Category: Teaching
Thursday, Sep 18, 2014 | Good News, Kids, Music, School, Swimming, Teaching |
New things are happening around our house.
The kids started school. Yeah, that was a few weeks ago already. I’ve been a touch distracted.
this was as happy as I could get them to look, and oh how we tried!
New instruments are being played. CJ has started the piano. Fooey has retired from piano and taken up the violin. AppleApple has the opportunity to play both the French horn and the cello through her school, and on Tuesday evening practiced that horn for an hour and twenty minutes. I kid you not. Then she went outside and practiced some more. The neighbours kid you not. “It doesn’t sound quite so much like an elephant’s butt,” her helpful father told her. And Albus joined the school orchestra (he plays the viola), because, he told me, participants will be rewarded with a trip to Canada’s Wonderland at the end of the year. Hey, whatever works.
I’ve newly begun teaching, again. It’s much easier the second time around. So much easier. It helps not to be suffering the effects of concussion, too. (How did I manage that last fall??)
Also new: swim kid is no longer swim kid. She’s just going to be soccer kid, field hockey kid, cross country kid, music kid, theatre kid, hanging-out-with-friends kid. This was no small decision. But I think I’m mourning it more than she is, which means it’s absolutely the right decision (she had tears, but moved on). Truth be told, we couldn’t fit the extra commitment into our lives. It’s hard to stop doing something you’ve enjoyed, and that has brought you success. But success doesn’t always mean you should keep doing it. When you’re good at lots of things, you’ve gotta choose what you absolutely love. (I mean, this is a kid who will obsessively focus on whatever is before her. She’s playing the damn horn again as I type. I mean, the melodious completely non-elephant-butt-like horn. She’s trained herself, with literally hour upon consecutive hour of practice over the summer to juggle—with her feet—a soccer ball 379 times without dropping it, when she could barely manage 2 back in June. Discipline is not her issue.)
Here is the reward: she would have been swimming for two hours last night. Instead, when I walked through the front door, home from teaching, I was greeted by this sight:
Sweeping toward me, decked out in feathered mask and cape, she burst forth in low dramatic tones. Shakespeare? Lady Macbeth’s soliloquy, to be precise. “She’s in a mood,” said her father, fondly.
One more reward: eating supper together as a family.
See? We tried. We really did. It’s what we do around here.
xo, Carrie
Friday, Sep 5, 2014 | Big Thoughts, Reading, Teaching |
Eleanor Catton, the 28-year-old writer who won the Booker last fall for her novel The Luminaries, continues to win further prizes too, and recently declared her intent to set up a grant with her earnings that would give writers time to read. Yes, you read that right. Time to read. Click here to read the entire article in The Guardian.
“My idea is that if a writer is awarded a grant, they will be given the money with no strings attached except that after three months they will be expected to write a short piece of non-fiction about their reading …
“We’re very lucky in New Zealand to have a lot of public funding available for writers, but they generally require the writer to have a good idea about what they want to write, and how, before they apply. I think that this often doesn’t understand or serve the creative process, which is organic and dialectic; I also think it tends to reward people who are good at writing applications rather than, necessarily, people who are curious about and ambitious for the form in which they are writing. I’m also uncomfortable with the focus that it places on writing as production, with publication as the end goal, rather than on writing as enlightenment, with the reading as the first step.”
I’m making several connections as I read this.
I’m thinking about generosity, creativity, and the many reasons a person may feel compelled both to read and to write. I’m thinking about teaching creative writing again this fall, and agonizing over how best to encourage in my students a love of reading and words and ideas and stylistic play and leaps of connection and openness and generosity, yes, creativity, yes. It’s the necessity of marking that troubles me, not because it takes time and effort, but because aiming for a particular grade is not necessarily conducive to developing a love of writing and reading.
Which leads me back to Eleanor Catton’s idea for a grant that does not require of the writer a full-fledged project at the end or the beginning, but rather openness, curiosity, patience.
(And she’s coming to the Eden Mills Writers Festival on Sunday, Sept. 14, where I do hope we’ll get the chance to meet.)
xo, Carrie
Wednesday, Dec 4, 2013 | Chores, Laundry, Soccer, Teaching, Work |
Here’s where I’m spending this week. My favourite part of the photo, above, is CJ’s tiger overseeing the situation (ironically, it’s the part that gets cut out of the photo when this blog is posted online; I’m sure that’s a metaphor for something). I’m marking. That’s what I’m doing. By the end of this evening, I expect to be more than halfway done. (That’s the sound of me knocking on wood.) If all goes as planned, I will finish on Friday. (The knocking is getting louder.)
Maybe then I can fold that basket of clean laundry at the end of the table, which will no doubt have expanded into two wildly overflowing baskets of clean laundry if left until then.
Anyway, if you don’t hear from me between now and the weekend, you’ll know what I’m up to. And why my posture is deteriorating by the hour. And why I suddenly have the urge to write. In broken. Oddly, punctuated, sentences. Grumpy oldster comment ahead, but I don’t think anyone’s teaching kids grammar anymore (did anyone, ever, come to think of it?). It’s like they’re on their own, trying to negotiate a sea of inexplicable commas. I want to help them!
Here’s an awkward transition. I’ll just throw it in like this.
Can you spot the common theme in the following two photos?
Christmas tree
new art area
I’m signing off. Pencil in hand, freshly sharpened, back to the table, back to the tiger. I can see it, even if you can’t.
Friday, Nov 29, 2013 | Books, Teaching, Writing |
I taught my last class yesterday evening.
We ended with a “poetry slam,” and the students got to read/perform something they’d written for the course. I brought snacks. It was fun.
At the very end of class, I handed back an assignment and said, “And I’d like to give you all a copy of my first book.” Was I ever surprised when the class erupted in cheers. “Really? Wow, I’m so relieved,” I said. “I thought maybe it was kind of lame on my part, like, hey, guys, here’s my book …” “It feels like we’re on Oprah,” someone said (of course with irony). “Like we should be checking under our chairs.” “Yes, there’s a publishing contract for everyone under your chairs,” I said. That was a joke. But I did give them all a copy of HAIR HAT, which isn’t obtainable anyway by other means, since it’s out of print, a fact I’d shared with them in an earlier class during my inspirational lecture on “Being a Writer is All About Rejection and Disappointment”; though I had to revise my lecture somewhat after selling GIRL RUNNER the very next week. “Being a Writer is All About Rejection and Disappointment, Except When It’s Also About Your Dreams Actually Coming True!”
A few students were curious to know whether I’d teach again. I got the general impression that they hoped I would, and that they hoped I’d enjoyed teaching them. I know it will/would be easier next time, having laid out a curriculum that worked quite well, and would work better with a few minor tinkerings and adjustments. But I can only do it if I have the time. And that remains to be seen.
I do think it was good and useful work, and I’m glad to have been given the opportunity to do it. It felt, I’ll admit, like a major responsibility for which I have no training; in other words, a fairly daunting task, now undertaken, and accomplished. Except for the final marking. Oh, right. The marking.
I’ll miss the room, above.
I’ll miss the warm, comfortable atmosphere that developed in the room as the term progressed and we all got to know each other. I’ll miss hearing the students’ stories, too.
I won’t have to miss my office quite yet, however, as I’ll be back to visit regularly over the next week or two in order to plough through that aforementioned marking. I like marking there. It’s quiet and I’m not distracted, and it feels like it’s what I’m there to do, so I do it. Also, I work hard because I want to get done and go home. There’s food at home.
Wish me luck.
Friday, Nov 22, 2013 | Big Thoughts, Friends, Good News, Parenting, Teaching, Work |
It’s a pattern. Every Friday morning this fall, I sleep in (ie. not up at 5AM), yet can barely drag myself out of bed. I eat breakfast, start the laundry, see the children out the door, and struggle to be otherwise productive at anything. The cup of coffee doesn’t seem to help.
Thursday evenings I teach. Friday mornings I’m drained. I think it might be as simple as that. But frustrating, too, because there is so much about teaching that I’ve enjoyed this fall. It’s gone how I’d hoped it would go. I’m accomplishing what I’d hoped to accomplish. So how to explain my body’s reponse to the job?
I’m going to go out on a limb and self-diagnose as introvert.
A long day of writing leaves me pop-eyed and twitching. Manic, you might say. Or, energized. Three hours of teaching leaves me jelly-noodled, spine sunken like a comma. Bloodless, you might say. Glazed. Is this how other teachers feel?
This sounds like an extended complaint. I’m not meaning to complain, only to observe.
I don’t think teaching naturally drains everyone. I’m sure of it. Kevin comes home from teaching buzzing with good energy. I wish that were me. My students are terrific, interesting, thoughtful, hard-working, open-minded, and a pleasure to share ideas with.
So, yes. I do feel frustrated by myself. It’s not that I’m shy. It’s not hard for me to talk to people. But it may be that I’m introverted, and draw my energy from being alone. Any thoughts on this, from introverts or extroverts alike?
Two more things. Okay, could be more than two, but I’ll keep it to two in this section of the post. We’ll call this the newsy section.
1. I did an interview about style for BLUEPRINT, a student-run magazine at Wilfrid Laurier. I liked the questions, and I liked thinking of myself as actually having and even cultivating style. (Long-time friends, please don’t laugh.) You can read the interview here.
2. I’m hearing rumour that the latest QUILL & QUIRE magazine has a blurb about the success of Girl Runner at the Frankfurt Book Fair. Kevin’s promised to pick me up a copy on the way home. (Quill & Quire is Canada’s publishing industry magazine.) Couldn’t find a link.
Final section of Friday’s blog post. This will be the philosophical section wherein I write about an idea that is only half-formed, as bloggers are wont to do. The idea is about work.
Work is a word that I’m beginning to realize has enormous value in my mind. But I define it in very narrow terms. Work is writing. Period. Everything else gets filed under other categories, somehow. This happens unconsciously, and I’ve only just realized that I do it.
Here are some of my (unconciously formed) categories, which all go into the big filing cabinet of LIFE.
Parenting/pleasure. Family. Marriage. Hobbies. Recreation. Obligation. Chores. Cooking and baking. Reading. Friends. And, of course, Work.
Parenting/pleasure encompasses all the things I do for and with my kids. Of course these things have to be done, but they don’t feel like obligations. That’s why I add the word pleasure to the file.
Family is a broader category and includes my wider family systems.
Marriage. Obvious.
Hobbies. I think that’s exercise, for me. It seems to occupy the space that a hobby would. It’s quite time-consuming, and I’m devoted to it for no reason other than I love doing it. Photography fits in here. Blogging, too.
Recreation is anything done in the spirit of pure play.
Obligation is job-jobs. Things I do to earn money. There’s a bit of cross-over here between other categories, and it includes promotional work for my writing life. It isn’t all a grind, and I don’t mind doing it, but nevertheless these are jobs that must be done rather than jobs I would choose to do. These jobs don’t seem to count in my mind as work, no matter the financial value attached to them.
Chores. Also obvious. That overflowing laundry basket on the table behind me right now, for instance.
Cooking and baking. I enjoy doing this too much to call it a chore, and yet it isn’t a hobby either, seeing as feeding everyone is a daily necessity.
Reading. This gets a category all to itself. It comes close to work, in my mind, obviously in a good way.
Friends. Maintaining relationships, trying to keep them fed and nurtured, far and near, in-person and via social media.
And finally, work. As I type out this half-formed idea, I realize that work is a constant, even if I’m not at my desk. I’m feeding my working life, and my writing, by being in the world, by parenting, by playing, by running and reading, by all of it. So work is both a precious and guarded particular part of my life (writing), and work is all of it, all the time, always.
End of idea.
Friday, Nov 15, 2013 | Kevin, Teaching, Work, Writing |
Lunch date with Kevin. We took the food back to his office because sometimes we like to do take-out. We don’t always eat at home. It’s not that we don’t have enough to eat home, just that sometimes we like to get take-out. I’m sorry. I can’t help myself. All I can do is move forward.
This was going to be a serious post about serious things, and what could be more serious than poetry? A friend in my poetry book club made copies for the group of an article in Harper’s Magazine, by Mark Edmundson, from July of this year called “Poetry Slam: Or, The decline of American verse.” Whilst waiting in my quiet office for students to come and talk to me, I read through it, underlying bits here and there and scribbling arguments in the margins. What spoke to me directly was his suggestion that it took three qualities to write “superb lyric poetry,” (and in my mind I couldn’t help but substitute “literature” for “lyric poetry”).
First, the writer must have something of a gift: she must be able to make music, command metaphors, compress senes, write melodiously when the situation demands and gratingly when need be. … [Second,] she must also have something to say. There must be some region of her experience that has transfixed her and that she feels compelled to put into words and illuminate. … [Third,] the poet still must add ambition. She must be willing to write for her readers. She must be willing to articulate the possibility that what is true for her is true for all.
He goes on to say that ambition might just as rightly be called courage. I like that view of ambition, frankly. Moreover, I like that view of what’s required to write well, and plan to offer it up to my students before the term ends (two more classes, my God, it’s not enough!). I think most of us who are drawn to writing come with the first talent: a facility for language. It’s why we’re drawn to writing. It may also be what stops many of us from moving on much further, and why agents and publishers tear their hair out trying to get young and talented writers to write about something, and not just beautifully or masterfully or lyrically. That’s why theme is so important. You have to have something to say. But I knew both of those things before reading this article; it’s his third point that is a new idea for me. And I like it, very much.
Ambition. Courage. Willingness to put one’s grand ideas on offer for public critique. The daring required to engage. No wonder a writer needs a hide tougher than a rhino’s. How does this willingness to stand out, to say something out loud, to take a stand, to care about something publicly, how does all of this fit with the necessity of being vulnerable? Because if you’re writing about something that compels you, something you care about, you can’t not be vulnerable. It’s what makes what you’re doing matter. We all know it, as readers.
One more thought from the article, on writers who teach.
Teaching poetry means talking about it in a highly self-conscious way. It means bringing the judging facility to the forefront. … But poems, especially vivid, uncanny poems — ones that bring stunningly unlike things together in stunningly just and illuminating ways — don’t come from anywhere close to the front part of the brain, the place where (let us say) judgment sits.
Now. I like to think that teaching creative writing this fall has forced me to distill and make useful much of the knowledge I’ve gained instinctively over my years of practice. I appreciate being forced to bring the judging facility to the forefront. But I’ve written next to nothing of creative content this fall, and though it wouldn’t be fair to blame this entirely on teaching, I do wonder if he’s got a point. By picking something apart, analyzing its pieces, well, the thing you’re dissecting is dead, isn’t it. It had better be, for the sake of all involved. When I’m writing, it’s like coping with a living thing that seems almost unrelated to the suggestions and guidelines I keep trying to share with my students. Sure, there are rules. There are excellent, tried-and-true ways of doing things. But I’m not thinking about them. I’m writing. I’ll save the analysis for later, for revision and editing.
For the record, I had the pork belly with the papaya salad, and Kevin had the fried chicken, and both were very very good. If you live in town, follow @westofseoul on Twitter for menu updates and to find out where the truck is parked from day to day.
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