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Teaching the Middle Ages through Modern Games
Games can act as invaluable tools for the teaching of the Middle Ages. The learning potential of physical and digital games is increasingly undeniable at every level of historical study. These games can provide a foundation of information through their stories and worlds. They can foster understanding of complex systems through their mechanics and rules. Their very nature requires the player to learn to progress. The educational power of games is particularly potent within the study of the Middle Ages. These games act as the first or most substantial introduction to the period for many students and can strongly influence their understanding of the era. Within the classroom, they can be deplo...
The Anachronistic Turn
The Anachronistic Turn: Historical Fiction, Drama, Film and Television is the first study to investigate the ways in which the creative use of anachronism in historical fictions can allow us to rethink the relationship between past and present. Through an examination of literary, cinematic, and popular texts and practices, this book investigates how twenty-first century historical fictions use creative anachronisms as a way of understanding modern issues and anxieties. Drawing together a wide range of texts across all forms of historical fiction - novels, dramas, musicals, films and television - this book re-frames anachronism not as an error, but as a deliberate strategy that emphasises the...
The Middle Ages in Computer Games
Offers the most comprehensive analysis and discussion of medievalist computer games to date. Games with a medieval setting are commercially lucrative and reach a truly massive audience. Moreover, they can engage their players in a manner that is not only different, but in certain aspects, more profound than traditional literary or cinematic forms of medievalism. However, although it is important to understand the versions of the Middle Ages presented by these games, how players engage with these medievalist worlds, and why particular representational trends emerge in this most modern medium, there has hitherto been little scholarship devoted to them. This book explores the distinct nature of...
Return of the Epic Film
The Return of the Epic Film offers a fresh way of thinking about a body of films which has dominated our screens for a decade. With contributions from top scholars in the field, the collection adopts a range of interdisciplinary perspectives to explore the epic film in the twenty-first century.
The Holy Grail on Film
This collection of new essays is the first to study film depictions of the quest for the Holy Grail--the holy Christian relic of legend supposedly used by Jesus at the Last Supper. Scholars from a range of disciplines discuss American, Australian and European films that offer fresh perspectives on this enduring myth of the Arthurian world and Western culture, including The Silver Chalice (1954), Monty Python and the Holy Grail (1975), Excalibur (1981), The Road Warrior (1981), Indiana Jones and the Last Crusade (1989), The Fisher King (1991), The Da Vinci Code (2006), The Waterboy (1998), and Rosencrantz and Guildenstern Are Undead (2009).
Arthurian Animation
This is an exploration of the potent blend of Arthurian legend, cartoon animation, and cultural and artistic trends from 1933 to the present. In more than 170 theatrical and televised short cartoons, televised series and specials, and feature-length films from The Sword in the Stone to Shrek the Third--all covered in this book--animators have repeatedly brought the Round Table to life. Although these productions differ greatly in tone and intent--spanning spectra from comic to sober, fantastic to realistic, and entertaining to edifying--they share in the proof of Camelot's continuing relevance in the modern world.
›Assassin’s Creed‹ in the Classroom
The open world role-playing Assassin’s Creed video game series is one of the most successful series of all time, praised for its in-depth use of historical characters and events, compelling graphics, and addictive gameplay. Assassin’s Creed games offer up the possibility of exploring history, mythology, and heritage immersively, graphically, and imaginatively. This collection of essays by architects archaeologists and historiansexplores the learning opportunities of playing, modifying, and extending the games in the classroom, on location, in the architectural studio, and in a museum.
Teaching “Beowulf”
Beowulf is by far the most popular text of the medieval world taught in American classrooms, at both the high school and undergraduate levels. More students than ever before wrestle with Grendel in the darkness of Heorot or venture into the dragon’s barrow for gold and glory. This increase of attention and interest in the Old English epic has led to a myriad of new and varying translations of the poem published every year, the production of several mainstream film and television adaptations, and many graphic novel versions. More and more teachers in all sorts of classrooms, with varying degrees of familiarity and training are called upon to bring this ancient poem before their students. This practical guide to teaching Beowulf in the twenty-first century combines scholarly research with pedagogical technique, imparting a picture of how the poem can be taught in contemporary American institutions.
(Not) In the Game
How do games represent history, and how do we make sense of the history of games? The industry regularly uses history to sell products, while processes of creation and of promotion leave behind markers of a game’s history. The access to this history is often granted by so-called paratexts, which are accompanying elements orbiting texts. Exploring this fully, case studies in this work move the focus of debate from the games themselves to wider, ancillary materials and ask how history is used in, and how we can use history to study games.
The Play Versus Story Divide in Game Studies
Since the emergence of digital game studies, a number of debates have engaged scholars. The debate between ludic (play) and narrative (story) paradigms remains the one that famously "never happened." This collection of new essays critically frames that debate and urges game scholars to consider it central to the field. The essayists examine various digital games, assessing the applicability of play-versus-narrative approaches or considering the failure of each. The essays reflect the broader history while applying notions of play and story to recent games in an attempt to propel serious analysis.
