Activity and Justification—Valerie Zane
Part One: Taking no longer than five minutes and keeping your words to under a page in length, write your autobiography. Part Two: Next, using the same time and length limits as in Part One, write your biography from a parent or parental figure’s point of view.
The narrative can be fact or fiction and written in any genre or style of choice. Let your imagination lead the way. Be as descriptive and creative as possible while paying close attention to narrative and voice.
The purpose of this exercise is to inspire creativity and flex writing muscles while focusing on narrative and voice and keeping to a tight deadline and length limits.
I like this exercise because it forces the writer to step in and then out of his or her own head and immediately into someone else’s head but on the same topic. The students can approach this exercise in any way they wish—serious or comedic, fact or fiction, essay or poetry, for a few examples. Any way it is approached, the exercise will stretch the creative muscles much like a 10 minute warm-up loosens the legs before a long run.
Also, by focusing on voice and narrative from both the student’s own and someone else’s point of view, but someone close and familiar like a parent or parental figure, it allows the student to get deep quickly and in a short period of time and space. In the first part, the student tells his or her own story. In the second part, he or she tells basically that same story but from someone else’s point of view. The most important aspect of both parts is the narrative itself, including actions, descriptions and voice.
In the lecture this week, we learned “Another thing that a master craftsperson shares is perspective. This is not only helping students see subjects from new angles, but also guiding them to useful ways of thinking about skills, tools, or processes. It is a way to encourage productive ideas and discourage unproductive ones.” In many ways, this is an exercise in perspective. By telling a story from two different perspectives, the students are able to explore their creativity and thoroughly inspect and play around with these unique perspectives. It will be interesting to see the difference between what students will write about themselves versus what they think their parents would write.
Finally, much like King uses his close personal relationships, memories and experiences to weave his stories, this exercise allows the student to do the same. By getting personal, so to speak, in a similar way and also from someone else’s (in this case, a parent’s) point of view, while under tight time and length constraints, it gives the writer the freedom to be creative without being self-conscious.