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

Creative Writing and Crying

Ian has trouble with creative writing. He’s very creative in what he builds, with Legos and other materials, but he has trouble pulling something from nothing. Yesterday, his language book instructed us to make a postcard. We were to draw a picture on the front of an index card based on the setting of a book he has read. He’s currently reading Magic Tree House #8: Midnight on the Moon. So he drew a picture of the moon, no problem. Then we turned it over to write a message. That’s when the trouble began. “But I can’t think of anything!” I gave him several examples of what is usually written on postcards, but still nothing. Finally, he started crying, so I tried to make it easy on him. I said, “Start with, ‘The moon is…’” Nothing. So I said (thinking the answer would be obvious), “Choose either ‘boring’ or ‘fun.’” Still nothing, accompanied with more desperate crying. “Ian, just pick one! ‘Boring’ or ‘fun.’ Which one do you want?” Finally, I had to resort to, “Choose one by the time I count to three, or you’re in trouble.” I hated doing that. I have never used counting when disciplining, but I just couldn’t figure out how to progress from the stalemate we found ourselves in. I don’t think he was trying to disobey me, or I would have just spanked him. I think something actually got stuck in his brain. Once we got started, he was fine (he stopped crying), but I had to help him a lot.

That’s why I’m so impressed with his current activity. He’s working on a brochure to Pluto. He’s had so many ideas, from a floating train to a scenic lookout for floating rocks in the atmosphere. (He’s convinced Pluto has rings.) He even created trees that grow from genetically modified seeds. He said you have to add metal to the seeds, and the trees grow with metal throughout. Then people can walk upside down and sideways with magnetic shoes. Creative? Yes! He’s even thought of bad guys and adventures for his planet. I can’t wait until he finishes his brochure. I’ll have to upload pics so you all can see it!

To give you an idea of why I think it was easier for him: We started drawing the front of the brochure at home, but we ran out of time, and had to leave the house. Going down the highway, schoolbooks out of sight and out of mind, he had his coolest ideas. When I praised him for being so creative, he said, “I can do it, but I just need time to think about it.” Maybe I should give him five or ten minutes of thinking time when we begin a new creative writing project? But if I time it, I wonder if he will think of himself as being under pressure and just shut down again. Maybe we should go for a walk and discuss ideas? But sometimes it’s really cold outside, especially this time of year. Any suggestions? He’s seven. I really don’t want to make him miserable; I want school to be fun for him! At the same time, I don’t want to cater to him everytime he breaks down. I just really don’t think it’s a discipline problem, but maybe I’m wrong?

Creative Writing Assignment for Pairs

I realized that it’s been a long time since I posted a creative writing prompt. Our co-op isn’t meeting for classes anymore; it sort of fizzled out when school started up. Everyone’s too busy. As a result, I haven’t been creating any more writing exercises. Something I’ll have to remedy because I really like doing it! Here’s a quick one that our class never tried. Let me know how it goes!

 

Pair up. What is your favorite book or story (could be a movie or video game storyline)? What do you like about it?

Who is your favorite character? Why do you like that character?

Exchange information with your partner and write: what happens when your favorite character visits the world of your partner’s
favorite character?

Homeschoolers can use this by placing their characters in the world of their mom’s favorite character or that of a sibling. Alternatively, they could try switching other elements, such as plot, villains, best friends, etc. This is a good “what if” exercise for reluctant writers. It allows them to just be silly and have fun!

Multi-Sensory Creative Writing: Scent

Scent-related exercise: Think of a scent that brings back strong memories. For me, the smell of waffle cones or funnel cakes always
remind me of Six Flags. Tall grass reminds me of my backyard in West Sullivan. Peppermint, my grandmother’s garden. Freshly baked bread, my grandmother’s kitchen. The smell of Bactine reminds me of the time I fell off my bike and scraped up my elbow. After you think of a scent that means something to you, use it to write a story. It could be your own story, or a story of your creation. You could use it as a flashback moment, or an initial moment in which the strong scent becomes forever etched in the memory of your character. Use the scent to reveal something about your character’s personality. Why is she the way she is? Does the story behind the scent reveal something about her history?

Next, find something in your house that has a scent. A candle, some Ben Gay, almond extract, honey mustard, anything you can find. Now take that scent, and drop it into one of your existing stories. Again, you should use this technique to reveal something about your character.

Something Very Different

While dejunking the other day, I decided to look through some old notebooks of mine, and throw away as much as I could part with. Unexpectedly, I came across this old poem that I wrote back in eleventh grade. I don’t think I could write poetry today, because I’m too much of a perfectionist. I would worry a great deal about syllables, meter, accented and unaccented words, etc, all while trying not to sound contrived. There are probably some proper terms for those things, but since I am not a student of poetry, I don’t know them. Anyway, it’s not the greatest poem, but the message is clear and strong, and Jesse wanted me to publish it, so here it is:

Something Very Different

His life has seemed so joyful,

I’ve not understood.

While some have life so roughly,

Others have it good.

 

There seems a hedge around him –

Gentle, loving eyes.

Watching him from day to day;

Staying ’til he dies.

 

Of course he’s had his bad days.

Everybody does.

He said since he’s been born again,

It’s not like it was.

 

Many a day I’ve watched him

Laughing at mistakes.

Is there nothing that can hurt him?

No one that he hates?

 

There’s something very different

In the way he speaks,

But discord, trouble, chaos:

These he never seeks.

 

He’s always kind to classmates

Even when they’re cruel.

But they can never hurt him;

He’s nobody’s fool.

 

I like to be around him.

He will always talk.

If you have any problems,

He knows the way to walk.

 

He seems to have no troubles.

He’s happy every day.

How he always keeps it up,

I can never say.

 

He says that he’s a Christian.

I would like to know

What a Christian really is.

What makes their love grow?

 

Tomorrow I will ask him.

I’ll be happy too.

I’ll find out his mystery.

Then I will tell you.

Description Mix ‘n’ Match

My favorite creative writing exercise so far…

What if we used a description of one object to describe a completely different object?

Take a bunch of objects to class, and have the class give you an adjective that describes each noun. Then switch them up and see what stories they inspire!

Difficult (Math) Problem & Shiny Penny = Difficult Penny & Shiny Problem

Others:

Cartoon Puzzle

127-year-old Book

Stretchy Rubber Band

Native-Indian Rattle

Friendship Bracelet

Ancient Fossil

Difficult Problem

Shiny Penny

Birthday Card

Mechanical Pencil

Green Trinket

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.)

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