Category: reading life (Page 2 of 10)

Lone Wolf Christmas

December 30, 2024 / JennyDetroit / 0 Comments

I’ve written before about my love for the Long Wolf RPG adventure books, but it was only recently that I found out the books have been reprinted with snazzy new covers in larger paperback format.

So what did I do with my Christmas giftcards? I bought the first two in the series, of course!

When I opened the envelope the other day, my children were all very interested in these books (especially after I explained how much I loved them as a kid), but to my surprise, it was my middle child who asked if I would read the books to him so he could play. He’s not the one I would peg as being “into” fantasy the way my oldest is; I could only guess that he was intrigued by the monsters and potential for fighting. Whatever the reason, he asked several times before I had even thrown the packaging away, so after taking care of the padded envelope, he and I settled onto the couch, pencil and book in hand.

Thus began our nearly ninety-minute gaming excursion in which I got to witness the Lone Wolf books through the eyes of a child.

I had read them most recently on my own, as an adult, and while they were a nostalgic trip for me, I was approaching them with thirty-plus years of life experience and fantasy fandom and all the other things that make a grown-up a bit inoculated to the sheer joy of playing an rpg adventure book like this. I loved them for the memories they conjured, and I liked them for the old-school, somewhat simplistic fun they provided to adult-me.

But playing with my eight-year-old son was something different entirely. Each choice was a considered one, sometimes accompanied by checking the excellent and evocative map of Map of the Lastlands provided in the front, sometimes talking aloud the risks and potential rewards of the various options. My son really weighed each choice, often making his decision because something would be “nice to do” or “helpful” or “because I don’t want to hurt anybody” or simply because venturing forth into a dark tunnel under a hill would be cool.

When we faced off against monsters, and he had to point his finger at the number grid in the back, waiting for me to read the result from the Combat Results Table, there was real tension and anticipation in his face. When he scored victories, he would pump his fist and cry, “Yes!” with such beautiful innocence, that I couldn’t help being overwhelmed at seeing the pureness of his joy.

After he made each choice and waited for me to the turn the page and read the next entry, I could see him tense up, wondering if he’d made the right decision, worried that he hadn’t. And when his choice resulted in something good, the relief on his face was infectious.

I was seeing what it must have been like for me as a kid: the same anticipation, the same dread, the same relief, the same joy. I could no longer experience that innocent pleasure myself, but I could watch it on the face of my child and get a time-traveled glimpse of my own first foray into the world of Lone Wolf. I was the adult, the grown-up, the one whose emotions were a bit too calloused to fist pump after a victory against a burrow-crawler, but I could bear witness to my child’s excitement, to the gleam of wonder in his eyes, and that gleam was surely once my own, when I was eight years old and reading the Lone Wolf books, and the Endless Quest books, and the Choose Your Own Adventure books off in a corner somewhere, lost in my own world of quests and magic.

I’m glad I could give my son the experience of the Lone Wolf books, but I’m also grateful for his gift to me: the gleam in his eyes and the wonder in his smile.

“Myths and Symbols in Pagan Europe” by H.R. Ellis Davidson

December 23, 2024 / JennyDetroit / 1 Comment

When I was reading this book, I was on fire with drafting Norse City Limits. When I stopped reading it (due to other reading obligations), the writing dried up.

Coincidence?

Ideas don’t come from thin air. At least mine don’t. Mine come from what I see, what I read, what I listen to, what I notice. When I’m reading a book that’s bursting with ideas, suddenly I’m bursting with ideas. When my reading is directed toward something related to my work-in-progress, my work-in-progress gets a boost from that reading.

And when my reading or attention shift elsewhere?

The writing does too. It shifts into that other elsewhere or it withers a bit from lack of sustenance.

Donna Tartt’s process seems right to me: read something related to your work-in-progress at the end of the day.

Of course, the lesson here is to get back to my Myths and Symbols in Pagan Europe book.

The difficulty, is that I have a growing stack of books I need to read for my winter semester classes, and a book club book, and some library books that will soon be called back to the returns bin. Making time for my weird mythology book is hard to justify.

Still. I need to justify it. I need that sustenance. That juice.

Watching more film noir will get me that juice too. I can’t keep running off the fumes of what I remember from my twenties and early thirties when my art diet consisted of a steady stream of movie noir and hard-boiled fiction. I need to dive back in. Myths and symbols, alleyways and wise guys. More jazz. More Led Zeppelin. More Thor and Odin and trolls.

I started writing NCL because of my love for both Norse mythology and film noir. But that love needs nurturing.

My fantasy writing (maybe all my writing) really thrives from using symbols, thinking about symbols, reviving and trying to breathe life into old, familiar symbols. The Davidson book is full of these: blood, birds, wood, stone, feasts, water, wolves. The mystery surrounding our understanding of these early northern European pagan peoples is part of the fun, part of the allure. Using these half-guessed at rituals and rites, tales and traditions, as the material for my story is part of why I tell stories. I want to remix and re-imagine. I think most fantasy writers do. Whereas science fiction writers are farseeing into the future, we are farseeing into the past. And then we mix it together with whatever else is swimming in our imaginations. Fantasy is a synthesis. Neither old nor entirely new. A bridge between times (and worlds).

“Rule 2: General Duties of a Student: Pull Everything Out of Your Teacher: Pull Everything Out of Your Fellow Students”

September 28, 2024 / JennyDetroit / 1 Comment

Who are my teachers? Who are my fellow students?

Finding teachers (recognizing them, really) wasn’t too hard, but this Rule also mentions fellow students and that was a much harder find. Who exactly are my fellow students? Without being enrolled in a school or class, I’m kinda just on my own. My teachers are the successful authors and artists and thinkers whose books I can study, but who then are my study-buddies?

Perhaps the real answer is one I’ve been avoiding for over a decade now.

My fellow students are my fellow writers who are at or slightly above where I’m at right now in my craft and career.

The trouble is that I am resistant to joining writers’ groups. I always have been. I’m not sure why either, other than I’m not naturally a joiner and I am painfully shy and awkward when it comes to meeting people and making friends.

The other problem is that I’m not exactly sure where to look for fellow students who are at my same level. I can find beginning writers easily enough. But I’m not sure how helpful that would ultimately be for my own growth.

And I can identify writers who are further along than me, but they won’t want me in their groups for the same reason I’m resistant to joining a group of beginners: too much gap between their skills and mine.

Finding fellow students is probably a good project for me to undertake, but for now, for this week-to-week experiment in following Sr. Corita’s Rules, I’m fudging it a bit and defining fellow students as those writers and artists whose newsletters I subscribe to. They are also, in a lot of ways, my teachers. Teacher/student is a fluid designation, then. Those who can teach us are also themselves students.

I am both teacher and student too. In some ways, Rule 2 and Rule 3 are leading to the same destination: pulling everything out of everyone. Who the teacher is and who the student is may change and shift at times, but our “General Duties” remain the same.

But how to do that pulling? How does it work to “pull everything out” of one’s teachers, one’s fellow students?

What I did this week was read and listen and watch more deliberately. I took more notes on what I was reading. I spent time with pieces of advice and examples and words of wisdom from my various teachers, reflecting on these small lessons in my notebooks, mulling them over and trying to make connections. I spent more time copying quotes and ideas down, letting them sit for awhile before moving on to the next chapter or the next video.

Essentially, being more attentive and more thoughtful.

Also this week, I just started reading In Praise of Slowness, and I think its thesis fits with my idea that “pulling everything out” requires thoughtfulness and deliberate study. It requires a slowing of the pace so that ideas can sink in and take root. Carl Honore’s book is also proving to be one of my teachers at the moment, so I need to make sure I pull everything out of his book that I can.

I’ll admit that following Rule 2 this week was harder than last week’s Rule 1. Rule 2 requires a lot more slowness, more time for inquiry. It’s not just about being in a place but about relationship between people (even if those people are only coming to me through the pages of a book). Relationship, study, learning: these things take time. If things are too haphazard, the “pulling out” of everything turns into a half-hearted scurrying for crumbs.

I tried hard to do more than scrape up crumbs this week, but I’m not sure how successful I was. Got some good lessons and ideas from my teachers (namely, Derek Sivers, James Scott Bell, Ursula Le Guin, Mervyn Peake, and Rebecca Roanhorse). But reflecting back on the week, I don’t think I’ve quite achieved EVERYTHING.

Maybe the lesson is that this Rule requires persistence. Pulling everything out of one’s teachers and fellow students requires patience, diligence, and humility. It can’t be achieved in a week. Not even a semester or a year. We often only have limited time with our flesh and blood teachers and students, and so trying to pull everything out of them in the school term can feel like an impossible race against time.

But what if we continue to pull things out of our teachers even after the last bell has rung and summer vacation beckons? What if we hold onto their wisdom, their advice, and keep it rolling around our brains, peppering our journal entries with their ideas, mulling things over well past the semester’s end?

I often think back to things I learned in classes gone by, of wise words from my teachers, of projects and lessons done in a classroom or workshop. I continue to pull new things (and old things renewed) out of those experiences. The general duties continue even as the classes have ended. Even decades after.

Just as I am continuing to trust my place in the downstairs room, I have to continue to pull things out of my teachers, my students, and myself. Attentiveness and trust. Thoughtfulness and patience. Slowing down and sitting with things for awhile. Openness and humility.

Rule 2 is a general duty. It’s always there for us to follow. We must never stop the work of drawing forth the good and the true from one another. We are all of us teacher/student. Not just for a week, but always.