As an influential form of digital visual culture, video games offer art educators numerous pedagogical opportunities. My paper intends to show how making video games through an art-based curriculum provide young people one of those opportunities.
Many supporters of games in education discuss learning from playing games, but fewer studies focus on the creative learning from making games. Research focusing on game creation primarily connects game development to Science, Technology, Engineering, and Math (STEM) subjects. However these studies do not focus on the creative, metaphoric, interactive components of game creation. Yet for many of the 20th century art movements, game practices were foundational to developing an aesthetic that rejected standards, practices, and systems within art.
From my current research, I provide examples of students learning about complexity thinking by producing video games as part of a 4-8th grade art-based curriculum.
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