It’s been a while since I did any updates regarding my phonics shmup; the stress of leaving a job and moving intercontinentally took its tool. When I stopped working on the game in April, I had broken it in magnificent ways. Now the broken is gone and I’ve added some colorblind friendliness features and built all of my phonemes in the way that Unity really wants: using GameObjects. Continue reading
This has been an interesting week, so I got work in on the shmup in bits and pieces around other things. The menu screen, with a credits panel that pops up, is the biggest visible change. I also added some particles for the disruptor broadcast. Most of the work I got done, though, was refactoring.
I started a project ages ago, a game that was to be a shooter intended to help students learn phonics. The ship shoots sound bullets; all the enemies have letters on their ships and are only vulnerable to the sounds those letters make. Some ships are therefore only vulnerable to one sound, while a C ship, for example, is vulnerable to two.
I can’t remember why I stopped working on it. Judging by the last time I accessed the project, it might have had to do with Ultra Hat Dimension and our decision to polish and ship the prototype we made for Ludum Dare. Regardless, it’s been a good long time, and although I opted to continue using the Godot Engine to make it, I decided to start again from the ground up. Continue reading
The Cheeky Child
At the beginning of every one of my classes (at all levels of education from preschool to high school), I ask each student, “How are you?” This would take too much time if I had more students, but as things stand it’s a good, regular way to start the class. The fact that all the students know it also gives me a way to use English with them every time I see them around town. Unless a kid is obstinate and doesn’t want to respond — which happens sometimes — I’m guaranteed to be able to toss some English back and forth with every kid in town.
Rather than just teach them the stock “I’m fine. (And you?)”, I teach them to respond with things like, “I’m happy,” or “I’m hot.” I got this idea from the 5th grade textbooks. It seemed like a good idea, because rather than just teaching them that sentence A in English is the same as sentence B in Japanese, the interaction between question and answer must be explained. In Japanese, if you ask the equivalent of “How are you?”, what you’re really asking is “Are you healthy/energetic?”, to which the other person answers in the affirmative or the negative. Skipping the stock response and pointing out that you can really answer in any number of ways sets the students up to realize that learning a foreign language is more than just substituting the words in one language for the words in another language.
Several weeks ago, Googly Ears made me really proud by connecting a couple of random dots on her own. One day, during recess, I asked her how she was doing. Continue reading