The level “Twin Suns” in Metal Gear Solid IV (Kojima Productions, 2008) ranks as one of my favorite videogame levels of all time. Smack dab in the middle of a game with more than its share of problems—the usual problems of unconscionably long cut-scenes and unconscionably short periods of genuine interactivity, plus new problems such as an inexplicably drab grey-green color scheme—comes something so conceptually audacious that I’m simply floored.
“Twin Suns” takes two of Metal Gear Solid IV‘s central themes, aging and the fear of obsolescence, and distills them into their most undiluted form. In Metal Gear Solid IV, series protagonist Solid Snake is old. (In fact, he’s so old that he’s given a new moniker, Old Snake.) This is used to greater or lesser effect throughout the entire game, but it really comes to the fore in “Liquid Sun,” which sees Snake returning to Shadow Moses, the location he infiltrated in Metal Gear Solid, a game released a decade prior. Given that series creator Hideo Kojima is well-known for using each sequel as a means of interogating the game industry’s lust for sequels, it should come as no surprise that this re-visit is in part a mediation on the way the franchise has aged. What is surprising is that this predictably modernist streak is shot through with something that approaches genuine pathos, and a fairly sincere investigation of what it means for an action hero to age.
(The title of my post pays homage to Simone de Beauvoir’s La Vieillesse, from which I’ll be quoting from sporadically. Although the Patrick O’Brian English translation I’ll be quoting from is actually titled Old Age, I much prefer the English language rendition The Coming of Age.)
Consider this another addendum, this time to my previous post on teaching the concept of procedural representation. These are two more of my favorite case studies to use for that topic—ones that, however, fall outside the designation of “games about squares.” As with the games outlined in my previous post, I teach these via small group work, assigning students to first play these games, and then present to their classmates on them. For these presentations, I direct students to not simply say “this game is about xtopic,” but instead say things like “when you do y in this game, z happens.” My aim is to get them to specifically lay out how rules shape player behavior, and provide consequences for that behavior, and how this combination of rules/behavior/consequence can make claims about the how the world works.
The first time I taught a unit on the concept of procedural representation, it was in my course “The Moving and Interactive Image” at the School of the Art Institute of Chicago. The theme I wanted to explore that week was the limits of thinking about games as moving images, at all. Are there some games that get such a large percentage of their meaning from rules and interactions that it is not even productive to think about them as images at all anymore? To this end, I assigned students the chapter “Art” from Ian Bogost‘s book How to Do Things with Videogames, where he lays out the idea of what he calls the “proceduralist style” in art games. Bogost characterizes this style of games in the following way:
In these games, expression arises primarily from the player’s interaction with the game’s mechanics and dynamics, and less so (in some cases almost not at all) in their visual, aural, and textual aspects. These games lay bare the form, allowing meaning to emanate from a model.[i]
I also set up a unit on proceduralist games in my Intro to Mass Communication course at DePaul University, which I taught three times, in the Fall 2015, Winter 2016, and Spring 2016 quarters. As I repeatedly taught this unit, I segued away from using Bogost’s “Art” chapter from How to Do Things with Videogames. (I found that the chapter’s engagement with the tired “are videogames art?” debate was too much of a lure, pulling student attention away from the core issues I wanted to address.) Instead, I subbed in “Procedural Rhetoric,” the first chapter of Persuasive Games, with very heavy excisions. (It really is a shame that, at 64 pages, that chapter is so unreasonably gargantuan. It definitely makes for some headaches when deciding on reading assignments.) And, over time, I gravitated toward some specific games to play in-class: a group of games I affectionately refer to as “games about squares.”