Coursework

1 - Written assignment (including essay) - 30

Option 1: A Practice-based project; Option 2: Essay. 

2 - Project output (other than dissertation) - 70

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Topics may include: 
<ul><li>The 8-bit and 16-bit eras of early computers and consoles </li></ul>
<ul><li>Sound and music in cutscenes, developing narratives.</li><li>Immersion frameworks and methodologies in ludomusicology.</li><li> </li><li>Adaptive and modular soundtracks </li></ul>
<ul><li>Representing non-Western cultures in video game soundtracks </li><li>Sound and music norms between ‘triple A’ (big studio) games and ‘indie games.</li></ul>
<ul><li>Representations of video game music in concert</li></ul>
<ul><li>Rhythm as a gameplay mechanic </li></ul>

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

Self-directed - 

In-Person - 

Music and Sonic Environments in Video Games. 

Game Sound: An Introduction to the History, Theory, and Practice of Video   Game Music and Sound Design. 

Oxford Handbooks. New York: Oxford University Press. 

he Oxford Handbook of Video Game   Music and Sound. 

Ludomusicology: Approaches to Video   Game Music. 

Music in Video Games: Studying Play. 

London; New York: 

Oxford University Press. 

Sound Play: Video Games and the Musical Imagination. 

Cambridge: Cambridge University 

Press. 

Understanding Video Game Music.

A Composer’s Guide to Game Music.

 Gender, Race and Religion in Video Game Music.

Music Video Games: Performance, Politics, and Play.

MU3210 - Video Game Sound and Music

MU3210-PRD1-PER-ALV1

You will learn via a mixture of lectures and seminars encompassing discussion, guided listening, analysis, and small group activities. You are encouraged to undertake extensive reading, listening and independent study to understand the topics covered in lectures and seminars. Tutorials are provided to support your preparation for assessments. Key learning and teaching resources are available on Moodle. 
 
Self-directed learning hours are for independent study and account for the minimum amount of time you should spend studying independently. Self-directed learning includes carrying out research, reflecting on ideas and techniques learned in class, reading widely to develop a deeper understanding of the subject, carrying out tasks set on Moodle, and completing individual assignments and other homework.

Video Game Sound and Music

Assess and appraise various genres of video game sound and music.

Knowledge

Respect fellow students and engage attentively and critically with their arguments, presentations and/or performances

Values and attitudes

Critically evaluate and effectively deploy the key concepts relevant to ludomusicological discourse and theories of video game design and reception. 

Skills

Apply critical audio-visual evaluation skills to support independent arguments about video game sound and music. 

Respect and acknowledge the ideas and work of others. 

Undertake independent learning and research. 

Construct and articulate a developed critical engagement with the historic, social, aesthetic and technological issues contextualising those various genres 

Proactively contribute to discussions in the teaching space. 

Argue a developed critical stance in relation to evaluating a variety of current and historical writing and research on the topics. 

Demonstrate self-critical discernment and scholarly detachment when approaching opinions or values found in both primary and secondary sources. 