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eBook details

• Title: Honors Students in the Creative Writing Classroom: Sequence and Community (Teaching the Creative Arts)
• Author : Journal of the National Collegiate Honors Council
• Release Date : January 22, 2001
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 213 KB

Description

It is the end of the semester here at Gasoline Alley in Springfield, Massachusetts, and the creative writing students are about to give their readings. It is an artsy setting, the SEE cafe and gallery. Some of the students who will read today hope to transfer into the engineering program at the University of Massachusetts. They are computer-wise, bright students. Others are candidates for the nursing program. Three women hope to transfer to Mt. Holyoke or Smith. But here they are today, reading their poems at a gallery they have never visited before, with African masks all around them. The favorites today are blues poems, and Leanne concludes hers, "Sweet thing, I thought you were the one, but now I know that I was wrong./ Yeah, I thought you were the one but now I know I was so wrong/ Cuz baby if that were true, these blues would be a sweet love song." Leanne hopes to be a pharmacy major, but, after some initial fretting about what her grade would be, she enjoys writing poems. "I can't have a B in this class; I want to transfer to Mt. Holyoke next semester." Honors students often say this in the first days of the class. They sometimes have a difficult time adapting to the creative writing classroom. For those who are unused to arts classes, adjusting to different ways of thinking (including metaphorical thinking) and a different way of being graded (i.e., by portfolio) can be a challenge. Honors students want to do not only well, but brilliantly-in every class they take. The purpose of this essay is to propose some ways of helping honors students feel comfortable in a creative writing course. The following strategies will be discussed: giving the students a chance to adjust to the arts classroom; beginning with exercises that help students understand the strategies of poetry; designing an alternative grading system based on portfolios; and easing into the teaching of poetic structure through the study and creation of list-poems, poetic personae, object-poems, haiku, and various traditional European verse-forms.

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