At least an hour ago, I sat down in my newly cleaned and organized office with the intention of writing a blog post. The post has been writing itself in my head for the past few days, while I vacuumed, organized, biked on errands, walked the dog — at any time when I had a few uninterrupted moments to myself. But when I sat down, at least an hour ago, instead of writing this post I answered emails, created a rough outline for the new course I’ll be teaching this winter (Creativity Unplugged), scrolled news headlines, and even watched a short video on “Coach Burnout.”
In other words, I’ve done everything except write the blog post I’d been meaning to write.
My new office is brilliantly organized (if I do say so myself). It feels peaceful. It’s amazing the difference this makes in my mind, opening space both literally and figuratively. A critical organizational piece is a filing unit discarded from one of my daughter’s rooms: in it, I’ve labelled a set of accessible folders to collect material that has been piling up, related to projects of immediate importance. Maybe a photo of this would be the easiest way to share the news I seem to be avoiding — it isn’t bad news, not at all, just a shift in my energies, and that feels … well, a recurring theme in my dreams is our house being torn apart, or moving into a new house, or not recognizing rooms that should be familiar.
Change. Risk. The potential for failure.
Change. Adventure. The potential for … success? That seems too limited in its definition, too vague. The potential for … hiking new trails, seeing the landscape from new perspectives, learning new things about myself, my limitations but also my gifts. They’re one and the same, in some fundamental way.
The labels read as follows (not weighted in any particular order): ENGL 332, The Shoe Project, Soccer Coaching, MA Theology, ENGL 335.
Let me break it down, by category.
ENGL 332 is the new course I’ve been contracted to teach this winter. It will be based on Lynda Barry’s workshops, and on her books What It Is and Syllabus. The exercises and projects will be a combination of text and drawings, largely hand-drawn, and the outline is taking shape in my mind (and on paper, as mentioned above) even now.
The Shoe Project is a *big* project I’ve been working on all summer, since reading an article about it in the Globe and Mail in June, and contacting The Shoe Project’s executive and artistic directors about starting a local version of the project here in KW. It’s a writing & performance workshop that connects local artists with women who are immigrants, to write, shape, and tell their stories. This project is currently being fuelled on energy, connection, and collaboration, and the next step is funding, which is a high bar indeed, but not, I believe, impossible.
Soccer coaching continues even as our season winds down. We played our last league game on Tuesday, but still have practices and a final tournament that will take us into September. Whether or not I coach again next season has yet to be determined, but remains a strong possibility.
MA Theology is the wild-card, about which I’ve offered no hints, in part because I applied only recently on something of a whim when a spot opened up, and in part because, well, I must be feeling some hesitance about it, some desire to explain why, even to myself. The full title of the program is MA (Theology): Spiritual Care and Psychotherapy. I *think* my interest was sparked last fall when a student discussed the idea of leading writing workshops in different settings and for different purposes — therapeutic purposes. But I think, too, that as I continue to coach and to teach, I’ve been craving more tools and knowledge with which to approach conflict, as well as a way to frame my beliefs around the value of creativity in nourishing and healing the spirit. I will be attending part-time. As my sister said, “Well, you know your limits!” to which I replied, “Or I know how to test my limits!!” “Haha yes, that’s more accurate.”
ENGL 335 is the final file, and that’s my usual creative writing course, which I continue to update and revamp in an attempt to simplify the marking scheme, and ease the workload, which I think has become too heavy and rigid over the years. I’ve been asked to teach this course in both the fall and winter terms, which means I’ll be teaching two courses this winter, plus going to school part-time. I’ll confess this thought woke me at 4AM two mornings ago. (Knowing my limits v testing my limits?)
My writing is not, you may observe, in those files. Instead, my current project, a collection of stories, is much closer, piled at my left elbow, very much a presence on my desk, and in my mind, and a very pleasurable presence indeed. It feels peaceful to work on these stories as they call out to me; I work on them with contentment and patience, not as if they are a crisis or emergency (which is how other writing work has felt, sometimes).
What I think is this: I’ve got too much energy to pour it all into my writing. Whenever I’ve tried to do so, tried to live the fantasy of “being a writer,” I’ve been mostly unhappy, plagued by self-doubt, banging my head against immovable plot points, overcome by inertia, thinking thinking thinking — and that’s no way to solve a problem or write a book or help the people around you. You need patience for all of these pursuits, patience and clarity, not anxiety. You need to clear your mind, and weirdly, my mind is clearer, my purpose stronger, my focus keener and energy smoother, when I’m occupied on a variety of fronts. I am a woman who requires a certain amount of extremity to thrive. The calm comes from being within the whirl; when all is calm and little is required of me, my mind becomes the whirl.
Did I already know this?
But it feels like a brand-new revelation: to stop fighting who I am, and get on with living the life that’s pulling on me.
Yesterday, at piano lessons, I wrote out some plans in an attempt to frame my goals in terms that were clear and measurable.
The template I followed was to name my identity or ROLE (or the identity or role that I wanted to claim), name GOALS for myself within that role, and name STRATEGIES or practical tasks I could do to achieve that goal, or some parts of that goal. The final piece of the puzzle was to BUILD ACCOUNTABILITY into my goals—in other words, involve others.
And I recognized that accountability is where the concept, and shape, of writing communities takes on real life and value.
This exercise helped me understand that my starting place should be with a role and goals; that’s the only way I’ll be able to understand what a writing community, and accountability, means to me, or what kinds of community feed and sustain the goals I’m setting for myself.
Here’s how the exercise looked on the page, roughly speaking.
For role, I started with WRITER.
I named two goals: PUBLISH NEW BOOK + PUBLISH SHORT STORIES/ESSAYS IN (LITERARY) MAGAZINES
Then I named strategies for approaching each.
PUBLISH NEW BOOK: Find publisher for The Swimmer (new novel manuscript); rewrite/edit Francie (novel manuscript in progress); research toward new manuscript; write new manuscript (novel; as yet undefined)
PUBLISH SHORT STORIES/ESSAYS: Contact editors; send out stories; polish stories; maintain a spreadsheet to track submissions; write new stories and essays; apply for grants or writer-in-residence positions
I noticed that there were two distinct categories within each larger goal: 1. strategies for getting published and 2. strategies for writing new work
Ergo, a third goal: WRITE NEW WORK.
And, my strategies for the goal.
WRITE NEW WORK: write on campus (i.e. free from distraction); contact editors (pitch story ideas); write with friends.
What surprised and pleased me about this analysis is the level of accountability (aka writing communities) already built into existing strategies. (Maybe you would find the same?!) For example, built into “find a publisher” is accountability: my agent is involved in this process. I’m not tackling it alone. However, I’ve got little/no accountability built into rewrite/edit my work-in-progress. This is of my own doing: I’m extremely private and superstitious about work in progress. The closest I’ve come to building accountability into this stage is to write/rewrite in parallel with a friend; Kevin is also my first reader on all manuscripts, but he’s not an editor, and besides, our marriage depends on him NOT offering editorial advice on my rough drafts. So here is a gap where I can ask: do I need more accountability at this stage in the process? And my honest answer is: I don’t know. I’ve handled this stage on my own FOREVER, and with measurable success.
But I’m open to considering a change.
I would be even more open, in fact, to seeking earlier editorial feedback on the short stories and essays I’ve been writing. This could be a wise step to add before submitting to magazines. Food for thought.
To return to the goal of writing new work, I wonder, at present, what does “writing with friends” look like? What’s the picture it makes in my mind? Perhaps it means what I’m already doing: Parallel writing at a friend’s kitchen table. Perhaps it means another workshop with Lynda Barry (though not this summer, sadly). I also think it means writing along with my students in class. However, given my current daily commitments, I don’t think it means organizing or leading writing workshops or a larger writing group … but perhaps it will mean that someday.
If you feel inspired or intrigued, I hope you’ll give this exercise this a whirl! Name your role, your goals, your strategies, and the ways in which you plan to build in accountability. How will you measure success?
I will measure success in BIG tangible goals, but also in TINY steps along the way: every time I write something new, including this post, I’ve met a goal. I’ve dropped a pebble on the path. Do cartoons count? YES! Private journal rants? YES! Letters to the editor? PROBABLY, HEY WHY NOT!
Yesterday, I also named and analyzed two other roles: TEACHER and FRIEND/FAMILY MEMBER. I won’t go into detail here. But we all have more than one role, so it’s worth considering how these roles overlap and interplay, and limit or feed each other.
Naming your ROLE will change how you frame your approach. How you see yourself is key, it’s critical, it’s the MOST IMPORTANT PART of this whole exercise. It’s also worth remembering that this isn’t a one-time assessment, but needs to be examined and altered as we continue to grow and change, as new roles are thrust on us, often out of our control, or new circumstances bring loss. Personally, I loved doing this exercise. Maybe you will find it clarifying too?
What would a writing community look like?
Okay, here’s the thing: I don’t know. But I have a few ideas. Could you please add yours?
A small workshop group that meets regularly to read and critique each other’s writing. In the classroom, I create small groups who read each other’s rough drafts, prepare comments, and present their editorial feedback in person, face to face. Because each student has submitted work for scrutiny, they recognize each other’s vulnerability in their own. Often students will tell me that they were paralyzed with anxiety before their first workshop, while afterward they feel energized, surprised to discover that they actually enjoyed the experience.
A writing partner. I meet with a friend on occasion to write at her kitchen table, while she does the same. When we’re finished, we read each other what we’ve written (or show each other, if it involves cartoons, which it might). I like working while someone else is working too — working in parallel. But best of all, I like the immediacy of sharing what I’ve just made, which is too fresh and new to be anything but marvellous. And because what we’ve made is so fresh and new and marvellous, there is no critique involved. We just enjoy, and let the thing be what it is. I really like that.
An online group or FB page. When I was running the template for my creativity course, I made a FB page so that participants could share the work they were doing. But not everyone used it. I’ve noticed this with other online FB groups to which I belong … not everyone feels comfortable posting in a semi-public forum to semi-strangers.
A fellow traveller. Occasionally, I meet to talk shop with a local writing friend. We’ve never shared our works-in-progress with each other; instead, we give each other the support and encouragement of fellow travellers on an often bumpy road. There’s a lot we don’t need to explain to each other, and that’s a relief. Over the years, I’ve also reached out to more experienced writers to ask for advice, and have received kind and generous responses.
A blog, like this one. You’re out there. I love hearing from you, because I confess the conversation can feel one-sided at times. Maybe that’s why I forget that my blog has offered me terrific literary connections over the years — almost a decade’s worth of connections, in fact.
Literary magazines. I drop in to The New Quarterly’s office on campus to say hello from time to time. I also find that just reading other writers’ work gives me a sense of connection. Sometimes I just have to respond, often on my blog, though occasionally I’ve written a letter to a writer I don’t know to express appreciation.
Other creative writing teachers. I have not accessed this community at all. There are only a couple of professors who teach creative writing at UW and I’ve utterly failed to reach out to them.
Something I notice as I gather up these ideas. My ideal community is give-and-take. It is non-hierarchical; everyone involved is a participant whose voice has equal value. It feels really good — like friendship does. It’s a conversation. It’s about sharing.
And that’s it, off the top of my head.
Please share your thoughts and ideas with me. Are you a writer seeking community? Maybe you’ve established community already? Maybe you’re not a writer, but you can pinpoint what connections have fed your work and life? What does community mean to you, in practice, not just in theory?
I’ve been making lists.
Every night before bed, I make a list in the journal I share with my fourteen-year-old daughter, and she replies with her own list. This is a list I made up on the spur of the moment, six simple questions to focus the mind, capture the day, and provide an opportunity to be thankful and reflective. It really works, and the answers can be as short or as long as you want.
For my last class, on Tuesday, I finished by asking the students to answer these six questions, as a way of reflecting on their experience in the class.
These are the questions, and my own answers:
- Something that surprised you? Surprised by how easy it was to teach during the day.
- Something you’re proud of? Proud that I kept thinking of ways to make this time slot work. [I taught twice a week in 90 minute chunks, rather than once a week in a 3-hour chunk.]
- Something silly? Me at the front of this class. Like basically every time.
- Something happy? Listening to my students share their work.
- Something sad? Worried I was boring students. Having to assign marks to their work.
- Something you’re thankful for? Thankful for summer, and bike rides through the park to and from work.
At the end of each term, there is a magical feeling in the classroom. It happens each time, and each time I am nevertheless surprised. Each time, I feel a joyful inner peace, welling up from the depths. I think of what Lynda Barry told us at the end of her workshop last summer, that she is just the person pointing the way, that what she’s doing isn’t magic. What we’re feeling, when we overflow with gratitude, is appreciation for a deep connection to something we thought maybe we’d lost; our gratitude should be directed toward ourselves, not her.
I understand afresh what she meant.
Because the outpouring from students this term has been so genuine, so unforced, like something spontaneous that can’t be stopped up, and I know that while I facilitated their experiences, it was the students themselves who tapped into their own wealth of knowledge, their deeper consciousness, or unconscious minds, and that is what brought them feelings of peace and joy. It wasn’t me. Anyone who went there — that was of their own doing. Anyone who was pulled into the spiral and moved by the recitation of Rumi’s poem, “The Diver’s Clothes Lying Empty” — that was something they found for themselves. I could never make them do this — I could only invite them to try, with the tools I understand to have worked for myself and for others.
A student visited my office on Wednesday, to give me a book by Eckhart Tolle that was meaningful to him. After he’d left, I opened to the first page and read:
“A true spiritual teacher does not have anything to teach in the conventional sense of the word, does not have anything to give or add to you such as new information, beliefs, or rules of conduct. The only function of such a teacher is to help you remove that which separates you from the truth of who you already are and what you already know in the depth of your being. The spiritual teacher is there to uncover and reveal to you that dimension of inner depth that is also peace.”
When I read these words, I thought: that is what I’m trying to do. My medium is the written word, and images, but my goal is to open you to yourself. I can offer you technical information, and I try to, but the point of all those exercises in class is to facilitate opening, diving to the depths of the self, adventuring down and in and emerging with something you can hold and look at and read and share. What you return with isn’t the thing itself, but a record of what you’ve experienced, a record of your imaginative travels. Will this process, repeated over time, make you a better writer? Honestly, I don’t know. But if you go there, you will write things that matter to you, which is a good start.
I accept that my methods won’t work for everyone. It’s been hard to come to acceptance; I want to reach everyone, and I can’t. But for those who connect with what I’m offering, the connection is deep and it is meaningful. It seems to give people the opportunity to feel emotions they’d forgotten they could. It gives people the chance to play, to imagine, to be silly. And to be still, in a world that moves quickly. How often do we get to sit and not be distracted? These exercises can be reminders of the better world that is within reach, that we can access if only we remember how. If only we are given the excuse to go there.
If you can spare a few minutes before bed, consider sitting down and answering six questions about your day. Even better, consider sharing the ritual with someone else.
- Something that surprised you?
- Something you’re proud of?
- Something silly?
- Something happy?
- Something sad?
- Something you’re thankful for?
Hey, happy summer, everyone!
School ended a week ago, and I would like to report on our free-range plan for the summer of 2017, but I keep being interrupted by the free-range children. Kevin has been working from home in his new “office,” on the upper deck of the front porch, but this morning he had to go to his office-office, so it’s just me and the kids and dogs, with no buffer in between. Since sitting down, I’ve fielded the following questions/observations: a) how do you turn the hose off in the back yard? b) where is my swim suit? c) do we have the third book of Amulet? I already looked on the upstairs shelf. d) hey, the NDP is having a leadership race [from the child reading the newspaper at the dining-room table behind me].
Could be worse. And I’m just blogging. If I were trying to write, my response would be ARGHH!!!
In fact, Kevin has been home because I have been trying to write this week, trying to shape my months of handwritten, circling narrative into novel-form, and I’m at the point in the project where, frankly, it all falls apart. My current philosophy (and by current, I mean, as of yesterday afternoon), can be summed up thusly: just finish it, including all of your bad (wild, implausible) ideas, and see what happens. As I counselled a student yesterday in my office: the perfect story you’re holding in your head has to get out of your head in order for others to read and experience it—and in order for that to happen, you have to accept that your perfect story will be wrecked in the process, at least to some degree. You can’t take that perfect story out of your head and place it on the page intact. No one can. But there isn’t another way to be a writer. Let your perfect imaginary story become an imperfect real story.
I’m trying to take my own advice.
Here. I present to you something that brings me joy every time I see it. [insert little arrow pointing up] You could call it a chore board, but that’s a rather pedestrian title given the magic it has created in our house this past week. Every morning, I write down chores that need doing, and the children sign up for them; the later you sleep, the less appealing your chore. Today, the last one out of bed got: “clean upstairs bathroom.” We’ve also banned video games or shows between the hours of 9am – 4pm. (Exception: older kids use their cellphones; I’m not great at monitoring this.) It’s still early days, but the chores are getting done with minimal fuss, perhaps because the assignment comes from the board, not from a nagging parent.
Other summer observations: I’m not waking up very early. This is the natural consequence of staying up too late! In addition to the kids running riot over regular bedtime hours, and soccer practices lasting (unofficially) till sundown, I’ve also been staying up late to watch feminist movies. Must explain. I’ve gotten myself, somewhat unofficially (?), onto the board of a locally run feminist film festival and my inbox is now full of films to view and consider. (Anyone out there with ideas for must-see recent feminist films, give me a shout!) But the only time I have to spare for movie-watching is rather late at night, post-soccer practice. Ergo, not waking up early. Ergo, early morning exercise-rate, somewhat reduced.
Oh, I want to mention one more lovely addition to the routine: a shared journal with my eldest daughter. We write back and forth to each other, or draw back and forth, or quote poetry back and forth. I’ve devised a quick summarizing list that is easy to complete, if we’re writing late at night, when we’re too tired for originality. Filling out the list has become something I look forward to, every day. My answers are sometimes long and rambling, sometimes brief. (Want to try answering the list in the comments, below? I would love that.)
- Something that surprised you today.
- Something you’re proud of today.
- Something silly.
- Something happy.
- Something sad.
- Something you’re thankful for today.
I will return with deeper thoughts (or not) as the free-range summer permits.
1. I am eleven years old and the stadium is enormous. The track is long and hard and black and very hot. I am wearing beat-up runners, the laces dirty, and I am sure that I am amazing. The sky opens around me. I could throw up. The white lines are chalked in. After the gun goes off, we stay in our lanes until we reach a certain mark, and then we funnel in together. The stands hum with kids, teachers, some parents (not mine), and underneath the stands the light filters in stripes and the ground is wet with spilled drinks. When I run I am not afraid, only that I won’t win; I must win. Afterward, under the stands, a teacher congratulates me in a teasing way, and I am offended by his tone. Why should he act surprised? Did he not see my brilliance? The way I ran down the tall girl in grade seven, the way I opened up a lead with 300 metres to go? The way I could not, thereafter, be caught.
2. It is going to rain. I park my bike and lock it. The underside of the stands is a sticky zone of concrete splashed with soda and dripping popsicles, spilled popcorn, children in pinnies darting, and I am too late. Rushing up from underneath and out into the seats, I see her bright yellow shirt at the finish line. The race just over. I did not see her run! I can’t stop telling people, even though it disappoints them unnecessarily, how I missed the moment. The moment was there and is gone.
3. She is sturdy and wonderful and fleet and strong. She runs so hard she will throw up, crawling off to the edge of the track, afterward. She has run faster than the girls a year old, faster than every girl on the track, and with an ease and power that I am certain I could never match, nor never did match. When she stops running, two years from now, what will I do? She waits in full sunlight beside the stands while I take her picture, her eyes squinting. “Wait,” I say. “Let me take another!” But she is impatient. She doesn’t care about pictures. She is unpinned in time.
4. Last year, in grade six, I was the fastest girl in the school. I won two red ribbons racing the 800 metres (harder for me) and the 1500 metres (I could have run forever, it felt like). What has changed? The stadium is the same, the same spilled drinks under the stands, the same open sky as I step out from under the stands and into the heart of this place–grass field and oval track, little black stones, white chalk lines. I will lose the pace in the 800 metres; I won’t even attempt the 1500 metres; and in my new speciality, the hurdles, I will hit several. I won’t fall, but I won’t win. Everything is the same except for me. I shouldn’t have cut my long, long hair. I shouldn’t have gotten older. I don’t know myself at all. My capacity for suffering is diminished and I will never again win a red ribbon at a track meet.
5. There is no last track meet. There will always be more. The light will always slant through the stadium seating, the canteen will always serve popcorn and icy sugar drinks, the teachers will always tell you where to stand and remain surprised at who you are and what you can do; or surprisingly disinterested, just as irritating. There will always be safety pins to attach the coloured ribbons to your shirt, fluttering, proof of your achievements. You will always feel sick before your race. You will fight the feeling that you can’t bear to lose. You will have to live with it, live with the possibility of losing. You will sublimate your competitiveness, you will try to bury it. You will become a nice person. You will miss the uncomplicated, greedy, gritty child whose cells you have shed, entirely.
Page 2 of 7«12345...»Last »