Creative Writing Classes for ChildrenSchools for children
Teaching a creative writing course for children
As an ergotherapist by trade I have been writing for as long as I can recall, also for the high scholastic paper and maybe even before. At that time I regularly sent regular reader's notes to the regional paper; many years later I still write the editorial. I also have a Bachelor's in Accountancy and am fond of the economic community and have given entrepreneurship lessons to both grown-ups and children.
Recently, as I began to cut down on my work and become a pensioner, I changed the emphasis of my writing. Although, acknowledging, my unreleased novel is still in a box, along with some of my still to be released shorts, I have really found my niche where I write non-fiction items in several of my country's journals, myself included in my monthly blogs.
I seemed appropriate to be teaching a Creative Writing for Children, a recreational programme I developed for highly motivating children aged eight to thirteen here in a Big Ten city. Surprisingly, the large-aged group is very efficient. And, to my amazement, the oldest children are not necessarily the best authors; and some of the little ones already have an apparent creative torch.
I' ve been teaching this grade for several years now and it seems to get better every year. Classmates meet four afternoon aweek for 2 successive wards. Every course takes two lessons. That'?s about 16 lessons. There are usually sixteen to twenty of us in the group, which always seems like an appropriate number.
There is a computer and desk in the room and an easy-to-use screen display that is useful when I want to show a lecture for school. There is a theme for each of the eight meetings, and I have consciously created the course to ensure that there is no need for perfection.
I' ll start each group with a brief interview and then the pupils will take part in a writing exercise related to the theme of the meeting. A number of our fellow attendees choose to work on the same play during the eight meetings, and I urge them to do so; we all enjoy watching the development of their stories over the two weeks.
Pupils have the possibility to use a computer or a manuscript. I am still surprised that many of the children still choose not to use the computer. We' re taking a ten-minute recess in the centre of school. As I don't like wasteful lessons, I brought along my own words or puzzles.
As most of the pupils do not know each other at first, because they come from different colleges and are in different classes, we present ourselves and specify our objectives for the lessons. Also I ask every pupil to fill out a memo sheet and do everything else he wants to know from me, like "I am timid and don't like to study aloud" or "My folks wanted me to take this course, but I didn't really want to do it.
" Then we will debate classes such as the ban on rudeness or force or swear words in their letters. And after the first year, I added another rule: pupils who decide to use the computer in the room may only use text, no graphic, no unusual typefaces or colours. Let me emphasize that a good storyline does not have to "look pretty"; I am looking for creative and interesting contents.
We' re also discussing how to criticise writing and that it contains good, useful commentary about writing and not about the author. During the first lesson I give the pupils all the print material for the lessons. This includes a grade overview, rules for writing reviews related to storyline, attitude, character and so on, and a listing of novice novels, journals and web sites with more resource.
I' m asking the pupils to spend five and a half hours writing; I keep a record of suggestions in case the pupils need help to get started writing. Pupils are amused and there is a lot of laughing when they are reading their completed tales. On the second teaching days I will take some photos from magazines and ask the pupils to choose one or more of the them.
A number of our college kids are bringing their own photos from home. Then we do the activities of the daily; the pupils make a describing history and their images. Towards the end of the course, the pupils volunteered to tell their stories. We' ll do an action; the pupils will make a brief history or a well-known history from a different angle, e.g. from your dog's point of views or a bow tie on the walls or a knob on your shirts.
The pupils like to read and criticise each other's tales. The student creates a tale about an uncommon scene, a dental issue or a figure like a toothless doctor or a costumed event when it turns out that it's not a fancy dress event. I' m always struck by the smart plot lines that even the youngest pupils do.
The meeting encouraged the pupils to leave their comfortable area and try to create in a different way such as adventures, mysteries, humour, excitement or sci-fi. When they lack the idea, I urge them to create something from their own lives in one of the different styles.
It is particularly funny for all age groups, as the pupils are not inhibited by grown-ups and are courageously experimenting with something new. The 6th is where we get to know about creative non-fiction. Pupils are asked to write something about their life and stretching the truths and fictionalising them to make them more interesting, such as their first schoolday, losing in a shopping centre or a holiday with the mob.
Do not underestimate the frenzied ideas of children! Publish seems such a distant concept, but some of the college kids will no doubt be writing for publish at some point in their lives, either for work or as a pastime. We' re also discussing how to spell for competitions. During our last meeting we invited our partners and visitors, reviewed our work and summarized the last two wards.
Thank you very much. I am enjoying the feedbacks I get from pupils and my family and it is generally upbeat. The fact that several pupils came back to school next year is a testimony. Having a good time, making new acquaintances and experimenting with writing are the aims of my Creative Writing for Children school.
It has earned an outstanding name in the municipality; the grade has plenty of enrolment every year for up-and-coming young authors in the third to 9th grade. With only eight brief meetings, the improvements in writing are remarkable. You too can create and instruct a grade to help children learn creative writing.
Let your creative fluids flow and create a group that suits the needs of the children in your own group.