Today’s class started with us sitting in our performance groups and being given a little time to further discuss and plan our performances. Ours is going to be in week 26, specifically the 27th of April. Unfortunately, while we have a lot of really strong ideas, we don’t actually have any real consensus when it comes to what we are going to do when we take the class. We decided to set up a Google doc with everyone included so tat we can share and discuss ideas as and when they come. Below is a handy list of things we need to consider when planning our performances.
- Evaluation needs – What is my study space? What does it offer? Who are my students? What are their performance strengths and needs? What is the course/performance/event about – and what is it trying to achieve?
- Organising materials – What resources are needed before, during and after?
- Defining goals – What do I want the students to experience? What do they want to learn, and how will I know?
- Selecting instructional modes and techniques – Didactic/ experiential/ solitary/ dialogic… What have I chosen, and WHY
- Assessment and feedback – How will I know that this session has been successful? What is success in this context?
- Student feedback – Will I be seeking feedback from participants? If so HOW and WHY?
After we had spent a little while working on our group performances (or in our case just brainstorming ideas) Tom and Sandra went on to tell us how they had at one time hosted a workshop for people based around the idea of making games. We were asked to chose a name for our group – ours was ‘quiz on my face’ – and then to discuss what our favourite games were. We then had to come up with an idea for a new game, however, we had to take the following into account…
- Context – Our game had to be based around the concept of helping new students get the most out of university.
- Constraint – One of our participants would be blind, but should still be able to fully participate in the game.
- Story Card – Our narrative should put one character in the role of King or Queen
We were given a work flow to help provide structure to the design process and ensure we didn’t miss out any crucial elements. 1) Set objectives 2) Set constraints 3) Game type 4) Core mechanics 5) Balance 6) Prototype 7) Story 8) Sub mechanics 9) Check against ‘1’ 10) Create final version. Here is a link to Play.Think.Learn which has some amazing resources, including more information about the game activity and some relevant materials. Finally we presented our ideas to the class one group at a time, and voted for which was our favourite.
Until next time…