my blog can now be found over at mikepicktonfmp.blogspot.co.uk
I will not continue to post any further entries here.
Hope to see you on the other side!
Sunday, 1 May 2011
I really must do these more frequently. I say this in perfect knowledge that I will not follow through on the sentiment. You see, what’s nice about doing progress updates infrequently is that I can just select my favourite pieces, rather than expose my most distinguished readers to the tat which comes with the fluctuating success of an artist-in-training’s pieces. Perhaps I’d better leave such judgements to others.
As the assessed academic year rounds to a close, I have just finished a digital painting of Bradgate Park. I’m really pleased and a little bit proud of the result. I’m proud because it shows in so many ways how much I have improved since starting the course. You only need to look at a vaguely similar environment piece I did just months before starting the course. It’s also the first piece I got a real sense of “I’m not trying to paint exactly what I see, but painting to give the impression of what I see”. This way of thinking really works for me – trying to represent what I see exactly bogs me down in exact details, and the piece as a whole suffers. See for yourself – before and after the first year:
I’ve also made leaps forward in 3D. When presented with small, manageable steps, it’s easy not to notice the total distance covered. But looking back, my understanding has developed, I’m more efficient and accurate at modelling and my texturing has developed from “slap a photo on it” to something that actually looks pretty good (I think!)
My latest piece was completed as an art test for a summer job I’m applying for. Regardless of whether I get the place, the brief was a good one, and I’m pleased with the result – I hope I’ll still be using it in my portfolio when I finish the course. See for yourself the differences between a model I made before the course, and my latest piece:
With no more assessed work, I’m not sure what’s planned for the next academic term; possibly nothing. Which would be a shame, but at least I could use the time to develop the areas I’d like to improve in. And then there’s the summer job I’ve just applied for. Stay tuned for what happens next!
Wednesday, 27 April 2011
Many of these blog posts are mandatory tasks set for my course, Game Art Design at De Montfort University, and this post is one such example. I am to write a review of the first year of the course as a means of providing constructive feedback for my tutors. I warn you, it’s pretty big and doesn't have pictures, so regular readers (mum!) may want to give this one a miss. Without further ado, my thoughts on the course so far…
Game Production (the 3D stuff)
Curiously, I never get much of my own work done in Game Production lessons, but that’s as much my choosing as anything. After the tutorial which usually opens the session, I wander around to see what other students are doing; helping and learning from them in any way I can. It seems clear to me that there is a direct correlation between engagement with other classmates and improvement over the year. The guru project, where third-year students set first-years a task and assisted in its completion, is a great example of this being encouraged. The third years were able to give immediate feedback which was extremely valuable. More on feedback later.
I have found that all projects given have been suitably challenging and have targeted new skills in each case. Expectations for each project are made clear with one exception: the design document. I would have found it helpful for a template to be suggested, and the expected content, audience and the purpose of the document to be identified.
The tutorials given are generally clear and well-planned, though I sometimes struggle to keep up. Many students have not known or forgotten how to do things which have been covered in tutorials. So reducing the pace some might help out all around. Some tutorials have not had written documents. Other documents have yielded additional gems of knowledge which had not been verbally communicated.
I’m a fan of video tutorials, and am somewhat surprised by the reluctance to record the tutorials and make them available during the lesson. I understand the hesitation over quality, accuracy or conciseness, but I do feel that many students would benefit from such videos.
It might also be helpful and rewarding to maintain a “skills checklist”, where students mark off when they have demonstrated a technique in an assessed project. This might encourage students to push themselves a little further in trying things a little out of their comfort zone. Examples of these skills might be “created a normal map from a handpainted height map”, “retopologised a high-poly model”, “used a sculpting package”, “handpainted a texture” and so on.
Visual Design (the 2D stuff)
I very much enjoyed the little day trips spent off-campus sketching in the first term. They certainly gave me a good attitude to drawing: it need not be confined by a studio, and there are fantastic sources of inspiration everywhere. I am sure this practice will continue next year as it should. Some trips were cut rather short by spending a fair amount of time travelling to the destination, notably Bradgate park. I wonder whether DMU has access to a minibus or similar that could be hired for the day to take students down?
I am sure almost every student in their feedback will mention the inadequacy of the life drawing facilities. I won’t dwell – it’s really far too crowded in there for the large first year cohort. I’m not one to enjoy doing the same thing twice, and have therefore been glad to try different media for life drawing, but the technique of blind contour drawing has become somewhat tiresome for me personally. I feel I have learned what I can from it, and would prefer to choose my own warm-up exercise. Next year I will do just this, consequences be damned!
The handbook is a valuable resource with some good stuff in, but it isn’t mentioned often and is easily forgotten. Having seen Photoshop paintings at open days and in final presentations, I was surprised to learn that no Photoshop tutorials were given, but putting on DVDs with this sort of tutorial has offset my disappointment somewhat. Given the strong negativity towards certain artists, art styles and methods, might I suggest a “reading list” of approved Photoshop tutorials be provided? Students could then be responsible for finding these and could watch them at their own pace without using up valuable lesson time.
Oh and a little housekeeping: how about asking next year’s intake to name their Facebook account Dmuga11 so we know which year they started?
Critical Game Studies (the blagging... err blogging... stuff)
Writing the blogs has become less of a chore – enjoyable, even – of late. A few of the links provided were broken, but quite frankly after I’d seen what were acceptable sources of research, I was pretty content to hunt down and read up on topics without the links. I see no links are provided for second-years, which is suitable.
I was disappointed that the “review a game” presentation was dropped this year. Not only do I like giving presentations, I think they are a valuable skill to nurture. From the presentations given after the first term, it seems clear to me that some people could really use the practice and confidence. The end of year presentation has also been dropped, reducing our total from a planned three presentations to just one this year.
I will now unfairly and selectively quote the Critical Game Studies handbook: “A key goal of this syllabus… is to develop… presentation skills”. Sure, it’s not the first thing mentioned, but it is mentioned, and I was very a little upset (offended?) that the two tutors who attended were entirely occupied assessing our work on Facebook and the shared network. No feedback on presentation skills have been given this year.
The F word
The F word is a bad word. It instantly launches all of the tutors into defensive mode. Indeed, I have witnessed pre-emptive defence of the F word, which is as telling as anything. I’m talking about feedback. With some trepidation, a heap of anxiety and a small amount of fear, I will launch – not my attack – but my constructive suggestions. No defence necessary, please.
It is entirely possible with enough initiative and commitment for aspiring game artists to teach themselves the subject without attending university by reading tutorials and books. I have met several very talented 2d and 3d artists who have done just that. So with such cost (and take note: next year’s intake will be more sensitive to this), why would a student subscribe to this course? Course reputation, structured learning, peer support – these are fringe benefits for sure, but the one thing no book can ever provide is that of professional-grade criticism. Identifying areas of weakness and targets for improvement; I cannot stress enough how important these factors are to my attendance of this course.
Let me begin with the marking, an important part of feedback. We are told that no mark may be given to students until the marks are moderated at the end of the year. This is simultaneously surprising, disappointing and frustrating. I am sceptical that nothing can be done. I find the argument that “giving Johnny his mark may make him complacent” to be patronising: Johnny has nobody to blame but himself in this case. If Johnny is prone to this attitude, better that his complacency stings him during first year than allow the same to happen next year when the mark forms part of his final grade. Giving Johnny his mark could equally give him the kick up his arse that he needs. And students perfectly well understand that marks could be moderated up or down, there is no need to cushion us from that eventuality by leaving us completely in the dark.
We are, however, given performance indications twice a year at our formative assessments, which last around 5 minutes. These are not entirely ineffective, since high-level discussion of performance is useful. It is not, however, sufficient time to discuss any singular piece, and in this regard I have found feedback in all modules to be severely lacking.
While it is easy to fall back on the “a student can ask us for feedback at any time” staple, I do not believe this is entirely fair. There is rarely an opportune moment to do this, and not all students possess the initiative in any case. If they did, would the tutors’ temperaments bear the continual informal office drop-ins?
Solutions, not problems
Extending formative assessments would be impractical (and imperfect – it is possibly the slowest feedback loop I can think of). However, other solutions could be considered to attempt to address the topic of feedback.
Solution 1: Lunchtime feedback sessions.
Tutors would allocate a 15 minute lunchtime slot per term per student. They would bring their work – both in progress and completed – and the tutor would be able to give proper feedback while they eat their lunch.
Solution 2: Use web 2.0 to give feedback.
Visual Design: I’m unsure why tutor critiquing on Facebook has died down to a trickle. It is very good when it arrives. I have not had the privilege of receiving any this year on Facebook.
Game Production: Facebook can be used to leave feedback as the tutor makes their assessment after hand-in. After all, why wait until formative assessment to give the notes made at assessment to the student? Giving them sooner allows the student to put the advice given into practice in their next assignment.
Critical Studies: Blogs (generally) allow visitors to leave comments. From the handbook: “Web 2.0 tools support learning and teaching, including tutor and peer critique”. I concede peer critique is as lacking as tutor critique, but why not leave a comment after reading a blog post, while it is still fresh?
Solution 3: support peer feedback
Peer feedback is relied upon extremely heavily right now. It would be good to acknowledge it and support it better. Visual Design is pretty well catered for on Facebook, but the few tend to feed back to the many. To get more people involved in providing feedback, some words of encouragement could be given by the tutor, and the odd “Like” on a good piece of feedback would go a long way.
For Game Production, to ensure inclusiveness and quality, one could formalise peer feedback by asking students to complete short forms. These would be placed by the student on the K drive with their work and each student would be expected to examine and assess maybe two other students’ work. I would be very happy to mock up something suitable.
I have left what I feel is the most positive thing about the course until last. I am delighted to report that enthusiasm is alive and strong among students on the course. One can never understate its importance - all endeavours benefit from enthusiasm. It is contagious and spirals positively upwards and outwards. But it is not indefinitely self-sustaining – complacency, apathy and negativity can kill enthusiasm and one must be ever vigilant against these threats. Enthusiasm is a flame which is difficult to rekindle once lost. It would be deeply regrettable if recent developments in the UK Education sector snuffed the one thing that funding never bought.
Wednesday, 20 April 2011
A coursemate recently pointed me in the direction of an article on GamesIndustry.biz which reported that smartphone and tablet gaming now secured 8% of the US Games market. The abstract read
“The traditional home console business is quickly losing revenue share to the smartphone market”
|Will Rovio's Angry Birds be toppling the|
console games industry?
At this, my face screwed up. For revenue share to be lost, the two must be comparison goods: the purchase of one directly reduces consumption of the other. Is this true? Are people NOT buying console/PC games because they’ve got Angry Birds? I’m not convinced. One could argue smartphone games are a gateway drug drawing in new gamers to console games, particularly casual-focussed consoles like Wii and (3)DS. This would in fact make them complimentary goods, where the growth of one would positively, not negatively, impact the growth of the other. Mobile games might represent a widening of the gaming market, rather than a new rival muscling out console and PC gaming.
The discussion continued and it became apparent that examining demand alone was short-sighted – supply for console and PC games is also being affected as waning developers switch to making mobile games. No longer competing with increasingly expensive Triple-A titles (a loose term given to games which have a high level of investment and are expected to sell well) is a move I can sympathise with. For the last two generations of consoles (notably since the PS2), we have witnessed a lot of developers strive for the success of genre-leading developers by imitation. These games often follow a very well-established template for a game and tend to mingle aspects of two or more successful games but rarely bring anything new to the table. But this honey-trap has claws – the level of investment is necessarily high (anything less would be creating an inferior and uncompetitive product), and with high investment comes high sunk costs. It has spelt the downfall of many developers who have failed to anticipate the oversaturation of their chosen genre. Too little, too late.
|Ninja Blade was unoriginal with substandard|
gameplay, imitating the likes of Ninja Gaiden 2,
and paling by comparison.
As the saying goes, he who dares wins, and there have been a lot of losing developers. The fact of the matter is, the higher the investment cost, the greater the need to try and appeal to a very wide audience, leading to very bland, undaring titles. So is moving to mobile gaming the answer? Perhaps, but it’s not the only one.
Step forward, Single-A title! A relatively new term that I first saw discussed in a GamesTM article to describe medium-investment titles. Costs can be less than a quarter of the production cost of typical triple-A games and instead of being shackled by investors’ risk-aversion to unproven formulae, these games have the opportunity to fill the niche gaps between the triple-A titles. This position encourages innovation and uniqueness. Naturally, lower investment represents lower production values, so the quality-inferior single-A titles must choose their battles carefully. Some qualities are cheaper than others, and some qualities don’t matter to certain audiences.
|Simulator games appeal to a niche, and |
several developers have been operating a
low-cost business model successfully for years.
For PC gaming, it seems to be working. And it seems to be taking off in a very small way on consoles via their respective download marketplaces. But it will take a shift in shopping styles before download-only games hit the console mainstream.
So will we see single-A titles frequenting the shelves of high street games retailers at £20? With retailers getting such a small cut of any new game sale, it seems unlikely that they’d swap out the shelf space of higher-margin products. And with this attitude, its unlikely publishers will be supporting single-A releases for some time. But there’s nothing to hold back the indies from winning out in the inevitable creep of download-only popularity. Watch this (digital) space.
Tuesday, 5 April 2011
In a recent Escapist article, game journalist Shamus Young resented the rising cost of development due to money spent on graphics. It’s a view that, as a soon-to-be-jobhunting game artist, I shouldn’t support; that budget is the buoy keeping the employment of fresh game artists afloat. But I can’t help but agree with him – from a visual standpoint, fidelity is not the thing holding back gaming experiences. In fact, it’s becoming one of the obstacles preventing truly imaginative and enchanting game worlds from becoming realised.
Allow me to explain. People need problems. If they don’t have any, they make them… to keep themselves busy. It’s what we do, or else we’d probably still be hurling rocks at animals for dinner. If technology continually moves forward, artists face technical problems: how can I get the most out of this new graphics engine, this new hardware? But hold back the relentless advance of graphical fidelity, and the artists GIVE themselves new problems: stylisation problems, not technical ones. They say: “how can we make our current tech more visually effective? How can we make our levels interesting to look at and play in, not just technically impressive?” They innovate, not in spite of, but because nobody else is doing it for them.
This is exemplified by Shamus’ surprise that with all the new technical complications that come with a new engine, Crysis 2 developer Crytek has taken care to make something that’s stylistically pleasant to look at. All it took to stand out was some colour in the palette. It’s embarrassing that something as fundamental as this has become exceptional. But the developers which think beyond the fidelity problems tend to make the most memorable and enjoyable environments to play in.
|This Baldur's Gate 2 level is unique - just like every other level|
|Crooked, twisting trees claw skward from pestulent waters as|
winged demons swarm in skies overhead. just lovely.
Lighting is used both to direct the player through the levels and to match the heavy-handed moods of each of the levels. Putrid greens reek of desperation, fiery reds evoke agonising pain, icy blues portray deceit; with a whole gamut of colours to match levels in-between. The game owes much of its inspiration from the source material, The Divine Comedy, but also from other accounts of hell in Christian literature. The benefit of these materials is that their authors were not bound by anything except their imagination, and further, only interpretation can transform them into something visual and real, so there’s plenty of opportunity to get creative, and that’s just what developer Visceral Games has done.
|These references to visual impairment are as|
ham-fisted as many developers' approach to
It has affected too many developers. But not all. And for those few that open their eyes enough to get it right, it’s worth the suffering.
Thursday, 31 March 2011
Dragon Age 2 has upset me.
I really enjoyed the game. Sure, it had its flaws, but on the whole I was very pleased with the changes made since the original Dragon Age Origins. The fact that many fans of the original do not share this opinion would not upset me, but for the ferocity of the hatred these fans have for the sequel.
|Dragon Age 2 was met with mixed reviews,|
particularly among fans
I can ignore the odd hater or two hundred, but when fans write threads on the developer’s forum with titles requesting the firing of specific senior developers, it gets personal. I can’t even imagine how I would feel if I were one of the individuals being attacked in such threads.
So what have Bioware done to offend their fans so? Changed stuff. Ruthlessly – or so a hater would have it. If somebody feels something is perfect, then before you even tell them what the change is, their default stance is: a change from perfection can only be worse! This has been the case with Dragon Age 2, but the biggest pity is that not only were the changes good (in my opinion)… but they weren’t actually changing the core stuff at all!
Whats curious with change, is how it would have worked the opposite way around – if Dragon Age 2 came out before Dragon Age Origins. I hypothesise (in a statement that could never possibly be disproved) that fans would hate Dragon Age Origins.
So how does one implement change in a game series? Probably the same way you’d implement any change. So I did a search on how to cope with change, and found an iVillage article on this subject. You’d be surprised how applicable many of their tips are to changes in games. So here’s a summary, inspired by that article on how a developer should implement a change to a successful formula.
|Football game developers delay planned changes|
to deliver just the right amount of familiar and new.
Don't believe me? then you won't have any difficulty
identifying the game (and version) shown above...
Get players on your side. Get them wanting the change: show them there’s good in it. Explain why the new is better than the old. Admitting the old was bad is a double-edged sword: you run the danger of being hostile to your fans’ nostalgia, but doing so often better demonstrates the need for the change. Handle with care.
Avoid Alienation. If you’re implementing a big change, then hang on to familiar aspects so it’s not totally alien. If you want to change so much that nothing is familiar, then take a bold step and give it a new name – if you had to change so much, it’s probably good to avoid the old title!
|Some things simply have to be changed. Like this baby.|
Don't let unpleasantness stop you.
Accept the changes. Don’t try and hide the changes away or tell players only small changes have been made – you’ll only make the shock greater. You’ve changed stuff for a reason (hopefully), so be confident about the changes.
Sunday, 27 March 2011
Games have an advantage over all other media. That advantage is interactivity. No other entertainment medium offers (demands?) the same level of interaction. Interactivity allows the player to connect with the elements in the game – the world, story and characters. Further than that consumers typically invest a greater span of time in a game than a film, TV episode or book.
But very few games have brought me to tears or thrilled me in the way films or TV can. To connect most deeply with the consumer, the media must nail everything just right. An unbelievable world, an uninteresting story, poor writing or acting – any of these things will break the spell. But one thing games often fail at – and consequently lose their magic – is in creating interesting characters that the player cares about.
Of course, we can make excuses for games – facial animation is still generally unbelievable, the gameplay disconnects the player from the drama, “engaging characters” don’t sell games (directly)… but the simple fact that there are games which have got this right, proves that it can be done.
I can only really list two game characters I connected deeply with. The first is Link’s childhood friend Saria in The Legend of Zelda: Ocarina of time. The friends part ways in Link’s youth, but even after Link learns to travel through time, he is unable to prevent Saria’s death or even say a final farewell – just her haunting melody echoes through the Kokiri Forest Meadows.
|Lost Odyssey delivered short stories with simple pictures|
and music to develop the characters
The other character with whom I developed a strong connection was Kaim Argonar from Lost Odyssey (2008). Much of Kaim’s character is revealed in the game’s Thousand Years of Dreams sequences where Kaim remembers things from his past. In these sequences, the player is presented with third-person prose accompanied by simple abstract visual backdrops and music and ambient sounds. Through these “dreams” the player is shown the sword-for-hire mercenary’s sympathetic and caring nature.
Curiously, neither example relies on bleeding-edge visuals or carefully orchestrated cutscenes. Written word and well-pitched audio are the only thing used to develop a connection with the player and enhance the emotional experience. While Kaim’s multifaceted character sustains interest and believable humanity, the simplicity of Link and Saria’s friendship tragedy was enough to pull at my heartstrings without overdeveloping the characters’ depth.
|Poor Maximus never wanted to mutilate all those gladiators,|
he just wanted to get touchy feely with the corn.
In most cases the character’s appearance is only used to make an engaging first impression and provide a visual summary of the character, but this importance shouldn’t be understated. In some cases, the appearance can be used to support emotions which put greater emphasis on appearance. Familiarity is generally broken by characters with an inhuman appearance – and consequently attachment is lost. This is often intentionally the case with “the bad guys”. Physical attraction can also be important if the story nurtures a relationship between two characters; Hollywood knows all too well to use attractive actors and actresses when making romantic films and the same should be true for games.
But ultimately, I feel the single most important part of creating an engaging character is the script. The events which happen to the character, their backstory and also what they say during the experience are what separate engaging characters from flat ones. Books are unable to use visual appearance and films are necessarily short, yet memorable and deeply emotional character engagements happen in these media frequently.
Increasingly, Hollywood talent is providing voice acting in games. But it’s still rare that big or small screen scriptwriters get contracted for games. If the games industry cannot – or will not – attract the best of this (and other) writing talent, then its little wonder the characters come up short. With the ever-increasing budgets required to make games, why not splash a little cash in the writing department? Let’s see if they can come up with some characters that players actually care about.