By Michael Anderson, David Cameron, John Carroll
This paintings bargains an leading edge perception into the numerous precise ways that drama instructing could be built-in with electronic gaming expertise so that it will make the coed studying event one who is actually memorable. "Teaching Drama with electronic expertise" explores the speedily evolving intersections among drama, electronic gaming, expertise and educating. It records the praxis (practice and examine) that move past anecdotal dialogue of ways and layout. The members expl. Read more...
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while worlds collude : exploring the connection among the particular, the dramatic and the digital / Julie Dunn and John O'Toole --
Lip sync : performative placebos within the electronic age / Paul Sutton --
Mashup : electronic media and drama conventions / David Cameron --
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perspective : linking utilized drama and electronic video games / John Carroll --
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electronic theatre and on-line narrative / Rebecca Wotzko and John Carroll --
input the matrix : the connection among drama and picture / Miranda Jefferson and Michael Anderson --
moment life/simulation : on-line websites for generative play / Kim Flintoff.
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Extra resources for Drama Education with Digital Technology (Education And Digital Technology)
It adheres in form quite closely to that classic three-act-structure of orientation, complication and resolution. 2 The Actual, the Dramatic and the Virtual 29 Although process dramas usually occur in learning environments, they contrast with simulations in their much higher degree of participant flexibility, decision making in the structure and narrative as well as character, and a drive towards complexity. Finding the solution is not as important in process drama as opening up the question/context/situation for raising more questions.
Role-playing games are often limited to top down POV or third person POV. The elder and more limited cousin of process drama is the simulation, which similarly involves a fictional world where the players assume roles (usually generalized ones) and improvise the action. The key difference is that the simulation is pre-designed for very specific outcomes, with the choices at any point available to the participants constricted to pre-ordained options, and usually a pre-arranged outcome. There is usually a very brief enrolment phase consisting entirely of exposition, and very little scope for re-negotiating the narrative and the sources of tension, introducing new constraints or developments, or individualized action.
Acknowledgement The authors are grateful to Jane ‘Truna’ Turner for her enthusiastic collaboration, and her knowledge of virtual worlds and interaction design. We are equally grateful for the teaching arts of Claire McSwain who provided students who were skilled in process drama, and some of the teaching in the session; and to the Year 6 students of Mooloolaba State School, Queensland, who provided the substance of this chapter, through their dramatic engagement and ideas. , Dunn, J. and Turner, J.