General provisions

The course is part of the Master's Programme in Game Design, 120 credits.

The course is a freestanding course.

Entry requirements

120 credits. Proficiency in English equivalent to the Swedish upper secondary course English 6.

Learning outcomes

The overall aim of the course is to develop practical and theoretical knowledge and skills on how men and masculinities are, and can be, represented in, and through, games.

On completion of the course, the student should be able to:

• identify, explore and compare constructions of masculinities across different games
• identify and critically discuss central theories of men and masculinities orally as well as in writing
• demonstrate and incorporate knowledge of theories of men and masculinities in practice-based assignments
• individually write a shorter academic text on men and masculinities in games
• demonstrate problem solving within specific time frames.

Content

The course focuses on men and masculinities in games and consists of practical and theoretical components. The course aims to give an advanced introduction to the research field of Masculinities Studies within Game Studies. The students are introduced to different perspectives on men and masculinities and how this is expressed in, and through, games. The students apply their theoretical knowledge in practice based creative assignments allowing them to materialize and reflect on the theory, their own work processes and results. The course centers on five themes: men and masculinities, friendship, fatherhood, militarized masculinities, and queer masculinities.

Instruction

The course includes lectures, workshops, and seminars online. In addition, students are expected to work on assignments, individually and in groups.

Assessment

The basis for the assessment is a final essay as well as other written assignments. The students are also assessed on practice-based assignments and oral presentations.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.