ANTI-CAPITALIST STORYTELLING IN GAMING: UNDERGRADUATE SYLLABUS
The final project for my 2020 Critical Pedagogy course was to write an undergraduate syllabus. It’s structured using PNCA’s syllabus template, with quite a few additions/omissions/overhauls to better represent my approach to learning (such as drastically changing their grading policies).
For the sake of transparency, please know that I have not done all of the readings that are assigned in this syllabus. In a real course I’d never assign anything I hadn’t read, but I couldn’t do a full semester’s worth of reading for one project—and this assignment was more about structuring a course that aligns with our teaching philosophy—which I feel like this represents really well. If nothing else, it’s a place to start.
Update: in the two years since I made this, I’ve encountered a lot more rad (and free!) games, as well as made my own games, and done a lot of this reading—so I hope to actually update this curriculum when I find some time. I’d love an opportunity to assemble and teach this course for real.
As always, if you have questions or thoughts about what’s posted here, feel free to email me!
Course Title: Anti-Capitalist Storytelling in Gaming
Department: Game
Course Delivery Model: Remote
On-site meetings required: No
PNCA Facility Access required: No
Prerequisites: None
Instructor Name: Daylynn Lambi
Instructor Pronouns: They/them/theirs
Instructor Contact Info: dlambi@willamette.edu
Instructor Office Hours: Second 1.5 hours of class period (on Zoom), or by appointment (on Zoom or IRL, social distanced with masks).
COURSE DESCRIPTION
In this course we will examine the ways games (both analog and digital) can plant and foster seeds of liberation and care in the minds of their players. We’ll explore some potential functions of games, including: building and connecting with community, caring for our mental health, learning, radicalizing, and storytelling. This exploration will primarily be done through: playing games, talking about games, talking about capitalism, talking about anti-capitalist movements and care, doing readings, and through individual and group reflection.
This is an introductory course aimed at students in the game and/or creative writing departments - but is open and applicable to any student who is interested in games as a device for storytelling, education, healing, and critical analysis. We will not be designing/prototyping/producing games, but one final project option will be to imagine a narrative that could operate in a gaming context.
LEARNING OBJECTIVES
These are my intentions for what y’all will take away from this course. In the first class we will go over this syllabus, and discuss if there are other significant takeaways that y’all are hoping to get from engaging together in this space with the topics of anti-capitalism, storytelling, and gaming.
The learning objectives listed below have been matched with PNCA’s “Core Themes”: Studio Practice (1), Critical Inquiry (2), World View (3), and Professional Practice (4).
At the end of this course, students who have engaged thoughtfully and intentionally with the material and their classmates should be able to:
Recognize and speak to the relevance of gameplay as a tool in education and storytelling (2, 3).
Articulate an understanding of capitalism, its roots, and its function (or disfunction) in society, as well as potential antidotes to existing in a capitalist society (2, 3).
Develop a thoughtful final project utilizing key concepts from the course material (2, 3, 4).
Make an honest assessment about their engagement and their personal success the course (4).
COURSE CONTENT
IN-CLASS WORK
First 1.5 hours (required) this time will be spent together (on Zoom). Each week there will be a non-hierarchical, group discussion on the readings and gameplay (based on student prompts), and a brief, interactive, instructor presentation on the week’s subject (as well as on upcoming assignments when relevant). The specific breakdown for each week will be outlined in the “modules” section of Canvas at least two weeks in advance.
Second 1.5 hours (optional) following the required class time, there will be time that is left open (on Zoom) to continue conversations, workshop essays or your final projects in breakout groups, just hang out and play games together, or meet one-on-one with me. The structure of each week can be determined ahead of time, or on-the-spot by the folks who opt to participate. It’s up to y’all.
ASSIGNMENTS
Assignments are listed in the “course schedule” section of the syllabus for the week they are due. Readings and gameplay should be completed, and assignments should be completed and turned in on Canvas before that class period. All readings will be posted in the “modules” section of canvas for the week that they are due.
Weekly Learning Journal Entry: Informal, ~250 word reflection about the past week’s readings, gameplay, or class discussion/presentation. Acceptable formats: public blog, Canvas entry shared with class, or private document shared only with the instructor (may be typed or handwritten but must be able to be submitted electronically) submitted through Canvas.
Weekly Gameplay: throughout the course you’ll be playing through two indie, single player, story-based, point and click narrative adventure games. There will also be optional, radical (and quick) flash games which we’ll be discussing in-class, but play is not required.
Weekly Reading Assignments: as listed in the “course schedule”.
Weekly Discussion Prompts: come to class each week with 3 discussion prompts related to the readings or gameplay. These may be questions that came up for you while reading, points you need clarification on, a quote you were particularly excited by, something unexpected that came up in gameplay, or even other content (games/readings/etc) that you were reminded of by the readings.
Two Game Review Essays: you’ll write a game review of each of the two narrative games we play through, with a focus on how the game either addresses or embodies anti-capitalist themes or ideals (500-1000 words each).
Final Project: Your choice of:
Write an essay that more deeply explores a topic of this course that sparked your interest.
Write an outline for a one-off workshop that you would lead about anti-capitalism and gaming - this could be an informational workshop, a hands-on art workshop, or however you imagine it - as long as it incorporates content you learned in this course.
Create a game proposal (analog or digital) that incorporates anti-capitalist themes. This should include a narrative overview and description of how gameplay works, and character or other design sketches.
You will also need to complete a 1 page proposal ahead of your final project.
Options 2 or 3 may be collaborative projects, if you’d like to work with a classmate(s).
Project options will be explained more in-depth in class.
GRADING CRITERIA & EXPECTATIONS
Expectations:
Traditional grading, used as extrinsic motivation and an indicator of “success”, falls outside of my personal pedagogical beliefs. This feels particularly relevant in a course that challenges capitalism and looks at playful modes of storytelling and healing. That said - you signed up for this course, and I have an expectation that you’re interested in engaging with the content, and will complete all assignments.
The collective success of this course will be dependent on y’all each keeping up with the readings and gameplay, and showing up to class (with prompts) ready and willing to engage with one another. In acknowledgement of the reality that participation and engagement look different for different people - I expect that students be self aware of how you’re engaging with your classmates. If speaking up in class discussions is difficult for you, perhaps consider sharing your learning journal in a way that is accessible to your classmates, or making an intentional effort to attend the optional portion of class and engaging with your classmates in less structured ways.
While they will not be graded, your two game essays and your final project will receive thoughtful written feedback, so that you have an idea of how you did on them, which will be a factor in your final grade discussion. Your game reviews should be thoughtful, and exemplify that you are able to take concepts from the course and note how they operated within the games. Your final project should be something you are excited to talk about and explore more deeply, and this should shine through! It should be a reflection of a topic or topics covered in the course that you connected with and were able to expand on.
Grading Process:
At the beginning of the course, each student will have a (~15-20 minute) one-on-one meeting with me (over zoom or IRL, socially distanced with masks) to discuss what you hope to get out of this course, and any concerns or access needs you may have. This is an opportunity to be thoughtful and honest about the way you work, and what you need to be successful.
At the end of the course, each student will have a second one-on-one meeting (~20-30 minutes, again over zoom or IRL) with me to discuss your final project, your learning journal, what you got out of the course, and how you feel your participation was (plus any factors that may have affected this) - and to come to a mutual agreement regarding what grade you should receive. This is an opportunity to honestly assess your work habits as well as to advocate for yourself.
Here is my general framework for how grading will operate, but again, this will be individualized:
A: You have done all the required coursework, were highly engaged in class dialog, and/or can exemplify that you were able to accomplish the intentions you set for yourself at the start of the semester. You’re able to speak confidently about what you took away from this course.
B: You have kept up with most of the required coursework, were engaged in class dialog, and/or can exemplify that you made significant effort to accomplish the intentions you set for yourself at the start of the semester. You’re able to speak to what you took away from this course.
C: You made an effort to keep up with required coursework, were only somewhat engaged in class dialog, and/or did not put forth enough effort to meet the intentions you set for yourself at the start of the semester. You’re able to identify some things you took away from this course.
D: You did not keep up with required coursework, weren’t consistently engaged in class dialog, and/or did not work towards the intentions you set for yourself at the start of the semester. You’re not able to speak to what you took away from this course.
F: No effort was made to engage with this course, your classmates, or your goals.
ABSENCE POLICY
Our shared attendance and participation in the required class time as a community will be a vital part of collectively getting as much as possible out of this course. That said, I understand that we are living in unprecedented times - largely in part due to our society being structured by capitalism. Do your best to attend all classes, and if you miss class, please watch the recording so that you can come to the next class on the same page as your classmates.
IN-CLASS POLICIES
Devices (phone, computer, tablet, etc) are allowed in class. I acknowledge that participation and attention looks different for everyone, but ask that for the benefit of yourself and your classmates, you be “present” to the best of your ability.
Please do what you need to take care of yourself during class time (eat, drink, go to the restroom, doodle, stim, move your body, etc). You do not need my permission to do these things.
Especially with class time occurring on Zoom - please also feel free to exist wherever/however is most conducive to learning and participating for you. There is no pressure to have your camera turned on, but I’d (personally) rather be able to see folks - even if you’re tucked into bed or stretching in the middle of your kitchen - than see a ton of blank rectangles!
HOURS EXPECTED
This 3 credit class meets for three hours on zoom per week (1.5 hours required, followed by 1.5 hours optional), and six hours of work outside of class are expected weekly (reading, gameplay, and assignments).
Anticipated gameplay hours:
A Night in The Woods: 7-15 hours of gameplay (average player 11 hours)
Kentucky Route Zero: 6-18 hours of gameplay (average player 9 hours)
These time ranges are based on polled players (via howlongtobeat.com), and span from quickly going through the main storyline, to a leisurely pace exploring all extras. Your gameplay time will depend on your play style, reading speed (both games are text-heavy, but particularly KRZ) and how thoroughly you explore the games. Both of these games contain a large amount of “extra” content in addition to their “main story”, so the amount of time it takes you to play through each will largely be up to you and how you engage with them.
TECHNOLOGY REQUIREMENTS:
Required:
Access to Zoom, Canvas, and email.
A means to write and submit assignments online.
A means to read PDFs shared via Canvas.
Access to a computer (and/or a Nintendo Switch) for gameplay.
A Night in the Woods ($20 on Steam or Nintendo Store)
Kentucky Route Zero ($24.99 on Steam or Nintendo Store)
If purchasing these games is a barrier for you, please reach out ASAP to coordinate borrowing/sharing a computer or Switch with the games pre-loaded. This is limited but we will make it work! I recognize the irony in having costly requirements for a course that centers on anti-capitalism, and access to gaming is something we will discuss in this course.
MATERIALS/SUPPLIES
N/A
RECORDING DISCLAIMER & ZOOM VISIBILITY:
PNCA encourages students to be on camera during Zoom sessions, but also allows students to remain off camera if they choose.
The required portion (first 1.5hrs) of synchronous zoom classes for this course will be recorded for the accessibility of students who miss class or who would like to revisit conversations and lectures. By participating in this course, you agree that such audio and video recording will occur and will be used and displayed for educational and related purposes at the discretion of the teacher and the University. Such educational purposes are limited to the education of students currently enrolled in the course. If you do not wish to be videotaped, you may remain off video during class time. PNCA is FERPA compliant and dedicated to your privacy, these recordings are commonly used for educational purposes.
BIBLIOGRAPHY
All required readings (listed in the course schedule) will be available (free) in pdf or web format, on Canvas.
OPTIONAL:
Many of the essays we’ll read in this class are from the following four books, which are full of other great essays you may want to check out if you’re interested in furthering your learning independently:
Gray, Kishonna L., and David J. Leonard, eds. Woke Gaming: Digital Challenges to Oppression and Social Injustice. Seattle: University of Washington Press, 2018.
Malkowski, Jennifer, and Treaandrea M. Russworm, eds. Gaming Representation: Race, Gender, and Sexuality in Video Games. Bloomington, Indiana: Indiana University Press, 2017.
Payne, Matthre Thomas, and Nina B. Huntemann, eds. How to Play Video Games. NEW YORK: NYU Press, 2019.
Ruberg, Bonnie, ed. The Queer Games Avant-Garde: How LGBTQ Game Makers Are Reimagining the Medium of Video Games. Durham; London: Duke University Press, 2020.
COURSE SCHEDULE
Dates and information on the below calendar are subject to change.
Students will be notified and given an updated syllabus when/if this happens.
WEEK 1
Mon. January 18: Martin Luther King Jr. Holiday, no classes
WEEK 2 / CLASS 1
Mon. January 25: INTRODUCTION CLASS: WHAT ARE GAMES? WHAT IS ANTI-CAPITALISM?
Assignment(s) due:
No assignments due for the first class! We’ll be going over the course subject, goals, and syllabus, discussing grading and other expectations for the course, and creating class agreements.
WEEK 3 / CLASS 2
Mon. February 1: MONOPOLY, THE HISTORY AND CO-OPTION OF RADICAL GAMING
Assignment(s) due:
Start playing: A Night in the Woods
Read:
“THE CORPOREAL ETHICS OF GAMING: Vulnerability, Mobility, and Social Gaming” (pdf or pp. 27-44 in Woke Gaming), Rob Cover
“Tetris: Rules” (pdf or pp. 21-28 in How to Play Video Games), Rolf F. Nohr
“Pokémon Go: Globalization” (pdf or pp. 250-258 in How to Play Video Games), Randy Nichols
Learning journal entry
Sign up for your one-on-one meeting via google doc shared to Canvas (please be prepared to discuss what you’re hoping to get out of this course, how you’ll reach those goals, how you’ll be able to exemplify that you’ve reached those goals, and how you can be supported by the class community)
WEEK 4 / CLASS 3
Mon. February 8: CAPITALISM AND ANTI-CAPITALIST MOVEMENTS
Assignment(s) due:
Continue playing: A Night in the Woods
Read:
“Age of Empires: Postcolonialism” (pdf or pp. 157-164 in How to Play Video Games), Souvik Mukherjee
“‘Tonight We Riot’ and the Rise of the Socialist Video Game”, Luke Ottenhof
https://observer.com/2020/05/tonight-we-riot-socialist-video-game-means-interactive/“On Your Marx: The Developers Bringing Socialism to Games”, Luke Winkie
https://egmnow.com/on-your-marx-the-developers-bringing-socialism-to-games/“2019 Was the Year that Capitalism became Video Games' Greatest Villain”, Carli Velocci
https://www.windowscentral.com/2019-year-capitalism-became-video-games-greatest-villain
Learning journal entry
WEEK 5 / CLASS 4
Mon. February 15: STORYTELLING IN GAMES
Assignment(s) due:
Continue playing: A Night in the Woods
Read:
“King’s Quest: Narrative” (pdf or pp. 29-35 in How to Play Video Games), Anastasia Salter
“New Dungeons & Dragons Anthology Explores Real World Economic Issues”, Christian Hoffer
https://comicbook.com/gaming/news/dungeons-and-dragons-eat-the-rich-anthology/“Eat the Rich: Revolution!” game description
https://www.drivethrurpg.com/product/319663/Eat-the-Rich-Revolution“A Statement Regarding Volume One”, via the makers of “Eat the Rich!”
https://www.eattherichanthology.com/statement-vol-1
(the last 3 of these readings are very brief, just to contextualize a game we’ll be discussing)
Learning journal entry
WEEK 6 / CLASS 5
Mon. February 22: GAMES AS A TOOL FOR EDUCATION, LEARNING & UNLEARNING
Assignment(s) due:
Continue playing: A Night in the Woods
Read:
“VIDEO GAME PARODIES: Appropriating Video Games to Criticize Gender Norms” (pdf or pp. 90-106 in Gaming Representation), Gabrielle Trépanier-Jobin
“Video Games and the Engaged Citizen : On the Ambiguity of Digital Play” (pdf 19 pages), Ingrid Hoofd
Learning journal entry
WEEK 7 / CLASS 6
Mon. March 1: GAMING TO RADICALIZE
Assignment(s) due:
Have finished playing through: A Night in the Woods
Read:
“ACTIVISM IN VIDEO GAMES: A New Voice for Social Change” (pdf or pp. 252-269 in Woke Gaming) Taylor Anderson-Barkley and Kira Foglesong
“The World's Best Anti-Capitalist Video Games: Meet the video game studio that wants its players to start a revolution”, Jordan Pearson
https://www.vice.com/en/article/gvyqeq/the-worlds-best-anti-capitalist-video-games
Learning journal entry
WEEK 8 / CLASS 7
Mon. March 8: DEPICTIONS OF MENTAL HEALTH AND HEALING IN GAMES
Assignment(s) due:
Play: Kentucky Route Zero: Act I and Limits & Demonstrations Interlude
Read:
“What Lies Beneath: On the Love and Anger of Night in the Woods”, Carolyn Petit
https://feministfrequency.com/2017/03/10/what-lies-beneath-on-the-love-and-anger-of-night-in-the-woods/“Softness, Strength, and Danger in Games about Mental Health and Healing” (pdf or pp. 125-133 in The Queer Games Avant-Garde), Kara Stone
Learning journal entry
Game review of A Night in the Woods
WEEK 9 / CLASS 8
Mon. March 15: INDIE DEVELOPERS AND THE GAME DEVELOPMENT INDUSTRY
Assignment(s) due:
Play: Kentucky Route Zero: Act II and The Entertainment Interlude
Read:
“THE POST-FEMINIST POLITICS OF THE ‘EVERYONE CAN MAKE GAMES MOVEMENT’” (pdf or pp. 65-81 in Woke Gaming), Stephanie Orme
“Clash Royale: Gaming Capital” (pdf or pp. 185-192 in How to Play Video Games), Mia Consalvo
“Braid: Indies” (pdf or pp. 67-74 in How to Play Video Games), Jesper Juul
Learning journal entry
SPRING BREAK, March 22 - 26
WEEK 10 / CLASS 9
Mon. March 29: IMAGINING ALTERNATIVE FUTURES THROUGH GAMING
Assignment(s) due:
Play: Kentucky Route Zero: Here and There Along the Echo Interlude and Act III
Read:
“CURATE YOUR CULTURE: A Call for Social Justice-Oriented Game Development and Community Management” (pdf or pp. 193-212 in Woke Gaming), Amanda C. Cote
“Racism, Sexism, and Gaming’s Cruel Optimism” (pdf or pp. 245-250 in Gaming Representation), Lisa Nakamura
Learning journal entry
Final project proposal
WEEK 11 / CLASS 10
Mon. April 5: REPRESENTATION IN GAMES AND GAMING
Assignment(s) due:
Play: Kentucky Route Zero: Act IV and Un Puebla de Nada Interlude
Read:
"Identity, Representation, and Video Game Studies beyond the Politics of the Image” (pdf or pp. 1-16 in Gaming Representation), Jennifer Malkowski and Treandrea M. Russworm
“NO TIME TO DREAM: Killing Time, Casual Games, and Gender” (pdf or pp. 38-56 in Gaming Representation), Braxton Soderman
“DYSTOPIAN BLACKNESS AND THE LIMITS OF RACIAL EMPATHY IN THE WALKING DEAD AND THE LAST OF US” (pdf or pp. 109-128 in Gaming Representation), Treaandrea M. Russworm
Work on final project
Learning journal entry
WEEK 12 / CLASS 11
Mon. April 12: GAMING ACCESSIBILITY
Assignment(s) due:
Play: Kentucky Route Zero: Act V and The Death of the Hired Man Interlude
Read:
"REPRESENTING RACE AND DISABILITY Grand Theft Auto: San Andreas as a Whole Text” (pdf or pp. 164-178 in Gaming Representation), Rachel Hutchinson
“THE HORRORS OF TRANSCENDENT KNOWLEDGE: A Feminist-Epistemological Approach to Video Games” (pdf or pp. 155-172 in Woke Gaming), Stephanie C. Jennings
Work on final project
Learning journal entry
WEEK 13 / CLASS 12
Mon. April 19: FINAL PROJECT WORKSHOP
Assignment(s) due:
Learning journal entry
Work on final project
Sign up for a one-on-one meeting (consider your work in this class, your goals, and what grade you think you should receive).
Game review of Kentucky Route Zero
WEEK 14
April 26 - 30: Focus Week, no classes
WEEK 15 / CLASS 13
Mon. May 3: Final Meetings
Assignment(s) due:
Learning journal entry (last one)
Submit your final project on Canvas
WEEK 16 / CLASS 14
Mon. May 10: Final Meetings