Showing posts with label inspiring creativity. Show all posts
Showing posts with label inspiring creativity. Show all posts

Saturday, April 25, 2020

Inspiring students when school is closed: Game Design Club for middle school

In Michigan our students will be out of school from March 13 through the end of summer. In an effort to inspire students to create and learn during this time, I revisited my idea of running a virtual game design club. Here's how I've started and a little about what I've learned.

I have big plans for the club, including:

  • A short series of tips for being a game designer.
  • Interviews through Google Meet with my friends who have made games.
  • Helping students publish their games online, whether they make digital or non-digital games.
  • Sharing everything we learn here on the blog, so students know there's a platform for the work we're doing.

First, I made a survey in Google Forms to check for interest. I asked our middle school teachers (grades 5 - 8) to post the survey in their Google Classrooms. The survey asked students about their favorite games, what types of games they'd like to make and what they hoped to get out of the club. In our school of about 360 students, I had 30 complete the survey. Most of those students were in grades 5 and 7. That's not many, but it was enough to get started.

I then created a class in Google Classroom. That's where we're managing all the classes at our secondary level. I invited the students who took the survey and I posted the introductory video below. I had a few goals with the video:

  • I wanted to let students know the club is meant to encourage them to create rather than just consume entertainment.
  • Of course a lot of the students are focused on making computer games. I normally design only board and card games. Programming can take a long time and be a challenge. I anticipate those being even more difficult obstacles as we work remotely. So I used this video to point out the huge number of games many people haven't discovered yet.
  • I wanted to pose the "big question":  Do they want to make games badly enough to do the work required.

I made this video quickly, just talking as a clicked through a Google Slides presentation. (I started upping my game quickly for videos that I'll share soon.)

After watching the video, students were asked to complete another short Google Form. I asked the "big question" I referred to in the video. I also checked on their interest about making computer games versus board and card games.

Here are some things I've learned so far from this:

  • As we knew already, it is a challenge to encourage engagement when grades and credit are removed from the equation. That's what they're used to and now the rules have changed. The open ended questions I asked were sometimes answered with just a word or short phrase. That's not uncommon even during normal school, but I expected a little more enthusiasm for the topic of games and game design. Some of them did answer with thought and excitement behind it, of course.
  • Making engaging content is good practice for me. I hope to learn some tricks that helps me encourage the teachers I work with. It takes time and I wonder if what I'm putting into this club idea (not required for my job in any way) is sustainable. I completed the next video (which I'll write about in my next blog post). It was half as long and it took me probably four times longer to create.
  • Students are open to creating simple board and card games, but most interest still is leaning toward computer games. I'm hopeful I can keep their attention on non-digital games, since I think those are faster to go from idea to playable game (at least before one knows how to program). I'm hoping that faster cycle will keep them excited enough to continue learning.

Up next, we'll look at my first tip for aspiring game designers. If you're interested in following along with this, please let me know in the comments or by email. Follow me on Twitter for updates too.

Saturday, November 2, 2019

Updated Creativity Game for 2019

This week I presented an updated version of what has been the most popular post on this blog for years. I used a different tech tool this time (Google Sheets) and I run the game part of it completely differently. (Click here for the original post and here for another recent way I've used it.)

I led this version of the activity for a class of about 30 students from grades 9 - 12. It was very well received and the teacher told me the students asked to play more the next day. 

Since I've written at length about these activities elsewhere, I will just link to the new resources below and explain this updated process.

The creativity exercise is based on a game system I designed with my friend, Kory Heath. The lesson follows this outline:
  1. Talk to the class about the importance of creativity for success in today's world.
  2. Lead into the creativity game Why Did the Chicken...?
  3. Show them how the game works. Ideally this will include tips on how to make creative answers.
  4. Run at least one round with a group of students from the class.
  5. Show how students will use the spreadsheet when they play on their own.
  6. Let them play the game in small groups of 3 - 5.
  7. Have them complete a reflection sheet.
Resources:  (Most of these are Google files that will open as a copy in your Google Drive.)
Other Notes:
  • I used to provide a lot more time to practice making good answers. The problem was we didn't have much time to play the game. After presenting it this last time, I plan to put a maybe five to ten minutes more practice and practical advice in the talk next time.
  • There's no doubt students will find it difficult to come up with answers. Remind them that they're probably trying to get an answer that makes perfect sense. Sometimes the key is just coming up with the answer that makes the judge laugh!
  • There are just over 50 words in the spreadsheet, but ideally it should be well over one hundred. Feel free to add to it. The best lists contain things from the students' school or community.
  • Remind everyone to keep answers school appropriate and to be kind to each other! Everyone needs to feel safe writing down a dud response. This is an important lesson for working creatively with a group.
  • Make sure students understand the role of judge passes from player to player each round. (See the detailed rules below for the flow of the game.)
Here are the steps to playing Why Did the Chicken...? this way:
  • Each group of 3 - 5 students will need:
    • One device to open the spreadsheet and make a copy. (I suggest sharing the link with them through Google Classroom.)
    • Pencils
    • Several slips of paper.
  • Pick a judge for the first round. The judge will use the spreadsheet to generate a random riddle.
  • The judge reads the riddle to the other members of the group.
  • They get two minutes to write as many possible answers as they can think of. Each answer should go on a separate slip of paper. After writing an idea, they put it in the center of the table face down.
  • After two minutes, no new answers can be started. Anyone can finish writing their current idea if still writing. Then all slips are gathered by the player to the left of the judge.
  • That player reads each answer to the judge. We like to have the judge read the question aloud each time, then hear the answer. It adds to the fun of the riddles.
  • After hearing all the possible answers, the judge must pick a favorite (or two favorites if they want).
  • The player(s) whose ideas were selected get a point.
  • The judge passes the device to the player on his or her left and the process continues.
  • Play until everyone has been the judge at least twice.

Tuesday, June 18, 2019

Making a Story Together - High school and elementary connections for authentic audience and engagement

We recently tried another interactive story experiment connecting older students with younger students. As always, the goal with this is to encourage reading in the earlier grades and creativity with the older students. All feedback so far indicates this was a success.

I've written previously about ways to do this with comics or just writing in a Google Doc and one very different method with less input from the younger students.

This story we just finished up is more like the latter case, with a twist inspired by our Boomwriter activity from last winter. The final result can be read at the links below, but first here is the process we used.

  • I found five high school students who were interested in trying this and their teacher agreed they could work with me. I managed it all through Google Classroom.
  • I also gave a survey to elementary students asking them to name some characters, choose a general setting and choose some character traits. This was presented to all students in grades K - 4, but only a few classrooms really participated. 
  • In pairs or individually, the high school students wrote short introductions to a story that fit the criteria generated by that survey. Alone or in groups, they generated a total of three different starters.
  • I made a second survey presenting those story starters to the elementary class so they could pick their favorite.
  • For the next round of writing, the high school students added to the story starter that the elementary students liked best. Again, each of those groups or individuals wrote the next part as they wanted the story to turn out. That again produced three different possible stories. 
  • We continued this for a couple rounds of elementary students voting on their favorite, writing the next parts, voting again and so on. Along with asking which story the elementary students liked best, I'd also ask for suggestions for dialogue or action. It gave them a fun chance to be creative.
  • Then since school was getting out soon, I had the high school students work together on bringing the story to a conclusion.
As you might imagine, the students wanted it to be humorous. That and the disjointed way we built the story definitely made it silly. You can read the story here:
The teachers told me that both groups of students, young and old, really got into the activity. We had to rush a few stages, so by the last round only one 3rd grade class was still voting. Their input showed enthusiasm, though, and the teacher told me they were excited to see where the story was going.

Which Method Is Best?
Having tried a few different methods now, I have to say my original approach (again, you can read it here) is still my favorite. In that one, the readers gave their input on the direction of the upcoming chapter, then the writers wrote it how they wanted to. I prefer that because:
  • The writers have more control (and therefore more buy-in) over the outcome of each chapter.
  • More importantly, they won't be disappointed when the ideas they worked hard on don't get picked. As I said with the Boomwriter activity, I can tell some students lose enthusiasm when their work isn't chosen.
There are still some downsides. You'll have to manage multiple stories if you have multiple groups of writers. Along with this, the readers will probably not be reading every story. They too will work in groups and probably will read only one or two different stories.

Thursday, August 4, 2016

Two Great Tools for Creative Presentation Options - Think beyond PowerPoint

Update 11-25-2016:  I still love Adobe Spark, but I've learned a couple things since I used it more in the classroom this year. First, users have to enter a date of birth to sign up. Students under 13 will not get access. Also, we have run into problems with the video feature on Chromebooks. That option seems to work best on regular computers.

Teachers often ask me for presentation options that get them beyond PowerPoint. Adobe Spark fills this need perfectly!

I just finished new videos for easy, creative presentations and projects using Adobe Spark. I showed these (and Posts, the third option) to teachers a couple weeks ago and they took to it immediately. It came out in mid-May, too late for me to push it big in my district, but I suspect it will be a very popular tool this new school year.

Keep in mind both of these tools should be useful for teachers and students. They work great on Chromebooks or any computer. iPad apps are available too.

I strongly recommend that every teacher learn these tools before school starts up. Believe me, they won't take long to get the basics.

This first video is an overview and some tips for creating what they call Pages. These are very attractive webpages that can be used to tell a story, report on a classroom activity or just about anything else you'd make that uses pictures and text.

The video is below, but here's the sample page I created and that you'll see in the first part of the video.


This next tutorial features the Adobe Spark Videos. The tool is by far the simplest one I've found for making an attractive digital slideshow. Even adding narration is a breeze.


You might be interested in these related posts:

Sunday, May 22, 2016

Game Design Virtual Club - Part 3 - Developing your ideas

I've been running a virtual club about game design for some middle school students. The first post in the series is here.

Below I have the video I created for the third step in the game design process. In it I show students how to use my Game Idea Template to develop their ideas.

(If you're interested in seeing the template, it's here. I wrote this post about it a couple years ago.)


Click here to see the next post in this series - How to make a prototype and test it

Thursday, May 5, 2016

Running a Game Design Virtual Club in Google Classroom

This week we started the virtual club
through Google Classroom!
I recently got the idea to run a virtual club at our middle school. I posted a survey on our website and let the students choose between three topics. Game design won out over a media production club and computer programming. We started the club this week.

Since most of my experience with game design has been with the non-digital variety, that has been our focus. The goal is to have them make a print-and-play game by the end of the school year.

I run the club through Google Classroom. In case anyone else would be interested in a similar venture, here is some of the content I have been sharing with the students.

I started out with my intro video below. As the it indicates, I think the first step in making games is to learn about as many games as possible. Normally we'd accomplish that by playing them together and discussing them.

Since we only meet online, I have been using videos from Tom Vasel's vast archive of game reviews to introduce them to new types of games. Tom does a great job of explaining the rules quickly and I very much appreciate that I can always trust his content to be appropriate for students.

Along with my video and Tom's reviews, I have posted some discussion questions in Classroom to get them thinking about what makes a good game. Soon I will get them started on generating ideas for their own games.

I also have contacted some game designer friends, all of whom have had more success than I have. I asked if they'd record a brief video answering questions that the students have. Some already got back with me, so I am excited to see how that works out. I know the students will appreciate their involvement.

Here's the intro video that I created. (As I mention in the video, it was early in the morning when I recorded it!) I'll also list the videos I posted to show the students new games.


Dice Tower Reviews from Tom Vasel that I have used so far:
Click here to see part 2 in the series. In that step I show students the importance of keeping a game design notebook.

Sunday, November 29, 2015

Two simple, free tools for adding text to pictures

I recently came across these two very simple tools that will add text to a picture in no time.

If you're on Facebook or Twitter, I'm sure you've seen how people put words (usually humorous ones) on pictures. The best ones are quickly shared with the masses. Many educators create these images (sometimes called "cards") to share great quotes or thoughts for professional development.

I used to call them "digital posters" and I put several of mine on this post on my blog. Tony Vincent calls them "infopics" and he has a lot to say on his blog about how you can use them in the classroom.

I usually to use Pixlr or Picmonkey to create these myself, but these other two sites will let you put a quote or phrase on a picture in minutes.

Because of this, both should be ideal for classroom projects where you don't want the tech taking the focus. They have banner ads displayed on both sites, but as I've used them to test the features I haven't seen anything inappropriate in the ads. Here are some pros, cons and examples.

PICFONT
The interface for PICFONT looks a little dated, but the pictures come out looking great. It provides several effects to choose from besides just adding text. That's great if you want to get into the details of design, but it also could make it more of a distraction in class. 

I couldn't figure out how to center the text without entering each line individually. It wasn't hard once I realized that, so I pass it along. Here's the sample graphic I created at the site:



AddText
Of these two, AddText is the most streamlined. There simply isn't much you can do with the free version other than choose or upload a picture, then type the text. This site has the opposite problem of PICFONT when it comes to arranging the text. The text automatically is centered, so you'll have to add multiple lines of text if you want to align it in any other arrangement.

There aren't many free fonts to choose from, but there are some decorative ones that look a lot better than PICFONT's options. This can be a great option for meme projects, since there are some pictures in the gallery and a font that are available just for that purpose.

The message to get a premium membership will pop up if students choose a font marked with a star. For about $20 a year you can get the premium features (which is actually a premium account at FlamingText.com). It's a fair price by the looks of the many font options, but for quick class projects the free fonts will serve you well.

Here's an example of what I quickly put together with AddText:



Friday, August 14, 2015

Game Design in the Classroom - Part 4 - Developing and Publishing a Game

One of my old design notebooks and some prototypes
This is part 4 of a series. The previous articles are:

In this fourth part I will look at how to develop a promising game idea. I’ll also describe two relatively simple ways to make your games available to more people.

First, two notes:
  • The process below will probably not be a big part of most class projects. I offer it as recommended reading for the students who think they are on to a good idea. This falls in the “for further exploration” category.
  • The tips and questions that follow can apply to games of many types, but my experience is with non-digital games. They were most likely created in a classroom activity, possibly my one-hour game design challenge.

Developing your game idea

My goal here is to help you take your game that a few people (probably you and your friends) have fun with and turn it into something many people will have fun with. Every game is a special case, but here’s a very general series of steps I use and I recommend them to aspiring designers:

  1. Clarify your goals. 
  2. Play it more, with more people.
  3. Identify problems. Based on what you see and hear from the players, what is working and what isn’t? 
  4. Make changes to the game to resolve those problems. 
  5. Go back to step 2 until the game is working as you intend it to.

Steps 2 - 5 form what is often called an iterative process. It’s vitally important for people in many fields. Computer programmers, writers and designers of anything from cars to coffee cups work through it.

Try something, test it, tweak it, test it again and so on until it does what you want. (You might even recognize similarities to the Scientific Method, as scientists will form, test and revise hypotheses in their work.)

Let's look at these steps for development in more detail.

Clarify your goals
Be sure you know what you’re trying to accomplish with your game. Ask yourself questions such as:

  • Why are you making this particular game? Maybe it’s a personal challenge or maybe it’s for a particular group of people. Nail down your motivations.
  • Who do you expect will enjoy it? Describe these people. That determines your target audience.
  • What will make those people want to play your game?

Actually write those things down so you can return to them as you continue your work.

Play it more, with more people
At first you need to just be sure the game works at all. Try it with close friends.

Some of us even play our games by ourselves at first. Seriously, who wants to waste their friends’ time with a boring game? We will need their help in the future, so let’s not turn them off too quickly!

This process of playing the game while you’re developing it is called playtesting. It is very important and the people you choose to help you are important too. I could write a book about it, so this is just a brief glance at the process. Here are some important tips:

  • At first it helps to get opinions from people who play a lot of games, even if they’re not in your target audience. They might have to play just to help, not necessarily to have a fun, entertaining experience.
  • Tell your testers what your design goals are. If they’re not in the target audience, they should know that. They have to help you make your game, not necessarily the one they want to play.
  • Observe everyone when they play. Look for what’s making your game fun and what’s frustrating the players.
  • Ask as many questions of your playtesters as you can get away with. Two of my top suggestions are:
  • What were you thinking about or looking forward to as you were waiting for your turn?
  • Would you ever play again and if so, what would you do differently?
  • Remember to treat your playtesters with respect! They might not always be right, but if they played your game at all, you’ve given them the right to express themselves. Whatever their response is to your game, whether you agree with them or not, you can use the advice and the experience to help you become a better game designer.


Identify problems
If you clarified your design goals like I suggested, then you can define “problems” as anything keeping your game from meeting those goals. Make a list of what is working and what isn’t.

This can be the most frustrating part of game design. Ideas usually do not turn out like we expect and it can be hard to accept. Yes, even after months of work you might end up with so many problems that the best decision is to abandon the idea and work on another.

Be honest about the game at this point. Take a hard look at it and call it like you see it.

Also, give this some time. Usually problems look different when you wait a day or two after a playtest session.

And finally, don’t be afraid to change your design goals. You have to be careful with this because doing it too much will keep you from finishing anything. Still, there are times you’ll discover a promising idea that leads you somewhere you couldn’t have imagined at the start. Leave room for that possibility.

Change the game to resolve the problems
Discovering a great fix to a nagging problem with your game is one of the best rewards of the game design process.

It is also hard work and it takes time. Like I said about identifying problems, don’t rush. It is tempting to quickly tack on a new rule to fix a problem, but that’s a good way to end up with a design very few people care to learn. Rule sheets turn into mini-books and players often overlook special cases, resulting in mistakes and bad experiences.

Work hard to find simple solutions! 

Repeat playtesting and making changes until the game is done
As you keep testing it and tweaking it, think of this as bringing a fuzzy image into focus. It’s your rough idea becoming a finely tuned, working design.

Here are some things that generally happen in this process as you bring that dream to reality:

  • Ideally the changes you make will become less and less drastic. In my experience, at first I might make changes to the whole turn structure or I sometimes change the format entirely. My dice game might be reworked into a card game. Then near the end of the process I might just be changing a few numbers on cards.
  • The playtesters you use should change from a few friends to more people you don’t know. In later stages they should mostly be people from your target audience.
  • Your cards, board and other components (usually called a prototype) should improve in appearance and playability. At first the cards might be handwritten, but in later stages they should be made with a graphics program. Give more attention to using icons and making the language extremely clear. When a game is nearly complete you don’t want any part of the components to detract from the play experience.
  • The rules will progress from a list of things you just tell the players to a well written document that contains everything a player would need to know.


Besides just making the game “work”, you’re trying get to a point we call blind playtesting. Here the rules and prototype are so clear that players can figure out the game on their own. If they can’t, the game isn’t done yet.

And that raises a huge design question. When is a game done? 

Ask many designers and you’ll get many answers. Some say it’s when the game is worth what you’re going to sell it for. Others say it’s done when people want to play again right away.

Ultimately I would say it’s done when the game reaches your design goals. You decide. (But just remember anyone else in the target audience will get the final say by playing or not playing what you made!)

One of my games published through The Game Crafter

Taking it to the world

Once you’ve completed a game, you probably want to get it out to your target audience. This involves publishing and promotion. All the options to consider here could turn into my second book!

I’m going to offer only two suggestions for getting games to the masses. Neither of these will make you rich, but they will certainly get you important experience and increase your opportunities.

Both options would be considered self-publishing. It means you're doing it rather than getting someone else (probably a publishing company) to do it for you.

Self-publishing will require you to take on many jobs such as graphic design, writer, PR manager and webmaster. In other words, you’ll learn a lot more than just how to design a game.

Besides these general directions, I’ll also list some resources at the end if you want to do more research.

Print and Play
With this publishing method you’d make a PDF of your rules and components. You’d post it on your own blog or website or maybe you’d upload it to a game site like Boardgamegeek.com. There, people could download it and decide if they wanted to print it to make their own copy.

You can see some examples of popular print-and-play (PnP) games at this link.

But just making an attractive game and an attractive website or blog to post it on will not get your game played. Plan to promote it.

Look for other people who might play the game and write reviews or comments about it online. Most games take some effort to learn and even to play. In the case of print and play, players also have to through the process of actually making or finding all the components. If a reputable gamer with a following gives your game a positive review it’s more likely others will take the time to do all that.

One last tip--When you ask people to review your game, don’t just send them your link and expect to see a review. Contact them and if they agree to take a look, make a copy for them yourself. Mail it to them and give it some time.
,
Don’t be a pest, but if you don’t hear anything from them in a couple weeks, it’s fine to politely ask if they have any feedback or plans to post something online.

And the second option for publishing is...

Print On Demand services
Years ago it cost so much to set up the printing for a game that it wasn’t worth it to churn out just a few copies. Designers had to pay for at least 1,000 or more copies if they wanted to see a quality, physical version of it or play it with their families. Taking the step to print a game that way was a huge financial risk. Hopeful designers got a big bill to for the job and many ended up with stacks of unsold games in their garages.

Now there are companies that will print just a single copy of your game and it won’t break the bank. So imagine buying a nice copy of your design for yourself and a few for family and friends. If you think others might pay for it, you can even post a link to the print service from your blog or website. People (probably aunts, uncles and maybe your neighbor) could pay for the game that way and you might even make a little money from it.

This process of printing games only as often as they’re ordered is called print on demand and it offers some great benefits. Just be aware that when you order small numbers of games, each one will still be relatively expensive.

My recommended service for publishing this way is The Game Crafter. I have used their services for several years now and their site and work have greatly improved over time.

It will take some work to turn your graphics into something that works at their site. For example, when I print my prototypes I usually have 9 - 12 cards on a single page of paper. To make my game at the Game Crafter, every one of the cards has to be on a separate high resolution graphic. Imagine how much work it takes to make individual graphics for a deck of 100 cards!

And as I said, it’s not exactly cheap. It will cost more than if you bought a game with the same number and type of components from a game store. And though the quality is good, it's not quite as good as a professionally published game.

I’m happy to pay the price to get an edition of the game myself or to give as gifts.

If you want to sell your for a profit to others, though, remember you have to put an even higher price on it than you paid. That likely will be more than most people will want to pay.

That is, unless you have a great game and you do some excellent promotion.

Just like the print and play process above, promotion is necessary. The Game Crafter even has a page of suggested reviewers you can contact. Here's an example of a review one of them wrote for me a few years ago.

If a reviewer agrees to look at your game, you’ll have to order one from the site and ship it to them. Yes, it's one more expense and there's no guarantee they'll even like the game.

Wrapping Up
I hope this short summary of game development and publishing makes it clear how much work goes into a good game. I also hope it helps you bring your game to others. Finding that something you made can bring joy to people is a satisfying reward worth the effort.

I compiled a short list of other resources for more information on these concepts.

  • How to Make Games - Playtesting -  I created this video a few years ago. You'll see similarities to what I wrote above.
  • Playtesting Forum on BGDF - You can learn from the discussion on this forum and possibly find some playtesters for your game too.
  • Interview with Scott Almes - Here's a great interview with practical advice from a very successful up and coming game designer.
  • Protospiel - Many years ago I helped start this gathering of game designers. It has grown to a larger network around the U.S., so see if anyone is meeting near you.
  • UnPub - This is another convention for game designers.
  • 10,000 Feet to Publishing a Game - Here's a hard look at what one successful publisher says it takes to make your game. He knows what he's talking about, but he's describing a very professional production.
  • An Overview of the Game Design Process - This is an older and more in depth article I wrote about taking a game from concept to reality. A lot has changed when it comes to game publishing since then, but the development ideas still apply.
  • Making What's It to Ya? - This is my story, starting with an idea to making a $10 printing investment to ending up in GAMES Magazine's Games 100 to seeing the game go around the world.

And as I mentioned at the beginning of this article, be sure to look at the other ones in the series:

Wednesday, August 5, 2015

Game Design in the Classroom - Part 3 - A Game Design Challenge

Years ago I used to organize an annual convention for game designers. At a few of the events I ran a game design challenge where the participants had to make and play a game in an hour.

I realized this could make a great classroom activity, so I modified the original outline we used. (See my notes below about how the original came about.)

Before linking to the worksheet, I want to point out:
  • Part 1 and Part 2 in this series touch on some reasons you might want to use an activity like this.
  • Part 4 is for further exploration. In it I address further development and easy ways to publish the game.
  • The games we designed were non-digital. Digital games are more difficult to complete quickly unless the number of options are very limited.
  • I haven't used this activity in school yet. I intend to, but I'm currently an instructional tech coordinator. One thing I love about this activity is it doesn't use much tech! If I get a chance to try it, I'll add some notes about how it went.
Before you run this activity in class:
  • Have a lot of components ready for students to use in their games. They'll probably need markers, note cards, paper, dice and pawns for sure. I used to bring other interesting, small items I'd find at the dollar store. Chips, rubber balls, small stones, party favors, etc., all can spark fun ideas. You can also gut some old games if you have them at home.
  • Go over the stages of the activity with the students ahead of time so they won't lose time reading details while the clock is ticking.
  • Students should work in groups with three or four per group.
  • Decide what class concept you want the game to include. For example, in math you might want them to include something about factors and multiples. In social studies it might be some aspect of a particular time period. Have them write that on the blank at the top of the worksheet.
  • Decide on the type of game you want them to make. You could give them a choice, but some limited options helps spark creativity and save time. For example, you might want it to be a card game. You could also give them a specific game to tweak, like Crazy 8's or Pig. 
  • You could dictate any of the others choices as well. For example, you might say it has to be about zombies (or can't be about zombies!) or that it must use dice in a particular way.
  • In an ideal world, I'd have them play several short games to expose them to more ideas than what they are already familiar with. That could take days, though!
Click here to see the Game Design Challenge Document. Feel free to copy and modify it as needed. I'll appreciate it if you include a link to my Game Design page on any copies.

The rough flow of the activity is:
  • Create a hook. (5 minutes)
  • Make up the rules. (15 minutes)
  • Create a playable prototype. (15 minutes)
  • Play it. (20 minutes)
  • Initial wrap-up (5 minutes)
I have some ideas for an extended follow-up activity and suggestions for further development of the games, but that will be coming in Part 4.

Notes about the original activity:
In about 2002 I came across a reference to a game design challenge in the rules to James Ernest's game The Big Cheese. A challenge like that was a new idea to me, so I contacted him to get more details. I lost the notes what he sent me, but I used them to develop an outline for the activity we ran at the Protospiel 2003 convention.

I worked with my friend James Droscha that year to tweak the directions and to run the activity. We limited the possible games to card games and we required designers to use genies as the theme. (That idea came from James' wife.)

It was a great icebreaker the first night of the convention. After everyone made a game, we went around the room and talked about each one. It was fascinating to see the ideas and to hear what worked and what didn't.

James and I used the same activity a few more times over the years. I'll mention he also lead one hilarious session where we designed a game by committee. I don't think we ended up with anything playable that time, though.

To update this activity for the classroom I simplified the language. Instead of having the teacher pick a theme like we did previously, I changed it to a class concept. 

I'll update the activity based on feedback, so please let me know what you think!

Friday, July 31, 2015

Game Design in the Classroom - Part 2 - What other designers learned from making games

Protospiel game designer convention I helped organize
(quite a few years ago now!)
This is part 2 of a series. The previous articles are:
As I mentioned in my first post in this series, I put a survey in a couple board game design forums asking about important lessons learned from making games. I’m grateful to the 20 people who took time to respond! Their responses are all included in the list below.

Remember from the first post that whether or not you are running game design classroom activities, these first two posts are good resources because:

  • If you do a game design activity, these lessons should come out loud in clear (right along with the course content). They can help students no matter which path they take in life.
  • If you see a student with interest in game design, even if it’s completely unrelated to what’s being done in class, have students read these lists. The ideas in it will provide a good starting point for his or her success.
  • These lessons from creative pursuits apply to all of us educators just as much as they do to the students.

Most of these comments below come from designers with experience making non-digital games, but some have worked with computer games. As I hoped, many of their insights apply to design, creative pursuits and even life in general.

Respondents to my survey could provide background information and some links to their work. The only real question I asked was this:

What are 1 - 3 significant things you learned from designing games that can probably be applied to other areas of life (or at least other creative pursuits)?

To show that these designers are at all levels of experience and with various intentions, they were allowed to choose one or more of these categories to describe the scope of their pursuits:

  • Hobby
  • Seeking publication
  • Self-published one or more of my games
  • Other publishers have published one or more of my games

I was tempted to add some positive comments to what came back to me, but they speak for themselves. The common themes are evident and important.

Here are the responses I received, with only some minor editing:


Christopher Chung
@FlashForwardCo

  • Seeking publication
  • Other publishers have published one or more of my games

Game Link:
https://boardgamegeek.com/boardgame/160851/lanterns-harvest-festival

Lessons learned:

  • Always being flexible with solutions to your problems.
  • Listen and utilize constructive feedback.
  • Network with like-minded people who you can receive help from and vice versa.


Clark Rodeffer

  • Hobby
  • Self-published one or more of my games
  • Other publishers have published one or more of my games

Lessons learned:

  • RULES WRITING -- Use 2nd person imperative active voice present tense to tell the players what they need to do to play the game. With this simple step, improve your writing related to almost all areas of instruction, whether it's at the top of a worksheet for school, professional development, recipes, whatever. I came late to this advice.
  • ERGONOMICS MATTER -- Some players like to hold cards spread the opposite way others do, so card indices that can be read from both sides makes a big difference. Some players have difficulty distinguishing colors, so using a secondary characteristic such as pattern or shape, is very helpful. A few (more than about seven is probably too many) simple, clear icons to prompt players are helpful, especially if they already have common meanings that match those within the game. These ergonomic principles apply to developing technical manuals, making warning signs and signals, and user interfaces.
  • TEST, TEST, TEST -- It's obvious that test playing a game to find potential problems is essential. In the same way, proofreading, testing recipes, and testing instruction manuals are all essential parts of making a product the best it can be.


Dave Armstrong

  • Seeking publication

Lessons learned:

  • Keep the vision pure. Feature creep can ruin any project. Stay focused.
  • Build the function and perfect that before you get hung up on design.
  • Pay attention to what people love about your project and build on that because it is the most important thing to your users.


James Hron

  • Hobby
  • Seeking publication

Lessons learned:

  • Motivation and engagement in a classroom. I actually just gave a presentation at a conference in Chicago about how games can increase motivation and engagement for students in the classroom. In fact, games are already motivating and engaging students in their free time. So using game design focused around a unit can be a very effective way to shake things up in the classroom. While gaming in the classroom certainly isn't for everyone, it's another tool teachers can use to engage their students.
  • Teaching. Believe it or not, learning about game design and designing my own games has improved my ability to educate students. Now, the area in which it improved my ability to educate is fairly narrow. It didn't help me with my ability to manage students or write curriculum or communicate more effectively with families in the community. But it did help me improve explanations of complex topics. Often times learning is all about connections. Connecting something students already know about to learn a new idea, and connecting that to another new situation. I have spent about 1.5 years designing games on the side, and I have seen an improvement in my ability to take a complex idea, break it down to parts a student can understand and connect to, and build it back up to that complex, original idea.
  • This may be a cop-out answer, but I learned about myself. In March of 2014, I was looking for a particular game, and couldn't find it. I didn't know it at a time, but I was looking for a hex and counter game similar to Space Empires 4x, with a fantasy theme that was less balanced that created stories like Dwarf Fortress. I decided during that week, after a long time of searching, to just start making one. I've been working on that game (and many others) since then, and all of that work in non-professional game design has taught me about my personal tastes, and what I look for out of entertainment. I am now much more in tune with what I search for when I go to the local game store. I am immediately drawn to certain games due to their theme, or certain mechanics, or the feel they give when I play them. Designing games has had a very strong side effect for me, which has been self-discovery. Now I understand not only that I am indeed having fun, but why I am having fun and how I can have more of it.


Oliver
@oliverkiley

  • Seeking publication
  • Self-published one or more of my games
  • Other publishers have published one or more of my games

Blog:
www.big-game-theory.com

Lessons learned:

  • Testing hypotheses. You design something and then playtest it to see if it works as predicted/intended.
  • Setting goals. You need to set clear goals for what your game wants to accomplish, and then stay focused on it.
  • Accepting criticism. This is huge. Being able to accept and process constructive criticism without getting defensive is a big life skill. 


Brandon
@waywardstrategist

  • Seeking publication

Current projects:
http://waywardstrategist.com/2015/04/15/my-first-sc2-arcade-project-remnants/
http://waywardstrategist.com/2015/04/17/remnants-mod-faction-lore/

Website:
http://waywardstrategist.com/

Lessons learned:

  • Game design has a large component of time and project management. Making project documents, producing materials that allow for collaboration towards a common goal with minimal rework... Game design should be viewed with just as much seriousness as creating ad campaigns or any other software.
  • Game design has a large component of public speaking and presentation involved. All the ideas in the world are nothing if you cannot effectively communicate a) why they're good ideas b) why you are excited about them and c) why potential publishers should be excited about them


Rob Harper
@harperrob

  • Hobby
  • Seeking publication

Blog:
http://firsttakesomedice.blogspot.co.uk/

Lessons learned:

  • Fail faster. The sooner you get testing a game, the sooner you can find problems, throw out games that have no potential, and move on to something better.
  • Ideas are worthless without development. I can dream of games in general that seem like a good idea, but until I turn it into something tangible, even if it is incomplete, it is just an idea, and nobody will be interested.
  • Criticism is good. I *want* people to find problems with my game and tell me about them, so I can make the game as good as it can be. If people only tell me things that I think I want to hear, I can never improve either myself or my game.


Dr. Wictz
@drwictz

  • Hobby
  • Seeking publication

Games:
http://drwictzboardgames.blogspot.com/p/blog-page_9.html

Blog:
http://drwictzboardgames.blogspot.com/

Lessons learned:

  • Understand the following: math, economics, and political science
  • To succeed you need to do as much for others as they do for you
  • If you do not take the initiative to make/do something, it does not happen


Lewis Pulsipher
@lewpuls

  • Other publishers have published one or more of my games

Games:
pulsiphergames.com

Game design YouTube channel:
http://www.youtube.com/user/LewGameDesign

Blog:
http://pulsiphergamedesign.blogspot.com/

Lessons learned:
Not sure *I* learned anything in particular, but game design could teach the following:

  • Most people don't like the same things you like, or act the way you act, or think the way you think.
  • Creativity doesn't "just happen", you have to work at it.
  • Actions are far more important than intentions.


Kevin G. Nunn
@kgnunn

  • Other publishers have published one or more of my games

Game Link:
https://boardgamegeek.com/boardgamedesigner/2212/kevin-g-nunn

Blog:
Kevingnunn.com

Lessons learned:

  • The power of rewriting - good ideas start out as bad ideas that are iteratively reworked into good ones.
  • The power of perseverance - you can be rejected dozens of times, it often only takes a single yes to be successful.
  • The majority of people around you want to help you succeed. Welcome and encourage their help. 


Justin Blaske
@_jblaske or @five24labs

  • Seeking publication
  • Other publishers have published one or more of my games

Games:
http://www.five24labs.com/
http://gamesalute.com/Area1851

Blog:
http://www.five24labs.com/

Lessons learned:

  • Have a plan! - Set out a list of everything you want to accomplish
  • Set Constraints - Give yourself limits, limits really help with creativity and they help to keep you focused.
  • Stay Passionate - Passion keeps us going even when we don't feel like it, if you're really passionate about something, you're more likely to finish.


Jack Poon
@creativecoveGS

  • Hobby
  • Seeking publication
  • Self-published one or more of my games
  • Other publishers have published one or more of my games

Blog about current project:
creativecovegames.com

Lessons learned:

  • All of design is making a positive user experience. I designed 3D printers before going into game design. All of my work focused on hitting specifications and numbers. Jumping into game design was a drastic change at first but then I realized that specifications were just a small part of the whole. Those specifications eventually created a specific user experience.
  • Designing games is like trying to hit a moving target. I'd like to make everybody happy but that is an extremely difficult task. Some players may like to be very competitive and other players will like to have some cooperation. Once in the hands of the players, the game cannot change but it can be constructed in such a way that everybody can have fun.
  • The weakest element is always going to stand out far more than all the other elements, even the ones that work brilliantly. Getting the story, aesthetics, mechanics and technology to all work well together has been the biggest challenge but also the most fun and rewarding as a designer. 


Marc

  • Hobby
  • Seeking publication

Lessons learned:

  • Graphic design (from card layouts)
  • Statistics & probability
  • Diligence (Stick with it!! Making games isn't always easy or fun.)


Graham Allen
@F3thermoore, @Tesseract_games

  • Seeking publication

Lessons learned:

  • Business and time management. This is especially true if you plan on attempting to get published either self or by licensing.
  • Communication/technical writing. Rules writing is very similar to technical manual writing. I am an Engineer, so this is actually a reverse application for me since I already did that at work, but it is something that people generally wouldn't think of as something they are learning.
  • Conflict resolution. Playtesters will say stuff that hurts your feelings. You have to learn not to be an ass about it. 'Nuff said.


Teylad Martin
faratlantis on BGG

  • Seeking publication

Game site:
http://personalitycafe.com/mafia/447818-mafia-lxi-perc-house-mafia-ii-sign-ups.html

Lessons learned:

  • Anything can be a game; don't limit yourself to thinking in what you have seen done before.
  • Think about what does the world need more of in terms of jobs? A lot of my early career aspirations came of what I saw or enjoyed through playing games. So if we could gets kids or students more interested in a field of study early on in life, then maybe we'd have more people to fill x position in future generations.
  • When designing a game, I like to imagine myself in every role, and then from there make sure that I'm having fun or enjoying myself throughout the entire game. I play, design, and mod mafia games online. The people playing the game will know or feel how much effort you put into the game. Basically, if you aren't enjoying your game design, how do you aspect the players or customers of your game to enjoy it as well?


Kolby Reddish

  • Seeking publication

Lesson learned:

  • It requires a lot of focus. I spent over a year of work on a single game design. For some people working on the same project for that long is too difficult.


Yeo Keng Leong & Christina

  • Self-published one or more of my games


Games and business:
www.startingplayer.com

Geeklist about lessons learned in the first game design:
https://boardgamegeek.com/geeklist/169153/lessons-learnt-first-time-board-game-designer

Lessons learned:
From Yeo Keng:

  • Proper planning
  • Patience
  • I cannot please everyone.

From Christina:

  • Be patient and persevere in what one believe in
  • During our game design, we often find that certain ideas may sound good but do not work out well after playtesting. The process to adjust the balance of the game took a long time and we have to remain very patient and playtest the design until it is to our satisfaction. The important thing is not to give up in what you wish to achieve.


Jon Moffat

  • Seeking publication
  • Self-published one or more of my games
  • Other publishers have published one or more of my games

Games:
http://stonecirclegames.com/games/horrible-hex/

Lesson learned:

  • Accept criticism.


Gil Hova
@gillhova

  • Self-published one or more of my games
  • Other publishers have published one or more of my games
  • Games and Blog: http://gil.hova.net/

Lessons learned:

  • Embrace failure. As I saw on a t-shirt the other day, "Failure is the tuition you pay for success." Take the pain. Turn it into a better outcome.
  • Ideas aren't as important as execution. Don't overvalue your idea. Don't wait for the perfect idea to start. Just start.
  • Learn your limitations and work around them. A person who doesn't think they have any limitations is about to discover their biggest limitation. A person who knows their limitations effectively has none.
  • You can't do it alone. Accept and/or pay for help whenever you are able to.

Caroline Berg

Page at Boardgame Geek: https://boardgamegeek.com/boardgamedesigner/22287/caroline-berg

Lessons learned:

When I was in school for my degree in Game Art and Design, I had a wonderful design class with one of the guys who worked for Wizards of the Coast. Some of the advice he gave was just awesome, like this: 

When you are creating a game, write down all the ideas you'd like to have in your game. Make a list. Look at that list. Then select 1/3rd of the ideas. And that is all. Don't add more. Those ideas are more than enough to keep you busy. You can keep the other 2/3rds for games later. But don't add them into your current game.

On a related note: one of the things that can kill a game is feature creep. Feature creep is when you keep adding more and more features to a game, taking longer and longer to balance everything. In the end you have a game that does a little of everything, but nothing well.

So my advice: stick with a few solid ideas and run with them, you will be much happier with the end result.

These links or resources were suggested by some of the designers above:


If you liked this post, here are others you might find useful:

Thursday, July 30, 2015

Game Design in the Classroom - Part 1 - What I learned

An early handmade version of my game What's It To Ya?
This is the first in a series. The second is about what others learned from making games. It can be found here. You can find the rest of the series and other articles I've written on game design in the classroom on this page.

I saw an article recently about game design activities for the classroom. It sounded like a great project that students would enjoy. The final product was a non-digital game, so it didn't require programming experience. Right away it reminded me of similar design challenges I've used that I could modify for the classroom, but something was missing in the article.

I couldn’t find much in it about the educational value of game design. Sure, the kids love it, but what are they learning? I even did some searches for lessons learned from making games, but it’s tricky finding anything. Most sites promise lessons about game design.

So before I write a post about my own classroom game design activity, I’ll start with a few lessons that I learned from designing games.

An improved version from a few years later
I’ve been making games as a serious hobby for about twenty years now. Some have been published and played around the world. Looking back, I have learned far more valuable lessons from making those games than I have in many classes I’ve paid for.

I brainstormed a list of lessons in no time. I won't give you a table correlating these lessons to Common Core State Standards, but these are important lessons for success in far more areas than just game design. They’re usually not taught explicitly in school. I can see they would be useful for any teacher in at least three ways:

  • If a teacher does assign a game design activity, the requirements of the project must include the course content standards.  These other ideas I list below should also come out in the lesson, though, because they can help students no matter which path they take in life.
  • If a student shows interest in game design, even if it’s completely unrelated to what’s being done in class, have students read my series of blog posts. The ideas in it will provide a good starting point for his or her success.
  • These concepts are behind much of what I do when training teachers. These lessons apply to all of us educators just as much as they do to the students.

One last note: Before finalizing my list, I realized it also would be great to bring in input from other designers. I posted a short survey on a couple forums. I will post the responses I received in a second part of this series. (Part 2 is here.)

Knowing I’d ultimately have a lot of input from others, I shortened my list and just spoke to some general topics.

Here are just four valuable lessons I learned from making games.


How to be heard above the noise - Gaining attention for my work taught me the important lesson of how to stand out in a good way. Proper use of social media, directing language and images for a target audience and paying attention to feedback are all crucial for success in today’s world.

Technology skills - I was a math teacher when I started making games. I had no idea that by playing around with graphics programs, web 2.0 tools and website design on the weekends would open doors for me to do rewarding work with educational technology. Sometimes I was frustrated because I felt I had to do so much of the design and publishing process myself to realize my goals. Now I’m thankful for all those skills I developed.

Creative problem solving - I’ve already written much about the importance of this. It makes a great foundation for all of what we are doing in school.

Bringing an idea to reality - I write a lot about “teaching like an artist”. Most of what I have experienced as an artist has come from my work with games. It’s that process of having a dream, working hard to make it real and then sharing it with others.

  • When I talk about inspiration in the classroom, it’s because I have seen:
  • how much dreams matter
  • the benefits of working on them to the end
  • they can be contagious

The final edition of What's It to Ya?
I’ve found all students dream big. They also love it when we remind them their dreams matter. The sad thing is most will never learn how to take a big dream from start to finish.

That skill (or combination of many skills) is vital if we want people to live interesting lives and reach their potential, yet it’s not something we teach explicitly in school very often. Living (and learning) like an artist is pure work at times, so we have to encourage and remind students that the payoff is better than just existing off the dreams of others.

As I said, in my next post in this series I will include lessons other game designers have learned.

If you liked this post, here are others you might find useful:

Saturday, May 16, 2015

Creativity, Passion and Meaningful Contribution in School

Last week I had the privilege of presenting as part of the Education On Air conference. Jake Gentry and I did a session on my process of creating comics with Google tools. I was glad to see Matt Miller from Ditch That Textbook highlighted both of my classroom activities from the presentation.

Before I got into all that, though, I gave a short, big picture overview of why I believe some teachers are wearing themselves out to make learning happen. I presented some thoughts on the importance of creativity, passion and meaningful contribution in learning. In about four minutes I talk about things such as:

  • How I breathe life into a classroom.
  • Why teachers need to dream more.
  • Why Google tools make this easier.

That part of the session is in the video below.

If you're interested in seeing the entire session, you can find it at this link.


Wednesday, April 23, 2014

Three Simple Tutorials for Creative Project Based Learning

I'm preparing for a P^3BL session I'll lead this weekend and all that work is filtering into my Teaching Like an Artist blog. I didn't realize I hadn't updated this one in over two weeks!

Here are three tutorials for short digital projects that are worth pointing out:
Narrated Image Slideshows using Pixlr and Videolicious on iPad - These make great ways to present spoken poems or short stories.
Narrated Image Slideshows using iMovie and GarageBand for iPad - This is another method for creating slideshows. By using Garageband for the narration it also allows the opportunity to make up simple music too.
Quick Songwriting with UJam - I have created other tutorials for UJam on this blog, but this one shows the simplest way to turn a short tune into an mp3 of a fully arranged song.

Sunday, December 8, 2013

Teaching Like an Artist

New for 2014: Follow the continuing Teaching Like an Artist series on TeachingLikeanArtist.com.

I had a lot of chances to express myself creatively this past year and it has been exciting. Without a doubt it has been the best time of my 20 years as a teacher.

Through reflecting on this and through blog posts, the theme that developed is Teaching Like an Artist.  The general idea is 
Artists get a vision for something that doesn't exist, 
they work to make it real 
and they share it with others

As teachers we can inspire more students if we follow that same pattern.

Here's a list of those articles, beginning with a couple that I didn't even know were in the same series when I wrote it:

Saturday, December 7, 2013

Going Low Tech This Week - week four of the Smart Jams math and music video project

(This post is part of a series highlighting work in a project funded by a MACUL grant. See my Music Creation page for complete information.)

This week groups continued taking turns practicing their songs with Crystal. When she thought they were ready, they would record with me. While waiting their turn, they made signs for the video.  We easily could have come up with ways for them to make signs digitally, but instead we went low tech.

This weekend I am putting several hours into processing the music files we recorded.  We will have over 20 videos by the time this is done.  Even though I can simplify the process greatly and finish a song and video in under a few hours, each big step that I do on my own can take a long time.  Once I finally decide on the best way to do this (I have changed the plan a few times so far with the first examples) I will post a tutorial.

For now, some thoughts on the benefits of low tech are below.



When I was finishing my master's I was inspired by something Kevin Kelly said in an interview.  He had a big impact on my thinking from that point on.  I wrote to him once to ask for advice as I was doing the project for my final class.  

His brief reply gave me nothing specific, but he said to use non-digital tools whenever possible.  Actually, I'm not paid to spend time with classes when they aren't learning new technology, so most of the time I disregard his suggestion.  Still, I see the value of putting the computers aside.

Of course, I've seen the students enjoy creating with paper, markers and colored pencils just as much as with computers. I'm not a trained art teacher, so I can't speak to the value of virtual tools compared to real world tools in terms of developing creativity and artistic ability.

I do know there are usually two or three students in each class that don't like using computers.  They need tech skills, obviously, but I appreciate the chance to let them enjoy part of the project in their own way.

From a more personal perspective, I can see how hands on creation through early years benefited my own children.  My wife was trained in early childhood development and when we had our kids she stayed home to raise them.  Under her direction they grew up on good, old fashioned crafts with loads of glue, paint and glitter.  At a time when the early elementary art teacher tells me she finds more and more students who do not know how to use scissors or how to play with clay, I am very grateful for the balance my wife brought to our young family.

In our home there was also computer time and video game time over the years.  Now that my son and daughter are older they are just as comfortable (and, yes, too comfortable at times) with their iDevices and laptops.  But they are capable makers in the real and virtual world.  The versatility they gain as well as the opportunities it offers in finding their strengths is vital.

Friday, November 29, 2013

8 Books That Changed My Work in Education

This school year I have been enjoying the best work of my career.

My job change from high school math teacher to an evolving position of K-12 Instructional Technology Coordinator has been a rewarding time for me. I have been excited to explore more creative opportunities in and out of the classroom, with students and adults. I am more inspired and I get to pass that along to other teachers and students who express gratitude for my work.

In this time of transition I've learned so much from the great educators and others that I have met, but I also gained much from books I have read.  The ones that impacted me the most are not the ones I usually see mentioned by other teachers.

So here's the list of eight books that came along at the perfect time for me. They made a significant difference in how I see education, others or myself. Each link for the title is to a page on Amazon.com for an edition of the book.

Disrupting Class - Though a lot of the points are now easily observed, this book opened my eyes to how technology makes things fit. In particular, it describes how online learning can allow us to reach every learner at the point he or she needs to learn. It gave me a vision and a sense of urgency for what I could accomplish for students. One of the co-authors created Sophia, an online learning portal patterned after the model envisioned in the book.

What Video Games Have to Teach Us About Literacy and Learning - I read this book as one of the final courses in my graduate program. The author fascinated me by expanding my view of literacy. Some of his Learning Principles still influence my work on a regular basis. My final project for the class was praised by my professor and I was greatly encouraged that I was onto something important.

Searching for God Knows What - This book, from Christian author Donald Miller, probably doesn't seem to fit well with the others. Among other things, it deals with our tendency to see life as a competition when it's really about fostering relationships. I read it the summer before I started working in all buildings across my district. I can't imagine a better book for preparing me.for meeting so many new colleagues and having to lead them. If you're not opposed to writing from a distinctly Christian perspective, I strongly recommend this book as Miller's best. It impacted my thinking in ways beyond the scope of this post.

Steal Like an Artist - This is a quick read and I love coming back to it from time to time. Probably the most important lessons for me are presented as well in other books below. Still, this one excited me about art. In relating to the author on a few points, it helped me see myself better as an artist and writer. The premise of writing advice to oneself is also a fascinating idea.

Storyline - Here's another one from Donald Miller. This is a short book based on his Storyline conferences. It is also more of a workbook, guiding the reader through the process of viewing his or her life in terms of a story. It was a painful experience to work through this, in all honesty, but the end result proved to be healing. This, along with the next three books, really opened the door for personal expression and art in my work. As promised, it did clarify my vision and purpose. Here's my post about the book and my plans for classroom activities based on the idea of viewing our lives as stories. I also created this game as an introduction for a class.

The Freedom Writers Diary - I read a lot about Erin Gruell and watched several videos online about her work. I don't remember whether it was really this book that made the difference or if it was just her story. Still, it's a good place to start. It reminded me of the importance of tying the content to the students' lives through personal, reflective writing. I can attest that students do generally enjoy it. Not only does it bring the class content to life, but it helps them find a voice and a place in their world.

Poke the Box - I read this short book in the summer of 2012 and I can't believe how it recharged my enthusiasm. The subtitle asks when was the last time you did something for the first time? I got hooked on trying new things and I'm indebted to Seth Godin for life for the learning experiences.

The Icarus Deception - I won this one (also from Seth Godin) on Jeremy Statton's blog. There were stretches of the book that I found hard to get through and I almost didn't finish it at one point.  I'm glad I did because Godin's big picture definition of art and artists helped me find words for what I was discovering in the classroom.  You can see its influences in my posts about engaging students through meaningful contributions and the opportunities technology and connections bring us now (not just years down the road in a career).