Originally posted on American Refugee:
We went on a date to the Toronto Roller Derby. These are planned missions (ssshhh) on my part to philch, to eavesdrop, to see, to learn. Not only can these ladies skid with the best of them, they are poets. Check it out:
“The last time I saw her, she’d fallen and broken her teeth. So sweet, so cute.”
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Categories : arts education
I’ve been in the arts education world for awhile. But it has always struck me as odd that there aren’t learning environments where writers can deepen their work through re-writing. God knows, the initial inspiration is thrilling—but then what?
Rewriting is, for me, is a bit like peeling an onion. Over time and by poking around I learn more and more about what I’ve written. By engaging with the material in a focused way, the material teaches me what it needs to be the most potent, resonant and effective.
For example, I recently had a breakthrough with the novel I’m working on through the RadioHead song, The Bends. But, my approach has taught me to notice Repetition, Tempo, Duration, Shape, Space, The Weather, Gesture—all sorts of ways to enter material and craft something fresh. Voice and authenticity can be cagey animals. It’s taught me that dlisted.com is not so far from Hamlet. That newspaper headlines today can help me to understand Walter Benjamin’s exile 70 years ago.
To these ends, I pitched a class to the School of Continuing Studies, Rewriting: A Toolbox That Works. It’s mainly for those who’ve got a first draft or anticipate having to rewrite at some point.
While I haven’t finished the course outline yet, here’s a Course Description and a rough week-to-week outline. I’ve put main discipline from which I am drawing in parens. There will be some interaction with Social Media in the class’s pedagogy so regular access to the Internet is recommended.
You’ve got that first draft. You’ve written a novel, short story, screenplay, essay, article or poem. But, you’ve hit a wall. Now take your writing further by deepening your engagement with craft. Equip your writing tool box with fresh approaches to structure, content and voice. These will serve you well in the all-important rewriting process. This class offers a variety of interdisciplinary tools & techniques (from literature, visual art, theatre, music, film, reportage, testimony, etc.) to transition from idea to final draft.
Eight Weeks (6 July-24 August, 2011; 630—9p, Wednesdays)
Typically, I will introduce a topic, model its possible use and then we will apply it to our own work. This is a workshop environment, not a lecture seminar. There will be some theory (NB: I’m a theory hound-dog but this is not a theory class). We will either sign-up to present work for all of us to engage with, work on our own pieces in class or a combination of the two. That said, be prepared to work with your material in-class.
Week 1: Viewpoints: organic points of awareness (Dance & Theatre)
Week 2: Repetition, Imitation & Monads (Theatre & Philosophy)
Week 3: Setting & Architecture (Architecture & Meteorology)
Week 4: Tempo, Rhythm & Music (Dance, Social Media, Literature, Film & Pop Music)
Week 5: The Story and the story (Film, Visual Art, Journalism & Propaganda)
Week 6: The Body & The Gesture (Physiology, Theatre)
Week 7: Trace & Myth (Neuroscience, Chaos Theory, Lit Crit, Psycholanalysis)
Week 8: TBD
So, you’ve got a leg up. As of today, I haven’t even given the dept. this outline. But you can tell, I hope, where I’m headed. Come on over and take the class—no matter where you are with a novel, short story, poem, one-person show, screenplay, play, speech, essay or article.
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Tags: arts education, Exercises, Learning, Multiple Intelligences, Writing
Categories : Artistic Principles, Creating Original Material, Creative Writing, Exercises, Fiction, Multiple Intelligences, Schools, Screenwriting, Theory, Viewpoints, Writing
So the other day I got the paper version of The Angel at Our Table submitted to the journal who’s interested. Yahoo! But, I wanted to share with you what, right at the tail end, would grab a reader. It’s sort of a no-brainer except that it wasn’t until the last few moments that I followed my own advice…start with an anecdote that has emotional pull for the reader . First the paper synopsis…
Synopsis: While promoting my novel, The Drifts, the press asks me: where does the book come from? Family stories, I answer, often told to me while my aunts and I made brown cake, informed the book. That word ‘inform’ has provoked questions. The questions led me into a deeper engagement with Walter Benjamin’s understanding of Paul Klee’s watercolour, Angelus Novus. Klee and Benjamin describe the debris pile at the feet of the angel as the wreckage of a storm—the storm of progress. That debris pile is composed of aura and trace. Trace might be thought of as the way that auratic impulses organize themselves as they attach to sensations, objects, thoughts and language. It is the site of art creation. It is where the progression from Art to Food and Food to Art happens. In a state of melancholy, brooding reifies experience into a vessel of aura and trace. Trace, then, informs the novel by nourishing the craft, skill and content of artwork—with empathy.
Then, here’s the start of the paper:
‘Yet a single sound, a single scent, already heard or breathed long ago, may once again, both in the present and the past, be real without being present, ideal without being abstract, as soon as the permanent and habitually hidden essence of things is liberated, and our true self, which may sometimes have seems to be long dead, but never was entirely, is re-awoken and re-animated when it receives the heavenly food that is brought to it.’ — Proust, Finding Time Again
Art is Food
In the U.S., more than 150 years ago now, but well after the forced removal of the Cherokee nation from Georgia in the late 1830s, my great x 4- grandmother came down from the Ozarks Mountains in Southeastern Missouri and Northeastern Arkansas. Her family had been marched, along with thousands of others, halfway across the continent headed towards re-settlement in Oklahoma; some died, some fled. This grandmother of mine, now a very aged photograph, must have been a young girl when she escaped from the ‘Trail of Tears’ and up into the mountains. There, foraging for roots and game, she and the people with her survived until it was safe to come down. The soldiers had gone home, dust had settled and memories had faded. Her people and their descendents eventually ended up in a little town out there, Brown’s Community, that later became Bay. When grandma came down from the mountain, she brought Brown Cake with her—or so the story goes.
The arts are as nourishing as Brown Cake. This nourishment feeds form to what is left over from our histories and experiences: the memories, the escapes—and so on. This paper is an attempt to articulate how this nourishment, and thus art’s emergence, happens….
What do you think? Effective? Does it work?
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Tags: academic writing, rhetoric, Writing
Categories : Academic Writing, arts education, Creative Writing, Writing
I responded to the idea of ‘Next Best Practices’ (see article below my post) outlined in an e-newsletter from Wolfbrown, the amazing arts consultancy firm.
As an arts consultant here in Toronto, the concept of best practices has swept away more than one conversation. The ranking, the jockeying for position, the trying to do what’s right. The good thing is that a conversation around practices happens. The not-so-good thing is that ‘best’, inherently, means one – and only one. We all know that there are many, many avenues to program design, community participation and teaching. I have been increasingly dissatisfied with these “best practices” conversations.
This has come out of being a huge advocate for best practices in my own practice and that of others. I was the root of a lot of those conversations. But while it’s good they’re happening at all, it’s not so good that they can shut down the natural creative impulses to transform our practices. “The Next Best Practices” by Marc Goldring punches up this idea. “Crowd-sourcing” and “Nudge” practices offer us room to evolve. I am always casting about to management theory, entrepreneurs, physics, literature and so on upon which I aspire to base transformational practices on. And I observe others. I learn so much from my colleagues, students and clients!
Thanks for the newsletter!
The Next Best Practices
by: Marc Goldring
As a consultant, I’m used to identifying “best practice” models, as they are useful for clients to learn from the exemplary experience of others. So I was interested to see Beth Kanter mention “next practices” in her blog. When it comes to technology, she’s right at the front of the line, especially relative to social media, so it’s not surprising that she’s latched onto the concept of crowd-sourcing and “next practices,” a subtle shift from our common thinking. A little research finds mention of “next practices” as far back as 2006, in an article by John R. Sullivan, now a professor of management at San Francisco State University. He focuses on the increasing speed of innovation and the need to look outside our core business to explore new models. And Saul Kaplan, the founder of the Business Innovation Factory, argues that “All leaders should spend more discretionary time outside of their industry, discipline, and sector…The big and important value-creating opportunities will most likely be found in the gray areas between the silos we inhabit.”
So many aspects of arts and culture are changing so rapidly that we often haven’t had time to sort out what the best practices are. We can learn from what others are trying, even before their approaches have been anointed as “best.” And as various fields and disciplines shift and merge, looking outside our usual range of comparatives could provide just the flash of strategic or tactical insight needed to move an organization forward. So while we still need to cultivate best practices, let’s keep a forward-looking eye to next practices.
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Tags: arts education, Best Practices, Nudge, pedagogy
Categories : arts education, Best Practices, pedagogy, Peter Orszag, Teaching Tips