Masarykova Univerzita V Brně

Total Page:16

File Type:pdf, Size:1020Kb

Masarykova Univerzita V Brně MASARYKOVA UNIVERZITA PEDAGOGICKÁ FAKULTA Katedra anglického jazyka a literatury Larp (Live Action Role-Playing) as a Teaching Tool Diplomová práce Brno 2013 Vedoucí práce: Autor práce: Ailsa Marion Randall, M.A. Bc. et Bc. Lenka Schormová Anotace Diplomová práce „Larp (Live Action Role-Playing) as a Teaching Tool“ pojednává o různých typech rolových aktivit využitelných pro výuku. Hlavní důraz je kladen na larp jako na prostředek, který umožňuje pomocí netradičních metod zapojit aktivně žáky do výuky a nabízí jim bezpečné prostředí, ve kterém si mohou prožít různé situace a sledovat, jakým způsobem je mohou svými rozhodnutími ovlivnit. Část práce je věnována hernímu designu, který poskytuje učiteli přehled aspektů, které by měl vzít v pota, když larp připravuje. Důraz je kladen na aspekty, které se dotýkají výuky, jako například vytyčení cílů aktivity a jejich zpětné hodnocení a rozbor s žáky. Pozornost je také věnována bezpečnosti při hře, a to jak po fyzické, tak psychické stránce. Praktická část práce je věnována výzkumu, který se zabývá mírou využití rolových her na různých typech škol a v různých předmětech. Poskytuje přehled důvodů, kterými učitelé podporují využití, popřípadě nevyužití, rolových aktivit ve výuce. V závěru výzkum nabízí stručný přehled toho, do jaké míry jsou učitelé seznámeni s larpem, zda jej považují za využitelnou metodu pro výuku a jestli by měli zájem takovéto aktivity do výuky zařadit, kdyby byly běžně dostupné. Abstract Diploma thesis “Larp (Live Action Role-Playing) as a Teaching Tool” deals with different types of role-playing activities that could be employed in education. Main focus is on larp, which can be seen as a mean which enables through nontraditional methods involve learners actively in the classes and offers them a safe environment in which they can experience different situations and observe how they can influence these situations by their decisions. Part of the thesis is devoted to game design which should provide a teacher with a variety of aspects s/he should take into account when preparing a larp. Emphasized are aspects which are important when using larp as a teaching tool, such as defining the aims of an activity and their evaluation and review with learners. Topic of safety, not only physical, but also psychological is covered in the thesis. Practical part is devoted to research in how much are role-playing activities used at different types of schools and in different subjects. It offers a summary of reasons teacher have for using or not using role-playing in their classes. Last part of the research explores how much are teachers familiar with larp, it they see an educational potential in it and if they would be interested in employing such activities in their classes, if they were easily accessible. 1 Klíčová slova Rolové hry, larp, herní design, reflexe, pedagogické využití larpu Keywords Role-playing activities, larp, game design, review, pedagogical use of larp 2 Prohlašuji, že jsem bakalářskou práci zpracovala samostatně a použila jen prameny uvedené v seznamu literatury. V Brně dne 20.4. 2013 Bc. et Bc Lenka Schormová ............…............................ podpis 3 I would like to give my thanks to my supervisor Ailsa Marion Randall, M.A. for all her valuable comments and helpful suggestions throughout my work. 4 Contents INTRODUCTION ..................................................................................................................................... 7 I. THEORETICAL PART ........................................................................................................................ 9 1. TYPES OF ROLE PLAYING ACTIVITIES ...................................................................................... 9 1.1 ROLE PLAYING EXERCISES ................................................................................................................. 9 1.2 SIMULATIONS ................................................................................................................................... 10 1.3 LARP ................................................................................................................................................ 12 1.4. EDUCATIONAL APPLICATION OF ROLE-PLAYING ACTIVITIES ........................................................... 13 2. LARP .................................................................................................................................................... 14 2.1 HISTORY OF LARP ............................................................................................................................. 14 2.2 FACTORS OF LARP ............................................................................................................................ 15 2.3 TYPES OF LARPS ............................................................................................................................... 16 2.3.1. Types of larps suitable to use in the classroom ...................................................................... 16 2.3.1.1. Chamber larp ...................................................................................................................... 16 2.3.1.2. Freeform larps ..................................................................................................................... 18 2.3.2 Outdoor larps .......................................................................................................................... 19 2.3. EDU-LARP (LARP USED AS A TEACHING TOOL) ............................................................................ 20 2.3.1. Edu-larp in the context of curriculum .................................................................................... 21 2.3.2. Motivating learners through game ......................................................................................... 22 2.3.3 Experiential learning ............................................................................................................... 24 2.3.3.1. LARP and experiential learning .......................................................................................... 25 2.3.4. Larps with educative potential ............................................................................................... 26 2.3.4.1 Project System ...................................................................................................................... 26 2.3.4.2. Misie MDCXLI .................................................................................................................... 28 2.3.4.3 Fat Man Down ...................................................................................................................... 31 2.3.4.4 Other larps with educational potential ................................................................................. 32 3. LARP DESIGN .................................................................................................................................... 34 3.1 DEFINING THE AIMS ......................................................................................................................... 34 3.2 DRAMATIC STRUCTURE .................................................................................................................... 35 3.3. CHARACTERS .................................................................................................................................. 38 3.4. LARP IN TEN STEPS .......................................................................................................................... 40 4. PRESENTING LARPS ....................................................................................................................... 41 4.1. SAFETY MECHANISMS ..................................................................................................................... 41 4.2. REVIEWING (DEBRIEFING) TECHNIQUES .......................................................................................... 43 II PRACTICAL PART ............................................................................................................................ 46 1. METHODOLOGY OF RESEARCH ................................................................................................. 47 1.2 RESPONDENTS .................................................................................................................................. 47 2. EVALUATION OF RESEARCH ....................................................................................................... 50 2.1 USE OF ROLE-PLAYING IN VARIOUS SUBJECTS .................................................................................. 50 2.2 WHY TO USE ROLE-PLAYING ............................................................................................................ 53 2.3 DISADVANTAGES OF USING ROLE-PLAYING AND SIMULATIONS IN CLASSES ..................................... 56 2.4 USE OF LARPS ................................................................................................................................... 59 CONCLUSION ........................................................................................................................................ 64 RESUMÉ .................................................................................................................................................. 66 SUMMARY .............................................................................................................................................. 66 BIBLIOGRAPHY ...................................................................................................................................
Recommended publications
  • Informal Care and Voluntary Assistance: Innovation in Service Delivery in the North Sea Region Assoc
    In For Care Informal care and voluntary assistance: Innovation in service delivery in the North Sea Region Assoc. Prof. Santiago Martinez University of Agder Norway In for Care Project • European North Sea region Interreg VB • 10 partners from 6 different EU countries • Duration: January 2017 - December 2019 • Total budget: 4.457.709 € - ERDF contribution 1.544.667 € Context I • Informal care – In Europe, 80% of all care is provided by informal carers – i.e. people providing usually unpaid care to someone with a chronic disease, disability or any other long-lasting health or care need, outside of a professional or formal framework. They count for more than 100 000 000, 42% of them non- working carers (Eurocarers.org) Context II • Volunteer work – In Norway, 1 out of 3 people has not done any volunteer work in the last year. BUT More than half of them think of doing volunteer work for an activity or matter they are occupied with. (Norwegian Volunteer barometer, 2015) What • improve processes of voluntary work and informal care in service delivery • improve knowledge of how the public sector can innovate in service delivery • develop a Quadruple helix model for informal care and voluntary assistance • provide insight in cost reductions in the formal (care)sector • contribute to new policies and ideas for the health transition combining informal and formal service provision Who 1. University of Agder, Norway (LB) 2. Knutepunkt Sørlandet, Norway (PB) 3. Abertay University, Scotland, UK (PB) 4. University College Syddanmark, Denmark (PB) 5. Länsstyrelsen Värmland, Sweden (PB) 6. Landstinget i Värmland, Sweden (PB) 7.
    [Show full text]
  • Mainstreaming GPP in the Nordic Countries – a Scoping Study
    TemaNord 2012:504 TemaNord Ved Stranden 18 DK-1061 Copenhagen K www.norden.org Mainstreaming GPP in the Nordic countries – a scoping study Mainstreaming GPP in the Nordic countries – a scoping study This report contains the results of a scoping study on the potential for mainstreaming green public procurement in the Nordic coun- tries. The report gives recommendations on how green public pro- curement can be better integrated in other policy areas. The study was financed by the Nordic Council of Ministers’ Working group on Sustainable Consumption and Production. TemaNord 2012:504 ISBN 978-92-893-2315-4 TN2012-504 omslag.indd 1 23-03-2012 07:54:48 Mainstreaming GPP in the Nordic countries – a scoping study Isa-Maria Bergman, Annie Ståhlberg, Rikke Dreyer, Martin Standley and Elva Rakel Jonsdottír TemaNord 2012:504 Mainstreaming GPP in the Nordic countries – a scoping study Isa-Maria Bergman, Annie Ståhlberg, Rikke Dreyer, Martin Standley, Elva Rakel Jonsdottír TemaNord 2012:504 ISBN 978-92-893-2315-4 http://dx.doi.org/10.6027/TN2012-504 © Nordic Council of Ministers, Copenhagen Cover photo: This publication has been published with financial support by the Nordic Council of Ministers. However, the contents of this publication do not necessarily reflect the views, policies or rec- ommendations of the Nordic Council of Ministers. www.norden.org/pub Nordic co-operation Nordic co-operation is one of the world’s most extensive forms of regional collaboration, involv- ing Denmark, Finland, Iceland, Norway, Sweden, and Faroe Islands, Greenland, and Åland. Nordic co-operation has firm traditions in politics, the economy, and culture.
    [Show full text]
  • Sociology and Role‑Playing Games
    This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. Sociology and role‑playing games Williams, James Patrick; Kirschner, David; Mizer, Nicholas; Deterding, Sebastian 2018 Williams, J. P., Kirschner, D., Mizer, N., & Deterding, S. (2018). Sociology and role‑playing games. In Zagal, J. P. & Deterding, S. (Eds.), Role‑Playing Game Studies (pp.227‑244). Transmedia Foundations. New York: Routledge. https://hdl.handle.net/10356/104799 © 2018 Routledge. All rights reserved. This paper was published in Role‑Playing Game Studies and is made available with permission of Routledge. Downloaded on 29 Sep 2021 11:56:15 SGT 12 Sociology and Role-Playing Games J. Patrick Williams; David Kirschner; Nicholas Mizer, Sebastian Deterding This is an Accepted Manuscript of a book chapter published by Routledge in Role-Playing Game Studies: Transmedia Foundations on April 4, 2018, available online: https://www.routledge.com/Role-Playing-Game-Studies-Transmedia- Foundations/Deterding-Zagal/p/book/9781138638907 Please cite as: Williams JP, Kirschner D, Mizer N, & Deterding S. (2018). “Sociology and Role-Playing Games.” In Zagal, José P. and Deterding, S. (eds.), Role-Playing Game Studies: Transmedia Foundations. New York: Routledge [227-244]. " What is sociology, what do sociologists study and how do they study it? One of the largest professional organizations in the world, the American Sociological Association (n.d.), describes sociology as “a social science involving the study of the social lives of people, groups, and societies; the study of our behavior as social beings, covering everything from the analysis of short contacts between anonymous individuals on the street to the study of global social processes; [and] the scientific study of social aggregations, the entities through which humans move throughout their lives.” Sociology is concerned with most aspects of human social life.
    [Show full text]
  • Layout and Cover Monika Hestad
    Layout and cover Monika Hestad Illustrations Petter Bøckman Printed at Grimshei trykkeri AS Knutepunkt 2005 partners Norsk Kulturråd Letterstedska forening Library indexing information Dissecting larp – Collected papers for Knutepunkt 2005. Editors; Bøckman, Petter and Hutchison, Ragnhild Previous publications for Knutepunkt As Larp Grows Up, Copenhagen 2003 Beyond Role and Play, Helsinki 2004 Includes bibliographical references. 1. Role Playing – Theory 2. Role Playing – Social Interaction 3. Role Playing – Live Action 4. Role Playing – Application © Respective authors, Knutepunkt. 2005. All rights reserved. Dissecting larp Collected papers for Knutepunkt – 2005, the 9th annual Nordic Conference on larp Edited by Petter Bøckman & Ragnhild Hutchison Knutepunkt Oslo 2005 7 Welcome Introduction 11 Knutepunkt and Nordic Live Role-playing: A crash course - Eirik Fatland Application 23 Live Action Role Playing, Teaching through gaming - Torstein Utne 31 Lived Scenarios, Combining Role-playing and Design - Juha Mox Huuhtanen 43 School of Flour, Developing methodology through eight experimental larps - Mike Pohjola 71 Testing Larp Theories and Methods, Results for Years Zero to One - J. Tuomas Harviainen On larpers and the larp scene 83 Danish larp in numbers - Morten Gade 91 Larp organizing and gender in Norway - Ragnhild Hutchison 105 Profiling the larper, What is actually at stake - Thomas Duus Henriksen Doing larp 125 Nothing is True; Everything is Permissible, Using Deception as a Productive Tool - Markku Jenti 135 Corresponding Expectations, Alternative Approaches to Enhanced Game Presence - J. Tuomas Harviainen 147 Incentives as tools of larp dramaturgy - Eirik Fatland 181 The Collective’s little red book, A step-by-step guide to arranging larps the collective way - Martine Svanevik 189 Quantifying In-game economy, A contribution to the analysis of the in-game economy of larp events - Mathias Lysholm Faaborg.
    [Show full text]
  • Rhetorics and Mechanics of Player Safety in the Nordic-American Larp
    2020 / Homo Ludens 1(13) Rhetorics and mechanics of player safety in the Nordic-American larp discourse Michał Mochocki Kazimierz Wielki University in Bydgoszcz [email protected] | ORCID: 0000-0001-5679-9219 Abstract: This paper investigates the evolution of larp safety in the Nordic- American larp community in the last decade, tracing the correlation between safety rhetorics (opinions, arguments, and policies) and mechanics (explicit rules regulating player interactions). It appears that up to around 2010 there was a general acceptance of risk, with a significant share of responsibility for risk identification and harm prevention put on the player. This correlates with mechanics such as safety words, which expected players in distress to actively signal their discomfort. Safety measures expected from the organisers consisted mainly in providing safe off-game spaces, emotional support, and intervention whenever something harmful happened. Around 2014 the safety debate put a larger share of responsibility on players initi- ating potentially troubling interactions. This correlates with the ‘OK check’ mechanics which requires communication between the initiator and the target of such interactions. Around 2016 the safety debate moved to the position in which it requires organisers and participants to do their best to prevent harm from ever happening. This finds its expression in the rapidly expanding toolkit of mechanics of consent and calibration, which clearly put responsibility for overstepping someone’s boundaries on the one who over- steps. To simplify, the first approach obliged players and organisers to taking care of those who signalled they needed it. The second approach required caution and care in testing someone’s boundaries.
    [Show full text]
  • Advertising Rates
    MEDIA-DATEN November 2014 ADVERTISING RATES INTERNATIONAL General information Portrait Appearance and is circulating in national and international LARP forums. An english adaption of the ger- Format. .DIN A 4, 210 x 297 mm man LARPzeit, the oldest existing Type area . .182 x 254 mm Publishing House magazine for Live Roleplaying. The Produktionsdaten english edition appears annually and contains contributions to con- Print . .offset printing, 60´s screen Zauberfeder GmbH ventions, concept reports, inter- Paper inner section . illustration views, do-it-yourself-contributions printing paper matt, 90 g/m2 Witzlebenstraße 2 38116 Braunschweig etc. from all over the world. Binding . .two-way wire attaching Germany Readers Frequency of publication . annually Circulation Advertisement (0049) 178-694 04 50 Live Roleplayers and other people Publishing House (0049) 531-208 27 16 who are interested in Fantasy. The 6300 Copies Fax (0049) 531-215 78 47 readership covers both male and Distribution female clientele and the majority of [email protected] the target group belongs to the age Free distribution to specialized www.larpzeit.de between 16 and 35 years. shops, on international LARP-Con- Managing Director: Christian Schmal, ventions (e.g. Knutepunkt in Den- Tara Tobias Moritzen Distribution area Commercial register: Amtsgericht mark, GNiales in France, LarpFest in Braunschweig, HRB 200802 Belgium, Canada, Denmark, Finland, Slowakia, LarpSymposium in Italy) Tax number: 13/205/01750 France, Great Britain, Luxembourg, and selected Live Roleplay Conven- VAT Registration Number: DE252183089 the Netherlands, Norway, Poland, tions (Avatar in Belgium, ElfFanta- Place of jurisdiction for both parts is Braunschweig, Germany Italy, Israel, Russia, Switzerland, syFair in the Netherlands, Gathering Sweden, Spain, Czech Republic, in Great Britain).
    [Show full text]
  • FULLTEXT01.Pdf
    http://www.diva-portal.org This is the published version of a paper published in International Journal of Role-playing. Citation for the original published paper (version of record): Lankoski, P., Järvelä, S. (2012) An Embodied Cognition Approach for Understanding Role-playing. International Journal of Role-playing, 3: 18-32 Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. Permanent link to this version: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17816 International Journal of Role-Playing - Issue 3 An Embodied Cognition Approach for Understanding Role-playing Popular abstract - The article proposes that the theories of grounded cognition and embodiment can be utilized in explaining the role-playing experience. Embodied cognition theories assume that cognition is not only a feature of the brain, but the body as a whole and it is interaction with the environment it operates in. Grounded cognition proposes that an action, perceiving an action, and thinking about an action rely on the same processes. Moreover, knowledge is inseparably grounded to bodily states and modalities. Based on the grounded cognition theory and especially embodiment, we argue the character immersion and bleed are natural consequences on how the brain works. Also we illustrate how the operation of simulators explains some of the central features in the creation of fiction and it is similarities to our everyday experiences. In general, grounded cognition provides a rather simple explanation how fiction is experienced as in this theoretical framework action and thinking about an action largely utilize the same brain mechanics and so are phenomenally similar.
    [Show full text]
  • Sustainable Innovation Concepts in the North Sea Region and Presents Papers on the Topic Which Were Presented During the Seminar Session at the Conference
    Table of Contents Foreword...........................................................................................................................................1 Introduction and Background ............................................................................................................2 Sustainable Innovation – Background Paper as Presented at the Annual Conference 09...............3 Overview of the Thematic Sessions..................................................................................................5 Thematic Session on Innovation – Summary ...................................................................................7 A Methodology for Transnational Knowledge Transfer to Increase the Competitiveness of Microcompanies Utilising Lean Manufacturing (ERIP)......................................................................8 Innovative Concepts for Transnational Education and Research in Maritime Transport (NMU).....17 SCRAN: the SmartCities (inter) Regional Academic Network Supporting the Development of eGovernment Services ...................................................................................................................29 Thematic Session on Environment – Summary..............................................................................36 Maritime Eco-Innovation – Regional Opportunities from the International Arena (Ballast Water Opportunity) ....................................................................................................................................38 Transnational
    [Show full text]
  • NSR Interreg Project
    NSR Interreg project URBan and rurAL development, Reaching a balance in space. European Union The European Regional Development Fund Structure of presentation Looking back: URBAL Looking forward: SURF European Union The European Regional Development Fund Looking back Start 2004, end 2006 Budget: € 7 mln URBAL had 6 partners: Netherlands: Province of Overijssel, Lead partner Sweden: Municipality of Härryda Belgium: Regional Landscape Meetjesland Norway: Knutepunkt Sørlandet UK: North Yorkshire County Council Germany: TuTech (Hamburg-Harburg) European Union The European Regional Development Fund Looking back Why URBAL? Perspective of Growth -> collision between urban and rural needs ->mismatch A quest for balance, a balance between rural and urban areas European Union The European Regional Development Fund Looking back How URBAL? Integrated approach Awareness of decisionmakers Win-win-strategies for both urban and rural areas European Union The European Regional Development Fund Looking back For a better management of the URBAL area 3 main problems have priority: 1. Imbalanced opportunities and imbalanced dynamics 2. Fragmented governance 3. Competition for land European Union The European Regional Development Fund Looking back 4 main objectives: 1. To raise awareness amongst local decison makers 2. To develop understanding of how to manage URBAL space 3. To better understand the spatial implications of sectoral policies 4. To develop practical actions leading to a balanced development European Union The European Regional Development Fund
    [Show full text]
  • Larp Social 3
    PROGRAM Knutepunkt Norway 2017 2 Program | Knutepunkt 2017 | Contents Contents: A few words from the program group . 3 Thursday . 6 Friday . 9 Saturday . 21 Sunday . 31 Program Schedules . 34 The amazing map of the area! Places of interest Transport KP 1 Bus 83 stop. Bus from Oslo or to Kolbotn Forest trail 2 Bus 83 stop. Bus to Oslo or from Kolbotn 3 Bus 80E, 80, N19. Bus to/from Oslo. Night bus Fri/Sat 4 Bus 83N stop. Night bus to/from Oslo Fri/Sat 5 Rosenholm train station. Trains to/from Oslo Stairs Shopping 6 Spar supermarket (Thu/Fri 08-22, Sat 09-21) Transport Shopping 1 Bus 83 stop. Bus from 6 Spar supermarket (Thu/ 7 Kiwi supermarket (Thu/Fri 07-23, Sat 09-21) Oslo or to Kolbotn Fri 08-22, Sat 09-21) 8 Shell (24h) 2 Bus 83 stop. Bus to Oslo 7 Kiwi supermarket (Thu/ or from Kolbotn Fri 07-23, Sat 09-21) 3 Bus 80E, 80, N19. Bus 8 Shell (24h) Gym to/from Oslo. Night bus 9 Sportsenter1 Gym (Bring key from hotel reception) Fri/Sat Gym 4 Bus 83N stop. Night bus 9 Sportsenter1 Gym to/from Oslo Fri/Sat (Bring key from hotel 5 Rosenholm train sta- reception) Kolbotntion. Trains to/from Oslo Panel Talk Ritual Workshop Larp Social 3 There and back again It all started here 20 years ago. It’s almost impossible to avoid looking back a bit. Through the years, Knutepunkt evolved to something that was way beyond the orig- inal organizers’ expectations. It has grown from a desire to seek out fellow Nordic larpers to becoming a vortex of international larping.
    [Show full text]
  • As Larp Grows up - Theory and Methods in Larp
    As Larp Grows Up - Theory and Methods in Larp Knudepunkt 2003 When Larp Grows Up - Theory and Methods in Larp This first edition published 2003 by: Projektgruppen KP03 c/o Morten Gade Bentzonsvej 39 4tv 2000 Frederiksberg www.nordiclarp.org Finansed by DUF InitiativStøtte www.duf.dk/is Editors: Morten Gade Line Thorup Mikkel Sander Layout: Morten Gade Hans Peter Hartsteen Proof Reading: Jesper Donnis Caroline Enghoff Hans Peter Hartsteen Taika Helola Morten Gade Caroline Kasten Koren Brett Rodgers Sunniva Saksvik Ingrid Storrø Line Thorup Printed by; BookPartner ISBN 87-989377-0-7 4 5 When Larp Grows Up - Theory and Methods in Larp 4 5 Editors Foreword This year marks the seventh holding visions and dreams for the future of Knudepunkt. It originally started as of larp. The book, like Knudepunkt a pioneer project in 1997 in Oslo with itself, is about trying to move on from the vision of bringing the Nordic larp yesterday into tomorrow. The aim is communities together. Prior to the to help the Knudepunkt newbie up 1997 Knudepunkt there had been very to date - as well as spawn creativity, little contact between the different innovation and ideas. There is nothing countries and to many it came as a as practical as a good theory. That is surprise that they were not the only the foundation for this book. In a good ones to “do” larp. theory, you can find ideas, advices and Now, seven years after, the situation is practical solutions to your problems quite different. Joint ventures between and questions about larp. the countries have been undertaken and players are happy to travel beyond The book has five chapters.
    [Show full text]
  • Role-Playing
    International Journal of Role-Playing The aim of the International Journal of Role-Playing is to act as a hybrid knowledge network, bringing together the varied interests in role-playing from its associated knowledge networks, e.g. academic research, games, creative industries, the arts, and role-playing communities. Editorial We Need to Talk: A Enhancing Healthcare Special Issue: Literature Review of Simulations and Beyond: Role-playing and Debrief Immersion Theory and Simulation in Education Practice This literature review con- This special issue contains sults the diverse academic This paper applies six major nine articles chosen from definitions of debriefing to categories of immersion amongst those presented at give context to larp debriefs. theory to health care the Role-playing and Simulation learning and simulation: immersion into Simulation in Education psychological debriefing are activity, game, environment, Conference at Texas State explored to show lessons narrative, character, and University in Round Rock, and precedents. community. Texas, May 19, 2016. Sarah Lynne Bowman and Brodie Atwater Anne Standiford 12-19 Sarah Lynne Bowman 3-6 7-11 Scaffolding Role-Playing: Arts-Based Inquiry with Art An Analysis of Interactions Educators through with Non Role-players of American Freeform All Ages Summarizing dissertation This article explores the research, this article relationship between nature focuses on the creation of a and culture during a series community of play formed of scaffolded larp activities with professional and pre- designed as part of a STEAM service art educators by summer program for using a series of American indigenous youth. freeform games. Gabriel de los Angeles Jason Cox 20-26 27-31 International Journal of Role-Playing The aim of the International Journal of Role-Playing is to act as a hybrid knowledge network, bringing together the varied interests in role-playing from its associated knowledge networks, e.g.
    [Show full text]