This lesson is for : Grade 6:
Summary
Are video games art? While Mario, Link, and Zelda may never be regarded with the same reverence as Sherlock Holmes, Frodo Baggins, and Jane Eyre, video games in the 21st century are becoming more sophisticated as the gaming audience ages. In this unit, students explore the relationship between narrative literature and video games, evaluate arguments from experts Kellee Santiago and Roger Ebert, and collaborate on a virtual video game art exhibition, Millennial Masters, by creating an artistic video game eligible for the Smithsonian’s National STEM Video Game Challenge. In the future, will video games follow in the footsteps of film and television, or will they maintain the label “cheap, mindless entertainment” forever?
TIPC Ratings
Research & Information Fluency
Rating: Ideal – Explanation: Although this was not a research project, some elements of research were included in the unit. Students had to create a list of their own questions concerning how writers use different tricks and techniques to connect with the their audience on an emotional level. Students collaborated on this assignment using a graphic organizer within a Google Document. Students were then free to use the internet/databases/resources of their choice to locate answers for their research questions. Students analyzed the validity of the websites using a small Q&A section inside the graphic organizer. Finally, students selected part of their research to incorporate into their video game and reflected on this process inside their final reflective essay.
Communication & Collaboration
Rating: Ideal – Explanation: Students collaborated on many Google Documents where they established group norms and organized roles within their teams to complete their narrative videogame. By assembling their project through a shared Google Presentation, they were able to use tools of their choice to complete the project provided it could be uploaded/shared on the internet. The Google Presentation also allowed students to work and communicate with each other outside of class, which proved very beneficial during our numerous snow days. Finally, the Google Presentation was also a convenient way to organize and share students’ projects on our virtual video game online art exhibition web site, Millennial Masters. By using Google Forms, students were able to reflect and evaluate their own contributions to the project as well as their team members’ contributions. During this evaluation process, they also set future goals for themselves for future projects.
Critical Thinking & Problem Solving
Rating: Ideal – Explanation: When creating their video game, students had to select a tool that would allow them to create and share a freestanding game without requiring users to have a separate login and password. Although I suggested certain sites, several students found other tools they were interested in using. Students had learn how to build the video game, how to create narrative structure using a video game format, and how to keep the plot of the story moving forward using cutscenes. To accomplish this, students were constantly asking questions and solving problems as they encountered them. Through their reflection survey and essay, students had to describe problems they encountered and how they were able to overcome them. At the end of the project, they explain whether or not their work is justifiable as “art” and set personal goals for future growth.
Creativity & Innovation
Rating: Ideal – Explanation: Students had to wear creative hats to complete this project. We synthesized existing knowledge of video game narratives with new knowledge about literary trends in the 21st Century to attempt to create an original video game narrative that was both entertaining and artistic. We had to learn how professionals attempt to connect with their readers on an emotional level. Students took multiple risks to complete this project; most of them had never created their own video games before this, and they did not realized the extensive thought process that goes into narrative games. At the end of the unit, students reflected on their creative process through their reflective survey and essay.
Student Artifact
Lesson Materials
