Playing for Real (Life): The Worst Case Scenario Art Game and Its Role in Preservice Preparation

References

• Ahmad, P. (1989). Fun and games, but learning too. School Arts, 89(2), 38-39.
   Google Scholar
• Bain, C., & Newton, C. (2003). Art games pre-service art educators construct learning experiences for the elementary art classroom. Art Education, 56(5), 33-40.
   Google Scholar
• Barber, V. (2011). Creating art games for emotional support. London, England: Jessica Kingsley Publishers.
   Google Scholar
• Barrett, T., & Donnelly, R. (2008). Encouraging student creativity in higher education. In B. Higgs & M. McCarthy (Eds.), Emerging issues II: The changing roles and identities of teachers and learners in higher education (pp. 115-129). Cork, Ireland: The National Academy for Integration of Research & Training & Learning.
   Google Scholar
• Berdik, C. (2015, April 1). Make a game out of learning but don't gamify it. Slate. Retrieved from www.slate.com/articles/technology/future_tense/2015/04/mit_s_education_arcade_promotes_games_not_gamification_in_schools.html
   Google Scholar
• Bishop, B. (1978). Art games. School Arts, 78(1), 56-57.
   Google Scholar
• Boyer, E. (1990). Scholarship reconsidered. San Francisco, CA: Carnegie Foundation for Advancement of Teaching.
   Google Scholar
• Britzman, D. (2003). Practice makes practice. Albany: State University of New York Press.
   Google Scholar
• Bruner, J. (1960). The process of education: A landmark in educational theory. Boston, MA: Harvard College.
   Google Scholar
• Carse, J. P. (1986). Finite and infinite games: A vision of life as play and possibility. New York, NY: Ballantine Books.
   Google Scholar
• Chapman, L. (1965). Game theory: An analytic tool for inquiry in art education. Art Education, 18(4), 19-22.
   Google Scholar
• Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education 19(1), 5-28.
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance. New York, NY: Teachers College Press.
   Google Scholar
• Crow, M. M., & Dabars, W. B. (2015). Designing the new American university. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Darling-Hammond, L. (2006). Powerful teacher education. San Francisco, CA: John Wiley & Sons.
   Google Scholar
• Errington, E. P. (2009). Being there: Closing the gap between learners and contextual knowledge using near-world scenarios. The International Journal of Learning, 16(8), 585-594.
   Google Scholar
• Hicks, L. (2004). Infinite and finite games: Play and visual culture. Studies in Art Education, 45(4), 285-297.
   Google Scholar
• Hyatt, J. (2015). Reflective communities: Mentoring teacher candidates during the (in) between spaces of the practicum. The Journal of Social Theory in Art Education, 35, 82-97.
   Google Scholar
• Jenkins, H., Clinton, K., Purushotma, R., Robinson, A. J., & Weigel, M. (2006). Confronting the challenges of participatory culture: Media education for the 21st century [White paper]. Retrieved from www.macfound.org/media/article_pdfs/JENKINS_WHITE_PAPER.PDF
   Google Scholar
• Katter, E. (1988). An approach to art games: Playing and planning. Art Education, 41(3), 46-48, 50-54.
   Google Scholar
• Kelchtermans, G. (2005). Teachers' emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(1), 995-1006.
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.
   Google Scholar
• Lesser, E. L., & Storck, J. (2001). Communities of practice and organizational performance. IBM Systems Journal, 40(4), 831-841.
   Google Scholar
• Lombardi, M. (2007). Authentic learning for the 21st century. (ELI Paper 1). Retrieved from www.educause.edu/library/resources/authentic-learning-21st-century-overview
   Google Scholar
• McKinney, K. (2004). The scholarship of teaching and learning: Past lessons, current challenges, and future visions. To Improve the Academy, 22(3), 3-19.
   Google Scholar
• Miller, W. (1980). Screenwriting for narrative film and television. London, England: Columbus Books.
   Google Scholar
• Mulgrew, M. (2013, February 28). The complex job of teaching. Retrieved from www.uft.org/presidents-perspective/complex-job-teaching
   Google Scholar
• Parkin, M. (1998). Tales for trainers: Using stories and metaphors to facilitate training. London, England: Kogan Page.
   Google Scholar
• Patton, M. (2015). Qualitative research and evaluation methods: Integrating theory and practice. Thousand Oaks, CA: SAGE.
   Google Scholar
• Patton, R. (2013). Games as an artistic medium: Investigating complexity thinking in game-based art pedagogy. Studies in Art Education, 55(1), 35-50.
   Google Scholar
• Patton, R. (2014). Games that art educators play: Games in the historical and cultural context of art education. Studies in Art Education, 55(3), 241-252.
   Google Scholar
• Reeves, T. C., Herrington, J., & Oliver, R. (2002). Authentic activities and online learning. Annual Conference Proceedings of Higher Education Research and Development Society of Australasia, 25, 562-567. Perth, Australia. Retrieved from http://herdsa.org.au/publications/conference-proceedings/research-and-development-higher-education-quality-69
   Google Scholar
• Susi, F. (1988). Developing academic games and simulations for art education. Art Education, 41(1), 18-24.
   Google Scholar
• Wenger, E. (1998). Communities of practice. New York, NY: Cambridge University Press.
   Google Scholar