And so, another school year ends. Took it long enough. Anyways, these blog posts have been, surprisingly helpful. Its a useful tool to sit down after a week and just, look back at what we've done. Compile everything we've learned and done, and put it into a semi-coherent format. I'll probably either completely forget about this, not have anything happen worth writing about, or use it frequently. So, essentially, in response to "Are you going to use this over the summer" I'd respond with "Eh." In contrast to that mentality, its actually been really useful to me personally, as it really has been a time to sit down and essentially talk to myself about what happened last week. Its let me plan, let me learn about myself, let me organize my thoughts, and I'm probably not going to use it again till next year, so that's a real shame, real proud of my work ethic here. Anyways, looking forward to next year and all the migraines its going to bring.
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As an individual interested in the career opportunities provided by the Game Design field, the most useful information I received this year was the ECGC trip, and the mountains of information imparted to me from several professionals in the field. It really helped me see exactly what is needed in this field and what I need to do to thrive in it. The most difficult information for me to understand was game history, simply from the dull presentation of it. I understand that its important information, but come on, it was a minor miracle that half the class didn't fall asleep during that presentation. Personally what I would change about the curriculum would be more focus on having kids decide what field of Game Design they want to go into. Let them explore it a bit more, and let them delve into the specifics of the field they choose a bit more.
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AuthorI am 17 years old, and currently enrolled in Durham School of the Arts. Within the Game Design field, I'm looking to become a game writer or a programmer, preferably a combination of the two.
The views and opinions expressed in this blog are solely those of the author and do not represent those of Durham School of the Arts or Durham Public School Archives
June 2018
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