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“History Question”, “Remarkable Armenian Women”, “Path of Trials”, “Let Me Guess Myself”, “Come to Ararat”, “Survivor of Vaspurakan”, “Guess the Armenian Heroes of the Second World War” — these are some of the titles of the games created as part of the “Armenian History” subject.
The games are created by the students of the Faculty of Culture and Art Education pursuing their studies in the areas of “Dance”, “Decorative and Applied Arts” and “Fine Arts”.
The aim of the more than 20 games, which were presented as a recap of the design works during an open lesson, is to discover the most hidden and exotic corners of the history of the Armenian people, to impress with the discoveries of the historical-cultural heritage of the Armenian people, to help the player establish a closer connection with the homeland and know his heroes, as well as to promote enrichment of knowledge about history and the ability to think fast and make quick decisions, all through the language of arts.
There are entertaining table games, booklets characterizing the stations of Yerevan Metro (along with the QR codes), handmade dolls and other innovative games, mosaics and video clips that are interesting and different from one another…as the students say, one can learn history also by creating so that the heroic past becomes easier to learn and more accessible through games, just like a painter enlivens the past with his paintbrush.
One of the games is “The Path of Trials”, which provides the opportunity to overcome hardships by answering history questions, as well as make the right decisions to reach the place for salvation, building the Tsitsernakaberd Armenian Genocide Memorial. The creators of the game say Tsitsernakaberd symbolizes the power and memory of the Armenian people and the spirit to survive, adding that this is the reason why Tsitsernakaberd was chosen as the ultimate goal.
Associate Professor of the Chair of Armenian History Mariam Yeghyan, who teaches in the non-professional faculties, states that this was a modest attempt to bring students of other professions closer to the subject and synthesize this with their respective professions through potential efforts. Yeghyan believes that if the Chair ultimately approves the games, they may also be taught as part of the history lessons in school. It’s more interesting to present history through games, and some of them can be applied for higher age groups as leisure games in order to bring our society closer to Armenian history.
During the open lesson, Vice-Rector for Education and Science Naira Safaryan says she is impressed and that it is hard to imagine how the students of other departments will establish connection between their respective professions and the course on “History of the Armenian people”. “I really enjoyed it,” she stated and emphasized that she is one of the first to have participated in the discussion and welcomed the introduction of the design work in schools.
The Vice-Rector shared her considerations about the games, adding that she believes it is necessary to grow the ideas and apply them in practice.
Head of the Chair of Armenian History Edik Gevorgyan proposed to collaborate with the Chair when creating design works in terms of assistance with editing of professional wording.
According to him, some of the presented games can be included in a few textbooks to spark pupils’ interest. “This is a culture that is combined with our national history; in the future, it will be necessary to work with the Faculty, and certain games can be applied in teaching, turning them into lessons in practice,” Edik Gevorgyan remarked and expressed gratitude to the students for showing interest in Armenian history within the scope of the subject.
