constructing a virtual paspahegh village - virginia tech jamestown... · constructing a virtual...
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C E N T E R F O R T H E A R T S AT
Institute for Creativity, Arts, and Technology
ConstructingaVirtualPaspaheghVil lageInstructionalPlan
OVERV IEWOF LESSON: Thisisafive‐lessonunitdesignedtobeimplementedinoneoftwoways:byasingleteacheroveratimespanofapproximately3weeks(15classperiods)orconcurrentlybymultipleteachersacrossdisciplinesoveratimespanrangingfromapproximately3to8classperiods.StudentswillexploreavirtualPaspaheghIndianvillage,evaluatetherelationshipbetweenthevillagersandEnglishcolonistsarrivingintheNewWorld,usemappingskillstoplotcoordinatepointsfromthevillage,createastoryboardoftheeventsthatoccurredduringthevoyage,usetheirstoryboardtodevelopascriptofthescene,andinvestigatethestrategiesinvolvedincreatingavideogameofsimilarnature.
SUBJECT MATTER : EnglishMathHistoryArtTechnology
GRADE LEVEL : 11
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DiscoveringtheNewWorld:TheJourneyfromEnglandtoJamestownTableofContentsTimeAllotment:..............................................................................................................................3LearningObjectives: .......................................................................................................................3LearningStandards:........................................................................................................................4CriticalandCreativeThinkingObjectives: ......................................................................................6PrerequisiteKnowledge: ................................................................................................................7Media/TechnologyComponents: ...................................................................................................7Materials: .......................................................................................................................................8PreparationforTeachers:...............................................................................................................8InstructionalPlan: ..........................................................................................................................9Assessments: ................................................................................................................................13CommunityEventsandConnections:...........................................................................................13AdditionalResources:...................................................................................................................14Credits: .........................................................................................................................................14AbouttheIntegratedDesign+Education+ArtsStudio:..............................................................15WeValueYourFeedback:.............................................................................................................15TimelineWorksheet: ....................................................................................................................16TimelineWorksheetAnswers:......................................................................................................18GameDesignWorksheet:.............................................................................................................20GameDesignWorksheetRubric:..................................................................................................21CoordinateGridForPaspaheghVillageMap: ..............................................................................22MapofPaspaheghVillage: ...........................................................................................................23CoordinateMappingWorksheet: .................................................................................................24CoordinateMappingWorksheetAnswers: ..................................................................................25Screen/ScriptTemplate:...............................................................................................................26Screen/ScriptTemplateAssessmentRubric:................................................................................27
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T IME ALLOTMENT : LessonOne(History):2‐3classperiodsLessonTwo(Math):1‐2classperiodsLessonThree(English):4‐5classperiodsLessonFour(Art):5‐8classperiodsLessonFive(ComputerProgramming):2‐3classperiods
L EARNING OBJECT IVES : EnglishLesson:
• Studentswillbeabletosynthesizemultiplesourcesandcreateanimaginativerepresentationofthetimeperiod
• StudentswilldisplaycomprehensionoftheroleofcolonistandPaspaheghIndian• Studentswillcomposeagrammaticallycorrectandpolishedscenenarrativethatcanbe
usedbyartstudentstocreatea“storyboard”• Studentswillunderstandhow“stagedirections”areintegratedintodramaticscenes• Studentswillusedialogueformatproperly
MathLesson:
• Studentswillbeabletoidentifypointsineachofthefourquadrants• Studentswillbeabletoplotpointsonacoordinategrid
HistoryLesson:
• StudentswillbeabletoidentifyculturaltraitsaboutthePowhatanpeoplelivingatPaspahegh
• StudentswillbeabletosummarizedifferencesbetweentheAmericanIndiansandEuropeansettlers,andexplainwhythegroupsconflictedovertime
ArtLesson:
• Studentswilldevelopanunderstandingofhow“storyboards”fitintothedesignandproductionofvideogames,movies,andcommercials
• Studentswillseehowideas,events,andexperiencesonpapercanbeconvertedintovisualimages
• Studentswillgainexperienceinusingdigitalcameras,scanners,andPhotoshopComputerProgrammingLesson:
• Studentswillunderstandhowtodevelopaflowchart,andhowitisanintegralpartofvideogamedesign
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LEARNING STANDARDS : ContentStandardslistedbelowarenotgivenintheirentirety.Rather,thepartsofthestandardscoveredbythisinstructionareincluded.ForcompletetextoftheVirginiaStandardsofLearning,goto:http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
English
o 11.4a:Thestudentwilluseinformationfromtextstoclarifyorrefineunderstandingofacademicconcepts
o 11.4e:Thestudentwillanalyzeinformationfromatexttodrawconclusionso 11.6a:Thestudentwilldescribethedramaticconventionsordevicesusedby
playwrightstopresentideaso 11.7a:Thestudentwillwriteinavarietyofforms,withanemphasison
persuasiono 11.7f:Thestudentwilladaptcontent,vocabulary,voice,andtonetoaudience,
purpose,andsituationo 11.7g:Thestudentwillrevisewritingforaccuracyanddepthofinformationo 11.7h:Thestudentwillproofreadfinalcopyandpreparedocumentforintended
audienceandpurposeo 11.8:Thestudentwilleditwritingforcorrectgrammar,capitalization,
punctuation,spelling,sentencestructure,andparagraphing
Matho 7.12:Thestudentwillidentifyandgraphorderedpairsinthefourquadrantsofa
coordinateplane
Historyo 11.2:ExplorationsandsettlementsoftheEnglishinthecoloniesoftenledto
violentconflictswiththeAmericanIndiansTheIndianslosttheirtraditionalterritoriesandfellvictimtodiseasescarriedfromEurope
o I.4b:EnglishlearnedfarmingtechniquesfromAmericanIndians,andcooperatedontradeandcrops
o I.4b:EnglishcolonistsandIndiansconflictedoverlandandculturalissues,andstruggledwiththelanguagedifferences
o I.3b:AmericanIndiansfished,hunted,andharvestedcropsforfood.Clothingwasmadefromanimalskinsandplants.Theirshelterwasmadeofresourcesfoundintheirenvironment
TechnologySeecompleteTechnologystandardsathttp://www.iste.org/standards/nets‐for‐students/nets‐student‐standards‐2007.aspx
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CreativityandInnovation
Studentsdemonstratecreativethinking,constructknowledge,anddevelopinnovativeproductsandprocessesusingtechnology.Students:a. applyexistingknowledgetogeneratenewideas,products,orprocesses.b. createoriginalworksasameansofpersonalorgroupexpression.c. usemodelsandsimulationstoexplorecomplexsystemsandissues.d. identifytrendsandforecastpossibilities.
CommunicationandCollaboration
Studentsusedigitalmediaandenvironmentstocommunicateandworkcollaboratively,includingatadistance,tosupportindividuallearningandcontributetothelearningofothers.Students:a. interact,collaborate,andpublishwithpeers,experts,orothersemployinga
varietyofdigitalenvironmentsandmedia.b. communicateinformationandideaseffectivelytomultipleaudiencesusinga
varietyofmediaandformats.c. developculturalunderstandingandglobalawarenessbyengagingwithlearners
ofothercultures.d. contributetoprojectteamstoproduceoriginalworksorsolveproblems.
ResearchandInformationFluency
Studentsapplydigitaltoolstogather,evaluate,anduseinformation.Students:a. planstrategiestoguideinquiry.b. locate,organize,analyze,evaluate,synthesize,andethicallyuseinformation
fromavarietyofsourcesandmedia.c. evaluateandselectinformationsourcesanddigitaltoolsbasedonthe
appropriatenesstospecifictasks.d. processdataandreportresults.
CriticalThinking,ProblemSolving,andDecisionMaking
Studentsusecriticalthinkingskillstoplanandconductresearch,manageprojects,solveproblems,andmakeinformeddecisionsusingappropriatedigitaltoolsandresources.Students:a. identifyanddefineauthenticproblemsandsignificantquestionsfor
investigation.b. planandmanageactivitiestodevelopasolutionorcompleteaproject.c. collectandanalyzedatatoidentifysolutionsand/ormakeinformeddecisions.d. usemultipleprocessesanddiverseperspectivestoexplorealternativesolutions.
ArtsSeecompleteArtsstandardsathttp://artsedge.kennedy‐center.org/educators/standards.aspx
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o ArtII.4:Studentswillusetechnologytocreateandmanipulateimageso ArtII.6:Studentswillusehistoricalsubjectmatterandsymbolsasinspirationto
produceworksofarto ArtII.16:Studentswilldescribedistinguishingfeaturesinworksofartthatmay
beusedtodifferentiateamongavarietyofhistoricalperiodsandculturalcontexts
CR IT ICAL AND CREAT IVE TH INK ING OBJECT IVES : Acompletelistingandexplanationofcriticalandcreativethinkingobjectivescanbefoundatwww.ideas.soe.vt.edu.Conceptualization Studentswillverbalizeorrepresentideasusing2Dand3D
representations,movementorotherformsrelevanttothecontext.Exploring Studentswillexploreachallengeusingavarietyofrawmaterials,
stimuli,andexperiences.Analogicalthinking Studentswillmakeassociationsandidentifycomparative
relationshipsbetweentowormoreobjectsorideas.Examiningideasinnewandvariedways
Studentswillengageinactivitiesthatprovideothers’perspectivesonachallenge.
Observing Studentswillobservethingsrelatedtothechallengecloselytoidentifydetails,procedures,andmethods
Elaborating Studentswilldevelopideasandinformationthatexpandsonwhatisexplicitlygiven.
Inferring Studentswilldrawconclusionsnotexplicitlystatedbasedonevidenceandreasoning.
Extrapolating Studentswilltransferknowledgeofonetopictoanother.Questioning Studentswillidentifymissingorunclearinformationandask
questionstoseekclarity.Separating Studentswilldiscardideasthatarenotrelevanttothecontext.Relating Studentswillidentifyassociationsbetweenobjectsorideas.Interpreting Studentswillstatethemeaningofasituation,process,product,or
informationafterconsideringallresources.Summarizing
Studentswillcondensemultipleideasintoacohesiveandcomprehensivesummaryandrestateitusingpersonalconnectionsandinterpretations.
Composing Studentswillusewritten,oral,andsymboliclanguagetocommunicateasummaryofthoughts,ideas,andsolutions.
Assessingknowledge Studentswillidentifypriorknowledgeanddescribethedegreeoffamiliaritywiththatknowledge.
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Performing Studentswilloutlinestepstheyaretaking/havetakentoachievetheirgoals.
Identifyingconsequences
Studentswilllistpossibleoutcomesandconsequencesasdecisionsaremadeanddescribehowtheywillaffectgoalsandprogress.
Evaluatingtheprocess Studentswillidentifythecriticalandcreativeprocessesusedtogenerateresultsanddescribehowtheprocessalignswiththegoal.
Evaluatingtheproduct
Studentswillmakerevisionstotheproductasneededtoalignwiththeirgoal.
Avoidingimpulsivity Studentswillexercisecontroloverthoughtsandreactionsbypausingtothink,askquestions,andtalkthroughideas.
Embracingmultiplepoints‐of‐view
Studentswillpresentideasandargumentsthroughthelensofmultipleperspectives.
RemainingOpen‐Minded
Studentswillidentifyhowideasfrommultipleexperiences(toincludesenses,fantasy,aesthetics,feelings,andactionsofothers)influencedtheirideas.
DemonstratingAutonomy
Studentswillinitiateactivityandexerciseself‐directionandself‐discipline.
Persisting Studentswillcontinuetoworkuntilgoalsaremet.Exhibitingcourageofconvictions
Studentswillpublicizethoughtsorideasandacceptcriticismfromothers.
PREREQUIS ITE KNOWLEDGE : ThisunitisdesignedtosupplementthestudyofearlyAmericanhistory.Studentsshouldbeabletoexplainthebasicconceptssurroundingcolonization,therelationshipbetweencolonistsandNativeAmericans,andthegeographyoftheNewWorld.StudentsshouldalsohaveageneralunderstandingofbasiccomputerskillssuchasnavigatingtheInternet,useofwordprocessingsoftware,andkeyboardingskills.
MED IA/TECHNOLOGY COMPONENTS :
WebsitesForPaspaheghVillage:http://dl.dropbox.com/u/6826607/newPaHegh_Unity3Tree_8.html ForTimeline:http://www.virtualjamestown.org/paspahegh/timeline.htmlForSiteoverview:http://www.virtualjamestown.org/paspahegh/examine.html
HardwareDigitalCameraScanner
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SoftwareAdobePhotoshoporsimilarprogramallowingforphotomanipulation
OtherComputerswithInternetaccessDVD:TheIncredibleAdventuresofWallaceandGromit
MATER IALS : EnglishLesson:
• GameDesignWorksheet• Sampleofscene/scriptfromabook,play,movie,etc.• Scene/ScriptTemplate
MathLesson:
• PrintedmapofthePaspaheghVillage(ref:http://www.virtualjamestown.org/paspahegh/examine.html)
• CoordinateGrid• CoordinateMappingWorksheet
HistoryLesson:
• GameDesignWorksheetArtLesson:
• GameDesignWorksheet• StoryboardScript• Pencils• WhiteErasers• ColoredPencils
ComputerProgrammingLesson:
• StoryboardsonPaspaheghVillagevideogame
PREPARAT ION FOR TEACHERS :
Thisunitcanbeimplementedbyasingleteacherasamultidisciplinarystudyorbymultipleteachersacrossdisciplines.Ifmultipleteacherschoosetoimplementtheunitcooperatively,eachteachershouldbeawareoftheprerequisitetasksforhisorherportionoftheunit.Forexample,studentswillusetheGameDesignWorksheetcreatedintheHistorylessontocreate
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ascriptintheEnglishlesson.Ifasingleteacherimplementsalllessons,thetimelinesuggestedintheinstructionalplanbelowshouldbefollowedtoensurethatallprerequisitetasksarecompleteforeachlesson.Allteachersshouldalso:• Previewallvideospriortostudentusetobecomefamiliarwithcontent,prepare
questions,andcheckforappropriatenessofcontentandlevelofcomplexity.• Previewandbookmarkallwebsitestoensurecompatibilitywithclassroomcomputers
andtroubleshootproblemspriortostudentengagement.• Becomefamiliarwithalltechnologicalcomponentspriortostudentengagement.• Placestudentsinappropriategroupsizes.Theteachershoulddeterminehowstudents
willbegrouped,basedonabilitylevels,contentspecialty,workethic,etc.Eachgroupshouldhaveatleastthreestudents.
INSTRUCT IONAL PLAN:
LessonOne:History1) StudentsbecomefamiliarwithPaspaheghVillagebyexploringthe3Dvillageonthe
virtualjamestown.orgwebsite.2) Afterexploringthevirtualvillage,studentsreadthetimelineandcompletethe
gamedesignworksheet(familiarizingstudentswithculturalaspectsofthevillage).3) Studentsassumetheroleofagamedesignerandanalyzewaysthattheycanuse
thevirtualvillagetoillustratetheinformationfromthetimeline.Studentsincludetheirideasintheend‐of‐the‐gamedesignworksheet.
4) Studentsdiscusstheworksheetandcommentsasaclass.
LessonTwo:Math1) Discusstheconceptofmappingand“directions”withstudents.
o Stressthatlocationsonamapcanbenarroweddowntospecificcoordinates.GPSprovidespeoplewithpreciseandaccuratedirections.
2) Directstudentstoexplorethe3DPaspaheghVillageonthewww.virtualjamestown.orgwebsite.
o Howwouldyoudirectavisitor(Britishcolonist)toonespecificlonghouse,iftheyalllookthesame?
o Howwouldyougetthembackontrackiftheybecamedisorientedandturnedaround?
o Directionslike“gopastthefire,”“walkforawhile,”and“bythelake”areextremelyimprecise.
3) HandouthardcopymapsofthePaspaheghVillage(overheadviewofthestructures)andthecoordinategrid.(Mapandcoordinategridworksheetsareattachedtothisdocument.)
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o DirectstudentstooverlaythecoordinategridontothePaspaheghVillagemap,usingtheblackspot(centerofvillage)betweenStructures13and19astheOrigin.
4)DirectstudentstocompletetheCoordinateMappingWorksheet (attachedtothisdocument).
LessonThree:English1) Showstudentsexamplesofscenesfrombooks,plays,movies,orvideogames.
o Featurethedialoguebetweencharactersandhowitdevelopsthestoryline.o Stressthatthedialogueshouldtieemotion,outsideenvironment,plot
development,etc.,andhelpbringthereader/observerintothestory.o Understand“beginning,”“middle,”and“end”ofascene.o Featuretheconceptsofrisingactionandclimax.
2) StudentsshouldbecomefamiliarwiththePaspaheghVillagebyexploringthe3Dvillageonthevirtualjamestown.orgwebsite.
3) Afterexploringthevillage,studentsshoulddiscussthegamedesignworksheetcreatedbythesocialstudiesclasses(ifworkingintandemontheproject),orreadthetimelineandcompletetheworksheetforthemselves.
4) Studentsshouldwriteascriptforascene(usingthescenetemplateattachedtothisdocument)basedontheinformationfromthegamedesignworksheet.
LessonFour:Art1) ShowstudentsstoryboardexamplesfromthebonusfeaturesoftheDVD:The
IncredibleAdventuresofWallaceandGromit.Pointoutcameraangles,aswellasdetailsofthescenealongwiththeaction.
2) HavestudentsfamiliarizethemselveswiththePaspaheghVillagebyexploringthe3Dvillageonthevirtualjamestown.orgwebsite.Classmembersmustcarefullyfocusonthefollowingitems:
o Clothingo Buildingsandstructureso Foodo Appearanceoftheinhabitants(height,facialfeatures,physique,etc.)o Customso TypesofinteractionwiththeEnglishcolonists
3) StudentsshouldanalyzeanddiscusspaintingsofAmericanIndiansintheJamestownareainordertoseethewaythatartistshavedepictedthemovertime.
4) Afterexploringthevillage,studentsshoulddiscussthegamedesignworksheetcreatedbythesocialstudiesclasses(ifworkingintandemontheproject),orreadthetimelineandcompletetheworksheetforthemselves.
5) Studentswriteascript,basedontheinformationfromthegamedesignworksheet(eitherbythesocialstudiesclasses,ortheartstudentsthemselves).
6) Studentsconverttheinformationonthegamedesignworksheetandfromthescriptintoastoryboard.
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7) Studentspencilinscenesandcharacters,suggestingcameraangles(low,high,long,short,etc.).
8) Studentsfinalizetheimagesbyaddingcolorwithcoloredpencils.9) Ifavailable,scanthefinalimagesintoPhotoshopsothattheycanbemanipulatedon
thecomputer.10) Digitalcamerascanalsobeusedtoposetheircharacters,andthenchangeclothing
andbackgroundinPhotoshop.
LessonFive:ComputerProgramming1) Discussthepurposeofaflowchart.
o Askstudentsabouttheiropinionsonwhataflowchartis,andwhatpurposeitservesinvideogamedesign.
o Aflowchartisagraphicalrepresentationshowingtheflowofcontrolamongthestepsinaprogram,peopleinanorganization,orpagesofapresentation,processesingeneral.Itisastep‐by‐stepillustrationofwhatoccursgivenaspecificsituation.
2) Explainattributesofaflowchart:o Createaclass‐wideflowchartonwakinguptoanalarmclockinorderto
illustrateflowchartdesign.o Start/EndBlock:Startblockincludesabriefdescriptionoftheprocessthat
theflowchartiscarryingout(representedbyovals).o Input/Output:Aneventthatoccurs(representedbyparallelograms)o Decision:Shouldbeaquestionthathasonlytwopossibleanswers(hasonly
oneinputandtwooutputs).(Representedbydiamonds)o Process:Someoperationcarriedout.Hasexactlyoneinputandoneoutput
(i.e.canonlyleadtooneotherDECISIONorPROCESSelement).(Representedbyrectangles)
o Sequence:Aseriesofprocessescarriedoutoneaftertheothero If/Else:Provideschoices,usingDecisionblocks.Forexample,ifImakethis
choice,thiswillhappen;otherwise,thatwillhappen.
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3)Developaflowchartasaclass
o Writedownprocesseso Considerdecisionso Considerinputsandoutputs
4)Studentflowchartso Directstudentstotakethescriptsandscenesfromthestoryboardsonthe
PaspaheghVillage,andconvertthemintoflowcharts
Stop
Alarm Rings
Hit Snooze?
Yes
No
Get Up
Turn off Alarm
Start
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o Flowchartsshouldincludethedialoguefromthescriptsaswellanyactionscenesthatareintegraltothestoryline
ASSESSMENTS :
LessonOne:History• GameDesignWorksheetanswers• ClassdiscussiononstudentcommentsabouthowtoconvertthePaspahegh3DVillage
intoavideogame• (Alternative:ArtStudents)Studentscandraw“storyboards”illustratingthevillagewith
theiradditionsandsuggestions• (Alternative:ComputerProgrammingStudents)Studentscancreateflowchartsto
illustratethe“programming”forscenariosandcause/effectsituationsinthevideogame• OpendiscussiononwhatthePaspaheghvillagewaslike,andwhythepeoplewould
eventuallycomeintoconflictwiththeJamestownsettlers
LessonTwo:Math• Classdiscussiononmapping• CoordinateMappingWorksheetanswers(attachedtothisdocument)
LessonThree:English• SceneTemplate(seerubricattachedtothisdocument)• Cumulativeproject• Classdiscussiononhowscenesarecrafted
LessonFour:Art• Artstudentsmustfollowtheprocessofdiscussion,sketch,discussion,revision,and
completionwithaclient• Scenesmustincludeaccuratedetails,including:background,clothing,characters,etc.
LessonFive:ComputerProgramming• StudentflowchartsonstoryboardsofPaspaheghVillage
COMMUNITY EVENTS AND CONNECT IONS :
o VisithistoricJamestown‐http://www.historicjamestowne.org/visit/o InmanyareasofVirginia,somedescendentsofearlycolonistsandmembersofthe
PowhatanIndiansstillexist.ThesepeoplecanbeinvitedtotheclassroomtodiscusstheimpactoftheJamestownsettlementontheirfamily,people,andlifestyle.
o Inviteaplaywrighttotheclassroomtodiscusswithstudentstheprocessinvolvedinconvertinganexistingsceneintoascript.
o Inviteavideogamedevelopertotheclassroomtodiscusswithstudentstheprocessinvolvedincreatingavideogame.
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ADD IT IONAL RESOURCES : Storyboarding:
http://www.create.cett.msstate.edu/create/howto/Storyboard_Handout.pdfhttp://www.sotherden.com/video101/pre‐production.htm
Flowchart:
http://syque.com/quality_tools/toolbook/Flowchart/do.htm http://www.patton‐patton.com/basic_flow_chart_symbols.htm
CRED ITS : VirtualPaspaheghProjectDevelopmentTeam
o DaneWebster,AssistantProfessor,SchoolofVisualArts,CollaborativeforCreativeTechnologiesintheArtsandDesignStudio,VirginiaTech
o CrandallShifflett,AssistantProfessor,DepartmentofHistory,VirginiaTecho YongCao,DepartmentofComputerScience,CollaborativeforCreativeTechnologiesin
theArtsandDesignStudio,VirginiaTecho RhyannonBerkowitz,graduatestudent,DepartmentofAnthropology,Universityof
Virginia
VirtualPaspaheghTeachers’AdvisoryBoard
o PeteLustig,RoanokeCounty,highschoolU.S.historyo SteveSizemore,RoanokeCounty,6thgradehistory
“ConstructingaVirtualPaspaheghVillage”CurriculumDevelopment
o PeteLustig,RoanokeCounty,highschoolU.S.historyo LieslBaum,IDEASTeam,VirginiaTecho PhyllisLearyNewbill,IDEASTeam,VirginiaTech
IDEASTeam
o KatherineCennamo,Professor,CoordinatorofEducationalResearchandDevelopment,SchoolofEducation
o LieslBaum,InstructionalDesignProjectManager,SchoolofEducationo PhyllisLearyNewbill,AssistantCoordinatorofEducationalResearchandDevelopment,
SchoolofEducationo TeriFinn,graduatestudent,SchoolofEducation
AdditionalthanksgoestoSueMagliaro,Director,SchoolofEducationandTrumanCapone,Director,SchoolofVisualArts.
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ThisprojectisfundedthroughtheEducationalEnhancementCollaborationGrantprogram.Supportforthesegrantsisprovidedby:
o VirginiaTecho CenterfortheArtsatVirginiaTecho TheInstituteforCreativity,Arts,andTechnologyo SchoolofEducationo SchoolofVisualArtso CollaborativeforCreativeTechnologiesintheArtsandDesign
ABOUT THE INTEGRATED DES IGN + EDUCAT ION + ARTS STUD IO :
TheIntegratedDesign+Education+ArtsStudio(IDEAS)ispartoftheInstituteforCreativity,Arts,andTechnology(ICAT)atVirginiaTech.Bymergingtheforcesofartandtechnologyintoapplicableprekindergartenthroughsecondaryschool(PK‐12)programsthatstrengthenstudentachievement,VirginiaTechisontheleadingedgeofanewparadigmineducation.ICATwillreachbeyondcurrenteducationalmodelstofuseartsandtechnologywithcontent.Ourpurposeistostrengthencriticalandcreativethinkingskillsthatpreparestudentsforfuturecareers.ICATwillbothgenerateresearchandproducelearningmodulesandenvironmentsthataddressrealneedsidentifiedbyeducators.Formoreinformation,pleaseseeourwebsiteatwww.ideas.soe.vt.edu.
WE VALUE YOUR FEEDBACK : Pleasetellusabouthowyouusedthecurriculummaterialsand/orartsprojectinyourclassroom.Wewelcomefeedback,suggestionsforimprovement,andsuccessstories.Findoutmoreatwww.ideas.soe.vt.edu.Getthekit.TheIDEASteamhasavailableforloananumberofinstructionalkitsforourvariousprojects.EachkitincludesaFlipCam,asmallcamerayoucanusetogiveusfeedback.Becausewecan’tbeintheclassroomwithyou,weturntotechnologytohelpprovideusaglimpseoftheexperienceyouandyourstudentshavewiththeprogram.That’swheretheFlipCamcomesin.Allweaskisthatyoudocumentyourstudentsengagedwiththeprogramandrelatedactivities.Feelfreetomakethefilminganintegratedpartofyourexperience.Givethecameratothestudents,dothefilmingyourself,passitaroundtomultiplestudents‐howeveryouwanttodocument.Onceyouarefinishedwiththekit,simplyreturnthecamerawiththeothermaterials.TheInstitutionalReviewBoard(IRB)ofVirginiaTechrequiresparent,student,andschoolassent/consentforparticipationinthisdatacollection.Weprovideyouwithallthenecessarypermissionformsandinformationforyoursupervisors.
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T IMEL INE WORKSHEET : UsethePaspaheghVillagetimelinetoanswerthequestionsbelow.May4,16071)Whatkindof“noise”didthe“savage”make?2)Whydidn’tthecolonistsreacttotheIndian’s“welcome”?May14,16071)Whatdidthetwo“savages”wearupontheirheads?2)WhatdidtheysaythecomingWerowance(chief)wouldgivethecolonists?May18,16071)Whatdida“savage”steal,causingtensionbetweenthecolonistsandIndians?2)Whatdidthecolonists“get”asaresultofthismeeting?May19,16071)WhatitemsdidtheIndiansgrowintheirgarden?May20,16071)WhatcausedtheIndiantobecomeangry?May26toJune14,16071)HowmanycolonistswerewoundedintheIndianattacksonthefort?EarlyNovember16071)HowmanybushelsofcorndidthecolonistsgetfromthePaspaheghVillage?
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December10,1607–January1,16081)WhattwothingsdidChiefPowhatanoffertogiveCaptainSmith?2)Whattwothingsdidheexpectinreturn?LateFebruarytoEarlyMarch16081)Whatdothecoloniststradeforcorn?2)Whydotheytradeyoungmen?3)WhatdidSmithfailtobringtheIndians,whichcauseddistrusttogrow?Spring16081)WhatdidSmithtiethemanto,inorderto“torture”him?2)AccordingtoSmith,colonistsmannedwhattypeofshipatnight,inordertosailuptheriveranddestroyIndianVillages?Spring16091)WheredidSmithandthe“KingofthePaspahegh”struggle?August9,16101)HowmanyIndiansdidLordDeLaWarr“puttothesword”?2)HowdidtheykilltheQueen’schildren?
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T IMEL INE WORKSHEET ANSWERS : UsethePaspaheghVillagetimelinetoanswerthequestionsbelow.May4,16071)Whatkindof“noise”didthe“savage”make? foul2)Whydidn’tthecolonistsreacttotheIndian’s“welcome”? TheycouldnotunderstandthelanguageMay14,16071)Whatdidthetwo“savages”wearupontheirheads? Crownsofcoloredhair2)WhatdidtheysaythecomingWerowance(chief)wouldgivethecolonists? deer May18,16071)Whatdida“savage”steal,causingtensionbetweenthecolonistsandIndians? hatchet2)Whatdidthecolonists“get”asaresultofthismeeting? asmuchlandastheywoulddesiretotakeMay19,16071)WhatitemsdidtheIndiansgrowintheirgarden?
Tobacco,fruits,andherbsMay20,16071)WhatcausedtheIndiantobecomeangry? ArrowburstintopiecesafterhittingthearmorMay26toJune14,16071)HowmanycolonistswerewoundedintheIndianattacksonthefort? 13or14EarlyNovember16071)HowmanybushelsofcorndidthecolonistsgetfromthePaspaheghVillage? 10
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December10,1607–January1,16081)WhattwothingsdidChiefPowhatanoffertogiveCaptainSmith? Cornandvenison2)Whattwothingsdidheexpectinreturn? CopperandhatchetsLateFebruarytoEarlyMarch16081)Whatdothecoloniststradeforcorn? Bluebeads2)Whydotheytradeyoungmen? interpreters3)WhatdidSmithfailtobringtheIndians,whichcauseddistrusttogrow? cannonsSpring16081)WhatdidSmithtiethemanto,inorderto“torture”him? Mainmast2)AccordingtoSmith,colonistsmannedwhattypeofshipatnight,inordertosailuptheriveranddestroyIndianVillages? bargeSpring16091)WheredidSmithandthe“KingofthePaspahegh”struggle? InthewaterAugust9,16101)HowmanyIndiansdidLordDeLaWarr“puttothesword”? 15or162)HowdidtheykilltheQueen’schildren? Threwthemoverboardandshottheminthehead
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GAME DES IGN WORKSHEET : Directions:Youareavideogamedesigner.Youneedtoconvertthe3DPaspaheghVillageintoavideogame.Thinkaboutthetownitself.Whatneedstobeaddedtomakeitresembletheinformationfromthetimeline?Whattypesofpeopleshould“live”inthevillage?Whatshouldtheybedoing?Whatdotheylooklike?Whateventsshouldhappeninthelifeofthevillage?WhatshouldhappenwhentheEnglishsettleVirginiaandbuildJamestown?Howwillvillagelifechange?YouneedtoconsiderthepreviousquestionswhenyoudesignyourvideogameoflifeinthePaspaheghVillage.GointoandexploretheVirtualPaspaheghVillage.Thenanswerthefollowingquestions.Beverypreciseandspecific.Ifyouaregoingtoadditems,objects,peopleoractivities,beclearaboutwheretheywillbeplacedinthevillage.1)What“subgames”willyouinclude?Howwillyoutiethemintobasicneedsthatthevillagershave?Howwilltheyfeedandclothethemselves?Whatdotheyneedtodoinorderforthevillagetofunction?2)HowwilltheyrespondtotheEnglishcolonists?Whatistheirfirstreaction?WhatwillcausedifficultiesintheirrelationshipwiththeBritish?What“scenes”oreventsfromthetimelinewillyourecreateinthegame?3)Whatphysicallyneedstobeaddedtothevillagetomakeitmorerealistic(notetheonegarden,canoe,fire,etc.)?4)Whatpeopleneedtobeincludedinthevillagetomakeitlifelike?Whereshouldthepeoplebeplaced?Whatdotheyphysicallylooklike(clothing,gender,hair,physique,etc.)?Whatshouldtheybedoing?Whatwillthepeoplesaytoeachother?
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GAME DES IGN WORKSHEET RUBR IC :
RequiredComponent:
3 2 1 0
Subgames• Aretiedtobasicneeds
• Includefoodandclothing
• Showhowthevillagefunctions
Descriptionsmeetall
requirements
Descriptionsmeettwoofthethree
requirements
Descriptionsmeetoneofthethree
requirements
Descriptionsmeetnoneoftherequirements
Responsestocolonistsinclude• Initialreactions• Conflicts• Scenesfromthetimeline
Descriptionsincludeallthree
components
Descriptionsincludetwoof
thethreecomponents
Descriptionsincludeoneofthethree
components
Descriptionsincludenoneof
thethreecomponents
Physicalobjects• Objectsarerealistic
• Objectsaretiedtosubgames
• Lististhorough
Descriptionsmeetall
requirements
Descriptionsmeettwoofthethree
requirements
Descriptionsmeetoneofthethree
requirements
Descriptionsmeetnoneoftherequirements
Descriptionsofpeopleinclude• Placement• Physicalattributes• Actions• Words
Descriptionsincludeallcomponents
Descriptionsincludethreeof
thefourcomponents
Descriptionsincludeoneortwoofthefourcomponents
Descriptionsincludenoneof
thefourcomponents
Overalldescriptions• Areprecise• Includespecificlocations
• Aretiedtothetimeline
• Arehistoricallyaccurate
Descriptionsmeetall
requirements
Descriptionsmeetthreeof
thefourrequirements
Descriptionsmeetoneor
twoofthefourrequirements
Descriptionsmeetnoneoftherequirements
ColumnTotal
RubricTotal ________outof15
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COORDINATE GR ID FOR PASPAHEGH V I L LAGE MAP :
Q IV Q III
Q II Q I
- 10 - 6 - 2 + 2
- 10
- 6
- 2
+ 6 + 10
+ 6
+ 10
+ 2
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MAP OF PASPAHEGH V I L LAGE :
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COORDINATE MAPP ING WORKSHEET : Directions:AnswereachofthefollowingquestionsbelowbyoverlayingyourcoordinategridoverthemapofthePaspaheghVillage.UsetheblackspotbetweenStructures13and19astheOrigin.*Onlinereference:http://www.virtualjamestown.org/paspahegh/examine.html1)Whatislocatedat(4,4)?2)InwhichtwoquadrantswouldyoufindtheChickahominyRiver?3)Wholivesat(0,6)?4)Whatarethecoordinatesforthemostnorthernpairofhousesinthevillage?5)WhatarethecoordinatesforthePowhatanhouseconstruction?6)Whatartifactwouldanarchaeologistfindat(‐2,‐1)?7)Explorethe3Dvillage.Inwhatquadrantisthefirelocated?
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COORDINATE MAPP ING WORKSHEET ANSWERS : Directions:AnswereachofthefollowingquestionsbelowbyoverlayingyourcoordinategridoverthemapofthePaspaheghVillage.UsetheblackspotbetweenStructures13and19astheOrigin.*Onlinereference:http://www.virtualjamestown.org/paspahegh/examine.html1)Whatislocatedat(4,4)? F57–burialground2)InwhichtwoquadrantswouldyoufindtheChickahominyRiver? QuadrantsIIandiII3)Wholivesat(0,6)? King4)Whatarethecoordinatesforthemostnorthernpairofhousesinthevillage? (10,4)5)WhatarethecoordinatesforthePowhatanhouseconstruction? (‐4,4)6)Whatartifactwouldanarchaeologistfindat(‐2,‐1)? Deadbody–burialground7)Explorethe3Dvillage.Inwhatquadrantisthefirelocated? QuadrantIII
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SCREEN/SCR IPT TEMPLATE : 1)Inthemarginsofthecomicpage,includeatleastonestagedirectionperslide.Includethefollowingitems:
• Tone• Characterfaces• Actionsandbodymovements• Interactionswithenvironment
2)Includeabriefsummaryofhowthestagedirectionscapturetheentireplotandsubtextofthescene3)Includeatleast4slidesperscene;eachslideshouldpicturetheactionanddialogue
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SCREEN/SCR IPT TEMPLATE ASSESSMENT RUBR IC :
RequiredComponent:
3 2 1 0
Includeatleastfourslidesforeachscene
Scenesincludeatleastfour
slides.
Scenesincludeonlythreeslides.
Scenesincludeonlytwoslides.
Scenesincludeonlyoneslide.
Eachslideincludespicturesofactionanddialogue
Allslidesincludebothactionanddialogue.
Someslidesaremissingeither
actionordialogue.
Mostslidesaremissingeither
actionordialogue.
Allslidesaremissingeither
actionordialogue.
Includeonestagedirectionperslide
Allslidesincludestagedirection.
Someslidesaremissingstagedirection.
Mostslidesaremissingstagedirection.
Allslidesaremissingstagedirection.
Stagedirectionsincludetone,characterfaces,actionsandbodymovements,interactionswithenvironment
Directionsconsistently
includeallfourcomponents.
Directionsconsistently
includeatleastthreeofthe
fourcomponents.
Directionsconsistentlyincludetwoof
thefourcomponents.
Directionsdonotconsistently
includeanyofthefourcomponents.
Includesbriefsummaryofhowthestagedirectionscapturetheentireplotandsubtextofthescene
Includeswell‐organizedsummary
Includessummarythataddressesmostoftheplotandsubtext,butnot
all
Includessummarythataddressesonlypartoftheplotandsubtext
Includesnosummary
AllcomponentsfromGameDesignWorksheetareincluded
AllcomponentsfromGameDesign
Worksheetareincluded.
MostcomponentsfromGameDesign
Worksheetareincluded.
OnlysomecomponentsfromGameDesign
Worksheetareincluded.
FewcomponentsfromGameDesign
Worksheetareincluded.
ColumnTotal
RubricTotal ________outof18
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CR IT ICAL AND CREAT IVE TH INK ING ASSESSMENT RUBR IC :
OverallCriticalandCreativeThinking 3 2 1 0
Conceptualization
Studentfullyandsuccessfully
representsideasforgamedesign.
StudentrepresentsweaklydevelopedORfewideasforgame
design.
StudentrepresentsweaklydevelopedANDfewideasforgamedesign.
Studentfailstorepresentideasforgamedesign.
Observing
Studentidentifiesallrelevantdetails
aboutthePaspaheghvillage.
Studentidentifiessomerelevant
detailsaboutthePaspaheghvillage.
Studentidentifiesfewrelevant
detailsaboutthePaspaheghvillage.
StudentdoesnotidentifyrelevantdetailsaboutthePaspaheghvillage.
Elaborating
Studentthoroughly
developsideasbeyondexplicitinformation.
Studentsomewhat
developsideasbeyondexplicitinformation.
Studentbarelydevelopsideasbeyondexplicitinformation.
Studentdoesnotdevelopideasbeyondexplicitinformation.
OrganizingIdeasare
organizedandrelated.
Ideasareorganizedandsomewhatrelated.
Ideasaresomewhat
organizedbutnotclearlyrelated.
Ideasarenotorganizedorrelated.
Autonomy
Studentdoes(threeof):
initiatingactivity,exercisingself‐direction,andexercisingself‐discipline.
Studentdoes(twoof):initiating
activity,exercisingself‐direction,andexercisingself‐discipline.
Studentdoes(oneof):initiating
activity,exercisingself‐direction,andexercisingself‐discipline.
Studentdoes(noneof):
initiatingactivity,exercisingself‐direction,andexercisingself‐discipline.
ColumnTotal
RubricTotal __________outof15