fun is play’s raison d’être: play needs no reason outside
TRANSCRIPT
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8/14/2019 Fun is Plays Raison dtre: Play Needs No Reason Outside
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a model of play
cycleofcontinuousplay
cycleoffun
cycleoflearning
cycleofrepeatedplay
Weplayto havefun.Weplay todeveloprelationships,learnnew
things,andknowourselvesbetter.Play canbecooperative,
competitive,evenselfish.It occursinavarietyof timesandplaces,
beginningwhenweare childrenandcontinuingthroughoutourlives.Playis anactivitythroughwhichweexerciseanddevelopour
creativity;it isa sourceofinnovationandnewwaystosolve problems.
Yetwhenwetry todefineplay,weface thechallengeofarticulating
somethingthathas comenaturallyto usourwholelives.Simple
questionspuzzleus:What isplay?What doesitcomprise?Howdoesitbeginandend?Whatmakesgoodplay?Can thereeverbebadplay?
Thisposterproposesa modelofplay,definedasa conversation
betweenindividualsthatcreatesasharedworldintheirimaginations
andleadstofun. Themodeltakestheform ofa conceptmap:a web
oftermsthat relateto,andtogetherexplain,asingleconcept.Termsformthenodesof themap,andpropositionslinkanddefinethe
relationshipsbetweennodes.
Inplaythe overarchinggoalisto havefunandtokeephavingfun
tocontinueplaying.Playtakesplacebetweenindividuals,wherean
individualcanbe asingleperson,anentireteamof people,a particularperspectivewithinoneperson,ora virtualperson.
Theconversationbeginswithanact, andeachactadvancesthe
conversation.Anactcan bethrowingaballin agameof catchor
servingteawhileplayinghouse.Anactby oneindividualis observed
andassessedbytheother,in preparationforthenext act.
Asthe conversationgrows,itbuildsa sharedworldintheindividuals
imaginations.Thesharedworldrequirestheirengagementandcreates
meaningfor themasthey inhabitanddevelopit. Ayoungboyplaying
withatoy elephant(witha secondperspectiveinhismind speaking
fortheelephant)createsmeaningby referringto differentpartsof the
roomasdifferentpartsofthe world,asheand hiselephanttraveltogether.Thesignificanceofthesharedworldincreasesashefeels
thatheand hiselephantarebecomingbetterfriends.
Eventuallyengagementwanes,andthe conversationends.Theend
crystallizesplaysbenefitsandharms,theexperienceitdelivers.
Experienceguidesindividualsasthey continueto learnandinteractwithothers.Experienceaffectshowtheywill playinthe futureand
alsotheirlivesoutsideplay.
Playprovidesspaceforexperimentopportunitytotry newthingsor
eventryon newpersonas.Thefreedomandexhilarationwefeelin play
mayhelpus create.Simplyplayingfoolingaround,messingabout,tinkering,hackinginvitesjuxtapositions, providesexperience,and
revealsnewpointsofview.Who cansaywhereplaywill lead?
Thismodelofplay onlybeginstoaddresshowplayaffectsour lives,
ourwork,andourgrowth,butperhapsit alsobeginstopointout
theimportanceofandeventhe needformoreplayinourlives.Butenoughtalk.Itstime toplay.
benefit/harmcrystallizesbenefit/harm adds to an individualscrystallizesaddstoanindividuals
enriches
enriches
influences
influences
experience expe
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enr
ensuresurvivalofthe
choosesto
choosesto
wants towantsto
ensuresurvivalofthe
shapesandmayfulfillshapes and may fulfillprerequisites
individual individual
prerequisites
definesitso
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isguidedbya
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createsisbuiltinthe
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Dubberly Design Office prepared this concept map as a project
of the Institute for the Creative Process at the Alberta College of
Art+Design. The Institute exists to focus and organize activities,
enterprises, and initiatives of ACAD with regard to the cultivation
of dialogue, research, and special projects that directly address
the nature of the creative process and design thinking. ACAD is
a leading centre for education and research, and a catalyst forcreative inquiry and cultural development.
Design and writing by
Jack Chung and Satoko Kakihara
Research by
Satoko Kakihara and ACAD faculty Vera Gartley,
Wayne Giles, Walter May, and Justin Waddell
Creative direction by
Robin Bahr, Hugh Dubberly, and Paul Pangaro
Please send comments about this model to
Copyright 2008
Printed in Canada
Dubberly Design Office
2501 Harrison Street #7
San Francisco, CA 94110
415 648 9799
Institute for the Creative Process
at the Alberta College of Art+Design
1407-14 Ave NW
Calgary, AB Canada
T2N 4R3
403 284 7670
TheCalgaryFoundation
generouslyprovidedfundingforthis project.
Playenrichesanindividualsexperience.Experienceinfluences
decisionsto participateinfutureplay conversations,aswellas
thelevelof funthatplayconversationscreate.Experiencealsoinformsthechoiceoffutureplaytopics.
Theexperienceofplay canhaveunexpectedconsequences,
sometimesmuchlaterin life.RearAdmiralGraceMurrayHopper,
awell-knowncomputerscientist,toldoffacinga difficult
programmingproblemandsolvingit afternoticingitsharedastructuresimilartothepatternof passinginaplay fromher
high-school basketball career.
Beforeplaycanbegin,individualsmustfulfillcertainprerequisites.
Theseprerequisitesarecontextual(e.g.,time,place,andfreedom),
physical(e.g.,rest,nutrition,health,andsafety),andpsychological
(e.g.,emotionalwell-being).
Theconversationandthesharedworldit createseventuallycome
toan end.Externalconditions,oftenoutofcontrolof theindividuals,
canendconversations,forexample,runningoutoftime,distractions,inclementweather,obligationstotake partinotheractivities
(e.g.,class,dinner),andinjuries.Voluntaryexits,suchas whenan
individualis nothavingenoughfun,canendconversationsas well.
Conversationscanalsobepaused,allowingindividualsa chance
torestor regroup.Somepausesallowconversationsabouttheconversationmeta-conversationsaboutthe sharedworld.
Theclockstopsduringafootballgamewhenrefereesdiscussafoul.
Individualscaneasilyre-enterplay.Endingoneconversationcreates
anopportunityto beginanother.
Playoccursina contextthephysicalworldinwhichindividuals
liveandalsothe socialworldtowhichtheybelong.Thephysical
worldmayprovideresourcesneededforplay.Thesocialworldmay
createopportunitiesforplay.Playis onlypossiblewhenindividualshaveastablerelationshipwiththeirenvironment.
Thecontextofplaymay beinformalneighborhoodkidsin
anemptylotorformalOlympicteamsina hugestadium.
Whenplayends,benefitsorharmsnotreadilyapparentduringplay
maybecomeapparent.
Playenrichestheindividualsexperienceby enablinglearning,
bondingwithothers,andemotionalhealing.Itcanalso harmthe
individualthroughphysicalinjury,harboredgrudge,orlowered
self-esteem.Obsessionandaddictionmayalso beconsequences
ofplay,whereindividualscannotstop playingorneglectother
activitiesin favorofplay.Sucheffectsbeg thequestion:Whenisplaytoo much?
Assessmentinvolvescomparingobservationsofwhatshappeningwithwhatsdesiredcomparingactualstatewith goalstate.
AmI movingclosertomygoalor fartheraway?Shouldthis course
ofactioncontinueorchange?Doesaspecificshort-termgoalstill
makesenseinthe contextofbroaderlong-termgoals?
AmI havingfun?Shouldwechangetherulesorthetopic?
Conversationsarebuiltthroughaseriesof actsspeakingormakingothersounds;gesturingormoving;hitting,kicking,pushing,
orthrowingotherthings.Theactstakeplacesimultaneouslyor
ina sequenceof turnsalternatingbetweenindividuals.
Beforeindividualsact,
theymayplanhow toaccomplish
agoal;theychooseandorganizemeans.
Planningthenext actenablesthemtoconsider
itsimplications,howit fitswithpreviousacts,
andhowit helpsachievetheirgoals.
Thesestepsobserve,assess,plan,actcantake
placeina splitsecond.Whentheyreunconscious,
flowisachieved.
Funis playsraisondtre:Playneedsnoreasonoutsideitself.
Individualsplayfor thefunof it.Funcomesas anadrenalinerush,
afeelingofeuphoriamildto wild.
Funincreasesordecreasesin responseto thesequenceofacts
ina conversationandthebuildingofa sharedworld.
Theindividualsimaginationshousea sharedworldandsupply
referentsto it,eitherby mappingreal-worldobjectsto shared-world
objects,or bycreatingentirelynew,unrelatedobjectsthatdonot
existinthe realworld.Forexample,childrenmightpretendacouchisa boattheyaresailing.
Playhasattractedlotsof research,andscholarshaveidentified
manytypesofplay.
RogerCailloisdefinedfourcategoriesofgames:agn(competition),alea (chance), mimicry(simulation),and ilinx(vertigo).
Incompetitionssuchas sportsanddebate,individualsplayto win.Chancerefersto eventswhereplayersare upagainsttheodds,
asin gambling.In simulation,childrenpretendto bekingsand
knights,andadultsperformreligiousrituals.Vertigoinduces
pleasurethroughphysicaldizziness,suchas spinningor riding
rollercoasters.
Cailloisalsoplacedwaysofplayingona continuum,ranging
from paidia (active,tumultuous,exuberant)to ludus(calculation,
contrivance,subordinationtorules).A gameoftagexemplifies
paidia,whilechessexemplifiesludus.
Playconversationshavetopicsthesubjectofplay.
Topicsmaybethegameplayed,the environment
explored(realor imagined;adhocor highlyformalized),
oreventhemethodof interacting(theperformanceof
certainsequences,thequalityofsoundor movement).
Forexample,acoupledancingawaltzengagesinaconversation,probablywiththe maingoaloffun, and
thusplays.A mathematiciannoodlingonan equation
mayalsobeplaying.Most humanactivitiesofferthe
opportunityforplay.Individualsmayshifttopicsas
playconti nues.
Playconversationshaverules,guidelinesthat regulateeach
actanddeterminewhichactsarepermissible.Play isas
unconstrainedasindividualsallow.Individualsaffectrulesby
theirchoiceoftopicorby agreeingtotheir ownrules.Throughout
aplayconversation,individualsmayhavemeta-conversations,
steppingoutsidethe playconversationtonegotiatearuleorquestionthelegalityofanact.
Playconversationsbuildsharedworldsintheimaginationsof
individuals.Sharedworldscontainimaginedtime,place,actors,
actions,andrelationships.Developingsharedworldscreates
meaningfor individualsasthey togetherbringdifferentreferents
tolifeandthusbringtheirsharedworldtolife.
Referentsmay beobjectsincorporatedintotheplayworldas
themselvesor symbolsstandingforimaginedobjects.Useof
symbolsinplaymay establishtheirmeaning;likewise,
ameta-conversation(steppingoutof theplayconversation)
canalsoestablishthemeaningofsymbols.Symbols,suchasgamepieces,becometoolsfor remembering,thinking,and
acting.SusanStarrtermsthissortof symbolaboundaryobject.
NicholasChrismanpointsouttheirvalueas commonpoints
ofreference.
Asharedworldprovidesaninternalcontextforplayacts.Eachplayactmayextendthe scopeofthesharedworld,enablingandeven
encouragingmoreplayacts,furtherextendingthesharedworld.
Aconversationisaninteraction
betweentwoindividuals,
beginninginsharedlanguage,developingi ntounderst anding,
movingtowardsagreement,
andsometimesleadingto transaction.
Agameof cat-and-mouseisaconversation.
Thecattriesto catchthemouse.Themousetriestoget away.
Whenthecatchases,themouseruns;
whenthecatstops,the mousedrawsnearagain.
Throughtheconversation,thecatteachesthemouse,
andthemouseteachesthecat.
Cat-and-mouseisplayif anindividualsmaingoalisfun, notdinner.
Individualsobserveeachothersacts.Whatisthe otherindividual
doing?Whatmightthatmean?Is thisnewact consistentwith
previousacts?Is itconsistentwithotherinformation?Whatwas
theeffectof myact?How hastheotherindividualreactedtomy
acts?AmI beingunderstood?Dowe agree?
Playrequiresindividualstoactivelyengageinconversation.
Engagementreflectssomethingofthe qualityofplay.A highly
engagedindividualisin thezonehasachievedthemental
immersionpsychologistMihalyCsikszentmihalyitermsflow,
wherechallengematchesskillandbothboredomandanxiety
areavoided.Individualsreachflowwhentheyachievesufficientmasterytoactwith littleorno thoughtaboutthe techniqueorthe
stepsinvolved.
Asengagementwanes,conversationsuffersandmay fail.
Withoutengagement,conversationisnotpossible.
Engagementarisesasplayarises;it isbotha prerequisiteand
aresult.Engagementtendsto beself-sustaining.Engagement
contributestofun; funencouragesfurtherplay;furtherplay
continuesengagement.Yetplay isalsofragile;individualsmay
loseinterestanddisengageif theyarenothavingfun orif they
aredistractedbyforcesoutsidetheconversation.
Playisa conversation,andconversationsrequireparticipants
atleasttwo individuals.Anindividualcanbe:
asingleperson
agroupofpeople(a team)
oneofmanyperspectiveswithinasinglepersonavirtualperson(aperspectivewithinacomputergame)
Atypicalconversationinvolvestwopeople,butconversationcan
takeotherformsaswell. Twoteamshavea conversationasthey
play;theindividualmemberscometogethertoforma bodythey
areincorporatedintoateam.Likewise,a singlepersonmayplayalonebutcarryona conversationinherheadaconversation
betweenherselfandan imaginedfriend.Ora singlepersonmay
carryonaconversationwithavirtualperson,aswhenplaying
avideogameor bouncingaball againsta wall.
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Inplay,oneof theprimarygoalsisto havefuntocontinueengaginginthe conversationthatcreatesfun.Individualschoose
themeansforachievingthatgoal;theychoosethetopicof
conversation,forexample,whichgametoplay.Withina topic,
theychoosedifferentstrategiesandpursueaseriesof sub-goals,
adjustingmeansaccordingtotheireffectiveness.Goalsand
sub-goalsandassociatedmeansforma tree(orweb)
ofpossibilitiesforaction.
Whenindividualsgoalsarenotmet (e.g.,theyare
nothavingfun),theycantry otherstrategies(othermeans)
orchoosetoend theplayconversation.
Thecontextofplayalso includesexternalgoals.Externalgoalsmay impingeonthegoalsof play.Astudent
mayloveto skateandplayhockey.Goalsrelatedto
winningpleasingfriends,coaches,parents;receiving
ascholarship;goingto college;beingsuccessfulinlife
thesemayoverwhelmorsupersedethe goalofhavingfun.
Theymaytransformplayintosomethingelse.
Constructingandinhabitingashared
worldcreatesmeaningforindividuals.
Thismeaningboththesignificanceof
asharedworldandthe sharedreferentsofthe conversationproducespartof
thefunof playing.
fun engagement
sharedworld
play
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end(pause)
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