Yesterday, I had the pleasure of visiting my son’s elementary school and sharing a day of reading and creativity with some of the students.
I was invited to my oldest son’s 5th grade class where they are beginning to learn about and explore creative writing. After answering some general questions about the craft and about my own methods of revision and work processes, I read them the first chapter of my middle-grade work in progress.
If you ever have the chance to sit down with a large group of children and share your work with them, DO IT! To begin with, it is magical. No matter how many adult readers, editors, and peer readers you have, none of them can give you the intangible reactions you hope to get from your target audience.
I was escorted to my chair (a VERY comfortable rocking chair) by the student of the month and then the kids gathered around, in bean bags and on the rug; in chairs and on stools. I explained the premise of the story and told them that they were my first young audience to hear the beginning of the story. They were excited. I was excited.
And so I read….and it was AWESOME! There were laughs when there should have been laughs. There were smiles when I hoped there’d be smiles, and there were shocked expressions or gasps when I’d written in sections that were expected to cause those same reactions.
If I’d had the book done and published and ready for purchase, I would have had a room full of new readers. In other words, it was a success. They’d not only enjoyed the story, but they’d given me the proof that I had succeeded in my attempt to write a fun, quirky and enjoyable story for young readers. It was written all over their excited faces.
And afterward, I fielded questions about the rest of the story, about writing in general, and about key concepts and components of storytelling. It was great to discuss, point of view, foreshadow, metaphor, theme, climax, character evolution, and idea generation with the kids. They were as excited to demonstrate that they’d noticed the foreshadowing clues as I was to hear that my inclusion of them in the story had worked. They were as eager to learn what happened next as I was to tell them about it.
It was truly a rewarding experience. To give them a chance to explore their creativity and to pen a short story of their own, I prompted a little writing exercise. Using Rory’s Story Cubes (and if you haven’t seen these, they are the coolest things!), we rolled up nine images and put them up on the projector so the whole class could see them. The idea is that our minds think in pictures and an image gives us an infinite variety of interpretations. So, we rolled up the nine dice (the student of the month had the honors) and broke the class up into groups of three.
One person was responsible for writing the beginning. They had to write the hook and establish the conflict, along with introducing the character. Another child wrote the middle, working toward conflict resolution and inserting obstacles. The last person wrote the climax (having worked out with the middle writer where they were going to “meet”) and the resolution.
The groups were free to arrange the nine images in whatever order they wanted, each person taking three of the images and incorporating them into their section of the story. Their teacher and I listened in to the brainstorming process and watched as they eagerly created fantastic tales, some of which included mysteriously locked doors, laser shooting eyeballs, a honey-hunting cyclops, and giant alien bees. It was so much fun! And afterwards, some of the students shared their work with us, reading their sections and demonstrating how their voice, their imagination and their approach differed from their classmates who had the same pictures to work with.
I hope that when I left, I left some of them with a hunger to continue creating. I hope that when I left, I left some of them eager to tell more stories, to explore worlds within their own minds that they may have been hesitant to explore. I was there once. I was a 6th grade student when a similar experience had changed me forever. It was a similar experience that showed me that all I wanted to do was tell stories.
If even one creative young mind takes pen in hand and walks through that door of imagination and storytelling, then I’ll feel as if I have come full circle. But I’ll never know that, we’ll never know that, until they are sharing these same sentiments one day and remembering that afternoon in 5th grade when there were no walls and their minds could take them places where nobody could hold them back.
Here’s to creativity. Here’s to the next generation of wordsmiths, ready to ply their craft at the imagination forge.