The Prehistoric Painter

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I’m currently teaching a series of workshops through CWC called Picture Perfect: Exploring Creative Writing through the Lens of Art History.

I’ve delivered this program several times before, but it continues to evolve. This time around, I was given more weeks than usual to deliver workshop series, so I ended up adding some units. Despite this, I still feel like we are zooming through history and hardly doing anything justice.

For our first project, we explored the very first recorded art that we know of: cave paintings. After viewing images and videos of some of the famous sites from around the world, I introduced a project in which the students could create cave-painting style images on rocks. Afterwards, they were assigned to write a short story about a character who is the first member of a society to paint on a cave wall.

Doing the activity helped them put their minds in the right framework. One of the interesting things about this course has been trying to put everything into context for the young students. For example, they simply weren’t aware that prehistoric and ancient artists (not to mention Medieval ones) had a limited color palette available to them.

Here are some photos of our project in progress . . .

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The dragon hatchery expands

I’m continuing my work as an artist-in-residence with a group of teens at a local specialized learning center. A key goal of the residency is to provide a safe and fun place where the participants can create and do some art therapy.

In the first few weeks, we worked on building and sculpting dragon scales. This quickly migrated into the creation of dragon eggs—a far more ambitious project, and one that requires a great deal of patience.

The students have shown that patience and have enjoyed coming up with the styles, textures, and shapes to go with their eggs. There are many different approaches to this project, as is shown in the photos below . . .

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Many of the students have ambitious ideas and plans for their eggs, so there has been a lot of problem-solving required. Depending on the student’s plan, I’ve had to go and fetch very specific materials or tools to help them achieve their vision. As part of this process, we’ve decided that we should now build “nests” for these eggs. That’s going to be tricky, since I’m sure everyone is going to have a completely different plan . . . but oh, well! That’s what I’m here for.

Dragon scales at the Magic, Monsters, and Mystery camp

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I’m currently in Korea where I’m teaching a creative writing camp with my wife, Marcie. Our theme has been magic, monsters, and mystery . . . so, needless to say, we’ve been very dragon heavy.

I decided to share my prop-building passion with the students and have them build dragon scales. I’ve only done this project for myself, so to roll this out in a classroom with over twenty students was like trekking into unknown territory!

I’m pleased to say the project—both the process and the result—turned out very well. Working on the props taught the students a lot of patience and gave them something to work on between writing their stories and poems.

Step 1 was cutting out all the plastic shapes from plastic bottles.

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Step 2 was coating the plastic shapes with the plastering material to build up the thickness and detail.

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At this stage, some students were done with the sculpting and had to just wait for their plaster to dry before painting. Others, however, decided to add extra detailing in the form of acrylic jewels or by adding a layer of leather.

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The final step was to paint. We had to do this in stages, starting with a base coat and then letting it dry before dry-brushing to add extra texture and gradation.

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As you can see, there are some other small props here. We decided to introduce a thief character who wants to pinch something from a dragon, so the students made tools for their thief characters. Some students decided that their thief characters would steal treasure from the dragon characters, while others decided that the thieves would steal part of the dragon—such as a scale!

The final scales turned out really, really well. I find them hauntingly beautiful. Here are just a few of them . . .

Just add water . . . ?

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This week, I rolled out one of my favorite classes as part of my CWC creative writing workshops: A Monster in a Bottle.

In this class, the students each assemble a prop that consists of a miniature glass bottle stuffed with monster parts: claws, fangs, eyes, fur, feathers and that sort of thing. I actually only let students pick from three different supply piles, as I feel this makes them a bit more creative and considerate.

The idea is that this bottle is something they can buy at a pet store. It then has to be “hatched” through a series of special instructions . . . which, of course, the students have to write.

Here’s some of the photos from the day’s activity. As always, I’m continually amazed at the ingenuity of the students! Some of them definitely thought outside the bottle . . .

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It’s a jungle out there: Danger Island

Imagine you and your crew have braved a turbulent sea only to, at last, crash on the shores of a tropical island.

But it is no haven! As you and your gang of intrepid survivors make your way inland, it is only to discover that the isle is infested with one particular creature . . .

Such was the writing prompt I delivered yesterday at our creative writing camp on the theme of safari, which I’m teaching Yangpyeong, Korea, with fellow authors Kallie George and Dan Bar-el.

To help the students visualize this activity, I had them pick a creature from a sack and then  make a map of the island. Then it was up to them to write the story and see if their characters could survive the island!

Here are a few photos of their maps . . . deadly AND spectacular!

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It’s a jungle out there: the scene of the crime at Safari camp

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As part of the creative writing camp I’m currently teaching with authors Kallie George and Dan Bar-el in Korea, we created a scene in the “jungle” where some hapless safari explorers met their demise.

The idea behind the activity is to let the kids come examine the site and then imagine what  occurred. Here’s some photos, showing cannibal spears, a hand reaching out from a quicksand pool, a scattered treasure, and a mysterious egg . . .

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Of course, Korea in the summer is super hot, so no one had to imagine the blistering temperatures of a safari adventure. Add to that grasshopper, millipedes, and swarms of ants, and we really had ourselves quite a scene!

After the students were done examining the area and taking notes, it was back to the classroom to ruminate upon their findings and craft a short story.

It’s a big world out there . . .

Last week, I taught a creative writing camp for the Creative Writing for Children Society on the theme of “Secret Worlds” with author Kallie George. We’ve both written books that involved secret settings, so it was a perfect fit for us to teach. In particular, we decided to focus the topics on characters who get miniaturized and have to survive in what is now a giant world.

We began by having the kids construct miniature peg figures and writing a short poem about being small. This was a great exercise because these peg figures served to be their scale models for the week. They never had to remember how big their characters were—they were right in front of them!

 

After this project, the students began writing stories about characters who discover a shrink ray machine and accidentally (or in some case, purposely!) get shrunk down. To help with this part, we built shrink ray props. So, now, everyone in the class had a miniaturized figure and a shrink ray gun. The kids were off to the races, writing their stories.

 

The next step was to have the students imagine a single room in the house as an epic landscape that their miniaturized characters had to cross. So, for example, a pile of dirty laundry became Mount Clothes, and that sort of thing. This was a fun way to get them to think about perspective.

Then, as the characters crossed this landscape we introduced the problem of an attack by a creature. The kids picked critters from a bag, receiving things such as spiders, cockroaches, and centipedes (these were plastic critters, of course, but there was still much screaming). We then had the students pick items from a second bag, and these were things that their characters might find on the floor and use to survive the creature. I call that particular workshop “Big Problem, Small Solution.”

Here are some photos of their brainstorming sheets, which the students used to figure out their plan of attacks against their critters.

 

As you can see by the photos,  items the characters had at their disposal included stamps, toothpicks, birthday candles, bottle camps, spools, and miniature cocktail decorations! The result was a lot of fun solutions.

A second major  project we had the students do at the camp was to take all their props and produce a short script and storyboard for a four-minute movie about how they themselves got shrunk down at camp and had to survive. They loved this creative process and, of course, they all had props ready to go.