Well then, last month's argument took a sudden turn, didn't it! I hadn't expected to delve that far into the rhetoric of the game, but Barry Brummet's ideas work very well in this case. The thesis committee, or anyone else who hasn't played video games, needs to know that the language created around video game culture by those on the outside looking in is what's responsible for the negative connotations associated with gaming. Also, they need to know that our culture's opinion is not the only one out there-- video gaming is cherished, with great players hailed as national treasures in South Korea. I don't think this is too much of a sidestep, as this information will assist in making the argument to include games in the classroom, as it will allow readers to see the cause of their skewed perceptions and view what other cultures believe.
I have a lot of work to do, but I am happy to note that I will begin meeting with my thesis advisor on a weekly or biweekly basis. I met my goal of 30 pages by the end of December (I am currently on page 31, and haven't finished with my section on Rhetoric/Serious Play), and am very pleased with my progress. But I am not pleased with my lack of reading, too many distractions have allowed the print sources to pile up, even though my scholarly web journals are still coming along nicely. I don't want this to be a "Wikidemic" project, as difficult as this might prove since there are so few texts on the material out there.
Lastly, I am going to start looking into a Macbook, as the purchase may have to be made in order to get my video up and running. I will start storyboarding ideas for what the video presentation will entail, and how to go about recording this alongside the project.
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