Final blog post before assessment.
Haven't blogged in a while, mainly because it's mostly been preparations for the final assessment.
For my part I got the writing that explains the methods we used in a little booklet. It was hard to write something that explains things without being really formal and essay-like, but I got it in the end. It took several tries.
On the first try I tried writing it in poems and rhymes. It was nice, but I don't think it brings the point across clearly enough. Next I tried a fantastical style of speech. The kind that you imagine some prophecy would say in a fantasy setting. It seemed really unnatural though, given that this is a small book with child-like drawings. The third go was better. I made up a harsh character that tells you what to do in the game. This is a character and guide that the kid dreamt up. However, it didn't fit the childlike aspect. Not that children can't dream of terrible things, but more like because the character is very harsh and rude with quite a foul mouth. The final choice I did stick with was a simple voice that guides you and tells you a little more about the methods. With just enough detail for you to form your own judgements. From that I learned that sometimes less is more. You don't have to do anything really fancy. Sometimes going overboard with fanciness ends up not achieving what you want to put across.
Anyways, best of luck to all groups. I've heard about other groups doing some really amazing things. So on opening night I'll definitely be there to check them out.
Tuesday, October 30, 2012
Thursday, October 11, 2012
Formative presentation feedback - Clarification
The main feedback we got was that the game wasn't finished enough. This is fair enough as we have the individual parts, but still haven't managed to piece together all parts together yet. We're still working on this, and I do believe that by the final presentation it would be finished. Another very valid point is that since our game is still technically unfinished, we still don't have any results to this experimental game to fully answer the question. This is because without getting anyone to play it through yet, we can't test out which methods worked, which didn't, and why. So we don't actually know which methods are effective and whether or not it's to do with the context yet like we predicted. However, the short answer really is "Yes, you can tell a story through a game, but it depends on how well you do it. Also on how effective your particular methods were." The supporting results from the experiment would help in explaining the "why" to the answer, when we do piece it together and get people to play it through.
For individual feedback it says I need to clarify how I contributed to the group because the tutors were under the impression that my only contribution was in the writing.
Honestly, I was a bit miffed when Edrian made the mistake of saying Ben was in charge of storytelling. Because that was my job along with the writing. Perhaps it was the nerves or he stumbled in his speech. Nonetheless, I am annoyed.
But let me clarify here what I did for the group. I've made it very clear in past blogs what I've done, but I'll still clarify it here in case you missed anything.
My main role is to do the writing, and have a strong influence in developing the story. Yes, I have done this despite my disagreements with Ben for most of this semester. In fact, the evidence for this will be included in my journal hand-in. You will see all drafts for the stories I wrote for this project.
I did a bit of concept art at the beginning and quite a bit of research on how other games have told their stories and character archetypes within stories. I have also researched on people's experiences as a game writer and how that is different from writing for standalone print. This has been shown in my previous blogs.
I also helped Tim with the initial level design by drawing a map of it. Also included in a previous blog post.
I have planned and organised everything for the group. This means I've timetabled the schedule and kept track of where we are on the timeline. I've made sure that every member knows what's going on and that they know important information. For example, when they have to have something finished, when they must be here for full group meetings, and so on. The evidence of a timeline is included briefly in my journal.
I took over the leadership role while Ben was away. I made sure that we kept on developing on our ideas and trying to work out our problems. This was when we were stuck and confused with what we were doing because nothing seemed to fit. I have talked about this also in previous blogs.
In summary, I really have done more than just writing.
I also do agree that I need to "take a more active part in group presentations." I find that by myself in presentations I usually do alright. In a group though, I find it difficult to find a chance to jump in and have my say in presenting. Mainly because people wouldn't stop talking and I feel rude when I cut them off. But yes, I do agree that that is an area that needs improvement. I'd like to point out that to an extent I have improved from last semester, even though I'm not absolutely amazing and charismatic yet. Last semester I wouldn't even say a sentence unless a question was aimed directly at me. For which I am greatly relieved, because I actually really wanted to say something and am grateful for questions directed at me to give me that chance. That was also because it was hard for me to jump in when everybody was talking. This semester though I got more than three sentences in, which isn't a lot. But it's a start and it really is an achievement for me. Also, I'd like to remind you that in the previous formative assessment I did manage to take control over the presentation. That was the most I've said in this year's group presentations because I actually had a chance to speak.
For individual feedback it says I need to clarify how I contributed to the group because the tutors were under the impression that my only contribution was in the writing.
Honestly, I was a bit miffed when Edrian made the mistake of saying Ben was in charge of storytelling. Because that was my job along with the writing. Perhaps it was the nerves or he stumbled in his speech. Nonetheless, I am annoyed.
But let me clarify here what I did for the group. I've made it very clear in past blogs what I've done, but I'll still clarify it here in case you missed anything.
My main role is to do the writing, and have a strong influence in developing the story. Yes, I have done this despite my disagreements with Ben for most of this semester. In fact, the evidence for this will be included in my journal hand-in. You will see all drafts for the stories I wrote for this project.
I did a bit of concept art at the beginning and quite a bit of research on how other games have told their stories and character archetypes within stories. I have also researched on people's experiences as a game writer and how that is different from writing for standalone print. This has been shown in my previous blogs.
I also helped Tim with the initial level design by drawing a map of it. Also included in a previous blog post.
I have planned and organised everything for the group. This means I've timetabled the schedule and kept track of where we are on the timeline. I've made sure that every member knows what's going on and that they know important information. For example, when they have to have something finished, when they must be here for full group meetings, and so on. The evidence of a timeline is included briefly in my journal.
I took over the leadership role while Ben was away. I made sure that we kept on developing on our ideas and trying to work out our problems. This was when we were stuck and confused with what we were doing because nothing seemed to fit. I have talked about this also in previous blogs.
In summary, I really have done more than just writing.
I also do agree that I need to "take a more active part in group presentations." I find that by myself in presentations I usually do alright. In a group though, I find it difficult to find a chance to jump in and have my say in presenting. Mainly because people wouldn't stop talking and I feel rude when I cut them off. But yes, I do agree that that is an area that needs improvement. I'd like to point out that to an extent I have improved from last semester, even though I'm not absolutely amazing and charismatic yet. Last semester I wouldn't even say a sentence unless a question was aimed directly at me. For which I am greatly relieved, because I actually really wanted to say something and am grateful for questions directed at me to give me that chance. That was also because it was hard for me to jump in when everybody was talking. This semester though I got more than three sentences in, which isn't a lot. But it's a start and it really is an achievement for me. Also, I'd like to remind you that in the previous formative assessment I did manage to take control over the presentation. That was the most I've said in this year's group presentations because I actually had a chance to speak.
Tuesday, October 9, 2012
Presentation Prep
Talk about how group has planned to present final presentation and your role in the presentation.
For the final presentation we're planning on doing something similar to last semester. Last semester our presentation was set in a post-electric world where our documentation was written in the form of a fictional character's diary. We found that this approach tied everything together quite nicely.
This semester we're going to take a bit of the game out into the presentation space. In the opening cutscene we've got a young boy in his bedroom. We're going to replicate certain aspects of that in the space. It will feel like a bedroom. The screen mounted on the wall would be framed by curtains and links to the window of the bedroom. It would be the window to our game. The artwork would be around the walls and the showreel will also precede the game.
Documentation and research will be compiled into small booklets. This is to explain what's going on in the game, why we did it that way, what it means, and so on. This part is what I'm in charge of. I'll be doing the writing and compiling of research. I'll be making the book as well. Here are some quick mock ups.
I decided on accordion binding. It's fast, very easy to make. It's also a good option if you're not going to have a really thick book. It's also something that a child might have in their room too since making accordion books was something that you did back in primary. At least, in my primary anyway.
The black one has pockets that would hold cards in each pocket. On one side of the card would be parts of the game world map. On the other side would be details, the method of storytelling done in that area, why that method, pros and cons, etc etc. So you can take out the cards and put them together into one map. Problems with this: Having the written material on the cards restricts the room I have to put the writing on. Also, even though the idea of it being a mini puzzle might be a nice touch, it isn't entirely necessary. It does link to the part in the game where the boy puts together torn pieces of paper that makes a train ticket though. With the pockets, gluing the pages together is more difficult and leads to a lopsided look.
The second one doesn't have pockets but the pages are glued together differently. This one was sturdier and less lopsided.
I won't be writing the research and documentation in a really formal essay format. Because that would stick out from the rest of the project. It would be written in a style that fits the game while still being clear in what we're trying to say.
For the final presentation we're planning on doing something similar to last semester. Last semester our presentation was set in a post-electric world where our documentation was written in the form of a fictional character's diary. We found that this approach tied everything together quite nicely.
This semester we're going to take a bit of the game out into the presentation space. In the opening cutscene we've got a young boy in his bedroom. We're going to replicate certain aspects of that in the space. It will feel like a bedroom. The screen mounted on the wall would be framed by curtains and links to the window of the bedroom. It would be the window to our game. The artwork would be around the walls and the showreel will also precede the game.
Documentation and research will be compiled into small booklets. This is to explain what's going on in the game, why we did it that way, what it means, and so on. This part is what I'm in charge of. I'll be doing the writing and compiling of research. I'll be making the book as well. Here are some quick mock ups.
I decided on accordion binding. It's fast, very easy to make. It's also a good option if you're not going to have a really thick book. It's also something that a child might have in their room too since making accordion books was something that you did back in primary. At least, in my primary anyway.
The black one has pockets that would hold cards in each pocket. On one side of the card would be parts of the game world map. On the other side would be details, the method of storytelling done in that area, why that method, pros and cons, etc etc. So you can take out the cards and put them together into one map. Problems with this: Having the written material on the cards restricts the room I have to put the writing on. Also, even though the idea of it being a mini puzzle might be a nice touch, it isn't entirely necessary. It does link to the part in the game where the boy puts together torn pieces of paper that makes a train ticket though. With the pockets, gluing the pages together is more difficult and leads to a lopsided look.
The second one doesn't have pockets but the pages are glued together differently. This one was sturdier and less lopsided.
I won't be writing the research and documentation in a really formal essay format. Because that would stick out from the rest of the project. It would be written in a style that fits the game while still being clear in what we're trying to say.
Friday, October 5, 2012
Kalimba
A day or two ago I brought in my kalimba for Tim to play some music on it for the game. We've finished recording most of the audio as well.
Had Tim play on the kalimba a bit and he figured out the intervals of each tine pretty quickly. Below is the notation that Tim wrote down for the intervals. Each one is a different tine(the metal bits) and the number shows the interval between that tine and the root.
Soon we had twinkle twinkle little stars and Brahms' lullaby on the kalimba. I was quite impressed to be honest. I'm not very good at music to be honest, so I asked him how he recognises intervals so well. He does it by relating the interval to a song he knows. For example, a song knows begins with two notes which are a third apart. He remembers those notes and how far apart they are. Then applies that when he hears two other notes, to see where it's a third apart or not.
I thought that was interesting. It's quite an effective way to remember and learn. I think I could use that more often when I can. I think it would help me pick up new skills faster.
Ben and Edrian did the baby screams. They did regular baby cries at first then used a program called morphVox to warp the voices for the demonic effect we wanted.
The disagreement between Ben and I is fully resolved now, so that's good. We've been talking about how to do the presentation for next week as well. I'm under the impression that it's an informal presentation to get advice and feedback on how best to present the final project.
We're going to have a tv screen with the game running on it. There'll be a video of gameplay, some models and drawings before the game demo. Maybe we'll have drawings on the wall and research that binds everything together as well.
For the research we could bind it into a book, maybe drawings included. But Tim does make a good point about it being in a book. If we put all that in a book does it imply that you can't have a story without a book? Does it imply, "No, you can't tell a story through a game unless you have a book."?
The way the research is written up and the overall look of the exhibition is something I'm not totally sold on either.
You've got this game in a wintry landscape, you've got this sleek screen and a bound book. The aesthetics don't fit. Also, I the research notes are written in an essay/formal format there's a huge distinction between that and the rest of the work. It will stick out because it doesn't fit. We gotta think of a way to make the presentation look cohesive and fit together for a smooth feel. It needs to feel like the full package belongs together.
Had Tim play on the kalimba a bit and he figured out the intervals of each tine pretty quickly. Below is the notation that Tim wrote down for the intervals. Each one is a different tine(the metal bits) and the number shows the interval between that tine and the root.
Soon we had twinkle twinkle little stars and Brahms' lullaby on the kalimba. I was quite impressed to be honest. I'm not very good at music to be honest, so I asked him how he recognises intervals so well. He does it by relating the interval to a song he knows. For example, a song knows begins with two notes which are a third apart. He remembers those notes and how far apart they are. Then applies that when he hears two other notes, to see where it's a third apart or not.
I thought that was interesting. It's quite an effective way to remember and learn. I think I could use that more often when I can. I think it would help me pick up new skills faster.
Ben and Edrian did the baby screams. They did regular baby cries at first then used a program called morphVox to warp the voices for the demonic effect we wanted.
The disagreement between Ben and I is fully resolved now, so that's good. We've been talking about how to do the presentation for next week as well. I'm under the impression that it's an informal presentation to get advice and feedback on how best to present the final project.
We're going to have a tv screen with the game running on it. There'll be a video of gameplay, some models and drawings before the game demo. Maybe we'll have drawings on the wall and research that binds everything together as well.
For the research we could bind it into a book, maybe drawings included. But Tim does make a good point about it being in a book. If we put all that in a book does it imply that you can't have a story without a book? Does it imply, "No, you can't tell a story through a game unless you have a book."?
The way the research is written up and the overall look of the exhibition is something I'm not totally sold on either.
You've got this game in a wintry landscape, you've got this sleek screen and a bound book. The aesthetics don't fit. Also, I the research notes are written in an essay/formal format there's a huge distinction between that and the rest of the work. It will stick out because it doesn't fit. We gotta think of a way to make the presentation look cohesive and fit together for a smooth feel. It needs to feel like the full package belongs together.
Monday, October 1, 2012
Dynamics
As you have probably noticed, this semester's dynamics weren't as solid as last semester's. It's more shaky in comparison and our visions aren't fitting together. Because straight from the beginning everybody wanted something different. Also, a middle ground was never reached. As a result our ideas weren't solid and even though it's fine now, the individual parts didn't quite match up. At present, I still don't know how well everything will fit together yet. At the moment it does feel like we're getting somewhere though.
This morning Maggie pointed out further group dynamic issues, specifically between me and Ben. The issue here is leadership. While Ben was away I had stepped, very clearly, into a leadership role. However, when he came back I've kind of backed down and become really quiet. When he came back he assumed the role of leader. This strain is also increased further more when I don't agree with his decisions. Especially with the writing, which I've mentioned previously.
The problem is we have two leaders in one group, and you can't have that in a group this big. Or in any group at all regardless of size. The difference between us is that we have different leadership styles, strengths and weaknesses.
He's better at articulating himself verbally, but his time management and planning isn't that great. He's a much better public speaker. He's able to clarify for the group what we want and what we're aiming to achieve. However, sometimes he makes the mistake of articulating opinions that are his, as the group's opinion.
I'm the opposite. I'm not good at public speaking at all. I can articulate myself very well in writing, but not verbally. So when I talk I can't talk clearly, because my mouth doesn't match up with what I'm thinking. If you get what I mean by this. But I'm good at planning and organising people. I'm good at managing people and defining what each person needs to get done in a timeframe.
So this leadership conflict is putting strain on the group and I think it's highly likely that it will show up in the resulting work. Or at least on my blogs. Because I'm not shy about writing what I really think on my blogs.
Now let's show a bit of that strain and tension. Ben did recordings of the narration and dialogue that I wrote. Yes, he took the bones of it, the order of what happens. But he stripped away and changed a lot of the stuff I wrote that gives the writing its character. If I was the one who changed and edited it then that's fine. I'd still be achieving my learning goal of writing. However, if it's someone else who changed it then did I really write then end product? Did I really achieve my goal. His reason for changing it was he thought something else would be "more interesting" and that certain things "didn't fit". Either that or it "doesn't roll off the tongue." Personally, if you think there's something wrong with it you tell ME. I'm the writer here, you tell me what you think and I'll change it if I agree that it's necessary. That way it wouldn't screw me over with trying to achieve my writing goal. I told him this and he told me to see it in another perspective. That him pointing out everything he thinks is wrong with the writing as helping me to achieve my learning goal. Oh yea? I think the contrary. You're just pointing out that you think I can't write dialogue. How am I learning if you don't give me a chance to improve/change the writing at all? If it's gonna be this way why bother having me write anything? Go write the whole damn thing yourself.
While we were discussing this and trying to resolve the leadership issue I admit I was really sour. And I know I've put a lot of negative feelings in my blogs this semester. You think I'm gonna sugarcoat that? You think I'm gonna be all rainbows and sunshine about it? NO! I'll say it like it is.
We did talk about the leadership issue and it's resolved for now. But with the writing? I still have the feeling that it's not going to go my way. If I don't at least pass because I didn't achieve these particular learning goals then fuck it.
With this experience this semester, it's undeniable that the group dynamics are crap. Ideas and opinions didn't coincide straight from the beginning. Clarification wasn't there and defined goals weren't there. In terms of the leadership conflict, I have a feeling that Edrian is afraid of agreeing fully with either side in fear of being caught between the two. I also question whether anyone sees me as a leader. Do people see you as a leader even if you aren't verbose? I don't know.
From this experience, I would rather work in a smaller, more manageable group. In a group of three, if there's a disagreement it gets solved quickly. In a solo project, there's no disagreement and you have total control over your vision. In this sense, next year for the year long project I would opt to solo the project. I would only accept a maximum of two people if there are suitable applicants to my brief. Now let's all cross our fingers and hope I'll be okay and pass this semester.
_________________________________________________________________________________
Random observation here:
I get the impression that most people think they gotta sweep negative feelings and opinions under the carpet to get a decent grade. There's also this notion in the world that anything that hurts or is negative is some horrible bad thing that should be eliminated. And that strong feelings are bad unless they're the harmless, sweet kind.
In my opinion I disagree with all of the above. Having passion for your project might boost your grade, cos it means you've been working on it fervently. If you're having strong negative feelings about it, it's not necessarily bad. Yes, maybe it all turned to shit. But think about it this way. Isn't having strong negative feelings a kind of passion in and of itself? If you didn't care about something so much you wouldn't be this angry/sad/opinionated on the issue.
There's the simple fact that people can't be happy all the time. Being sad and getting hurt isn't wrong. You won't enjoy it, but if you're gonna block away and shun these feelings, I think you're denying the existence of a part of yourself.
About strong feelings, when you say you hate something a lot there's always going to be someone who says "Oh, So-and-so! Hate is such a strong word." Hate isn't just a word, it's a feeling. If that's how I feel then what's wrong with using the word? Because it's unpleasant and it doesn't smell of roses? If you can't use strong words like "hate" how can you use strong words like "love"? How can you love if you can't hate?
I think hate is a form of love to be honest. If there's someone you hate you think about them all the time. You wanna be there to make their lives hell. You would take revenge if you could. You hate them so much that you can picture their face etched on the inside of your eyelids. If you love someone you think about them often as well. You wanna make their lives worth living. You'd make sweet, sweet love to them if you get the opportunity. You love them so much you can see their radiant smile when you close your eyes. Love and hate; they're not the exactly same thing. Hate is kind of like caring about someone a lot, but in a bad way. The main difference is the end result.
This morning Maggie pointed out further group dynamic issues, specifically between me and Ben. The issue here is leadership. While Ben was away I had stepped, very clearly, into a leadership role. However, when he came back I've kind of backed down and become really quiet. When he came back he assumed the role of leader. This strain is also increased further more when I don't agree with his decisions. Especially with the writing, which I've mentioned previously.
The problem is we have two leaders in one group, and you can't have that in a group this big. Or in any group at all regardless of size. The difference between us is that we have different leadership styles, strengths and weaknesses.
He's better at articulating himself verbally, but his time management and planning isn't that great. He's a much better public speaker. He's able to clarify for the group what we want and what we're aiming to achieve. However, sometimes he makes the mistake of articulating opinions that are his, as the group's opinion.
I'm the opposite. I'm not good at public speaking at all. I can articulate myself very well in writing, but not verbally. So when I talk I can't talk clearly, because my mouth doesn't match up with what I'm thinking. If you get what I mean by this. But I'm good at planning and organising people. I'm good at managing people and defining what each person needs to get done in a timeframe.
So this leadership conflict is putting strain on the group and I think it's highly likely that it will show up in the resulting work. Or at least on my blogs. Because I'm not shy about writing what I really think on my blogs.
Now let's show a bit of that strain and tension. Ben did recordings of the narration and dialogue that I wrote. Yes, he took the bones of it, the order of what happens. But he stripped away and changed a lot of the stuff I wrote that gives the writing its character. If I was the one who changed and edited it then that's fine. I'd still be achieving my learning goal of writing. However, if it's someone else who changed it then did I really write then end product? Did I really achieve my goal. His reason for changing it was he thought something else would be "more interesting" and that certain things "didn't fit". Either that or it "doesn't roll off the tongue." Personally, if you think there's something wrong with it you tell ME. I'm the writer here, you tell me what you think and I'll change it if I agree that it's necessary. That way it wouldn't screw me over with trying to achieve my writing goal. I told him this and he told me to see it in another perspective. That him pointing out everything he thinks is wrong with the writing as helping me to achieve my learning goal. Oh yea? I think the contrary. You're just pointing out that you think I can't write dialogue. How am I learning if you don't give me a chance to improve/change the writing at all? If it's gonna be this way why bother having me write anything? Go write the whole damn thing yourself.
While we were discussing this and trying to resolve the leadership issue I admit I was really sour. And I know I've put a lot of negative feelings in my blogs this semester. You think I'm gonna sugarcoat that? You think I'm gonna be all rainbows and sunshine about it? NO! I'll say it like it is.
We did talk about the leadership issue and it's resolved for now. But with the writing? I still have the feeling that it's not going to go my way. If I don't at least pass because I didn't achieve these particular learning goals then fuck it.
With this experience this semester, it's undeniable that the group dynamics are crap. Ideas and opinions didn't coincide straight from the beginning. Clarification wasn't there and defined goals weren't there. In terms of the leadership conflict, I have a feeling that Edrian is afraid of agreeing fully with either side in fear of being caught between the two. I also question whether anyone sees me as a leader. Do people see you as a leader even if you aren't verbose? I don't know.
From this experience, I would rather work in a smaller, more manageable group. In a group of three, if there's a disagreement it gets solved quickly. In a solo project, there's no disagreement and you have total control over your vision. In this sense, next year for the year long project I would opt to solo the project. I would only accept a maximum of two people if there are suitable applicants to my brief. Now let's all cross our fingers and hope I'll be okay and pass this semester.
_________________________________________________________________________________
Random observation here:
I get the impression that most people think they gotta sweep negative feelings and opinions under the carpet to get a decent grade. There's also this notion in the world that anything that hurts or is negative is some horrible bad thing that should be eliminated. And that strong feelings are bad unless they're the harmless, sweet kind.
In my opinion I disagree with all of the above. Having passion for your project might boost your grade, cos it means you've been working on it fervently. If you're having strong negative feelings about it, it's not necessarily bad. Yes, maybe it all turned to shit. But think about it this way. Isn't having strong negative feelings a kind of passion in and of itself? If you didn't care about something so much you wouldn't be this angry/sad/opinionated on the issue.
There's the simple fact that people can't be happy all the time. Being sad and getting hurt isn't wrong. You won't enjoy it, but if you're gonna block away and shun these feelings, I think you're denying the existence of a part of yourself.
About strong feelings, when you say you hate something a lot there's always going to be someone who says "Oh, So-and-so! Hate is such a strong word." Hate isn't just a word, it's a feeling. If that's how I feel then what's wrong with using the word? Because it's unpleasant and it doesn't smell of roses? If you can't use strong words like "hate" how can you use strong words like "love"? How can you love if you can't hate?
I think hate is a form of love to be honest. If there's someone you hate you think about them all the time. You wanna be there to make their lives hell. You would take revenge if you could. You hate them so much that you can picture their face etched on the inside of your eyelids. If you love someone you think about them often as well. You wanna make their lives worth living. You'd make sweet, sweet love to them if you get the opportunity. You love them so much you can see their radiant smile when you close your eyes. Love and hate; they're not the exactly same thing. Hate is kind of like caring about someone a lot, but in a bad way. The main difference is the end result.
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