I stole the title for this post from an essay by Phillip Pullman.

 

We writers ought to make it clear too that the arts – not just learning about them, but doing them, actually writing and painting and playing music – have a vital part to play in the lives of our children. They have to do with enlarging and clarifying experience, in opening new worlds of possibility and delight and understanding and emotion.

 

Pullman talks eloquently about the need to keep books and the arts around children because you don’t really know when their imagination, as opposed to their skill level, will take off.

 

In workshops I aim for100% participation, and so I often need a structure to coax in the more reluctant students. With disaffected students, they’re generally bored, and the longer I take before we get to the actual content the less chance I have of getting anything out of them. Sure, I can go into my groups of able and willing students, run a few ice-breakers, riff on what they’re currently reading and off we go. Some will produce excellent writing, some middling, and some very little but what to do with the less able, the less willing?

 

When I was at school we would be given a choice of titles and then told to get on with writing a story. The creativity was in pulling an innocuous looking title around to what you wanted it to be. But you had to want to write in the first place. The structure has to offer scaffolding, but also an invitation to play and experiment within/on/outside the given boundaries. I look at my son’s planning notes for his stories written at school; the mind maps, the drilling on punctuation, the push for complex sentences etc. All of which are useful but I wonder how he summons up the energy to write anything in the tiny bit of time left.

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I find that the structure of making a book works well with primary school age students. The book is a simple folded construction but on every page there was a different shaped flap cut into the paper. The challenge was for the young people to incorporate those shapes into their stories.   The books shown come from a class of years 3-6 of differing abilities but all managed to complete the exercise. Planning was 5 minutes explaining the idea and showing an example I’d prepared earlier. The ideal structure is one that all can use. They only have to Read Write Imagine.

 

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“They loved this. Really got into it. I let them carry on through afternoon so they could finish their books to show you.” Richard Langford, Head teacher.

 

But what would work with older students?