Category: teaching (Page 1 of 5)

Creative Writing: Week Two

April 9, 2024 / / 0 Comments

I told them that input could be whatever they wanted, so I have to refrain from being judgy about their choices, but after looking over their input logs from the first week, I think it might be time to talk about high-quality input versus low-quality input.

It’s a tricky subject because it reminds me too much of the snobbish position that certain kinds of literature are better than others, that comic books and video games are worthless, that pulp literature and Hollywood movies are for the unwashed masses, etc. etc. All that elitist crap.

I’m a “more/and” kind of person. A “yes” person. I like liking things, to quote Abed. And for too long, science fiction and fantasy were looked down on as “lesser-than” by the literary establishment, and I don’t want to contribute to that kind of judgment, a judgment more often born out of snobbery and cliquishness than actual merit and quality.

But. But, but, but…

There are certainly artistic avenues and byways my students could be exploring that they aren’t, and if they did explore those byways, they might find them rewarding and much more satisfying than what they are reading/watching/listening to right now.

I’m tempted, therefore, to maybe give them more required reading/viewing/listening/etc. Not a lot, but a few assignments each week that they have to engage with. “Read X by Wednesday and we’ll talk about it in class.” That kind of thing.

Yeah, I’m backtracking a little from what I said at the beginning of the term, but I think/hope it will help them see that it’s not about which art is “good” and which is “bad” so much as it’s a question of whether the art I’m inputting is expanding my life as a writer or limiting it. If it’s limiting/narrowing/same-old-same-old, then what’s the point? A kind of familiar numbness? The comfort of hearing my old notions parroted back to me? Inertia?

Or is it that they don’t know what else is out there? If I’m going to assign better input experiences for them, then I need to meet them where they are. Maybe something like the book recommendations John Warner does? They give me a list of their last five input experiences and I put together a list of five more to explore that are of a potentially better quality. It’s worth a shot.

We’ll be watching Richard Linklater’s School of Rock in Week Three, partially because I want to introduce the concept of going back and exploring the influences of those who influence you.

I feel like I’m only in Week Two and the year is almost over. These quarter-long classes we do at my school just don’t feel like enough time, especially this fourth quarter with senioritis hitting hard and Easter and all the random days off and schedule changes. There’s SO MUCH we could be doing in this Creative Writing class. If I am going to teach it next year, I’ll need to scale back my ambitions for the class considerably. At the moment, there’s too much I want to do and no time in which to do it.

I need to repeat my mantra from the beginning of the year: “Slow learning.”

We don’t have to do it all. We can leave a few chips on the table. We can do less. We can go deeper on the things that matter for us right now, not some predetermined schedule.

I need to remember that. I’m building a space for them to write creatively and develop ideas and skills. It takes time to build that space, and maybe we only start to build it together, and it’s up to each student to finish building it on her own (or with each other, after the last bell has rung on the school year).

Whenever I want to do too much, I end up regretting it.

For now, we’re looking at input. Better quality. Exploring influences. Finding the good stuff that will expand your imagination. Leaving the stuff that limits you.

I’ll go down this road with the students until I feel like we’ve gotten what we need. Then we’ll move on. Maybe that’s by the end of Week Three, maybe it’s by the end of Week Four. Maybe we stay on this for the rest of the school year — IF it’s yielding fruit and helping us all grow.

Otherwise, we can keep going down the road: going slow, but going beyond the surface of things.

Creative Writing: Week One

March 24, 2024 / / 0 Comments

I’m teaching a Creative Writing class for the first time in several years, and this week was our first week. I’ve got fourteen students — high school kids — and we started the week watching a movie, coloring, and eating candy (an idea I blatantly stole from Lynda Barry... sorry for being a thief, Professor Lynda!).

It was great, though. Super chill. Fun and relaxing. A big part of this class is about having fun and being playful, so watching a movie and coloring felt very playful and kid-like. These are teenagers, so sometimes they want to act grown-up and mature and be sophisticated adults, but there’s also this yearning for childhood and play and fun (something often sorely missing from their busy, over-stuffed lives), so by giving them permission to have fun, to be a kid again, to be silly and do something “just because,” I’ve (hopefully) given them permission to also be creative.

We talked a bit about what it means to be creative, and my biggest message on this is that creative means “to create,” so any time they are making something, they are being creative. Doesn’t have to be “original” or “special” or even “good.” Just has to be making something.

What that something is, I’m leaving up to them.

(One student asked if she could make jam every week, and I said, “Um… okay? But maybe write, like, a poem and stick it on the label?” It is a creative WRITING class after all; I feel like some writing should be in there somewhere…)

We also spent some time decorating our writing notebooks and choosing “guardian spirits” (via Austin Kleon), and I told them they had to do some “input” every day and that a big chunk of their grade will be based on how much input they take in week after week.

Input includes reading poetry, fiction, non-fiction, essays, comics, watching movies/TV, listening to music, looking at art, and having new experiences. When I told them they had permission to watch a bunch of movies this week and count it as their “homework” for my class, they all got very excited and couldn’t believe their luck. I also got very excited. I can’t wait for them to spend their week watching movies and getting ideas and having fun.

I’m very big on fun these days. We take things too seriously, acting as if writing stories or reading books or making art is some kind of excruciating task that tortures us. If reading a book is torture, you’re doing it wrong. And if writing something that came out of your imagination is laborious and unfun, then also: doing it wrong. This is art, kiddos. Not work.

So, we spent some time talking about how to have fun, and then I tried to do things all week that were fun. We went on walks. We listened to Japanese soul music from the 1970s. We made blackout poetry. We spent an entire class period inputting things into our brains: some students watched a movie, others read novels and poetry. I too read a book during that time, and listened to some synthwave music.

Their assignment this weekend is to keep doing their input, everyday. I’ll check their input logs on Monday.

I also asked them to spend thirty minutes to an hour doing some idea-generating. I gave them a list of twenty different activities to try, including playing the “What If?” game, making a list of titles, and listening to music to see what images and ideas flow from the songs.

In some ways, you could look at this first week and say, “She didn’t teach them anything! They just goofed around!”

And you’d be right. We did goof around. We did silly things. Playful things. Fun things. I gave them some advice about writing, but mostly, we just played. Because if they’re going to be writing creatively, they must first be playful. They must first be given permission to have fun. It’s a permission they were craving.

This first week was the giving-permission week: “Yes, you can play. Yes, you can laugh. Yes, you can make jam.” (Just maybe make a poem or a clever line to go with it.)

Going forward, we’ll learn some craft; we’ll learn techniques. I’ll give them prompts and exercises. But I’ll also continue to give them space and time and permission to have fun.

Why Castles and Knights and Dragons? Beats me.

February 24, 2024 / / 0 Comments

Recently, a student asked why I like the Middle Ages so much.

This was in a short fiction elective, and we’d been reading lots of genres, some sci-fi, some fantasy, some realistic, some fairy tale-ish, some Southern Gothic, some suspense. During one of our discussions, we somehow came around to my particular tastes as a reader, and I said that I’ve always been drawn to stories about the past, particularly the medieval period in world history, and one student spoke up, a bit bemused, asking why.

“Because for as long as I can remember, I’ve like that era,” was what I said, which isn’t a good answer.

Why do you like something?

Well, because I always have.

Not a good answer. Circular reasoning. But I didn’t have any answer to give. Why did my tastes develop the way they did? Was it the media I consumed as a young child that influenced me? Was it something genetic, something intrinsic to my personality?

I honestly don’t know. But for as long as I can remember, I’ve been drawn to stories with knights and castles and forests and monsters. Sometimes those stories were older than medieval (Greek myths preoccupied a lot of my late-elementary years), sometimes they weren’t medieval at all (I had quite an obsession with both Oz and Candyland as a wee youngster), but even if I strayed at times from Ye Olde Medieval Times, I always returned to knights and castles and forests and monsters eventually.

It might have been the media I consumed, the stuff floating in the air. The 1980s were a time when medieval fantasy was emerging as viable mass entertainment: the Conan movies, Red Sonja, Dungeons & Dragons, Legend of Zelda, etc.

As a kid, I was devoted to shows like The Gummi Bears, and to movies like The Princess Bride and Labyrinth (neither of which is strictly “medieval,” but they’ve got some of the trappings, i.e.: castles, goblins, sword fights, kingdoms), and when Robin Hood: Prince of Thieves came out, I was ALL IN. I had the action figures, the soundtrack, and the ticket stubs to show my devotion.

I also had books, like Rosemary Suttcliffe’s Arthurian novels for young readers. And the Endless Quest D&D books. And Narnia. And The Hobbit. And the Prydain Chronicles.

Going to my first Renaissance Festival as an eight-year-old cemented this obsession. Once you’ve wielded a wooden sword from the Renaissance Festival, there’s no going back.

Basically, there was a lot of medieval-ish stuff in the world for kids in the eighties and early nineties. I was exposed to a lot of it, and I loved it.

But why did I love it? That’s the thing I can’t explain. Not every child who grew up in America back then ended up loving the Middle Ages. Not every child who traipsed around the local Ren Fest ended up loving the Middle Ages. Not every kid who saw Conan grew up to be obsessed with sword and sorcery, and not every pre-teen who watched Kevin Costner shoot a bow and arrow ended up loving the Middle Ages as much as me.

What gives?

I didn’t have a good answer for my student, and I still don’t. She made it quite clear that she finds all this medieval stuff to be boring as hell, and I told her that’s great. Different strokes for different folks. The world would be boring if we all liked the exact same thing all the time.

But why do we like what we like? How much is driven by innate personality and how much is driven by outside influence? Nature vs. nurture, etc.

I can try to explain why I love the Middle Ages to my student, why I’m drawn to it, but those explanations won’t really have an impact on her. She’s not interested (nor does she need to be), and my enthusiasm won’t make her enthused, no matter how passionate my defense.

I do think it’s interesting that she was so curious to know. My love of the Middle Ages was so foreign to her experience that she was driven to seek an answer, to get an explanation. For her, my love of the medieval period was as strange as my love for black coffee. She was mystified by my tastes, as I often am by people who take an interest in Real Housewives or eat Velveeta cheese.

But that’s just it. Taste is taste. We can’t explain it, not fully. We can hunt for past experiences, for childhood affinities, for memories and upbringing to explain it, but when it comes to it, our tastes are what they are, and it’s no use arguing someone out of their tastes nor for arguing someone into your tastes.

We can share. We can gush and be enthusiastic, and maybe that will get others curious, maybe help them explore something unfamiliar and strange. Who knows, maybe several years from now, this same student will remember my passion for the Middle Ages and become curious enough to read the Brother Cadfael Chronicles, or The Once and Future King, or Beowulf, or whatever.

Or not.

There’s no explanation for taste. It’s a kind of alchemy, but it’s also a kind of magic. The spell either works or it doesn’t.

Or maybe, eventually, it does. When we least expect it. The heart wants what the heart wants.

And my heart — now and then and hopefully always — wants castles and knights and swords and dragons.

Don’t Call It a Resolution

January 4, 2024 / / 0 Comments

I’m hoping to blog more in 2024. I have an idea for a series of posts about board games, and since this term I’m teaching British Lit, Short Fiction (which will mostly entail reading short SFF stories with my students), and Creative Writing, I figure I’ll have a few things to say about writing, literature, and the fantastical as it pertains to my work in the classroom.

For Brit Lit this semester, my focus is on monsters. We’ll start with Beowulf, then The Tempest (and perhaps A Midsummer Night’s Dream and Macbeth too), and finally Shelley’s Frankenstein. What makes something a monster? Are monsters made or born? How does our idea of the monstrous change over time?

Mostly I wanted to teach these three texts, so I created a driving question to link them all. But mostly, I just wanted to read them with my students. I’m curious to see their reactions, especially for Beowulf, which is always a harder sell in an all-girls school. I mean, I’m a woman and I love Beowulf, but when I’ve taught it to young women in the past, it’s been a mixed reaction. The only major female character is a monstrous fen-hag, and the other women in the story serve as peacemakers and such (to solidify alliances and end blood-feuds), so I get why for some of the young women I teach, there’s not much to engage them.

But I’m hoping some of them will come to love the action, the world-building, and the overall spirit of the poem. I myself read it in high school (part of it anyway), and I’ve loved Beowulf ever since.

I’m not making any kind of resolution to blog everyday or anything. Not that such a goal is bad; I’ve attempted every-day blogging before and it was great. But I can’t meet such a challenge this year, nor do I really want to. I’m more focused on staying consistent with my fiction writing and increasing my word count in that realm. But I still like blogging and don’t want it falling dormant. Thus, my commitment to a more regular blogging habit for 2024.

Maybe once a week? Maybe once every two weeks? Maybe several times a week? I don’t have firm plans as of yet. I’m waiting to see how these first few weeks of January shake out, how much time I can actually find to blog more frequently, and how easy it is to find topics to write about. As I mentioned earlier, I have plans, but maybe those plans aren’t tenable. Time will tell.

One of my biggest goals/ambitions for this new year, on a personal level, is to finally start playing more of the board games and role-playing games that adorn my shelves. We have an entire closet filled with board games we’ve (mostly) never played. This is so frustrating! I LOVE board games, and yet here in my very house there languishes a collection of sundry entertainments and diversions of which I have never availed myself. This is madness!

I plan to correct such mismanagement by taking one game out each week and learning to play it. I may play it with husband or friends, or I may play solo, but either way, I’m committing myself to playing the board games in my house. Carpe diem and all that.

I’m going to try blogging about the games too; I just need a snappy name to call this “regular” feature. (I have “The Things That Shaped Me” feature which I should also get back to, but maybe I’ll call my board game excursion “Cabinet of Curiosities” or something of that sort… which I know is already a tag on my blog, but this will just make it more official.)

Anyway, I’m not calling any of this a “resolution.” I make New Year’s resolutions, and I’ve already made a few in other realms of my life for 2024, so I’m not opposed to resolutions in general. But I’m not making a blogging resolution this year. Nothing that firm. This blogging commitment is more of a New Year’s inclination. An urge to blog more. Let’s see how it shakes out.

Alternative December

December 15, 2023 / / 0 Comments

As December rolls along, my house continues to think it’s mid-October. There are no wreaths out, no tree, no decorations of any sort. It’s the fifteenth-of-fucking-December and there is still no Advent calendar on our wall. The only thing going for us is that the Glade plugin is pine-scented.

Every year, the same thing happens. I drive around town at 7:30 p.m. to get more medicine from CVS, hoping to stave off the fevers of at least two children, and I’m confronted with all the beauty of sparkling houses decorated with lights and lawn reindeer, a merry reminder that my house is the Scrooge on the block, the one place that still has an artificial jack-o-lantern on the porch that probably doesn’t even work anymore.

Last year was the exception to my mid-December lack-o-Christmas-cheer because last year I didn’t really work at a normal (any) job in December, so I had free time to put the Advent wreath out and dust the piano and maybe put out one of our three nativity sets. Last year still had sick kids up the wazoo, but at least I had the tree decorated and a couple of presents wrapped.

This year is a return to the mean. I’m working full-time again — teaching — thus it’s-end-of-the-term-and-grading-is-all-I-do-now mode has been activated, and I can barely blink to figure out which day it is, let alone figure out how to make my living room livable enough to put up decorations.

This time around, this December fifteenth, while driving home and enjoying other people’s Christmas lights, I realized there will never be a time (until my kids are grown, maybe, or we win the lotto) when I won’t be running around like a lunatic in December, stressed out of my gourd and barely hanging on. There will never be a time when my house will be gingerbready and ready for Christmas weeks in advance. (I’ll be happy with DAYS in advance, honestly.)

No, I will always be living my alternative Christmas. I will always be last-minuting the mistletoe. I will always be getting the tree up just in time, and wrapping all the gifts at midnight on Christmas Eve, watching It’s a Wonderful Life and crying my eyes out and self-soothing with spiked eggnog. That is MY December twenty-fourth.

And my Advent will always be ganky. It will always be helter-skelter and mismanaged. There’s just too much to fucking do in December. Too much. School stuff and work stuff and house stuff and illnesses. OMG the illnesses! Everyone cycles through three rounds of illness every flippin’ November/December now apparently. Apparently that’s a thing in my life for perpetuity or until my kids run off to college (or the circus). Apparently everyone must get sick in early December; it’s like an iron-clad rule. Everyone but me, apparently, which, I must admit, is a small but very grateful mercy.

I realized as I was driving home tonight and feeling bad about my lack of Getting All the Shit Done skillz, that I will always be living this alternative Christmas. My Decembers will always be wracked by chaos. I will never not be having hair on fire. This disordered life IS my life.

And then I sighed. A wave of relief washed over me. I’m living an alternative Christmas. I’m not like the rest of you, with your house lights and your tree up and your Christmas parties and whatnot. I’m living my own Christmas season, my own messed up Advent, my very own alternative seat-of-the-pants-flying-rodeo that is a blur and a burden, but hey-o, it’s MY burden. This is how I do Christmas. Not very nice, not very naughty either, just… well, it’s just how I do it.

It’s not my preferred way. Boy, howdy is it not my preferred way!

But it’s my way. My life and no other.

I need to accept it, embrace it, even love it. Kinda. Sorta. Maybe “love” is too strong a word. But something love-ish. Something that goes beyond acceptance into a kind of okay-ness.

It’s okay that I have literally no decorations up yet. It’s okay that I’m still behind on my end-of-term grading. And it’s okay if I don’t sign-up for something to send into my kids’ classes for their holiday parties next week. It’s all okay. It’s still Christmas even if I never put up the tree.

(Don’t worry, I’m putting up the tree. It’s just, it’s still okay EVEN IF I don’t. That’s all I’m saying. Christmas isn’t decorations. It isn’t cookies. It isn’t even presents. But yes, I do have presents for my kids; I’m not that horrible.)

Christmas is about the birth of Christ, celebrating the Incarnation, and kneeling in awe and wonder at the miracle of God becoming Man. No decorations or Christmas lights are required to celebrate the Light of the World.

So what if I’m horrible at Decembers? It’s how I roll. These hectic days are just the way things are. Can’t escape them, can’t solve them, can’t worry about them anymore.

As each new December comes around, I’m hoping it will the one where I turn things around. But that’s a vain hope. It’s a pressure I’m putting on myself that isn’t worth worrying about. I’m an alternative Decemberist. A free-spirit of suckitude. I’m just never gonna get my shit together.

And that’s okay.

Bradbury’s Big Ideas

November 29, 2023 / / 0 Comments

I’m teaching The Martian Chronicles again, something I haven’t done for almost a decade. I think the last time I taught a science fiction novel of any kind was 2014 or 2015 when I read Fahrenheit 451 with an Honors American Lit class (you can see my affinity for Bradbury).

Of course, the first comment I received from the students this year was, “This is WEIRD,” and yes, kids, it’s weird. It’s SCIENCE FICTION. I would think that in 2023, in America, in which we are ruled by the Marvel Cinematic Universe (and in which new Star Wars and Star Trek shows spring up like daisies), a science fiction novel wouldn’t weird these students out.

But it has. We are about a third of the way through, and while they are starting to groove to Bradbury’s particular brand of magic stardust, they are still a little befuddled and bewildered by the strangeness of things. I mean, it IS a strange book, but that’s part of the fun! Science fiction’s strangeness is part of its charm, part of why I like to read it.

As I keep reminding the students, science fiction is a genre of ideas. It’s all about the Metaphors (as Bradbury liked to call them). About the Big Questions. About life and death and God and the meaning of time and the power of memories and the ways in which our imagination can wield incredible, life-altering power. It’s about the eternal stuff, the primordial stuff. The point and purpose of life.

And things have to get a little weird if we want to get to these big ideas. When we ride on Bradbury’s rocket ship, we have to be ready for wonders. After all, life and death and God are all pretty strange things. Think about them for a moment and wonder: Why did life even begin? Why did the universe become the universe? Why must things die, why not infinite growth, infinite life, etc.? Why did God make all this (if you believe in God and his creative spirit)? And if there is no God, why not? What is the meaning of things without him?

And even the more practical questions: Why do we hope to find life on other planets? Why do we want to go to other planets? What will happen if we ever meet an alien species? How will we save our own planet from the destruction we’ve wrought against it? Can it be saved? What will we do to the other planets in our solar system? What will we do to ourselves in pursuit of these things?

What is happiness? What is love? What is memory? What is time?

To play in these fields of wonder, Bradbury must write with fire and rocket fuel. I am loving the experience of rereading the novel, and I’m also enjoying how my students are reacting to it. Despite all the science fiction television and movies around them, this almost-seventy-year-old book is still knocking them around, still peeling back the layers of metaphor and thought to reveal hard questions underneath.

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