Málfríður - 15.10.2012, Blaðsíða 23

could be more interesting . I conducted a small survey
among the students . Most of the responses were posi-
tive, but they admit to a bit of confusion (to my mind
not a bad thing necessarily) . . . . one student states that “I
had no idea what we were doing the whole time, sorry”
which is an indicator I should take to heart their advice
for preparing better . However, to me it was important
to try this, and I would like to make it clear that I did
not spend a lot of class-time on it . Next time I will use
more time and keep it more focused, seeing how I have
a better idea on what works and what doesn’t .
Another project which I initiated, with the English
teachers at Versló and ran in their first-year classes,
was writing a short story . This was not an RPG per se,
but employed the use of dice to pick out qualities for
characters, plot basics, place etc . I made a first draft
which was then improved on by my colleagues . The
overall experience with this project was positive, I
asked for comments from my colleagues, and one of
them says: “[e]njoyment – appeared to be high, com-
puter lab times were lively . Some took it very seriously,
researching background e.g. in London or ebonics, oth-
ers didn´t“, and also: “[students] were very enthusi-
astic about the task once I had explained it and given
them the instruction about how to do it .”
The game elements, such as the use of dice and char-
acter sheets provide ways in which to get the creative
process going . I found that some of my students per-
formed excellently, and I got at least one truly amazing
story out of it, while others, well . . . . I suppose the right
balance between freedom and structure needs to be
struck – as in most activities of this kind . To my mind,
the process is the most important part and the quality
of the final product or how to mark it is less so .
In the fall of 2012 I tried adapting a short story to
a role playing system whereby students played differ-
ent characters in a kidnapping drama and negotiated/
acted their way out of the situation by communicat-
ing with written notes . This is an interesting approach
with some potential, you can read some observations
on this lesson on Björn Gunnlaugsson’s blog here:
http://ferilmappa .blogspot .com/2012/11/fylgst-me-
kennslu-igrundun .html .
In the spring term of 2013, I will be teaching an elec-
tive where the main focus will be on RPGs . I intend to
set up a few campaigns for them to play in at least 2-3
systems . In my web browsing on the topic I have come
across some very interesting materials on LARPing –
and I think my final project in the course will be for
the class to be split into groups, where each group will
create a LARP for the others to participate in. Phillips,
whom I quoted above on paper and pencil RPGs, is
primarily interested in Live Action Role Playing,
LARPing – as suggested by the title of his website
‘Interactive Dramas’ – my next article may be on LARP,
but I have not tried it yet, so I do not have much to
say about it . I am confident that ideas, methods and
tools employed in RPGs have an enormous potential in
the English classroom, and indeed in other classrooms .
I feel that these tools offer possibilities for setting the
imagination free, but more importantly, to quote To
Kill a Mockingbird to walk a mile in someone else’s
shoes – this can open up possibilities in dealing with
stereotypes and gender roles, for example; encourag-
ing learning of vocabulary, practice in speaking and all
kinds of different learning . I also feel that my personal
journey into this world offers an example of how to use
modern technology (Facebook and YouTube) to learn;
and I also know that the best way to learn here, as else-
where, is through personal experience .
So, let the games begin .
References
Björn Gunnlaugsson, http://ferilmappa .blogspot .com/2012/11/fylgst-
me-kennslu-igrundun .html
Collins, Andy, Wyatt, Jame, Heinsoo, Rob (2010) Rules Compendium:
An Essential Dungeons & Dragons Compendium (4th Edition D&D),
Los Angeles: Wizards of the Coast
Desilets, Brendan J. (2010) “The Student Writer Makes Magic”, Journal
of Teaching Writing .
Gordon, Joan (2003) “Reveling in Genre; an interview with China
Miéville”, Science Fiction Studies, vol 30, part 3, http://www .
depauw .edu/sfs/interviews/mievilleinterview .htm
Hugleikjafélagið: http://www .facebook .com/hugleikjafelagid and
http://hugleikjafelagid .wordpress .com/
Interactive Dramas: http://www .interactivedramas .info
Kuwahara Magnússon, Guðni (2010) „Það er nauðsynlegt að gefa þeim
tækifæri til að nota ímyndunaraflið“ (interview with Terry Gunnell),
Netla, http://netla .khi .is/vidtol/2010/001/index .htm
Petterson, Juhana, editor (2012) States of Play
Phillips, Brian David (1993) “INTERACTIVE PYNCHON, Teaching
Thomas Pynchon’s Crying of Lot 49 with Roleplaying Games”,
Journal of Interactive Drama.
Phillips, Brian David (1993) “Role-Playing Games in the English as a
Foreign Language Classroom”, Journal of Interactive Drama.
Rilstone, Andrew (1994 “Role Playing Games, an overview”, http://
www .rpg .net/oracle/essays/rpgoverview .html
The Dungeons and Dragons Experience, http://www .youtube .com/
watch?v=Rzcgm5_Pb8Y
Wizards of the Coast: http://www .wizards .com/dnd/
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