A storytelling carnival in Korea

A storytelling carnival in Korea

I recently returned from Korea where I led a week-long creative writing camp for tweens and teens with authors Stacey Matson and Dan Bar-el. We survived the heat (at one point, it was 49 degrees Celsius, with humidity!) and managed to deliver a great program for our students.

Creative approaches to writing

Our creative writing camp was delivered through the Creative Writing for Children Society of Vancouver (CWC) and was designed around the theme of a Storytelling Carnival. This gave us lots of fuel for creative ideas—including gift parcels (in old-fashioned popcorn bags) full of fun activities such as yo-yos, stickers, and circus animal erasers.

At our camps, students usually write a lot of stories and poems, illustrate their work, and build props, working towards the goal of publishing an anthology of their creations.

cwccamp2018_bookcover.jpg

Storytelling

This year, we added a whole other factor under the expert leadership of Dan Bar-el: Oral storytelling. Each evening, Dan led “campfire” sessions, in which the kids created stories and practiced telling them. The younger students wrote stories based around the idea of a carnival and did the storytelling in themes. Our older kids took on a greater challenge: their subject was taking traditional Korean myths and telling modernized versions.

Prop-building, steampunk style

One of the main projects I led at camp was helping the students to design and decorate their own steampunk style books. I did this project at local libraries in BC a couple of years ago, and decided to bring it to Korea.

cwccamp2018_steampunkbookbuilding.jpg

The idea is that the students not only get a cool notebook by the end of the project, but it can serve as inspiration for a short story. There are plenty of tales of dangerous or forbidden books in the fantasy genre (think of the chained books in Harry Potter), so I thought this would be a good way to stir the imagination.

Here are a few photos of some of their creations:

cwccamp2018_steampunkbook06cwccamp2018_steampunkbook05cwccamp2018_steampunkbook04cwccamp2018_steampunkbook03cwccamp2018_steampunkbook02cwccamp2018_steampunkbook01

Character brainstorming

One of my favorite activities that I led was an interactive brainstorming session. I had the kids brainstorm a character who might participate in the circus, including coming up with all the minute details. As a way to galvanize them, I brainstormed my own character at the front of the group, using their individual suggestions to help build my character.

Here’s my character . . . “poop boy”:

cwccamp2018_poop_boy_brainstorming

And here’s a few of the characters the students came up with:

cwccamp2018_characterbrainstorming03cwccamp2018_characterbrainstorming02cwccamp2018_characterbrainstorming01

Afterwards, the project was to write a short “I Am” poem about the character. I decided I would write one based on the group character we developed. Here it is . . .

I am a poop boy

I am a poop boy
Shovelling truckloads of dung
Every
Single
Day.
It never ends.

Lions, monkeys, and elephants
—which is worse?
I can’t tell you.

The monkeys swing above me
Bombarding me with feces.
Sometimes, they even fling it at me,
Forcing me to wear
A handkerchief around my head.

The lions mangle and maul me,
Snatching at me with weaponized paws;
Those razor nails scratch and scrape me
Until I look like shredded paper.

And the elephants?
They leave behind MOUNTAINS of poop.
I wear three masks around my face,
A clothespin on my nose,
Goggles across my eyes,
But nothing seems to work.
The stench always wriggles its way through,
Causing everything to run:
My eyes, my nose, even my ears.

I wish I could run.
Away.

But I can’t
—not if I want to achieve my dreams.
One day, I will stand and strut
In the glare of the bright lights
And be the star of the show
With a crack of my whip
A twirl of my cane
And a tip of my hat.
People won’t call me
Stinky Will anymore.
No, sir!

They’ll look at my fine clothes,
Not handed down to me
From some second-rate clown,
But tailored and hand-stitched
Just for me,
And they’ll call me Ringmaster Will
And all of these poopy problems
Will be just a distant memory.

~

Well, most kids came up with characters far more prestigious than a poop boy! We had a lot of ringmasters, acrobats, and knife-throwers. Having the brainstorming portion completed help them be more detailed in their poems and, also, helped me with editing their work–if, for example, I noticed a dearth of description in their poems, I could point them back to their visual brainstorming.

Many kids took the visual brainstorming to heart and did it for other stories and projects in the camp, too:

cwccamp2018_plot_brainstormingcwccamp2018_carnivalfood_brainstorming

The camp was a lot of work for Stacey, Dan, myself, and our team of counselors, but it was a giant success. No one melted in the heat (even when we made the kids go outside for certain activities) and we’ll soon be publishing our anthology.

Here’s a photo of Stacey, Dan, and I and our students at the end of the camp.

cwccamp2018_group

There was no rest to be had though; immediately after the camp, Stacey, Dan, and I embarked on a tour of libraries in Korea. But more on that in a future post . . .

Advertisements

A new addition to the dragon’s nest

A new addition to the dragon’s nest

I have been building dragon eggs for a couple of years now, but I recently took on the challenge of crafting a giant one. I originally wanted to build an egg so that I could use it as reference in a book I’m working on (not the MAIN book I’m working on, but a side project).

I realized that my eggs were all too small—I wanted a model that would be the exact same size as the one my characters would have to deal with in the book.

So, I hunkered down over spring break and set to work . . . Here’s all the stages, starting with the raw materials: a giant plastic Easter egg shell, acrylic jewels, and plaster.

largedragonegg01

I started by plastering. This is the same type of material that doctors use for casts, but you can buy it at most art stores. I cut the plaster sheets into manageable strips then begin forming designs on the shell.

largedragonegg02_plaster

The plaster dries quickly, but can snap off if you’re not careful. A coat of mod-podge does wonders to keep it intact.

largedragonegg03_plastering

largedragonegg04_plastering

Once I was done with the plastering, I began the bejeweling phase, using a variety of different sizes and colors—the color variation doesn’t actually matter, because everything gets painted over at the end.

largedragonegg05_bejewelling

I like to start with a black coat of paint, then build up color afterwards.

largedragonegg06_painting

I chose metallic greens for the final color, so started dry-brushing over the black undercoat.

largedragonegg07_painting

Here’s the final product, sitting in my studio and shown next to an average hen’s egg, to show scale!

largedragonegg08_final

And here’s four of my dragon eggs, showing the different sizes, colors, and patterns.

four_dragon_eggs.jpg

 

The nightmare escapes: a writing prompt at our creativity camp

The nightmare escapes: a writing prompt at our creativity camp

My wife and I our currently in Korea, teaching a creativity camp for tweens and teens. We’re combing writing, art, prop building, and acting to provide the students with a week of intensive creativity!

One of our opening activities was based around the idea of bottling dreams. Students brainstormed characters, focusing on their fears and nightmares. The students then “built” the nightmares by imagining that they had been bottled.

Students could be as literal or symbolic as they wished. I brought a lot of general supplies such as black sand, hair, cotton, and feathers, all of which could be trimmed or stretched to represent the negative qualities of nightmares. There were also some more “on-the-nose” objects, such as plastic bugs and snakes!

For story purposes, those bottles get accidentally opened, unleashing story inspiration!

Here are some photos of the students’ bottles and brainstorming . . .

cwc2017korea_nightmarebottle_building

cwc2017korea_nightmarebottle01

cwc2017korea_nightmarebottle02

cwc2017korea_nightmarebottle03

cwc2017korea_nightmarebottle04

cwc2017korea_nightmarebottle05

cwc2017korea_nightmarebottle06

cwc2017korea_nightmarebottle07

cwc2017korea_nightmarebottle08

cwc2017korea_nightmarebottle09

Inspiring young imaginations in Korea

Inspiring young imaginations in Korea

can_embassy_lef&marcie

I recently returned from Korea, where I taught a creative writing camp for kids and presented at the Canadian Embassy in Seoul.

creativewritingcontest_poster.jpgA contest to celebrate Canada150

The event at the embassy was an award ceremony for a creative writing competition that was held in honour of Canada’s 150th birthday. The contest was sponsored by The Korea Herald, Air Canada, the Seoul Metropolitan Government and CWC (the Creative Writing for Children Society of Vancouver, a company I co-founded in 2004).

Contest judged by Canadian authors

Over 200 students from elementary, middle, and high schools across Korea entered the contest and were reviewed and judged by three Canadian authors: myself, Stacey Matson, and Kallie George.

It was a great honour to be a judge and to read through all the diverse entries. The theme was a difficult one; in some way, the entrants had to incorporate the idea of “150.” It was quite entertaining to see how the kids wove this theme into their short stories!

A ceremony at the Canadian embassy

The award winners were announced on July 1 (Canada Day) and the ceremony was held on July 22nd at the Canadian embassy in Seoul. Joon Park, who is the CWC co-founder, Stacey Matson, Marcie Nestman, and I attended the ceremony on behalf of CWC. Unfortunately, Kallie George could not accompany us, but she was there in spirit.

can_embassy_lef_presents_podium

During the ceremony, we were privleged to meet the contestants and award them their prizes. There were 30 winners in various categories, with the top winner receiving a free round-trip ticket on Air Canada to travel to anywhere in Canada.

After the ceremony, Stacey and I held a Q&A session with the young writers. We were so impressed by their thoughtful and in-depth questions. I’m so proud of all the kids who entered and of their beautiful words that they dared to share.

can_embassy_awardwinners

 

All contest winners will have their stories published in an anthology.

For more information, check out the article on The Korea Herald website.

About the Creative Writing for Children Society

CWC is a not-for-profit organization dedicated to enhancing the creativity, confidence and writing capacity of children through tailored writing programs. In CWC’s programs, students are guided by professional authors, illustrators, editors, and actors to write and illustrate their own books, which are professionally desktop published. Founded in 2004, CWC is based in Vancouver, BC.

 

 

Cool creative writing activities—pirate style

Cool creative writing activities—pirate style

Last week author and colleague Kallie George and I finished up a two week creative writing camp for kids aged 9-12 through CWC. The theme was one of our faves: pirates!

Kallie and I have taught many camps before, but we wanted to try and do something a little different this time. Even though the goal of the camp was to just immerse kids in creative writing, we decided we needed to give them a goal.

So, we decided to have them produce handmade pirate “journals” that would chronicle the adventure of a character who ends up sailing the seas.

Once we had that decided, it was just a matter of developing and fine-tuning some topics . . .

Day 1: Introduction – What kind of pirate are you?

For the first day, we just warmed up the kids by introducing them to our theme, having them take a fun quiz (What kind of pirate are you?), and doing some writing warm-ups.

Day 2: Plot me a treasure!

We introduced our overall goal, to make a pirate log book and began the project by drawing treasure maps. One of my goals in all of my writing classes is to have the kids work hard on developing better ideas. To this end, I had them complete a brainstorming sheet before they began drawing.

The brainstorming sheet outlined various features they might include on their map and come up with inventive names for them. I find that many young writers will just pick the first name that pops into their head and not give it a second thought. The brainstorming sheet helped them come up with a much more imaginative and evocative world for their journal.

map01map02map03map04map05

This was also the day the students began handwriting their journals. Many of them chose to do rough copies that they could then copy into their final booklets (after a quick edit, of course).

Day 3: Pirate Particulars

Pirates love clothes, so on Day 3 we had the students approach character design through a strong visual approach. The kids designed a complete pirate wardrobe for a character, including clothes, tools, tattoos, and the ultimate fashion accessory—a pirate pet.

pirateparticulars01pirateparticulars02pirateparticulars03

Day 4: ARG! Pirate Lingo

One of the most fun things about pirates is the way they talk, so we led an activity to help students practice pirate lingo.

Day 5: Settings that Sail

This day was all about the ship and the flag. We showed the students diagrams of famous ships from film and literature (my personal favorite being The Dawn Treader), and went over the flags used by real-life pirates.

Afterwards, the students brainstormed and designed their own pirate flags. Once again, I had the students do a few thumbnail designs before committing to a final since this does always seem to turn up the best ideas.

flagdesigns01

I ended up designing my own pirate flag, too . . . one to go with a book I’m currently writing.

flagdesigns02-captaintraxx

Day 6: Treasure Ahoy!

We had started the camp giving the kids miniature treasure chests loaded with gold, rubies, and pears. On this day, I brought in other pieces of treasure—mirrors, kaleidoscopes, ancients coins, pots, and so forth. Each student picked an object (and many of them were actual antiques) and were asked to describe it using the five senses.

Once we shared our descriptions, the next task was to invent one magical or unusual thing about the object. So, for example, one student decided that a kaleidoscope showed the true path to the pirate treasure and the other decided that the mirror had captured the soul of a wayward sailor.

description01felix&charlottepirate-treasurechestpiratecamp

Afterwards, we did a visualization activity in which the students all shut their eyes and we played the sounds of a ship at sea during a storm. Afterwards, the students wrote about the experience, concentrating on the five senses.

The purpose of this day was to just make sure the students understood the concept of show-don’t-tell and to help them invest more description into their stories.

Day 7: Sea Shanties

This was one of the most fun days in the camp, as we had the students listen to a cargo of sea shanties then craft their own. Some were ballads, some were call-and-response songs, and others were more free form. Also, most of them were about how to drop me, “Cap’n Wiz.”

seashanty01seashanty02seashanty03

Day 8: Legends & Lore

This was a day to bring on the sea serpents! We explored real legends and myths of sea creatures and then asked the students to think about their own monsters by drawing and sculpting them out of clay. Of course, afterwards, they could incorporate these creatures into their pirate journals.

seacreature01seacreature02seacreature03

Day 9: Message in a Bottle

By now, it must be obvious that we like buidling stuff in our creative writing camps! On this day, the students wrote messages and put them in bottles, which they painted to make them look like they had been adrift for awhile. The story prompt here was that the students’ characters could be sending out a cry for help.

Day 10: Seal ‘Em Shut

This was the day the kids finished up working on their journals. We had a plan to tea-stain the journals, but then were a bit worried about some of the ink smudging. In any case, this is something the kids could do at home.

The main task we wanted to focus on was making sure the covers look interesting. We procured some brown cardstock and had the kids draw on them with metallic markers. We also got some wax to drip overtop so that they could “seal” them with an impression of a skull or some other design.

piratejournal01piratejournal02piratejournal03piratejournal04piratejournal05piratejournal06piratejournal07piratejournal08piratejournal09

I’m pretty impressed with the final products and, considering this was the first time we did this project, it turned out rather smoothly.

Well, now it’s time for me to switch gears and turn my attention to my next summer creative writing workshop series: Galaxy Camp!

 

 

The Prehistoric Painter

cwccoq-pp-cavepainting04

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 . . .

cwccoq-pp-cavepainting06

cwccoq-pp-cavepainting01

cwccoq-pp-cavepainting02

cwccoq-pp-cavepainting03

cwccoq-pp-cavepainting05

cwccoq-pp-cavepainting07

cwccoq-pp-cavepainting08

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 . . .

clc-egg12

clc-egg10

clc-egg11

clc-egg08

clc-egg07

clc-egg09

clc-egg06

clc-egg06a

clc-egg06b

clc-egg06c

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.