9/2: Scratch Reflection

I. My Experience:
As when approaching any new tool, Scratch definitely involved a bit of a learning curve! Similar to me earliest experiences with photoshop, one of the challenges was understanding the various "levels" of action that a user engages with on the interface, because these are unlike other programs or materials I have used. How do we get from one scene to the next? How do multiple sprites interact? How do we signify for the viewer to participate and transition back into the storyline? It took me a bit of tinkering to wrap my head around the fact that each sprite had to have an independent page of scripts. How could I time them to interact together if they were all separate? Why couldn't I see one singular master script and timeline of the whole project? Little points of confusion like this created some challenges. I also set the personal goal for myself to have an interactive component in addition to animated segments. I wanted to try it out because it is a way of thinking that I have never employed with a technological tool before. When it was first pointed out that video games could be made through Scratch, I honestly thought, how would you even start thinking about how to make a video game? When there are so many multitudes of options for player participation that each lead to so many more multitudes of options, and so on and so on? My biggest struggles definitely regarded giving the viewer/player multiple options and then not knowing exactly how to come back to the "main storyline" from those different options, and there are still some glitches. One is I only prompt the viewer to press the space bar after the third and final option. I wanted to allow viewers to choose their emotion, and also have the chance to try multiple emotions and wasn't sure exactly how much time to leave before transitioning to the next phase. As a result I chose to have the final option prompt a thought bubble to encourage pressing the space bar, which transitions into the final sequence, and there definitely could be a way to think differently regarding this transition. I also chose to have the viewers choice react by using a different "costume" for the emotional phrases. This worked well in some ways and also had limitations in others, for example I needed to do some research on how to make sure the new costume (in this case, the various works of Picasso) showed up on top of the other emotional phrases in the background.
While I had a lot of challenges to figure out while creating my idea, I stuck true to my original concept and tried to trouble shoot issues that stood in the way as opposed to avoiding them by changing directions. While I have a long way to come to understand the complexities and more advanced abilities of the program, I am glad I stuck with my goal of attempting viewer interaction because it led me to think differently than I have ever had to think while making a project and opened up my understanding of the effort and detail that goes into making interactive games and tools. Reflected below, I would want students to get to the point where they could also create something interactive because I think it taps into a basic understanding needed for app and game design and creates a foundation for thinking of how to accommodate the unpredictable actions of another person within your design choices.


II. Connections to Classroom:
1. Start simple! From what I have observed with young children and technology, they absorb it like a sponge. They seem less frustrated than I am when I approach a new update or program and they are quickly able to interact with speed and pleasure when a new tool or game is provided to them on a device. This being said, I still think it is good to build confidence in any material and one way to do so is to start with limiting some options so that they do not become overwhelmed with the new medium. I think the first in class activity I would encourage is pick a sprite and have it do three different actions on your stage. When we first approached Scratch as adults, we read an introduction to how it worked. I think this would also be important for students so that they can have their bearing on how to navigate the different areas. Whereas there a lot of places where free exploration is incredibly valuable, I think Scratch is an example where a basic tutorial of different areas and tools is needed before letting students go loose and get inventive. I would hope to open the class with an interactive demo where students ideally follow along on their own devices as I explain basic concepts of where to find what you need. Once they come up with their "three actions" prompt and start to learn the basic commands needed to control a sprite, they can move on to thinking of more narrative ways of using their sprite, which I think would open up a huge range of possibilities for getting students excited about storytelling through the allure of technology.

2. Make a game! As mentioned above, understanding how a game or activity can be interactive with a viewer or player opens up a whole new way of problem-solving. I would want to encourage students to also think about this to open them to a world of game and app making that could provide an alternative and more creative option for students who love playing video games or computer/phone games. I think this is part of the true power of Scratch that is very unlike digital painting, video, animation or even web design programs. Perhaps a way to present the idea to Scratch beginners is to ask them to create a game where your player has two different options. How can you create different results of those two options? I am not positive about what age range would be best for this assignment, but my guess is that students would be ready for the challenge younger than I would expect. The way I observed six-year olds pick up complicated computer games with ease makes me feel like as early as 3rd and 4th grade students could be able to start making simple games of their own.