Patron of Writing: Looking forwards. Looking back.

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Photo by Rakicevic Nenad from Pexels

I have the best job in the world.

I spent three weeks in November feeling right at home at DGS – huge thanks to the English team, who made me feel so welcome, and a special INCREDIBLY BIG thank you to the Year 9 students (all 270 of them), who opened their eyes, ears, hearts and minds to my poetry workshops. The work they produced in under one hour was stupendous! They made getting out of bed on a grotty winter’s morning entirely worth it.

Another shining facet of my work this term in school has been working with the two Poet Laureates: Nina Winstone (Year 8) and Kat Richards (Year 11). Behind the scenes, these two poets have been writing away, fulfilling their role by writing in response to commissions. It’s been delightful to guide and support them on their journeys so far. They’re performing their latest poems in the end of term school assemblies but of course you can also follow their writing journeys and read their finished pieces on this blog.

Aside from my work with DGS, my own writing continues at its own unpredictable rate behind the scenes. I’m currently working on my second poetry collection, a new narrative sequence, and absolutely love diving in and out, as the drafting process continues. I have also enjoyed giving poetry readings in some inspiring places over the last few months – I think Oxford’s Natural History Museum gets the prize for most atmospheric venue!

I hope the New Year brings you optimism, creativity and contentment. I’m launching a poetry evening course for adults in the New Year, so am very excited about that. 2019 also brings me a fresh group of avid Year 9 & 10 writers on my Young Writers’ Mentoring Programme at DGS. Having already met them, I can’t wait to start working with them all.

Have a wonderful Christmas, and don’t forget you can keep track of my latest events, progress and general reflections on poetry and life, if you so wish, on Twitter @kitespotter.

Open the door

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‘I open the door and then

I see a lonely man

as lonely as I was when I got taken away

I went up to him and said

Do you need a friend

and the wind started to blow

I was cold

he was cold

but there was nothing there…’

(Text © of the author, 2018)

This was written in one of my poetry workshops at DGS this week. You might think it’s good. But not exceptional.

Until I tell you that this writer was a 13 year old student from set 10 (the smallest English class with students who have multiple additional barriers to learning, for whom writing is not just hard, it’s an ordeal). This was a first draft. She wrote it just like this, first time (the only differences are the spellings, some of which I’ve corrected for publishing on this blog).

For me, this is a beautiful example of the fact that opportunities for creative writing MUST be open to all, regardless of background or ability, and that writing HAS to be for all. We can work through things when we write. Express things that we had not even known were there. We can test boundaries, explore and pursue new concepts and structures. We can experience freedom of thought.

This writer read her work aloud in front of the group. At the end of the session, I think she left the room a whole foot taller.

Let’s open the door for all young people, regardless of age/identity/background/gender/ability, to write freely in our schools. Please.

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Delight

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I’m at the end of my first week of poetry workshops with Year 9 at Didcot Girls’ School and just couldn’t be happier. The responses to the sessions have been absolutely glowing!

So before I take the weekend off, and get some R&R in preparation for week two, I thought I’d share some of the students’ feedback so far –

The session has changed how I feel about:

the unreal

drafting

Poetry. Because I thought it was restricted.

expressing my ideas through writing

the real side of poetry

poetry and English

writing about anything and everything

How I can use imagination to express how I feel

I find it free

I didn’t like poetry until this session

My imagination is let free

I was able to write down all of my thoughts without any limits holding me back

I might write poetry now and again

I thought poetry had certain rules and was really hard but it changed my mind about that

….

(and this is just a small sample of some of the positive comments made!)

I’ll be sharing some fragments of the students’ original, startling and expressive writing written during my workshops on the blog soon. So please check back.

But for now – I’m off for a bit of a RELAX…

 

 

 

#LetsDoThisKids 8 – Here’s to ‘expanding the mind’

air-airship-art-237779At the half-way mark in my mentoring programme at Didcot Girls’ School (where I am Patron of Writing), I want to share some of the young writers’ highlights so far.

Let’s hear it in their own words:

‘From the one-to-one feedback, I get a professional and honest view’

‘I have really liked having suggestions on what to add/ take away from my poem’

‘You’ve taught me to add more details’

‘It’s expanding my mind on poetry’

‘You’ve taught me to have confidence in my writing and my ability.’

I was humbled, encouraged and delighted by their responses.

Thanks so much for following this project – lots more to follow in the next 10 weeks, including showcasing of the writers’ exciting new work.

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Storm surge of words – DGS writers on the mentoring programme

“So, let’s start with your name. And why you are here.” #LetsDoThisKids – 3

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(When learning something new, you have to start somewhere.)

No. This is not an AA meeting. This was how we kicked off the Writers’ Mentoring Programme at Didcot Girls’ School this week – an initiative that has grown out of the poetry workshops I led last term with around 250 year 9 and 10 students.

As it’s a New Year (and all that) please indulge me in a brief glance back at the sessions that happened at the end of last year. I managed to get a snapshot of the student responses and they were downright FAB-U-LOUS:

Over 95% of the students enjoyed the workshop and said that, in that one hour, they had learned something new – about poetry, about writing, about themselves, the list went on …

It’s worth remembering that these students were not ‘hand-picked’, they were not screened or selected by ability, they did not even choose to opt-in to the workshop.

So yes, I was both staggered and delighted by their feedback. Of course, it’s also a reminder that ALL young people can access poetry and creativity and (even more importantly?) that MOST of them can enjoy the experience!

Mentoring Week 1: The writer’s notebook

The workshops were an important gateway to my Writers’ Mentoring Programme and I was genuinely excited to meet the Young Writers this week. They are adventurous, inquisitive and enthusiastic – and not just about the Jaffa Cakes! It was an absolute pleasure to sit with them and start this journey, and we began (after the essential getting-to-know-you silly stuff) by discussing the source of our ideas as writers: how we find and retain these little gems. We shared the variety of tools that we use to help us record, store and organise raw material, and came up with a useful spidergram of shared ideas (It wouldn’t be a session of mine without a spidergram):

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I threw out some of my old notebooks for them to flick through. Some of the complete nonsense recorded in these brought a few giggles, however, these compact, dog-eared notebooks also made the valuable point that, as writers, we need to switch our FILTER to ‘OFF’ initially.

Just note it down. Keep it for later.

I think this is something that is almost counter-intuitive to a lot of students. They are so indoctrinated into having every word/sentence/paragraph scrutinised, that they are in danger of losing the ability to write freely and just for themselves. This is one barrier that I’m aiming to help them break through during the mentoring process.

Each week we’ll have a focus as well as a ‘writer’s development task’ to work on at home, so please do keep an eye on this blog, where I’ll be sharing these – in case you want to try it with your own students/young writers.

Writer’s Development Task 1:

Get a notebook. Write something every day. Bring it next week!