’s master balloon, after first popping a balloon on an opposing payer’s leg and then writing ‘POP’ on their dry board.

At the beginning of the game each player starts out with a long balloon tied to each ankle as shown in the instructional photographs. Players must keep their hands clasped behind their backs through out all game play. Each team begins by standing on their side of the playing field, divided by a line of tape which must be placed through the middle of the field. Dry erase boards, markers and the happy face master balloon must be placed at each team’s end prior to play.

Once the game is in play, all players are allowed to cross the center line as they wish. When the game has begun both teams charge at each other attempting to stomp on one of the other team’s ankle balloons. When the first of your ankle balloons has been popped you must raise your hands in the air and walk back to your team’s side of the playing field. During the trek back, while your hands are in the air, the opposing team must not try to stomp on your remaining balloon. If you are already on your side of the playing field you may continue without crossing the line. When your last balloon has been popped you must leave the playing field immediately - you are OUT!

After an individual has popped an opponent's balloon he/she is now eligible to write ‘POP’ on the other teams dry board. This is the only time when a player is allowed to remove their hands from behind their back. No player may write ‘POP’, or pop the master balloon until they have first taken out one of the opposition’s ankle balloons. Once “POP” has been written, the large happy faced master balloon must be popped for the round to be won. The word ‘POP’ must legibly say ‘POP’ and fill the entire board. ‘POP’ must be written before the master balloon has been popped. If these actions occur out of order the guilty team automatically loses that round. If a player accidentally pops their own team's master balloon, that team automatically loses.

In the following rounds players continue with the same rules as in the first, but with no replenishing of ankle balloons. A game can be won by eliminating all opposing players from the game.

The game is monitored by two referees, armed with a whistle. Referees are responsible for maintaining the rules. When a whistle is blown all players must freeze and listen to the referees.

In playing our game ‘Pop’, with students who very graciously volunteered their time, we discovered many problems and success. Our original plan was to have a capture the flag type game with three players on each team. The players were to have a small balloon tied to their ankles with string which would be popped by the other team, eliminating them from the game. The object of this game was to conquer the other team’s base.

Once we gathered to try the game out for the first time we, by lucky accident, ended up with long balloon-animal balloons as opposed to the traditional variety. This turned out to be great as these balloons could be tied to the ankle without the use of string and, as they are relatively stiff, their movement along with the foot turned out to be more predictable. These balloons also happen to look quite hilarious, adding humor to our game of war. In playing the game, we recognized the excitement and drama added by a loud popping sound which we hadn’t thought about before.

On our first round we had each team attempt to pop the other team’s master balloon. This lasted about 45 seconds, and gave very little incentive for players to pop each other's balloons as they were mostly interested in capturing the other team’s ‘base’ which took the form of the master balloon. To make the game longer and to encourage the players to go after each other first, we made a rule that before popping the other teams master balloon, each individual must first pop a balloon on the leg of an opponent and then proceed to write the word ‘pop’ on a piece of paper before finally popping the master balloon. This made the game much more exciting and fun, but still lasted a very short period of time. Our final solution to this problem was to have several rounds of the game and to have the balloons lost, carry on to the next round. Our rule to keep ones hands behind their back was of good intentions, but turned out to be mostly redundant as most players forgot to follow this rule, which was designed to keep players from pushing and grabbing. Luckily the players were decent enough not to grab at each other anyway. We decided to keep the rule as a reminder that hands were not to be used, but to be lenient on the policing of the rule as long as no one was using their hands for any naughty business.

We discovered that in this game everyone is not equally equipped to play. Some people, and thus teams, by virtue of aggressiveness or coordination, were simply better than others, so well matched teams are desirable.

PLATO

In his book "From Sun Tzu to Xbox" Ed Halter mentions the PLATO network as one of the first timeshare systems that enabled communications between different computer stations. PLATO was first developed at the University of Illinois in the 1960s and was initially funded by the Army, Navy, Air force, and The National Science Foundation. Professor Don Bitzer, known as the "father" of the PLATO project, was interested in building computers systems that communicate with each other and are used for educational purposes. Under his supervision, PLATO was built both for educational and military training uses. Because of its network capabilities PLATO was one of the first platforms for early versions of network multiplayer games, instant messaging, chat rooms, and more. Many of today's video games sprung form earlier versions that were created on the PLATO network. A few of the games that were originally developed on PLATO are Avatar, Dnd, Empire, Panther, and Spasim.

What I find interesting about the PLATO network is the vast array of uses the system had. The project was managed by a professor from the University of Illinois, Don Bitzer, who was hoping to build an educational tool, and by the 1970's PLATO had about 1,000 terminals worldwide, most of which were stationed in educational institutions, from elementary schools to universities. At the same time, the funders of the project were military and government organizations that had invested in this project in order to create a training tool for military purposes. In addition to the foreseen educational and military uses of PLATO, and during the ongoing process of developing PLATO, "university geeks" with access to the PLATO network developed other innovative uses such as games and social interactions such as chatting, posts, etc. All of these first uses of PLATO play an important role in various ways computers are used today - email, instant-messaging, forums, education, and games are only a few of the inventions that first saw light on the PLATO network.

This link is to a PLATO user guide from 1981:

http://www.bitsavers.org/pdf/cdc/plato/97405900C_PLATO_Users_Guide_Apr81.pdf

This link is to a document from 1971 that describes the PLATO architecture, with some cool diagrams:

http://www.bitsavers.org/pdf/univOfIllinoisUrbana/plato/X-20_The_Plato_IV_Architecture_May72.pdf

THX 1138

In his essay "From Sun Tzu to XBox: war and video games", Halter describes the development of technology which has allowed wars which were once disastrously intimate, messy, passionate affairs to be fought from a greater distance and with almost no personal interaction. The innovative Igloo White project of the war in Vietnam had airplanes dropping disguised electronic spies which recorded signs of life and translated the targets in the form of tiny "worms" on a screen, where they could then be shot at or blown up without ever knowing who or what was being demolished. This was understood as a clean and safe way of waging war. The concept of reducing people to dots on a screen or in the case of THX 1138, numbers as opposed to individuals, is illustrated in George Lucas's 1971 debut feature film. The movie depicts an underground, sterile, world run by robots, where emotions and sexual acts are outlawed and suffocated by regular mandatory drug intake. Halter describes the white passionless, robotic world of this movie as voicing the growing concerns with the direction in which technological advances were headed.

I believe the comparison is quite sound. THX 1138, the protagonist of this cult classic film, is given a number instead of name, and works at a factory where he assembles the very robotic beings that police his life completely. The fear of creating a weapon that would then turn itself on the creator is a frightening reality in electronic warfare development. It is frightening when something as serious and devastating as war becomes as removed and casual as reading a computer screen and pressing some buttons. While the advancements of weapons during war time led to the technology that created video games it is no surprise that war has becomes more like a video game for those participants lucky enough to have the technology.

Trailer -> http://www.imdb.com/video/screenplay/vi3864002585/

Orson Scott Card Ender's Game

Ender's Game is an award winning science-fiction novel from 1985, written by Orson Scott Card. In Sun Tzu to Xbox, Ed Halter cites Ender's game as a major inspiration for current military and game strategy. The novel is mainly about child soldiers being sent to space for battle training against an alien race. The government sends its most promising children into battle room training, "which takes the form of video games, both two-dimensional and holographic, as well as laser-tag style low-gravity faux-death matches" (Halter, 154). In the end, it is discovered that these games were more than just simulations. The simulations operate as remote battles being fought against the alien enemy. Ender, the novel's main character, effectively wins the war for Earth and destroys the alien race all through the means of rather grueling virtual immersion.

In considering our military involvement in Iraq and Afghanistan it becomes quite clear how this book would be inspirational towards the future of combat training. It outlines complete immersion within the training environment, soldiers must focus on creative solutions to the tasks at hand. This type of experiential learning is much different then what a soldier of the past may have read to learn about. I would imagine that the soldier feels and reacts the the environment, he or she is in there. Training is most importance to the leaders, and the see video games as the new learning environment of the youth. The virtual environment is a place to play out roles and witness the repercussions but I wonder if training in a virtual environment of such a period of time won't create some form of dependence on the virtual scenario or a complete disregard for the risks of warfare. The risks are not real in virtual war. The lines between real war and virtual war become blurred, therefore real people and real death become sidelined, the soldier may become disillusioned than they one already is in a real war environment.

World Game

Buckminster Fuller’s Dymaxion World Game

Formed as a reaction to the proliferation of military games addressing the end game scenario. Fuller’s idea for the game is that “advantage at expense” is removed, and the game becomes about how everyone can win. The game was designed to promote understanding of world situations/ relationships and common good for all.

The design of the World Game shows the utopian vision of the designer. By proposing an “everybody wins” objective the project as a game quickly losses interest. While the games and simulations being developed to test theories and responses to a world military conflict always have the hook of conflict and competition between groups. These games thrive on the clear logic of “Us-vs.-Them” that was heightened throughout this period and is a dominant force in gaming. Fuller, by attempting to remove this aspect of the game and substituting the idea of “advantage at expense” with “everyone wins” loses the driving force that the games he is responding to exploit to their great advantage. The idea of everyone winning is one worth pursuing. The question is how do you simulate everyone winning and still utilize the competitive spirit that drives so many successful games?

Interactive Global connections:

http://www.bestiario.org/research/citydistances/


“Interface of communication between the scientific and social communities.”
http://moebio.com/spheres/english.html#

http://www.wainova.org/atlas/

DOOM: The Immersive Battlefield

Laurel Planas

The classic FPS, or “First-Person Shooter”, Doom, was not among the first of its kind to fully immerse gamers in its admittedly violent world. However, it is considered a groundbreaking game due to several elements that set it apart from its predessessors. Updated graphics, the ability to explore, “secret” items and levels, less repetitive gameplay, a modern soundtrack that fit the times, a system that was easily modded, and a seductively hardcore sensibility made Doom a much-revered game that is still played and released today.

XBOX Arcade Live Trailer:

Video Games | DOOM | Xbox Live Arcade Trailer

XBox 360 | Playstation 3 | Nintendo Wii

“Press Start To Play” podcast: Doom. Includes some interesting history.



The plot of Doom is simple: you play an unnamed Marine whose only mission is to exterminate the legions of Hell with extreme prejudice. While the settings and enemies seem fanciful, the gameplay has a strong militaristic bent to it. Emphasis is put on how well the player can move about the battlefield, how fast they can assess a situation and react, and how accurate they can be with their shots. Doom quickly became popular due to its exciting, fast paced gameplay, as well for its customizable coding. Players could make their own versions of Doom, changing the enemies to Storm Troopers or Simpsons characters and creating their own maps. There were multiple homemade modified versions of Doom, from Super Mario Bros. themed maps to eerily accurate layouts of high schools and colleges.

Unsurprisingly, Doom attracted much controversy when it was released, due to its violent gameplay and highly moddable engine. The fact that it was a game considered to be attractive to school shooters attracted the attention of the media, as well as parents.

It also attracted the attention of the US Military, who saw it as a new venue for training. The US Military had a history of keeping tabs on gamers, especially those that played militaristic games such as Battlezone and the Castle Wolfenstein series. In Ed Halter’s book From Sun Tzu to XBOX: War And Video Games, he details how the military sought to attract gamers to their ranks through the medium they loved the most. Gamers were wanted for their heightened observation and reaction skills, which had been honed in the arcades and at home.

The military often used “recruitment games” that mimicked popular games such as Wolfenstein or Battlezone. With the release of Doom, however, the military began to look at games as a way to train their own people as well. Doom’s moddable engine allowed the military to create their own scenarios, leading to the creation of Marine Doom, a mod campaign created by four military officers. Unlike Doom’s solo-centric gameplay, its emphasis was on teamwork and cooperation. Players had to rely on each other in order to survive—powerups were completely removed, as were the futuristic weaponry. It was later released to the public, certainly as another attempt to entice gamers into joining up. Interestingly enough, it was also played by businessmen and office workers as a kind of teamwork exercise.

“Marine Doom” Campaign being played by management consultants:



Looking at Halter’s findings, it is interesting to see how the military used a source of interactive entertainment as a way of furthering its goals. The military’s relationship with the gaming world is one that extends further back then one realizes, right back to the pinball era of gaming. It’s a sobering thought, especially when “war games” and FPS franchises are still being made today. Doom helped usher in a whole new era of gaming—but at the same time, it brought the military further into the gamer’s world.

ASSIGNMENT: Ed Halter, From Sun Tzu to XBox: war and video games

Choose a term from Halter's book to blog on. Gather images or even better video related to your topic. Then you'll need also to write 2 paragraphs, one summarizing what Halter has to say about the term you have chosen. The second paragraph should reflect on something that came up in the reading related to your research term. (For example, about the aesthetics of portraying the enemy, or about how the military starts to think about "training time.") You can post your paragraphs and links to this post as a comment or start your own post if you want to include images.

GAME ASSIGNMENT

PHASE 1 (Complete before February 20th)

• as a group plan a game for 1 to 16  players to be played in the course of a 20 minute game session. (Let me know how many players ASAP so I can plan for Feb 23.)

• design and make the game

PHASE 2 (Complete by February 22 at 1:00)

• test out your game with friends

• write a preliminary report on successes, failures, and revisions – post this to the blog by February 22 at 1:00 pm

• (you will also include this preliminary report in your final report)

PHASE 3 (Complete by February 23 for class)

Final Game and Report

Each person writes the report individually.

REPORT 3-PART STRUCTURE:

• Aims of your game project

• Preliminary report on revision

• Reflection on your game in terms of McLuhan’s ideas about games and society

TOTAL LENGTH: 3 pages

Grade: Game 20 % of course grade (presentation 10%/report 10%)

BlOG ASSIGNMENT 2: Clifford Geertz, "Deep Play"

300 words due Monday Feb 1st by 1:00 p.m.  


Explain at least one point of contact and one point point of conflict between Huizinga/Caillois and Geertz. What possible critiques of Geertz might we generate? What isn't he taking into consideration? What is missing from this account of "deep play"?

Here is a link to the article:
http://rfrost.people.si.umich.edu/courses/MatCult/content/Geertz.pdf

REVIEW for next week

We'll go back over some of the theories of play we started to discuss today again next week.  In the meantime quiz yourself, what do you remember about each of the theorists we discussed today?


Plato (427–348 B.C.E.)

Saint Augustine (354–430)

John Locke (1632–1704)

Jean-Jacques Rousseau (1712–1778)