Amazon Adventure

The journey embarked upon by passengers aboard the El Dorado is a bit of a game—one characterized by cooperation, survival, conflict, control, exploration, adventure, wit, quick thinking, and fast response. Students will dive into the magical world of Florencia en el Amazonas by creating a board game inspired by the voyage Florencia and her fellow passengers take.

Each passenger boards the steamboat with their own motives—some seek love, others wish to rekindle love, and still others hope to recover lost love. Full of anticipation for what they hope to discover, not a single passenger can imagine the turns their Amazon adventure will take. In this project-based activity, students will bring the story of Florencia en el Amazonas to life by creating a board game that mirrors the journey Florencia and her fellow passengers take as they wind through the Amazon jungle from Colombia to Brazil.

STEP 1. INQUIRE

Before diving into the plot of Florencia en el Amazonas, first have students brainstorm components of a great board game.

Ask students:

• What are your favorite board games to play? What specifically do you like about these games?
• Are all board games the same? What are some different types of gameplays associated with various board games?
• What makes a great board game?
• What frustrates you when you’re playing a board game?
• How do board games tell stories?

STEP 2. REVIEW

Turn students’ attention next to Florencia en el Amazonas. Describe to students that Florencia and her fellow passengers go on an adventure down the Amazon—the perfect backdrop for an epic board game.

Pass out a copy of the synopsis. Have students spend a few minutes marking the text of the synopsis. To help students better comprehend the plot, have students complete the following:

• Number (1, 2, 3) each paragraph of the synopsis.
• Circle any words indicating who, where, and when.
• Underline what is happening and why it’s happening.
• Make arrows to clarify the actions of a character.
• Then, go back and highlight the following:
  • Where/When – Green
  • Who – Orange
  • What/Why – Yellow

STEP 3. DISCUSS

Divide students into pairs and have them brainstorm which components of the opera’s story would lend themselves well to a board game. Ask students: If you were to distill Florencia en el Amazonas down to one thematic concept, what would it be (e.g., a game of cooperation, survival, fighting, control, exploration, adventure, wit, quick thinking, fast responses)?

STEP 4. INVESTIGATE

Share with students that games of all types (board games, video games, card games) follow a standard MDA approach—Mechanics, Dynamics, and Aesthetics. Explain to students the following:

MECHANICS Key questions include: How do I play the game? What are the components/pieces of the game? What are the rules? How many rounds are there? How do I win?

DYNAMICS Key questions include: What are the natural consequences that occur when the mechanics of the game play out? What constraints do I have? What choices do I have? How will my choices affect others, and vice versa? How can I collaborate with others? Can others collaborate against me?

AESTHETICS Key questions include: What are the intended emotional responses to gameplay? How does the color scheme affect a player’s experience? Is the game board creative and imaginative, transporting players to a different world and/or time?

STEP 5. REFLECT

Consider classic racing games such as Sorry, Trouble, Chutes and Ladders, and Candyland. Pick one and complete an MDA analysis with your students together on the board. Then, have them choose a different board game and complete an MDA analysis on their own. Once students have completed the activity, have them share out loud.

STEP 6. DESIGN

Now, turn your attention to Florencia en el Amazonas and the projects students will complete. Students should create a board game that mirrors and/or expounds upon the journey Florencia and her fellow passengers take aboard the El Dorado. The board game must:

• Be playable.
• Have a clear set of rules outlined in a rulebook.
• Mirror, or expound upon, the narrative of the opera.
• Fit all components of the game inside of a pizza box.
• Show a clear and cohesive aesthetic.

Using the included handout, students must first complete an MDA outline of their game.

Then, students should complete a mood board with preliminary sketches of the board game map, character prototypes of pawns, cards and/or dice, typography, and color palate.

The components of the game should include the following:

PIZZA/CARDBOARD BOX

• Name of game
• Logo
• Tagline
• Number of players
• Approximate length of gameplay
• Recommended age of players
• Color palate that reflects the game inside

RULE BOOK

• Catchy intro
• Narrative overview
• List of components of the game inside the box
• Character bios
• How to win
• How to setup the game
• How to play (MOST IMPORTANT!)
• What regulates a “turn”
• Strategies to employ
• OPTIONAL: Scoring

GAMEBOARD

• Completed map on a gameboard with clear directions
• Characters/pawns
• Playing cards and/or dice

Have students take part in a gallery walk, playing their peers’ games. As students are playing, they should be doing two things: completing an MDA outline of each game and identifying strengths, weaknesses, and opportunities in the game (including the gameboard, gameplay, and game box).