April 17, 2017 at 2:10 pm #38272
I am never sure that I’m posting stuff in the right place [sigh…] – but for the record, this is stuff I’ve generated from Creatora Heights steps 1-2
First: I LOVE this: “The value isn’t in the information; it’s in the transformation.” That’s a fundamental part of interpretive programming (and of good storytelling, too!). It’s also a fundamental part of my personal belief system and values.
re: add’l tools and etc.–I will most likely use Ruzuku (have been signed up for a while, just haven’t put anything together); I’ve used Zoom for video conference calling and liked it; and I have a good network of friends and colleagues who can help w/ skills I don’t have (e.g., graphic design, illustration, video editing), either to do for me or to help me learn how to do them.
Milestones and basic descriptions: These don’t have thematic elements worked in yet, and I am still sorting through content levels a bit (I think the list here is actually longer than I want my first for-pay course to be). I haven’t put together this info for my short freebie course yet (got focused on this instead).
Note: Each checkpoint/chapter begins (or has close to the beginning) a short warm-up writing exercise. Each checkpoint/chapter ends with a “homework” (writing) assignment. There will be some kind of central forum-type place where writing assignments are posted, and other participants can read and comment on them. I also envision some classes being video phone conference calls (e.g., via Zoom), where we review/discuss/critique work as a group.
The boldface text is placeholder title (i.e., relates to content & will be replaced with theme-aspect title later); ital text is “transformation” info; the rest is content/beginnings of what lessons within that milestone will include.
* Orientation: make a safe space for creating, experimenting, and learning; sets the stage for enthusiasm and bravery: includes welcome, orientation, introductions, drek warning, rules of engagement (confidentiality, how to give/receive feedback/critique).
* What’s inside the inside story: skill building leading to confidence as an excellent interp writer: grounded in interp principles/basics: POETRY of interpretation (acrostic mnemonic); what makes interpretive writing *interpretive* (as opposed to marketing, science, journalism or other genre/type); Task Triangle.
* Interp themes and how to create one: Skills and practice which build confidence as well as ability (and having fun while doing this): The “T” of POETRY: What’s in a theme; why they’re important; how they work within the context of the site’s purpose, mission, and primary themes; tangibles/intangibles/universals; creating some (cowbell example); creating some more (from student’s site); techniques for figuring out themes/finding the story.
* Purpose: Skills and practice which build confidence as well as ability (and having fun while doing this): the “P” of POETRY: Creating goals and objectives, issues of evaluation, how goals and objectives connect/interact with interpretive theme
* Good themes to Great Writing: Excitement and enthusiasm increase as students discover they CAN do this, that it’s actually fun/interesting/challenging in a good way, that their peers are supportive, that everybody’s willing to take risks and experiment, etc.: primarily skill building, including Verb Volts 1 (To Be or Not To Be), 2 (Passive v Active Voice), and 3 (Wake Up, Shake Up); Strengthening Language 1 (Electric Lemons/object writing/truth is in the details) & 2 (Word Music/Lip-Smacking Storytelling).
* Creativity: Confidence in risk-taking ability, resulting in even more excitement about creating interp stories; support/encourage “ravenous for writing” (hungry to explore, experiment, write): the myth (and reality) of writer’s block; the purpose of resistance; creativity killers and creativity enhancers (ridicule, teasing, “yeah, but” versus “yes, and”; realities of workplace issues); clustering; shifting POV; elder letter experiment; what else? and dozens (if I can figure out ways to do these online).
* What’s story got to do with it? (might be 3 instead of 1 checkpt): Excited and confident in building fully realized interpretive stories: the “E” of POETRY: emotionally engaging, enriching, entertaining (with some caveats), enjoyable; issues of tone and pacing (Long & Short of It); the “R” of POETRY: relevance, connecting to reader, making the unfamiliar familiar; the “O” of POETRY: organization, including different types of beginnings and endings; includes writing for different interpretive media, with different approaches (e.g., finding at least 2 different “beginnings” and rewrite based on those; use a quote as an ending; tie the ending back to the beginning and to the theme without repeating yourself);
* Editing Basics: Confident, thanks to solid editing skills: builds on writing & rewriting done in earlier steps; paring down without killing the story; techniques to be a more effective editor; common stuff to watch for.
* Proofreading: Confident, thanks to better understanding of the “picky-picky” stuff: pet peeves, common mistakes, comma confusions, etc. “Prroofreaading is Yer Responsibililility” exercise.
* Final draft: Ravenous for writing! Eventually, you have to declare it done. Post at least one “final draft” (aka finished piece–interp or other–developed during the course)–Celebrate! and begin the next story!
And that’s what I’ve got so far 🙂April 18, 2017 at 4:11 am #38340
Bradley MorrisMountain Guide@bradleytmorris
This is so awesome Judy. I can really see the transformational process you’re taking people on.
Curious if each checkpoint will have ONE piece of work they work on?
OR will the whole journey have them work on and refine one piece of work from many different angels?
I can see a lot of adventurers on the mountain here who want to be better writers, jumping on board with this.
You must be logged in to reply to this topic.