Whew! It’s been quite a week, weather-wise. I’m not sure what that groundhog was doing, but I’m convinced Jadis the white witch had wormed her way into our world to spread winter strife. I can’t remember ever having to postpone or cancel a school visit due to weather, and this week I had to do it twice.
That’s turned what was supposed to be a busy week of hustle-bustle into one of hunkering down in the studio to catch up on some personal writing and blogging.
Even though I was supposed to spend today at the inner-city school for my third session as writer-in-residence, instead I’ll show some of the work that my kids did last week.
With my grades 6 and 7 groups, we continued working on our main project based on the idea of a character visiting a market in search of a specific object. I was pleased to see that they had worked on their brainstorming in earnest in the time between my visits.
This one detail particularly amused me:
Pesky trolls, always causing problems in the kitchen. Though, I guess the food still smells good, so maybe I’m doing trolls a disservice.
My meager brainstorming worksheet wasn’t enough for some students. They had to gleefully expand into their notebooks to develop their ideas. Whenever I see that, I’m greatly pleased.
My next phase with the grade 6 and 7 group was to work on world-building. I delivered a workshop on some of the key aspects of creating a world from scratch and, specifically, had them design symbols for the world in which their markets appear.
The overall goal is that the students will ultimately write a story based on this project, but, truthfully, my main desire is to see them trek carefully through the creative process so that they can understand how a story is developed. It’s not simply a lightning strike of inspiration and then you have a book. You have to take that lightning strike, find many more bolts, then develop, develop, develop.
Of course, I do want the students to do some writing as well, so I gave them the specific assignment of writing a scene in which their character finds their desired object in the market. This is also a new concept to many of them—writing out of order. By concentrating on this one scene, I hope they won’t be distracted by the overall plot and will just focus on good description of their objects, and how it makes their characters feel.
For the grade 4 and 5 group, we are working on a project about doorways. I’ve done this project several times with much success. It’s a fun way for young writers to feel invigorated by an idea. Here is some of the brainstorming that they produced last week . . .
One of my students knew we would be talking doors, so she brought in a key as an inspirational prop. (This girl gets my process!)
This student leafed through my personal brainstorming book, with my blessing, to steal some ideas for character and place names.
So, this week is an unexpected break from the school and I’ll head back next week.
I do really love having the opportunity to do repeated visits at the same school. It gives me time to really connect with the students and develop a rapport. I’ve been spending my lunches in the library instead of the staff room, which also gives some students the opportunity to come sit with me and work on whatever they please. This hasn’t been an official part of my residency, but I know there are always those kids who just want to be in a creative space and doodle, brainstorm, and write alongside someone else. In many ways, these times are my favorite part of a residency—those quiet moments working with one or two kids and not really doing anything other than creating.
To cap off, here’s a couple of snapshots of my own brainstorming from this week. I didn’t expect to have so much writing time this week! But when the opportunity arrived, I seized it.