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

对研究结果进行通情达理的交流，无论是在罗曼史研究中，还是在以文化研究为基础的残疾研究中，都不是常态。然而，特别是在具有社会政治意义的话题，如改变对残疾的负面形象和概念的情况下，传播形式的发展是迫切需要的，因为它符合2006年联合国《残疾人权利公约》的授权。从这个意义上说，本项目是dfg资助的项目“叙事、期望、体验”的后续项目。当代欧洲戏剧和电影中的残疾”。其目的是开发一个互动课程，以有趣的方式向广大受众传达研究项目的核心成果，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发展的过程，从理论上锚定它，并有系统地反思它。本项目与之前项目中所获得的“叙述”、“期望”和“经验”的分析视角密切相关。语料库包括来自不同欧洲国家的戏剧表演和电影，演员都有“学习障碍”。在交流项目结果时，假设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，课程设计包含四个要素：(1)“使用感知和理解的框架和脚本（理论调解）”，(2)“使用电影剧照或短片（期望）”，(3)“表演故事的替代课程（叙述）”，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，该原型将在项目结束后进行全面开发。为此，该项目将与游戏开发商Playing History合作。该课程的目标群体是那些在大学和教育机构的研讨会上玩这门课程的人，但也有其他出于自己的动机想要更多地了解他们对“学习障碍”的概念的成年人。课程的所有四个要素都将伴随着关于基于游戏的学习和一般“学习障碍”概念的理论讨论。该项目将特别强调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基于游戏的研究结果交流以及戏剧/电影解释作为创新残疾概念的中介的作用。

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.