The Evolution of Storytelling: Spoken, Written, Movies, Video Games?

Sometimes the pages of this blog serve as a repository for ideas that I come across. In all honesty, I know that this next idea is in no way a new one, in fact I've encountered many studies on this very topic, and not even just in academic journals, but in major mass media publications.

I just completed the game Assassin's Creed 2 on Xbox 360 a few minutes ago, and felt compelled to sit down and discuss the finer aspects of a story that drew me in and took up so much of my free time these past few weeks.

This game, from its graphics, accurate architectural and character based history, compelling and original fiction, DaVinci Code style puzzles and intrigue, and a musical score to match that of any big budget movie, was more than a game to me, it was a literary, movie like experience. I just had to play more, and to uncover more of the puzzles and hidden story lines. It wasn't for the sake of gaming, it was for the sake of story telling.

With that in mind, I have to take a compelling look at the evolution of video games to where they are today. I know that calling Assassin's Creed 2 a crowning achievement in video gaming would be hotly debated among those with greater knowledge of such things than myself, but to a casual gamer who occasionally delves into deeper game, I have no other way to describe this game than as a beautiful work of art. When I am online seeking out more of the story, downloading the musical score, and antsy to play the next installment, you know something has been done right.

So for you scholars out there, here's an idea. Let's take a closer look at where video games are today. They're no longer the story of a plumber jumping in pipes looking for princesses. These are stories that are nearly equal to some of the best fiction out there today, their cinematic merits are rivaling those of the best movies, and their music is stunning.

It's just food for thought. Video games, the next frontier of the great story?

Rich Schools vs. Poor Schools & Standardized Testing Accountability According to Maslow's Hierarchy of Needs

**Since today is Christmas Eve, I figured it would be a perfect time to re-post something from my much older yet much less popular personal blog, a post that probably fits the content of this blog much better. This post was originally published on November 25th on my other blog, The Buss**

Since August, my world has been fairly upside down. It's not one of those major things that I should be complaining about, but all the changes, the changes in routine, the pace of life, and everything else, made it hard to sit back and find things to complain about (the basic purpose in having a personal blog such as this one).

This really put certain things in perspective for me, and is probably my most appropriate reaction to the test heavy school culture we now work under in the field of public education. I've heard it said that teacher bonuses should be tied in to test results, and on the surface that sounds like such a nice, wonderful idea, that is, until basic common sense takes over.

When I was an undergraduate student at NMSU, I continually had this thing called Maslow's Hierarchy of Needs rammed into my brain. It's something that is common knowledge now, and that is this. Take a look at the pyramid here:
This pyramid shows the levels of Maslow's Hierarchy of Needs. The bottom needs are the basic ones, and without those needs being met, major psychological setback occur, and the person not having those needs met will suffer. In education, this means that kids who aren't getting enough food, sleep, a consistent family life, consistent financial situation, a consistent place to live, and a safe and secure existence with routine, then they will not reach the upper levels.

Look at the top of the pyramid. Those are all the great things that we want our children to achieve. Teachers and parents dream of children who show those traits.

Now, with that in mind, who will show those traits? Will it be the homeless child looking for a place to sleep at night, wondering where their next meal will come from and where they'll be living in a week? Or will it be the kid who goes home to the same house every night, has a family that's always there, never has to worry about basic needs, and has a safe, secure existence? Of course, it's the latter.

Now, is this a rich vs. poor issue? Yes it is. Take this argument to the schools, and you'll see that if things like teacher pay raises and school accountability are tied to test results, who will achieve higher? It's quite obvious, on a number of different levels, that the more affluent, or even simply middle class schools will have a much better shot than "poor school."

The reality is right there, and it doesn't take a genius to figure it out. For me, personally, some of my needs weren't being met there for awhile, nothing major, just a few changes in my life. Those changes caused me to re-think my priorities and everything for awhile. If those smaller changes can affect an adult so much, imagine the extent that a child would be affected by not having those basic needs met. It's staggering. Somebody in the government needs to pay attention to common sense, abolish No Child Left Behind, and stop rewarding people for working in rich schools while punishing poor schools. It's classism, and it's wrong.

Reading An Entire Book: Implications on Language & Literacy: with ideas for improving classroom literacy practices

I was watching The Simpsons the other day, and Bart said something in response to Lisa talking about a book she had read. Bart said "you've read a WHOLE book before?" Bart is more real than some of us would believe in this respect. I've already had numerous students enter the 5th grade claiming they've never completed, completely individually, an entire book before that wasn't a leveled reader, picture book, or textbook based story.

To me this is quite alarming. I'm not going to fall back on the argument that "this would never have happened 50 years ago, before internet and TV and blah blah blah..." That argument doesn't hold, especially for me (I posted about digital literacy two days ago in an article titled iPod Literacy). This is alarming because the act of reading has been replaced by... well, I'm not sure exactly, but not another literacy activity. Reading has by-and-large not been replaced by reading things on the internet, it's been replaced by watching TV, playing video games, and texting. While I've argued in the past that these activities have some merit and can be utilized in the classroom, they become a hindrance when the student basically stops interacting with the written word outside of "T2L, BRB, ROFL." There's a great article out there from Newsweek titled The Death of English (LOL): In an experiment, the more adept children were at text messaging, the better they did at spelling and writing, which tries to strike a balance to the text messaging debate better than I can say it here, because I tend to be biased against cell phones for many reasons, most of them out of stubbornness.

What really bothers me is, I've met college students who claim that they've never read a book and wear it like a badge of honor. This behavior is bewildering to me, and I have to wonder where it stems from. Is it a backlash against the world we once knew? Is it due to a lack of attention? Or is it an outright failure of public education, with its never ending, rigid focus on standardized testing? I think the answer to all of these questions is YES.

Now, I've stated some of the problems, and have even briefly brought up a few questions for further research and discussion. I'm going to discuss ways for teachers to combat the failure to read phenomenon in the classroom (or at home if you're a parent).

• SELF CHOICE: You need to help students choose their own books. This is a process that should involve both student and teacher in order for it to be effective. You can refer to some guidelines I set out in yesterday's post titled How To Determine the Reading Level of A Book At A Glance to help you choose the right book, level wise, for that child. It's then up to the child, with your guidance, to find a book that will hold their interest, be on a topic that they enjoy reading about, and will have literary elements that have worked for that child in the past. You would be surprised how many students do not have the ability to self search for a book, they need to be taught (and since you're a teacher, this is your job).


• FREEDOM TO EXPERIMENT: Yes, I've had students who read on a first grade level want to read Harry Potter. At first, I let them make this choice, because it never works. This is where you have to suspend your teacher instinct, at least at the beginning of the year, to let students try to find it themselves. You also need to give them some freedom to abandon a few books. I have some students who, still, here at November, will read a few pages of a book, put it back, and get another one. My policy is that they should be trying the book for at least 3 chapters, then, when we return from Winter Break, they're going to choose and read without abandoning.


• CHOOSE SOMETHING FAMILIAR: If you teach like me, you do a lot of read alouds. I save some of the best books ever to read aloud. In fact, some of the books I discuss on this very website are the book that I read aloud to my class. Occasionally, a student will want to re-read the book I read aloud. Believe it or not, this is a great practice, especially for students who aren't quite ready to take some risks when self-reading. Let them do it.

Those ideas are more along the lines of helping students come into their own as readers. There are some great strategies in terms of classroom management and assignments to keep students focused, but to also be able to pull grades and have it basically fit into your instruction. I send home a calendar for the month, and students are supposed to read for a minimum of 30 minutes every evening. I usually don't send home homework outside of this, so I don't get complaints. After reading, the parent must sign that date on the calendar.

Twice per week, I have students complete a reading log assignment in which they respond to a few prompts about their book. This helps them reflect on their reading. I don't do it daily to avoid students burning out, just on Monday nights and Thursday nights.

These two activities, together, can be a valuable addition to the classroom. Some classroom practices you should include to encourage good reading habits are:

• Read aloud to your students every single day. Only read books that you are familiar with (no pulling things off the shelf you've never experienced yourself. When you're reading aloud, think aloud, ask questions, answer questions, take predictions, make it a whole group experience.
• Give students time, every day, to read silently. They enjoy this quiet time to themselves. It's your job to make sure they are reading and aren't just wasting time. If your school allows it, let students bring a pillow or bean bag and lay around while they read. It should be a comfortable experience, this reinforces the habit and also makes it enjoyable.
• Have some way for students to share their reading experience. Whether it's a Goodreads.com account for each student in your classroom, simple book reports that are shared, or a separate shelf where students can put favorite books for others to check out, let them share the valuable experiences in some way. They could also make book advertisements, make commercials for the book, or vote on their favorite books to keep those titles out there.
• Make it interesting. Fluency and comprehension checks are important, but use them sparingly. The tendency to over test, especially with chapter tests and things like that, can ruin the literary experience. Do you give yourself chapter tests when you read for pleasure at home? Then stop doing it at school (at least stop doing it so much).
• Have goals. If you have 25 students, make a goal for each to read 4 books during the semester. Put up a large bar graph in the classroom, and color in one each time a student reads a book and passes some sort of comprehension test at the end (AR, a book report, etc) to prove they read the entire thing. If your class can hit the goal, in this case, 100 books read, then have some MAJOR party or some kind of reward for them.

I hope this post can be of service to you. Let me know if there's anything else you'd like to hear about.

The House of the Scorpion: A Borderland Critique

I have lived in southern New Mexico my entire life. In 2000, I moved to Las Cruces to attend New Mexico State University, and have lived here ever since. That means that I am fairly aware of border politics, border culture, and some of the intricacies of living near the United States / Mexico border.

The House of the Scorpion, by Nancy Farmer, is a great book that has so many interesting layers to it. It works as a critique of politics, cloning, caste systems, and slavery, among many others. One of the most glaring layers is its references to border politics and actions. The book goes in to pretty glaring detail to explain how the land lying between Aztlán (formerly known as Mexico in the book) and the United States became its own country, called Opium.

The way this reads out almost sounds like it could be true. The wealth and power of influential drug lords in the border region leads to them basically usurping power and causing a rift between the United States and Mexico, in the guise of 'helping' them take care of their drug problems by dealing overseas instead.

The book never directly says it, but knowing the importance of the relationship between Mexico and the United States, who are almost equally dependent on one another, helps explain Mexico collapsing and America losing its super power status in the book.

It's an interesting read with so many different views, and offers some of the greatest dystopic critique for children I've seen. This book goes up on my shelf next to the likes of 1984, A Brave New World, Anthem, and Fahrenheit 451.