On Tuesday, we were asked to bring games to class (best homework ever). We could bring any game as long as it could be played on a table top- video games excluded. The class period was split into increments that allowed us to get in three different types of games. For the rest of the class period, people exclaimed with joy, shouted out in frustration, were deep in concentration and simply had a good time. When asked to participate in class discussions, only a few people would talk. But while we were playing games, the entire class was engaged. Whether strategizing their next move or being loud, everyone was participating. For the next class, we were asked to come up with 9 original ideas of our own for games. Our objective was to be able to create an experience for players.
As creative people, we hope our work will create some type of emotional response in audiences. We want to be successful and have our ideas be popular. At least, whenever I create an animation, these are my desires. Creating games may be different from animating a short or designing a poster, but it is a useful exercise. It begins with an initial concept, and purpose: "this game will teach kids how to use money" And then a way to demonstrate and make it hands on. In the board game Monopoly, people receive paper money and use it to buy property. While some games are functional and may sometimes teach something, other games may have the sole purpose of providing an enjoyable time. This is similar to media arts. PBS has educational cartoons while Fox and Warner Bros. create animation whose purpose is entertainment.
descriptor collection
mellifluous: pleasant-sounding
copious: existing in large amounts
serene: peaceful and undisturbed
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