Monday, February 16, 2015

IDT1415 CW Entry 8 - The senses


I have just become more aware of the power of detail as in the examples read in Flaubert's M. Bovary and our discussion during the tutorial. I really enjoy the fact that somehow I feel really motivated and curious as to explore creative writing and this first technique we've been introduced to. I personally enjoy that when I start thinking of the task, I can almost see in my head what I want to say while at the same time I find it challenging to keep up with my own thoughts.  In any case, here is my first attempt at this descriptive exercise:

The hotel room - The bell boy led the way while another man pushed the luggage cart and a lady through rose petals in front of us as we approached the room. The bellhop opened the door using a remote control a few feet before he reached it and it swung and stayed open as if it knew we were all on its way. The rooms smelled like a bright summer morning in the country, the scent of the rose petals mixed gently with the sweet fragrance that inundated the room along with a distinct taste of new, clean and soft fabric. As we walked into each of the separate rooms in the suite gentle but bright lights went on in a welcoming show so as to indicate the way. I loved the white, ivory, beige, light brown range of colours in the room and how the light added different shades to them as we walked from one place to the next. The bathroom was spacious and so big a foam party could be thrown in there and nobody would be able to find the walls once the foam went above man height. The double shower with beautifully decorated stained glass artwork allowed you into a little sitting room under the water fountain which came from the ceiling through carefully crafted almost indistinguishable holes. Doors to the other side led to a big bubble pond which activated itself as we walked past filling up the space with a scented steam. As we went round, we came into a nice wooden door which led to a wonderfully warm and relaxing steam room complete with a waiting masseur inviting us to lie down and leave all our physical worries behind. Some lights beyond the door to the other side caught our attention and so we postponed out appointment with Dr Shiatsu. As we returned to the main waiting room right outside our bedroom, we realised the hotel staff had gone and we had been left to ourselves and a kind female recorded voice welcoming us and informing us all we needed to do was ask a question for windows to be opened, room temperature to be adjusted, appliances to be turned on and for us to be idle! Giuseppe couldn't resist and seconds later we were dancing to good oldies while we explored the capabilities of the voice commands Marg would recognise.
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Paint with words - Black, thick, cold and heavy. Wanted, expensive, useful and elegant. Temperamental and jealous of its own lord and used to his hand. The only of its kind, opens with a twist and is ready to tell a story told with its own blood till the very last drop. Eager to be fed, restored to continue its master's story while proud of its golden tongue and sturdy complexion, defining characteristics of its modern origin with a history that goes back to the 10th century.
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Touch it - small, curvy, solid, cold, smooth and light. Clear distinct edges which blend with flowing undulations and twists in an almost round shape. Pebbly and fitting allows me to lead it anywhere while doing my bidding without leaving my hand. Small, curvy, solid, warm and light. It will miss me and fall asleep when I'm gone awaiting my return.

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Taste it - The smell filling up my nostrils is a symphony of flavours which makes me salivate in anticipation of the first fork-full. Dark purple skin, black tiny seeds spread over it like freckles, and brownish, greenish fried edges glowing in olive gold dancing with slender, golden sticks and snowed under a flurry of ricotta salata bound by the South American plant of the nightshade family in an orchestrated concert of flavours. Spoon and fork, helping each other in a static and twisting revolution. One bite, another bite, so many bites each time smaller so as to make this ambrosia last! One last bite and a lasting desire for the taste to rest, slowly pestling each bit in a bid for eternity.

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Hear it - tick-a-tick-a-tick-a-tick! Faster and more furious than usual. Desperate racer not looking behind but always reaching out for the fore. Tick-a-tick-a-tick-a-tick! Why are you different from all others? Why is your cry independent and yet its tells the same song? Tick-a-tick-a-tick-a-tick! Why do you enjoy reminding me that I should be elsewhere? Tick-a-tick-a-tick-a-tick! Good bye!

Tuesday, February 10, 2015

IDT1415 CW Entry 7 - My Story 'The Journey'

This is a longer story I wrote for week 3 of our Creative Writing Module.

http://storybird.com/books/the-journey-546/?token=w8zayyrxkh

(Please click on the image to read the story)

This is a short story about three characters who struggle to stay together over the course of their lives, but whose relentless love will take them to new heights in their journey. It is a true story in which the characters come together on a canvas filled with a touch of imagination, a pinch of creativity and a ton of love.


Tuesday, February 3, 2015

IDT1415 CW Entry 6 - Reflections on Clarke (2010) CREATIVITY


After reading Margaret Anne Clarke's article...
Do you think that creativity can be taught?


                Yes! And I'm personally pleased about her argument that Talent and Intelligence are essential elements of the creative formula but they are not necessarily defining attributes for neither guarantee the outcome. A focus on the 'self' which leads to resourcefulness and determination is fascinating as a concept and illuminating at the same time, especially because of their relationship with mistakes and how they are an intrinsic part of our development, and of creativity. I sometimes get excited by the types of mistakes lower level students make in class because of what they represent and enjoy illustrating to students how they should feel proud of those mistakes as they prove something is happening internally! They are often surprised to hear this, but reinvigorated in their spirits.




And, can it be taught in the language classroom?


                Absolutely! If we do not teach it there where else? As I argued in a post on Roed (2003) and Worde (2003) on strategies in oral work, I'm a firm believer in strategy training, not just for oral work but across the board and strive to give them a place in my teaching as conscious application of a technique becomes in the long run a skill (unconscious application of it - Oxford 2011:12). In this light some of the awareness raising strategies I use currently but which I would also use in regards to creativity are:


* Ensuring students understand Creativity and what the benefits are for them.



* Stressing the importance of process rather than product.


* Guaranteeing a stress and face-value neutral (however possible that may be) atmosphere via the building of close and strong rapport ties, allowing the students to see me as one of them in the interactions and not just as the evaluator (by being creative myself and setting the example, being a model).


* Leading self reflection on their creativity via quick sessions in their groups and individually.


                As far as 'languaging' is concerned, I think that although fascinating a concept it is unfortunate that in a foreign language context, it seems to be confined to the classroom thus offering fewer opportunities for students to continue languaging outside the classroom. I believe this is the challenge for the modern EFL teacher - making sure they continue languaging beyond the walls of the classroom and this can be done today thanks to technology if used in creative ways so that 'My Questions Always End In Extra Open Mindedness If Fear Ends Away!' Please read on to see what I mean.

How can you apply meaning, questioning, exploration, experimentation, adaptation, open-mindedness, insight, fearlessness, innovation, abandonment and enjoyment to the teaching of creative writing?


                First of all by helping students remember these conditions through mnemonics: My Questions Always End In Extra Open Mindedness If Fear Ends Away! Just as I came up with this mnemonic to help myself remember these conditions which I believe to be important, I would do the same to raise their level of awareness of these conditions and their importance as a first step in helping them understand and self assess whether they're being creative.
                I was curious to see what a word cloud of this article would look like and so I used Tagxedo to crunch the text and this came out:




Creativity, Students, Language, Learning, Teachers, Teaching, Use and Ways are the biggest words indicating how recurrent they were in the text and also how important they are when we think about our teaching contexts.


                In terms of materials development, I fully agree with Clarke that it is the teacher's responsibility to create them while taking into consideration the students' input in a course books light approach which integrates technology in a variety of ways and media.

                As for classroom practice, I really like her idea of a classroom where the teacher takes risks and is also assessed thus shifting the reproduction paradigm as she says (p7). I believe this to be practically impossible in the Italian education sector where teachers are seen as landlords where their poor tenants are nothing more than plebes at their service and required to do as told.  The freedom creativity implies is thankfully not a mirage in the private sector of those few learning
-aware institutions who care for their students and their teachers more than for their finances.


References
Clarke, M.A., 2010. Creativity in Modern Foreign Languages Teaching and Learning, Available at: http://moodle.nottingham.ac.uk/mod/folder/view.php?id=1376024.

 

IDT1415 CW Entry 5 - Reflections on James (2006) - Writing Creatively in Another Language: Even beginner learners can be creative in the way they use language



                I really like James' point of view and found her article really appealing, especially because of the level - beginner! Although I agree that there is no limit for creativity I would have probably tried to gain time for self reflection if asked what I thought about creative writing at this level.  With some of our beginner students in mind I would immediately struggle to find potential scenarios and activities which would make good use of the limited abilities of those particular students. As she alludes, creativity and especially, creativity in writing would be thought to be only possible for proficient users and so I absolutely concord with the premise that less is more.

                I also like the part on Haiku poems as I knew about them very superficially and her examples made me curious and hunger for more information about them and how to write one. Acronyms were already known to me of course, but it was nice to see her simple activities as these brought back memories of when I have used them in class with my elementary classes. James could not be more right when she says that CW does not have to be grammatical. I believe the opposite seems to be implanted in many English teachers' DNA automatically often making grammar almost the heart of the syllabus.

                In short, I believe the key words here to be:

                                Encourage them always
                                Allow them to try and try
                                Believe in them always

                               Creativity!
                               It will come in the making
                               Owning what they know