Archive for the ‘Tips for Teen Writers’ Category

Essay-writing, not Lecture-giving

Wednesday, January 23rd, 2013

Today’s writing tip:

As I comment on essay topics in the Brave Writer Classroom, I’m struck by context. It’s easy to get sidetracked into “advice-giving” rather than “essay-writing.” There’s a difference between explaining why you, the reader, should exercise, versus explaining the role of exercise in improved health. Many of our kids are used to lectures, sermons, and mini-lessons designed to urge them to be better people. They internalize this voice and then they mimic it in their essays. But that kind of writing is *not* appropriate for essay writing. Essays are the dispassionate explication of information and how various strands of detail correlate to prove a thesis—a risky proposition, an assertion.

If your student writes about what the reader should do, or directs any comments at the second person, “you,” know that that student has shifted from essay writing to sermon giving. Even without the “you,” if implicit in the writing is a list of “smart practices” or “good ideas,” know that your student is not writing an essay.

We had a question on Facebook:

Any specific tips for redirecting them to essay writing?

My answer:

Yes. Ask them to change the voice of the essay: Move from “you” to third person. Focus on content, not on practice. For instance, in the example of exercise:

Don’t write—

People should work out three to five times per week to get their hearts to beat faster. You won’t be as vulnerable to heart disease if you do cardiovascular exercise on a regular basis.

Write—

Regular cardiovascular exercise has been shown to prevent heart disease. People who work out three to five times per week reduce their chances of heart disease by X%.

See the difference in tone? Feel it? That’s what you’re going for.

Tips for the College Application Essay

Monday, October 22nd, 2012

College Essay Notes

From How to Write a Winning College Essay Application
By, Michael James Mason

(Highly recommend buying a copy of this book)

Five elements of a good college essay:

1. Something to grab the reader’s attention
2. Simplicity
3. Realism
4. Sincerity
5. Surprise

As you craft your personal essay, think about the questions and statements below to prompt you. Fit the content to the question your chosen university asks you.

1. Who are the five people who have most influenced you?

2. What do you read?

3. List three virtues that you admire and respect.

4. Discuss three significant lessons you have learned.

5. Tell us about three memorable experiences you have had.

6. Discuss a failure that taught you something.

7. Respond to three quotes that mean something to you.

8. Remember your greatest success.

9. Name five things that you know.

10. Discuss your definition of happiness.

11. What do your parents remember about you?

12. What are your earliest memories?

13. What is an education supposed to provide?

14. List and describe five special things about you.

15. What is your “one sentence philosophy of life”?

16. What is the funniest thing that ever happened to you?

17. What makes the world go round?

18. Picture five places you’ve been that impressed you the most.

19. What is your favorite social activity?

20. What is your favorite intellectual or artistic activity?

21. Describe yourself to a stranger.

22. Tell the story of a fear you conquered.

23. Discuss three goals that you have in life.

24. List ten things you like and ten things you don’t like at all.

25. What do your friends say that they like most about you?

26. What question have you always wanted answered and why?

Congratulations Class of 2010

Tuesday, May 18th, 2010

I had the privilege of speaking to the homeschool graduation at our homeschool co-op over the weekend. These were the kids I’ve taught for ten years, some of them my son’s best friends. They voted me into this position and it felt like a great honor to be the one to deliver the keynote. So here it is, for those who’ve asked me about it.

Noah, my oldest, said to me once when I tried to shoehorn him into my fear-based vision of what his future ought to be: “Mom, you raised me in an unconventional way; now you want me to be a conventional person?”

Ouch! Zinged by my own values! By my own kid!

Homeschooling, whether you realize it yet or not, is the radical unconventional status-quo defying choice your parents made on your behalf when you were too young to know better. Instead of yellow school buses, apples for the teacher and lunch boxes, you stayed home. Let’s face it. Your parents were the hippies of the 1990′s!

Your mom read Charlotte’s Web from a rocking chair while you assembled Legos. A big brown UPS box delivered brand new workbooks, still shiny and blank. You didn’t have due dates or grades until your mother panicked (around age 13) and suddenly got crazy grading and assigning and making you sit in a straight backed chair to write papers… until you slowly both got comfortable again and moved back to the couch. Homeschool for this bunch of graduates meant Learning Tree co-op and camp, prom in a church and for some, church in a school!

You did math with our favorite math tutor, Mrs. Steiner, or videos or apple pies. You learned to write with me, or through tears, or on computers with Facebook status updates. Foreign languages were dead or silent even though so many of you are going on mission trips to Mexico or Europe for YWAM now. Shout out to DTS students from Hawaii to Germany to Ireland!

In other words, ‘homeschooled’ is the unconventional distinct identity you will always have – the “two truths and a lie” trump card, the one thing that makes you different from others. And that’s a big deal.

In fact, even more than the homeschooling itself, the choice to homeschool by your parents… that choice ought to have formed a part of your character that will accompany and guide you for the rest of your lives.

Your moms and dads made a brave choice back in 1996 when they decided to turn their backs to the culture to keep you home. It probably didn’t always look brave to you when you when they monitored your computer activity and supervised your reading and music choices! Still, they were pioneers in their own right.

They weren’t homeschooled. They blundered forward armed with a few books and a couple of models of what it might look like. Your moms literally gave up career opportunities to spend 24 hours a day, 7 days a week with you. You know what happened at soccer games you played? Other moms would find out that you were homeschooled and they’d say to your mom: “Oh I could NEVER do that. My kids would drive me crazy.” But your moms thought, “That’s so sad. I love being with my kids.” And they meant it. Even when you did drive them crazy!

As you go off to college or the military or a career, forging a path for yourself, I want you to remember that the legacy of homeschooling has less to do with text books and literature. Nope, it’s a model for how you might courageously live your own life. Ask yourself these kinds of questions that your parents asked themselves:

  • Will you be content to perpetuate the status quo as you understand it?
  • Or will you, like your parents, challenge the system and be willing to adopt a standard, a philosophy, a set of beliefs or practices that make the world a better place? That ensure that the children you raise will be as nurtured, valued and adventurous as your parents….

There are two words that characterize the life you’ve led so far: Risk and Adventure.

Your parents, the ones who said no to R movies and who monitored your MySpace, who required you to finish math classes even when you thought they were pointless… those parents are the original risk-takers and adventurers in your family. They’ve modeled for you how to stand up to the culture and say, “I’m willing to risk my reputation on my kids, for the sake of the future.”

You were our grand experiment. We asked, “Can we educate our kids, at home, without the support and props of school and culture?” The ghosts of public school past haunted us – we had to fight to keep them at bay sometimes. But you may be different. You get to decide whether or not to homeschool your kids and if you do, you’ll finally be able to answer the decades old question: Just how much grammar really is necessary in home education? We still don’t know.

The truth is, because you’ve already lived as a counter-cultural person, I hope that spirit, that energy, that chutzpah will govern your future choices. Be as daring as your parents have been to challenge “what’s normal,” to be the risk-takers who put their ideals into action. Be deliberate about your choices (researching, discussing, conscientiously thinking through the consequences of your choices not just on your own life, but on the lives of those entrusted to you). Discover other ways of living, other worldviews (so many of you are already on your way to doing just that!). Let yourselves become the people your parents dreamed you would be, even if that means choosing differently than your parents. Because, after all, your parents chose differently than theirs did.

You were given:

  • A quality, personalized education
  • A home environment that nurtured spiritual values, individuality and close family ties
  • A context that developed critical thinking and a commitment to making a difference

These are the core values of the home educators in this room. They are your core values too. How you take them into your future and nurture them now, on your own, is up to you!

Will you dig wells in central Africa to provide clean water to impoverished communities? Will you become a lawyer who defends the rights of the under privileged? Will you cultivate the arts and make your home a place where music and paintings are a natural part of the atmosphere? Will you make your faith relevant to your community? Will you earn more degrees and contribute your knowledge to the Great Conversation that spans the centuries?

Will you inspect railroads or start technology companies? Will you bear children and raise them to be the best individuals they can be?

No matter what you do… No matter where you go… Challenge yourself to explore alternate ways of thinking and living. Who knows what new form of education or family bonding will present itself in your generation?! Don’t assume that what everyone does is what everyone ought to do. Take the risks that lead you to an adventurous future, that contribute to a new way of seeing and being.

You are homeschool graduates… members of an exclusive club—the prototypes of what it means to put personal values ahead of cultural expectations. What will you do with that legacy!? Add me on Facebook and let me know what you did with the precious gift your parents gave you.

Congratulations to the class of 2010!

Thoughts on the morning of my flight to Paris

Thursday, April 29th, 2010

My daughter, Johannah, lives in Paris right now. She’s an exchange student. She’s 20. When I was 20, I spent a year at a university in southern France. My mother came to visit me. Full circle.

I give a graduation speech in a couple of weeks to the local homeschool kids from our co-op. I’ve known these kids for ten years and have taught many of them in numerous classes now. What would I speak about? All the years I’ve known them? The various challenges they’ve overcome? Their collective adorableness?

It didn’t take long, though, for me to realize that what I wanted to tell them had to do with the future, not the past. I want them to risk. Home education is often as much shelter as anything else. Parents want their children to make fewer mistakes than they made. We want them to be free of the oppression of bad choices, and danger, and the regrets many of us harbor. So we keep them home, we guide their education, we supervise their friendships, we are selective about their extra-curricular activities.

And then we send them out into the world of college and adult life… and hope for the best. What is that ‘best’? It seems to me that the young 20′s are a rare moment in a lifetime. Big enough to drive, fly, drink in Europe, vote in America, volunteer in orphanages; unfettered by spouses or babies or home mortgages or careers or health problems. These “big kids, now grown-ups” can do stuff that they will never forget, that will shape their values for the rest of their lives.

Spending a year in France as an exchange student changed the course of my life. Not only did I learn to speak a foreign language fluently, but I was drawn to French speaking Africa for my early career. I’ve had an interest in and heart for the developing world ever since. I feel a kinship with issues and revolutions worlds away from Ohio just because I spent time living first in France and then in Central Africa, followed by time in Morocco.

I discovered the difference between first world “take it for granted” infrastructure and developing world hardships. I learned how to rely on myself in sticky situations without a mommy or daddy to bail me out. I found out that there are many ways to eat breakfast, or drink coffee, or flush toilets, or shower, or shop for vegetables, or dress modestly. I realized that my way (my familiar, seems-right-to-me way) wasn’t the only way, wasn’t the “morally clear, ethically superior, most efficient” way just because I am American.

Spending time in the Peace Corps or living in a foreign country as a volunteer, or student gives your young adults a view of the world that can’t be gotten from TV, newspaper articles, big budget movies or National Geographic, no matter how open minded. The best teacher isn’t information, it’s encounter. Once your kids are old enough to drive, they are old enough to begin that journey toward risk and adventure that will shape them for the rest of their lives.

Encourage them to dream of bigger vistas, send them to places they have never been, trust them to discover riches and ideas and empathies that you can’t yet imagine. This is the objective of home education: give them a firm foundation to stand on, and wings for flight.

I’ll be out of town traipsing up the steps of the Notre Dame, eating almond croissants and hanging around the Universite Catholique (where Johannah attends) over the weekend. See you on the flip!

Friday Hodgepodge

Friday, March 12th, 2010

Freewrite prompt: What is the best birthday present you could receive?

I’m out of town for the weekend to go to the Indiana Homeschool Support Convention. I’ll be in New Paris, IN.

On Monday, we have our Spring Class Registration. Be sure to sign up early, if you are concerned about getting into a class. We filled every one in winter quarter and some were filled within days of registration opening. We’ll keep registration open until a class fills.

Last thing: keep trucking! I’m getting a lot of email lately from moms worried about teens who are late in developing their writing skills. Not to worry! If you start over (take me seriously on this – go back to the very beginning, a very good place to start), you’ll find that your smart teen who is simply a damaged writer, will rebound and develop at a much faster rate than your younger kids. You can start at age 16 and get all the way to college prep by 18 if you address the fact that your teen has been damaged by the programs you’ve used to date. If you take his or her writing voice seriously, you can re-boot the system and help your teen unclog the passage through which his or her words will flow.

Start with Kidswrite Basic. It will change how both of you see writing and will put you in the right space to be that coach and ally for the rest of your teen’s academic career at home.

I’ll check in over the weekend, if I can get some computer access. Have a great Spring Forward (clocks change on Saturday night!). Hurray for sunshine and temps over 60!

New to Brave Writer

Wednesday, February 24th, 2010

Brave Writer has three components to support your writing and language arts goals:

Home Study Courses

Online Classes

Language Arts Programs

The Home Study Courses are divided into two. The Writer’s Jungle teaches you, the parent, how to be the most effective writing coach in your children’s lives. The principles, exercises, and guidelines apply to every level of writing from beginner to pro. If you like to work at your own pace, need a manual to which you can refer when you get overwhelmed, if you benefit from having your entire philosophy of writing stood on its head and recreated for you, then start with The Writer’s Jungle. It will work for all your kids.

Help for High School is our home study course for teens. It’s written to your student and is intended to be self-teaching. The course is organized around specific modules and in each module, there is an exercise or writing assignment to complete. These can be done multiple times if you swap topics. They are writing processes, not specific assignments geared toward a period in history or a work of literature. Help for High School provides models of how to write expository essays (both open and closed forms) as well as the steps necessary to understand the structure of argument, thesis and points and particulars.

The Online Classes provide moms and kids with instructor support and accountability. They cover a wider range of choices in terms of specific writing genres. If you prefer to be in a classroom style setting with an instructor, other students and the gentle accountability of due dates, start with Kidswrite Basic. This online course transforms your understanding of how to best facilitate writing in your home. It gives you the tools to know how to encourage and foster good writing habits rather than merely editing poor writing for mechanical errors.

Kidswrite Intermediate is the course to consider if you want to make the transition from parent-led writing to student-led. It’s designed for kids just on the cusp of essay writing. The processes in KWI make up the first half of Help for High School. The benefit to taking it as a class is that the online class offers instructor feedback and the opportunity to read other student writing. KWI prepares students for all levels of essay classes, as well.

The other online classes round out writing experiences. We offer fiction, literary analysis, poetry, grammar, freewriting, SAT/ACT preparation, Shakespeare, literary discussion (Boomerang Complete) and more. The courses help you and your kids to widen their writing experiences while giving you the support and modeling that make you a more and more effective writing coach. The courses also prevent a feeling of isolation in the homeschool, putting you in touch with other parents and students from around the world who are embarking on a similar journey.

The language arts portion of Brave Writer supports and enhances the writing programs. The Arrow, the Boomerang and the retired Slingshot are designed to provide you with easy-to-use tools that teach mechanics, spelling, grammar, handwriting and literary elements in the context of great literature. The Arrow works best for kids 3rd – 6th grades. The Boomerang is designed for 7th-9th grades (though some high school students do quite well with the Boomerang). The Slingshot (already published issues) catered to 10th-12th grades. We now offer literary analysis classes for 10th-12th grades instead.

You can either subscribe to the current year’s lists of the Arrow or Boomerang (paying monthly on your credit card), or you can purchase already published issues ala carte and design your own year’s program around books you and your kids want to read. These tools are meant to supplement your writing program, not replace it. When the Arrow or Boomerang are used in tandem with The Writer’s Jungle or Help for High School, or along with Kidswrite Basic or Kidswrite Intermediate, you will be offering your children a complete language arts/writing package.

Jump in. Try not to figure it all out or become overwhelmed at the choices. Pick one thing that you find fascinating. Purchase it or sign up for it. Use it, do it. Experience and enjoy it. See how it goes. Then do the next thing. As you take it one thing at a time, you will build momentum. You’re not in a rush. You don’t have to solve writing and language arts this week, this semester or even this year. You only need to take the next logical step toward the goal of becoming the best writing coach you can be. In turn, your kids will grow into more and more effective writers.

You gotta be home to homeschool

Thursday, January 21st, 2010

There are two kinds of “being home” that I want to explore in the blog. Today’s post focuses on the physical choice to be “home” more than away. For families with young kids (particularly if you’ve got kids under 12), cultivate a home life, in your house. For families with teens, be choosy. Outside activities are important, but consolidate when you can. If you’re in that awkward phase of life where you have some of each (little kids and big ones), your choices have to be that much more creative and deliberate. I’ve got a special section just for you further down.

The second kind of “being home” has to do with attitude—how do we treat each other when we are home as opposed to away? What does it look like/feel like to be educated in a home? We’ll look at “home” as a way of being tomorrow.

Choosing to be at home:

The first step in creating a better homeschool environment is to be home. Long stretches of time that go uninterrupted by orthodontists, trips to the tutor, vet appointments for the dog and shopping for food are essential to create a feeling of time and space to learn. One of the best bits of advice I received early on is to not make my doctor or dental appointments in the mornings. Just because I’m “home” doesn’t mean I’m free! If my kids were in a school building, I wouldn’t want to take them out for a check up. I’d wait until the afternoon. Likewise, my time at home is full and therefore I’m not available for appointments before noon, either. Better to schedule all such meetings after lunch. (If you have napping kids, then you have to wait until naps are done or let them nap in the car or stroller.)

Additionally, limit outside activities. We had a rule in our family of five kids that only two kids could be playing on a sports team at any given time. That meant that some of our kids couldn’t do their sport year-round. We had no prodigies so I didn’t have to weigh the merits of possible college scholarships against my decision for sane living, so your mileage may vary. But we discovered early on we could only support two weekend games and two sets of practices per week, per season. The same could be said for musical instruments, tutorials, co-ops, dance lessons and so on. When you have lots of kids, this becomes even more important. You do not want your youngest children to spend their early childhoods sipping Juicy Juice boxes in a car seat watching DVDs in the back of the van while they are schlepped along with hockey pads to the next practice!

Hire people who will come to you or live within walking distance. The midwife I chose on my fifth birth traveled to me to do my check-ups. That’s the sole reason I picked her over my previous midwife. When my youngest decided she wanted piano lessons, I sent her across the street. Our piano teacher isn’t my favorite as far as technical skill to teach, but for the early stages, living two minutes from my doorstep outweighed all other concerns. We hired a violin teacher who drove to our house. We also hosted literature discussion groups, writing groups and study sessions so that we could stay home.

Carpool. Do activities that other families do so that you don’t have to do all the driving.

Save some activities until your kids can drive themselves. We didn’t have our kids get jobs outside the home until they could drive themselves. Three of them, however, earned money while at home babysitting and selling cookies in our neighborhood. Neither of these required me to drive anyone anywhere (except when one of them ran out of chocolate chips and forgot to tell me… grrrr!).

Consolidate activities. It’s better to have one long busy day of appointments than to have 30-60 minute trips three or four times per week that interrupt your time at home.

Make one day your inviolable day that you never go anywhere. Once you decide to do this, it will feel nearly impossible to make happen. You’ll find all kinds of reasons you can’t keep this commitment. Of course. Just like dieting or exercise. It’s a discipline. But just as you would clear your schedule to be available weekly for a co-op day, you can do the same in reverse. Make Tuesdays or Fridays (or whatever) the day you never leave the house. You always have the full day at home and are ready for it with good food, a lesson plan, fun TV programming to watch and no pressure to go anywhere. Even if you pull this off three Tuesdays of the month, that’s wonderful! You’ll be amazed at how jealously you guard that day once you commit to it. (Tuesday has traditionally been that day for me since we have co-op on Mondays which is all-day away from home.)

Teens: I’ve shared before that teens need to sense that they are getting out into the big world, evolving into young adults. Home can feel confining, redundant, risk-free. What felt safe and nurturing as a young child becomes confining and tedious past 13. These feelings are normal; they aren’t signs of rebellion or an inability to be happy. I recommend that your teens get involved in something much bigger than they are. One of my Brave Writer students became enamored of low cost, energy efficient housing and built eco-friendly homes in her backyard! Another started a fish breeding farm in the creek neighboring her house. These activities kept these students home, obviously. But home had become a bigger world!

And that’s the point. Home is either the refueling station between community college and aiding at the local elementary school three days a week, or it’s the means to pursuing a dream (writing a novel, inventing a language, crafting a quilt, remodeling the basement).

In our family, two of our teens joined a Shakespeare company that met downtown with professional actors and a wide variety of students once a week on the weekends with performances at the end of the year. I know teens who’ve gone on mission trips, have built computers from scratch, are on high level sports teams, acted in plays, started parttime high school or junior college, worked for the first time, gone to art institutes, joined community or high school music programs, written for publication, and started businesses. Doing written narrations by themselves at the kitchen table is not enough for a teen’s education. Supervising the small children in the family is not a teen’s daily responsibility. We had the babies; they didn’t.

Teens need driver’s licenses and money. They need peers and challenges. And they need a home. That home is their anchor. They tack between feeling bold and anxious, mature and needing a mommy. Home is the place where they can suck their thumbs, curl up and recharge. Each teen is different so remember that some need more down time than others. You can monitor this by evaluating how well they manage emotionally. Paring down the outside activities can be one way to help them reconnect to themselves. But be cautious here. Sometimes we moms imagine they will be happier with less, when what they crave and need is more. Teens have a remarkable capacity to juggle many demands and some need that stimulation to become the competent people they want to be.

So what do you do if you have teens needing adventure and little kids needing a stable home routine? This is the trickiest period, but it’s important to be intentional. There are a couple ways to help your teens get out without sacrificing the little kids in the process (and there are ways to keep a nice, vibrant home life without forcing teens to sit home all day). Try some of these ideas and see how they work for you.

  1. Commit to one big “out of the house” project for your teen. Support one big project (Shakespeare, biology class, refurbishing a car, All Star soccer). Pay for it, help get the teen to that project, show up for performances or whatever is required. Then, above that one big project, put the responsibility on your teen to make the other stuff happen. That means if it requires money, they earn it. If it requires rides, they coordinate (create the car-pooling, or drive themselves, or work it out with you so that it doesn’t interfere with your routine with the younger kids). They take responsibility for making the stuff they want… happen. That’s part of adventure, responsibility and risk. They choose to make their lives more interesting, richer.
  2. Find one big project to work on at home. This can be as sophisticated as constructing a language (I have one kid who did this) or as simple as becoming really good at World of Warcraft. It’s great if your teens have a goal that can be pursued at home: watching all the top AFI films, writing a novel, studying art history, planting a vegetable garden, rebuilding the engine of a car, building a website, learning photography. School work (the stuff that goes on the transcript) is necessary, but if it’s all that your teen does at home, home will quickly become a chore rather than a place your teen wants to be.
  3. Protect your mornings. Let your teens know that you need the mornings with your younger kids. That means you will resist being a ride between 8:00 and 11:00 every day. (If a teen needs a ride home from school or something routine like that and it doesn’t take you more than 15 minutes round trip to make it happen, then that’s not unreasonable… but be wary of interruptions that take a half hour or more.)
  4. Triangle in other teen families. It’s sure nice if your daughter and her best friend are both in the play together. Car-pooling! It’s great if a group of kids takes biology together so they can study, ride-share and have friends all at the same time.
  5. Pass home responsibilities down to the younger kids; free your teens to do less at home. Remember when your oldest was 10? You expected a lot (cleaning a bathroom, laundry, setting and clearing the table). But now that your youngest is 10, you still expect the 16 year old to do those chores while the 10 year old seems “too young.” Nonsense. Get your younger kids to do the chores and free the teen to study, have a social life, work a job, and pursue extra-curricular activities. This helps your teen want to be home, too.
  6. Keep a computer in the family room. This enables you to be with your youngers while your teens have a reason to leave their bedrooms.

More ideas? Post them in the comments section.

Visiting the Art Museum

Thursday, October 15th, 2009

I posted this awhile back, but I think it’s worth another posting. When we recommend going to art museums, sometimes moms wonder what it’s got to do with writing. Isn’t art its own course of study? Why would Brave Writer specifically promote it?

I promote the enjoyment and study of art because a visual vocabulary is critical to a verbal one. We’re primarily stimulated every day through sight. As we observe the world around us, we form impressions that inform our attitudes, beliefs, preferences and habits. Art uses a visual vocabulary to communicate. We’re awed by the precision of strokes (to an almost photographic accuracy) in some paintings and then moved by the blurry soft edges of impressionism that tend to evoke a mood more than provoke a compliment. We see color manipulated to create atmosphere, we observe other times and eras (habits of dress, style of architecture, expanse of nature). We get to see style (we can compare and contrast artists within one era, and we can compare and contrast artists of different eras).

These encounters are different than nature or TV or flipping through a photo album. Artists are deliberate in ways similar to authors. They select the point of view, they edit the scene in front of them choosing what to paint and what to exclude, they pull from a palette of colors like authors draw from a lexicon of language. They tell a story through images. They create pathos or joy, indignation or peace. And all we have to do is stand and look carefully, allow the painting to speak through its images.

For writing, having a rich visual vocabulary is just as important as having a big word-filled one. Words help to express images and images give rise to words. They partner together to create meaning. A trip to an art museum also offers visuals to go with some of the legendary stories of our collective western history (the Greek and Roman myths, Christian imagery, specific historic events and figures, legends, Shakespearean tales, and the daily lives of people who really did live before our time). Together, paintings partner with language to create new levels of appreciation.

What follows, then, is a window into how frequent trips to the local Cincinnati Art Museum have enhanced our home education. Be not intimidated! Get the stroller and go. You’ll be glad you did.

2005

One thing I love about Cincinnati is that the art museum isn’t that far away. We went to it yesterday for the afternoon. We’ve been many, many times. I noticed that especially yesterday. As we walked in the door, Liam exclaimed, “I love that Chihuly chandelier.” Jacob added, “I could look at it every day.”

We made our way into the Greek and Egyptian displays and Caitrin noticed that they had rearranged them. She went on to point out which of the vases she liked best compared to last time. Liam wanted to stop and look at each of the hieroglyphs again.

We moved on and went into an exhibit that was put up by Proctor and Gamble – all Cincinnati art. I honestly didn’t recognize the exhibit but the kids did. They started reminiscing about the pieces they had loved the last time we’d been there. We marveled at the quality of the artwork. Later we found an entire exhibit devoted to Frank Duveneck (Cincinnati native) and were thrilled to see all his paintings together. That was new.

We made our way upstairs to see the Monets that are on loan from Paris and were blown away by the size and colors. Caitrin immediately told me the story of why this particular “Bridge at Giverny” was so hard to see close-up – “because Monet lost his eyesight as he got older and he would make paintings that were less and less realistic as a result.” She pointed out how much the bridge showed up if we were at the back of the room compared to up close when we could see each swirl of the brush up close.

Liam reminded me of the “Linnea in Monet’s Garden” book we had read and Jacob remembered the movie we had checked out from the library. We were amazed that the Cathedral at Rouen was so dull close up and so vibrant at a distance. You could see the source of light behind it and it glowed from across the room.

We walked into the modern art exhibit and all agreed again that we don’t like modern art, except that I really like Mark Rothko. Rothko asserts that he isn’t interested in form, line or color but in creating emotions. He says that he knows he communicates because when people look at his work, many report that they cry. Jacob, who couldn’t remember who Rothko was when I spoke of him last week, was eager to see our Cincinnati Rothko. He didn’t cry. He didn’t understand why anyone would. I didn’t cry either, but I did feel this weird surge in my chest.

Liam wanted to see a real Van Gogh so I took him to the only one in the museum. He remembered it then and commented that, “That guy must really have liked paint. I like his blue.” Caitrin added, “He uses globs of it. It’s nice to see the real painting so we can see the globs up close.” We wished for a Van Gogh exhibit to come to Cincinnati.

Our favorite rooms were closed for renovation. We were sad. So we went to other rooms we frequent less and noticed all the Italians. Jacob asked, “Will some of these painters be in Italy when we go next summer?” We discussed the benefits of great art being dispersed throughout the world rather than collected all in one town. We talked about why the Italians artwork was so much more dramatic than the British in the room next door. We shuddered in front of a boyish, rosy-cheeked David holding the recently severed head of a bloody Goliath.

We ended up in front of a painting that showed a woman deranged with a pale face, flowers dripping down her white gown, restrained by a man in a renaissance costume. They stood before a queen in anguish and a king with his face in his hands. Jacob called out, “Mom, this is from Hamlet! That’s Ophelia.” And it was. The man was Laertes, her brother. Apparently this artist had wanted to make a series of Shakespeare paintings to display together in England, but the project failed and the pieces he painted have been bought up by a variety of art connoisseurs. This painting is the first to have been purchased for the Cincinnati Art Museum and its purchase preceded the museum’s construction by about five years.

It was a great afternoon. And it was fun to see that repeated visits yielded so much in my kids.

Why Poetry?

Wednesday, September 30th, 2009

It’s been awhile since I’ve made my case for poetry. So let’s do that today!

Why poetry?

Lots of moms are intimidated by poetry, imagining that poets hide mysteries within their rhymes. They feel inadequate to plumb those depths sufficiently for insight and meaning, thinking their kids will not “get it” either. High school poetry units often left many of us scratching our heads rather than savoring language.

In the homeschool, you get to reclaim poetry as a legitimate tool of language arts. Poetry is all about the words: choices, sounds, relationships, punch. Poetry aims to get a message/story across within limits: meter, rhyme, alliteration or assonance (or both!), stanzas, numbers of words. It’s the Sudoku of language!

Here are the ways I recommend you dip your toes into the stream of poetic expression:

  1. Read it. Don’t worry about meanings, themes, alliteration, rhyme schemes or meter. Simply let the words roll around in your mouth. Read the poem and ignore the temptation to wonder at it. Let yourself feel the words. You might only react positively to a word pair or one ending rhyme. That’s perfectly fine! In poems that don’t offer up their meanings easily, start with reading and letting yourself connect to whatever it is that draws your attention. (If nothing does, it’s fine to move on to the next poem. No need to squeeze “blood from a turnip.” You might “get it” some other year.) Also, read it through multiple times before you render a judgment. Poems benefit from multiple readings.
  2. Listen to it. As you read it aloud (or as the poem is read to you), listen to the sounds. Ignore meanings completely. What stands out? Rhyme? Repeated vowel sounds (assonance)? Repeated initial consonant sounds (alliteration)? Repeated consonant sounds throughout the line or poem (consonance)? How about interesting word uses (a noun acting as a verb, or a made-up word like you’ll find in Carroll or cummings)? Is there a rhythm you can anticipate? Can you beat your hand to the sounds – the accented syllables versus the ones that don’t make you slap your leg? Is there a pattern (each line starts with “I wish…” or ends with “…and so it goes”)?
  3. Listen to it for word choices. In addition to noting the sounds, note the word choices. Are there surprises (words used in ways you wouldn’t ordinarily think of them)? Are they plain Jane words (nothing special except they all go together in an interesting way)? Do you find yourself thinking about the way a word is used? Does the poet focus on concrete experiences or metaphor or something else? Is it funny? Why? Puns? Irony? Punchline humor?
  4. Meaning or theme? Now we get down to the point of writing the poem. What’s it about? You can be as superficial as you want. Just get the gist. Consult your kids if you feel stuck. They are surprisingly insightful. Figure out if the poem paints a picture of an emotion or experience, or if it is detailing a story or telling an idea. Perhaps it is commenting on a theme such as patriotism or friendship or love or autumn.
  5. Do you like it? Guess what? No right answers here. If you find it inscrutable, hard to read aloud, beyond your reach intellectually, of course you won’t like it and you don’t have to. It may be that you aren’t the right audience or it could be that you haven’t yet cultivated your poetic “sensibility” enough to get this more sophisticated poem. Remember: there are just some arenas where depth supports understanding (algebra and calculus are two of them; poetry is another). So if it so happens that you can’t appreciate some famous poem all your teachers told you was the best in its genre in 1762, that’s okay! You’re not there yet and you don’t need to be.

When you read poetry with kids, choose books that are high on rhyme, humor and concrete experiences. You’ll know they like it if they want to keep reading more from the same book. If they don’t, pack it up. Send it back to the library and go to the next book. The goal here is enjoyment of language. So many good (subconscious) things are going on in your head and in your kids’ heads when they play with poetry. Serve tea, cookies and a big side of optimism and your poetry experiences will become the highlight of your week. Trust me. I’ve seen it happen thousands of times.

Share favorite poetry books in the comments or ask me questions (or tell your story!). I’d love to hear from you.

We teach writers, not writing

Monday, May 18th, 2009

When asked to sum up the essence of Brave Writer, I like to start by looking at the company name: Brave Writer (not Brave Writing). That was a deliberate choice. Most companies describe themselves as “writing instruction.” Brave Writer could be described as “writer coaching.” Our core value is to honor people: their voices, their insights, their unique learning styles, their real felt needs, their gifts and talents, their weaknesses and struggles. Writing is the result of unlocking words that lurk inside writers. As a result, we spend our energies in service of people: exploring their experience and process, explicating what is going on inside to help them connect to those words, and then get them to paper.

An analogy I like to use is the difference between reading a book that explains the nature of pregnancy (what is it biologically, what happens to your body and the baby’s, what are the stages of pregnancy, what are the signs of labor, how does birth happen, what kind of birthing options are available, and so on) and reading a book that helps you understand what you will go through as a pregnant person (how to manage cravings or signs of cramping, what sorts of exercises help prepare for natural childbirth, what emotions you’ll experience during each stage, possible ways to cure morning sickness or to relieve swollen ankles, how to handle gestational diabetes, what the body sensations are of swollen breasts and that inevitable “drop” right before labor…).

The first book may give you lots of information you want to know (and all of us want to know it!), but the second is designed to hold your hand as you walk through your pregnancy. In the first, you are left to interpret for yourself how to apply that information to your experience. In the second, someone is actually describing your experience and then sharing possible tactics for managing it and making it more pleasurable, tolerable and enjoyable.

Most writing manuals are like the first kind of pregnancy book. They tell you what a descriptive paragraph is, for instance, and what one must contain to fit the definition. Those manuals provide examples of other descriptive paragraphs; they may even give of list of elements to include. What they don’t do is describe in a process-oriented way what is going on inside of the writer while trying to access descriptive language.

Brave Writer is like the second kind of pregnancy book. Brave Writer materials and classes focus on the writer: “I want to write that descriptive paragraph and include those elements, but how do I find the clever or interesting words hiding inside of me? What do I do with my writer’s block? What happens when I churn out a lousy first draft – how do I revise it?” Brave Writer provides you with a collection of experiences, techniques and coaching insights derived from the writing lives of other writers, as well as investigative tools to help you and your kids dig deeper inside to catalyze writing.

In essence, our programs are labor coaches. We not only know what gestational stage your kids are in when they attempt to birth writing (some of them may still need to get pregnant and we can even help there!), we know how to coax those words forward so that once they make it to the page, we can go ahead and shape them up into something concrete like a descriptive paragraph or an essay. See the difference?

That’s why we say: We teach writers, not writing.