Module: GDT6004-20 (Re)viewing Games

Level: 6

Credit Value: 20

Module Tutor:  James Newman

Module Tutor Contact Details: j.newman@bathspa.ac.uk

1. Brief description and aims of module:  

Whether through blogs, podcasts, video essays, reviews, or live streaming, writing about videogames is now a key part of the industry. Game developers rely on influencers and key media producers in game culture to build the profile and community interest in their game releases. Good reporting on videogames requires knowledge and understanding of the history of videogames and gaming communities. However, general understanding of videogames and gamer culture tends to be rooted in nostalgic narratives of consoles and enduring game characters of the 1980s, and often told from a US perspective. The dominance of this US centric game history obscures other key stories in the development of modern games. This, in turn, limits contemporary game writing and journalism to referring to the same stories when, in fact, the histories of videogames are far more complex than is usually reported.

The module begins with a deep dive into the intricate histories of game development, taking in underreported global perspectives, highlighting lesser-known game developers, and overlooked gamer communities and practices. Later in the module, your growing awareness of the breath of game knowledge available, beyond the dominant market-driven narratives, will provide you with new viewpoints that add depth to your own game writing. Equipped with these new perspectives, you will research and produce your own piece of public-facing media such as a video, blog or online review that showcases your own insights.

2.Outline syllabus:

● Identifying dominant game histories

● Uncovering local and microhistories

● Researching alternative game cultures

● Countercultures in games, e.g. game cracking and ROM hacking

● The importance of the DIY scene

● The Demoscene

● Indie community building

● Game media

● Video essays

● Podcasting

● Constructing game reviews

3.Teaching and learning activities:

Class Hours

Timetabled sessions introduce key themes, questions and debates in game history by focusing on specific

research projects and examples of published work. We will use these examples to prompt discussion around, for

instance, which voices we hear and are absent from publicly available work, what resources are available to us,

what responsibility we have when we write about games, development and gaming culture. We will also explore

the principles and practicalities of undertaking original, independent research as well as ways of identifying

audiences and developing a strategy for selecting media forms and translating our insights.

Independent Learning

As a university student, it is expected that you develop and extend your knowledge outside of class hours. In

order to support your personal development and planning, tutors will provide guidance on where you can

concentrate your efforts as well as directing you to relevant support across the university. 

The Minerva site for the module will act as a research centre and will contain both weekly support materials

(lecture slides, essential and further reading) and broader research materials including reviews, academic journal

articles, popular media case studies and links to archives of resources and materials.

Assessment Item 1:

• Assessment Type: CW

• Description: Feature piece on a topic negotiated with your tutor

• % Weighting: 70%

Assessment Item 2:

• Assessment Type: CW

• Description: Research document (2000 words)

• % Weighting: 30%