scholarly journals Exploring nonhuman perspectives in live-action role-play

2014 ◽  
Vol 18 ◽  
Author(s):  
Rafael Bienia
Keyword(s):  
Role Play ◽  
Personal Essay ◽  
Live Action ◽  
The Voice

In this personal essay, the author, sometimes in the voice of a live-action role-play (LARP) sword, discusses the nature of LARP materials, arguing that the costume or elements of the costume (such as a sword) are actually nonhuman actors.

Linguistic Chaos

queerqueen ◽  
2020 ◽  
pp. 87-115
Author(s):  
Claire Maree
Keyword(s):  
Popular Culture ◽  
Real World ◽  
The Real ◽  
Television Broadcasting ◽  
The World ◽  
Animated Characters ◽  
Media Mix ◽  
Live Action ◽  
The Voice

Chapter 4 illustrates how, as an enregistered style, queerqueen talk is co-opted into popular culture. It analyzes the Mori Mori Cooking segment of the animated series The World of GOLDEN EGGS (Plus Heads, Inc.) which is hosted by Rose and Mary—animated characters and mascot-like queen-personalities who traverse into the hyper-connected world of media-mix products. The sonic qualities of the okama (fag)-twins as embodied by twins Osugi and Peeco in the late 1970s, and the transformational powers of the queen-personality emanating from makeover genres of the early 2000s are laminated onto the voice performances of Rose and Mary. The highly stylized ventriloquism of queerqueen talk is emblematic of the chaotic language that permeates the Golden Eggs series. Within its multi-platform incarnations, the queerqueen mascot functions as a conduit of knowledge and culinary skills who looks onto the “real world live action” of cooking yet consistently flaunts the dictates of contemporary television broadcasting.

scholarly journals More than a Game: Racecraft and the Adaptation of “Race” in Live Action Role Play

Humanities ◽  
2020 ◽  
Vol 9 (4) ◽  
pp. 124
Author(s):  
Samantha Eddy
Keyword(s):  
Role Play ◽  
Social Process ◽  
Double Standard ◽  
Ethnographic Study ◽  
Structured Interviews ◽  
The Everyday ◽  
Role Players ◽  
Definition Of ◽  
Live Action

Live action role players make the imaginative worlds of tabletop games manifest through collaborative storytelling and embodied play. Escaping the everyday, these communities could radically reimagine culture and challenge oppressive ideologies. Instead, they are deeply invested in essentializing “race”. I conducted a three-year ethnographic study alongside 20 semi-structured interviews to explore racecraft in live action role play. Supporting the groundbreaking work of Karen and Barbara Fields, I find that racecraft is a social process—continually negotiated and maintained through intimate interactions and community exchanges. Through this process, the definition of “race” is continually adapted while belief in this category remains entrenched. When participants confront racist stereotypes, practitioners coerce marginalized members into a false exchange. These members are encouraged to share experiences detailing the damage of problematic representations. Practitioners then reduce these experiences to monolithic understandings of “race”. In this insidious manner, anti-racist confrontations become fodder for racecraft. Complicating this further, patterned racism is characterized as an inborn quality of whiteness, minimizing practitioners’ accountability. Responsibility is then shifted onto marginalized participants and their willingness to engage in “racial” education. This trap is ingrained in the double standard of racism, adapting “race” such that whiteness is unrestricted by the monolithic definitions applied to those outside this category.

Designing Future Social Wearables with Live Action Role Play (Larp) Designers

2018 ◽  
Author(s):  
Elena Márquez Segura ◽  
James Fey ◽  
Ella Dagan ◽  
Samvid Niravbhai Jhaveri ◽  
Jared Pettitt ◽  
...  
Keyword(s):  
Role Play ◽  
Live Action

Deliberating Data-Driven Societies Through Live Action Role Play

2021 ◽  
Author(s):  
Kruakae Pothong ◽  
Chris Speed ◽  
Ruth Catlow ◽  
Billy Dixon ◽  
Evan Morgan ◽  
...  
Keyword(s):  
Role Play ◽  
Data Driven ◽  
Live Action

scholarly journals Walory edukacyjno – terapeutyczne gier fabularnych - metaanaliza

2019 ◽  
Vol 9 ◽  
pp. 276-289
Author(s):  
Jakub Romaneczko
Keyword(s):  
Role Play ◽  
Role Playing ◽  
Role Playing Game ◽  
Live Action

Teza: Artykuł porusza kwestię wykorzystywania gier fabularnych (ang. RPG - Role Playing Game) w procesie edukacyjnym, ale także terapeutycznym. Autor dąży do zestawienia aktualnych danych krajowych i zagranicznych na ten temat. Podstawowym założeniem, jakie jest motywem przewodnim artykułu jest analiza procesu dydaktycznego pod kątem wartości doświadczenia własnego i spontanicznej aktywności. Omówione koncepcje: Zaprezentowane badania pochodzą z praktyki pedagogicznej lub terapeutycznej wykorzystującej gry fabularne. Różnorodność tej rozrywki sprawia, że niektóre z prac skupiają się na aspekcie klasycznych gier RPG, inne zaś bardziej na teatralnych grach fabularnych (ang. LARP - Live Action Role Play), często w uproszczonej formie gier dramowych. Wyniki i wnioski: Zasadność używania gier fabularnych w edukacji opiera się na wartości doświadczenia własnego oraz wyciągania z niego wniosków, które pełni istotną funkcję w  procesie nauczania. Uczestnictwo całym sobą w grze osadzonej w realiach historycznych lub z użyciem języka obcego, znacząco podnosi poziom zaangażowania uczniów oraz jakość ich przemyśleń. Jednocześnie wielu badaczy zwraca uwagę na trudności metodologiczne w ustaleniu rzeczywistej efektywności gier RPG jako metody nauczania. Pojawiające się w badaniach refleksje autorów zmierzają do wspólnego stanowiska, mówiącego, że zarówno brak rzetelnych badań dotyczących gier fabularnych, jak również olbrzymia schematyczność obecna w polskim kształceniu sprawiają, iż szerokie stosowanie gier różnego typu w trakcie lekcji wciąż pozostaje pojawiającą się sporadycznie ciekawostką, nie uznawaną za wartościową metodę. Wartość poznawcza podejścia: Praca ma charakter zestawiający polskie opracowania z zagranicznymi i dokonuje porównania tych badań, co prowadzi do stosunkowo krytycznych wniosków dotyczących stanu polskiej edukacji i myślenia o istotności osobistego doświadczenia zarówno w nauce, jak i procesie terapeutycznym. Słowa kluczowe: gry fabularne, RPG, LARP, CRPG, edukacja, terapia, uczenie się przez doświadczenie.

Naiá e a Lua (2010): lendas indígenas sob os holofotes da narrativa

2021 ◽  
Author(s):  
Pollyanna Rosa Ribeiro ◽  
Keyla Andrea Santiago Oliveira
Keyword(s):  
Short Film ◽  
The Moon ◽  
It Projects ◽  
Award Winning ◽  
The Spectator ◽  
The Aesthetic ◽  
Live Action ◽  
The Voice ◽  
Aesthetic Procedures

This article aims to discuss the composition of narratology in the award-winning Brazilian short film (12 minutes and 45 secunds) Naiá and the Moon (2010) under the direction of Leandro Tadashi. This work is linked to interinstitutional research Art, psychoanalysis and education: aesthetic procedures in cinema and the changes of childhood CEPAE / UFG / PUCGO / UEG / UAB-UNB / UEMS, which seeks to highlight the potentialities of the relations between cinema and education. The proposed film analysis will reveal the narrative functioning of the intersection of two indigenous legends that the short film contains, since it projects for the viewer a story within the story, the passionate narration of the legend of the appearance of the stars (relationship between Jaci and the Indians of tribe) with the ultimate construction of the legend of Vitória-Régia and its origin. Still, the place of childhood, the dreamlike quality of the narrative and the components of the diegetic world will be treated: characters - in this case, the central narrator and the protagonist child, Naiá, gain centrality; the spaces; temporality; the voice of the film; the spectator, narrator and narrative relationship based on the aesthetic devices used - photography, chosen soundtrack, the mix between live-action and animation - that make the film so touching and loaded with a symbolic-cultural charge. Gardies (2008) e Tarkovski (1998) will be fundamental references to support the discussion, alongside authors such as Benjamim (1994) and Adorno (2008).

scholarly journals Playable Personas: Using Games and Play to Expand the Repertoire of Learner Personas

2021 ◽  
Vol 6 (2) ◽  
pp. 38-53
Author(s):  
Deborah Cole ◽  
Stefan Werning ◽  
Andrea Maragliano
Keyword(s):  
Collective Identity ◽  
Learning Experience ◽  
Role Play ◽  
Linguistic Anthropology ◽  
Multimodal Learning ◽  
Theoretical Concepts ◽  
Participatory Learning ◽  
Games Studies ◽  
Live Action ◽  
Rules Of The Game

This article explores how playing and co-creating games in higher education contexts contributes to expanding learner personas and facilitating a multimodal learning experience. Working from the interdisciplinary perspectives of media/games studies, pedagogy, and linguistic anthropology, we conceptualize in-class learning as the making and playing of games, reporting on game experiments and playful practices targeted at learning key theoretical concepts in our disciplines. Game-based modifications to established educational practices involved: replacing lectures with Educational Live Action Role Play (Bowman 2014) sessions, using acting/performance games (Flanagan 2009) to critically reflect on ideas of community and collective identity, and introducing Twine (Werning 2017; Wilson & Saklofske 2019) to defamiliarize the expected structures and media modalities of academia. Based on evidence from participant reflections and classroom ethnographies, we argue that games can serve as a resource for extending the expressive spectrum of learner personas, for enabling embodied, participatory learning of theory, and for empowering students and educators to reflect on our internalized rules of the game of education.

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