Tag Archives: ArtsEdge

You Have to Be the Book: Live Action Role Play (LARP) for Learning

Live Action Role Play can be applied to any and all major works of literature as well as almost any content area (scientific inquiry, mathematical reasoning, stage play, history). The rules you make are your own or by others. In my gamification question I have learned more about LARPs and realize that much of the theater and reenactment we do in our classroom is Live Action Role Play. To heighten the stakes, engagement, and learning I was part of a workshop with the Kennedy Center and ArtsEdge Games. Here are some basic elements to get started in your classroom:

The participants

The Game Master – These are the facilitators of the game.

The Players – These individuals have active participation in the story, inhabiting a player character. Note that not all players have equal roles, some have different strengths and weaknesses.

How to Play

Player characters interact with the created world by declaring an action and then determining if that action is successful through the rolling of dice. This process is called an Encounter. Think of an encounter as a conflict between two entities, typical in any good story. Typical conflicts in literature include person vs. person, person vs. nature, person vs. society, and person vs, self. It also includes action and reaction.

Much like the story itself, a proper game attempts to tell a story through a succession of events, both heroic and tragic. Sometimes these events seem like random fortune, other times karma is at work, serving the player character he or she deserves.

An important part of role-playing is understanding your particular character’s motivations and what drives them to do what they can do. Certain characters are driven to their goals so deeply that a part of their consciousness is forever devoted to that cause. The goal with character creation is to design and shape a player-character that not only represents their persona in the subject text but also that fits into the structures of the game itself.

For example, Odysseus of the famed Odyssey – a man of great cunning and ingenuity, uses his intellect to overcome the many obstacles in reaching his home in Ithaca. However, Odysseus is merely a man and thus not without fault. As the greater mind of his era, Odysseus gains Advantage when using non-weapon tools or machines to overpower, kill, or deceive. At the same time one of Odysseus is tantalized by the pursuit of adventure and prestige. If faced with the possibility of fame, fortune, or the protection of his price, and he chooses against it, he gains disadvantages. Every merit is balanced with a flaw. A flaw is simply being an effect that grants disadvantage. Characters are incentivized to use inherent character traits and behave like the characters in the text. For Odysseus, his most common and frequent intent is simply to protect his men from the dangers of adventure. As the book is a “journey home” Odysseus’ standard goal is to make it back to his kingdom in Ithaca.

Inventory is an enhancement in the game. Inventory are usable items that can represent anything from money, to weapons, to social and spiritual representations. The crown of a king represents more than just ornate wealth, it is the very key to ruling people, governing, and influencing. Inventory doesn’t just add items to a player character, it might unlock events or areas, restrict behaviors of characters, change a character or change the surroundings.

LARPs can be open-ended adventure and are open to interpretation. Of course, there are more elements that you can add and build into the game and I have just give you some basics to begin game play in your classroom. For more information about ArtsEdge Games and resources,  click here.

 

 

 

 

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Double Whammy: Games for Change Conference & Games in Education Summit

This week was the golden opportunity for gamers, gamification, and game developers. Both Games for Change Festival and Games in Education Summit took place in New York the the first week of August.

Games for Change addresses how “how games can impact education, healthcare, research, civics, and social issues. The first two days of the Festival showcases the best and brightest game creators and changemakers with panels and keynotes, demos, networking events, and an expo. On the third day of the Festival, VR for Change Summit explores the positive power of virtual technologies in storytelling, science, and social justice.” The fact that this conference is not just focused on education, broadens one’s understanding of the impact of games across fields and highlights game designers who have created innovative and impacting games. Listening to Jesse Schell from Schell Games and jennifer Javornik of Filament Games discuss what is on the horizon with gaming and virtual reality is inspiring.

Additional gems shared at #G4C17 include ArtsEdge Games presenting a Romeo & Juliet LARP (Live Action Role Play). Students participate in creating a scene from Shakespeare’s play with the aim to “embody characters and explore the choices of several characters and learn what drives each one.” In the Larp, students talk to one another and behave as they think their characters would (students are given role cards with a list of tasks they must achieve during the role play). All the details and directions are available on the ArtsEdge website.

Jessica Hammer, Assistant Professor at Carnegie Mellon University and Shoshana Kessocks of Phoenix Outlaw Productions presented games they created about the Holocaust and WWII. Jessica Hammer with Moyra Turkington have a tabletop game in development called Rosenstrasse that require players to make difficult ethical decisions about standing up and defying the Third Reich. Shoshana Kessock’s WarBirds Anthology is a collection of LARPs based on women during World War II. Available through Unruly Designs, these games are valuable for grade 8 and up studying WWII and the Holocaust.

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Tracking Ida is a unique “homebrewed” game similar to a BreakoutEdu. “Tracking Ida is an educational alternate reality game (ARG) inspired by the pioneering investigative journalism of Ida B. Wells in the 1890s. Players uncover Ida B. Wells’ crusade against lynching and use her strategies to investigate police and vigilante killings today. Along the way, they solve puzzles, decode messages through a phonograph, role-play as investigative journalists, interview members of their community, and harness social media to spread awareness. Players explore a trunk sent by Ida B. Wells. The trunk contains the salvaged evidence of Wells’ investigation into Memphis lynchings–what she managed to preserve after her newspaper office was burned down by a lynch mob in 1892. To keep these documents out of her persecutors’ hands, Wells secured them in locked compartments. Players solve puzzles to unlock each compartment in the trunk as they search for the map to her investigative tactics.” This history based game allows students to be explorers and detectives to uncover and interact with American History past. More information is available on the Tracking Ida website.

The learning did not just stop at #G4C17, at the end of the week the 11th Annual Games in Education Symposium (#GiE17) took place at University of Albany. This two day summit was for game developers and educators to learn from each other. Dr. Chris Haskell’s keynote presentation “To Boldly Go: Technology, Captain Kirk, and the Future of Education” took us on a trip into space as members of the Star Trek Crew to realize that “fiction is the playground of possibility” and the impact that science fiction, Star Trek especially, has had on our current technology. He encouraged participants to make their classrooms their own StarShip and take students on a mission to seek out new ideas, work together, work ethically, and reach beyond the stars.

#GiE17 had both presentations and hands on workshops on Makey Makey, Game Design, Raspberry Pi, Boxels, and Minecraft. Presentations from the amazing teacher Peggy Sheehy, shared how she turned her class into a game, Excalibur: Explore, Create, Analyze, Learn, Iterate, Break, Understand, Reflect. John Morelock and Joshua Garcia Sheridan both students at Virginia Tech shared how the Board Game Pandemic is used to teach teamwork in the Engineering School at VT.

The key lesson for teachers at both #G4C17 and #GiE17 was that gamification and gaming is not some fad. Gaming is not the future, it is now. Our students are engrossed in the gaming culture and it is changing the way they think and see learning, teamwork, and the world. Teachers need to meet students where they are at and use gaming as a tool for learning and collaboration. There infinite benefits to gaming. And if Jeopardy is your idea of gaming in the classroom, it’s time to renew your own participation in the current wold of gaming: table top games, video games, role playing games, digital games. Would you rather be an XG or N00b? If your not sure what I am talking about, look it up. Your mission begins here.

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