Post from the Past: Multi-Sensory Creative Writing, Lesson 2

Lesson 2

Play music as the kids come into the classroom. After they are seated, turn it off, and discuss what the music makes them think of.

Turn on another type of music, and have the kids write about whatever comes into their minds for the next 10 minutes (free write).

Some good pieces for this:

1. The Swan (Saint-Saëns)
2. Mbube (Lady Blacksmith Mambazo)
3. Waltz of the Flowers (Windham Hill Guitarists)
4. From a Raindrop to a River (Autumn’s Child)
5. Forever in Love (Kenny G)

Did the music make you feel happy or sad?

Read homework; talk about editing. Talk about how many different story ideas came from one prompt.

What happens when you mix music with an object or picture in your story?

Play one more piece, and have the students write, mixing music with one other element.

Homework:

Choose music at home to listen to while writing. See if it influences your mood at all.

Pick another topic as a class: (e.g. write about your pet – could be completely off the wall, a true story, or anywhere in between.)

Post from the Past: Creative Writing Supplement, Incorporating Objects

Yesterday, I posted my first lesson for Multi-Sensory Creative Writing. In addition to doing all of the things suggested in lesson one, I also gave each student a hand-out that listed several ways to incorporate objects into a story. The kids and I had a blast doing this lesson! Be sure to post any stories or comments regarding the list!

Seven ways in which you can incorporate objects into your writing.

1. Character has a flashback after seeing an object.
2. Ordinary object with an extraordinary purpose (clicking a ball-point pen stops time).
3. Object is important somehow, but main character doesn’t realize it yet.
4. Try mixing two or more unrelated objects (dissimilar elements).
5. Character has an obsession with an object (or collection of objects).
6. Plot revolves around the object.
7. Follow an object through its lifetime.

For your convenience, I am uploading the list as a Word doc: Using Objects.

Post from the Past: Multi-Sensory Creative Writing, Lesson 1

Since our studio doesn’t give homeschool music classes through the summer, I joined a new co-op to keep my son busy these last three months. I’ve always wanted to teach a creative writing class, and the co-op members graciously allowed me to give it a whirl. I tried to create activities that would work across all age groups, and I left it to the parents to decide how much actual writing their children would be doing. (For instance, I only made my second-grader write three sentences per assignment, but some of the older children wrote much more.) Anyway, I think this lesson plan would work for any age, or any size group. Let me know how it goes if you try any of the activities. I know that we had a blast, but I would love your feedback as well!

Lesson 1

The first activity of the day should always be easy and short – an icebreaker to get their minds to switch into writing mode without putting a lot of pressure on them.

Activity #1

Take a bunch of random pictures (internet, magazines, photos) to class. Try to vary the content type. Have the class members each choose a picture that appeals to them or kindles an idea in their minds.

After choosing a picture, have them write a few sentences based on something that it suggests to them.

Note #1

To keep the pressure low, I remind them that we won’t be reading this assignment out loud. I only ever read assigned homework aloud, never anything they’ve written on the spot, unless they volunteer. And I never announce the authors unless they want to take credit for their work.

Note #2

Instruct the students to write as it comes into their heads, even if they think it is poorly worded. They can always edit later; the hard part for most people is getting words on paper. When they are finished writing, they can reread it with a particular focus on one editing issue at a time. For instance, read through the piece once checking for punctuation errors, then reread again with a focus on spelling errors, etc. Having a process helps keep them from sitting and staring at their papers, wondering where to start (in both the writing and editing stages).

Activity #2

Take a bunch of random objects from around your house to class. The reason they should use objects (or artifacts) to jump-start their writing is to give them ideas that they wouldn’t come up with on their own.

As a class, talk about some of the ideas that are triggered by pictures and objects. Write them on the chalkboard.

You can also get ideas from memories that are triggered by scents, feelings that you associate with certain types of music, etc. (I also took in some spices, candles, and colognes for this class.)

As a class, talk about some of the memories that are triggered by certain scents or feelings that are associated with music.

If you have time, have the class write for a few minutes, basing their stories on an object that they choose.

Homework Assignment #1

Choose an object, picture, scent, or any combination, and write a story based on your ideas. For this assignment, individual students can choose whatever they want and write about whatever they want. They may choose from what you brought to class or from their own homes.

Homework Assignment #2

As a class, choose one more topic to write about. For this assignment, all students will write a story based on the same object, picture, etc. The purpose of this exercise is to see how diverse the stories can be even while triggered by the same thing. For instance, the class may choose an ink pen or a picture of the Amazon. Everyone writes something that includes the element in their piece. Read aloud next week, and experience the variety!

Challenge

Choose more than one element on which to base a story. If the above assignment included both the ink pen and the picture of the Amazon, the students would have to be more creative in their creation of the story. The more dissimilar the elements, the more creative they will have to be.

For Fun

Have each student bring an object to class from their own rooms. In class, they can switch objects with each other and write a few sentences based on someone else’s belonging. This would be a great follow-up activity for your next class.

If you would prefer to download Lesson 1 as a Word file, here it is: Multi Sensory Creative Writing Lesson 1

Witness Protection Program

Here’s a new creative writing prompt I though you all might enjoy!

Write a story about a person in the Witness Protection Program. Drop him/her into your job and life. What would it be like for that person to enter a life in a nursing home, although they don’t need to be there, or a college dormitory, although they aren’t there to learn. What challenges would they face unique to their position? Would they develop an affinity for the senile or handicapped elderly or a dislike for young people?

Post from the Past: Dial a Writing Prompt

I thought I would tell you about a neat little writing prompt generator that I thought of a while back.

Get out a piece of paper or open up your favorite word processing program. Now, think of ten different protagonists, numbering them 0-9. (The numbering system is important.) Your protagonist can be as vague or as specific as you like. Some ideas: police officer, librarian, little old lady, friendly monster, toddler, department manager, forgetful neighbor, shy girl in the corner, garbage man, step-mom. Next, again numbering each from 0-9, think of 10 locations, 10 items, and 10 antagonists. Don’t forget to stretch your imagination as far as possible. Your location ideas might be as common as a supermarket or as spectacular as a galaxy far, far away. (My personal favorite location idea is “under the sea.”) Item ideas: pencil, heirloom, coin, donut, notebook, sword, pocketwatch, railroad spike, strand of hair, game token. Once in a while, use something unexpected in the antagonist category, such as blond 10-year-old girl. You could do the same thing in the protagonist category.

Here’s the fun part:

Get out your cell phone or phonebook, and look someone up. The last four digits of their phone number will tell you which protagonist, location, item, and antagonist combination to use. For an added twist, write the story from the point of view of the actual person who’s phone number you chose. Have fun!

A prompt disguised as unstuffing.

Go through your stuff and find some things to give away. Try to get rid of anything you haven’t used for the past year. Even that thing you bought with high hopes, but just never got around to trying out. Perhaps it’s a self-help book, a food dehydrator, or a cute blouse. After dumping your stuff off at the Goodwill, take a moment to write about the item that was hardest to let go of. What becomes of it in its new home? Does it sit on a shelf for the next three years waiting to be sold? Does the purchaser use it right away? Or does it float from owner to owner? Perhaps something happens concerning the item that changes the life of the next owner. Does it change for evil or for good? You decide. Consider writing from the perspective of the item itself.

A prompt disguised as eavesdropping…

Next time you go out, find some strangers and write about their life. Best if you overhear part of their conversation (sometimes fact is stranger than fiction), but if not, go with it anyway. Write about their day or week up to this point. What brought them here today? Or write about the rest of their day. Where will it take them?

A Prompt Disguised as Inquisitiveness

Begin by asking three really bizarre or open-ended questions. Be sure to include some dissimilar elements to force creativity. Take out three sheets of paper. Write all three questions 1 time on each sheet.  Answer the questions differently on each piece of paper and write a one-paragraph synopsis of a story that could be created from the answers. Next, choose the one with the most potential, and go for it!

A prompt disguised as conversation…

Take on the role of your main character, and have a conversation with a friend or an unsuspecting stranger

Take on the viewpoints and attitudes of your character. It would be best to try to get into some sort of discussion in which you do not agree so that your character can defend himself, thus revealing his personality and motivations more fully. Actors could use this prompt as well as writers!

A prompt disguised as exercise

Take a walk, but pretend you are anywhere but where you are or anyone but whom you are. Try to see your town or neighborhood through fresh eyes, as your character would see it. Try to think your character’s thoughts as you go along. You might notice something you never have before, or find a fascinating new twist for your WIP.