Song writing

Assignment:

Write a song using basic song structure, making sure to label the different components. You can choose to add music to it if you wish. You may also use a pre-existing song’s melody on which to base your words–however, you must cite the musician’s work.

Featured musicians:






I love playing the guitar and writing songs

Below are some past pictures and a very bad recording of recording of one of my old songs I wrote in college. It sounds like I’m underwater. 😦 I wish I had the original file.

My song (small piece): “Destructive Healing” (CAUTION: It may be loud! Turn down the volume if you are curious and really want to hear my singing).

Want to perform? Check out our events:

Resources:

Common Core:

*Standard descriptions may be summarized and modified to include assignment rationale/purpose in parentheses

“English Language Arts Standards” by Common Core State Standards Initiative

  • W 9-10.4
    • (Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience). 
  • SL: 1-4 — Critiquing process
    • ([P]articipate effectively in a range of collaborative discussions […] with diverse partners […] building on others’ ideas and expressing their own clearly)
    • (Present information […] concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task)
  • L. 9-10.5 — Critiquing process
    • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
      • (Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text).
      • (Analyze nuances in the meaning of words with similar denotations).
  • W 9-10.5 — Brainstorming, revisions after critiques
    • (Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience).
  • W 9-10.6 — Using BPS Google Drive/Docs to store and submit work for publication
    • (Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically).
Advertisements

Flash fiction – six word stories

Assignment:

Write five flash fiction stories, but they can only be six words each!

(They do not have to connect).

Resources:

Common Core:

*Standard descriptions may be summarized and modified to include assignment rationale/purpose in parentheses

“English Language Arts Standards” by Common Core State Standards Initiative

  • W 9-10.4
    • (Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience). 
  • SL: 1-4 — Critiquing process
    • ([P]articipate effectively in a range of collaborative discussions […] with diverse partners […] building on others’ ideas and expressing their own clearly)
    • (Present information […] concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task)
  • W 9-10.5 — Brainstorming, revisions after critiques
    • (Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience).
  • W 9-10.6 — Using BPS Google Drive/Docs to store and submit work for publication
    • (Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically).

InDesign basics

SETTING UP YOUR DOCUMENT, BASIC SHORTCUTS, LAYERS, INSPIRATION, ETC.

  1. Opening Adobe Programs and create task bar short cuts 
  2. Making a new document (lit. mag. preset–this is different for other publicaitons) and changing units and increments
  3. Short cut (zoom in and out)
  4. Shuffling pages/making a double page spread
  5. Elements of a spread/page
  6. Pinterest/design inspiration
  7. Importance of layers/beware too much inverse type and dark backgrounds

WORKING WITH TEXT

  1. Text – headlines (changing text size, bold, kerning, and short cut “w” preview)
  2. Font combinations (sans serif vs serif, rules, tips, etc.)
  3. Columns for body text (preset margins/columns, connecting text boxes, using placeholder text)
  4. Text – kicker/intro, pull quotes, rotating bylines, using opacity

BUILDING SHAPES AND USING THE PEN TOOL IN INDESIGN AND ILLUSTRATOR

  1. Changing background color and layers review
  2. Adding color to shapes and making gradients
  3. Drawing custom shapes – using the pen tool (InDesign vs. Illustrator)
  4. (Continued) Using the pen tool, layers, and changing canvas size (Illustrator)
  5. Making art brushes and minimalist style (Illustrator)
  6. Using the trace option (Illustrator)

TBA on the following…

  1. Changing directions of shapes (rotating)
  2. Using pathfinder to combine and manipulate shapes
  3. Tying on a shape or path (pen and text tool)
  4. Integrating files (using Illustrator files in InDesign)
  5. Links (broken links)
  6. Comic book effect (advanced – using Photoshop and InDesign)

Ekphrasis (poetry)

Assignment:

Taken directly from Poets.org:

“Write a poem in three stanzas that is based on an image or work of art. In the first stanza, focus solely on description. In the following stanzas, take your own approach: you can continue to describe, impose a narrative on the scene, or reveal something about yourself or the artist. In revision, pay careful attention represent all of the senses in your description.”

Resources:

Examples (art pieces referenced in articles in links above)

Pieter Bruegel “Landscape with the Fall of Icarus” Taken from: http://community.tncc.edu/faculty/dollieslager/images/icarus2.jpg

 

“Once the ambition of producing a complete and accurate description is put aside, a poem can provide new aspects for a work of visual art.”

– Alfred Corn

Quote taken from Poets.org

 

A picture of a shield made on the Achille’s shield concept. Taken from: https://themodernistexperiment.files.wordpress.com/2013/11/shield-of-achilles.jpg Read the full post on the link above. It gives great insight into the ekphrasis using this shield as a subject.

 

 

Haiku (poetry)

Assignment: 

  • Write five haiku
    • One haiku must deal with nature to play with the classic theme since the original form used nature as its subject.
    • The other four can your choice. You can choose to connect them or make them independent.

Resources:

It is more than likely you already know what a haiku is–purely based on Internet memes regarding refrigerators…

Though these are cute at first sight–I want you to go past cliche and aim for depth. I’m not against humor, but I’ve had tons of haiku poems about the process of writing haiku. If you do this, I will have you go back and write another.

My face when I get poems like this…

Now I’m going to contradict myself a bit. Hear me out. Once you learn the rules, you can learn how to break them creatively. Here is an example from Rick Riordan’s Titan’s Curse where a character displays his cheeky charm by reciting sarcastic haiku:

“He cleared his throat and held up one hand dramatically.
“Green grass breaks through snow.
Artemis pleads for my help.
I am so cool.”

He grinned at us, waiting for applause.
“That last line was four syllables.” Artemis said.
Apollo frowned. “Was it?”
“Yes. What about I am so big headed?”
“No, no, that’s six syllable, hhhm.” He started muttering to himself.
Zoe Nightshade turned to us. “Lord Apollo has been going through this haiku phase ever since he visited Japan. Tis not as bad as the time he visited Limerick. If I’d had to hear one more poem that started with, There once was a goddess from Sparta-“
“I’ve got it!” Apollo announced. “I am so awesome. That’s five syllables!” He bowed, looking very pleased with himself.”
Rick Riordan, The Titan’s Curse

Book excerpt taken from Goodreads.com.

I like how Riordan uses shallow haiku to reinforce Apollo’s happy-go-lucky personality and to add to the character’s banter. You can choose to incorporate this tone of haiku in a small, writing piece if you are able to showcase characterization.

Here is an example from a ‘Riot writer which gives excellent depth, and I love how her haiku act together to relate a story.

Read Haley Petersen’s set of haikus: “Now You Can’t Sleep Without Her” on page 61 of Perception.

Music reviews and instructional articles/videos (how-to)

Writing music reviews resources

Writing instructional articles resources

Instructional videos

News writing (introduction)

Terms from videos

  • headline
  • subheadline
  • lead
  • 5 w (who, what, why, where, when and how?)
  • Feature lead

How to write a lead (part 1)

How to write a lead (part 2)

How to write a lead (part 3)

How to write a lead (part 4)

Terms from articles and handout

  • Hook
  • Nut graf
  • Delayed or immediate identification
  • Multiple element lede/lead
  • Feature stories
  • Running head
  • Subhead
  • Pull quote
  • Byline
  • Credits
  • Folio

Resources

Critiques (literary magazine)

Video explanation

Critique etiquette

  • Show the author you are listening by not being distracted by cellphones, technology, someone sitting next to you, etc.
  • Give specific feedback. Tell the author what you liked about his or her story by referencing part of their work, but make sure to include improvements. However, word improvements kindly and always offer solutions.
  • Look out for/use specific criteria and literary terms when making notes or presenting feedback. For example, how was figurative language used to enhance the story? Was the characterization developed or shallow?

Assessment

Resources

  • Know your content (quick reference bookmarks)
    • This resource is to help students critically think about what they want to share in their writing and to think about/question the artistic value of what they include in their work.
    • Example 1: A character is killed in a story for shock value.
      • What is the purpose of the character’s death to the story and why are the details of the event relevant to the plot?
    • Example 2: A story is written from the author’s personal experience. The author has to examine why they chose to write what they did and who the story can affect after they decide to share their personal experience with an audience.
      • What is the purpose of the story and the artistic value?
      • Is it purely therapeutic writing–like a diary–or is it something honed and prepped to publish?
      • Do you want to share your diary with the world, and would they want to read it?
      • How will the people featured in your story be affected?

Common Core

*Standard descriptions are summarized and modified to include assignment rationale/purpose in parentheses

“English Language Arts Standards” by Common Core State Standards Initiative

  • W: 3a (Write stories to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.)
  • W:4 (Students can write clearly and accurately. Students can create appropriate, organized writing with task, purpose and audience in mind)
  • SL: 1-4
    • ([P]articipate effectively in a range of collaborative discussions […] with diverse partners […] building on others’ ideas and expressing their own clearly)
    • (Present information […] concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task)
  • L. 9-10.5
    • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
      • (Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text).
      • (Analyze nuances in the meaning of words with similar denotations).