We’re in the midst of our Hero’s Journey video game design unit, in which my sixth graders are developing and then publishing a video game based on the concept of the Hero’s Journey. We use Gamestar Mechanic, which teaches students how to build games by playing games, and provides tools for publishing.
The first phase is all about story-framing (what is the story that will be the backbone of the game) and storyboarding (what will your game look like) and this work provides some rich moments of questions and conversations and thinking through the game before it is under construction.
I love the variety of games under consideration. I have traditional “make your way home” and “rescue mission” stories, as well as ones that are inspired by novels they are reading, and even this year, one in which the character is inside a “book” as the setting of the game. I’m looking forward to watching that one get developed.
The story-framing is a way for young game designers to articulate the spine of the narrative, and they often require reminders during the building of games to refer back to the story-frame.
I tell them this as a sort of daily mantra:
The player is the reader, playing your story as a game
Meanwhile, the storyboarding gives rise to questions of design, of where things might be and how things might look, and often prompts questions about what they can and cannot do in Gamestar Mechanic as designers. I do a lot of huddling around work-arounds and alternative ideas once they are deep into design. But this early work gives me a glimpse of what they are thinking, and provides them with a map from which to begin work.
Peace (designed, played, won),
PS — if you want to learn more about how we move game design into the ELA classroom (and some years, with connection to science), check out the resource site we created the first year. We tried to include materials that you are free to use: Video Game Design