Are Games Art? Wii, I Mean, Oui!

The issue of whether videogames can be considered art is a recurring one whenever gamers gather. Esquire's Chuck Klosterman has reignited the discussion this summer with a provocative discussion of why video games have attracted so few serious critics:

I realize that many people write video-game reviews and that there are entire magazines and myriad Web sites devoted to this subject. But what these people are writing is not really criticism. Almost without exception, it's consumer advice; it tells you what old game a new game resembles, and what the playing experience entails, and whether the game will be commercially successful. It's expository information. As far as I can tell, there is no major critic who specializes in explaining what playing a given game feels like, nor is anyone analyzing what specific games mean in any context outside the game itself. There is no Pauline Kael of video-game writing. There is no Lester Bangs of video-game writing. And I'm starting to suspect there will never be that kind of authoritative critical voice within the world of video games...

Let's suspend for a moment the question of whether he's right about this: there is an emerging academic field of games studies; there are a growing number of serious books which discuss the aesthetics of video and computer games (maybe this is a good place for me to plug an excellent recent book by Nic Kellman); there are some pretty good discussions of the art of game design at Gamasutra and some good game criticism at Game Critics; and ahem, Kurt Squire and I write a regularly monthly column over at Computer Games Magazine (which as far as I can see nobody out there reads.)

Given all of that, I suspect Klosterman is still correct that games have produced many more great artists so far than great critics and nobody speaks with the authority of a Lester Bangs or a Pauline Kael about this medium.

Kael (in film) and Bangs (in music) were critics who could identify important new artists and trends. A significant number of people would give these emerging artists a chance on the basis of their critical endorsement. Kael and Bangs were thus able to provide some minimal support for experimentation and innovation. Right now, given all of the market forces that are crushing innovation in the games industry, we need every counter pressure we can find to promote diversity and experimentation.

The Interactivity Issue

Kosterman goes on to discuss why games may be harder for critics to discuss than other media, which for him has to do with the interactive and largely unpredictable nature of this medium:

Look at it this way: Near the end of Gone with the Wind, Scarlett O'Hara asks Rhett Butler what she's supposed to do with the rest of her life, and he says that (frankly) he doesn't give a damn. Now, the meaning of those lines can be interpreted in many ways. However, what if that dialogue happened only sometimes? What if this scene played out differently for every person who watched Gone with the Wind? What if Rhett occasionally changed his mind, walked back into the house, and said, "Just kidding, baby"? What if Scarlett suddenly murdered Rhett for acting too cavalier? What if the conversation were sometimes interrupted by a bear attack? And what if all these alternative realities were dictated by the audience itself? If Gone with the Wind ended differently every time it was experienced, it would change the way critics viewed its message. The question would not be "What does this mean?" The question would be "What could this mean?"

This harkens back to some controversial comments which the film critic Roger Ebert made about games a little over a year ago:

..I did indeed consider video games inherently inferior to film and literature. There is a structural reason for that: Video games by their nature require player choices, which is the opposite of the strategy of serious film and literature, which requires authorial control.

I am prepared to believe that video games can be elegant, subtle, sophisticated, challenging and visually wonderful. But I believe the nature of the medium prevents it from moving beyond craftsmanship to the stature of art. To my knowledge, no one in or out of the field has ever been able to cite a game worthy of comparison with the great dramatists, poets, filmmakers, novelists and composers. That a game can aspire to artistic importance as a visual experience, I accept. But for most gamers, video games represent a loss of those precious hours we have available to make ourselves more cultured, civilized and empathetic.

Let's ignore for the moment the high/low art assumptions underlying Ebert's claims that if games are not art, then they are simply a "loss of those precious hours." We are back in some pretty old territory here: art is about meaning and meaning comes from what the artist puts into the work that later gets recovered by the alert and knowledgeable reader. To continue with the example above, not everyone gets out of Gone with the Wind what Margaret Mitchell put there but we never doubt that she had something she wanted to say about what happened to the south following the Civil War or what made Rhett Butler a better man, even if he was less of a gentleman, than Ashley Wilkes.

We could see art in very different terms as evocative or provocative - that is, as setting into motion a play with possibilities, as encouraging the reader to create their own stories and project their own meanings onto the rich materials on offer. Art is measured not in terms of what it means to the artist but instead what it means to the reader. Or the artist can be seen as making a statement in a different way than in traditional art. Janet Murray's book, Hamlet on the Holodeck suggests a notion of procedural authorship: in interactive media, authorship involves creating code which sets parameters for our experiences and defines their underlying logic rather than producing texts which make certain statements. There are more than one way to think about art, artists, and readers, yet the debate about video games as art always seems to want to pull back to theories of art that have been dismissed and abandoned elsewhere in criticism.

A New Critical Language?

I stumbled into an interesting discussion of the Klosterman essay over at Easily Distracted where Timothy Burke offers some other arguments for thinking that interactivity per se is at the heart of an art of video game design and should be the central focus of game criticism, even though it can be challenging to describe the aesthetic quality of different modes of interaction:

When you strip away the experience of play, not just how sound and image come together, but the interactivity that defines the medium, a lot of the greatest video games (great both in the sense of being pleasurable to play and in their aesthetic achievement) can sound, well, stupid. Plot and narrative matter in games, meaning matters in games ... but games are less reducible to plot, to narrative, or even to meaning than films or novels.

Burke discusses the challenges a critic would face writing about some of the most interesting and important games on the market today. He has this to say about Katamari Damacy:

It's the game you'd give to someone who had never played a game. It's also one of the hardest games I can think of to describe, particularly in a way that captures its charm and makes clear why it's one of the greatest examples of the medium to date.

Let's agree that we do not yet have a very good vocabulary for discussing the 'gameness' of games and that's why we get bogged down into endless debates about whether meaning comes from the story or from the game play mechanics. We neither have a technical language for discussing the particulars of games with any accuracy (see the discussion that follows Burke's original post about whether Grand Theft Auto is 'open-ended' and what we mean by 'open-endedness') nor do we have an expressive language that evokes the experience of game play in ways that conveys its pleasures to people who have not yet played a particular title.

So Who Cares?

Given these problems, you might well ask whether the question of the artistic status of games is really that important. When folks line up at the EB for this month's hot new release, do they really care whether they are buying art or just a "kickass "game (a technical term)? I explore this question in some depth in an interview posted at GameSetWatch , but let me cut to the heart of the issue here:

The debate about whether games are art matters on several levels. First, it matters on the level of public policy. I recently was in a debate with a state legislator who wanted to restrict access to M rated titles because he felt violent games led to real world violence. I argued otherwise. His response was to say that his view should dominate either way. "If I'm right, then I've protected kids from the threat of youth violence. If you're right, all I've done is insured some kids spend more time playing outside. No harm either way." For this argument to hold, we have to assume that games have no positive cultural contributions to make, that they are commodities, like cigarettes, and not artworks. Try to imagine someone making a similar claim about books or cinema at this point. So, the fight to see games as art is a fight to protect games from censorship and mindless regulation.

It is also a fight to help game designers gain greater creative freedom from the marketing forces in their own companies, to gain a toehold for innovation within games. Players don't have to care about whether games are art if they don't care that every new game looks just like the games that were produced and sold to them last year....It doesn't matter whether there are games in the Museum of Modern Art. It does matter whether the best game designers are given enough room to push the limits of games as a medium and whether or not there are people out there who are willing to support risk-taking and experimentation within the medium.

(An aside about this interview: Adrian Hon, a key player in the Alternate Reality Games movement, takes me to task for some of my comments about ARGs in this interview over on his blog. Frankly, rereading that passage, I think I muddled much of what I wanted to say about ARGS. He's right. I'm wrong. Sorry.)

And Then Came the Wii...

Let me suggest another reason why it matters: the launch of the Wii offers a new opportunity for games to reinvent themselves, for us to see entirely new genres of game play experience emerge, and for games to attract new kinds of consumers who have been uninterested in the medium previously. The core question is whether the games industry and the games consumer is prepared to explore the range of possibilities opened up by this new piece of hardware or whether the hardware will quickly be subordinated to existing genre formulas because that's what designers know how to do and that's what consumers already think that they want. There was a good discussion over at IGN about how the release of the Wii is inspiring new thoughts about the games medium.

As my comments in that story suggest, I am pretty excited about the Wii as a spanner in the works of the current commercial mindset but change isn't going to happen without a fight. The easiest thing imaginable would be for the marketing department to get conservative about what they think will sell, for game reviewers to get conservative because the new games don't look like what they've seen before, and for gamers to get conservative because they don't know how to play these new kinds of games. For Wii's full impact to be felt, there has to be support for experimentation, diversity, and innovation within games and that brings us back to where we started -- the need for serious game critics.

I am indebt to CMS graduate students Alec Austin and Ivan Askwith for information included in this post.

Fun vs. Engagement: The Case of the Great Zoombinis

Scott Osterweil came to work with the Comparative Media Studies program a little less than a year ago as the head designer for the work we are doing through the Education Arcade -- primarily focusing on a collaboration we are doing with Maryland Public Television called Learning Games to Go. The Learning Games to Go project will develop handheld and mobile games to help young children master basic math and literacy skills. We were very lucky to get Osterweil to work on this project, since he is an experienced games professional, best known for his work on Logical Journey of the Zoombinis and its sequels. The Zoombinis games came out some years back but still crops up regularly when we ask teachers to identify examples of great educational games.

Osterweil is interviewed for the first of a series of podcasts about the project, which just went up this week.

He addresses throughout the interview what has become one of the most vexing problems in terms of convincing teachers and parents that games can be learning activities -- the fact that games are often, on purpose, fun.

I often have teachers, generally of an "older generation," tell me that it is a bad idea to try to make learning fun because most of the rest of our lives is work and work isn't supposed to be fun. (Such comments make me wonder how these people feel about their jobs but that's another matter). I usually respond that they have little to worry about. If being able to deal with prolonged periods of boredom is a necessary job skill for the future, then our current educational system may be doing a better job preparing kids for their adult lives than most of us imagine.

Scott offers a somewhat more tactful answer here:

When children are deep at play they engage with the fierce, intense attention that we'd like to see them apply to their schoolwork. Interestingly enough, no matter how intent and focused a child is at that play, maybe even grimly determined they may be at that game play, if you asked them afterwards, they will say that they were having fun. So, the fun of game play is not non-stop mirth but rather the fun of engaging of attention that demands a lot of you and rewards that effort. I think most good teachers believe that in the best moments classroom learning can be the same kind of fun. But a game is a moment when the kid gets to have that in spades, when the kid gets to be focused and intent and hardworking and having fun at the same time.

You will note here a shift in emphasis from fun (which in our sometimes still puritanical culture gets defined as the opposite of seriousness) to engagement. We think this is an important distinction. When you play a game, a fair amount of what you end up doing isn't especially fun at the moment. It can be grindwork, not unlike homework, which allows you to master skills or collect materials or put things in their proper place in anticipation of a payoff down the line. The key is that this activity is deeply motivated. You are willing to go through the grindwork because it has a goal or purpose which matters to you. When that happens, you are engaged -- whether we are talking about the engagement many of us find in our professional lives or in the learning process or the engagement which some of us find through playing games. For the current generation, games may represent the best way of tapping that sense of engagement with learning.

As the podcast continues, Osterweil describes how this principle of engagement informed his own design work on the Zoobinis project:

What we did when we started designing Zoobinis was to try to think about our own experience with the mathematics of the game and try to access our own learning of it -- trying to remember what it was like to encounter the subject in school or thinking about how we'd use the subject in our daily lives and try to identify times when we had been playful with the concepts in the past. In fact, most of us when we are trying to master something we find ways to be playful to it and in accessing our own playful approach to the material what we were really doing was finding the game that was inherent in the mathamatics. Instead of putting math in the game, we tried to find the game in the math.

Note here that play re-emerges as part of the ways we noodle with new concepts -- a form of informal, experimental, experiential learning that can sometimes precede formal classroom instructions. I often imagine the teacher coming into class to review the previous night's game play: "Think about level 7. How did you beat it? What was hard about it? Why was it difficult? What tricks did you use to get over it? Here's what you were doing" and then scratching out the formulas on the blackboard. "Now go back and try that level again and see if it gets easier." We see educational games as closely integrated into a more elaborate instructional process. We certainly can learn things by playing games -- and we can learn things independently on our own. Many of us would say that the most important stuff we learned growing up took place outside the classroom. But, we think that learning through games is going to be most powerful when we encounter the content on multiple levels and where informal and formal learning intersect.

Osterweil has a great deal more to say about the thinking which went into making the Zoombinis game such a great success.

Brain Dump: Games as Branded Entertainment

Here are some stray tidbits which came across my desk in the past week or so which warrant your attention: Games as Lifestyle Brands

David Edery, who is one of the smartest observers of the business side of the games industry (I should know -- he works in the CMS program with me as our key corporate relations person), published an article this week in Next Generation \which explores whether game companies can join the ranks of so-called "lifestyle brands," such as Harley-Davidson or Apple -- that is, brands which transcend individual products and seem to embody a particular taste or philosophy. His examples were EA Sports and RedOctane/Harmonix in the music game sector. We might add Maxis as a company which people associate with intelligent simulation style games. To put this in context, though, a recent industry study found that only 2 percent of gamers consciously consider the publisher or developer in deciding to purchase a particular title.

For another take on this issue, read CMS graduate student Sam Ford over at the Convergence Culture Consortium (c3) blog.

Avatar-Based Marketing

Paul Hemp has a fascinating new article in the Harvard Business Review which explores what it would mean to try to sell brands and products not to consumers but to their avatars. He explains, "Advertising has always targeted a powerful consumer alter ego: that hip, attractive, incredibly popular person just waiting to emerge (with the help of the advertised product) from an all-too-normal self. Now that, in virtual worlds, consumers are taking the initiative and adopting alter egos that are anything but under wraps, marketers can segment, reach, and influence them directly." What might it mean to read an avatar as embodying consumer fantasies and in game experience as a kind of aspirational consumption -- trying out brands, lifestyles, products which consumers might aspire to consume some day in the real world? Paul Hemp presented these ideas in an earlier form at a closed door event we hosted for the sponsors of the Convergence Culture Consortium (C3).

Lost's Alternate Reality Game

Jason Mittell, who participates as an academic advisor to the C3 consortium, has an interesting article this week in Flow about Lost and the alternate reality game which it is running this summer. Lost has sought to extend the experience of the series through an experiment this summer in transmedia storytelling -- creating an online game which reveals more about the evils of the Hanso Foundation. Mittell discusses the contradictory demands of fans (for more series specific information), advertisers (for compelling product placements), gamers (for challenging puzzles), and the networks (to insure that nothing here is so essential to the series that it confuses regular viewers when they return to the aired episodes in the fall).

For those of you who don't know Flow, you should. It's an interesting experiment in media criticism being run out of the University of Texas-Austin: every two weeks, they produce a webzine with a handful of smart, provocative essays by some of the world's leading media scholars addressing themes in contemporary television and new media. For those of you who don't know about alternative reality games, you might also want to check out this column I published in Technology Review a while back.