#NetNarr: Hacking/Remixing the Game of Chess

Merry Hacksters Title DS06

A few years ago, for DS106, I was part of a group that did a collaborative radio project that centered on the art of remixing. My segment centered around an activity I do with my sixth grade students, remixing and hacking the game of chess to create something new altogether. It is part of our Game Design Unit.

Here is the radio segment I did:

Peace (hacked for greater good),
Kevin

PS — here is the entire Merry Hacksters Radio Show

#NetNarr: GameLoop GameSounds GameOver

This week, in Networked Narratives, the theme is on games and one of the challenges is to use audio to tell a story, and the audio should be game-themed. I decided to try to make a short song loop, with game sounds. No story except, there’s always a “game over” moment in a game.

By the way, if you want to join me in annotating the video hangout session that the NetNarr folks and guests did on the topic of gaming and learning, come into the Vialogues with me. I’m slow-watching it and adding comments off to the side.

Visit the Vialogues

Peace (play it),
Kevin

Slice of Life: Gaming the Gaming System

(This is for the Slice of Life challenge, hosted by Two Writing Teachers. We write on Tuesdays about the small moments in the larger perspective … or is that the larger perspective in the smaller moments? You write, too.)

I am always impressed when my students find new ways to “hack” or game a system. Last week, one of my students created a new video game in Gamestar Mechanic that everyone in the grade began playing. Not because it is a good game or a fun game or a challenging game. In fact, quite the opposite.

The game is called Spam Enter, and as soon as you hit play, you win the game. Hit replay. You win again. Again and again. No, the “game” my students were playing, which began with one or two kids and soon became a viral challenge across classes, was to help the game achieve more than 10,000 plays.

This morning, when I looked, it had more than 13,o00 plays.

One on hand, it’s nonsense. This means a bunch of kids were just hitting replay on the computer. They were. And it was rather funny, as kids had their fingers on the return button of their computer keyboards while holding conversations with each other about the coming vacation and the Olympics and such.

On the other hand, they saw the activity as a way to game the Gamestar System, to see what would happen if a single game suddenly got thousands of plays. One student starting telling others to rate the game high. Their informal plan was to move the game into the Gamestar Mechanic featured game section of what is known as Game Alley.

Did it work? I don’t know. But they keep hitting play.

Peace (in the game),
Kevin

In the Newspaper: Game Design Sparks Student Writing

Chalk Talk Game Project

The local newspaper published a column that I wrote about our sixth grade video game design unit, and how I use what we do as a way to encourage more writing out of my students, in different genres and different audiences.

The column is part of a monthly series of teacher-written pieces that come from a partnership between our Western Massachusetts Writing Project and the Daily Hampshire Gazette. I coordinate that project — helping WMWP teachers develop ideas and coordinating the contact between teacher writers and newspaper editors — and every now and then, I write, too.

Since the Gazette has a paywall, we have permission to move all of our pieces to our WMWP website. It also allows us to archive all of our teacher writing for the Chalk Talk series.

Read The Games They Make

Peace (in the write),
Kevin

 

#NetNarr: New Media/Video Game Art Examples

New Media Art quote

These come from the annotation activity of an article called New Media Art, a chapter from a collection published in 2006. In Networked Narratives, one of the activities this week is to annotate the article and examine the nature of New Media Art (or whatever title it has these days.)

I was intrigued by some of the early examples of video games as the source for art, and found two examples referenced in the writing that still live on the Internet. Notice how each artists used elements from the game, but remixed and remediated them in such a way to create something new and inventive.

Pretty interesting ….

The first video example of Game Art is The Intruder (although this is only a video capture since the original experience no longer exists with modern browsers, as far as I can tell)

From a description of the original experience, via BookChin

In Natalie Bookchin’s piece, The Intruder, we are presented with a sequence of ten videog ames, most of which are adapted from classics such as Pong and Space Invaders. We interact via moving or clicking the mouse, and by making whatever we make of/with/from the story. Meaning is always constructed, never on a plate. The interaction is less focused on video game play than it is on advancing the narrative of the story we hear throughout the presentation of the ten games.

The Intruder – Natalie Bookchin (1998 – 1999) from jonCates on Vimeo.

The second example is Velvet Strike

From its description:

Velvet Strike was a set of counter-military graffiti sprays for a spray-gun modification in the networked game Counter-Strike. Players could both download and spray images from the collection in-game and also create and contribute new spray paint graphics to the intervention. The project was created in response to the U.S. wars in Afghanistan and Iraq and specifically the proliferation of militaristic anti-Arab, anti-Muslim Counter-Strike modifications following 9-11. Velvet Strike faced a massive backlash from gamers (particularly in the form of misogynist verbal attacks directed at Schleiner), raising important questions surrounding the uncritical acceptance of violent military fantasy in games and the role of networked multiplayer games as public space.

And then there is something simple, and yet beautiful, about something like this: taking video of the clouds in Super Mario and making the clouds into their own video. That’s what Cory Arcangel did in 2002.

In the NetNarr Twitter stream, one of the students shared a blog post with images of cities he built within a gaming city itself, and I decided to do a little remix. Using game worlds as the setting for Media Art is intriguing.

What I wonder about is this: are there communities out there doing this kind of work of appropriating video games into art still today, in 2018, and how might I learn more about how to teach my sixth graders — who are now video game designers — to do something similar with their own video games designed and published this school year?

Hmmm.

Peace (game on, into story),
Kevin

 

 

Collection of Student-Made Hero’s Journey Video Games

We’re nearing the end of our video game design unit. Here are a few of the Hero’s Quest games created by my sixth graders that I think showed good use of story and game design. Not all are easy to play and to win (although I have, as I graded them for story and design).

Peace (in games),
Kevin

Reading Student Stories by Playing Student Video Games

Student Video Games Collage

I’ll admit: it’s one of the oddest ways to “read” a piece of student work. I’m digging into the video game of a sixth grader made on Gamestar Mechanic, trying to make my way out of the maze and rescue a character in my role as a hero on an epic quest. I am confronted by dragons, spitting out fire as I dodge and weave, and die. And then, I start the story all over again.

This is how I spent large parts of my vacation week: assessing student stories by playing the video games they have built with stories as frames. I’ve had a lot of fun, but I’ve also done a lot of thinking about what it means to tell a story in the format of a video game.

Some of the projects are excellent. Games like Bartimaeus’ Quest by Hailey and The Wall’s Secret by Devin and The Quest of El by Megan show student game designers and writers who get it, who understand the idea of story informing the game experience. Other students, not so much, although all of the other writing and reflective work we have done has given me insights into their learning, and allowed me to focus my teaching. I have notes for our conferencing when we return to school next week.

One of my favorite projects, not so much for its final version but for its origin, is a game called Captain Zero and Turtle Man. Two boys have been working on a comic book of the same title, and wanted to use their comic book story as the basis for the game they wanted to develop. Of course, I said, yes! I love when ideas from one genre spill into another.

As I play student games as player and as teacher, I am also assessing these student video game projects through three distinct lenses (all of which the students know and have used as the basis for design):

  • Narrative Story Frame (in this case, the use of the Hero’s Journey loose template);
  • Writing Mechanics within the game’s text areas;
  • Game design

Given that this is the first time nearly every one of my sixth grade students has designed and published a video game, I am not overly strict with these elements (and our grading system is standards-based, meaning the range runs from “meeting expectations” all the way to “beginning to show understanding”). I am looking for growth, and for experimental writing of stories, and of games that engage and challenge and entertain the reader/player.

As a teacher, this work is a very different experience than facing a pile of essays or stories or analytical pieces to read. I am playing the stories of my students (often, over and over, for if I want to see how the story ends or continues, my only way forward is to beat the level and keep moving forward). I leave comments both in public, at the game itself within Gamestar Mechanic, and privately, on an assessment sheet that every student will get back from me.

I am intentionally balancing my remarks in those spaces, knowing that one audience is beyond the student and our classroom (but probably more important an audience than my role as teacher), and the other, is a space for more one to one with my young writer/game designer. I am critical in both, if I need to be, but more celebratory in public.

Peace (game on),
Kevin

 

 

Dear Gamestar Mechanic .. letters from student game developers

Dear Gamestar Mechanic

One of the many writing activities that I do with my sixth grade students as part of our video game development unit (which is taught in writing class) is to write a letter to Gamestar Mechanic about their project, what they like about the site, and some ideas for making Gamestar even better.

Dear Gamestar Mechanic

I’ll be mailing the letters off in early January.

Dear Gamestar Mechanic

I don’t know if we will get a response from the company (my main contacts no longer work there and Gamestar is part of the larger eLine Media) but the act of writing to Gamestar — a site we we have been using rather extensively since the start of December — and articulating some ideas gives me a chance to see what they are thinking. The letter follows a community brainstorming about features they wish the site had.

Dear Gamestar Mechanic

The letters act as one sort of reflective end point as they finish up their games.

Peace (sincerely),
Kevin

 

Creating Print Advertisements for Video Game Projects

Making Video Game Advertisements

I’m continuing to share out elements of our Video Game Design Project, as my students race to the finish line with publishing and reflecting on their work of the past weeks with designing, creating and publishing an original video game with a Hero’s Journey story-frame narrative.

Making Video Game Advertisements

Today, I’d like to share about our Video Game Print Advertisement Campaign assignment, in which we explore the art of advertising and then turn the students loose on making a print advertisement for their own projects. After holiday break, we will hang them up all over the room and hallways.

We begin with a presentation that allows us to closely examine the way video game advertisements are constructed, noting layout, art, lettering and other elements.

Making Video Game Advertisements

Then, I turn the class over to my paraprofessional colleague, who was a graphic artist for various companies before becoming an educator. I am grateful every day for her presence in the classroom. Beyond her skills as a support educator, her knowledge of art and layout is expansive, so she becomes the teacher during this part of our activity. She provides visual examples of works in progress …

Making Video Game Advertisements

Students have to lightly draft out their advertisements in pencil, and then go through a process of creation (after proofreading): blocking out letters and images, erasing pencil marks, coloring in the page. They have a lot of fun with this assignment — art connected to writing connected to design — and seeing them working so hard at something they love to do is always a nice experience.

Video Game Advertisements Dec2017

The results run the gamut — it depends on how careful a student is being, really — but taken together, the ads are always impressive and the posters become visual invitations to play the video game projects that have been working so hard on.

Peace (free and over the counter),
Kevin

Where Persuasive Writing and Game Design Meet

My students reviewed video games through a design lenses, with a persuasive element to the writing. They could either choose a game they like, or one they don’t like, and write a review of various elements in relation to our work in class with game design principles (visuals, audio, game play, effectiveness, etc.)

Video Game Review organizer

These are a few of the video game reviews from this year. What games do you play?

Peace (10 out of 10),
Kevin