The result of a unique research project exploring the relationship between children's vernacular play cultures and their media-based play, this collection challenges two popular misconceptions about children's play: that it is depleted or even dying out and that it is threatened by contemporary media such as television and computer games. A key element in the research was the digitization and analysis of Iona and Peter Opie's sound recordings of children's playground and street games from the 1970s and 1980s. This framed and enabled the research team's studies both of the Opies' documents of mid-twentieth-century play culture and, through a two-year ethnographic study of play and games in two primary school playgrounds, contemporary children's play cultures. In addition the research included the use of a prototype computer game to capture playground games and the making of a documentary film. Drawing on this extraordinary data set, the volume poses three questions: What do these hitherto unseen sources reveal about the games, songs and rhymes the Opies and others collected in the mid-twentieth century? What has happened to these vernacular forms? How are the forms of vernacular play that are transmitted in playgrounds, homes and streets transfigured in the new media age? In addressing these questions, the contributors reflect on the changing face of childhood in the twenty-first century - in relation to questions of gender and power and with attention to the children's own participation in producing the ethnographic record of their lives.
The essays in Andrew Burn and Chris Richards’s volume, Children’s Games in the New Media Age: Childlore, Media and the Playground, are concerned on the whole with the ways that popular media references move across what they call traditional playground games. In addition to arguing that relationships between media and play are complex, they demonstrate that traditional games are far more robust than often acknowledged. - Jennesia Pedri, Jeunesse
Contents: Children’s playground games in the new media age, Andrew Burn; The Opie recordings: what’s left to be heard?, Laura Jopson, Andrew Burn and Jonathan Robinson; ’That’s how the whole hand-clap thing passes on’: online/offline transmission and multimodal variation in a children’s clapping game, Julia C. Bishop; Rough play, play fighting and surveillance: school playgrounds as sites of dissonance, controversy and fun, Chris Richards; The relationship between online and offline play: friendship and exclusion, Jackie Marsh; Remixing children’s cultures: media-referenced play on the playground, Rebekah Willett; The game catcher: a computer game and research tool for embodied movement, Grethe Mitchell; Co-curating children’s play cultures, John Potter; Postscript: the people in the playground, Chris Richards and Andrew Burn; Index.
This series recognizes and supports innovative work on the child and on literature for children and adolescents that informs teaching and engages with current and emerging debates in the field. Proposals are welcome for interdisciplinary and comparative studies by humanities scholars working in a variety of fields, including literature; book history, periodicals history, and print culture and the sociology of texts; theater, film, musicology, and performance studies; history, including the history of education; gender studies; art history and visual culture; cultural studies; and religion.
Topics might include, among other possibilities, how concepts and representations of the child have changed in response to adult concerns; postcolonial and transnational perspectives; "domestic imperialism" and the acculturation of the young within and across class and ethnic lines; the commercialization of childhood and children's bodies; views of young people as consumers and/or originators of culture; the child and religious discourse; children's and adolescents' self-representations; and adults' recollections of childhood.