Thursday, June 27, 2013

Pong, The Walking Dead, Bioshock Infinite, and The Last of Us: How Developers Utilize Player Agency and Reader Response to Challenge Tradition and Convey a Narrative of Loss (WARNING: SPOILERS)

*******Before you read on too deeply, please be aware that this post will contain SPOILERS for the above mentioned texts of The Walking Dead, Bioshock Infinite, and The Last of Us.*******

INTRODUCTION

Since the first iteration of the Magnavox Odyssey hit the consumer market in 1972, players became active agents in manipulating digital worlds.  Although almost unfathomably simple relative to the technical milestones that modern video gamers are accustomed to, players of the "paddle-based" Pong experienced an unfolding narrative in many of the sames ways modern gamers are currently experiencing when safeguarding the character of Clementine from zombies (The Walking Dead), rescuing Elizabeth from a life of imprisonment (Bioshock Infinite), or escorting Ellie across the United States to possibly save the world from a fungal-based outbreak turned apocalypse. 

The narratives created by players playing Pong may be labeled as simple relative to the three contemporary video game narratives as described above, yet they are narratives non-the-less.  As these players from the 1970s unboxed their first Odyssey consoles, connected the hardware, and sunk hours of their lives into marveling at their own capacity to control the "ball" and volley it back and forth, back and forth, and back and forth across the screen with their friends, stories were created.  Stories about how the competition and rivalry between player/paddle A and player/paddle B deepened throughout their experience with the game.  Stories about how player/paddle A's "ball" just snuck past player/paddle paddle.  Stories about how a group of engrossed Pong players "trained" to achieve the "highest score" and gain bragging rights over the budding community of competitive players.

At this moment, a new frontier of storytelling was created.  A frontier of storytelling that challenged the formerly passive nature of an audience member merely watching a pre-constructed narrative unfold via text or movie, to audience members becoming active player agents in the experience, working to construct narratives as they progressed through the experience itself.


As player bases boomed and the mainstream, consumer market demonstrated to the world that there truly was an interest in video games/gaming, budding hardware and software manufacturers began to work toward capitalizing on and creating experiences that utilized the individual audience member's own agency to create a variety of narratives.  Nintendo's first consumer console, the Nintendo Entertainment System, released in 1983, pushed the medium's capacity for storytelling as the hardware's relative computational capability afforded software developers the ability to develop more complex expressions of otherwise traditional literary storytelling techniques in digital form (e.g., setting, atmosphere, characters, conflict, plot arc, etc.).  In contrast to the extremely minimalist expression of Pong Nintendo's Super Mario Bros. establishes a clearly identifiable/relatable setting, protagonist, and antagonist.  Although equally minimalistic relative to today's technological capabilities, the digital expression of traditional literary techniques allowed player agents of Super Mario Bros. to not simply watch Mario fight foes to rescue the Princess, but to literally become Mario and battle the antagonists themselves to create their very own narratives of what it was like to rescue the Princess.  In this form of early digital story telling, the narrative ended the same for all player agents, yet the "journey" to the resolution became a relatively unique experience across different player agents.









46,800 Page Views?!

Hello, folks.  The last time that I updated this blog was nearly 3 years ago (on July 7, 2010. to be exact).

For a research project with my summer teaching job (Upward Bound at Bemidji State University), I recently fired up my old blog and realized that, since being purchased by Google, Blogger has a TON of metrics that you can use to view and monitor the traffic taking place across your blog.

While browsing through these metrics, my mind was quickly blown; I quickly discovered that my little old blog has a total of 46,800 total views from its conception 5 years ago.

46,800 views?!  Are people really that interested in what I once said?

Well, I am taking this huge number as an inspiration to fire my blog back up and pump out some more entries (let's see if we can drive this total even higher).

Thank you if you have been checking in with me over the literal years, I think it is really cool, and I really appreciate it.

I will do my best to post more critical explorations of my teaching career thus far (I have officially earned tenure in the state of MN!), as well as issues on my mind (I am EXTREMELY interested in the way video games can tell a narrative at the present moment, and I feel a post in the works about that right now!).

Thanks again, everyone, and stay tuned.

-Rick Lee Filipkowski

Wednesday, July 7, 2010

Tinkering with USTREAM

Hello again edu-tech enthusiasts!

If you have not checked out the USTREAM website yet, I highly recommend sitting down with it for a while. From what I have learned while playing with the utility thus far, USTREAM is an online utility capable of broadcasting live video & audio from any compatible computer (basically, anything relatively new with a webcam) or mobile phone (a bit more limited to newer, higher-end smart phones). Once "broadcasters" create a live feed (or "show" in the USTREAM vernacular), additional viewers can "tune in" and converse about the live content via a USTREAM-hosted chat room, all occurring live, in real time. Furthermore, USTREAM records and archives live feeds for later viewing, as well as allows users to upload archived content to additional video hosting and social networking utlities such as YouTube and Facebook.

There are definitely some interesting possibilities here - students could create, broadcast, and / or view shows ranging across various topics, classes could be broadcasted live to absent or distance-based students, and the list goes on and on.

Bellow is my personal USTREAM feed embedded into this blog posting (did I mention that it is very, very easy to embed video, audio, and chat feeds in external sights?!?). I'm going to be tinkering with this utility quite a bit, so don't be surprised if you run into some live streaming randomness in the window bellow.

Online video chat by Ustream

Monday, May 17, 2010

CI 5410 Final Project

The bellow link leads to my self-developed, wiki-based final project for CI 5410. It was a pleasure working with all of you!

http://teachingfictionandpoetrymanual.pbworks.com/Teaching-Fiction-and-Poetry%3A-a-Short-Repository-of-Useful-Resources

Take care!

CI 5410 - A Throwback to Poetry; Exploring Tone Through Performance

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GENERAL INTRODUCTION
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While browsing the interwebs to help me brainstorm ideas for this week’s assignment, I came across the following page utilized by Susan Somers-Willet (a writing instructor at the University of Texas - Austin) to help facilitate her poetry and performance class. In addition to publishing assignment ideas specifically related to performance poetry, Somers-Willet has crafted assignments applicable to many other poetic genres / styles.

http://www.susansw.com/318performance/assignments.htm

For this week’s assignment, I would like to appropriate (and of course modify) Somers-Willet’s “Performance Poem #1” assignment which you can find about 2/3 of the way down the page:

“Performance poem #1”

For your first performance assignment, you will perform a poem by someone else. The poem you select should be one by which you think both you and your audience could benefit. Your performance should last at least 1.5 minutes long and should be memorized (although you may have a partner on book during your performance). For some tips on memorization, read "Memorizing a Poem" in SLAM pp. 50-55. For this assignment, think of the poem as a script for performance.

You will be graded on (in order of importance):

• Your performance and interpretation of the poem. You can fulfill this by simply addressing the question, "What separates my performance from a mere recital of the poem?"

• Your use of performative aspects that don't involve props, costumes, or other "outside" assistance--such as voice, tone, sound, rhythm, use of space, and gesture (you will get the chance to use props or costumes in your other performances). The key here is to strive to engage the audience in your understanding and experience of the poem.

• The effort you have put into understanding and interpreting the poem's performative aspects. Your audience can easily tell when you've put in the time and effort to not only memorize the poem, but to understand what the poem means to you and sharing that with an audience.
Now that you have the basic foundations of this performance-based assignment…

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MY SPECIFIC MODIFICATIONS
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Materials: Copies of William Blake’s Songs of Innocence and Song’s of Experience.
Time span: About 2-3 class periods.

Although I am fairly confident that an upper-class, college student could successfully engage Sommers-Willet's extremely open task (after all, the course is a 3XXX level English course), I highly doubt that a middle and / or high school student could independently negotiate the

-wide open selection of ANY poem to perform
-isolation of intended meanings / purposes to guide their performance
-performance of the poem in a way that clearly and effectively communicates an intended interpretation / meaning to their audience.

The following modifications are designed to incorporate necessary scaffolding by re-framing the activity around the communication / consideration of tone across William Blake’s Songs of Experience and Songs of Innocence. Per usual, further modify this activity to YOUR unique learning context.

1.) Begin by exploring the specific differences between performing a poem and reciting a poem. To do so, the following question set may be useful:

-What sort of meanings can you communicate when you recite a poem? Perform a poem?
-Are there meanings that a performance can communicate that a recital may not? How so?
-How would you characterize a recital? A performance? What specific features might you notice?
-What are the potential effects of a recital on the listener? What are the potential effects of a performance on the listener?

Further probing questions?

-How might you talk when reciting / perform a poem?
-How might you move when reciting / perform a poem?

In addition to the discussion you and your class generate, a simple YouTube search will yield further multi-modal examples of performances and recitals.

Whatever is generated, conclude on the following core concepts:

*People perform poems to amplify and / or create meanings that the text alone may not necessarily be able to communicate.

*Tone can be greatly amplified / created / emphasized / revealed when a poem is performed vs. simply recited.

2.) If your class is not familiar with the concept of tone, provide them with the necessary background contexts re definitions, uses, and so on.

*More important to this activity, discuss how tone is created (in poetry AND every day life) via the complex interactions between:

a. ) the base meanings of specific words we chose

b. ) the additional meanings created when we VERBALLY communicate said words (e.g., the inflections we use, the intensity or lack thereof in our voices, and so on)

c.) the additional meanings created when we NON-VERBALLY communicate said words (e.g. the way we stand, move, our facial expressions, and so on)

d.) the surrounding social, cultural, political, and so on contexts we are located while communicating.

Again, in addition to the discussion that you and your class create, a simple YouTube search will yield TONS of rich examples to further explore the creation / communication of tone.

3.) Distribute examples of William Blake’s Songs of Innocence to ½ the class, and Songs of Experience to ½ the class.

NOTE: the idea here is that these poems have DRAMATICALLY different tones which can be further amplified / revealed via the specific decisions students make while performing them.

4.) As a class, in groups, and or individually, have students read their poem and identify a.) WHAT specific tone it creates and b.) HOW, specifically, the text alone creates this tone.

5.) Once students have identified both the specific tone, as well as how the text contributes to the establishment of this tone, have them explore the following question set:

-How can I amplify / emphasize / reinforce / reveal the tone of this poem?
-What specific word choices / phrases contribute to the tone I want to amplify?
-How, specifically, might I perform them? What sort of energy, or lack their of, might I use? What sort of inflections might I use in my voice?
-How will I act / look / move when I perform? Will I look angry? Sad? Happy? Depressed?

6.) In class and as homework, have students further consider the decisions they will make and rehearse.

7.) In class the next day, have students perform their poems, potentially switching back and forth between examples from Songs of Innocence and Songs of Experience.

NOTE: again, the idea here is to clearly show your students via co-performance the nuanced ways in which specific performance decisions can greatly influence diverse tones that are communicated to audiences.

8.) As a sort of post analysis / reflection activity, have students write a short paragraph responding to the following questions:

a.) What SPECIFIC decisions did I make during the performance of my poem that were successful / communicated my intended meaning / purpose / tone?

b.) Why SPECIFICALLY do I think this / how SPECIFICALLY could I tell?

c.) If I were to perform this poem again I would change the way I _______ because _______.

d.) If I were to perform this poem again I would note change the way I _______ because _______.

CI 5410 Week 11 – Assignment; The School Newspaper Muse

INTRODUCTION

In their introduction to exercise #41 titled “The Newspaper Muse: Ann Landers and the National Enquirer,” Bernays and Painter (2005) quote Joyce Carol Oates’ treatment of the everyday newspaper as a rich source of fictional fodder:

“…it is the very skeletal nature of the newspaper, I think, that attracts me to it, the need it inspires in me to give flesh to such neatly and thinly-told tales, to resurrect this event which has already become history and will never be understood unless it is re-lived, re-dramatized” (120).

Although there exists a virtually infinite pool of easy to access and transport print AND digital news material at your fingertips to use for this sort of activity (just think of your own used newspaper that you would otherwise throw away and / or the myriad of online local, regional, and national newspapers!), I argue that students often feel relatively dissociated with local, regional, and / or national events to which they may perceive little to no personal proximity. Whether influenced by adolescent egocentrism and / or the seemingly universal human tendency to pay less attention to information one perceives to hold little to no influence over their lived experience and / or identity, I argue that the creative potential of Bernays’ and Painter’s (2005) intriguing exercise could be negatively compromised if students perceived their available pool of news stories to likewise hold little to no relevance to their own lived experiences and / or identities. After all, when readers don’t personally know the individuals involved, incur any personal costs, and / or incur any personal benefits in relation to a given news story, what is their incentive to care? If my students are anything like me, they frequently have a difficult time finding an incentive to read on and / or “do” anything with the news stories they consume.

Therefore, this assignment will require students to

1.) identify

AND

2.) “give flesh to”

the “neatly and thinly-told tales” found in their school’s own newspaper to which they ideally perceive a higher degree of relevance to their own lived experiences and / or identities.

PROCEDURE

-Acquire enough copies (and some extras just in case!) of your school’s newspaper to ensure that EACH student has their own copy to work with.

NOTE: although I imagine that students will logically perceive larger degrees of personal association with coverage of more vs. less recent news, feel free to dip back into the archives and acquire a diverse range of newer and older editions of your school’s newspaper (you never know what exactly will trip a student’s creative trigger!).

NOTE 2: also, because “school news” isn’t reported / doesn’t occur in a vacuum, encourage students to consult outside news sources for more information if an event or issue trips their curiosities. In other words, although the “school news” should be a rich enough ecosystem in which to navigate this activity, encourage students to explore other news ecosystems if they wish.

-After acquiring and distributing school newspapers, students will
  • identify ONE headline off of which to develop a story
  • write said headline at the top of a sheet of paper as a sort of tentative title / lens to help them frame their story
  • develop their story! (I’m thinking about 1-2 pages as one night's homework here, but like always, the assignment parameters and drafting times you chose depends on your own unique learning context!).
Encourage students to be as creative as possible, and remind them that they can take their stories outside of the school walls (just because events may occur in the school doesn’t mean they have to stay there!).

**NOTE: Before jumping into the creative portion of the activity, it might be necessary to establish some ground rules re what is / isn’t appropriate when utilizing familiar people, places, and things as writing catalysts. For example, clarify with your class that it is NOT acceptable to use their fiction as a guise to ridicule and / or harass other students, teachers, administrators, community members, etc. In other words, create and enforce rules re your own unique learning context.**

CI 5410 Week 10.2 – Chapter 4, exercise 23; “An Early Memory, Part Two: The Reminiscent Narrator”

The following creative example is in response to PART TWO of Bernays' and Painter's (1990) exercise titled An Early Memory: The Reminiscent Narrator.

In PART ONE of the exercise, B&P challenge writers to recollect and recast the event on the page via the perceptions and emotional tones appropriate for a child. As a result, B&P argue that writers will run less of a chance of intentionally influencing reader's perceptions of what is written, and simply report the basic "facts" of the memory instead. In PART TWO of this exercise, however, B&P challenge writers to re-color the same event, but this time through perceptions and emotional tones appropriate for an adult. As a result, the objective of this exercise is two-fold:

1.) explore the underlying "meaning" of the memory that writers simply "reported on" in PART ONE, and

2.) do so by recasting/recoloring the memory in a perspective, point of view, and overall emotional tone appropriate for an adult.

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The Neighbor's Moat

Impulse control, as I’ve heard some psychologists call it, has never been one of my strong suits. When the feeling of not knowing makes my skin crawl, I do not have the control to push it aside and focus even for a second on the other things in my life that I desperately should do, or desperately need doing. In comparison to the mountains of fly-infested dishes piling gradually higher in the sink, to fixing the relationships corroding in the acid bath of my decisions, I cannot or will not tolerate being so uncomfortable in my own skin.

When I was seven years old, I received the first glimpse I can recall of what I am capable of when confronted with the impossibility of not knowing. As I kicked a favorite soccer ball back and forth in the open lane of grass separating the reclusive neighbor’s house from my childhood home, I noticed that some sort of construction was taking place in the adjoining back yard – the majority of grass had been completely removed, and a deep, freshly-dug, moat-like trench lined the rear of the house. Propelled by my impulse via the guise of accidentally kicking my soccer ball closer and closer to the curious scene, the ball suddenly vanished from my sight, followed by a quite, yet noticeable, splash. As I peered into where the ball had disappeared, I noticed that the trench was filled with a rather high volume of water, most likely from the combination of the intense rain we’ve been having that summer, as well as the contractor’s inability to understand the concept of adequate drainage.

The trench wasn’t just moat-like, but a real moat in every way that I could logically discern. Like a real moat surrounding a castle, this moat-like trench surrounded a structure that could need guarding if the owners wished. Like a real moat surrounding a castle, this moat-like trench was deep and filled with dangerous looking water, deep enough and watery enough that it could trap an intruder for later judgment. But, I could not figure out if it was indeed a real, honest-to-God moat, or a fake moat-like substitute. Because I have never seen a real moat, I was worried that my comparative criteria were flawed, and I decided to test my hypothesis further. If it was a real moat, a real intruder would indeed become hopelessly trapped, I concluded.

Having devised a reliable experiment, I began to brainstorm possible subjects, focusing on my younger friend and adjacent neighbor Kevin, who I thought best fit the profile – like me, he couldn’t resist a construction site. But unlike me, he wouldn’t be calculated enough to immediately perceive my designs for him.

Kicking the ball briskly through my yard to Kevin’s, I did my best to look like a normal child at play. But, my twists and turn did not even carry me half way through the yard until I was intercepted by my mother shaking out the foyer rug on the front steps, and placed under the lens of her scrutiny.

“Why are you so dirty?” she immediately demanded, noticing the physical most indications of my plot.

“Just playing,” I returned, doing the best to focus my attention on clumsily dribbling the ball at my feet than her eyes carefully assessing me. “Can I go over to Kevin’s?”

“You look like you are up to no good,” she turned over over in her mind. As she continued shaking out the rug, the increasing cloud of dust, dead skin cells, and dog hair masked any potentially remaining tells. Finally, her struggle with the rug had won her immediate attention, and she sent me on my way with nothing more than a warning to not get my clothes any dirtier than they already were.

Kevin’s dad answered the door, and I asked if Kevin could come out and play. Flying out of the front door, Kevin stole the ball at my feet, and I engaged him in this play to keep up appearances.

“Hey, you wanna see something really, really cool?” I asked after quickly growing tired of our game of cat and mouse.

“What is it?”

“I found a giant hole in their backyard that looks like a moat.”

“Like a castle?”

My heart raced so suddenly at the quick progression of my experiment that I found it nearly impossible to speak. But this was a different type of racing heart than getting yelled at for getting my clothes too dirty, or running from the adjacent neighbor’s German Sheppard that we shot it with the hose. This was the first taste of the racing heart that now runs me.

“Just like a castle,” I managed to choke.

I reenacted my initial surprise and curiosity at discovering the neighbor’s construction site, and Kevin continued to fall hook, line, and sinker, just as my father would say after returning home with the latest piece of electronics that he didn’t really need. After allowing Kevin several victories in king of the hill atop the construction site’s small, scattered piles of dirt, all conditions but one were in place to initiate my the final stage of my experiment – Kevin was still much too far away from the edge of the moat-like trench.

As fate seemed to have it, Kevin had a stronger kick than he expected, and the soccer ball plummeted into the watery chasm of the moat-like trench following a final victory kick. As he leaned over the moat-like trench to recover the results of his miscalculated contact with the ball, the final condition of my experiment fell into place. As if out of instinct, my impulse immediately reacted, and the accelerating momentum of my seven-year-old form sent Kevin falling head first into the watery prison bellow, his screams to my back as I retreated to assess the outcomes of my experiment.

From a secure vantage point behind the utility shed in our backyard, I could hear Kevin’s cries bellow hopelessly from the moat-like trench. Although I could see an occasional hand desperately brush the rim of what was once merely a moat-like trench, Kevin was not exiting the hold of the honest-to-God moat under his own power. As Kevin’s mud-covered hands continued to rake back and forth across the edge of the now-confirmed moat, the sheer joy of knowing surged through me, my impulse tearing my body from the safety of the utility shed and sending it running and skipping around the backyard. If anyone was watching me, they would have seen the normalist, happiest child in all of Oakdale.

As I tumbled and zigzagged my way home, my mother was already lying in wait for me in the open threshold of the front door, hands on her hips, telephone in hand, my father standing slightly behind her with arms sternly crossed on the now dust, skin, and dog hair-free foyer rug.

“Kevin’s father is on the phone,” she yelled frantically at me as I approached. “Did you push Kevin into that hole in the neighbor’s backyard?”

“Yes.”

“Why on earth did you do that?” She was begging now, completely bewildered by such a guilt-free affirmation to such a dreadful question.

As I excitedly explained that Kevin helped me to test if the moat-like trench in the neighbor’s backyard was indeed a real moat (and that it had passed the test wonderfully), she rudely interrupted, simultaneously informing me that I was not allowed to play with Kevin anymore because I hurt him so terribly, and apologizing to Kevin’s father for my behavior.

Uncomfortably shifting his position on the foyer rug, my father asked me a question that I have pondered in various tenses and terms ever since the day I discovered the neighbor’s moat –

“Was it worth it, son?”

More than you or anyone else can possibly imagine.