Playfulness, Connection, Flow: True Fun
A friend recommended the book The Power of Fun: How to Feel Alive Again by Catherine Price and I read it. In the book, Price defines ‘True Fun’ when playfulness, connection, and flow happen, preferably at the same time. Price says that ‘play’ “depends less on the activity itself than it does on the attitude we bring to it” (p.90) while ‘flow’ “is, a state of total engagement, in which you are so engrossed in the activity at hand that you lose track of time” (p.100). These points resonated with me as a world language educator.
Attention
Price also points out that what you prioritize is what you give your full attention to (p. 44). Then, in the world language room, how can we have students make the decision about focusing in class and giving all their attention? Maybe playfulness, connection, and flow is the way to go?
As world language educators, we aim at having students want to keep on speaking, writing, reading, and listening in our classes even if they make mistakes. As Price says, “‘When we are in flow, we don’t fear failure” (p.100).
True Fun
Considering all of the above, I wonder, how can we create a world language curriculum that, in a way, mimics playfulness, connection, and flow, i.e. that mimics True Fun?
When we are having fun, we’re entirely in the moment, responding spontaneously. i.e, in flow. Usually, we are also playful and connected with others. I couldn’t help but want True Fun in our world language classes.
Qualities, Styles, Contexts
Price continues by listing qualities, styles, and contexts needed for playfulness, connection, and flow to occur. They include so many that we already see in our classes. Some of these qualities, styles, and contexts include imagination, intellectual stimulation, uncertainty, spontaneity, teamwork, community, performance, risk, competition, and novelty, so name some. Maybe it is time to start using them intentionally.
As an added suggestion, Price tells us, “When you are playful with the same people over time, it can create bonds between groups of people that persist even when you’re not actively playing” (p. 93). We already have the same students over time (a semester, a whole year) so it seems that it is a call to act! Isn’t playfulness, connection, and flow what we aim for in our classes?
An Example
One way in which I see this in action in a world language class is by having debates. I believe that having debates on topics which are meaningful for students will help them to lean towards playfulness in your class, make connections with other students and their ideas, and help maintain flow in class. During debates, students pay full attention to what their peers are saying and will want their group to ‘win’ the debate.
When we have debates in class, students ‘have more courage to try new things’ (p. 117). Mainly, they want to express their opinions, which are usually strong and put a lot of effort in doing so, forgetting, in a way, that they are doing it in another language. Good prompts become essential for success!
Questions as Prompts
Questions that spark discussions may become the perfect prompt for students. Don’t forget to find contexts or topics that students are interested in talking about. For example, the question in the Scholastic magazine El Sol ‘Do professional athletes earn too much money?’ (¿Ganan demasiado los deportistas profesionales?) provides a wonderful topic for discussion and debate. Students will have strong opinions on one side or the other. Students are sure to have True Fun.
Next time you are planning a unit, think of having a debate as a formative or summative assessment. You’ll be delighted to see True Fun in action.
