Tuesday, March 30, 2010
Dysfunctional
Saturday, March 27, 2010

Wednesday, March 24, 2010
Where are my Building Blocks?
A Pretty Swell Guy

Dashing through the snow!On his carapace we will sway!Through the streets we go!Laughing all the way!Thunderous is his stride!Colossal is his size!What fun it is to ride atopThe Tarasque's oh so massive thighs!Oh!Jingle Bells (stomp), Jingle Bells (Stomp), Jingle All the Way!Oh what fun it is to play with Tarrasques all the day, Hey!Jingle Bells (stomp), Jingle Bells (Stomp), Jingle All the Way!Oh what fun it is to play with Tarrasques all the day!
"23:33 And when they were come to the place which is called Faerun, there they struck him down to -30HP, and there they made a wish for his destruction.23:34 Then said the Tarrasque, "Ao, forgive them, for they not not what they do. And they parted his carapace, and cast lots for his horns and loot.23:35 And the NPCs stood beholding. And the adventurers also with them derided them saying, "He ate others, let him save himself, if he be Tarrasque, the Epic Level Solo."


God, I want to make this canon in my D&D games - THAT'S IT, from now on, the Tarrasque is a pretty swell guy.Sunday, March 7, 2010
Tasty and Unfinished
First up is an Elven Archer I drew (and created for D&D, but never played) with butterfly thing. With the exception of the butterfly wings (I wish I'd given them some detail), I was pretty happy with this one. I gave her some fucking massive Elf Quest ears (which look a little odd on an adult-sized elf hunny), but you love it.
I hope it's new to you. Or, at least, you're one of the gamers who was there when Mark dropped the "fuck 'em I'm evil" bomb, and I whacked ya' with a little gaming nostalgia.
Anyway. Savage She-Hulk on her way. Also, I feel kind of bad about not delivering on the Danger Mouse art. I'll give it a shot.
Thursday, March 4, 2010
Of Nightmares and Dreams
Wherein the Dave discusses roleplaying, music, and the idea that it might be a good time to start writing again.I was inspired by this image (at right) - wich is from some deviant's* idea of what the TARDIS might look like within its own microverse (the outside of what's inside the Police Box) - to begin work on a World of Darkness Campaign combining elements of H.P. Lovecraft's Cthulhu Mythos with Doctor Who.
The basic idea (barring any spoilers) is that the Player Characters - in the course of investigating (or running from) some weird shit - discover an abandoned TARDIS. As to what's going on within the TARDIS, why the PCs can get into it, and what unfathomable terrors lurk beyond Time and Space? I'll leave that to your imagination.
The Campaign is tentatively going to be called "the Horror from Out of Time."
*You can look at ~Clone-Artist's deviantART gallery here.
I was born in 1973. I was pretty stoked to learn that Queen's debut album came out that same year (as did Aerosmith's and a few others I don't care much about).
Just for the hell of it, and because I wanna, here are my top 5 albums from the year I was born.
Queen - Queen :: Now, I didn't listen to Queen in 1973. I have no idea if I listened to Any music in 1973; but I didn't discover Queen until the 80's (and organized sports) when I started hearing songs like "We Are the Champions" and "Bohemian Rhapsody" - you know, the songs everyone knows. With the advent of the internet, however (and the awesomery that is in no way actually "piracy." I've become a huge fan of Queen. "Keep Yourself Alive" might be everyone's favorite from this album; but I also really like "Great King Rat" and "Night Comes Down."
Dark Side of the Moon - Pink Floyd :: This list is mostly a nostalgia/ anecdotal list or else Dark Side of the Moon would be first. I didn't discover Pink Floyd until my brother, Chris introduced me to the Wall; and I didn't find out about Dark Side of the Moon until I heard about the whole Dark Side of the Rainbow thing; and that was awesome. "Breathe, Money, Us and Them," there are way to many good songs on this album for it not to be number one; but I just - for some ungodly reason - don't listen to it as often as I listen to Queen.
Billion Dollar Babies - Alice Cooper :: I don't think of myself as having belonged to any high-school click; but - as much as I regret it - I probably fell somewhere between Metalhead and Redneck. Though I'm not a fan now - that's not true, I just don't listen to it any more - Billion Dollar Babies is the album on this list that I've listened to most. "Billion Dollar Babies, No More Mister Nice Guy, Sick Things, Mary Ann." God! Now I have to download this album again. Pirate Bay, here I come. brb.
Back. Pat Garret & Billy the Kid - Bob Dylan :: My Mom & Dad had an extensive record collection. Highway 61 Revisited was among those albums and I listened to Pat Garret & Billy the Kid because I figured my Dad liked it. At first it was kind of a let down (aside from "Knockin' of Heaven's Door," of course), but then I saw the movie. I really liked it (It was one of the first Westerns I actually paid attention to - I was not a fan of the genre). James Coburn is awesome.
Aerosmith - Aerosmith :: I found out about Aerosmith in the late 80's with Permanent Vacation and Pump. I found out how old they were one afternoon when I got into the car with mom and put Pump into the tape deck. Mom said, "is that Aerosmith?" And I was completely blown away by two things: 1. How cool my mother was for liking a band that was actually cool, 2. How little I knew about any music after 1968 (thanks to my parent's totally awesome Classic Music collection).
On the writing front - I haven't been. That's disappointing. Brain Squids. I'm working in a dead-end job that harbors only the slightest fractions of joy just so that I can a) have the time to write, and b) so that I'll have some motivation to do so. Most of the writers whose blogs and Twitter accounts I follow have given up things like Television and Video Games. I've already moved these things in my life to the back-burner - and the majority of my gaming time is spent at my brother's house anyway; I hardly ever watch television now.
If only I could curtail my internetting. By the way, I've been catching up on Chuck; Kristen Kruek is cute as a button. She's no Jamie Eason; but I guess there's a reason she was "the Girl Next Store" in Smallville.
My plan is to pick up my novel tomorrow morning. Also look for something here in the next couple days - probably an Electroverse Update, though I'll be porting all of my previously published short fiction to this blog as I shut down all the things (MySpace, LiveJournal, etc) I no longer pay attention to.
Friday, February 5, 2010
From the New York Times (here)
THE Obama administration is planning some big changes to how we measure the success or failure of schools and how we apportion federal money based on those assessments. It’s great that the administration is trying to undertake reforms, but if we want to make sure all children learn, we will need to overhaul the curriculum itself. Our current educational approach — and the testing that is driving it — is completely at odds with what scientists understand about how children develop during the elementary school years and has led to a curriculum that is strangling children and teachers alike.
In order to design a curriculum that teaches what truly matters, educators should remember a basic precept of modern developmental science: developmental precursors don’t always resemble the skill to which they are leading. For example, saying the alphabet does not particularly help children learn to read. But having extended and complex conversations during toddlerhood does. Simply put, what children need to do in elementary school is not to cram for high school or college, but to develop ways of thinking and behaving that will lead to valuable knowledge and skills later on.
So what should children be able to do by age 12, or the time they leave elementary school? They should be able to read a chapter book, write a story and a compelling essay; know how to add, subtract, divide and multiply numbers; detect patterns in complex phenomena; use evidence to support an opinion; be part of a group of people who are not their family; and engage in an exchange of ideas in conversation. If all elementary school students mastered these abilities, they would be prepared to learn almost anything in high school and college.
Imagine, for instance, a third-grade classroom that was free of the laundry list of goals currently harnessing our teachers and students, and that was devoted instead to just a few narrowly defined and deeply focused goals.
In this classroom, children would spend two hours each day hearing stories read aloud, reading aloud themselves, telling stories to one another and reading on their own. After all, the first step to literacy is simply being immersed, through conversation and storytelling, in a reading environment; the second is to read a lot and often. A school day where every child is given ample opportunities to read and discuss books would give teachers more time to help those students who need more instruction in order to become good readers.
Children would also spend an hour a day writing things that have actual meaning to them — stories, newspaper articles, captions for cartoons, letters to one another. People write best when they use writing to think and to communicate, rather than to get a good grade.
In our theoretical classroom, children would also spend a short period of time each day practicing computation — adding, subtracting, multiplying and dividing. Once children are proficient in those basics they would be free to turn to other activities that are equally essential for math and science: devising original experiments, observing the natural world and counting things, whether they be words, events or people. These are all activities children naturally love, if given a chance to do them in a genuine way.
What they shouldn’t do is spend tedious hours learning isolated mathematical formulas or memorizing sheets of science facts that are unlikely to matter much in the long run. Scientists know that children learn best by putting experiences together in new ways. They construct knowledge; they don’t swallow it.
Along the way, teachers should spend time each day having sustained conversations with small groups of children. Such conversations give children a chance to support their views with evidence, change their minds and use questions as a way to learn more.
During the school day, there should be extended time for play. Research has shown unequivocally that children learn best when they are interested in the material or activity they are learning. Play — from building contraptions to enacting stories to inventing games — can allow children to satisfy their curiosity about the things that interest them in their own way. It can also help them acquire higher-order thinking skills, like generating testable hypotheses, imagining situations from someone else’s perspective and thinking of alternate solutions.
A classroom like this would provide lots of time for children to learn to collaborate with one another, a skill easily as important as math or reading. It takes time and guidance to learn how to get along, to listen to one another and to cooperate. These skills cannot be picked up casually at the corners of the day.
The reforms suggested by the administration on Monday have the potential to help liberate our schools. But they can only do so much. Our success depends on embracing a curriculum focused on essential skills like reading, writing, computation, pattern detection, conversation and collaboration — a curriculum designed to raise children, rather than test scores.
Susan Engel is a senior lecturer in psychology and the director of the teaching program at Williams College.

