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 . . .

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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!

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.

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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.

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

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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.

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

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

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

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

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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 . . .

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The thief who coveted the dragon’s scale

The thief who coveted the dragon’s scale

As a middle-grade fantasy author, a big part of my personal process is bringing my worlds to life through prop-building. It’s also something I love bringing to the classroom.

A recent project I’ve worked on with two different creative writing classes for tweens and teens is something I call “The Dragon and the Thief.” In this series of workshops, we build dragon scales then write a series of pieces about two adversarial characters.

The first set of writing is a pair of poems. The first one, “I am a Thief,” is from the perspective of a character who wants to climb the mountain to snatch a dragon’s scale.  The second one, “I am a Dragon,” is from the perspective of the fantastical beast who is being pilfered. To get the students started, I have them work on a couple of brainstorming sheets.

Of course, some students choose to do their own brainstorming in their notebooks:

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Afterwards, the students choose the perspective that they feel most connected to, and write a short story.

And, of course, along the way, we build the scales themselves. These are fairly simple to craft, though they do demand some time and patience.

The first step is to cut out some basic scale shapes from soda bottles. Then it’s a matter of using plaster to “sculpt” around them. Depending on what you want, you can just simply leave the surface flat and smooth, or sculpt in ridges.

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This is where the patience comes in; after this stage, you just have to wait for them to dry! At this stage, the scales should look like the ones below, with a gentle curve (which you get naturally from the soda bottle).

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The next stage is to texturize the scales by adding acrylic gems (though other materials could work, too). Once the gems are glued down, we then paint the scales with mod podge, which helps bind everything together.

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Then we need more patience, to let everything dry . . . but once that happens, then it’s just down to painting. I usually recommend painting the whole scale black for a base, then dry brushing metallic paint overtop to achieve the desired color and texture.

Here is a gallery of the scales that my students have produced. I think they look pretty darn amazing!

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Picture Perfect Covers

Picture Perfect Covers

This past season, I taught a creative writing class for tweens and teens that took inspiration from art history.

I described many of those classes, activities, and inspirations on this blog. The result of all that hard work by the students was that they each were given the opportunity to make their own book. That included not only producing all the words for the book, but any illustrations and artwork—including the front covers.

Here are the final covers that the students came up with. They did the artwork and I helped them with the design and typography.

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The books are professionally printed with perfect-bound spines. Yes, I’m biased, but I think they turned out pretty well!

A galaxy of adventure at the creative writing SPACE CAMP!

A galaxy of adventure at the creative writing SPACE CAMP!

I recently returned from Korea, where, in addition to participating in an award ceremony at the Canadian embassy (read about that here), I led a creative writing camp on the theme of space, along with author Stacey Matson and playwright and actress Marcie Nestman.

Activities to connect writing with space adventure

The purpose of the camp in Korea was simple: inspire kids to write creatively. As such, Marcie, Stacey, and I tried to come up with as many inspirational activities as possible.
Since our theme was space, it wasn’t hard to generate ideas . . .

As an icebreaker, we handed out ordinary objects to kids (such as a fork or spoon) and asked the students to imagine that they had just met an alien and needed to explain the object’s purpose. There was just one hitch: they had to lie!

Intergalactic Explorer Application

In this activity, the students created a character who then had to fill out an “application” to become an astronaut and explorer. This involved a lot of creativity, since students weren’t restricted to imagining human characters!

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The Robot Catastrophe

This was one of the main projects for the camp. I brought a load of recycled junk (picked up at the wonderful Urban Source on Vancouver’s Main Street) and asked the students to choose different parts and gizmos. They then designed a robot with a very specific purpose (such as cleaning, protecting, or cooking). Afterwards, they built a physical model of the robot and did two separate writing assignments.

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The first assignment was to come up with an instruction manual for the robot. The key here was that they had to provide some warnings. This helped set up a problem for the second assignment, in which they wrote a story about a character who bought the robot, but ignored the warning, resulting in a catastrophic situation.

Here’s some pictures of some of the final models . . . they turned out really well!

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The Alien Baby

For this activity, students created their own alien “pom-pom” babies and then wrote a series of diary entries in which they imagined finding the intergalactic visitor. The fun part here, of course, was coming up with all the problems along the way!

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Alien Evidence

As you can see, we tried to weave in different styles of writing throughout the camp. We brought in newspaper writing by having the students creating a non-fiction style article about the discovery of aliens on Earth. To go along with this activity, the students drew “photos” of the evidence . . .

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Space Food

Even aliens need to eat! This activity helped us introduce the five senses to the students. Marcie prepared a box of “alien food” then had the kids sit in a circle while she handed out samples, one at a time. Along the way, the students had to record their responses according to taste, smell, sound, sight, and touch.

Afterwards, they drew on their experiences to imagine their own intergalactic space restaurant. Many of them drew menus to go along with this activity!

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Planet Obliteration, and other fun stuff . . .

Throughout the week, we had the chance to introduce many other activities, such as the visualization of a spaceship crashing, a Space News article, and a whole slew of games connected to our theme. My favorite game was one Marcie came up with: Planet Obliteration. In this game, the students had to use water guns to “destroy” a planet (a bath bomb).

* * *

The camp was a huge success and was capped by a fun ceremony in which we shared our thoughts with the parents of our kids and showed a trailer of the space movie we made. More on that later . . .