Acting the part: ‘living history’ as a serious leisure pursuit

Hunt, Stephen

doi:10.1080/0261436042000231664

Cited by 69 publications

(34 citation statements)

References 22 publications

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“…The serious leisure perspective has been applied and tested in a range of empirical studies (Shen & Yarnal, 2010). These include activities as diverse as long-distance hiking (Littlefield & Siudzinski, 2012), 'living history' historical re-enactment (Hunt, 2004), belly dancing (Kraus, 2013), rock climbing (Dilley & Scraton, 2010), volunteering in community projects (Gallant, Arai & Smale, 2013) and grassroots organizations (Bendle & Patterson, 2009) and English folk 'morris dancing' (Spracklen & Henderson 2013).…”

Section: Defining Serious Leisurementioning

confidence: 99%

‘Real Ale’ Enthusiasts, Serious Leisure and the Costs of Getting ‘Too Serious’ About Beer

Thurnell‐Read

2015

Leisure Sciences

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Section: Defining Serious Leisurementioning

confidence: 99%

‘Real Ale’ Enthusiasts, Serious Leisure and the Costs of Getting ‘Too Serious’ About Beer

Thurnell‐Read

2015

Leisure Sciences

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“…Although the motivations of participants in these leisure activities may be variable, each of these studies emphasise the pursuit or development of meaning as a central element of the activity. Hunt (2004) emphasises the centrality of constructing 'alternative identitites' while Crang (2000) argues that a psychological focus on escapism by academic interpreters prejudicially overlooks the scholarship of a knowledgeable yet unorthodox community. Fine (1983) has argued that players of storytelling fantasy games self-consciously develop their own subculture in relationship to their broader cultural systems.…”

Section: Introductionmentioning

confidence: 99%

“…Cultural studies of closely related activities have focused on re-enactment groups (Hunt 2004;Crang 2000), and the practice of roleplay boardgaming (Fine 1983;Bowman 2010). These studies have examined the role of community and the development of particular customs and knowledge through the pursuit.…”

Section: Introductionmentioning

confidence: 99%

Materiality, magic and belief: Framing the countryside in fantastical live-action roleplay games

Mitchell

2016

Ethnography

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This account of a UK live-action roleplay (LARP) event highlights complex shifts between different interpretive frames, foregrounding the role of the physical setting as well as non-players and locals in providing symbolic resources that inhibit or support the breaking of interpretive frames. The conception of framing used here draws upon Goffman's (1974) definition of a frame as part of the organization of activity that specifies meaning and expectations of involvement. In looking at the setting, this presents UK LARP as an engagement with rural materiality. From the point of view of a game organiser, the paper identifies the creation of specific contextual frames by the visiting hobbyists associated with three interpretations; (1) a narrative conception of the space as a backdrop for fantastical events, (2) a ludic conception of the space as an area of game-playing, (3) an event conception of the space and its inhabitants as something to be managed. Three examples of disruptions to the work employed to maintain these frames demonstrate their fragile nature.

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“…Coles and Armstrong [1] states the learning history as a time of leisure. Besides, Hunt [2] prefers to use phrase 'serious leisure pursuit'. In the United Kingdom, Living History Society involved in film and television work.…”

Section: Introductionmentioning

confidence: 99%

Learning History through Historical Movies: Bringing Living History into Classroom

Azmi¹

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Learning history would be done in various ways. In traditional learning, history learned by reading a book or hearing a story about the past or simulates the past with role-playing. In the digital era, history learned by the student with digital forms, such as multimedia learning, mobile learning and historical movies. At this time, there is a trend to revive the feeling of the past in the present day known as living history. Implementing living history is really difficult in terms of cost and time to get it into the classroom. Thus, historical movies are alternative ways of conveying the historical atmosphere in the classroom. This paper will distinguish a learning model design that uses historical movies as an instructional medium to bringing living history into the classroom. The literature referenced in this paper used to analyze implementing living history through historical movies to bring it into the classroom. The conclusion in this paper is the living history would be to learn through historical movies.

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Acting the part: ‘living history’ as a serious leisure pursuit

Cited by 69 publications

References 22 publications

‘Real Ale’ Enthusiasts, Serious Leisure and the Costs of Getting ‘Too Serious’ About Beer

‘Real Ale’ Enthusiasts, Serious Leisure and the Costs of Getting ‘Too Serious’ About Beer

Materiality, magic and belief: Framing the countryside in fantastical live-action roleplay games

Learning History through Historical Movies: Bringing Living History into Classroom

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