Creative Writing & Visual Art - Write Here Project, Dust on the Mirror Exhibition October 2010
69
Write Here Project 2010-11
-
Upload
peterrumney -
Category
Education
-
view
455 -
download
0
description
Slideshow of Peter Rumney's first exhibition as Writer in Residence at the Djanogly Art Gallery, Lakeside Arts Centre, Nottingham
Transcript of Creative Writing & Visual Art - Write Here Project, Dust on the Mirror Exhibition October 2010
Write Here Project 2010-11
Joy ButtressEnglish Coordinator, Mellers Primary School, Nottingham
Ruth Lewis–JonesLearning Officer (Galleries), Lakeside Arts Centre, Nottingham University
Peter RumneyWriter
Writer in Residence
Gallery School
Aims of the project:
Engage pupils with art in galleries
Inspire creative writing through the engagement with art
Develop techniques to improve attainment in writing
What is an art gallery and
why do we visit one?
The struggle to write…..
….professional writer as role model
What is ‘reflection’?
What do we know?(What can we see?)
What do we think we know? (What can we guess?)
What questions would we like to ask the woman / girl, or the artists?
The problem of the blank page…
Mirror writing…freeing up the writer…
The problem of the ‘ideas’…
Investigating narratives in abstract works of art…
The problem of manipulating interesting language…
Giving structure to imaginative thought…
Emotions?
Things Said/
Thought?
What can you
Touch /Taste /
Smell?
What’s
happening?
What can you
hear?
What can you
see?
Character(s)?
The problem of editing interesting language…
Offering poetic formto encourage freedom of expression…
_ _ _ _ _
_ _ _ _ _ _ _
_ _ _ _ _
A ‘Myku’ is a Haiku
with a 5 -7- 5 word structure
instead of using just syllables!
Poems written by Year 6 children in response…
I was fighting in the war with my best friend, but on
the radio he died silently
Ashes floating down from war,the salty tears of devastated children crying.
Fiery bombs, upset children thinking all is lost
A cold misty night wherestray dogs and spirits roam all around
and the only sound is water
I held the cross tightly.‘Lord save us’. And then I ran.
Ran to save my country
Young people evaluating the work, and their own learning…
“Playing around with words made me more confident”
“Shaping the poem was helpful”
“Watching the films was different and interesting.”
“It was interesting thinking about words and looking at pictures for ideas”
“It was difficult to have to have a verysmall amount of words for the haiku.
We had to take words out and it was better when we did this. It helped us improve and
it helped us concentrate”
Key stage 2 children
“The aims of the workshop were definitely achieved, particularly the level of engagement with the video installation by Charwei Tsai…
Pupils began to create their own narratives for the paintings through discussion, and their individual work enabled them to focus on their language choices. Confidence was built in their own power of interpretation and creation.”
Year 8 teacher
“The pupils were treated maturely and they responded well to this. They gained a new way of thinking about art and writing through the writing strategies in the workshop”.
Year 8 Teacher
“Even the most reluctant writers and those who are still developing their skills in English were inspired to write, having engaged with the works of art and with the writer.”
Primary Literacy Coordinator
“We thought it was a very creative approach to writing that the children have had limited experience/opportunity in……The work challenged the children through deep and complex thinking…
…A very enjoyable and thought-provoking approach. I like the risk element!! This strategy could also be used for children with SEN as they struggle with the generation of ideas and need a lot of discussion”
Key stage 2 Teacher
Mellers primary
Peter Rumney
