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Lecturer(s)
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Jelínková Ema, Mgr. Ph.D.
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Livingstone David, Mgr. Ph.D.
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Flajšarová Pavlína, doc. Mgr. Ph.D.
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Peprník Michal, prof. PhDr. Dr.
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Woock Elizabeth Allyn, Mgr. PhD.
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Course content
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Children's Literature Chapters in Literature and Culture: Games as Narrative - Wednesdays 16:45-18:10, room 2.40 "GAMES AS NARRATIVE" is a gamified literary studies seminar that treats video games, tabletop RPGs, choose-your-own-adventure books, divination practices, and prediction markets as legitimate textual objects for close reading and critical analysis. As a seminar which combines orienting lectures with critical discussion and hands-on activities to engage concepts, students progress through themed lessoneach led by rotating instructors Mgr. Filip Salcburger and Dr. Elizabeth Woock completing interactive side-quests which put the theory into practice and earning badges (Analyst, Gamer, Scholar). The course will familiarize students with the ludology/narratology debate, rooting games as narrative in standard literary studies scholarship (such as Roland Barthes), but also engaging in 'frontier topics' such as the storytelling qualities of gambling. This course offers two levels of engagement, one for bachelor's students which introduces the concept of the expansion of "text" beyond traditional literature while building practical skills in reading scholarly theory. The bachelor's level tier is accessible also to first-year students. For the master's students, specialist reading and deeper engagement in games as narrative will build on the literary and analytical skills they already possess, and challenge them to engage in more challenging critical thinking and research. Culminating in team-made games that articulate literary concepts and a reflective 5-page "gamify life" think piece, the class uses character sheets, side quests, and boss battles as meta-frameworks to model how gamification itself might structure thought even outside of the classroom, putting theory to use in real life.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Projection (static, dynamic)
- Homework for Teaching
- 24 hours per semester
- Attendace
- 26 hours per semester
- Semestral Work
- 25 hours per semester
- Preparation for the Course Credit
- 25 hours per semester
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Learning outcomes
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This course will focus on British and American children's literature from the 19th century up to the present. To receive credit, students must do an in-class presentation/performance/reading and one in public. Chapters in Literature and Culture: Games as Narrative - Wednesdays 16:45-18:10, room 2.40 "GAMES AS NARRATIVE" is a gamified literary studies seminar that treats video games, tabletop RPGs, choose-your-own-adventure books, divination practices, and prediction markets as legitimate textual objects for close reading and critical analysis. As a seminar which combines orienting lectures with critical discussion and hands-on activities to engage concepts, students progress through themed lessoneach led by rotating instructors Mgr. Filip Salcburger and Dr. Elizabeth Woock completing interactive side-quests which put the theory into practice and earning badges (Analyst, Gamer, Scholar). The course will familiarize students with the ludology/narratology debate, rooting games as narrative in standard literary studies scholarship (such as Roland Barthes), but also engaging in 'frontier topics' such as the storytelling qualities of gambling. This course offers two levels of engagement, one for bachelor's students which introduces the concept of the expansion of "text" beyond traditional literature while building practical skills in reading scholarly theory. The bachelor's level tier is accessible also to first-year students. For the master's students, specialist reading and deeper engagement in games as narrative will build on the literary and analytical skills they already possess, and challenge them to engage in more challenging critical thinking and research. Culminating in team-made games that articulate literary concepts and a reflective 5-page "gamify life" think piece, the class uses character sheets, side quests, and boss battles as meta-frameworks to model how gamification itself might structure thought even outside of the classroom, putting theory to use in real life.
- An understanding of the development of literature and of the main genres in relation to social and cultural changes - An understanding of the specific character of literary representation - An understanding of the connections between the past and the present, mediated by literature - Developing an appreciation for the value of cultural heritage - Acquiring basic literary terminology and MLA bibliography norms - Greater competence in interpreting literary texts - Greater competence in structuring and writing essays - Development of the ability to take part in a scholarly discussion
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Prerequisites
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none
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Assessment methods and criteria
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Essay, Student performance, Didactic Test
Class attendance, test, 6 page essay
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Recommended literature
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Carter, Ronald, and John McRae. (2001). The Routledge History of Literature in English: Britain and Ireland. London.
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Hilský, Martin. Současný britský román. Praha.
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Lane, Richard J, eds. (2003). Contemporary British Fiction. Cambridge.
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Procházka, Martin, et al. Slovník spisovatelů: anglická literatura. Praha.
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Sanders, Andrew. (2004). The Short Oxford History of English Literature. Oxford.
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