Growing out of recent pedagogical developments in creative writing studies and perceived barriers to teaching the subject in secondary education schools, this book creates conversations between secondary and post-secondary teachers aimed at introducing and improving creative writing instruction in teaching curricula for young people. Challenging assumptions and lore regarding the teaching of creative writing, this book examines new and engaging techniques for infusing creative writing into all types of language arts instruction, offering inclusive and pedagogically sound alternatives that consider the needs of a diverse range of students.
With careful attention given to creative writing within current standards-based educational systems, Imaginative Teaching Through Creative Writing confronts and offers solutions to the perceived difficulty of teaching the subject in such environments. Divided into two sections, section one sees post-secondary instructors address pedagogical techniques and concerns such as workshop, revision, and assessment before section two explores hands-on activities and practical approaches to instruction.
Focusing on an invaluable and underrepresented area of creative writing studies, this book begins a much-needed conversation about the future of creative writing instruction at all levels and the benefits of collaboration across the secondary/post-secondary divide.
Recenzijas
The authors of this book are highly cognizant of the pressures of standardization and utilitarianism in todays educational scene. They make compelling arguments about how creative writing addresses required state standards, and not just in the realm of writing. * Journal of Creative Writing Studies * Contributors to this volume prove beyond any doubt that creative writing belongs in the secondary classroom, offering research-based conceptual groundwork and mapping standards for inspiring activities and practices, presented by the teachers who developed them ... Secondary teachers will find both inspiration for developing assignments and a solid theoretical framework for scaffolding, assessing, and reporting about them to administrators. * CHOICE * Imaginative Teaching is a teachers book. It is for and about teaching and learning led by voices both dynamic and inspired. I dare you to read it. Because you cant just read it; you will write and think beside it for days. Your classroom will be upended by the smart thinking here. And thats important, because sometimes changing students learning outcomes requires a major shift in teacher cultureour culture. But that is the gift of this book: an invitation to experience the joy and expansive thinking that these classroom teachers have realized in courses labeled AP to remedial. As poet and teacher Tim Staley says in a chapter I wish I had written, Poetry should be a break from the typical horrors of high school. Reading, writing, and teaching can be. Imaginative Teaching shows us the moves that will create a home for creative writing in our plans, our notebooks, and forever, in our students. * Penny Kittle, Plymouth State University, USA *
Papildus informācija
A practical, pedagogy-based exploration of how and why creative writing can and should be taught in secondary schools.
List of Figures
List of Tables
List of Contributors
Foreword, Janelle Adsit, Humboldt State University, USA
Acknowledgements
Introduction
Part One
1. Finding Our Angels in Ourselves: Overcoming Lore and Myth to Teach
Creative Writing, Stephanie Vanderslice, University of Central Arkansas, USA
2. Creativity and Common Sense: The Standardization of Creative Writing in
the Secondary Classroom, Chris Drew, Indiana State University, USA
3. The Creative Writing Process: A View from the Classroom, Alexa Garvoille,
Virginia Polytechnic Institute and State University, USA
4. Workshop as Verb and Environment: Imagining New Possibilities and
Approaches, Amy Ash, Indiana State University, USA
5. Collaborative Worldbuilding: Bridging Critical Thinking and Creative
Production, Trent Hergenrader, Rochester Institute of Technology, USA
6. Our Hidden Prime Directive: How Classism Teaches People to Leave
Spaceships and Wizards Out of the Classroom, Jennifer Pullen, Ohio Northern
University, USA
7. Break Stuff: The Necessity of Mistakes and the Risks that Cause Them in
Creative Writing, Michael Dean Clark, Azusa Pacific University, USA
8. Freedom in Limits: Using Demi-Rubrics to Evaluate Creative Work, John
Belk, Southern Utah University, USAPart Two
9. Creative Foundations: The Benefits of Prioritizing Creative Nonfiction in
the Secondary Standards-Based Classroom, Sara C. Pendleton, Grace Brethren
Senior High School, USA
10. Unruining Poetry, Tim Staley, Ońate High School, USA
11. The Poetry of Math and Science, Kelli Krieger, Union-Endicott Central
School District, USA
12. Making Writers Out of Readers: Using Creative Writing to Deepen Literary
Analysis in Secondary Settings, Heather J. Clark, Covina Unified School
District, USA
1. Responsive Freedom: Creative Writing in the Advanced Placement English
Literature and Composition Classroom, Amanda Clarke and Nan Cohen, Viewpoint
School, USA
14. From Queen to Court Jester: Writing Multigenre Papers alongside My
Students, Oona Marie Abrams, Chatham High School, USA
15. Crafting Online Story Worlds as Literary Response, Stacy Haynes-Moore,
The University of Iowa and the Cedar Rapids Community School District, USA
16. Capturing Flash Fiction: Utilizing Graphics, Family, and Friends to
Engage ELL Students, Mark Esperanza, Northwest Vista College and Northside
Independent School District, USA
17. Yours, Mine, Ours: Collaboration and Differentiated Learning in the
Creative Writing Classroom, Tanya Perkins and Josh Tolbert, Indiana
University East, USA
18. NaNoWriMo and Young Writers: Using a Novel Approach to Push Students
Writing, Erik Burgeson and Tom Strous, Worthington City School District, USA
19. Beyond Brick Walls and Computer Screens: The Story of a University/Middle
School Writing Partnership, Dana VanderLugt, Hudsonville Public Schools, USA
and Erica Hamilton, Grand Valley State University, USA
20. Beyond the Desk: Fostering Community Engagement through Authentic Writing
Experiences In and Out of the Classroom, Justin Longacre, Toledo School for
the Arts, USA
Appendix
Index
Amy Ash is an Assistant Professor of English at Indiana State University, USA and Director of the Indiana State University Creative Writing Program. She specializes in poetry and creative writing. The author of The Open Mouth of the Vase, winner of the 2013 Cider Press Review Book Award and the 2016 Etchings Press Whirling Prize post-publication award for poetry, her work has been published in various journals and anthologies.
Michael Dean Clark is an Associate Professor of Writing at Azusa Pacific University, USA. An author of fiction and nonfiction primarily, his work has appeared in Pleiades, Jabberwock Review, The Other Journal, Angel City Review, and a number of other publications. Formerly an award-winning journalist, he is also the co-editor of Creative Writing in the Digital Age and Creative Writing Innovations (Bloomsbury, 2015).
Chris Drew is an Associate Professor of English at Indiana State University, USA, where he specializes in creative writing and secondary English teaching methods. He is an editor of Dispatches from the Classroom: Graduate Students on Creative Writing Pedagogy (Bloomsbury, 2011). His creative work has been published in Bellevue Literary Review, Quarterly West, and Mad River Review. His scholarly articles have appeared in English Leadership Quarterly, Wisconsin English Journal, Minnesota English Journal, and The Journal of Creative Writing Studies.
