Browsing by Subject "Derrida"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Direct Radical intuition: DE-centering the black box within MA 'space-time interval'
    (2013-05) Ellis, Charles Stephen; Robinson, Cory
    DIRECT Rad·i·cal in·tu·i·tion: DE-centering the black box within MA ‘space-time interval’ The process in the creation of my work in ‘studio furniture’ and the underlying research has its INTENTIONS in the elaboration of how ideas as ‘Direct Radical Intuition’ steeped in an Eastern perspective can be manifested into the ‘presence of making’. EXPLORATIONS into the physical making of the works will be revealed as ASSOCIATIONS in personal narratives describing how and why the process unfolds in Japanese Zen and Western Post Modern philosophical contexts. CONNECTIONS will be made through the forms of wedges and shims in the works to underpin how the Japanese concept of MA; ‘space- time interval’ and Post Modernist concept of de-centering is ‘working in the works.’ ‘Direct Radical Intuition’ allows the designer/ artist to look within and beyond self and culturally imposed boundaries. This insight leads toward an effortlessness embodied in a Zen saying of ichi-go ichi-e; ‘one time, one meeting.’ IMPLICATIONS thus can be made into the ‘presence of making’ that informs ‘a way of seeing’ into the vast creative human potentials. Charles S. Ellis_ 05.22.2013
  • Thumbnail Image
    Item
    Reading the Game: Exploring Narratives in Video Games as Literary Texts
    (2018-12) Turley, Andrew C.; Musgrave, Megan; Buchenot, Andre; Marvin, Thomas
    Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.