Creative writing - Kerstin Liebchen

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Creative writing - Putting pen to paper, presentation by Kerstin Liebchen at AFMLTA conference in Sydney 2009

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Creative writing - Kerstin Liebchen

  1. 1. 9-12 July 2009, Sydney: Kerstin Liebchen Head of German, St Aidan‘s AGS, Brisbane k.liebchen@staidan.qld.edu.au
  2. 2. • summary of a selection of creative writing ideas and how they work • instructions for creative writing ideas • presentation of student samples from St Aidan‘s Anglican Girls‘ School • presentation of grammar reinforcement through the use of creative writing activities
  3. 3. • the shortness of writing activities • a creative approach as the central idea • writing pieces which are centred on the writer – the “I“ • a writing persepective which is also first person singular • aim: to reduce fear of writing in a LOTE and increase joy of writing and curiosity
  4. 4. a monogram is the first letter of your name Instructions: • write big hollow letters of your first and last name on the board • ideas for words that start with the same letter as the ones you have written on the board are collated and written within the big hollow letters • now hand out coloured A4 sheets of paper and get the students to do the same with their initials • the students highlight two of the words in each of their letters and then let their neighbours highlight another two each • these eight words are now be used to write a made up story for home work (“ EigenSinn“ ; U. Liebnau, page 12)
  5. 5. Instructions: Every student receives a piece of paper, folding technique is demonstrated by the teacher 1. First round: every student invents a female character of their gossip story: name, age, and up to three characteristics. The teacher scaffolds this by reading out the sentence in the LOTE or writing on the board 2. The part of the paper on which the information has been written is now folded to the back so the person to whom the paper is handed can not read the text 3. Each student hands their paper to the person on their left.
  6. 6. 4. Second round: every student invents a male character: name, age, and up to three characteristics. 5. Paper is folded and passed on to student on the left 6. Third round: Where do they meet? eg. in the department store, at the playground… (folding, passing …) 7. Fourth round: What does she say to him? (folding, passing…) 8. Fifth round: What does he say to her? (folding, passing…) 9. Sixth round: What happens next? (folding, passing…) 10. after the last passing on of the paper the gossip stories are read aloud (EigenSinn“ ; U. Liebnau, page 15)
  7. 7. Reincarnation and the subjunctive Instructions: • this scaffolding text could be used to get students started (in the respective LOTE): If I were to be reincarnated coming back to earth, I would be a drink. I would be a bubbly drink. The name of the drink would be “Raspberry- Lemonade. I would be in a groovy bottle and lots of bubbles would dance in my bottle. I would have a colourful label and everyone would buy me. • possible types of reincarnated objects or beings: animals, plants, food, means of transport, furniture items etc. (“ EigenSinn“ ; U. Liebnau, page 17)
  8. 8. Instructions: • the teacher chooses one or two words – nouns – and ‘draws’ the word in its meaning on the board • coloured paper is distributed and students choose their own word which they present as a picture e.g. apple, water, bottle, castle, shoe, elephant, chaos … (“ EigenSinn“ ; U. Liebnau, page 27)
  9. 9. Instructions: This type of poem consists of 7 lines and a set number of words per line: first line - 1 word second line - 2 words, third line - 3 words fourth line - 4 words and then the words are reduced again from the fifth line onwards, fifth line - 3 words sixth: 2 words and in the seventh line the poem concludes with one
  10. 10. • heading: place • 1st line : seeing • 2nd line : listening • 3rd line: smelling • 4th line: tasting • 5th line: feeling, touching
  11. 11. What a shame! What luck! • listing what things and/or feelings might be a shame •using a particular grammatical structure: What a shame that… • finishing the poem with the opposite: But what luck that…
  12. 12. • Stimulus used: VODCAST Diner en blanc.mp4 Bonjour_ Berlin.mp4 • Stimulus used: PODCAST Armut Clip G8 .mp3 •Stimulus used: MUSIC Klassische Musik.mp3
  13. 13. • „EigenSinn“ by Ulrich Liebnau , • Wolfgang Menzel, Schreiben 2, Wolfgang Menzel, • Schreiben 3, Kurt Klimperle, Schreiben 5 • Kurt Klimperle, Schreiben 6 , • Szene Magazine publication, published by the AGTV in cooperation with the Network of Australian Teachers of German

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