ing

This site is full of creative poetry/art exercises that aim to bring pleasure back into using words and writing. We welcome the participation of you and your child, please have a look at the list of contents, or the blog archive and try out any of the exercises that you like the look of. We welcome your comments on the success (or otherwise) of the idea…

Thursday, 2 December 2010

Snowflake poems

When Joe had finely defrosted from the sledging (his feet where nearly frost bitten) we worked on some snow poems. He had a go at writing a description of the cold and a snowflake and couldn't resist doing another Acrostic. Inspired by the snow itself, we used wax resist for writing/drawing. The wax resist was a great hit,  like writing hidden secrete spy messages...

Joe's snowflake, concrete poem


HOW TO CREATE YOUR OWN WAX RELIEF SNOWFLAKE POEM

You will need a white wax crayon, paper, pen or pencil,  paint or ink. 
  1. Think about being out in the snow; what's it like to touch,  how does it taste, what size are snowflakes, what sounds can you hear, how does it make you feel, what can you see when you look very closely?
  2. Write down (or ask someone else to write for you) your list of descriptive words
  3. Have a look at pictures of snowflakes patterns in a book, or on the internet
  4. With a pencil, draw a faint outline of a snowflake on your paper
  5. With a wax white wax crayon, write your favorite snowy words onto the outline of the snowflake, change the direction of the paper, you can hold the paper up to the light to see where you have written if you get lost
  6. With some watery paint or ink, brush over your wax and like magic the writing should appear!  

snow flake


Joe wrote a lovely short descriptive poem 'snow flake' using the wax resist technique:

freezing
soft
light as a feather
wet
now its gone


(I liked his spelling mistake, on his wax version he wrote father instead of feather!)





Reception teaching


Like many schools Joe's is closed today due to the snow. I'm planning to do some writing with him later, using paintbrushes and food colouring writing directly into the snow (the cold should focus the mind and body) poor thing, I'm sure he's just imagining making snow men and sledging... In the meantime, below is an interview I did with a wonderful Reception Teacher, Mrs Horne. 


The problems can arise for boys when they realise (when sounding out the words using phonics) that there’s certain ways to spell, the rules. This can put them off writing, they don’t want to get it wrong or take risks. It hinders them when they can’t spell; it’s the perfectionist in them.

It’s not a new problem, for example my husband hates to put pen to paper- he reads difficult books, but won’t even write a Christmas card! Some boys can read, but not write, they don’t want to risk it and get it wrong.

In Reception we say if you want to write lying on the floor that’s ok. We have a collection of clipboards for them. One little boy who didn’t write, I invited him to climb a tree and write up there. He did and when he came down he wrote in the classroom as well! Last week when he climbed the tree, he asked if he could write up there! It’s about capturing their imagination.

Children at our school, have very good vocabulary, people are surprised when they still have problems with their writing. We try to find their own way of learning buts that’s very hard. Getting parents involved is great, as the children can’t have that one-to-one at school- not with class sizes as they are.

What helps? Writing wherever they want, lying on their tummy, sitting on the floor or kneeling down with clipboards. From very early on children are very aware of grown ups watching them and other children looking and comparing. They can easily loose their confidence. I encourage parents not to compare their children’s reading book stage with others, not to compete with other parents, not to get caught in that trap. It’s about building up the children’s self esteem, what THEY CAN DO, not what another child can do.

Writing on different surfaces and sizes of paper, really large writing on white boards, (you can always photograph/photocopy it and put it in their school books). This helped one boy I worked with, as he could rub it out quickly if he made a mistake. Alternatively you could try asking them to write using really tiny writing- see how small they can make their writing so it can still be read, using a magnifying glass if necessary. Small writing will also play to their secretive sides, just like writing under a table, they can hide away, and not feel self-conscious.


Mrs B Horne, Reception Teacher, Hayfield Primary School.

Tuesday, 30 November 2010

Acrostic Poems

Recently Joe and I have really been struggling with writing, so it was exciting that yesterdays task went down so well, he embraced the idea and was creative and productive. I suspect the delight for Joe was the simplicity of the form, the fun, game playing, puzzle making, silliness and he got to do some decorative writing!

Acrostic poems are easy to write, the first letter, syllable or word of each line in the poem spells out a word or message. Good for writing secrete coded messages!

Sister


Joe's wrote about his sister;

Silly
Infant
Trip
Electric
Roar!

1. choose a word for your subject, it could be a name, or an activity...
2. write that word in big bold letters vertically going down the side of your piece of paper (or you could cut letters out of newspapers or magazines and stick them down.)
3. think of lots of words that fit with the subject, don't worry if they fit with the letters, list as many as you can think of
4. look through your list of words, and think about how they could fit in the poem
5. when you're sure write them down.




In Lewis Caroll's Through the Looking-Glass, the final chapter is an acrostic of the real Alice's name: Alice Pleasance Liddell.

A boat, beneath a sunny sky
Lingering onward dreamily
In an evening of July -

Children three that nestle near,
Eager eye and willing ear,
Pleased a simple tale to hear -

Long has paled that sunny sky:
Echoes fade and memories die:
Autumn frosts have slain July.

Still she haunts me, phantomwise,
Alice moving under skies
Never seen by waking eyes.

Children yet, the tale to hear,
Eager eye and willing ear,
Lovingly shall nestle near.

In a Wonderland they lie,
Dreaming as the days go by,
Dreaming as the summers die:

Ever drifting down the stream -
Lingering in the golden gleam -
Life, what is it but a dream?

Wednesday, 24 November 2010

Dear Father Christmas

It's a real a slog sometimes motivating my son to write and I know I'm not alone. However I do believe there is one writing exercise that any boy who celebrates Christmas will be eager to get on with, that's writing their wish list for Father Christmas. It feels really early to me, (its not even December) but inspired by spotting the first Father Christmas of the season, Joe wrote his list. On one side he did a drawing, the other his list and a joke he made up for Father Christmas (he plans to leave the punch line out on Christmas Eve) On those days when every letter, every word is a struggle, its good to reflect on the ease of writing a wish list! and as one of his teachers said 'any writing is good writing.'





Monday, 22 November 2010

learning to speak

Joe's little sister Minnie might not be speaking many comprehendible words, but everyday she understands a wider selection. We thought it would be a good idea to record some of these words for posterity, as my memory of dates  of even the major milestones of Joe's life so far, seem to have disappeared.

This exercise could be adapted for any younger relative or friend, or could be used to record the first words spoken.



  1. Make a list of the words either spoken or understood by the younger child. The whole family can join in with this activity, taking the pressure of writing and spelling of the words.
  2. Read through the list, and look for words that could make good pictures such as button, dog or ball.
  3. Enjoy drawing the chosen shape- in Joe's case an octopus.
  4. Write your list of words in the drawing, you can try turning the paper round in circles, changing the size of your letters, using colour, writing the words on a jagged line or a curved line.... in Joe's example instead of drawing the octopus's legs, he used the list of words
  5. Keep your artwork as a reminder (for those with failing memories) of your little sister/brothers first steps into language.

Wednesday, 10 November 2010

monograms

A monogram is a motif made by overlapping or combining two or more letters to form one symbol.

artists and craftspeople's monograms

Throughout history, artists and craftspeople have signed their work in a number of ways, often with a monogram. Monograms first appeared in the West on coins, around 350BC. In China the tradition of signing your artwork with a stamp ('stampo') is very ancient. The same idea is used by graffiti artists to design their tags.

Virkotype monograms

A really lovely exercise is to design your own monogram. You can try:

* Playing with your own initials by overlapping different sizes of letters
* Try different shapes outlining the monogram in circles, diamonds, squiggles...
* Use colour
* Try designing a monogram for a friend or family member
* Next time you draw or paint a picture, sign it with your personal monogram.


Joe's swirling monogram

 
Joe's exploding monogram

For children who enjoy drawing and designing, this is a sideway step into to writing. They're beginning the process of writing without even realizing it. 

Exercises like these help to foster joy and delight in letter forms. Individual letters can be playful and played with and children can take ownership of them, banishing the fear and boredom from writing. 

Joe's monogram

Joe's initials, not truly a monogram as they're not joined into one whole, but still a lovely job - an artwork in its own right/write. 


Monday, 8 November 2010

play with your food (and other spelling ideas)

This year Joe's spelling homework is coming in thick and fast. We're finding the LOOK, SAY, COVER, WRITE AND CHECK method very effective, but I do like to try other methods to make things more interesting, less stressful and more pleasurable, for child and parent. Particularly the latter.

spaghetti ABOUT

We've just had a go at spelling in spaghetti shapes; they looked great, but Joe found it difficult to concentrate, as he wanted to eat his spellings. Perhaps it would work better with a less hungry child. These spelling suggestions are based on the idea of using the MATERIAL of the words as an important part of their composition. A word made out of elastoplast, for instance, will tend to stick (ha ha) in the mind more readily than one written with the usual biro - especially if the material and the subject of the word complement each other. The sticking plaster word might be 'injury'.

Other ideas you could try: 

*  Write the words on a black or white board.
*  Write each word (or even the different parts of each) in a different colour and/or decorate the letters.
*  Use chalk to write the words outside on the pavement, how big can you write your words?
*  Use bath crayons or foam letters and decorate the bath with your spell list.
*  Use Scrabble letter tiles to spell the words.
*  Type your words on a computer, using your nose.
*  Find sticks, pebbles, rock, leaves and create the words on the ground out of your found objects.
*  Use your finger to spell out the word on a friend or family member's back, then take your turn to feel the words on your back.
*  Use letter magnets, on the fridge or other metal surfaces.
*  Write the words in sand, or in mud, or a steamy window, or snow.

If you have any other creative ways to help with spelling practice that you could share, it would be great to hear about them. Spelling is never my favourite, so any tips will be welcomed as honoured guests. Phil is fine with spelling, but can't add numbers up - however that's a matter for a different blog.

Sunday, 7 November 2010

a lantern poem

We're all a bit sleepy today, so struggled a bit with this, but we wanted to get it finished in time for Bonfire Night. We've used the idea of sending a wish into the sky and mingled it with the names of star constellations. You can find the names, origin, pronunciation and star charts at  http://www.iau.org/public/constellations/


materials:
a paper sky lantern
pen and paper


instructions:
1. Think about a wish for yourself and a wish for a friend, family member or the whole world. If you struggle with this, you could use the names of the star constellations for inspiration as Joe did on his example. Write a couple of ideas down (or get someone to write them down for you)




2. Have a look through the list of star constellations, write down the names of any you like.
3. Cut up the lines of wishes and the names of constellations and swirl them up.
4. Write your ideas onto your lantern.
5. Wait till its dark, then light your lantern and send it up to your chosen constellation.




Joe wrote:


I wish for the phoenix spirit
the wings of pegasus
the teeth of canis major the great dog
the horn of the unicorn
the arms of cancer the crab
and the mane of leo the lion



Other ideas: 
a four line wish including the names of four constellations and one astronomical instrument.





Friday, 5 November 2010

A brain of a dream of a dog


Our first workshop in Warrington with young carers and children from Women’s Aid, mostly pre-teens, took place last Friday. An ice-breaker for all of us, we let the participants steer much of the session, building trust and emphasising playfulness. By getting a sense of the group when they were relaxed, we were able to gauge how they might be able to explore more deeply.

concrete poem on a plaster
The art-room in Warrington Peace Centre was set up with separate spaces for five different exercises, plus extra materials from Derek (Warrington Museum and Art Gallerywho had commissioned this initial workshop and came to lend his support. We would try overwriting, fold-in and some variants on concrete poetry and collage, using pens, postcards and stencils. 

The Dead
The intention was to build on this session in order to run further workshops focussed on text/art self-portraits. It was also a chance for Derek to see us in action and decide if our approach fitted the group. Because the first session was on the doorstep of Halloween, the young carers arrived in their finest, witchiest costumes and face-paint. We decided to busk along this theme, using the excuse of spookiness to explain the weird effect of some of the pieces.

Spooky World
Overwriting (a la Bob Grenier) combined with ‘wrong hand’ writing, was used to create badges with a 50s horror movie flavour. We hope to come back to this ‘wrong hand’ technique again, with the group exploring the push/pull between positive and negative self-image. Badges are a form of self-labelling; these ones were essentially fancy dress, the equivalent of a ghost mask, but the same method can be used to go deeper under the surface. For this day, the big success was the enthusiasm which met these little bits of mini-writing. An industrious girl made six badges and clinked as she walked away at the end of the afternoon.
Stencil Face
The concrete poem faces were very simple, game-like. Again, this was an easy way into a technique that is extraordinarily expressive; we will return to it. One of the delights was that a young girl F who had literacy problems was able to make a witty poetic piece, completely unhampered by (and unaware of) her spelling.
F also contributed beautifully to the largest piece of the day, a cross-section of a brain that people wrote dream fragments into (this was the fold-in writing). F wrote a short sentence, needing letter-by-letter guidance. “What else can I do?” she asked.
“Can you draw?” I enquired.
A Brain of a Dream of a Dog
Not only could she draw, but was bursting to do so. She was joined by Kitty, whose specialty was drawing dogs. And so the brain became a figment of a dreaming dog’s imagining, filled with further dreaming dogs, dream bones, cats up trees, a cat and crossbones, and a doggy spiel written by the irrepressible Billy. A brain of a dream of a dog was a piece of splendid whimsy, co-drawn-and-written by roughly ten of the group. Co-operative pieces like this tend to be unwieldy, but are great to get a group working as a team and also quieten criticism.



The collage-making produced some of the most subtle pieces of the day, recycling postcards into little dioramas with intriguing perspective shifts and lush textures. The makers of these pieces also seemed to be the most introspective, moving quietly into the imagined space of their postcard worlds.



The workshop was a very joyful day of silliness and messing, with a serious undercurrent. We were very aware of the backgrounds of the young people and the thin ice that some of them walk across day-to-day. The question is: how to develop the exercises, to reflect this experience without intruding?

For more images please visit http://www.flickr.com

We will run number of one day workshops, relating carers' experiences and emotions in a creative manner. This will link this to the exhibition at Warrington Museum and Art Gallery by American street artist Elbow-Toe who creates collages and prints depicting the emotions of the inner person. We will use portraiture combined with poetry; work will be displayed in the town centre and/or gallery.

As with our hospital work, the pace of exploration will be determined by the participants themselves - it’s their choice. Enthusiasm is a key in all this and so we will revisit the things that elicited the best responses to see where they lead. The badges are a particularly popular activity and can open out into various kinds of writing and self-portraiture, including photography, so they will feature. The group piece was a gand way to gather all the ages and abilities into one space and we will experiment with this further, with a tighter brief. We hope to visit the Elbow-Toe exhibition with the groups, to focus our work and move it into an introspective mode.


single word concrete poems

All you need is a single word, a piece of paper (or mud, sand, salt etc.) and something to write with. Your job is to make the word look more interesting, by changing the shape or size of the letters or playing with space and colour.


a           lone


Joe's Galaxy


Dramatic words work well, you could try:

lightening
thunder
slime
bang
explosion
crash
burn
dripping
Joe's thin & fat

or descriptive words

short & tall
little & big
twice
upside down
under & over
uphill &  downhill
squeezed
squashed
leaning....

Joe's uphill downhill


You can find other examples in books and on the internet, such as Alec Finlay's Loop poem, and Salt Publishing's splendidly obvious Salt, with letters pressed into the white stuff. This is also chosen by us for another reason (see below).

Alec Finlay, Loop, vinyl on wall, 2006

Salt Publishing logo

A book for inspiration is A Poke in the I, a recent collection of concrete poems, selected by Paul Janeczko and niftily illustrated by Chris Raschka. If you'd like to dig deeper, look at Concrete Poetry by Mary Ellen Solt, her joyous FLOWERS IN CONCRETE is at http://www.ubu.com/historical/solt/solt_flowers.html

Tuesday, 2 November 2010

a drop in workshop and a screaming badge

Last Friday we ran a drop in workshop day with a group of Young Carers at the Peace Centre in Warrington.  We played with lots of ideas from our Boys Can Write collection, themed around Halloween, including scary stencil faces, grisly plaster poems, screaming badge making and nightmarish poetry making. You can see the results on our portfolio site at www.flickr.com


Thanks to Derek at Warrington Museum and Art Gallery for such a smoothly run event.


To make your own screaming badge..

You will need a red and black pen, scissors, something to create a circular shape and sticky tape.

1. What makes you scream? It could be a scream of excitement or joy, or something that makes you scream with terror.
2. If there are any spelling that you are unsure about, practice them on a separate piece of paper.
3. On card or thick paper, write with a red pen, holding it in your teeth.
4. Then with a black pen, write it again using your 'wrong' hand.
5. If you like you can repeat the words writing with your feet, or getting someone to shake the paper, or turning the paper around, or writing with the palms of your hands.
6. Find something to draw around, such as a mug or eggcup, draw a circle around your most marvellous piece of writing.
7. Cut out your badge shape, attach a safety pin with a bit of tape and wear with pride. You are now officially scary.

PS. For a completely different result with a similar technique, look at the beautiful meditative work of the American poet Bob Grenier at http://www.whalecloth.org

Monday, 1 November 2010

Background notes for parents and teachers

Sometimes words can freeze up, especially if they’re being written onto a snowy white page. Writer’s Block is a famous term, that conjures images of a desperate author reaching for the vodka, but it is a problem that affects many schoolchildren too. The problem is usually a combination of self-consciousness and lack of confidence. Those two things make a formidable block. But one of the best ways to get around a blocked path is simply to use a new route.



This blogsite is full of ideas for taking a sideways step around problems with writing. By using exercises that can be played like games, the anxiety that adds to the problem can be defused. Creativity has always been close kin to playing – and musicians actually do ‘play’, of course. We’ve collected many techniques that are used by contemporary artists and writers. Some, like concrete poetry, cut-ups and Oulipo strategies are rarely taught in school, which gives them the advantage of freshness. They are playful, but are also subtle tools for self-expression.

Eyebright

The Boys Can Write blog isn’t tied to any curriculum or syllabus, it is designed to aid people find delight in writing. It is especially for boys who have hit that cold, blank wall of the page. The fine-tuning of spelling, grammar, etc., will follow once enthusiasm has been established, but they are not the first hurdle and we don’t attend to them here.

We have worked with hundreds of young people in Primary and Secondary Education. Many are illiterate, some are in danger of exclusion, many have special needs, trauma, or are vulnerable in numerous ways. By making writing a kind of play, we’ve helped them explore their own ideas of beauty, anger, humour, sadness and hope. You can view examples of our previous projects with children, on our portfolio site: Inscape: a stone walk  Eyebright Pilot  Eyebright and A brain of a dream of a dog.

Inscape, a stone walk

This site is illustrated with examples from past and present arthur+martha projects, as well as an ongoing diary of experiments documented by Lois and her son Joe.

The most important technique of all is to let pleasure be the guide. This is brainstorming. Dump the idea of things being ‘right’, ‘wrong’, or ‘un/successful'. All of those things will reassert themselves soon enough (and oh how rapidly they race back in). But for this work, take a holiday.



Thursday, 28 October 2010

stencil faces

Today we've been designing faces using stencils.

1. Gather together your materials: stencils of various sizes, paper and pens
2. Design a face using stencil letters to make the shapes of eyes, ears, nose, hair, mouth, freckles, spots, glasses... whatever you want on your picture

Joe's Vampire face

Ideas
1. You could try just using the letters in your own name, to make a self portrait
2. Try something grisly, a scary vampire face or a skeleton for Halloween...
3. Try making an animal face
4. Experiment with different colours of paper, or pens.

There are lots more examples of stencil faces at our flickr portfolio site 

Lois's stencil face

Tuesday, 26 October 2010

grisly plaster writing

Many boys relish showing of their scars, cuts and bruises, so why not take advantage of their grim nature and encourage them to write about it...

trapped under door
bleed a lot in bath
went black and fell off

1. Picture a time you hurt yourself, fell over, tripped over your shoe laces, banged your toe, fell out of a tree, off a skyscraper... how did you feel? What did your skin look like? What did it look like a week later? Talk through your ideas with a grown up, and then...
2.  If there are any spellings that you are unsure about, practice them on a separate piece of paper
3.  Write down a few words or lines on a fabric plaster
4.  Attach your plaster to the area of your body that was hurt
5.  Wear with pride.

Friday, 22 October 2010

Journals

With all the homework and day-to-day distractions during term time, it's hard to find time for Joe to write his journal. We now aim for at least once at the weekend, and with holiday coming up, I hope to encourage a daily journal entry.

The secret seems to be to keep things as fun as possible, and trying things that there wouldn't be time for in school. The example below, is a type of concrete poem. After a walk, he drew and wrote down some of his experiences.
Joe's journal page

This idea could be taken further by:

1. Go for a walk in a local park, into the country, a garden, or anywhere affected by the seasons.
2. Close your eyes and listen hard to the sounds around you, try and remember them, or write them down.
3. Collect leaves, sticks, pebbles.
4. Bring them home to draw or for collage material, these can be stuck down, written on, crushed, drawn around.
5. Write a list of the things that you saw, smelt, or heard, following the shape of the picture. Or perhaps the words could follow the shape of your walk?
5. PS. Experiment with colours too, using the colours of the season.

Wednesday, 20 October 2010

puzzle writing with collage

Collage is a way to play with the look and meaning of words on a page. Individual letters can take on great importance if they are emphasised. By changing their scale and colour, words can be made to jump around the page in all directions, like little acrobats. (In fact, an early Ian Hamilton Finlay poem Acrobats does just this.) There's something very satisfying about spending time in ordering your colours and alphabet, for boys who like fiddling and puzzles it will be a winner. For some children, the empty white page can be intimidating and using collage can help distract them, because the material comes readymade.

Odd one out. ©  Lois Blackburn 2010 
This is an exercise in creating visual puzzles:

1. Discuss what you would like to create. In this case, I've used a rainbow of colours... which is the odd one out?
2. If there are any words you are unsure how to spell, practice them on a separate piece of paper.
3. You can cut out words/letters from newspapers, magazines (make sure they've been finished with first!) food and toy packaging. Once you start looking for letters, you will see them everywhere.
4. Carefully cut the letters out.
5. Rearrange the letters on your page so they form the words you've picked
6. Puzzle your friends and family with your 'odd one out'. 


This was an exercise in creating a visual puzzle, but the idea could be adapted to help learn the spellings of colours,  creating each word in its appropriate colour to reinforce learning. Joe's example here is his favorite colour. Golden.
Golden, by Joe 2010


Tuesday, 19 October 2010

tips for parents..

You might find these tips useful...

Ask open-ended questions to get boys' imaginations involved. 'What if..? and 'How would you?' will help them picture things from different perspectives.

Build on their own interests and experiences.

Some of the exercises on the blog will suit one person and not another - don't get put of if an idea isn't an immediate hit.

Talk through the exercise before picking up pens/pencil/paint/scissors. Discuss ideas and options, so that there's a clear plan.

Promote and reward imagination and originality. We mean sweets!

Create 'a safe place to play'. This is a standard arthur+martha rule. Ensure that everyone feels safe to say unusual things, take risks and respond creatively. Criticism and bullying are out.

Encourage them to shape the way they are working. If you want to encourage boys to be adventurous and explore ideas freely, then you must allow them freedoms.

As well as the burning need for making a rumpus, there will also be a need for quiet times. Reflection and concentration are vital if you want to encourage deep involvement.

Make the most of unexpected events. When appropriate, put aside your plans and busk it. Treat accidents as 'incidents' to be included in making the work. Paint spills, computer errors, misheard instructions, unexpected visitors, firecrackers all have their place.

Be willing to stand back and let the child take the lead. However, always be on hand to provide support.

Join in with activities. Showing that you are a learner too helps to create an open, constructive environment.

Give boys the chance to work with friends and family of different age groups.

Encourage boys to reflect on what they've done, share ideas with others and talk about their progress.

(These tips are adapted from the National Curriculum, 'Creativity'.)

Saturday, 16 October 2010

rebus eye spy

Rebus is writing that substitutes images for words in a text, or in the example below images that substitute individual letters. If you've ever drawn a heart instead of the word LOVE then you've created your own rebus.  

Rebus can be a useful devise to give children confidence in writing; they can substitute words that they have problems spelling, or simply have fun mixing words and pictures. Rebuses can use letters, numbers, musical notes or pictures, they can convey direct meanings, or puzzle and amuse.

In this exercise we mixed rebus, with collage and concrete techniques. 

eye spy © Lois Blackburn 2010

1. Cut a good supply of letters, pictures and numbers, out of magazines, newspapers, packaging. Try to get a range of sizes and colours. These bits and pieces will start to give you some ideas.
2. Discuss what you would like to write. It could be a sentence, a poem, or a single word.
3. If there are any spellings that you are unsure about, practice them first
4. Select your letters, pictures and numbers. Try placing them in different ways on the page, upside down, diagonally, straight up or down.
5. Once you have got your beautiful arrangement, try not to sneeze. Glue the letters down.
6. Use them to puzzle your delighted friends and family.

I eat a whole pizza © Joe Inman 2010  


Why not have a look at the earliest form of rebus, Egyptian hieroglyphs, which were in use as early as 3400 BC. One site I found, has an alphabet translator, so you can write your name like an Egyptian.  Or see if you can track down more of Lewis Carroll's nonsense letters, such as the example below:


Monday, 11 October 2010

concrete hand

How to create your own concrete hand poem:

1. Draw around your hand, or ask a friend or grown up to draw round it for you.
2. Think of all of the things you have touched today, and how those things felt on your hand.
3. Practice spelling any words you might have difficulty with on a piece of paper (the example below has practice spellings on the same page, you could use a different page if you like).
4. Fill in your hand drawing with all of the words, turning the paper in lots of different directions, and following the lines of the outline. You could even take a close look at your palm and recreate the lines of your hand on your drawing.



Joe's concrete hand


Why not have a look at images of Palmistry, the art of telling the future through the study of the palm? There are some beautiful illustrations to inspire you that can to be found on the internet. Or perhaps you could find some undiscovered ones in that old, old book on your great grandpa's bookshelf...


Thursday, 7 October 2010

the skull of fluff

Something quite remarkable happened after school today, Joe sat down for two hours and worked on the Skull of Fluff  it's a day to celebrate!


This was inspired by receiving a postcard from one of his new Pen Pals. Using the idea of maps again was a big hit, this time Joe was inspired by a book on pirates. He needed encouragement to do the writing, but there were no complaints when he started doing the fancy writing, it seems that if there is a chance to play with the way words look, it comes alive. If you would like to have a go, here are some ideas to try:

1. Discuss a good shape for an island. If you have any map books handy, you could have a look at those, or do a search on-line. Joe was inspired by a pirate island, and created his island in the shape of a skull, but the outline could be based on anything - a real island, the shape of an animal, a robot, a name.
2. Look at antique maps for inspiration, the National Geographic, have wonderful examples, full of maritime monsters and disasters. 
3. Draw the island, using any materials you like, pens, pencils, crayons, collage. Or a mixture of them all.
4. Think of place names. Perhaps these could be based on real places or people, or they could come out of your own remarkable mind. Write them down. You can practice the spelling on a separate piece of paper if you like. Don't worry if the odd spelling mistake slips by - like Scull on Joe's piece - it's more important to have fun with it. Anyway, pirates were never famous for their spelling. 
5. Have a go at distressing or ageing your map, using cold tea/coffee, or bury it in the garden, or get a grown up to burn the edges (keep a basin of water handy, it would be sad if your dad went up in flames.)

Wednesday, 6 October 2010

a walk

Yesterday I introduced Joe to the art of Richard Long with our own homage to his textworks. We shocked ourselves by actually getting out of the house early, and took the opportunity to do something creative on the walk to school. Long makes artworks out of words, that suggest the landscape he walks through rather than showing it.

1. Make up the rules together. You need to create a plan for regular stops on your walk to write what you notice. These could be on a count (maybe 50?) or throwing a stick and seeing where it lands, or whenever you hear a birdcall, or, or , or...

2. When you stop, look around and write the first thing that catches your eye, or ear. Or even nose. On this occasion I wrote the words down for Joe, this sped us up, got us to school on time, and allowed me to check my spelling when I got home! But it would be great to do the writing on the spot if you have time.  
3. At home, copy the list and make changes if you like.







It was an intriguing exercise, encouraging him to really look and describe the world around him. It also helped motivate the walk itself. I will definitely try it again, but next time not on the way to school, so he has time to write the words down himself directly. It could be adapted to any walk; inside a supermarket, to the local shop/postbox, in the town or countryside. 

Sunday, 3 October 2010

pen pals




Yesterday, Joe sent a number of handmade postcards, inviting friends and family to be his pen pals.



He gave careful thought about what to draw for each person, then wrote variations of the invite. There were no complaints from him or encouragement needed, he happily created his postcards. Perhaps it was the shortness of the text, perhaps the hope that someone might write back, or a bit of both?



The postcard, to Phil, is a great example of how children love to design decorative lettering. Here he's inspired by  cobwebs, bones and nautical ropes.

We've used old blank postcards, which can be personalized with drawings. Alternative ideas include: local postcards, photographs, decorated envelopes, the recycled back of printouts, digitised virtual postcards, toilet paper (Ezra Pound used this for the Cantos, when imprisoned) tissue etc and so on, ad infinitum.