Not-Games in Secondary English Language Arts

• Author / Creator

  Gibson Dodd, Scott A

• This convenient case study will explore the impact of not-games on secondary English language arts students in a high school located in a satellite community of a major city of Alberta. These not-games are often free, short, intuitive, and readily available on the Internet, exposing players to novel issues and perspectives. This study examines whether not-games help students learn about literature through a more rhizomatic strategy that encourages reflection about literature via kinaesthetic or haptic experiences that not-games provide, thus making the learning memorable. Two English Language Arts 30-1 classes experienced not-games alongside a novel and short story unit. Those students who presented or wrote on not-games were analyzed for influence. Using the theory of Deleuze and Guattari, not-games can be considered a “minor literature” or a machine of transposition for deterritorializing arborescent approaches to literature by flattening them into a rhizomatic plateau with many entry points, offering nomadic, transversal opportunities to discover new flight lines (Deleuze & Guattari, 1975/1986; Deleuze & Guattari, 1980/1987).

• Subjects / Keywords

  • Not-game
  • Deleuze
  • English
  • Guattari
  • Secondary
  • Game
  • Literature

• Graduation date

  Spring 2014

• Type of Item

  Thesis

• Degree

  Master of Education

• DOI

  https://doi.org/10.7939/R34746Z40

• License

  This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.