building worlds

BUILDINGBUILDING WORLDSWORLDSCollaborative Fantasy and Collaborative Fantasy and

Science Fiction CompositionScience Fiction Composition

Joshua Caton, Licking Valley H.S.Joshua Caton, Licking Valley H.S.

ContextContext

Rural Ohio school district with 720 studentsRural Ohio school district with 720 students

36% free and reduced lunch36% free and reduced lunch

Average ACT score is 21.7Average ACT score is 21.7

43% of seniors 43% of seniors planplan to go to a 4-year College or to go to a 4-year College or UniversityUniversity

13% actually attend a 4-year college or 13% actually attend a 4-year college or universityuniversity

ContextContext

Science Fiction and Fantasy Literature, an elective courseScience Fiction and Fantasy Literature, an elective course

Electives designed to use student interests to increase student Electives designed to use student interests to increase student engagement and build reading and writing skillsengagement and build reading and writing skills

Leveraging student out-of-school interestsLeveraging student out-of-school interests Linking student and teacher interestsLinking student and teacher interests

Students from all four grade levelsStudents from all four grade levels

Currently: 12 male, 13 female studentsCurrently: 12 male, 13 female students

Reading List: Reading List: The Silmarillion The Silmarillion and and The Lord of the RingsThe Lord of the Rings; ; A Wizard A Wizard of Earthseaof Earthsea; ; DuneDune; ; EnderEnder’’s Game; s Game; plus some short stories, graphic plus some short stories, graphic novels, or other based on student interest.novels, or other based on student interest.

Project GoalsProject Goals

Primary goal:Primary goal:To help students come to a greater To help students come to a greater understanding of the craft of science understanding of the craft of science fiction and fantasy authors and the genres fiction and fantasy authors and the genres themselves by engaging in the workthemselves by engaging in the work

Secondary goal: Secondary goal: To have students write—and have fun To have students write—and have fun doing it!doing it!

NCTE/ IRA StandardsNCTE/ IRA Standards

3. Students apply a wide range of strategies to 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their texts. They draw on their prior experience, their interactions with other readers and writers, their interactions with other readers and writers, their knowledge of word meaning and of other texts, knowledge of word meaning and of other texts, their word identification strategies, and their their word identification strategies, and their understanding of textual features (e.g., sound-understanding of textual features (e.g., sound-letter correspondence, sentence structure, letter correspondence, sentence structure, context, graphics). context, graphics).


4. Students adjust their use of spoken, written, 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a vocabulary) to communicate effectively with a variety of audiences and for different purposes. variety of audiences and for different purposes.

5. Students employ a wide range of strategies as 5. Students employ a wide range of strategies as they write and use different writing process they write and use different writing process elements appropriately to communicate with elements appropriately to communicate with different audiences for a variety of purposes. different audiences for a variety of purposes.


8. Students use a variety of technological and 8. Students use a variety of technological and information resources (e.g., libraries, databases, information resources (e.g., libraries, databases, computer networks, video) to gather and computer networks, video) to gather and synthesize information and to create and synthesize information and to create and communicate knowledge. communicate knowledge.

11. Students participate as knowledgeable, 11. Students participate as knowledgeable, reflective, creative, and critical members of a reflective, creative, and critical members of a variety of literacy communities. variety of literacy communities.

Evolving Role of the TeacherEvolving Role of the Teacher

Teacher wrote along with students, contributing Teacher wrote along with students, contributing to sections of the worldto sections of the world

TeacherTeacher’’s contributions were no more or less s contributions were no more or less important to the whole than studentsimportant to the whole than students’’

TeacherTeacher’’s role shifted from authority figure to s role shifted from authority figure to collaborator, or co-creator.collaborator, or co-creator.

When surveyed, majority of students identified When surveyed, majority of students identified teacher as a co-creator or guide.teacher as a co-creator or guide.

The Work of the ProjectThe Work of the Project

Crafting a completely Crafting a completely original, fictional world, original, fictional world, including:including:

CosmologiesCosmologies TimelinesTimelines Regional or geographical Regional or geographical

profilesprofiles Character biographiesCharacter biographies ““HistoricHistoric”” writings (songs/ writings (songs/

poems/ prophecies)poems/ prophecies) NarrativesNarratives

Project History: OverviewProject History: Overview

20072007: Each student created his or her own world : Each student created his or her own world individually; no collaborationindividually; no collaboration

2008: 2008: Whole class collaborated on a single Whole class collaborated on a single fictional world, using a wikifictional world, using a wiki

2009: 2009: Small groups of 3-7 collaborating students Small groups of 3-7 collaborating students creating a world within their groupcreating a world within their group

2010: 2010: Return to the 2008 model, full-class Return to the 2008 model, full-class collaboration on a single world collaboration on a single world

Project History: Year 1Project History: Year 1

Students worked individually, developing their Students worked individually, developing their own world with maps, characters, legends and own world with maps, characters, legends and stories.stories.

Lessons LearnedLessons Learned StudentStudent’’s writing was isolated—little to no s writing was isolated—little to no

conversation about their creation or the processconversation about their creation or the process Students Students ““ran out of steamran out of steam”” as the semester as the semester

progressed, and had trouble coming up with ideas. progressed, and had trouble coming up with ideas.

Project History: Year 2Project History: Year 2Class collaborated to create a single Class collaborated to create a single fictional world. Student writing moved fictional world. Student writing moved to a wiki to foster communication and to a wiki to foster communication and collaborationcollaboration

Lessons Learned:Lessons Learned: Collaboration among students led to Collaboration among students led to

much greater depth, detail and much greater depth, detail and endurance in the project. endurance in the project.

Digital tools enhanced the writing Digital tools enhanced the writing process in exciting ways.process in exciting ways.

Discussion boards were useful, but Discussion boards were useful, but students writing online together in students writing online together in class was where some of the most class was where some of the most powerful collaboration occurred. powerful collaboration occurred.

Assessing the work is difficult.Assessing the work is difficult.

Project History: Year 3Project History: Year 3Due to increased class size, Due to increased class size, students were grouped into students were grouped into smaller groups and created smaller groups and created multiple fictional worldsmultiple fictional worlds

Lessons Learned:Lessons Learned: Small groups did not produce Small groups did not produce

work of the same depth as the work of the same depth as the previous yearprevious year’’s whole-class s whole-class project, and many again project, and many again ““ran out ran out of steamof steam””

Literary conversations linked to Literary conversations linked to the project were less rich, the project were less rich, because we lacked a common because we lacked a common ““worldworld”” to link to our texts to link to our texts

Student interest in digital tools Student interest in digital tools took the project in unplanned took the project in unplanned directions, such as game design.directions, such as game design.

Students continued to write and Students continued to write and create after our class ended.create after our class ended.

The Project NowThe Project Now

Largest SFF class ever, but we have returned to Largest SFF class ever, but we have returned to the single-world collaborative writing.the single-world collaborative writing.

Lessons learned:Lessons learned: In-class writing time remains a valuable tool for In-class writing time remains a valuable tool for

fostering collaborationfostering collaboration

Assessment is still difficult.Assessment is still difficult.

Challenge in Challenge in ““keeping upkeeping up”” with what with what’’s happening in s happening in the world due to the large class size.the world due to the large class size.

Free Resources Free Resources wikispaces.comwikispaces.com

mrcaton.wikispaces.commrcaton.wikispaces.com

Free ResourcesFree Resources

AutoREALMAutoREALM

Free map making Free map making software designed software designed for RPG playersfor RPG players


TerragenTerragen

Generates life-like Generates life-like landscapes with no landscapes with no photo editing or photo editing or graphic design ability graphic design ability requiredrequired


GIMPGIMP Free image manipulation software for creating or Free image manipulation software for creating or

enhancing pictures or other artenhancing pictures or other art

Free Resources*Free Resources*

RPG MakerRPG Maker

Engine that allows for Engine that allows for the creation of 2D role-the creation of 2D role-playing gamesplaying games

*Comes with a 30-day *Comes with a 30-day free trialfree trial

Other ResourcesOther Resources

Online translatorsOnline translators Great for generating names of places or charactersGreat for generating names of places or characters

Role-playing game websites and sourcebooksRole-playing game websites and sourcebooks Wizards.com, some video game sites offer lots of Wizards.com, some video game sites offer lots of

inspiration for designing regions, characters, etc. inspiration for designing regions, characters, etc.

See See http://mrcaton.wikispaces.com/Resources for more resource ideas.for more resource ideas.

Student LearningStudent Learning

English Language Arts Standards English Language Arts Standards

Writing and Reading Learning are Integrated, Not Writing and Reading Learning are Integrated, Not SeparatedSeparated

"I had the idea of the Lobos before I read "I had the idea of the Lobos before I read Beren and Beren and LuthienLuthien, and Tolkien's ideas about werewolves interested , and Tolkien's ideas about werewolves interested me a lot more because I wanted to see the difference me a lot more because I wanted to see the difference between mine and his. And Tolkien's ending tobetween mine and his. And Tolkien's ending to The Return of The Return of the King the King has also made me imagine the ending to my story; I has also made me imagine the ending to my story; I have re-thought the outcome many times over, trying to have re-thought the outcome many times over, trying to think of exactly what I was focusing on in the story. I think think of exactly what I was focusing on in the story. I think that I definitely appreciated the ending tothat I definitely appreciated the ending to ROTK ROTK better better because I am writing a story as well.because I am writing a story as well.““ – Student Exam – Student Exam ResponseResponse



Writing for a Real AudienceWriting for a Real Audience

Students know from the outset that others will read and Students know from the outset that others will read and perhaps make use of their ideas.perhaps make use of their ideas.

Students negotiate plot lines, characterizations to maintain Students negotiate plot lines, characterizations to maintain continuity with co-writers/ members of their continuity with co-writers/ members of their ““audienceaudience””



Appreciation of the LiteratureAppreciation of the Literature

"Creating Erstellen at first seemed easy and that it wouldn't "Creating Erstellen at first seemed easy and that it wouldn't be hard to make up a whole bunch of nonsense and throw it be hard to make up a whole bunch of nonsense and throw it together. That's what fantasy in general was to me, together. That's what fantasy in general was to me, nonsense. But after reading and thinking about how nonsense. But after reading and thinking about how complex and how much time goes into these art works complex and how much time goes into these art works amazes me. I think it's unbelievable how a person could amazes me. I think it's unbelievable how a person could come up with a whole other world and actually make it living come up with a whole other world and actually make it living and make it come together as smooth and connected as Mr. and make it come together as smooth and connected as Mr. Tolkien does. Reading his books opened my mind on Tolkien does. Reading his books opened my mind on fantasy and gave me flowing ideas that I could work with fantasy and gave me flowing ideas that I could work with and now made sense to me. I have fallen in love with and now made sense to me. I have fallen in love with fantasy literature.fantasy literature.““ – – Student Exam ResponseStudent Exam Response



Understanding diverse perspectives Understanding diverse perspectives

““I think II think I’’m learning other peoplem learning other people’’s view of the s view of the real world, because of how they view their fake real world, because of how they view their fake world. Tolkienworld. Tolkien’’s world is so black and white in s world is so black and white in terms of good vs. evil; I would never have made terms of good vs. evil; I would never have made mine that black and white. And [another mine that black and white. And [another studentstudent’’s] people are like, Buddhists, which is a s] people are like, Buddhists, which is a different perspective than what I would create.different perspective than what I would create.”” -- Comment from current SFF Student -- Comment from current SFF Student

Student LearningStudent Learning2121stst Century Skills Century Skills

Some questions asked in NCTESome questions asked in NCTE’’s Position Statement on s Position Statement on 2121stst Century Curriculum and Assessment Century Curriculum and Assessment

Do students evaluate and use digital tools and resources that match the Do students evaluate and use digital tools and resources that match the work they are doing?work they are doing?

Do students work in a group in ways that allow them to create new Do students work in a group in ways that allow them to create new knowledge or to solve problems that canknowledge or to solve problems that can’’t be created or solved t be created or solved individually? individually?

Do students work in groups of members with diverse perspectives and Do students work in groups of members with diverse perspectives and areas of expertise? areas of expertise?

Do students build on one anotherDo students build on one another’’s thinking to gain new understanding? s thinking to gain new understanding? Do students learn to share disagreements and new ways of thinking in Do students learn to share disagreements and new ways of thinking in

ways that positively impact the work? ways that positively impact the work? Do students gain new understandings by being part of a group or team?Do students gain new understandings by being part of a group or team? Do students share and publish their work in a variety of ways?Do students share and publish their work in a variety of ways?

ChallengesChallenges

Access: not all students have Internet Access: not all students have Internet access outside of school, which can access outside of school, which can especially limit the effectiveness of online especially limit the effectiveness of online discussion toolsdiscussion tools

Access: Finding lab time in school for in-Access: Finding lab time in school for in-class writing can be problematic.class writing can be problematic.

ChallengesChallenges

Grading of collaborative wiki work—whose idea was it? Grading of collaborative wiki work—whose idea was it? Where does one writer begin and another end? How Where does one writer begin and another end? How heavily have students heavily have students ““borrowedborrowed”” from familiar sources from familiar sources such as games or books?such as games or books?

What to assess: Depth of Writing? Use of Details? What to assess: Depth of Writing? Use of Details? Creativity or Uniqueness? Level of Collaboration? Keep Creativity or Uniqueness? Level of Collaboration? Keep in mind this is in mind this is not not designed as a creative writing class. designed as a creative writing class.

In short, I have not found the right rubric/ tool/ set of In short, I have not found the right rubric/ tool/ set of tools for assessing the actual writing.tools for assessing the actual writing.

ChallengesChallenges I feel more comfortable using Building Worlds as a I feel more comfortable using Building Worlds as a

lens through which to view and understand our lens through which to view and understand our reading in these genres—but the project requires a lot reading in these genres—but the project requires a lot of work for that to be its only focus. of work for that to be its only focus.

An example question from our most recent Quarterly An example question from our most recent Quarterly Assessment:Assessment:

Your thesis statement should specify your position on the topic of Your thesis statement should specify your position on the topic of world building and its impact on fantasy tales. You should also world building and its impact on fantasy tales. You should also include specific instances from the include specific instances from the Lord of the RingsLord of the Rings where the where the background material described in background material described in The SilmarillionThe Silmarillion plays a part. . . plays a part. . . You should also include some discussion of your work in the You should also include some discussion of your work in the Building Worlds project . . .Building Worlds project . . .

Other ConsiderationsOther Considerations

Teachers and students must be Teachers and students must be comfortable with a project that is comfortable with a project that is unfinishedunfinished. Put another way, we get . Put another way, we get used to the idea that this project is used to the idea that this project is un-finishableun-finishable..

Students may know more about the Students may know more about the tools than you do—thattools than you do—that’’s a good thing! s a good thing!

building worlds

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