This thesis explores the topic of narrative in the context of musical composition. Narrative based music will be presented in relation to three ethical questions of Criticism, Commonality and Metaphor, communicated to the listener through the medium of narrative. This thesis will demonstrate how I have used these three questions in relation to my own compositional methodology and propose a world-building approach to musical composition, specifically in relation to Delirium; the magic, imagined world in which all my music is connected through a central narrative.

The practice of secondary world building, the creation of a fantasy realm with its own unique laws and systems has long been a tradition within the genre of fantasy writing. In many notable cases, such as those publications by J.R.R. Tolkien and H.P. Lovecraft, folklore exhibited in the world of the reader has been specifically used not only to construct these fantasy realms, but to add depth and believability to their presentation. The universe of J.K. Rowling’s Harry Potter series demonstrates this same practice of folklore-as-world-building, yet her construction does much more than just create a fantasy realm. By using both folklore which predates her writing as well as created elements which while unique to her secondary world specifically reflect the world of the reader, Rowling is able to create a fantasy realm which is highly political, complex and multivocal, yet still accessible to young readers through its familiarity. Specifically through her use of cryptids, belief representation, and folk narratives both invented and recontextualized, Rowling is able to juxtapose her fantasy universe to the real-world of the reader, in effect inventing a believable secondary world but also demonstrating to young readers the ways in which her writing should be interpreted.

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Uppsatsens material består av Farornas väg (1992) och Tidens hjul (1993) av Robert Jordan och Mördarens lärling (1996) av Robin Hobb. Romanerna inleder fantasysviterna Sagan om Drakens återkomst respektive Berättelsen om Fjärrskådarna. Syftet med analysen är att undersöka hur författarna introducerar och framställer element som skapar en illusion av en fantastisk värld. Uppsatsen är i första hand inte didaktiskt orienterad, men bruket av fantasylitteratur i svenskämnet för gymnasieskolan diskuteras också. Metoden är en komparativ motivstudie, där Jordans och Hobbs framställningar ställs mot varandra. Teoretisk utgångspunkt är Mark J. P. Wolfs teoretisering av world-building och närmare bestämt hans utveckling av begreppet invention. Analysen visar att Jordan och Hobb tidigt introducerar och framställer element som skapar illusioner av fantasyvärldar relaterat till seriernas världsstruktur, magiska element och epitet och karaktärsnamn. Författarna introducerar även element som kan relateras till vår värld. Jordans och Hobbs framställningar sker på olika och likartade sätt. Jordan och Hobb liknar bland annat varandra i hur de använder betydelsebärande epitet respektive karaktärsnamn, men skiljer sig åt då Jordan är tydligare än Hobb i framställningen av magiska element.

I detta kandidatarbete har vi undersökt hur ett spels narrativa återspelbarhet påverkas av en karaktärs reflektion av spelvärlden genom att skapa en gestaltning som fokuserar på relationen mellan världen, karaktären och spelaren.  Genom att bygga ett narrativ med hjälp av existerande narrativa strukturer, har vi försett oss själva med en testmark där vi kan utföra vår undersökning och implementera olika metoder för att studera dess resultat.  Utifrån Donna J. Haraways teori om situerad kunskap har vi undersökt narrativets återspelbarhet från världen, karaktären samt spelarens perspektiv. Detta har sedan lett till en förståelse om narrativ återspelbarhet inom spel, och hur perspektiv och kontext påverkar berättelsen och dess situering. I vår gestaltning skapar vi återspelbarhet genom att driva ett falskt narrativ som sedan tillåter spelaren ett eget perspektiv och narrativ utifrån hens egna tolkning. / In this bachelor thesis, we’ve researched how a game’s narrative replayability is affected by a character’s reflection of the gameworld through the creation of a design - which focuses on the relationship between the world, the characters, and the player. By building a narrative with the help of existing narrative structures, we’ve provided ourselves with a testing ground where we can research our implementation of different methods to study the results. Through Donna J. Haraway’s theory about situated knowledge we’ve examined the narrative replayability from the perspective of the game world, the characters and the player. This has resulted in an understanding of a narrative’s replayability within games, and how perspective and context affect the story and how it’s situated. In our demo we create replayability by driving a false narrative that allows the player their own perspective depending on their own interpretation.

This master thesis researches parallel digital world design in computer games in the setting of An Ended World. The main focus of the research is the touchpoints between two or more worlds and how the inputs from a designer can influence the type of experience received by the player.The overall research takes inspiration from both game and interaction design and follows a very user-centric approach with numerous play sessions and a workshop. The final outcome is presented in the form of attributes and a prototype built as a modification for an existing game.

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In a world where gamification is increasingly prevalent, Dungeons & Dragons is a vast, seemingly untapped arena into which students in an EFL classroom could potentially venture. By exploring the various applications of the hugely popular tabletop role-playing game, there are several aspects in which students and teachers can explore in order to find practical as well as theoretical uses for a role-playing game of this size and scope. This study has discussed and analyzed the benefits and drawbacks of implementing Dungeons & Dragons in the EFL classroom through mental imagery and immersion as an effective teaching tool. The implementation of D&D in an EFL classroom is achievable through scaffolding and preparation. This study has also discussed the gamification aspects of the EFL classroom and the game specific areas of game-based pedagogy.

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