Grand Theft Longboat

Using Video Games and Medievalism to Teach Medieval History

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter recounts the author’s experiences of teaching a third-year module entitled ‘History and Myth: Writing and Re-writing the Middle Ages’ which engages both with medieval history and Medievalism approaches to representations of the Middle Ages. As part of the assessment, the students are required to present a pitch for a medieval themed video game, feature film or TV series. Katherine J. Lewis describes how the module was conceived with two main purposes in mind: The first to combine the study of medieval history and modern representations of the Middle Ages in a way that would be both engaging and academically valid. The second was to give the students an opportunity to take a more creative and imaginative approach to the past. This enables them to gain a more nuanced understanding of the processes by which events and individuals have been depicted, interpreted and appropriated both in medieval accounts and modern re-creations. Lewis explains that the students are required not simply to identify ‘historical inaccuracies’ in medieval and modern sources but to account for these, considering what sorts of cultural work they perform in relation to issues of authorship, audience, genre and so on.
Original languageEnglish
Title of host publicationHistoria Ludens
Subtitle of host publicationThe Playing Historian
EditorsAlexander von Lünen, Katherine J. Lewis, Benjamin Litherland, Pat Cullum
Place of PublicationNew York & Abingdon
PublisherRoutledge Taylor & Francis Group
Chapter4
Pages54-70
Number of pages17
Edition1
ISBN (Electronic)9780429345616
ISBN (Print)9780367363864
DOIs
Publication statusPublished - 4 Sep 2019

Publication series

NameRoutledge Approaches to History
PublisherRoutledge

Fingerprint

Teaching
Medieval History
Medieval Period
Theft
Video Games
Medievalism
Module
Feature Films
Authorship
Recreation
History
TV Series

Cite this

Lewis, K. J. (2019). Grand Theft Longboat: Using Video Games and Medievalism to Teach Medieval History. In A. von Lünen, K. J. Lewis, B. Litherland, & P. Cullum (Eds.), Historia Ludens: The Playing Historian (1 ed., pp. 54-70). (Routledge Approaches to History). New York & Abingdon: Routledge Taylor & Francis Group. https://doi.org/10.4324/9780429345616-4
Lewis, Katherine J. / Grand Theft Longboat : Using Video Games and Medievalism to Teach Medieval History. Historia Ludens: The Playing Historian. editor / Alexander von Lünen ; Katherine J. Lewis ; Benjamin Litherland ; Pat Cullum. 1. ed. New York & Abingdon : Routledge Taylor & Francis Group, 2019. pp. 54-70 (Routledge Approaches to History).
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Lewis, KJ 2019, Grand Theft Longboat: Using Video Games and Medievalism to Teach Medieval History. in A von Lünen, KJ Lewis, B Litherland & P Cullum (eds), Historia Ludens: The Playing Historian. 1 edn, Routledge Approaches to History, Routledge Taylor & Francis Group, New York & Abingdon, pp. 54-70. https://doi.org/10.4324/9780429345616-4

Grand Theft Longboat : Using Video Games and Medievalism to Teach Medieval History. / Lewis, Katherine J.

Historia Ludens: The Playing Historian. ed. / Alexander von Lünen; Katherine J. Lewis; Benjamin Litherland; Pat Cullum. 1. ed. New York & Abingdon : Routledge Taylor & Francis Group, 2019. p. 54-70 (Routledge Approaches to History).

Research output: Chapter in Book/Report/Conference proceedingChapter

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AB - This chapter recounts the author’s experiences of teaching a third-year module entitled ‘History and Myth: Writing and Re-writing the Middle Ages’ which engages both with medieval history and Medievalism approaches to representations of the Middle Ages. As part of the assessment, the students are required to present a pitch for a medieval themed video game, feature film or TV series. Katherine J. Lewis describes how the module was conceived with two main purposes in mind: The first to combine the study of medieval history and modern representations of the Middle Ages in a way that would be both engaging and academically valid. The second was to give the students an opportunity to take a more creative and imaginative approach to the past. This enables them to gain a more nuanced understanding of the processes by which events and individuals have been depicted, interpreted and appropriated both in medieval accounts and modern re-creations. Lewis explains that the students are required not simply to identify ‘historical inaccuracies’ in medieval and modern sources but to account for these, considering what sorts of cultural work they perform in relation to issues of authorship, audience, genre and so on.

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Lewis KJ. Grand Theft Longboat: Using Video Games and Medievalism to Teach Medieval History. In von Lünen A, Lewis KJ, Litherland B, Cullum P, editors, Historia Ludens: The Playing Historian. 1 ed. New York & Abingdon: Routledge Taylor & Francis Group. 2019. p. 54-70. (Routledge Approaches to History). https://doi.org/10.4324/9780429345616-4