Browsing by Author "JMark Scearce"

Now showing 1 - 7 of 7

A Shadow at the Door How Narrative Addresses Trauma and Abuse
(2021) Parker, Jaekwon; JMark Scearce; Laura Widman; Marc Russo
This paper is an aggregate of information gained from general research, personal experience, and creative influence. We will explore the consequences of sexual assault on survivors who experienced said assault in childhood. As well as how narrative and creative media can help one come to terms with, address, and heal with the resulting trauma. To provide an example of how narrative can assist in addressing childhood trauma, I created a graphic novel titled A Shadow at the Door. The narrative follows a young black boy coming to terms with sexual assault he survived and learning to ask for help when the trauma and triggers become too much for him to bear. The purpose of this project is not to be a self-help book, or the end-all-be-all on advice as to what to do if one finds themselves a survivor of abuse, sexual or otherwise. The intent is to provide representation in terms of racial and gender demographics in a medium that would best reach out to an audience of pre-teen boys that could find use in the narrative of Nairobi.
A Shadow at the Door : How Narrative Addresses Trauma and Abuse
(2021) Parker, Jaekwon; JMark Scearce; Laura Widman; Marc Russo,
This paper is an aggregate of information gained from general research, personal experience, and creative influence. We will explore the consequences of sexual assault on survivors who experienced said assault in childhood. As well as how narrative and creative media can help one come to terms with, address, and heal with the resulting trauma. To provide an example of how narrative can assist in addressing childhood trauma, I created a graphic novel titled A Shadow at the Door. The narrative follows a young black boy coming to terms with sexual assault he survived and learning to ask for help when the trauma and triggers become too much for him to bear. The purpose of this project is not to be a self-help book, or the end-all-be-all on advice as to what to do if one finds themselves a survivor of abuse, sexual or otherwise. The intent is to provide representation in terms of racial and gender demographics in a medium that would best reach out to an audience of pre-teen boys that could find use in the narrative of Nairobi.
Anxiety-Coping Strategies and their Place in Game-Based Learning: An Exploration into How the Integration of Stress-Reducing Strategies into a Serious Game Can Offer Children a Learning Environment that is Both Encouraging and Effective
(05-05-2020) Hennes, Isabel; Marc Russo; John Nietfeld; JMark Scearce
Every human experiences stress in some form or another, and in the right amount it can act as an excellent motivator. It is only when a person experiences so much anxiety that it negatively impacts his or her ability to function in everyday life that it is truly considered a disorder. Anxiety is the body’s fight or flight response to perceived danger and—when treated appropriately through various therapies and from a young enough age—those who suffer from anxiety can learn to cope and overcome his or her disorder. Unfortunately, many children who develop anxiety, whether due to a learning deficit or a variety of other factors, take that anxiety into adulthood if untreated. By identifying whether or not a child is struggling in school due to symptoms of anxiety, parents and teachers have the opportunity to teach and encourage healthy coping strategies that can enable the child to appropriately react when experiencing an overwhelming amount of stress and worry. By addressing such symptoms early on, parents and teachers have the ability to recognize unhealthy behaviors and seek professional help if they fear their child is struggling. The intended purpose of this project is first, to understand what ways can the integration of anxiety coping tools and strategies into a game-based learning environment help normalize and alleviate assessment-induced stress; and secondly, how can such a system bring attention to parents and teachers of children who might be struggling in school? This project is not meant to diagnose anyone with learning or anxiety disorders, or provide long term therapy, but rather give students, no matter their condition, an opportunity to learn how to react to stressful situations with healthy behaviors.
Anxiety-Coping Strategies and their Place in Game-Based Learning: An Exploration into How the Integration of Stress-Reducing Strategies into a Serious Game Can Offer Children a Learning Environment that is Both Encouraging and Effective
(05-05-2021) Hennes, Isabel; Marc Russo; John Nietfeld; JMark Scearce
Every human experiences stress in some form or another, and in the right amount it can act as an excellent motivator. It is only when a person experiences so much anxiety that it negatively impacts his or her ability to function in everyday life that it is truly considered a disorder. Anxiety is the body’s fight or flight response to perceived danger and—when treated appropriately through various therapies and from a young enough age—those who suffer from anxiety can learn to cope and overcome his or her disorder. Unfortunately, many children who develop anxiety, whether due to a learning deficit or a variety of other factors, take that anxiety into adulthood if untreated. By identifying whether or not a child is struggling in school due to symptoms of anxiety, parents and teachers have the opportunity to teach and encourage healthy coping strategies that can enable the child to appropriately react when experiencing an overwhelming amount of stress and worry. By addressing such symptoms early on, parents and teachers have the ability to recognize unhealthy behaviors and seek professional help if they fear their child is struggling. The intended purpose of this project is first, to understand what ways can the integration of anxiety coping tools and strategies into a game-based learning environment help normalize and alleviate assessment-induced stress; and secondly, how can such a system bring attention to parents and teachers of children who might be struggling in school? This project is not meant to diagnose anyone with learning or anxiety disorders, or provide long term therapy, but rather give students, no matter their condition, an opportunity to learn how to react to stressful situations with healthy behaviors.
HBCUs: A Considersion
(05-2022) Umrani, Elijah; Chandra Cox; JMark Scearce; Lesley-Ann Noel
This project makes use of different storytelling techniques such as film, motion graphics, and illustrations. These stories will focus on three cornerstones that shape the foundation of Historically Black Colleges and Universities: Academic Excellence, Community, and Culture. The objective of this project is to illustrate and educate young students who may be unfamiliar with the purpose of Historically Black Colleges and Universities and why they are still being utilized in modern day education past their initial founding. By no means is this a defense for their relevance but a showcase of how HBCUs help shape and prepare students, particularly students of color, to receive a high level education.
Mediated Communities : A Case Study on the Relationship between User Interfaces and Online Communities
(2021) Bulous, Najla; JMark Scearce; Traci Rider; Derek Ham; Jedidiah Gant
Creatives face a unique challenge in using social media platforms to find online communities that facilitate learning, critique, and the sharing of work. “Mediated Communities” aims to better understand the relationship between user interfaces and online communities of practice through secondary research and a qualitative case study on the ‘Blender Discord’ group on the social media platform Discord. Members of the ‘Blender Discord’ server were surveyed and the resulting data analyzed. Since social media platforms have different user interfaces, a better understanding of how user interfaces use social affordances to influence online communities can help creatives pick platforms that are better suited to their needs. In addition, “Mediated Communities” details the author’s process and reflections on designing a case study around an anonymous online community of practice. This work shows that studying online communities in conjunction with their host platform(s) is valuable and can lead to new insights. It was developed and conducted as a part of the Masters in Art + Design program at NC State.
Mediated Communities: A Case Study on the Relationship between User Interfaces and Online Communities
(2021) Bulous, Najla; JMark Scearce; Traci Rider; Derek Ham; Jedidiah Gant
Creatives face a unique challenge in using social media platforms to find online communities that facilitate learning, critique, and the sharing of work. “Mediated Communities” aims to better understand the relationship between user interfaces and online communities of practice through secondary research and a qualitative case study on the ‘Blender Discord’ group on the social media platform Discord. Members of the ‘Blender Discord’ server were surveyed and the resulting data analyzed. Since social media platforms have different user interfaces, a better understanding of how user interfaces use social affordances to influence online communities can help creatives pick platforms that are better suited to their needs. In addition, “Mediated Communities” details the author’s process and reflections on designing a case study around an anonymous online community of practice. This work shows that studying online communities in conjunction with their host platform(s) is valuable and can lead to new insights. It was developed and conducted as a part of the Masters in Art + Design program at NC State.