Last summer, halfway through my first year as a PhD candidate, I was asked to help tutor on the University of York’s Digital Heritage Field School, offered through the Department of Archaeology and led by Dr. Sara Perry, my supervisor. The result of the summer term’s work was the Hidden Dale project. It was an incredibly rewarding experience working with undergraduates on their first large-scale heritage interpretation project, and so when I was asked to help out again this year, I didn’t hesitate in saying yes.
This year’s project is quite different — different stakeholders, different institutional partners, different product, different skill set to emphasize in teaching the students. We’re working with Malton Museum, an entirely volunteer-run community museum, and we’re building a video-game to help highlight the museum’s extensive Roman collection. In the course of this project, the students will learn photography and photo editing, audio recording and editing, game design, graphic design, exhibition skills, and will get lots and lots of experience in heritage practice.
For my part, what I’m bringing to the project is help in teaching (alongside my fellow PhD candidate Harald Fredheim) and a background in game design. I worked for several years as a content creator and team leader at a small, independent game studio, and being able to share the lessons I learned in that part of my life with my students, in a practical and implementable way, is something I never expected would happen in the course of my PhD.