I was thinking about the fact that my students are young and Japanese, and more easily impressed by flashy things than non-flashy ones. I am not a graphic artist, really, so I decided to rebuild my phonics shmup in Unity — the ease of grabbing things from the asset store makes it much easier to create something visually appealing.
I’ve spent the last several days learning Unity, and imagine my luck at finding that one of their introductory tutorials is a space shmup. The assets they provide with it are free to use, too.
If I were planning to sell this game, I would care about using assets from one of Unity’s tutorials; who wants to release a commercial game using assets that most Unity developers will recognize? But I’m not. This is going to be free, intended for educational purposes, and what I really care about is the likelihood that my kids (and the students of anyone else who wants to use it) will want to play it. For that purpose, these graphics are fine.
I am trying to get in the habit of changing how I talk about this project, since apparently shmups don’t count as shooters to some people. The way I see it, you’re shooting things, ergo it is a shooter, but I prefer to use terms in standard ways, so here we are. Anyway, I’ve had two days in the past week where I put in a decent amount of work on my shmup for teaching phonics… in spite of being down one hand for a new repetitive motion injury. Enemies are now a thing, though nothing hurts anything else.
Graduation season has rolled around again here in Japan. I don’t remember how much I’ve talked about graduations on here offhand, but today was the graduation at my elementary school. Back home, the idea of graduation from elementary school seems silly, but here in Japan it’s a big rite of passage. As part of the ceremony at my elementary school, the students make a short speech after they get their diplomas, thanking their parents for raising them up that point. After that, they go to meet their parents in the audience and hand off the diploma, a gift from the PTA (which has been a Japanese-English dictionary every year that I’ve been here), and a small bouquet of flowers they receive so that they can go back to their seats and do their part in the rest of the ceremony unencumbered. Continue reading →
A game developer recently asked me if I had any travel tips for Tokyo, Kyoto, and Osaka. Since I recently went on a trip to those three places with my mother and have been to Kyoto twice now for BitSummit, I was able to write up quite a bit of advice. Since I went to the trouble of writing it all out, I figured I’d blog it so I won’t find myself writing it all out twice.
I had my first elementary school classes since winter break today. The 6th grade class went well, but the 5th grade class went amazingly. Today we started a new chapter, which has 26 vocabulary words, so I made today a lazy play-with-words day, and one of the boys made it even better. Continue reading →
In this third and final post (see also Part 1 and Part 2) about my junior high school’s festival last month, I am going to talk about student involvement in planning the event and then launch into the last third of the school festival. Continue reading →
Okay, the students didn’t say that. I’m making titles up now. But I see no reason not to continue the grammatically incorrect titling. Besides, I’m about to talk about the students’ singing. With a bit about their music education in general.
This is the second post I’ve written about this year’s school festival. If you want to read the first, it’s over here.
The kids insisted on being grammatically incorrect.
It’s been a while since I posted anything here. I’ve been busy — I’m now writing articles for IndieGames.com regularly, I went to Tokyo Game Show (the first event of its kind I’ve ever been to), I came back from Tokyo Game Show with a cold which caused minimal discomfort but a fever that kept me out of work for 3 days, and this past Sunday my junior high school had its annual school festival. This is the first time I’ve been to one of my school’s festivals without having been around for most of the weeks of practice since right after I first got here, which made it an event of mixed feelings. A big part of the reason I missed so much of the prep time was Tokyo Game Show and the cold it gave me, but I’m also not at all sorry for going to Tokyo Game Show.
Anyway, read on if you want to find out about all the neat stuff my students did for their festival. Here’s a list of the general flow of the day, with details starting after the break. This will be the first of multiple posts.
On the way home from work with my daughter, just the two of us, travelling along the nighttime road to our house, she suddenly turned to me and asked, “What’s your job, Daddy?”
I hesitated for a moment, wondering how to explain forestry to my 3rd-grade daughter, but then it hit me and I replied, “I protect the forests of Nakagawa.”
When I added, “I do things like checking up on, planting, and raising trees, and sometimes I do things like cutting them down. The forest does things like cleaning the air and water, and provides homes for animals,” my daughter grinned. “So you protect Nakagawa,” she said.
I make a lot of stuff for my classes. Some of it is great, some of it sucks, some can be reused, and others are just one-time things. The ones that can be reused aren’t always things I feel others would want, but I have come up with a few things I’d like to share in case my fellow ALTs — JET or otherwise — can make use of them.
I was going to upload three things today, but LibreOffice hates me, so there are only two.
Hi, Friends! Lesson Goals Translation
Any ALT working in elementary schools should be familiar with the Hi, Friends! textbooks by now. Not all of us have to use them, I suspect, since they are designed for use by native Japanese people who speak no English. Even if an ALT doesn’t have to use the Hi, Friends! textbooks, I think he or she can benefit from knowing what the goals are for each chapter — and for those of us who do have to use the textbooks, understanding the lesson goals is kinda necessary.
Unfortunately for any ALT who doesn’t speak/read Japanese, these books aren’t listed in English anywhere. So I translated the lesson goals. I haven’t translated the instructions for every activity in the books (and I may not ever get to that), but knowing what the lesson is aiming for is still pretty big.
Two JTEs and one ALT in a small school ~ cooperation ~
I was going through my desk one day and found a thick packet written by a JTE who lived and worked in Nakagawa at least three ALTs before my time. It was made for a workshop about ALTs and JTEs working together. Although some of the things are unlikely to apply to most ALTs and some of it is just outdated, there is still a lot of good information in there. I modified all the names in retyping it, but it’s otherwise a pretty direct copy of the original.