Ask a Creative

ask-blackboard-356079I’ve reached the end of my poetry writing workshops with Year 9 students at Didcot Girls’ School. It looked a bit like this:

3 weeks

270 teenagers

a storm of unique voices

dozens of mind-freeing doodles

a symphonic display of ideas & imagery

hundreds of doors opened

AND

a flurry of post-it note questions posed.

One aim of these sessions has been to give young writers an insight into being a professional poet/writer/artist (a career they might have dismissed as not having ‘career status’.) So I encouraged them all to ASK QUESTIONS!

Here are some of the many and varied things that they were curious to find out about:

QUESTIONS

  • Why do you write poetry?
  • How many poems have you written?
  • What’s your new book called?
  • Are you a famous poet?
  • Did you go to school at DGS when you were younger?
  • Is the subject of your new book real or imagined?
  • Do you get paid as an author?
  • Is being a writer fun – would you recommend it?
  • What’s your favourite part about writing poems?
  • How much do you earn?
  • What inspired you to become a writer?
  • Why did you decide to become a poet?
  • Do you find it easy to title your poems?
  • Do you have a main topic that you write about a lot?
  • What’s your favourite genre of poetry?
  • What’s your favourite poem (that you haven’t written)?
  • Would you give up poetry if you could get another dream job?

 

It’s been a privilege DGS – THANK YOU! And as I continue the year as your Patron of Writing (with more creative opportunities to come), let’s keep this dialogue going…

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…

 

 

 

“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!

#Letsdothiskids – Discoveries of a school Patron of Writing

I’m reeling.

I’ve just been reading the creative writing of a bunch of 11 and 12 year olds. Original, compelling, artistically adventurous writing.

Here’s a flavour:

I’m summer, I’m winter,

I’m everything it seems.

Emily W Year 7

She is a record player, playing softly as everyone dances. She smells like warm leather but on the inside: burning.

Natasha S Year 8

He is ocean washing over people, as ocean does, leaving a mark but never staying long enough to be known in full. Deep. Shallow. When he is roused he howls with the wind full force no mercy.

Ellie B-W Year 8

These thoughts, feelings and worlds were captured during a short session in the middle of a school library, just before lunchtime on a Friday (the last day of term in fact, a day when you’d think the kids would be exhausted, depleted and unable to focus on anything except the swiftly advancing school holiday).

The students demonstrated that they can harness imagery and use it to propel themselves forwards; they can reach for the most striking word; they will take risks with poetic lines and whitespace; they are flexing their drafting and editing muscles, with impressive results.

Don’t get me wrong. I know how lucky I am. I’m thrilled to be a part of this. Reading and, even better, hearing THEM read their own work is a huge privilege and an incredible buzz.

In this blog series, I want to capture some of my experiences as a new ‘Patron of Writing’ in a secondary state school. I want to share what’s happening, get it out there, and share what I’m learning about HOW we can make this happen for kids, and WHY it needs to happen – now more than ever.

Since Friday, I’ve been asking myself (in typical writerly egotistical fashion) – What did I do to enable the kids to produce such sublime writing?

The honest answer, I guess, is: it’s all them. It’s not me at all. The fact is, these students are inherently capable of imaginative leaps. They are pretty in touch with their own, and others, emotions. They are eager to learn. They’re unafraid.

That said, in their learning at school they are too often (and I’d argue, increasingly) working under limitations and restrictions. ‘Don’t forget to include X. To get the marks, you must refer to Y. Pens down, this is time to listen.’

(And yes, I am very familiar with how things work, I’m a former secondary English teacher.)

So, in what I see as my role as facilitator (‘Don’t call me ‘Miss’. Call me Elaine’), I started by taking the breaks off. No BUTS or NEVERS. As one of our expectations, as a group, we agreed to ‘ignore the rules’. The kids couldn’t believe their luck. Yes, a bit of a risk, but really worth taking.

So, if I give them a task to describe how they are feeling today, using only colours, they could tell me that they’re feeling ‘green, like the freshest patch of grass’ OR they could tell me in their own imaginative way – to use the language of crisps, maybe they are Pom-Bear. Maybe Space Raiders.

If I move them on to describing a character using a metaphor of place, some might crack on with this immediately. But equally it would be ok for them to be just sitting thinking, staring into space, doodling, writing about the colour of the sky at 3 o-clock yesterday; the way their house smells after it rains; their Mum’s loony driving…

I reassured them that this was ok. It was ALLOWED. In other words, I let them go.

(When were they last ‘let go’ that day? Is that an impossible thing to ask a teacher to do?)

So I’d say that getting kids to write the best that they can (and never put a limit on how staggering that writing can be) doesn’t start with sharing your experience, or with unintimidating pen-to-paper tasks, or with modelling excellent writing (important though these things may be). It starts with giving them permission to think their own way, and then giving them recognition when they start to put those unique thoughts down on paper.

More on this later.

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I’m currently working as Patron of Writing at Didcot Girls’ School, Oxfordshire. For more highlights of my exploits and work-in-progress with young writers, have a look at my Tweets @kitespotter and check out the school Twitter feed @DidcotGirls, along with their website.