I am very pleased to announce a new page I’ve added to the “Teaching” section of this site: “Practical Pedagogical Notes on Games.”
Let’s assume, for a moment, that you are an educator. You’d like to introduce videogames into the class you’re teaching. Perhaps it’s a course on new media, or digital storytelling; perhaps you’d like to include a section on games in an Intro to Film course, or an Intro to Mass Communication course. Whatever the case, you find yourself faced with practical matters. What games should you assign, and how should you prepare students to play them as part of their coursework?
Perhaps the relevant scholarship on games you are familiar with all came out some time between 2004–2011. You’re not sure if the games discussed in those readings are still readily available, and if they’ll work on your students’ newly-purchased computers. Who has time to troubleshoot such things while lesson planning? Perhaps you’re looking for tips on games students can play for free, or games they can play without installing anything on their computers. Perhaps you’re looking for tips on how many games you can assign as a week’s worth of homework. Just how long do games take to play, anyway? Has anyone reliably timed such things? And what about content warnings? Everybody seems to want those, these days …
Well, fret no more! The “Practical Pedagogical Notes on Games” section of this site now provides my guide for answering such questions.
When I first set up this blog, I intended it to be used for student projects. Over the last couple of months, I’ve been posting my own material with greater regularity: lesson plans, and the odd conference paper.
I have enjoyed being able to share material in this way, and as of now I’m going to be adding a new category to my posts: critical musings. These will be moments where this blog becomes, well, bloggier: serving more as a critic’s journal than an academic’s lesson plan folder.
Although some of these posts will intersect with my academic interests, in general they’ll be less theory-bound and more evaluative. I’m not sure that I entirely agree with Noël Carroll’s position that the primary task of criticism is evaluation, but I do find it disheartening that the evaluative dimensions of criticism are so often squelched out of academic writing.[i] In private conversation, academics constantly offer well-reasoned, evaluative opinions on the artistic merits of a film to each other. It’s always seemed strange to me that when we get up to a podium to deliver a talk, this particular critical impulse drains away, and we treat our objects as mere delivery mechanisms for theory.
So: posts arriving under this category will be a place to acknowledge that I have opinions about things, and occasionally just want to expound upon them.
[i]. Carroll, Noël. On Criticism. New York: Routledge, 2009. (Look at me here, adding citations on my post announcing more casual writing. Typical.)
I am very happy to announce that the panel I organized, “Gaming’s Midway Point: Games and Game Culture in Chicago,” has been accepted into the Society for Cinema and Media Studies’ 2017 annual conference in Chicago, IL. The panel includes papers by Chris Carloy, Julianne Grasso, and Daniel Johnson. Abstract below the fold: