Final Project Idea: Bank Job Crew


Greed, disloyalty, trust and betrayal always revolve around money and I wanted to create a game demonstrates the power dynamics revolving around this very idea that even when you have a tight group of friends, greed and money always prevails. To demonstrate this concept, I created a bank heist game to simulate the idea of “how well can you really trust someone?”.

Concept and Idea:

  • Objective (Win State)
    • The player with the most money at the end wins the game
  • The Crew (Player Cards)
    • The crew consists of 6 players, which simulate the tight knit friendship who all have skills of their own.
    • Player cards are not to be shown to anyone other than yourself
  • Player Special Skills
    • Each player has a special skill that can be used only once throughout the game
    • Player cards have special passive skills that enhances the bank loot at the end of the mission
  • Bank Job Missions
    • There are a total of 4 missions
    • Each mission requires the crew leader to pick his crew
    • Each mission has a designated bank job leader who chooses the crew members
    • Depending on the number of crew members, each player picks a digit from a pile of faced-down numbers and this will total up to be the loot


Player Cards:

Each player has a special ability that they can use only once throughout the game. There are a total of 6 players.


Take a Bullet for Me – Cause another player to be shot by a gun pointed at you for a round

Vault Cracker:

Hidden Compartment – Double your loot for a round

Weapons Expert:

Always Carry a Spare – Point 2 guns at 2 different or the same player for a round


Wire Transfer – Re-route a player’s loot to your bank account for a round


Disappear – Remain invulnerable to all guns for a round


Brute Force – Force a player to point their gun at another player for a round


Gun-play Mechanics:

After the leader selects his bank heist crew members and the loot has been tallied. The leader counts down 3-2-1 and everyone draws their guns. There are 2 options open at this moment: you can draw a gun at someone or you holster your weapon

If you draw your gun on someone: that person will lose a life but will still get a share of the loot

If more than one person points their gun at you: you lose a life and you do not get a cut of the loot


Mission Board:

The mission board serves as a marker for what mission you are currently on, how many crew members are participating in the mission and how big your loot will be in thousands. On the first mission, a 2 represents a total of 2 bank heist members participating in this round and a total number of 2 digits that will make up their loot (i.e. 10K). Players who are unlucky and draw 2 0’s will have no loot.


Player Lives:

Each player has 2 lives. When a player is shot he or she will overturn their life card to show an “X” meaning that they have been shot.


How to Play/Gameplay:

  1. Pick a player (player cards are distributed and not displayed). Only the player knows his or her character
  2. Move the “mission marker” to the first mission
  3. Crew leader picks the crew members to join him on the job based on the number on the “mission board”
  4. Each crew members pick a number from a bag
  5. The numbers are placed on the table that forms the total amount of loot
  6. Total amount of loot is revealed
  7. The leader calls out 3-2-1 and all players either draw out their guns at another crew member or holster their weapons (see Gun-play mechanics)
  8. Loot is then split evenly between crew members who are still in the game
  9. Game moves onto the next mission and repeat from step 3


Authors Note:

About The Game:

When creating this game, I wanted to create a game where it evoked emotion and forced the players to experience what it is really like to be somebody else. The idea of this bank heist game came to me when my friends and I were watching a YouTube clip of a bank robbery trailer and a he said that if he chose the bank crew, no one would back-stab each other after a successful heist. I wanted to challenge that idea.

Actual Playtest Observations:

When I play-tested this game in class I was very surprised to see that the game demonstrated the relationship between money and trust. The big question throughout the whole game was “who can I really trust?”. I think that the dynamic between power, money and trust was really highlighted in the later phases of the game. In the beginning, when only 2 members were chosen to go on a bank heist they could only receive a maximum of a 2-digit thousand number. So it was almost always split evenly between the two members. No one really cared about the smaller loot numbers and it was rarely fought over. As the game progressed and more and more players were chosen to participate in the heist the loot trust issues quickly began to grow and people started conversing with each other to try to reason things out. Today I played this game again with Mark, Carter, and Rachel. One of the interesting things that happened during the game was when Mark and Carter discussed about a compromise that if Mark pointed a gun at me this round he would not point the gun at Carter the next round. When the loot stacked up to be 5 digits people became anxious and there was no way to tell who you could trust unless you had protection or a way of assuring the other person that you would do what you say you would do.

Classroom Inspiration and Application:

Much of the inspiration came from “Jejune Institute” and the in class game “Room at the Top”. I have found that I like games that make you embody an emotion or a person and ultimately make you feel a certain way about a story or perspective. “Room at the Top” gave me some insight on hidden agendas and how they affect the dynamics of teamwork. I wanted to incorporate hidden agendas because the game “Room at the Top” demonstrated the awkward dynamic of trust and what are you really here for question. I added a hidden identity and ability to mimic the hidden agenda. I really liked how the “Jejune Institute” created a story for everyone to follow. I believe in a successful game the story creates flow in the different phases of the game and most importantly the story has to make sense for the game to be believable. The “mission board” idea was an appropriation of a game called “Resistance”. The board serves not only as a tracker for which current level you are on but also a counter for how many people are playing at a certain time.




Indie Show & Tell: This War of Mine: The Little Ones

Game trailer:

Game overview:

“This War of Mine” revolves around a group of survivors trying to live out an unnamed conflict by savaging for items, finding survival aids, feeding on rats and vegetable gardens and trading with other survivors. Much of the game depends on the choices you make throughout the game as each decision not only affects the story but also affects the players in the story. You are not only trying to not starve, but also trying to survive mentally. Each decision impacts the ethical and moral mental state of the survivors.

War Isn’t All That Glamorous:

Many of the popular games today glorify war. First person shooters such as the “Call of Duty” franchise has been so popular that they have come out with copious amounts of sequels. The common story line is that terrorists invade and you are called upon to gun them down. War is glorified, which is why so many people today seem so indifferent when there is an ongoing war on the news. However, no one every talks about the civilians who are effected by the war. Just like the game “12th September”, “This War of Mine” puts players in the shoes of civilians who are stuck in a war zone with no where to run. The characters in the game are civilians and not soldiers you play as on “Call of Duty”. The lives, and mental state of civilians need to be considered before every decision. “This War of Mine” is a social commentary of the ugly side of war. Bombs and bullets do not just kill the intended target. Collateral damage is what creates broken families and war torn cities.

Intervention: Silent Race

What is needed:

  1. First 3 floors of the library
  2. 3-piece token
  3. Timer

How to play:

The objective of the game is to find the 3 token pieces and complete the puzzle. Each of the token pieces has been given to random strangers on each floor of the library. You will need to retrieve these pieces from these strangers by asking around and saying a secret passcode. The library is structured so that the first floor is an open work space with no noise restrictions and the third floor is a silent floor so the difficulty increases as you move up the levels. The goal is to complete the puzzle in the fastest time.  In my play test, the secret code was “do you have the stuff?” If the stranger has the token he will give you a piece of the puzzle.

The token:


Level 1:

The first floor of the library was the easiest. There was absolutely no distinction between the outside world and the first floor of the library due to the fact that there was no restrictions to noise.


Level 2:

As we progressed to the second floor, you could tell that the social norms in the library started to impact the player as he did not breeze through the level and tried to stay quiet when approaching people asking about the passcode.


Level 3:

The third floor was the hardest. Everyone on the third floor was quiet and the player did not want to continue. But after much deliberation he continued with the game when I told him that I will go around the floor with him.


Authors Note:

I was inspired by the in-class discussion and movie about “The Jejune Institute” where much of the game depended on the environment and immersing players into the world, burring the notions of reality. As the players get more involved with the environment the game becomes a reality for them as they are fully immersed in the environment. I wanted to flip this idea and push the boundaries of how social norms in an environment will effect players playing a game. Ultimately I found out that when you, as a player, do not care about anything, especially about how others view you, then you become invincible and this game will be a breeze. For more self-conscious players social norms it becomes incredibly difficult to break social norms. When we got to the third floor, the player did not want to approach students that had headphones on and ask them the passcode because it was not normal. Overall this game pushed the limits of what a game could be transformed to in the context of another environment. If I just played this game in Curry it would be a totally different game because of the social norms in the environment.


Indie Game – “Keep Talking and Nobody Explodes”

Items needed:

  1. Keep Talking and Nobody Explodes Game
  2. Game Manual


“One player is trapped in a virtual room with a ticking time bomb they must defuse. The other player are the “Experts” who must give the instruction to defuse the bomb by deciphering the information found in the bomb defusal manual. But there’s a catch: the experts can’t see the bomb, so everyone will need to talk it out–fast!” — Keep Talking and Nobody Explodes


How it works:

Depending on the level of difficulty the bomb might have a maximum of 12 puzzles. Each sector is a puzzle. There are three strikes for mistakes and after the third strike the bomb will explode and you lose the game.

Watch the gameplay here!


Why this game?

Keep Talking and Nobody Explodes evokes two mediums. Each medium is independent of the player. The bomb defuser plays the game through a VR or a computer screen while the instructor plays through a computer screen or with a hard copy of the in game manual. When we watch a bomb defusal happen in a movie, everyone claims that they can do it. This game challenges that notion.


Appropriation of “Heads Up”



  1. Play cards with pictures of characters
  2. A dice

How to Play:

Aim: Be the first to guess who is on your card. The clues you give about each other’s character has to be valid and true, however, you can determine how much information you want to give away.

  1. Shuffle the cards and have all players to pick a card without looking at it
  2. Roll the dice to see who goes first (highest number goes first in the clockwise direction)
  3. Roll the dice and pick an action


  1. Skip my turn
  2. Pick someone to act out an action about your character
  3. Pick someone to make a sound about your character
  4. Pick someone to say a word about your character
  5. Ask a yes/no question to the group
  6. Skip someones turn OR choose options 2-5


This game was appropriated from the game “Heads Up”. I felt that the game “Heads Up” was too one dimensional and needed more depth to the game. Whenever I saw the game played, the players were very awkward, which meant that there was not enough awkwardness or players were not drawn into the game enough. I appropriated the cards to have only pictures of people and characters like Pickle RickKevin Hart, and Kanye West. This game can be appropriated to accommodate for any types of personalities, accents and topics.

Authors Note:

I chose to create this game because I felt that the game “Heads Up” was way to boring and non-immersive. By adding the dice roll for different actions a new level of difficulty was added. When I play tested this game in class, everyone was enjoying the game. There were multiple comments on how dice roll number 3 was extremely hard.

The Dada movement was a cultivation of multiple cultures and ideas. Art was created by taking created art and distorting it, thereby creating new meanings and ideas. Bringing together popular personalities from movies, tv shows and celebrities was a representation of that idea. I was inspired by the Dada collage we did in class. Given pictures of art during the Dada movement we had to create a collage to represent the Paris Dada movement. Taking that same idea and applying it to the “Heads Up” game, I took a game and reinvented it with the question of how well people know the characters that build up their culture. Incorporating dice rolls into this game brought in a different popular game culture of random generated options and difficulties. The appropriation of adding portraits of popular personalities onto cards was another aspect of creating inspiration for the players to pull from.


In-Class Exercise: Paris Collage

Based on the works of various artists during the Dada movement, specifically in Paris, we put together a collage depicting the Dada movement that was greatly influenced by the literature, theater, and classical music culture thriving in Paris. Dada pieces were created by multiple artists such as Duchamp, Picabia, Dali, Arp, Breton, Man Ray and Tzara. In this Paris collage we decided to go with a theater theme where we had a huge banner and arrows inviting people into the theater.

Appropriation: Memes


Arthur is a Canadian/American animated educational show directed to children. The  Arthur show revolves around the life of Arthur Reed, who is eight-years-old, and his daily interactions with his friends and family.


Dictionary.com states that a meme is an element of culture or system of behavior that may be considered to be passed from one individual to another by non-genetic means, especially imitation. The fascinating thing about memes is how accessible and easy it is to create. By using popular TV shows or funny pictures of people, a meme is created when a caption is added to it. Most often times the picture or scene chosen for a meme has nothing to do with its actual context.

The Arthur memes, as shown below, have nothing to do with the TV show. Scenes were taken from the show and appropriated to mean totally different things.



This piece is meant to demonstrate a point. Ideas and thoughts are passed on more successfully when the curiosity of the audience is evoked and want to know more about what is happening. The application of this technique can be applied in many ways.

What  you will need:

  1. Chalk
  2. Blackboard
  3. Class-room setting with rows of desks for depth
  4. A facilitator

How to play:

  1. Draw a palm-sized circle on the blackboard
  2. Break up a piece of chalk into small, diced-sized pieces
  3. Give the pieces of chalk to students in the class
  4. Tell them to try to hit the circle
  5. Facilitator to deliver the message


The idea of an institution for learning is a wonderful one. Students should be ingrained with the idea to never stop learning. However many students fall short in entering top tier institutions because they are unable to cope with the stringent standards brought up by the institution. Education is not a “one shoe fits all” situation. If Cinderella was in this situation, Prince Charming would have never found her. People come from different cultures and backgrounds and have different values and morals. Everyone has different ways of learning and understanding material. There needs to be a reformation on the ways of teaching and inspiring students.

In this demonstration many students will fall short of hitting the target. Students sit in rows and the students in the back will have a harder time than the students in the front to hit the target. In addition to this students all have different throwing abilities.

Author’s Note:

School was always a challenge for me. It was not easy for me to conform to the rules set by the institution nor was it easy for me to learn by reading a textbook. I found the best type of learning was when I was self-motivated to find out the answer and this was further instilled by the many great teachers I have had throughout my education.

Yoko Ono’s City Piece in “Grapefruit” sparked this piece:

“Walk all over the city with an empty baby carriage” (Ono).

As a bystander on the street going about your daily routine. If I saw someone pushing an empty baby carriage I would ponder about the possibilities of why someone was doing something like that. If the opportunity arose I would probably ask the person why he or she was doing something like that. It is not that I cared for the answer. It is about finding closure to my curiosity.

When people are exposed to an idea being spread they often put up walls to counter the idea. However, when they are drawn in by a well crated route they expose themselves in order to know what is going on. When we look at optical illusions we often look for hours to find the duck hiding in a rabbit (image 1) and when we are unable to find the duck we ask for the answer until we get it. Once we see the duck we remember where it is forever. This is the power of curiosity. If an idea wants to be spread, we have to craft it in such a way where the idea can be delivered without the initial judgement of the audience. It is only then will the idea be remembered.

Image result

Image 1: Rabbit/Duck

Great companies evoke this technique. A famous example evolves around two competing companies in the tech industry: Apple and Microsoft. Apple was successful in portraying themselves as a more user friendly product than Microsoft because their advertisements targeting why you need and Apple product rather than what specifications does the new product have.


Gordon Lo