Narration, expectation, experience of possibilities: interactive communication of the project results with the support of a digital game

无论是在罗曼史研究中，还是在基于文化研究的残疾研究中，对研究结果进行普遍理解的交流都不是规范。然而，特别是在具有社会政治意义的主题，如改变残疾的负面形象和概念的情况下，制定传播格式是当务之急，因为它符合2006年《联合国残疾人权利公约》的任务。从这个意义上说，本项目是DFG资助的“叙事、期望、体验。当代欧洲戏剧和电影中的残疾”项目的后续项目。其目的是开发一个互动课程，将研究项目的核心成果有趣地传达给广大受众，并在项目自己的博客上免费提供。该项目的另一个目标是记录课程的开发过程，从理论上对其进行定位，并系统地对其进行反思。本项目与前一个项目中获得的“叙述”、“期望”和“经验”的分析视角密切相关。语料库由来自不同欧洲国家的戏剧表演和电影组成，这些演员都有“学习障碍”。在传达该项目的结果时，假定有针对性地指导戏剧表演和电影的阅读可以产生新的残疾概念。因此，拟设计的课程包含四个要素：(1)“使用感知和理解的框架和剧本(理论调解)”，(2)“使用电影剧照或短片(期望)”，(3)“表演不同的故事课程(叙事)”，以及(4)“对经验的反思”。课程的第三步包括开发一个“严肃游戏/社会意识游戏”的原型，该游戏的全面开发将在项目结束后申请。为此，该项目将与游戏开发商Play History合作。这门课程的目标群体是那些把这门课程作为大学和教育机构研讨会的补充的人，但也有其他成年人出于自己的动机想要更多地了解他们对“学习障碍”的概念。这门课程的所有四个要素都将伴随着关于以游戏为基础的学习的理论讨论和“学习障碍”的一般概念。特别是，该项目将突出电影和戏剧研究分析对残疾研究基本问题的贡献。伴随这一过程的反思将相应地讨论以游戏为基础的研究成果的交流，以及戏剧/电影解释作为创新残疾概念的中介人的作用。

A generally understandable communication of research results is not the norm, neither in Romance Studies nor in the Disability Studies based on Cultural Studies. However, especially in the case of socio-politically significant topics such as the modification of negative images and concepts of disability, the development of communication formats is an urgent desideratum, because it corresponds to the mandate of the UN Convention on the Rights of Persons with Disabilities of 2006. In this sense, the present project is intended as a follow-up project to the DFG-funded project "Narrative, Expectation, Experience. Disability in Contemporary European Theatre and Film". The aim is to develop an interactive course that playfully conveys the central results of the research project to a broad audience and make them available free of charge on the project's own blog. Another objective of the project is to document the process of developing the course, to anchor it theoretically and to reflect on it methodically. The present project relates closely to the analytical perspectives of "narration," "expectation," and "experience" gained in the previous project. The corpus consists of theatre performances and films from different European countries with actors with “learning disabilities”. In communicating the results of the project, it is assumed that a targeted steering of the readings of theatre performances and films can produce new conceptions of disability. Accordingly, the course to be designed contains four elements: (1) "working with frames and scripts of perception and understanding (theory mediation)", (2) "working with film stills or short scenes (expectations)", (3) "acting out alternative courses of stories (narrations)", and (4) "reflections on the experiences". The third step of the course includes the development of a prototype for an “serious game/social awareness game”, the full development of which will be applied for after the project. For this purpose, the project will cooperate with the game developer Playing History. The target group of the course are people who play the course as a supplement to seminars at universities and educational institutions, but also other adults who want to learn more about their conceptions of “learning disability” out of their own motivation. All four elements of the course will be accompanied by theoretical discussions about game-based learning and conceptions of "learning disability” in general. In particular, the project will highlight the contribution of film and theatre studies analyses to fundamental questions of Disability Studies. The reflection accompanying the process will accordingly discuss the game-based communication of research results and the role of theatre/film interpretation as a mediator of innovative conceptions of disability.