Posts Tagged ‘Maplewood Elementary’

Maplewood Elementary Fourth Grade Writing Club

Friday, June 20th, 2014

In April, I wrote here about my plans to lead a writing club for fourth graders at Maplewood Elementary in Edmonds. For a month, 16 or so kids gave up their Monday and Tuesday lunch recesses to participate.

The results were impressive. I was astounded at what these kids could create in a half hour session. I loved their open willingness to dive in and write.

One of the exercises we tried was sent by Terry Pierce, UCLA-ext. writing teacher: author Jill Corcoran’s Art-Music-Poetry Jam Workshop. We turned it into a three-parter. I will use the work of Maplewood student Damaris I. — with her permission and her parents’ permission — to illustrate our experience.

We began by painting to music. My friend, pianist Julan Chu, suggested Mussorgsky’s Pictures at an Exhibition. Perfect! Mussorgsky wrote this composition after viewing the retrospective art show of a deceased friend, so it offers yet another layer of cross-arts jam.

We set up all my paint palettes and laid out brushes on the library tables. The kids listened carefully to the music and responded with paintings.

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Damaris’ painting, created to Mussorgsky’s music.

At our next meeting, we spread out the paintings and the kids walked around the tables, post-its in hand. They gave each other words suggested by the paintings.

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Damaris was given these words: splatter (to which she rhymed matter), colorful, explosion, mixed, whispy, wocky, very green, grassy, wonderland, big and new, magic, magic spell, wet, mystical, mystery, misty, green mist

The third part was to turn those words into a poem or prose piece of writing.

DI.poem
Damaris wrote: “A green mist rose from a magic spell. The land would be mixed the forest could tell. Then a explosion arose, and everything was misty. The sky turned gray, and the trees became whispy. Everything was a mystery, with tons of spatter, and nothing knew what could be the matter. When the mist cleared, the woods were wet. Everything changed, a whole new set. The forest was grassy, mystical too, a great wonderland, big and new.

The writing was amazing, as you can see: pieces of writing that began as a painting exhibition that inspired Mussorgsky’s music that inspired our student paintings that inspired words, then poems. Round and round the arts we go.

Next time I feel like there is not enough time to sit down and dig into writing, I will think back to those lunch recess meetings of the Maplewood Fourth Grade Writing club and get started.

I want to add a shout out to Mr. B., aka librarian Paul Borchert, who also gave up his lunch recesses and helped in every way to make our writing club so wonderful. More thanks to Terry and Jill and Julan and Damaris — and to Betsy Britton and Grabrielle Catton who carried on for Paul and me the day we were both unable to teach.

Here’s a link to Mussorgsky’s Pictures at an Exhibition: http://www.youtube.com/watch?v=DXy50exHjes&feature=kp

And here are the writing exercise instructions:

Jill Corcoran’s Art-Music-Poetry-Jam Workshop:
Suggested grades: 2 – 5
Time required: 1 hour
Supplies needed: Boom box with selected music, 11” x 17” white paper, crayons, pencils, Post-it notes, scotch tape
1. Briefly discuss the power of art, music and poetry to evoke emotion.
2. Pass out 11” x 17” piece of white paper and crayons to each student.
3. Have students listen to music for several minutes and then draw whatever the music makes them feel. (I play about 4-5 minutes of music)
4. Pass out a pad of Post-it notes and a pencil to each student and have them form a line to walk around the room and look at each picture.
5. At each picture, the students write the first word that comes to their minds on the sticky paper. They leave that word with the picture. Instruct the students not to write words like “cool” or “fun,” but to write nouns, verbs or strong adjectives.
6. The students then return to their pictures to find 20+ words written by their fellow students.
7. With their words and pictures in front of them, and the music playing once again, students create a poem from the words they have been given. (Once their poems are finished, have each student tape their Post-it-notes poem to the back of their picture. Otherwise the notes tend fall off.)
8. Ask the students to read their poems aloud. At the end of the hour, each student has created a poem that reflects the music they encountered, the art this music evoked from them and the words their art evoked in others.

WRITING RECESS

Friday, April 11th, 2014

Next week I get to start a series of Writing Workshops with a group of fourth graders at Maplewood Elementary in Edmonds. The kids are giving up their lunch recesses to take part. I hope they end up writing like they play out on the playground – with fun and abandon.writex2677

This week, I am gathering ideas for writing games, exercises and prompts. Here are some possibilities:

1. ROUND ROBIN WRITING. This emphasizes the basic form of any story: beginning, middle, end. Using a prompt, (I think I’ll go with “I used to live in a palace…”), kids have six minutes to write a beginning to a story. Then we trade papers and take six more minutes to write middles that fit the beginnings received. Then shift again and on to endings. We finish up by reading our creations, an important part of all writing shenanigans.

2. PICTURE THIS. I have a pile of photos that evoke story. Each kid can choose one as a starting place and see where the story goes.

writex4679

3 and 4. COULD WE LIVE HERE? Two sessions. First session, as a group we will create a setting, voting as necessary to narrow things down. Then we’ll brainstorm a list of characters who might live in this place.

In the second session, each kid chooses one of these characters to write into a story in that place.  This is a suggestion from Cassie Cross who teaches at Bellevue College. I wonder if it will work as well with fourth graders as college students?

writex16765. MAPMAKING. Each student maps a place that is special to him or her – neighborhood, house, room, school playground, backyard, grandma’s house – and labels it with stories that happened there, or could happen there.

6. YEAR BY YEAR.  I will ask the kids to think of their childhoods year by year and write a memorable event for each year, noting that memories juicy with emotion hold the most story. Then we’ll choose memories as story jumping-off places. I am curious to see what these ten-year olds remember about their childhoods.

writex3678

7. BEGIN WITH MUSIC. Five-minute timed writings to music. For instance, I’ll play a Bach cello concerto for five minutes and the kids can write the story that is suggested. Then I’ll play a penny whistle jig and they’ll start a new story. I remember using this exercise with the wonderful Lillie Rainwater’s fourth/fifth graders at Hawthorne Elementary in Seattle. Ms. Rainwater advised the kids to think of leaping into a story like jumping into double Dutch twirling ropes. Catch the rhythm of the music, she told them, and jump in with words.

That takes us back to the playground. And recess!

Thanks to Paul Borchert, librarian at Maplewood, for helping this Writing Workshop idea come to fruition. And thanks to any of our BATT Blog readers who add to this list of writing prompts, games and exercises in the comments.

Note: photos to illustrate this post are from those I will use for exercise two.


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