All games tell stories. Unlike other media (books, television, film), the interactivity puts the player in the role of protagonist. Writing games can be quite complex and involve more than characters
Alright, I want you to read an education blog, but bear with me. We've been looking at a range of resources and media that can allow us to view texts critically, providing us with experiences and context in which to apply our learning. What does this have to do with gaming? Nothing. And everything. You probably know this better than I do -- games are an amazing learning tool -- not just to teach you wind velocity or whatever -- they also incorporate everything from narrative, to genre, to persuasive arguments. Have a read of this article, let it roll over in your mind for a moment that maybe, just perhaps using some of the techniques mentioned could be a really interesting way for you to express your creative writing assessment piece. Or not. That's the benefit of creative media; it can take many shapes and forms.
English/Language Arts teachers often ask me what technology can do for them. After all, eBooks are revolutionizing both the weight of students’ backpacks and the local bookstore’s bottom line. But the English classroom?
Hopefully more engaging than the last post, John Green has created a series of Crash Course videos based around Literature. This is the first, it links in to our discussions about thinking critically, and why it's so important to be able to delve deeper. Finding meaning, creating an analysis of a text shouldn’t be a nightmare; it should give you the opportunity to view the world differently. So with that in mind, and having watched the video, I want you to sit down and have a think about the text Romeo & Juliet, before answering these two questions:
Using the comments section, create for me, a list of the things you have learnt from the play. It's pretty simple, just a list of information, literary concepts, feelings or understandings you have gained from reading the play. Why? Because reflecting on what we've learnt from a text will help us move forward in understanding ourselves and how we can communicate those changes with others. By doing it together, with everyone's input, we can create a storyboard of our learned experiences as a group.
Pick a character from the play (this exercise may help, if you're struggling to build the above list). Choose the character you thought you would most hate. Tell me why you thought they would be loathsome. And then as clearly and concisely as you can, explain why you were surprised that you didn't hate them at all. What experiences changed your mind? Were they persuasive speakers? Did their actions redeem themselves in your eyes? What emotion, or lived experience caused you to empathise with them, despite how much you wanted to hate them?