Category Archives: Arts

Adventures in Drama and Digital animation

A group of researchers from UCL IOE secured funds from the UK Literacy Association (UKLA) to develop a project to explore re-inventing the end of year primary school play: the idea was for children to design, build and control a digitally animated backdrop integrated with the dramatic action. The study was premised on the idea that literacy practices are constantly

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Pachinko Machine at Santa Fe

Brigitta Zics’ Pachinko Machine installation is exhibited at the Currents New Media Festival, Santa Fe, viewable online till the end of the year, from the Centre for Contemporary Art I Santa Fe – https://currentsnewmedia.org/artist/brigitta-zics/ Pachinko Machine is a vertical pinball machine (or pachinko) played by large number of people in Japan. This digital version is a self-learning pachinko displayed on

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PLAY OBSERVATORY

‘A National Observatory of Children’s Play Experiences During COVID-19’ is a research project funded by the ESRC, running from November 2020 to January 2022, bringing together researchers from UCL Institute of Education, the School of Education at the University of Sheffield, and The Bartlett Centre for Advanced Spatial Analysis at UCL. The coronavirus pandemic has had a huge impact on children and young people, affecting where,

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Literature, Videogames, and Learning

Andrew Burn has published a new book with Routledge – Literature, Videogames and Learning. Its central argument is that literature and videogames are cognate cultural forms, and that videogame transformations of literature can help us think in new ways about narrative aesthetics, literary value, and literacy. It draws on research projects with The Globe and the British Library, developing game-authoring

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Play in the Pandemic

Read this article by Kate Cowan on how children’s play has responded to the COVID 19 pandemic. it build on research in the Play Observatory project. Cite this article as: Kate Cowan, “Play in the Pandemic,” in PanMeMic, 26/07/2020, https://panmemic.hypotheses.org/?p=683 The COVID-19 pandemic has had an enormous impact on all aspects of life. For children, it’s had major consequences for where, when,

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Punchdrunk Enrichment Project: Engagement & Intensity at Fallow Cross

This summer DARE affiliate Dr. Angela Colvert from the University of Roehampton undertook a research project with Punchdrunk Enrichment [PE]- the educational and outreach arm of immersive theatre company Punchdrunk. Representatives from museums, galleries, academic institutions, game design companies and schools were invited to a presentation of Angela’s findings relating to the intensity of engagement experienced by children and teachers

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DIGITAL MEDIA IN EDUCATION

Summer 2018 saw the publication of DARE member Michelle Cannon’s book – Digital Media in Education: Teaching, Learning and Literacy Practices with Young Learners (Palgrave). In the book she argues for dynamic and relevant school experiences for primary and early secondary learners that embed film and digital media production. She proposes a vision of literacy that combines new technologies with

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Playing Macbeth

The MAGiCAL team (Andrew Burn, Abel Drew and Bruno de Paula) have developed a game-authoring tool for Shakespeare’s Macbeth. Based on the successful Missionmaker software, rebuilt in Unity during the Playing Beowulf project, this version incorporates characters, landscapes, objects and even cauldron ingredients for users to make satisfying digital games based on Shakespeare’s play. The big idea Most educational games

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PLAYING THE ARCHIVE

PLAYING THE ARCHIVE: memory, community and mixed reality play This project is an ambitious programme of research and cultural production, exploring the nature of play by bringing together archives, spaces and technologies of play, along with people who play, both old and young. It runs from September 2017 to August 2019. You can view the dedicated project page here   The

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Film Education Journal

The online open access Film Education Journal (FEJ) was launched on 20th June 2018. DARE has been closely involved – with Andrew Burn and Mark Reid as co-editors, and Michelle Cannon and John Potter as editorial board members. This group has been working with the General Editor, Jamie Chambers and UCL IOE Press, to bring the journal to life and

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