As you may have read by now, I have been doing a lot of courses through the Adobe Education Exchange. I absolutely LOVE working with the Adobe applications and consider these free courses to be a form of both relaxation and potential source of lessons for my classes. This week, Adobe held it's annual MAX conference. This is an event where thousands of digital creatives get together each year to learn about the latest and greatest changes coming to the Adobe products. The other night, I was listening to the live stream when I got prompted to update my software. I like to stay abreast of the latest changes and therefore did so without hesitation. Well...that may have at least partially been a mistake this time around!
This evening, I decided to complete my second 360 degree video for the VR in the Classroom course I am taking. I opened Premiere and opted to import some footage I captured last weekend while hiking Pilot Mountain here in NC. To my surprise, the only thing to come into Premiere was the audio!
Panic mode set in immediately. So, I took to the Adobe Generation Professional Facebook group of which I am a member and through out an all call for assistance. Not being one to wait too long, and seeing another Adobe friend online, I asked what he knew about importing 360 footage and described my situation to him. As I pointed out, I had done this before and now none of my footage, even footage that didn't give me any problems, was experiencing this issue. His response: reinstall the older version of Premiere! His suggestion was quickly echoed by another expert from Adobe. Personally, I hadn't realized one could run multiple versions of the software simultaneously. Jim also shared a Spark Page he created explaining the process of doing so.
After a few minutes spent downloading and installing the previous version of Premiere, I was off and running again without any more glitches. Although I knew where the problem originated, it was good to learn that one can run multiple versions of the software without any conflicts. My finished video is below if you want to check it out.
This is great advice from a type-A personality who is a self-proclaimed workaholic. In short, I find it very difficult to slow down at times and this can be a root cause of burnout. According to Merriam-Webster.com, burnout is defined as "exhaustion of physical or emotional strength or motivation usually as a result of prolonged stress or frustration." We all experience burnout at some point. Check out this great article from Psychology Today to learn more about burnout, its causes and symptoms, and ways to avoid it.
Burnout is especially common among teachers. We tend to push ourselves beyond our limits on a regular basis and I am no exception. For me, it is often hard to break things up or move away from the daily routine (bells dictate my robotic daily life) and the curriculum the state provides is the same day-after-day and year-after-year. Although I have almost two hours for planning each day, I still bring a lot of work home to deal with in the evenings and especially over the weekends. And, although you might think otherwise, holiday and summer breaks are no exception for me. I usually keep pushing and taking on new tasks until my body finally says its had enough! After 15 years of this never ending cycle, burnout definitely happens. It is one of many reasons that the average teacher leaves the career in their first five years.
So, how do I keep myself from falling apart in those moments when I'm feeling physically or emotionally drained? I work on keeping my skills fresh and expressing myself creatively. Recently, that has involved doing some side jobs building websites for clients. This gives me a chance to practice layout techniques and be creative in a manner that is somewhat different from my normal routine at school. I also take a number of classes from Adobe that are designed for educators. This helps me boost my skills, do something creative that doesn't directly involve creating lessons, while still providing me with ideas for updating my lessons at some point. For some more ideas on how to overcome burnout, listen to one of my favorite internet influencers, Roberto Blake:
If you found the above video interesting or informative, you should check out his YouTube Channel (Always Be Creating) or follow him on Twitter. And, if you want to see some of the creative avenues I have taken outside of school, check out my Adobe Learning Journals:
I have often told students that I expect them to fail in my class. It is important to understand that when I make this statement, I am not referring to the grades they earn. I am referring to living dangerously, trying new and interesting things, exploring and testing out ideas. Being a digital creative can allow you to take chances that a traditional artist simply cannot afford to try. The software allows you lots of power and flexibility in your creativity and therefore over your final artistic piece. Sure, you can play it safe, do what the rest of the crowd is doing...be a lemming. But what lemming has ever been praised for pushing the creative boundaries? It's those who live a daring life by trying new things who have their names remembered in song. And this is where failing comes into play.
Students often want to play it safe. They want the best grade possible. And, as a society, we have conditioned students to completely follow instructions without trying something new in the process. We reward them for solely meeting the minimal requirements to demonstrate understanding and move them along. Don't get me wrong, providing students with a detailed rubric is essential in making sure they demonstrate mastery of the essential skills we are teaching. But, shouldn't we encourage a love for learning new skills and trying to stand out from the pack? We also need to encourage students to explore those uncomfortable areas of learning where innovation begins. Sure, the first 10 attempts may be a complete and total flop, but the reward of success on that 11th attempt is well worth the initial struggle. History is full of examples of creative or daring individuals trying new things and succeeding after years of trial and error.
Let's examine the invention of the airplane as one example of building upon existing knowledge and going out of one's comfort zone until success is reached. The Wright brothers began getting acquainted with aeronautics in 1899. It was through a series of trial and error that they created what is often referred to as the first practical aircraft in 1905. Had they not tried something new and ignored the doubters, we may have never found ourselves traveling on vacation in modern jets.
So, try something new, push the boundaries, find new ways to use the tools you are working with and create something amazing! Be daring, unleash your creative beast daily and see what happens. Don't worry if you initially fail, you're bound to learn something from that failure and who knows, maybe the next attempt will be your big breakthrough moment! And, even if that big breakthrough never happens, you will inspire yourself to keep creating and building new skills!
I have mentioned in the past that I am part of a team involved with revising the Scientific Visualization curriculum. We were originally calling the new curriculum Fundamentals of Design & Animation but have been directed to change it to prevent class order confusion. The new name being recommended to the state for approval is now Digital Design & Animation. I like the new name and the way the curriculum came together as the team worked on focusing the content in a more artistic direction than than the earlier version of the course.
Over the past two days, the revision team met again. And, although we discussed some final adjustments to the previous course, our main focus was discussing revisions to Scientific Visualization II, a course I always swore I never wanted at DSA because the content didn't mesh with the game design focus we offered. The revised version will become (you guessed it!) Digital Design & Animation II, and although I will not go into detail on content specifics, I am thrilled with the change outline the team created during the meetings. So much so that unlike in past years, I definitely want to add this newly revised curriculum to our school's course offerings when it goes into pilot status next school year! That being said, there is a lot of work to do with creating new material for it between now and then.
But, on a more personal level, probably the most important thing that happened over these two days was having the opportunity to collaborate closely with the other members of the team. I always find working with them inspirational. The conversations and resulting collaboration that takes place as a result of these meetings always helps me re-examine where my skills lie and where I need to refocus my attention on improving myself to become a better teacher of our curriculum. It becomes clear that even as classroom teachers, when you work with technologically based curriculum, it is always important to keep up-to-date with the latest changes in terms of software and techniques. Anyone working in a technical field needs to understand that it is not possible to learn all you need to know for your job and then you are done with learning. You have to embrace the fact that you working with technology means becoming a lifelong learner!
If you are a regular reader of my blog, you probably realize that taking down-time is a difficult task for me. I'm a bit of a workaholic and it's something that I am working my way through by exploring Buddhism, mindfulness and minimalism. But, there will always be things related to work or game design that keep me busy to a greater or lesser degree. This post is going to talk a little about how I am using this summer to reflect, prepare and relax.
For starters, this is the second year in a row that I am teaching a teen intensive summer camp on game design basics at the Durham Arts Council. And while I am using a different game engine than I currently use in my classroom, this camp is always a good primer to thinking about the upcoming school year. By this time of the break, I am starting to get a little overly relaxed without some formal structure and working at the camp helps to refocus my energy and thoughts on game design, at least a little bit.
Speaking of next school year, summer break is also the time when I start examining and altering the content of my classes for the upcoming year. While a large bulk of the content is already created, there are always things that can use improvement. Summer break gives me a chance to reflect on the past year. What content effectively taught my students the skills and information they needed to be successful? What content didn't? Every year, I add and remove activities during the summer based on this reflection. This gives me the opportunity to tune up my skills as well as improve my lessons. On that note, as one who works in a digital medium, it is important to realize that technology doesn't stand still for very long and one needs to alter the curriculum accordingly to keep up with current updates and trends. I also start working on preparing my Schoology site for each class.
Of course, summer can't solely be about school or game design! I always try to have a few things planned during the break for personal improvement as well. As I briefly mentioned earlier and if you also follow my Twitter feed, you may have noticed me tweeting out a lot about the minimalist lifestyle. As one gets older, it becomes abundantly clear that the actively running game society promotes about the importance of "keeping up with the Joneses" is a fallacy. More stuff does not equal a happier life. And, after seeing how long it took my parents to empty my grandparents' home when they passed away and then clean out their own house when they decided it was time to relocate (it took years...literally years!), I don't want myself or my children to go through the same experience some day. So, this summer, I have vowed to reduce the amount of stuff we own. So far, the big purge is coming along nicely but it is definitely a lot of work and not always easy to decide what gets tossed out and what stays.
So far, this post has discussed only work of one form or another. And, we can't have that, it is summer break, after all! It is equally (if not more-so) important to spend some time taking part in activities to rejuvenate one's self. A calm, relaxed and focused mind makes for a better teacher and I want to be the best teacher I can be for my students. Besides, you know what they say: all work and no play makes Jack a dull boy!
To that note, I took a week of no-work-allowed and total relaxation on the Outer Banks with my entire family right after the school year ended. It was the kind of vacation that was very much needed for several years. I got to spend time with my parents, my sister's family (whom I rarely see as she is up in Massachusetts), our kids and their families, and of course, my wife. Being around family like that helps bring things into perspective in terms of what is really important in life and I left the beach refreshed. Another activity that I have taken to is hiking in the NC State Parks system. Spending time in nature, away from technology, allows one to calm and center one's self. It is also good for reflection without distraction, not to mention a great form of exercise. Spending time in nature is good for the body, mind and soul. If you have never spent any extensive time outside, away from your video games, I highly recommend taking the time to do so.
So, that is what my summer break looks like. A workaholic trying not to only do work. I hope you are taking some time to relax as well and spend time with family and friends over the break. If you are one of my students, I have big things planned for the coming year already...so get the rest now while you can!
This week, we drew a little closer to the end of the CTE Advanced Studies students' VR Prison Flip Project. Wednesday evening, the students shared their experience this year with family, friends, outside team members and guests from DPS/DSA. They had the opportunity to share a short video about what this year has meant to them as well as explain their roles and individual benefits. But, probably the most important thing they did, if you ask the students, was provide the guests the opportunity to experience the project first hand. This helped family members understand what their students have been doing all year.
However, as a teacher, I believe having this kind of event is important for a very different reason. One of the most important things a student can leave high school with is a good understanding of communicating ideas/accomplishments. While my students present in class on a regular basis, presenting to outside individuals is a very different thing. By holding events like this, students get a chance to share important accomplishments, reflect on the process they went through to meet a goal and lets the larger community know about the important progress they are making and why that progress matters. Being effective with such skills is an important thing to take away from school as they will be using their communication skills throughout college, their career, and life in general.
I warn my readers now: some of what I write today might not be the most popular with many people, but I feel this is an important topic in need of being addressed with families and students, in particular.
Every year, I have at least one (and usually several more than one) student(s) who asks me a question I truly despise: is this good enough for a 100? This dreaded question has already been presented to me a couple of times this school year and I am sure I will be asked it many more times before June. Every time a student questions me in this manner, I respond the same way: I honestly don't care about the grade, I care that you learn the tools and techniques being taught in the lesson. If you are only concerned about the grade, I provided a rubric. Have you compared your work against it? If you learn the tools and techniques, the grade will follow. Now, allow me to explain this response.
Over the years, while working in education and before, I have seen a shift in mentality among policy makers, educational institutions (both higher learning and secondary schools in particular but it is now creeping into primary schools as well), parents and students. Once upon a time, a grade was supposed to indicate both what you currently know and what you need to spend more time focusing on in order to be prepared for what is to come. Nothing more, nothing less. These days, that thought has morphed into all that matters is the final number.
The message started at the federal level and has been working its way down through local educational policy makers for several years now. All students should expect to attend college. And, colleges tend to use each student's final average as their overall (or at least major) indicator for acceptance vs. rejection. So, it is understandable that the grade has become the focus for many parents and students alike. Every parent wants their child to be successful and in today's world, attending a good college often coincides with this desire, although it is not the only way to be successful. But, of equal importance, should be a deep understanding of the material being taught. If a student only learns in order to receive a grade, they are not looking at the larger picture and are not truly prepared for later classes or activities that build upon the earlier lessons while in high school. Quite often, they end up lacking the basic understanding that college/university professors assume their students already have based on their acceptance to the school. What results from only having a relationship with this information on a surface level is that these students typically struggle over time. In other words, when only the numerical grade is the most important feature of learning, students are being set up for a hard fall later on and possibly failure.
In order to succeed in my classes, students need to have a deep understanding of the tools and techniques presented to them in my lessons. This starts in their first class with me, Scientific Visualization, and continues straight through the following years if they decide to stick with the Game Art & Design concentration. In Sci Vis, students learn the basics of visualization techniques: how to effectively communicate visually through the use of design elements/principles and the basics of working with digital 2D graphics tools (Photoshop and Illustrator) as well as 3D tools (3ds Max). In subsequent years, those skills are reinforced, not retaught, in order to deepen the students' understanding of them while new tools and techniques are added to their list of skills, tools and techniques they need to master. If a student has only learned the material on a surface level to get a good grade, they will struggle throughout their remaining time in my classes. I have seen this in action time-and-time again. Will they pass the class? Quite likely as they have earned the grade and district policy puts such a high weight on the final exam. But they will struggle to keep up in subsequent classes.
When a student is fully engaged in their lessons, even if they are only successful with a portion of it, they realize the importance of learning the information presented on a much deeper level. They see the interconnections between what we are doing in class and what they want to do for a career down the road. And, they commonly make a conscious effort to overcome their deficiencies so they continue to grow, even if they know doing so will not effect their grade. And, because they have or develop a passion for what they are learning in my classes, they tend to enjoy the work we do more than those who are only focused on the grade.
This week's post is a little late. I have been visiting relatives in SC since mid-last week and this morning was my father's regular bocce ball club meeting and I was invited to play as well. So, why not learn a game I haven't played before? But now, on to this week's post.
One of the biggest problems that students in game design often have is coming up with original game ideas. They have often played lots of games and selected a genre, maybe two, they consider to be their favorites and often stick to those experiences for their design inspiration. They have also followed a number of tutorials to learn about game engine basics using applications such as Game Maker or Unity. Quite often they take a tutorial they completed, make one or two minor changes, but basically submit the same game as their original work. And when I tell them that it is too similar to the tutorial, it needs some major work to make the game their own, I typically hear "I can't think of anything" as their response.
Writer's block is nothing new and yes, it happens to game designers just as much as authors. However, game designers have lots of ways to combat it. The first way is by playing lots of games. However, by playing lots of games, I am referring to different genres, not titles. By playing different genres and thinking critically about them, young designers learn what works and what doesn't. They can experience a wide variety of mechanics and formats. This is true even (heck, I would argue ESPECIALLY) when the young designer doesn't like a particular genre.
However, one of the best ways to find inspiration is simply exploring the world around you away from the console. This is often the most recommended form of inspiration that I hear repeated when speaking with professional game designers. Look at the world around you an draw inspiration from it. Visit new places and try new activities, then think about how those experiences can be used in your future games. This is not the fastest way to draw inspiration, but keeping a notebook with you at all times (or better yet, make a note file on your phone) to jot down ideas about what you see and experience can be useful. Make some quick sketches to help you remember how you experienced something in your mind's eye. You might not use an idea immediately, but it gives you something to go back to when you hit that designer's block!
So, how does this work? Let's examine an exercise in drawing inspiration from experience:
Just yesterday, I was sitting on beach at Isle of Palms in SC with my parents. They noticed a hole in the sand and knew right away there was a crab in it. We began watching the hole, trying to capture a picture of this busy worker each time he came up to throw sand out. How could this become a game? Well, I used to enjoy playing Dig Dug when I was a teen. Can I merge the mechanics of Dig Dug with the experience of watching the crab? Sure.
In my game, you play as a crab digging a hole to forage for food and hide from predators. You need to remove sand from the hole and throw it onto the beach while avoiding predators such as seagulls and people. While digging, you also pick up bonuses in the way of foraging for food or finding hidden treats in the sand. I could implement different mechanics to help the player like side crawl, run, dig, and claw pinch. Does a game like this need work to make it functional? Of course. But...it gives me a good starting point. I know some of the art assets I will need to create (crab, seagull, food, sand texture, people in some form, foraged items) and an idea about some of the mechanics being used. I can then flush out the rest of the gameplay from that point forward...but I have broken ground on a new game that uses both new and familiar gameplay in an original manner.
So the next time you need some inspiration, put down your controller and take a walk. Examine your neighborhood or be creative in thinking about somewhere you might visit more regularly like a restaurant or the mall. Doing so can really be the start you need for that next great game idea!
We have all heard the phrase practice makes perfect. But have you ever thought about what this really means and how it works? I am guessing the answer to that question is actually no, if you are honest with yourself. It has been said that people need to hear/repeat the same information/skills a minimum of seven times before it begins to stick. This is one of the reasons we ask students to repeat the same skill over-and-over again.
I have seen this force at work in my own life. As a child, I loved to draw. I would sit at my grandmother's kitchen table for hours thinking up all kinds of fantastical characters and scenes to bring to life on paper. Over time, I started to take my love of drawing more seriously. I can remember seeing ads in the local newspaper for home correspondence art instruction schools and practicing for hours until I was satisfied with my drawing of Tippy the turtle, Cubby the bear and the Pirate in the hopes of mailing in my application and winning one of their prizes, even though I was only 12 years old. I wanted to be an artist!
While I never sent my application in, my parents enrolled me in a local drawing class. I got pretty good too. My culminating piece was the head of a Siamese cat that I gave to my grandmother as a Christmas gift that year. It hung in her living room up to the day she passed away and then made its way back to me. Completing it took a lot of repetition and several months of practice for me. And, I felt like I was well on my way to achieving my goal.
Unfortunately, shortly after completing my cat drawing and as I got older, lots of other interests caught my attention and my practicing ground to a halt as a result. I quickly learned there is a downside to stopping any practice: you can un-learn a skill by ignoring it just as fast, if not faster, than you can improve through repetition. I am only now returning to my personal artistic pursuits after decades of ignoring my earlier interests in a desire to improve my classroom instruction on art as well as help me to relax more. As a result, I am back to starting out with stick people and other objects that are rather elementary in nature. In short, I need to get back to good, honest, regular practice.
These truths don't only pertain to traditional artwork, they are equally true with respect to the digital arts as well. I regularly require students to complete the same task in a variety of manners so they can grow to enjoy the activity as well as improve. Often, I find myself sneaking these skills into lessons by having them draw their own conclusions on how to complete activities without fully instructing them to use earlier skills in newer lessons. My hope is that these skills and techniques will become second nature to use but more importantly, they develop a lifelong love for the digital medium and, as a result, eventually pursue a career in the digital arts. However, when students fail to take repetition and practice seriously as a chance to improve and only put forth a halfhearted effort, both their interest and skills diminish over time.
This is one of those things that I struggle with in how the state takes a modular approach towards the digital arts and the game design concentration in particular. A prime example of this is how we are expected to teach students 3D modeling skills. There is a heavy focus on 3D modeling basics during a student's first year in the concentration while taking Scientific Visualization. However, the following year focuses almost entirely on 2D game design, with a minuscule 3D component being presented approximately three-quarters into the school year. By this time, students rarely have any practice with 3D modeling for a huge chunk of time as teachers often push forward with new material as presented in their curriculum blueprint. I would argue that students shouldn't even touch 3D modeling until their junior year class of Advanced Game Art & Design (AGAD), where their focus shifts from 2D to 3D in nature. In the meantime, they should gain a firm grounding in 2D digital techniques, which will serve them better, even in 3D modeling, when they begin creating skins to apply to their models. Sure, some basic 3D concepts can and should be presented during Scientific Visualization as it focuses on visualization techniques in general, but to provide students with a huge assortment of skills and then ignore continued development of them for the better part of the next year and a half does the students a terrible disservice.
What is my plan for the coming school year in reference to repetition and digital artistic skills? I am hoping to find a way to allow students the freedom to continue building these skills throughout the course of the year so they never lose them in the first place and requiring retracing one's steps entirely when they actively use them in AGAD. They may or may not be graded on these activities, but I want them to continue using the techniques so they improve and grow to love 3D modeling over time. Straying from traditional instructional time may make it more difficult to get through the curriculum as the state prescribes materials in the blueprint, but I believe my students will be better off in the long run for me doing so.
So, the next time you are asked to keep doing the same task over-and-over again and believe it is a mindless activity, don't complain and put your best effort forward. Challenge yourself to do something that uses those skills in an uncomfortable manner and over time, you will get better at using them. Eventually, you may even come to enjoy them and develop a lifelong desire to learn more about the techniques or even take on a career that continues using them.
I skipped last week's post due to several reasons outside of my control. So in this post, I want to talk about something that is a touchy subject for many individuals both in and outside of education: standardized testing.
Over the past week and a half, our school has been deep in the throws of final exams. It's that time of year that everyone both dreads and looks forward to simultaneously. According to individuals who clearly know better than me, standardized tests are the culmination of a year's worth of hard work where students demonstrate mastery of the skills learned. They also claim standardized testing shows how effective the teacher has been in preparing those students for their future. But what I think of when I consider these exams is hours spent in mindless, almost robotic, activity demonstrating memorization of terms but not mastery of anything. Now, bear in mind, that I can only speak on the exams given in my area of study, but I often hear other teachers complain about the same thing. So, you might ask, why do I feel this way? Let me explain.
As a game design teacher, I understand that it is important for students to know terms and definitions along with other background information about the industry. I mean, how else can I expect them to talk intelligently when comparing mechanics used in different game systems, discuss the tools an audio engineer utilize when creating sound effects, or explain the rationale for saving images in both native and rendered formats? Clearly, this information is critical to success in comprehending what we do and why we do it. So, standardized tests sound like a good way to test student knowledge! You would think they could identify which tool/term is being used when given a definition or scenario in which a task is being completed. So, once again, you might ask, then why do I feel this way about standardized testing?
Being a CTE teacher, I am very focused on preparing students for careers in industry. And, to be frank, terms and definitions are simply not even remotely on the industry's radar. Having spoken with several professional game designers, along with company recruiters, one glaring thing comes across as the most important thing they look for: what can you DO! College degrees and background are irrelevant, skills are not. Nor does industry care much about what the state crams into many of our yearlong curriculum, especially since course requirements rarely get updated more than once every 3-5 years. We all know technology doesn't take that long to progress and neither does industry. Heck...the current Sci Vis curriculum still requires students to know rudimentary information on 3.5" floppy disks! When is the last time you used one of those? And, like industry, the best teachers refuse to wait that long to update the material and lessons used in their classrooms. Updating curriculum as we go does a better job of preparing students for life outside of our classroom walls, even if this knowledge does nothing or has a minimal effect on preparing them for standardized testing. In fact, doing so often burns through time that is needed to introduce students to the tested material in our often over-inflated curriculum. And, personally, it absolutely kills me to share outdated information with my students solely because it might appear on their final exam. So, I tend to preface such material by saying that although the students will likely never see this information outside of school, they might need to know it for their exam at the end of the year. Then, we move on again.
Don't get me wrong, I fully believe that having good background understanding and well-rounded knowledge of the industry as a whole is important to forming a better student and employee. I am fully invested in this belief. But, standardized testing, which can often make or break a student's ability to proceed forward in their education, simply does not demonstrate mastery of the material, it only shows rote memorization. And, much (though clearly not all) of that material is already dated within a year of curriculum being released to teachers. It is easy to learn terms and definitions with the old drill-and-kill method of studying that many of us used years ago to pass exams back when we were in school. These are the reasons that I find (most) standardized testing to be a gigantic waste of time and resources.
Here's something to ponder: think back to when you were in school and had to pass that all-important exam on, say, world history. How many of those facts do you still know today and of those that you do remember, how many do you regularly use in your life now? I bet the answer is very few, if any at all. How has being able to identify information on a multiple choice test improved your life as a person, citizen or employer/employee? I bet it hasn't. That's not to say that a basic understanding of the concepts you learned in those classes hasn't made you a better person. It's the overarching concepts and skills, not the specifics, that made you a more well rounded individual and a better person. Not being able to identify who signed any particular treaty or what year something happened.
Yes, students should be tested on understanding of material at the end of the year. But, these exams should include some form of hands-on demonstration of skills combined with a more comprehensive display of knowledge rather than low-level thinking such as identification of a term on a multiple choice test., especially in classes such as those taught by CTE teachers. Then, and only then, will my opinion of end-of-year exams change with regard to their ability to demonstrate student mastery of the information and materials they are presented in our classes.
So, as another school year draws to a close, I wish all students a restful summer. I look forward to seeing you again next Fall in my classroom where we will continue exploring the skills and tools used in the game industry.
I am a high school Career & Technical Education (CTE) teacher located in Durham, NC with a focus on game art and design. This blog provides a place for reflection on relevant classroom practices.
The views and opinions expressed in this blog are solely those of the author and do not represent those of my employer or anyone else associated with Durham Public Schools.