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Creative Writing Through Creative Play

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by

Andrea Johnson

on 12 June 2012

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Transcript of Creative Writing Through Creative Play

Goals of Demo: Today we will play: Let's relate this to the TEKS! How Can We Modify? References: Now you should be an
EXPERT
on creative writing through creative play! To Provoke Thought!
To Encourage Creativity & Risk Taking!
To Build Confidence and give Ownership!
To Focus & Facilitate Learning through FUN!
TO ADVOCATE FOR CHANGE!! Fine Arts Summit
2012 Presented By: Andrea Johnson Simple Rules: Creative Writing
Through
Creative Play §110.11. English Language Arts and Reading, Kindergarten
(13)  Writing/Writing Process.
(A)  plan a first draft by generating ideas for writing through class discussion;
(B)  develop drafts by sequencing the action or details in the story;
(C)  revise drafts by adding details or sentences

§110.17. English Language Arts and Reading, Middle School
(A-B)  and (15)  Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to:
(A)  write imaginative stories that include:
(i)  a clearly defined focus, plot, and point of view;
(ii)  a specific, believable setting created through the use of sensory details; and
(iii)  dialogue that develops the story

§110.30 English Language Arts and Reading, High School
(14)  and (A)  write an engaging story with a well-developed conflict and resolution, interesting and believable characters, and a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot;
(C)  write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.

§117.64. Theatre, Level I.
(c)(1)  Perception. The student develops concepts about self, human relationships, and the environment, using elements of drama and conventions of theatre. The student is expected to:
(A)  improvise, using emotional and sensory recall;
(C)  employ stage movement and pantomime consistently to express thoughts, feelings, and actions;
(D)  develop and practice effective voice and diction to express thoughts and feelings;
(2)  Creative expression/performance. The student interprets characters, using the voice and body expressively, and creates dramatizations. The student is expected to: Allow yourself to TRY EVERYTHING!
There are no "Right" or"Wrong" answers.
Respect each other.
Try not to judge yourself or others.
Have Fun! Honig, A. (2000). Promoting Creativity in Young Children. Retrieved from ERIC database.

James, D. (2008). A Short Take on Evaluation and Creative Writing. Community College Enterprise, 14(1), 79-82. Retrieved from ERIC database.

James, P. (2004). Beyond Her Own Boundaries: A Portrait of Creative Work. Studies in Art Education: A Journal of Issues and Research in Art Education, 45(4), 359-373. Retrieved from ERIC database.

Kenney, B. (2005). Imagine This. School Library Journal, 51(12), 52-55. Retrieved from ERIC database.

Raymond, A., & Broderick, P. (2007). Teaching and Learning with the Arts. Teaching Pre K-8, 37(6), 36-39. Retrieved from ERIC database. Promoting creativity in young children helps to sharpen writing and verbal skills. (Honig, 2000) Imagine On Theatre in Charlotte, NC creates theatre through creating & writing stories, integrateing technology & games.
(Kenney, 2005) More Research! University of Minnesota case study looks at creating arts through reflective writing "Collaborative creativity." (James, 2004) Integrating the arts & writing can reach students
struggling academically and socially.
(Raymond & Broderick, 2007) Has this ever been you? Let's Write! Create a story, monologue or scene from notes. Try to include ALL of your comments.

...ready to share? Have fun! Try
Everything! Leave judgement
at the door! Respect
Others What Does the Research Say? Student Examples: Mingle Meet Your Neighbor
Story Web
Newspaper Headlines
Improv. Freeze Thank you
for participating
today!
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