École du management et de l’innovation, Master Communication, médias et industries créatives ogames ; interest in new technology ; understanding of digital issues. Pedagogical format : Seminar Course validation : Because producing games is a collective matter mobilizing individual skills. Individual : 15 minutes on a subject related to the course : article or book resumé, a game content analysis, a case study, a speciﬁc market (40%) + participation (10%). Collective : with a team of 5, you will present a game project : one page game concept, market analysis, funding and investment opportunities, production planning, communication strategy, public relation agenda (50%). Workload : For each course, student will have to read a chapter / book / article or to play a game (required readings / games). Pedagogical method : Each course will develop a speciﬁc component of game industry with a theoretical and practical approach. First part : two oral presentations by student, one dealing with a market issue (case study, market area, public issues, etc.), the other with a speciﬁc product (a game, a device). Second part : classical course. Some will hold a special speaker from the industry (to be determined). Course Description : Videogames have been a major entertainment industry for years, leading mass market technological changes and new cultural practices. Each kind of game introduces a speciﬁc production process, a specialized market, new design forms, emerging practices. This course aims to analyse their plurality and transformations : from arcade games to alternate/virtual reality. At the end of the course, you will be able to understand what videogames are and how they are produced and designed. Required reading : Kline (Stephen), Dyer-Whiteford (Nick) et de Peuters (Greig), “Part two : Histories : the making of a new medium”, in Digital Play. The interaction of Technology, Culture and Marketing, McGill-Queen's University Press, 2003, pp. 79 - 193 ; Bogost (Ian), « The rhetoric of videogames » in Salen (Katie), dir., The ecology of play. Connecting Youth, game and learning, MIT Press, 2001 ; Mauco (Olivier), Jeux vidéo : hors de contrôle ?, éditions Questions Théoriques, 2014 ; Frasca (Gonzalo), « Simulation versus narrative. Introduction to ludology », in Wolf (Mark), et Perron (Bernard), The videogame theory reader, Taylor and Francis Book, 2003 ; Peterson (Richard A.), Berger (David G.), « Cycles in Symbol Production : The Case of Popular Music », American Sociological Review, 1975, vol. 40, n°2, pp. 158-173.
TOOLS FOR CREATING BRAND PREFERENCE
Semester : Autumn Number of hours : 12 Language of tuition : English
Teachers : Dana PHILP (Co-Founder and President, Quelle Belle Journée, advertising agency). Prerequisite : English level 4. Pedagogical format : Workshop Course validation : 60% lecture / 40% class participation and discussion. Workload : Starting with the second session, students will be asked to bring in examples (good and bad) which incorporate learning from the prior session to share and discuss with the group. At the end of the workshop, there will also be a ﬁnal case study required which incorporates the different learning over the course of the program. Pedagogical method : 6 x 2-hour workshops. Course Description : “Big brands don't have customers, they have fans.” Today we live in a world of choice. One could argue even too much choice. For a brand, the only way to win is to be preferred. In this workshop, we will explore the various ways in which brands create preference from tangible product differences to less tangible tools like “tone of voice” to the use of role models or celebrity icons. Required reading : Burr, (Chandler), The Perfect Scent : A Year Inside the Perfume Industry in Paris and New York. As you are likely to have your ﬁll of advertising manuals, this is a wonderful real-life case study of creating preference in the perfume industry. It reads like a novel.
UBÉRISATION DE LA COMMUNICATION CORPORATE OU LE DIR COM 3.0