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Haley Combs

Professor Rollins

ENGL-113-1920

30 October 2022

Ethnography Expanded Field Notes

Key: Red = Place/space, Blue = Identity, Green = Rituals

Observation #1

Observations:

As the students walked in, many moved chairs and desks around their teacher's desk. They

discussed different topics that were happening in their life while they put together the classroom

for the game. At the beginning of this session, they discussed the characters they were attempting

to create. Some students talked about names they could give their character, while others

addressed special skills each could harness. Most of the time was spent doing this because it was

one of their first meetings as a group since starting the gave over again. A few faces were new

since the previous year's sessions. A couple of members had invited their friends to partake in the

group's new Dungeons and Dragons game.When the school bell rang, the game was over.

Thoughts and Feelings:

Their behavior was intriguing. Previous members knew exactly how they wanted their characters

to be and new members went back and forth on their decision. The classroom felt warm and

welcome. It was as though the room was a comfortable, relaxed environment. It made me forget
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briefly that it was just a basic classroom with the same foul odor, hard chairs, and grimy floors it

usually had.

Analysis:

The discussion the group was having and the feeling in the air showed me there was a sense of

community being built within this simple classroom. Students put most of their worries and

happenings that took place within each of their lives on the back burner and focused on the

game. They were having fun and building relationships in the process.

Observation #2

Observations:

The students moved desks and chairs around their teacher's desk again. They all continued

talking to each other about the comings and goings of the different classes in which they are a

part. During this session of Dungeons and Dragons, the game, in a sense, came to life. Shouts

and hollers came from several students as they were faced with different elements within the

game. It was very similar to fans at a sporting event. There were both positive and negative

cheers. The session was ended by the ringing of the school bell signaling that it was time to go

back to class.

Thoughts and Feelings:

Seeing all the students come in and pick up essentially where they had left off was very

interesting to witness. The room felt the same as the first observational period, only a bit more

energized. The game officially started and let me tell you, it was a sight to see. It became a bit
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loud as the game went on which made me a tad awestruck. My thoughts about this dynamic at

first included confusion. I had been oblivious that this type of game and community could be so

intense. It felt as though I was lost in a magical world filled with complicated beings and a

whirlwind of settings. It was quite unique even though I had very little understanding of what

was going on.

Analysis:

The dialogue between the students was probably the best part of the session to watch. It went

from everyday conversations to totally bizarre talk involving wild beasts and strange

environments. The atmosphere created as result of this game, made some usually quiet students

come alive with expression. It made me realize that the space itself did not necessarily matter.

Yes, it was the most convenient option, but the dynamic of the group was not limited to the

room. They could probably take their group to the library or someone's house, and still have the

same levels of expression.

Interview #1

Observations:

This interview was with Mr. Burdge, who is the sponsor of this group and who introduced his

students to the game. He has played Dungeons and Dragons for four years. He was introduced to

the game by a few of his buddies at his local church. This group is the second group of students

he has started within the schools he has been a part of. The previous school he taught at was

Nathan Hale High School in Tulsa, Oklahoma. The reason behind beginning these groups is
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because of his love for the game and the creativity it offers. He was asked to describe the overall

group at the high school with one word, and he chose the word "chaotic."

Thoughts and Feelings:

Mr. Burdge was full of lengthy responses and answered with quality responses. It made me

appreciate the game a bit more because of how it had impacted his life and how he is sharing the

outlet with his students. One word that came to mind when he was answering the questions was

passion. He was full of passion for the game and the students who he teaches. I noticed that he

spends a lot of time and effort outside of the classroom as well. Two hours each day alone are

spent driving to and from work, plus he dedicates a couple of hours outside of the classroom to

focus on preparing for his class and gaming group.

Analysis:

Overall this interview was insightful for getting a look through the eyes of a person who is a key

piece in the Dungeons and Dragons group. The game sparks problem-solving, imagination,

creativity, and strategy. It is a vessel for a player to grow and explore a part of their creativity.

Mr. Burdge said that his favorite part about it is that it is not linear, meaning that there is no right

or wrong way to play the game. From this, I gather that it can be more than just a game to some.

I view the way he describes it as an art. It is a form of expression, and I can now see why this

group of people center themselves around it. It is more than just a meer game, it is an opening for

minds to explore.
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Observation #3

Observations:

During my third observation, I noticed that the students went through moving the desks as they

had the first two times. Conversations continued to be ever-present and desks were once again

moved in place before the game began. Before the game commenced, Mr. Burdge called me to

his desk and asked which of the five beasts I thought he should put into the game. I chose a card

and it revealed a vampire spider. So, they ended up facing the vampire spider. Needless to say, I

got lost in the battle but they worked together and ended up defeating the beast with minimal

damage. Once they completed this task, their classes were almost upon them again so they

decided to wrap up a few minutes early.

Thoughts and Feelings:

Being able to be indirectly a part of the game was a feeling that is hard to describe. For the first

time viewing the students, I felt I was a part of their group. The classroom had always been

friendly and welcoming, but something about actually having a role to play was enticing. I could

almost see the wheels spinning in their heads during the battle. From this, I inferred that I might

have not picked the easy choice, but they seemed to have put their heads together as a team and

completed the task.

Analysis:

This session showed me a very important piece of the puzzle I had missed at the beginning,

which was there is more teamwork involved to win than I realized. For them to achieve their goal

and beat the beast, they had to work together and solve it as one instead of by themselves.