Unit 1 of the Great Literature Great Games summer class focused on stereotypes, myths, and the culture of video games. Our work revolved round the following essential questions:
Are video games art?
Are video games literature?
Are video games educational?
While the conversation in class was varied and rich, students conducted interviews with community members, friends, and relatives to help them answer these questions. Additionally, after playing Journey, Flower, Child of Eden, and Lost in Shadow, students were able to apply their opinions to these interesting games. Below are some excerpts from their weekly reflection papers:
“If a [game] designer is able to combine all elements of a game (narrative, aesthetic and sound design, game play elements, etc.) into a cohesive product that is, in turn, more than the sum of its parts, that is what truly make a game an art form.”
“…video games excellently illustrate how significant a protagonist’s choices are.”
“Video games can teach you about many different things…in Angry Birds [for example] you never flick [the bird] the same way twice; you adapt and learn to either go a little higher or a little lower.”
Classroom Practice: Determine, as a class, a working definition for art, literature and education. Play several video games and allow students some time to analyze and discuss if those games fit the definitions you developed as a group.
The second week of Great Literature Great Games will focus on character development in games and the similarities and differences to traditional literature.
The second week of Great Literature Great Games will focus on character development in games and the similarities and differences to traditional literature.
Stay tuned!
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