Quiet moments as a writer-in-residence

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.

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This one detail particularly amused me:

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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.

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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.

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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!)

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This student leafed through my personal brainstorming book, with my blessing, to steal some ideas for character and place names.

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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.

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A unicorn, a gladiator bunny, and an epic adventure

This week, I started my work as a writer-in-residence at an inner city school. The school was awarded a grant to bring in two authors, and chose me to work with the intermediate grades (4-7) and my friend and colleague Kallie George to work with the primary grades.

I’ll be going to the school one day a week until the end of February. It’s a great opportunity for me as writing mentor. I do many writer-in-residencies, but often times they are compacted into a short period of time. When the school is in my proverbial backyard, it allows me to go over a sustained period, allowing me to really help the kids practice patience and percolate on the process.

I started today by leading my entire group in an introductory presentation, telling them about my own desire to write and create when I was their age, then described my current process. Finally, I engaged them in a visual plotting exercise. This can be quite the challenge, especially when you have 200-plus kids in a cavernous and echoing gymnasium, but they were amazing! Their enthusiasm and creativity lifted me up and we ended up producing a wonderful story map that included a winged unicorn, a gladiator bunny, and a quest for a missing brainstorming book.

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Each of the students also created an individual visual plot. The purpose of this activity was to introduce them to my process and to get them to approach writing in a way that was different and unexpected for them.

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Afterwards, I led two sessions, one with the Grade 6s and one with the Grade 7s. In each session I set them up to write a story based on the idea of “Mischief in the Market.” In this writing prompt, a character enters a magical market to buy a certain something, but doesn’t have enough money to do so. And, so, the story begins . . .

They began brainstorming ideas for their market settings and the characters and objects found within. Of course, they already had their story maps from the morning session, so just within one day, we’re already beginning to build a catalogue of ideas.

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To further inspire them about their market, I brought in many of my own props and magical items.

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Next week, I will be working with the Grade 4s and 5s, but we’ll do a different topic: Secret Doorways!

 

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 . . .

Making magic with magazines

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I just wrapped up a busy two-day creative writing camp with fellow author Kallie George. We decided to go “old school” and have the kids design and mock up their own magazines on paper dummies.

Kallie and I both used to do these sorts of activities when we were kids. We would hand-make and “self-publish” our own magazines and books. There were crudely drawn illustrations, dedications, table of contents, and self indulgent copyright pages (every job in the book publication or “impressum” was assigned to ourselves).

So, we thought we’d nudge the kids away from the pseudo-polish and falsely perceived instant gratification of the Internet and work on something a little more immediately tangible.

Over the two days, students developed a theme, wrote articles, interviews, advice columns, and product reviews, and came up with advertisements and games for the activity pages.

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It was so much fun to see the kids embrace their passions and work with their hands. We had magazines on the theme of sports, some on the theme of Harry Potter, another on Greek Gods, and some on magical creatures. We even had a few magazines based on reading and overall creativity.

Some students chose to handwrite and illustrate everything in their magazines, while others typed up their stories then turned the raw text over to me so that I could print them out in columns. This is where my years of graphic design experience came in to use; I was able to quickly mock up templates for comic books, word searches, and masthead designs to allow the students to achieve a bit more structure in their magazines. They would then paste these elements into their magazines and organize illustrations around them.

Here are a few more photos from our hectic workshop . . .

That last image is an advertisement for ketchup and eggs . . . because every student who I mentor knows how much I hate those things! So, inevitably, I am attacked by advertisements promoting them.

Next, my wife Marcie and I are off to Korea to teach a writing camp on Magic, Monsters, and Mystery. And, somehow, amidst all this hubbub, we’ve found time to celebrate the holidays and even do a bit of our own writing.

Exploring the Hero’s Gallery

Last year, I spent a day a week from November to December working with a class at Lord Tweedsmuir Elementary to help the kids contemplate, design, and illustrate heroes, setting them up for a project to write a story starring those characters.

I returned to the school last week to see the “Hero Gallery” that was put on display throughout the school. Each display consisted of a poster board that showed the process of creation and some of the different elements that went into creating the characters. I loved the fact that the project celebrated the process—not just the polished, finished work, but the messy sketches and brainstorming. In addition, it was great to see the swatch of a hero’s cape or the key that a brazen character might use to unlock the door to adventure.

It was so much fun to see the kids, who all leapt from their seats and came flooding over to see me. I felt very much missed (and loved).

I took countless photos of the exhibit, but here’s just a smattering . . .

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Introducing my students’ books

Introducing my students’ books

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One of the great things about the creative writing program I teach is that we careful mentor our students in the creation of an actual book. Sure, we bombard them with inspiration and give them plenty of insights into how we mentors, published authors ourselves, create. But the greatest joy I find in this program is not in talking about how my own stories, but in seeing how their own ideas blossom into books that are printed with color covers, perfect bound spines, and professionally designed interiors.

Below are some of the book covers from my Vancouver class that took place in the Spring of 2015.

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Captain Four Face and the Attack of the Giant Robot . . . and other stories

I received a delightful package in the post yesterday—a thank you book from a school I visited in the spring. The cover shows some photos of the workshop I did with the Grade One class at Mulgrave School. My workshop started off with a presentation on how I develop my own inspiration, specifically the Land of Een in my Kendra Kandlestar series. I then led the students in an interactive world-building activity that could set up each of the students up for a story.

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And, on the inside were many wonderful stories written by the students, complete with title page. Just check out some of the interesting titles and artwork:

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I don’t always get to see what the results of my inspirational activities are at a school, so it’s a real joy to receive this anthology of wonder!