Book covers from the workshop of dreams

Book covers from the workshop of dreams

I’m just wrapping up production of the books written and illustrated by the students who took the Spring Term of my Dream Workshop program that is run through Creative Writing for Children.

In many cases, the students provided their own artwork. In others, the students chose royalty-free stock photos, but in those cases, they still had to design their cover, which meant providing instructions on how to crop the photo and which fonts to use.

I’m so proud of my students! The books will go for printing soon and will be in their hot little hands in the next few months.

debbiekim_lookingin

laurenliang_thetimekeeper

sunnykim_pandoraii

gemmayin_partysurprise

sionahn_landofskies

jadenchung_candyrealm

tysonmattu_lost

iankim_secrets

emilylee_hoops

ellyyoo_anadventure

arisolkim_kingdomofenchantia

alexjang_possessionofadangerousmind

sarahpark_oneudonbowl

rickyyin_sixteenamazingstories

aidenlee_secretofportalstreasure

yoyozhang_thesecretflower

tristanmo_cursedcity

sussizhu_thewarbetweenupperandupper

felimwang_thebookofdeath

ericxu_ace

charliechen_thefencingboy

juliakim_anastasiasadventure

charleswang_thehiddenworlds

candicehua_thewatchersvision

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TD Book Week Tour ~ Day 5

TD Book Week Tour ~ Day 5

Well, it’s over. The final day of TD Book Week came to an end on Friday, and I managed to survive with my voice mostly intact. One more day probably would have killed it!

Mapping a story

I did two sessions of mapping a story, one at two schools that shared the same librarian (the schools are only five minutes apart).

In the planning stages of the tour, I had provided the schools and libraries with a list of my brainstorming sessions and most picked “enchanted trees” or “secret doorways.” These two schools, however, chose “mapping an adventure”—it was nice to get a little variety today. Don’t get me wrong! I LOVE designing doors, but when you are doing multiple sessions several days in a row, a change of pace is good for my creative energy.

Essentially, this type of mapping is writing with pictures—the students not only plot an adventure but create settings along the way—and, of course, characters, too! Here are some of the story-maps they came up with:

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As you can see, many elements of the story are in place. In fact, I feel like some of these look like the adventure route on a Candy Land-style board game.

Final round of door brainstorming

The very last session of the tour was done at the Woodside branch of the Toronto Public Library. They invited in a classroom of tweens for a presentation and door brainstorming. I figured it was a Friday afternoon and they might be low energy, but they really produced some great designs: Just check these out:

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Also, some of the kids started spilling into other areas, designing characters, such as this one sheet from a very talented kid:

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I was also enamored with this drawing that one student did of my artifacts:

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Speaking of my artifacts, this was the last time I unpacked and packed them back again before taking my flight home this weekend. They all survived! I didn’t break or lose a single one. Of course, kids continually asked to sell me the props, but I always say the same thing: “make your own!” Because, really, I don’t feel any of my props (other than the suitcase) is that complicated to make. Prop building is like writing—it takes mostly patience. And none of the supplies I use are that complicated.

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Doing a workshop at the Toronto Public Library was a really great way to end the tour. Sophia, the library assistant, was a great host and she had just finished reading The Secret of Zoone and gave me a glowing review. Hey, I’ll take a glowing review from anyone, but, of course, it’s always special to get a good review from a librarian, because they are the ones who really read a lot and know their stuff. So, thank you, Sophia! I really appreciate your comments about my book.

Favourite question of the day

I actually got this question a few times this week, but I decided to feature it today. It was: “What is your favourite place that you traveled to?” (REAL place—not imaginary; I had to clarify!)

It’s always hard to answer this question. There are places I go to on a regular basis for work or family reasons: Korea, Japan, and England. But I think my favourite places I visit are the ones that are new to me, the ones that can offer me a surprising or unusual experience. I love nothing more than stepping out of my hotel door and being walloped by smells, sounds, and sights!

Book signing

After my last official TD Book Week visit, I had one more stop: the local Indigo book store at Scarborough Town Centre. My publisher had asked me to stop by and sign some stock. There were six books in the store, so I signed all of them (and one sold while I was there!).

In particular, though, it was fun to walk into the store and see my book positioned face out—this is obviously a good thing, because it means the book gets more attention.

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Well, it’s time for me to go and get some grub, and some rest! I think I’ve earned it!

About Book Week

TD Canadian Children’s Book Week is the single most important national event celebrating Canadian children’s books and the importance of reading. Hundreds of schools, public libraries, bookstores and community centres host events as part of this major literary festival.

The kids are all right: in which my students get published

The kids are all right: in which my students get published

I’m just wrapping up another term of creative writing classes for tweens and teens through CWC (the creative writing for children society).

Publishing books for kids

One of the unique things about our program is that we publish our students’ writing in the form of professionally-bound books.

In the Fall term, we publish anthologies, and I’ve recently mocked up the cover that we plan to use for the individual classes:

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Digital publication on amazon

Our Spring term is a little different. In that term, each students get to work on publishing an individual book. Many kids choose to write a chapter novel, though we also have some who choose to work on a collection of short stories or poems.

Certain students who have been with our program for multiple terms choose to also publish their books on amazon, so I thought I would share the covers and purchase links of those students who published books in 2018.

All proceeds go to support education of kids in developing countries (CWC is currently providing financial support for several teenaged girls in Guatemala, helping them complete their high school education).

Without further adieu, here is our latest series of books . . .

Realm, by Chloe Kang

The first time I met Chloe I knew she was a writer. You’ll never see her without a book clutched in her hands and her enthusiasm for writing bursts from every pore. She’s a lover of fantasy, so it’s no surprise that she crafted a book about a character stuck in a pixelated realm . . .

BUY THIS BOOK

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Mosaic, by Yongsuh Lee

Youngsuh Lee and was inspired by her volunteering with immigrant children from Southeast Asia in Seoul and observing the changing fabric of Korean society.

BUY THIS BOOK

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Undefined, by Cassandra Feltrin

Cassandra is a gifted middle-school student who wrote a dystopian thriller. She’s just one of those students that seems to shine in everything she does.

BUY THIS BOOK

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Unconditional, by Rosie (Jimin) You

Rosie, one of our long-time students in Korea, wrote a book of poetry. She was always a very poetic soul, even as a young kid, and now she’s coming into her own as a teenager.

The other neat thing about this book is that Rosie took all the photographs that appear alongside her words.

BUY THIS BOOK

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Twisted, by Avary Fawcett

Avary is one of your current young stars, skilled at twists, turns, and clever characterizations.

BUY THIS BOOK

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The 10 Dimensions, by Brian Leong

Brian is one of our youngest authors to be published. He is a passionate advocate for kids in developing countries, so is really pleased that all proceeds for his book will go to help those in need.

BUY THIS BOOK

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Salvatore, by Andrew Marzec

Andrew is another one of our long-time students. I first met him and his twin sister when they were only in Grade 3 and their passion for writing and creativity was on full display then. Now, they are teenagers!

BUY THIS BOOK

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Living In Secrets, by Rachel Kwon

Rachel is another one of our current CWC stars; a thoughtful young writer always striving to improve her craft. I am so proud to have been her mentor.

BUY THIS BOOK

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The Darkness is Just the Light in Hiding, by Elyse Nah

Elyse is one of our long-time students based in Oregon—and she’s an extremely gifted writer. She has a natural storytelling voice and a talent for creating memorable characters.

BUY THIS BOOK

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Murder with Lies, by Sarah Marzec

Sarah is yet another one of our long-time students—I first met her and her twin brother when she was only in Grade 3! She is a talented and thoughtful writer.

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Touring libraries in Korea

Touring libraries in Korea

In a previous post, I described the “Storytelling Carnival Camp” that in taught in South Korea with Stacey Matson and Dan Bar-el. There was no rest for the weary after this camp—we immediately whisked off on a short tour of libraries.

Supporting literacy

The tour was put together with the help of the Canadian Embassy in Seoul and The Creative Writing for Children society. It is part of an ongoing effort to help build a cultural bridge between Canada and Korea and to help support literacy initiatives there.

Day 1: Yongin International Library

First stop of the tour was this palatial library in the city of Yongin. Actually, perhaps palatial isn’t quite the right word—the brand-new building is more like a stadium, and I mean that in terms of not only how it looks, but in its size.

In fact, at first we thought we must have the wrong place. How could we be visiting a library in a sports arena?

Turns out, it is just a magnificent and cavernous recreation and community center. There are all sorts of facilities in this facility—including a massive library.

When we first arrived, the place was empty, leaving me with a lonely, hollow feeling. All those unattended books! We were escorted to our presentation room and began setting up our computers and slideshows. Soon, families began streaming in.

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This turned out to be the most ostentatious of our events, with even local dignitaries attending. We could never quite figure out if it was the mayor of Yongin or the premier of the province.

We delivered our introductory presentations, then afterwards broke into three groups to deliver focused writing workshops. I decided that the focus of my tour would be to lead brainstorming sessions inspired by my book Kendra Kandlestar and the Box of Whispers. I discussed with the students different enchanted vessels in mythology, such as Pandora’s box from Greek mythology and Urashima Tarō’s box from Japanese lore. Then I led an interactive session in which we designed our own boxes, imagining what each of them held, how they were opened, and who would find them.

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After the workshops, the library held a book sale. Even though the attendees were well versed in English, many of the kids asked me to sign their books in Hangul, the Korean alphabet. Here’s a photo of the sheet showing the kid’s writing down their names, so I would have something to copy. (In truth, I do this no matter the language I’m signing in, because even the most innocuous-sounding names can sometimes have surprising spellings).

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When we finally exited our rooms, it was to find the library simply teeming with families. What an awesome sight. There were kids draped on stools and cushions, reading, playing, and basically enjoying the library.

Day 2: Mapo Community Library

The next day took us into the heart of Seoul, to a quieter, humbler library found on an unassuming street. This library is sponsored by a local university and we found the kids here to be quite tightknit, coming from the same neighborhood within the city.

They had pre-read my book Kendra Kandlestar series, which made it a lot of fun to talk and work with them.

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Since the kids were a little shy in asking questions, I took a poll to determine their favourite characters from the books.

Here are the official results:
Kendra: 5
Oki: 4
Jinx: 2
Uncle Griffinskitch: 2
Rumor: 1
Ratchet: 1
Undecided: 4

Poor Trooogul. Never got a sniff.

Mapo Community Library had a real cozy feel to it; you can tell it’s a type of haven, full of quiet nooks and corners for the neighborhood kids to come hang out in and talk with the warm and friendly staff. I wasn’t able to get many pictures here, just because of how the schedule went, but it was definitely a memorable environment.

Day 3: Sonpa English Library

The final day of our tur took us south of the Han River to a more distant neighborhood. This library is in an old water management system building that has been converted for community use. It is a beautiful space, however, with workshop rooms and a main presentation area.

Dan, Stacey, and I each delivered introductory presentations and then were lined up for a group Q&A. This was really quite fun. The library organizers had been worried that the kids would be too shy to ask questions, but they weren’t. I remember one question in particular: “What is your ultimate goal?”

That one made me think on my feet. I came up with what I thought was a pretty good answer at the time, but I actually can’t remember what it is now. (I just know I resisted the temptation to shout out “WORLD DOMINATION!”)

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After the Q&A, we each delivered short writing workshops again. In my room there was a board of questions specifically about my Kendra Kandlestar books.

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By the way, this library had the best bathroom I’ve ever visited. Just check out this urinal:

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A real success

All the audiences were super-engaged, despite the fact that English was the second language for most of them. I want to give a big thank you to CWC and the Canadian Embassy in Seoul for arranging and assisting in the tour and another giant shout out to the staff at each library for their warm and generous hearts. Their love of literature and children really shone in each of their spaces.

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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.

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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.

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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:

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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”:

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

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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:

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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.

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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 . . .

The kids who helped save the kids

The kids who helped save the kids

In recent blog posts, I’ve been documenting the bureaucratic nightmare that ensnared my family as we tried to get home to Canada from Japan.

Trapped in limbo by our own government

Marcie I are one of five Canadian families who are in the process of adopting children from Japan but because the Canadian Department of Immigration, Refugees and Citizenship Canada (IRCC) wouldn’t issue us visas, we became trapped in Tokyo, without a way to get home—unless we abandoned our babies.

After weeks of uncertainty, and being given no clarity or timeline by our own government, we felt like we had been painted into a corner, left with no choice but to tell our story publicly.

Launching a media campaign to save our kids

After five days of intense media, doing interviews with all the major Canadian news outlets, writing blog posts, sharing stories on twitter and facebook, and campaigning for fellow citizens to write to the IRCC, we finally were able to convince the government to take action and bring us home.

It happened on a Saturday—much to our surprise, because this is not a day that the embassies or any government departments are open. But there we were, feeling at one of our lowest moments, when the email from the embassy in Manila, Philippines, came in with our visas (immigration from Japan is handled by the Manila office). Manila coordinated with the local embassy in Tokyo, had them open especially for us, and we charged out into monsoon-like weather to get our paperwork finalized. (I would have trekked through blizzard or hurricane; the weather just seemed to add to the drama).

After receiving our paperwork, we booked the first available flight home—for us, that was Monday, June 25th, nine full weeks after we had first arrived in Japan to receive custody of our son.

Our story ends happily

We arrived home to be greeted at the Vancouver International airport by friends, family, and TV cameras. It was all a little overwhelming but, despite being jetlagged and emotionally exhausted from our ordeal, we were happy to do some last interviews. After all, it was the medai campaign that helped us get home.

Here’s some photos taken by our friend Carrie Bercic of our arrival:

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A big thank you

I really want to thank our friends, family, colleagues, and fellow Canadian citizens who stepped up to help us campaign for a resolution to our case.

The reporters and interviewers who covered our story were sensitive, kind, and squarely on our side.

The Canadian kid-lit community was amazing, with children’s authors coast to coast writing letters on our behalf. I’m so humbled that everyone took the time to help out my family.

The kids who championed kids

One group I especially want to draw attention to is the kids. There were many children who clambered to our cause and wrote letters to the government to help Marcie, Hiro, and I get home.

As a children’s author, I visit a lot of schools and am in contact with a lot of passionate readers. I’m always so humbled when my characters and stories connect with readers—but I never dreamed that these readers would play such an important role in my personal life.

There is a class of grade-one students at Mulgrave School who are enormous fans of my Kendra Kandlestar series. I visited their class earlier this year and got to witness their passion first-hand. At that time, they asked me if I could come back to see their assembly at the end of April—they were putting on a play of Kendra Kandlestar. At that time, I asked their teacher, the amazing Elizabeth Kok, to email me a reminder.

Alas, when I received her email, Marcie and I were already in Japan with Hiro. I explained the reason, and so I had to settle on some photos and video footage of the play. Here’s a photo of the kids in action (check out those costumes!):

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Fast-forward a few weeks. Elizabeth caught wind of our predicament via twitter and immediately launched into action, leading a project in which her class of six- and seven-year-old students wrote letters to the Minister of Immigration, Ahmed Hussen, and telling him to bring us home.

Global News did a story on their letter-writing campaign, which you can view here.

Here are some still frames from the segment, showing their wonderful letters:

globalnews04globalnews03globalnews02globalnews01There were other kids who joined the cause, too. Here’s an illustrated letter written by Joanne, one of the students enrolled in my creative writing classes, to Prime Minister Justin Trudeau.

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So many people supported us but, if you ask me, it was these letters by kids, in support of the five babies put in jeopardy by the Canadian government, that put us over the top. After all, no one wants to be seen being chastized by six-year-olds.

But whether you are six or sixty, there is zero doubt in mind: your support got us home. If it hadn’t been for people rallying to our cause, writing letters, expressing outrage on social media, we’d still be stuck in an endless cycle of bureaucracy. The support of our fellow citizens got us home. For that, Marcie, Hiro, and I are forever grateful.

Thank you.

Thank you.

Thank you.

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Propping up our stories: creating characters with prop-building

Propping up our stories: creating characters with prop-building

I’ve been doing a lot of prop-building lately—for example, crafting dragon eggs. Since prop-building is such an important part of my writing process, it’s something I like to bring to my students as well.

Getting away from the screen

One of the great things about prop-building is that it allows me to work on my book without staring at the screen. Let’s face it: Writing is hard and often exhausting. Sometimes, I feel like I have no words left in my brain, but I still have the desire to playin my world.

I’ve found that prop-building is a way to accomplish that. Working with tangible objects, working with my hands, has helped me to sort out plot problems. It’s kind of like doing the dishes and being suddenly struck by a eureka moment. Of course, when you wash dishes, all you get is clean dishes. When you build a prop, you get a tangible item from an imaginary world.

Nightmare Bottles

I’ve been working with a group of tween and teen writers this spring and one of the things I’ve tried to do is bring in the prop-building angle.

One of our first projects was to build “nightmare bottles.” This involves creating a character and metaphorically putting their fears in a bottle. Of course, this could provide fuel for a story in its own right, but the main purpose here was just to coax the kids into some brainstorming time.

Here’s some of their creations . . .

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Character Kits

The main prop-building project I introduced this term was to create a personal kit for each character. This could also be metaphorical or could actually appear in the students’ stories. I’m big on inventing interesting “tools” for my characters and, especially if you are writing a fantasy book, I think you have a lot of opportunities to add extra sizzle to your story.

For this project, the students get to decorate and paint the kits themselves, then fill them with a variety of mini-props that fit their specific characters’ journeys.

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This project has also tasked my students with a different approach to creativity. I’ve been trying to make sure they solve some of the problems they face.For example, one of my students wanted to build a spy kit with a gun. I looked around for toy guns and felt the creativity being sapped right out of me. I decided we could do something more original and unique. So, instead of buying a pre-made toy pistol, I bought tiny water guns and told the student to use it as a base for building something more unique.

He took one look at the brightly colored water guns and scoffed. I couldn’t convince him what a little paint a few cannibalized odds and ends could do. There was nothing I could do to change his mind, so I went home and built my own gun.

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Admittedly, my gadget turned out part steampunk, part alien ray gun, but I hope I’ve made my point! And, now, I have something more unique and interesting that I can use—yep, I decided this can belong to a character who’s currently running around causing havoc in one of my own stories.

That’s the power of prop-building!