WoW in School... Wow!

I finally read through all of WoWinSchool's entire syllabus, and have concluded that I am 100% behind the project.  I think the loremasters (teachers within the program) are really onto something when targeting the at-risk youths in middle school.  At this time, I don't know if I should be changing my thesis to argue that video games should be incorporated into solely at-risk adolescent student courses.  I think it will take a bit more time before I can make that decision.  Maybe I am a bit biased working as an English tutor at a community college, but I believe that WoWinSchool's assessment of these at-risk students' attitude is identical to the majority of students I see:

Reading a piece of literature bores them because they cannot relate to them.  They don't write in school because they don't have anything they feel is relevant to write about.  Often, these students simply need a catalyst, a muse if you will, that inspires them or serves as a focal point for learning things such reading, writing, and math.

The students I tutor are typically fresh out of high school, complete with an English course that they could not relate to/had no interest in, and therefore struggled just to get through, if they even managed to.   I know that English curricula in high schools today are jam packed as it is, but if they are filled with lessons, texts, and assignments that aren't working, then why continue going about teaching the English Language Arts in the same fashion?  There are several high school English teachers in my thesis colloquium who say that they just cannot get their students to read, regardless of whether or not they are at-risk of failing out.  I think that by examining the model WoWinSchool has set forth, we can begin shaping a curriculum for high school students, but one that isn't limited to just World of Warcraft.  While I think that the MMO is perfect for what these educators are trying to teach, utilizing only one genre of game in a high school classroom would be like teaching only short stories for an entire year without examining novels or poetry.  Or in this case, the branching story arcs of games like Heavy Rain and Chrono Trigger offer a different literary experience, while more traditional games where the plot is predetermined like the Final Fantasy series offers something completely different. 

Let me save my post and get back on track by going over some key aspects of WoWinSchool that I feel would benefit any English curriculum that incorporates video games.  I think the listing format worked well last post, so what the heck, let's do it again!

• The inclusion of The Hobbit as a parallel reading throughout the course was an excellent idea.  I think that parallel readings are a must in a high school curriculum, as these readers can compare and contrast iconic video game characters to classic characters from both the literary canon and popular adolescent literature (I do intend to show how characters function in both of these mediums after I have conducted more research in narrative theory).  I feel that parallel readings will help skeptics understand that literature is not being thrown out in favor of games, but instead is being placed alongside video games.  More importantly, the material will mean more to those students who find text difficult to relate to if they see elements of the games in print, and see shades of their favorite hero in a classic literary work.
• The stress that this program places on communication with all parties involved is crucial.  From the IT department, to the principals, to the district, to the parents-- these teachers/lorekeepers are both straightforward and clear in their intentions. It really is a smart idea to have the students bring home permission slips to their parents in order to sign up for the course.  By holding orientation, producing "intro videos", and constantly communicating with parents, these teachers have made this experimental course very transparent in its goals, which is key for video games to be accepted as course material.  No one can question whether the teachers are just letting the kids play, as the lesson plan is on display so that parents can see exactly what their children will be learning.
• Speaking of which, I really enjoyed reading through the lesson plans:  Here are some examples of sample exercises being utilized in the classroom so far.   I think there are several creative assignments that make the most of the game's immense world and detailed lore in order to improve students' literacy and writing abilities.  I think my favorite assignment was Quest 17, where students act as a bard by performing poetry they have written in the middle of a populated in-game city.  This can lead to interaction with other players and allow the students personal reflection on an experience they might otherwise not be remotely interested in. 
• There are two key links from the site that will be extremely helpful in my own final project.  First, the site's list of sources will provide me with some much needed additional sources to review.  James Paul Gee is getting lonely on my Works Cited list, so it appears that he will have some good company once I get my hands on some of the sources listed.  Second, the English Language Arts Common Core standards pdf file will be extremely helpful.  I can study the standards for grades 9-13, and then shape my argument by showing how good video games can meet these standards.  This will provide legitimacy to the argument, because the video game material will be able to meet these standards while simultaneously immersing and intriguing the students.   

I have yet to try and submit any suggestions to the WoWinSchool- I would maybe encourage Role Playing while completing a dungeon or roaming in town, having students actively participate in the story of the game.  I think role playing can be a huge component of WoW for players, and definitely warrants a look in the classroom, as the students have to think about how their characters would respond to certain scenarios, encounters, and conversations rather than just speaking normally.  This would be a stimulating exercise that would definitely promote creative writing and thinking.  But I will continue studying further before making any rash decisions to try and contribute to a program that clearly is off to a great start without the advice of the almighty Matthew. 

I hope this program continues to succeed and open minds, as it shows promise that a change in the English Language Arts can greatly benefit students.