diff --git a/writing/workshop-packet/lesson-plan.md b/writing/workshop-packet/lesson-plan.md index 45ec809a..c35bb45a 100644 --- a/writing/workshop-packet/lesson-plan.md +++ b/writing/workshop-packet/lesson-plan.md @@ -36,7 +36,7 @@ The goal of this lesson plan is to come up with a three-day workshop focusing on * Introduction of facilitator and attendees * Going over syllabus * Setting expectations -* Discussing critique +* Discussing feedback * Discussion structure of workshops * Pass out applicant submissions @@ -48,6 +48,40 @@ The goal of this lesson plan is to come up with a three-day workshop focusing on * Discuss expectations for workshop of applicant submissions * Give assignment due Day 3 +* What is workshopping? + * More important, what is it *not?* + * Tearing apart a story + * Tearing down the author (Maslanka story) + * Editing a piece + * Talk about your engagement with the piece --- remember list of questions from yesterday + * Author: + * Listen to feedback and take in the ways your work affected others + * Will talk about writing for workshops tomorrow +* Types of workshops and such + * Silent author + * How that works + * Why --- active listening, no shaping responses + * Participatory discussion + * Better for pieces earlier in process + * Feedback as to where to take it + * The role of the facilitator + * Prevent stalling + * Keep on track + * Pay attention to mood, etc +* Tone + * Talk to the piece, not the author --- some don't even use the author's name, pretend they aren't there (not particularly a fan, but also stay away from addressing comments to 'you') + * Talk about yourself, your responses, your questions + * Changing language + * Stay away from generating shared values/taste + * Imagine and invite change + * We don't want to over-reward author because then it becomes less about creativity and more about writing for success +* Sample workshop: + * + * 10 mins to read + * Workshop discussion with silent author, then bring author in + * Discuss how it felt +* Tomorrow: writing to receive feedback/actually receiving feedback + ### Day 2, Session 1 * Check-in re: writing assignment, how reading is going, how workshop is feeling so far @@ -60,6 +94,28 @@ The goal of this lesson plan is to come up with a three-day workshop focusing on ### Day 2, Session 2 * Workshop applicant submissions +* +* Writing and vulnerability + * Vulnerability in creation + * The terrifying ordeal of being seen + * How to manage having one's vulnerability openly addressed +* A lot is on the facilitator + * Ensuring discussion stays on the work + * Ensuring *uncomfortable* silence is filled + * How silence feels + * How to fill silence if it happens (ask questions) +* Engaging with responses as author + * Always good to thank, but overdoing can weaken your position in your own eyes + * Maintain authorial vision ---- everything you get (even negative) is encouragement and opportunity to change, but not a demand + * Friction and vulnerability: + * Maintain openness (even physical --- half smile, willing hands) + * Maintain distance + * Feel free to maintain boundaries, facilitator is there to help, can guide/move on from topic +* Take notes! Can be overwhelming, so read through and think before blithely implementing +* Workshops: + * One person summarize and lead in with discussion + * Try one response at a time vs open discussion +* Reflect on how that felt ### Day 3, Session 1 @@ -89,4 +145,42 @@ The goal of this lesson plan is to come up with a three-day workshop focusing on ### Critical reading within *topic* +* Intro + * Intro self (incl. "this is for MFA" spiel) + * Allow others to intro +* Ice breaker: what is your least favorite part of your favorite movie? +* Lead into what is a text + * Books/writing, sure, but also anything that tells a story --- film, games, etc + * Thus, what is critical reading? +* Intentional engagement with a text, especially with regards to the self + * Back to ice breaker: how do you intentionally engage with your favorite film? + * How do we intentionally engage with a text in furry? + * What do we like in a furry text? What don't we like? + * Notably, not asking what makes a text furry, that we are furries is what enables us to read into that context + * Thus, how do we engage with a text that *we* feel is furry *as* furries? +* What goes into critical reading? + * Layers: + * Mechanical: presentation, word choice, language usage, writing style + * Subjective: emotional impact, plot effectiveness, evocative descriptions +* Reading exercise: + * Pick one of these two categories to pay attention to first and read, then read for the second + * Critique tomorrow, but preview: we're not tearing a text apart, we're asking it questions: + * How did we feel the plot worked? Was there a structure? Could we follow it? + * What was told? What was left out? How did (not) knowing make us feel? + * What type of language usage was there? Word choice? Style? + * How about emotional impact? Was the story impactful? Did the mechanics help or hinder us? + * Was it evocative? Was it furry? Did that work? + * Be ready to summarize + * 10 mins to read + * ~~~ + * Have someone summarize + * Talk through the mechanical and subjective layers, drilling down into specifics + * Talk through how the exercise felt + * was it useful? Tiring? Enjoyable? +* Tomorrow, we'll go through providing feedback for writing and actually workshop a piece --- one of mine that has already been workshopped and published, so just an example of feedback to a present author. +* Optional homework: + * Write a short ~500 word snippet (or pick one already written) to go through a gentle workshop, think about what we talked through today while writing + * Email it to me and I'll put it online for all to read in the workshop + * Will be asking how it felt etc + ## Conclusion