Play Make Write Think

Tag: sq10

Side Quest 10

Student Posts
Game made using Gimp-2.10 by Yono Bulis. Inspired by Monopoly.

Rules: Claim one of the three pieces as your own.

Start at Literacy Narrative, move clockwise using dice.

You must master the following at the following tiles to move forward:

Game Comparison: Create inner meaning from two games and then use their similarities and differences to understand an important facet of recovery from trauma.

Depression Quest, Firewatch, Gone Home, Gris: Play the game.

Reflections: Write about what the game meant to you, what you think the developers were trying to say, and how you think they said it.

Movie Scene: Find your favorite movie scene and act in it, making it as real as possible.

Photo-Editing: Practice using Pixlr or Photoshop to make creative edits to photos by combining two photos.

Throw Paper: Throw paper into a wastebasket in the most creative possible way.

Visual Notes: Find the most difficult notes in all of your classes and represent them in a fun, colorful way that is difficult to forget.

Steven Johnson: Understand the key tenets of the first 2 chapters of Everything Bad is Good for Your: How Today’s Popular Culture Is Actuall Making Us Smarter – be able to answer the following questions. What is Johnson’s argument about games? What is Probing and Telescoping? How can games have a medium?

Mary Flanagan: Read through Introduction to Critical Play by Flanagan and denote the main ideas. How are games defined, generally speaking?

SuperBetter: Read the first chapters of Superbetter: The Power of Living Gamefully and write about how games can help us in ways more than just hand-eye coordination.

Ian Bogost: Read 3 of Bogost’s articles: Media Microecology, Empathy, and Don’t Play the Goose Game: Untitled Goose Game is fun. The problem is, all games are also work and free write about the complexity that games instill within us.

Podcast: Create 3 Podcast episodes about games your enjoy playing – collaborate as a group member and make sure your Podcast has a claim – don’t just make it about why games are fun.

End at Player Narrative and Final Portfolio.

Works Cited

Johnson, Steven. Everything Bad Is Good for You: How Today’s Popular Culture Is Actually Making Us Smarter. pp 1-62. New York: Riverhead Books, 2005.

McGonigal, Jane. Superbetter: How a Gameful Life Can Make You Stronger, Happier, Braver and More Resilient. Element Books (UK), 2016.

Pizza Assembly

Student Posts

For this side quest, I centered my construction around the question of “what do games teach us?”. I think that in every topic/assignment we explored in this class, we brought it back to what games offer their players. For the components of the pizza slice, I worked around the learning outcomes. Rhetorical situations was the most foundational topic we explored. Writing as a process and components of a game were also very central. For the toppings, I chose facets of this class that came out more naturally as a result of the discussions and assignments we were given.

Assemblies

Student Posts

As suggested by its title, this class has really challenged my abilities on all four aspects – play, make, write, and think. For this assignment, I use each of these aspects as a component for my “Game cocktail” and list all the tasks I have completed this semester that cater to each category.

Side Quest 10: Assemblies

Side Quests

Due: 11/29

Tag: sq10

For some unknown reason, the National Archives includes a document entitled Cocktail Construction Chart, which was created by the US Forest Service in 1974, showing recipes for a group of cocktails represented in the style of an architectural diagram.

For this week’s sketch, think about the work you’ve completed in this class and your own learning and thinking processes — then break all that down into component parts, represented in some sort of an architectural diagram like this one. I’m less interested in the quality of the drawing itself and more in your analytical ability to break down something complicated into a series of steps and to represent that as if in such a diagram. Think of it as a kind of telescoping.

Creating this diagram should be a key step towards completing your portfolio reflection letter (and I will encourage you to use the diagram as a key image in that letter). If you think about what you have learned this semester about yourself as a writer and reader, how can you represent that understanding as a single diagram, and how do the various pieces of writing you have done fit into that diagram to construct your vision? You might want to refer, once again, to the learning outcomes for this class as you you put together your assemblies.

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