Summer Work 3: Let's Not Pretend This is Based on Weeks

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Summer Work 3: Let's Not Pretend This is Based on Weeks

It’s been more like two weeks than a week. In ten days since the last update, I’ve written about 4000 words, which is a little ahead of my goal. (The goal started at 250 words a day, and I quickly bumped it up to 350). The Oxford Handbook chapter is coming along, and I’ve got two of its three or four major sections mostly drafted. Need to do a little more research and a little more outlining to get the second half right, but the chapter is well on its way. I’m finding myself being a bit more free with the writing this time, which is something I’m really trying to work on. Get the ideas out and get text in place, then edit and refine.

That’s not always the way I work. One of my favorite authors, William Gibson, has said in interviews that he often starts from the beginning of his manuscript and reads/edits the whole thing as he goes, rather than jumping right to the part he’s working on. I have trouble not doing that too, so one reason I’m focusing so much on new words is that I need to generate text faster rather than continuously polishing my favorite bits.

It’s been a complicated week: Monday started off with a sick kid, and the two of them have been trading off who’s in worse shape. Both have been to the doctor; both got swabbed; both are negative. Just garden variety kid colds. But this is really one of our first experiences with sick kids, and it’s amazing how much energy and attention it saps. You feel so bad for them :-( On top of that, two conferences that I’ve been attending remotely, the International Musicological Society’s Music and Media Study Group, and the North American Conference on Video Game Music. I really wish the various regional music theory conferences that are also starting to kick into gear would run synchronously. There’s something about people actually being together, even if virtually, that is more compelling than watching talks in advance.

Next week I have a presentation at my institution’s “June Pedagogy Institute” - I’m collaborating with our educational technology director to talk about games in higher education, so I had two meetings to hash that session out, and I’ll deliver it on Monday. Summer class is humming along, although every Sunday also brings a big pile of grading. I’m nearly caught up at the moment, so will enjoy that for the day or so it lasts. Hopefully after Monday, I can push this chapter around the corner this week, and really start to get it into shape to submit at the end of the month.

I’d like to actually chronicle my research here rather than just talking about process and personal updates, so I’m pasting in one segment from early on in the essay, one of the points I’m still really mulling over. It proposes a taxonomy of game adaptations that seems to work for my purposes, but is still in need of some workshopping…

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Games based on popular films can be understood in a number of ways. For the purpose of this chapter, I will refer to games within four general categories, which describe both the timeframe of their development and release, and their content.

  • Immediate movie tie-ins. Most film-to-game adaptations are based on a single film, and are produced so that they will appear concurrently with the source film’s release window. Prominent examples from the early days of game adaptations include Raiders of the Lost Ark (Atari 2600, 1982) and E.T. The Extra Terrestrial (Atari 2600, 1982). Immediate tie-ins would become the dominant model for film-based games from the 1980s through the early 2010s. In this form, games are part of the film’s marketing campaign, designed to draw attention to the release and encourage fans to engage more closely with the film or franchise.

  • Delayed adaptations. As the video game industry began to develop ties with Hollywood, many of the games released in the first wave of adaptations were actually based on films that were several years old. The Star Wars franchise, for example, saw several of these after-the-fact tie-ins. The Empire Strikes Back (1982) was one of the first adaptation games to appear on the Atari 2600 console, two years after the movie appeared. Atari’s famous Star Wars arcade game (the subject of one of this chapter’s case studies) arrived in 1983—a full six years after the May 1977 premiere of its source film. A similar situation arose with titles like Alien (released for Atari 2600 in 1982, based on the 1979 film) and The Texas Chainsaw Massacre (released in 1983, based on a film from 1974). We might attribute this phenomenon to an initial rush towards development once the general idea of film-to-game adaptations emerged, or an interest in prominent, existing intellectual properties that would position a new game for an existing audience.

    In the early 1980s, delayed tie-ins were arguably equal in prominence to immediate tie-ins; both types of games participated in the emergence of the form. The phenomenon of the delayed tie-in had all but disappeared by the end of the decade, however, as game adaptations became more thoroughly integrated in studio marketing efforts, and thus more timely. The falling popularity of game adaptations over the last decade has coincided with a return to delayed adaptations, which are often presented in an anthology format. The LEGO series of adaptations (including LEGO Star Wars, LEGO Harry Potter, and LEGO Marvel’s Avengers), for instance, each treat several films from a well-established franchise, presenting each through the lens of a particular aesthetic—to say nothing of the direct affiliation with another brand of toy. Occasionally, latter-day tie-ins still appear, such as a 2006 adaptation of The Godfather (1972), which weaves a secondary character’s story within the events of the film.

  • Franchise adaptations. Some film-to-game adaptations do not attempt to translate a specific movie into playable form, but instead draw upon a larger media franchise for source material. In most cases, these games present highlights from well-known films, drawn together to create a string of gameplay experiences that re-enact prominent sequences from a franchise. James Bond 007 (1983), for example, features chase scenes from three (or in some versions of the game, four) Bond films released over the preceding decade. The same is true of an earlier Godfather adaptation (1991), an action game whose five levels span episodes from all three films, from the trilogy’s opening in 1946 to its end in 1981.

  • Franchise entries. While some games based on prominent franchises present themselves as collections of recognizable episodes, others present themselves as independent, original stories within a given fictional world. Star Wars games such as Dark Forces (1993), Knights of the Old Republic (2003), and the X-Wing and TIE Fighter series, fit into a much larger multimedia property that includes not only films and television shows, but novels, comic books, toys, and other merchandise. Similar franchise-based efforts include The Lord of the Rings: Shadow of Mordor… [more examples]

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This Week Has Eight Days: Pre-Sabbatical Week 2

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This Week Has Eight Days: Pre-Sabbatical Week 2

So, first check-in of the early summer. What kind of week has it been?

I accomplished most of what I set out to do last week. I played my part in our group JMTP submission, getting all the files together into one virtual package and sending them off to the editor. I wrote and sent in my essay for Engaging Students, giving me a cool 3000+ words to start the summer word count off. AND we spent four days visiting some good friends at their beach house this weekend. Even if it rained for three of those days, everyone had a great time.

I also started my summer class, and we’ve now had three of our ten meetings. It seems to be going well so far - students have been engaged in the discussions, and I’m getting better at this format for the class - it’s mostly seminar-based, but I try to mix in various virtual activities to keep students engaged in different modalities. It’s a whole thing to get into another time, but I’ve realized that a focus on # of hours of instructional time (which my institution is reaaaaaally into) is pretty toxic, and that a class flows better if I’m spending time checking in with my students informally at the beginning of sessions. I do this in normal classes, of course, but in a compressed summer class I think I’ve always felt like “oh no! we only have an hour and a half, lets GO GO GO talk about the readings, fast!” I’m trying to treat these more like I would regular class meetings, rather than precious little windows of live time that need to be absolutely crammed from beginning to end.

Each time I teach it I add a few new things, so this year I’ve created a spruced-up video on the physics of sound (which will have a part 2 that I still need to make, for next week); an accompanying assignment that asks students to use a smartphone spectrogram app around their house and “capture” a sound to write about; and a term-long assignment in which my students interview video game music scholars and write about them, as a way of collectively building a broad view of the discipline.

The last updated piece of the class puzzle will be a video lecture on video game adaptations. That one is designed to help me think through this month’s big writing project: a chapter on film-to-game adaptations for The Oxford Handbook of Video Game Music and Sound. It’ll be partially based on the talk I did at last year’s NACVGM, but it also has a significantly broader historical component that I’m still working on. Adaptation is a broad interest of mine, so this week I’m starting off by reading some work in adaptation studies, in search of inspiration. Should also play some games too. Oh, the toils of research.

[On that note: NACVGM 2021 is next weekend (June 12-13, 2021), once again in an online format. In my opinion, last June’s NACVGM was by far the most successful online conference of the whole pandemic, so I’m looking forward to once again tuning in to listen to papers all weekend. Twitch chat is the single best feature I’ve seen for an academic conference, and something I would love to see mirrored at in-person conferences.]

Onto the goal setting:

  • The one thing I didn’t really do last week was lay out a picture of my writing goals for the summer. I’ll still need a day or two away from the intensive Engaging Students writing in order to get the clarity needed to do that, but it’s on this week’s list.

  • As is a major email catch-up (which I’m going to do first, right now, as soon as I post this!)

  • and writing 250 words a day towards the Oxford Handbook chapter. I’m aiming for a faster check-in to get my weeks back to Sunday, so that means 1,250 words towards the chapter by this Sunday. Doable.

Summer word count so far: 3,822

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Pre-Sabbatical Check-in: Week 1

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Pre-Sabbatical Check-in: Week 1

I’ve always wanted to be one of those people who chronicles their research as it goes. I’m a total process nerd, completely obsessed with workflows and tools and the like. Websites like “How I Work” and “What’s in my Bag/Desk” are major guilty pleasures. At the same time, I often feel like I lack the time for blogging, and like I have so much on my plate that there’s not enough time to reflect. Most of my work happens frantically and under deadlines

I’m going into a sabbatical though, and I’m hoping to build up some healthy working habits, along with a more reflective practice. And, I’d like to see where my time is going and what I’m accomplishing in a tangible way. SO, I’m going to post updates here every week (optimistically…) on what I’ve been doing. I’m still thinking of this time as “pre-sabbatical,” since I’m teaching a five-week summer class that began today. Though after spending last May/June frantically prepping talks for two pandemic-delayed and newly online conferences, having only one chapter contribution hanging over me for the first half of the summer (and it’s partially based on one of those talks!) feels positively luxurious. Once summer class is over, sabbatical will truly be under way. But I still have lots to do even as the class is going on, so as usual, the boundaries are going to be blurry.

Last week was the week between the spring and summer semesters. Here’s what I accomplished:

  • Graded final essays and turned in grades!

  • Four-hour faculty retreat, my last really solid service commitment until January. Still have to wrap up some diversity committee details with my chair, but my term on the institutional assessment committee is over, and I have no faculty meetings for seven months!

  • Editorial board meeting for SMT-Pod, which we’re launching soon!

  • Finished my reviewer -and peer-suggested edits on my contribution to a group colloquy for the Journal of Music Theory Pedagogy, organized all the files for submission, wrote an abstract and a bio. This came out of a group panel we did at SMT 2019 in Columbus. We’ve split up the final submission tasks, so this coming week I’ll be the one putting the introduction and everybody’s essays into one big document, and sending it off to the editors by June 1 to go into production. Look for the issue in the fall!

  • turned around edits for my contribution to the Oxford Handbook of Public Music Theory, edited by Danny Jenkins and due out from Oxford next year. This round of edits should have been the last before going into production, so hopefully there are page proofs in my near future. And Oxford Handbook chapters tend to go online as they’re completed, so maybe people will get to read this by the end of 2021.

  • Sketched out a short essay I’m going to send to the journal Engaging Students, related to the Video Game Music course that I’m teaching this summer. Need to write that this week and send it away, also by June 1.

  • Discovered that my AMS abstract was accepted. This means I’ll be giving two different talks about Amy Beach this fall, one at SMT and one at AMS. My sabbatical is meant to be devoted to writing the bulk of my first book , so spending a chunk of it working on book #2 is…extremely on brand…

This weeks goals will be to 1. get my summer class rolling, 2. pull together the JMTP submission, 3. write the Engaging Students essay, and 4. start to map out my summer writing goals for real. And 5., take a real, out-of-town Memorial Day weekend with some friends!

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Panel: "Teaching Music Theory in the Digital Age"

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Panel: "Teaching Music Theory in the Digital Age"

Yesterday, the UK’s Society for Music Analysis and the music department at the University of Liverpool hosted a Study Day called Teaching Music Theory in the Digital Age. The day-long conference featured talks, recorded videos, and a keynote panel. I was on the panel at the end of the day, which featured several academics and YouTubers. It was a great conversation on the importance of social media, the format of video essays, diversity and inclusion in public music theory, textbooks and the design of curricula, and lots of other topics! I had a blast, and hope to do more events like this in the future.

The panel streamed live on YouTube, and you can watch an archived replay here. You can also find several of the pre-recorded video talks on the SMA website.

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