This week, I gave a creative writing workshop in a primary school. Not that unusual, you might think, but schools can be a hard nut to crack. They have tight budgets and don’t want to burden parents any more than they have to. But this workshop came about in the loveliest and most unexpected way.
I was chatting to my local librarian, a wonderfully dynamic woman called Tracy McEneaney, and she happened to mention that a school had been in touch asking if the library knew of anyone who gave creative writing workshops in schools. Tracy suggested I give her a quote and she would pass it on to the school. Within hours of sending in my quote, I was booked to give two workshops at that school, to two classes of children aged eight and nine.
Challenges of Delivering a Creative Writing Workshop
Immediately, I was faced with two challenges. One was that the workshops were only three days away. The other is that each of the workshops was to last just one hour. But I had a ready supply of activities which were more or less guaranteed to work. And an hour was enough to give the children an introduction to writing skills.
I usually like to have children complete a story within the timeframe of a creative writing workshop, and that wasn’t going to be possible on this occasion. But when you’re delivering a workshop in a school, you’re dealing with children of all abilities, so it’s more important to design your workshop in a way that gives every child a chance to take part.
The Ingredients of Story
I began by introducing the children to the story hat. This is a hat I bring to every workshop and it looks quite eccentric, so it’s a great way of breaking the ice. They all hat a chance to look at the hat and try it on, and then they wrote a story in a sentence about the hat, beginning with, ‘This hat is…’
This got us off to a flying start, and it was now time to introduce the three ingredients of story. The first of these is character, and I availed of the classroom’s interactive whiteboard for the character activity. I put a picture of a strange-looking old man on the computer screen, and got the children to create a portrait of this man in words. They gave him a name, an age, and a place to live. And they gave him a superpower which made him stand out from the crowd.
The second ingredient was setting. Children love writing activities relating to setting, and this activity was a big hit, particularly with the second group of children I worked with. I got them to imagine what would happen if an alien landed in their classroom. That alien would never have seen Earth before. What would it see? What would it hear? The children drew the alien and the classroom, and wrote words in a speech bubble, imagining what the alien would say when it landed in their classroom.
Time was pretty tight, but we were able to squeeze in the third ingredient, plot. I did an activity called What If, based on the idea that many stories begin when a writer asks what if. The children were asked to write down three things they would do if they were invisible. Needless to say, they envisaged all kinds of mayhem.
The Delights of Writing in Schools
These two groups of children were among the most responsive I have ever worked with. My requests to share their writing were met with a forest of hands. They not only ran with every prompt I gave them; they added their own twists to it. And the ideas they came up with were creative, inventive, and hilariously funny. I left the classroom on a high which lasted for about two days, and I still feel a warm glow when I think about it.
I’ve developed an appetite for giving creative writing workshops in schools now, so if you happen to work in a school in the Waterford/Tipperary area and you like the sound of the workshops I offer, drop me an email on firstname.lastname@example.org.