This is a creative practice (pedagogy) paper outlining the current formulation of my multimodal introduction to creative writing course. In this paper, I describe the course in detail, address the tensions, tradeoffs, and workarounds inherent in abandoning the traditional workshop model, describe instances of student engagement and success to illuminate this process, and endeavor to explain why high amounts of engagement and enthusiasm I get from my students concerning the content of my course is justified. My multimodal course is a generative course where my students are required to produce work in different creative modes on a near weekly basis. After outlining basic formal structures and providing examples, I challenge my students to produce memes, television scripts, comic book storyboards, slam poetry, blogs, and podcasts. They do these along with assignments requiring they write creative nonfiction, short stories, screenplays, and poetry. I try to make the connections between these modes as clear as possible whether they’re writing in visual, audio, and literary (or any combination thereof) mediums. I also challenge students to understand these modes and their greater relation to the narrative and lyric forms.
Lemerond, Saul B. PhD
"Creative Writing Across Mediums and Modes: A Pedagogical Model,"
Journal of Creative Writing Studies: Vol. 4:
1, Article 2.
Available at: https://repository.rit.edu/jcws/vol4/iss1/2
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