Fall+2009+Group+Project+2

__**Group Project Assignment 2 – Due Date: 12/08/2009 – READ CAREFULLY**__
If students have any questions or problems, they should ask me either in person or via email before the assignment is due.
 * __ASSIGNMENT__ – Students are to create a Non-Electronic Game __based on an existing electronic game__ (including, but not limited to, video games).** Students may make their new game in the form of a table-based game (as in the previous group project), or they may use alternative means, ultimately creating a "human-based game." The main restriction is that the games must be able to be played within the confines of the classroom.

__NOTE__: Creating an adaptation of an electronic game that is already an adaptation of a physical game is not allowed. For example, students can not just play football in class and claim to be adapting the newest Madden game, nor can they play standard card games in class and claim them to be an adaptation of "Club-House Games" for the Nintendo DS.


 * __Examples of Human-Based Games__ –** Table games are fairly easy to understand, as they consist predominantly of board games, card games, and dice-based role-playing games. "Human-Based Games," on the other hand, is more of an obscure concept. Sports would certainly qualify as a human-based game: the human body itself is the main game-play device, with additional "props" (like balls and bats) being used to further game-play. However, most sports would not work within a classroom setting, nor would it be based on an electronic game.

One example of a human-based game, done in a previous class, is a human-version of Space Invaders. In it, students, acting the invaders, move in a winding line around desks, slowly progressing to the front of the room, where the "player" is waiting. This player has a supply of small, soft balls (such as Nerf balls, which do not hurt on impact), which he throws at the "invaders." If one is hit, the invader sits down, off of the play-field. The invaders have ammunition of their own that they thrown back toward the player (each Invader only has 1 ball each to start with). If the player is hit, she or he loses the game, and the invaders win. Both the invaders and the player can pick up discarded "ammunition" (balls that have been tossed and missed, and are now on the floor) and use them as their own. If the invaders reach the front of the classroom or hit the player, they win the game. If the player removes all of the invaders from play, he or she wins the game. This same game, with minor variations, can also be done as a replica of Centipede (with invading-students that are hit staying in place, and altering the flow of the other "invaders").

Another example of a human-based game is taken from the real-world, and is too ambitious to work with this assignment (as it requires a large area of New York City, cell phone and/or GPS technology, and various other things not used in this assignment). The game is "Pac-Manhattan," and is a "human-based game" which is modeled after the classic video game, Pac-Man. A full description of the game can be found here.

__**GUIDELINES**__ **–** **As with the previous project, table-based games are allowed.** Examples of such table games include board games (like Monopoly, Clue, Sorry, etc.), card games (like poker, Uno, Pokemon, etc.), and dice games (like Dungeons and Dragons and other role-playing games). **Human-Based Games are also allowed.** Examples of Human-Based games are listed above, and include the human-play Space Invaders or Pac-Manhattan.


 * Students may also combine elements of table-based and human-based games together.** In other words, students can direct human players through the use of dice, or have players draw cards during the game, even though the actions are actually carried about by human participants.


 * Students must submit a typed description of their game on the same date that the game is due.** Descriptions should include all group members’ names, individual member responsibilities on the game, a detailed description of both the game concept and game play mechanics, and descriptions of any materials that are needed to play the game.


 * Students must also submit //__individual__// typed papers that describe, in detail, each group member’s contributions. EVERY student must turn on a separate paper describing the contribution of EVERY member of the group (this includes writing about and assessing your own contributions, in addition to writing about and evaluating other group members' contributions). ** These individual descriptions will not be read by anyone but me, and should thus be open and honest.

The final grades for the first group assignment will be a combination of the quality of the game itself, the typed description, and each students' individual contribution. Thus, the grade will be a result of shared grades (the game itself and the description) and individual grades (the student's own contribution to the game).

__Games__ __MUST abide by the following rules:__

 * 1) **All games must be able to be played within the classroom, without the use of any advanced technology.** All players should be able to participate and complete the game within the confines of the classroom, without the need of any kind of special controller or other input device. Games may be a table-based game, such as a board game, card game, or role-playing game, or they may be a human-based game, like the examples listed above. ANY use of a computer, television, or electronic device MUST be approved by me.
 * 2) **Students must incorporate at east 2 human participants at any given time during the game (preferably more).** Games can have 2 players working together, 2 players working against each other, multiple players working on different teams, etc.
 * 3) **There must be a clear objective and method of winning the game, either via obtaining a specific goal or outscoring one’s opponents.** Winning should be objective, not subjective. In other words, the winner should be clear and concrete, not based on individual opinion.
 * 4) **Players must use a video-game as a basis (such as the Pac-Manhattan example, found [|here]), though the game must be accurately adapted to human play.** If a game is too complex, it will most likely not translate well to human-play. Remember: certain rules or game-play elements hat work well in an electronic version of a game may not work well in another medium. Feel free to alter rules or add game-play as necessary; just make sure that idea and theme of the game being adapted is kept intact.
 * 5) **Games can not be directly copied from an existing table-based game (such as poker, Monopoly, etc.).** Games will be based on other electronic games, and will thus be similar to existing games, or use existing games as a jumping off point, but if existing games are used as a basis, there must be a significant change to rules, presentation, etc. If a group is unsure whether or not their idea qualifies as original, they should ask me immediately.
 * 6) **Games can not be directly copied from an existing human-based game (such as existing sports, or the various human-based games already discussed).** If a student wants to adapt a sport-like electronic game that doesn't already have a real-world sport (such as the Tron light-cycles), they may do so, assuming the adaptation fits within these guidelines and can be effectively played within the classroom.
 * 7) **There is to be no unapproved physical interactions, and no physical violence whatsoever.** With human-based games, there may be some form of physical interaction, including tapping another person's shoulder, or throwing SOFT items (like Nerf balls or rolled up paper) at one another. If there is ANY chance of injury, the physical interaction will not be allowed. If a student wishes to use ANY kind of physical interaction in their game, it MUST be approved.
 * 8) **There is to be no use of guns or other weaponry of any kind, real or toys, unless approved.** Obviously, many successful electronic games are war-simulations and use some form of weaponry. Many table-based games are also war simulations. Things change when moving into human-based games, however. Having students using artificial guns against one another could be construed the wrong way, and could be seen by those passing the classroom as a security threat. As such, no weapons of any kind will be allowed, without my express approval.
 * 9) **Group members must have game-materials ready prior to the start of the game.** Materials include any item needed for the game play. This can include dice, game pieces, cards, game board, etc. Anything the game needs to be played, students must provide.
 * 10) **Game cards and game boards must be created by students****.** Simply put, students can not simply "borrow" materials from existing games and present them as their own. In other words, traditional playing cards (2-10, with face cards and aces) can not be used in games, nor can existing game-boards, like a standard monopoly board. Students must create their own materials, or significantly later materials from other sources. Pieces like dice can obviously be used from other sources, assuming they aren't identifiable as belonging to another game. Game pieces (such as tokens used to move across a board) may also only be used from other sources if they are unrecognizable as being from the other source and/or fit with the theme of the student games. Students should see me if they have any questions about whether or not their materials or acceptable.
 * 11) **Group members must all contribute to the project.** Being a group-assignment, it is vital that students work together within their group to create a successful project. Working within groups is a crucial part of most aspects of life (especially modern game-development). As such, students will be graded on a group-by-group basis. Individual members will also have different grades from other group members, dependent on group participation.Group members are responsible for motivating other group members. That being said, if there are ANY problems with group members, students should notify me immediately, so that a solution can be found. Complaining that a game was not completed (or not completed well) because of group members not working is not a valid excuse!


 * Any project which does not follow these rules will be marked down severely, potentially even receiving a 0.** Should students have any other questions regarding the project requirements, they should ask me as soon as possible.

__**GRADING**__ **–** Students will be evaluated on the creativity of the idea and the quality of the games implementation. If the idea is solid and can clearly be executed as a table-based game, students will not be marked down for the inability of other students to play their game well. However, if a game is deemed to be unplayable, or extremely difficult to play without confusion, the project grade will be severely marked down. **The game itself counts as 1/4 of the total project grade.**

As noted above, each group must submit a typed description of the game, giving details of the game concept and game play, individual group member responsibilities, and the game’s required materials. In addition to the experience and execution of the game, students will be graded based upon the clarity of the game description, how well thought-out the game is as described, and how closely the game actually followed the written concept. **The description counts as 1/4 of the total project grade.**

Every student in the class must also submit an individual written description of all of the group members’ contributions sand level of participation in the project. As stated earlier, these individual descriptions will only be read by myself, and should thus be open and honest. In addition to these descriptions, the individual participation grades will be determined, in part, by my own observations. **The individual participation towards the project counts as 1/2 of the total project grade.**

**All questions regarding the game rules or grading must be asked prior to the final submission date.**


 * __DUE DATES__** – Completed games are due on December 8, 2009. While it is unlikely that every game will be played on this date, **ALL GROUPS MUST TURN IN THEIR PAPERS (group project descriptions and individual participation assessments) ON December 8, AND HAVE THEIR GAME READY TO BE PLAYED**. The two class periods that week (December 8 and 10) will be dedicated to playing students' games.

**Students will receive a 0 if they do not have their games ready on time.**


 * All students must submit a final description of their group project within the first five (5) minutes of the first class of the game week (beginning December 8).** Students may also email their final descriptions to me in an electronic format (such as Microsoft Word) __prior__ to the due date. **Only one game description needs to be submitted for each group.**

**Groups that do not turn in a final game description will receive a 0 on the group project. THERE WILL BE NO LATE-GRADES GIVEN ON THIS ASSIGNMENT. __NO EXCEPTIONS__.**

At the same time, students must submit individual typed papers describing group members’ participation on the group project. Once again, students may also email their individual descriptions to me in an electronic format (such as Microsoft Word) prior to the due date. **__Every student__ must submit an individual description of group members' contributions.**

**Any student who does not turn in a description of group members’ contributions will also receive a 0 on their project grade.** **THERE WILL BE NO LATE-GRADES GIVEN ON THIS ASSIGNMENT. __NO EXCEPTIONS__.**


 * All questions regarding group project guidelines or grading must be asked prior to the final submission date. **