Years ago I read Julia Cameron’s “The Artist’s Way.” The book had such a profound affect on me that I read all her other books too. Creative people know that there is an energy to creativity. Like other forms of energy there are things that will help it to expand and things that will cause it to shrink. We learn over time how to feed the energy, control the flow of energy, and how to maximize the energy while creating.
Cameron recommends going on artist’s dates as a way to boost creative energy. These are scheduled, intentional solo outings designed to spark insight and connection. So this March Break I decided to spend four days in Toronto on the ultimate artist’s date.
On the train from Cobourg to Toronto, rather than listen to my usual coffee house playlists, I listened to jazz. Within two songs I felt my creative soul opening up. It was all I could do not to spring up into the aisles and sing with my whole body. When had I stopped listening to jazz? A year ago? Five years ago? How does a person lose something as big and as wonderful as jazz?
My days and evenings were filled with artist’s dates while I was in the city. A night at the ballet. An afternoon at a musical. A trip to a museum. A gallery. Time with people who inspire me. Each date stirred stories that long to be written and songs that cry out to be sung.
And now I’m at home bursting with ideas and possibilities and projects. I feel awake again.
So I greet my laptop like a beloved old friend, snuggle in my favourite chair ready to begin. And that’s when the doubt creeps in…the worries…the fears. What if I get distracted again? What if I’m too tired to create when I’m back at work? What if I’ve forgotten how to do this?
When we’ve fed our creative force well it has the strength to overcome our dragons. And so my questions start to pass by like moving clouds. The story is stronger than the doubts. The song is louder than the worries.
It is so nice to begin again…Thank-you Julia Cameron.
- Our creativity and writing processes are unique, just like our fingerprints.
- Children are naturally creative. We can connect to our inner child to remember. Play.
- Metaphors can be gateways to creative exploration and expression.
- When we consider the act of writing practice and the development of the craft of writing as separate processes, we can nurture them both. We set learning goals.
- We encourage our writing to develop by engaging in writing practice, reflecting on our work, referring to elements of style and craft, consulting with writing mentors, and by using our learning to write something new.
It’s my second year teaching high school. I work in a big school with about two thousand students. In Grade 11 Advanced English we study Macbeth.
“Miss, do we really have to write another essay?” a lanky boy in the front row asks.
“What are you proposing? Do you have another idea?”
“We should make a play,” a girl suggests.
Another girl says, “We could invite other classes to watch!”
The students slouched in the back of the room adjust, leaning into the discussion.
“How would we begin?” I ask.
The students talk at once, shocked that the idea of substituting an essay is possible. The volume in the room grows.
“We’d have to decide how much of the play we want to do,” a girl says.
“And we could have jobs—”
“—I could do costumes!”
“I want to be a witch!”
“Everyone can do something backstage too.”
“We can turn our portable into a theatre—”
“What if I brought in lights my dad uses at Christmas for our stage?”
“—and I can bring in a cauldron.”
“Jo can make a head for the end!”
I stand by the board at the front of our portable, trying to capture their thoughts in chalk as they fire them out one after another. They brainstorm until the board is full.
“So does this mean we can do it?” a boy asks.
I pause for dramatic effect, squinting my eyes, squishing my lips up into a thinking face. “Hmmmm,” I say. “You make a really good case. I would love to support you on this—where does the writing fit?”
A girl stands up, talking and moving her arms. “I know! We can write a reflection on our characters or a reflection about what we learned.”
Working with teenagers I witnessed creativity every day. We staged Macbeth in our portable that semester. Students collaborated to make props, to paint large sheets of paper to use as a backdrop taped to our chalkboard. Students decided which scenes to include. From directing to acting to finding an audience for the work, the students engaged in every step of the creative process. We had some challenges with meeting deadlines, getting along, balancing different levels of enthusiasm for the project—but the students persevered. Our audience (another Grade 11 class) surprised us by showing up in Elizabethan-inspired costumes. We all learned a lot about how to bring an idea into being, about how to create.
Creativity is the swirling energy that starts with an idea and expands with each new connection, idea by idea, until the ideas land somewhere, turning into something to be shared. Creativity is about process, the ways of bringing an idea into being, the act of creating.
To begin take some time each day to capture ideas–as many as you can. And then when it feels right, try some of them on.