Category Archives: Creativity

teaching with nursery rhymes

The Cow Jumped Over the Moon — Really? – #readilearn

Nursery rhymes are fun, especially nonsense nursery rhymes like Hey Diddle, Diddle.

Benefits of Nursery Rhymes

But nursery rhymes are not just fun. They are often a child’s first introduction to our literary heritage and have many benefits for young children.

  • They help children learn the sounds and rhythms of the language.
  • They are short and easy to remember so help to develop memory.
  • They introduce children to rhyme and alliteration and help to develop phonemic awareness which is important to the development of skills in reading and writing.
  • They encourage a joy in language and inspire a playfulness that contributes to further language learning.

Australian author Mem Fox is often quoted as saying that

“Experts in literacy and child development have discovered that if children know eight nursery rhymes by heart by the time they’re four years old, they’re usually among the best readers by the time they’re eight.”

We know that success with literacy learning often correlates with success later in life. Most early childhood teachers agree that children who have been spoken to, sung to (including nursery rhymes) and read to before school find literacy learning much easier in our classrooms. However, the value of nursery rhymes doesn’t end when children begin school. They can be the focus of learning throughout school.

World Nursery Rhyme Week

If you are not already aware of it, you may wish to check out World Nursery Rhyme Week  that begins next week on 16 November and continues until 20 November. The purpose of World Nursery Rhyme Week is to promote the importance of nursery rhymes in early education. Follow the link to find lots of free resources to join in the worldwide celebration of nursery rhymes.

Learning with Hey Diddle, Diddle

Let’s begin with ten lesson ideas based upon the nonsense nursery rhyme Hey Diddle Diddle. I’m sure you are familiar with the rhyme.

Continue reading: The Cow Jumped Over the Moon — Really? – readilearn

Getting creative with Karen Hendricks and her book Go Away Foxy Foxy

Getting Creative with Karen Hendriks and her book Go Away, Foxy Foxy – #readilearn

In this special Books on Wednesday post, I am delighted to introduce you to Karen Hendricks and her lovely new picture book Go Away Foxy Foxy.

 In this post, written by Karen, she explains how creativity is explored in the picture book and suggests conversations you can have with children to encourage their creativity. The post is part of a Books on Tour promotion.

About Go Away, Foxy Foxy

© Karen Hendriks

Go Away, Foxy Foxy is a delightful story of three little bunnies who decide to sleep out in a tree house one night. Outside in the dark, Foxy Foxy prowls. He’d like nothing better than to make a feast of those little bunnies. The bunnies show different levels of fear and bravery and use their intelligence, without having to resort to using the Mummy bell, to scare the fox away.

Children will easily identify with the different emotions displayed and will be encouraged to discuss different ways they may respond to the situation and solve the problem.

About Karen Hendriks

Continue reading: Getting Creative with Karen Hendriks and her book Go Away, Foxy Foxy – readilearn

First flight #flash fiction

First Flight #flashfiction

It’s almost spring here in the Southern Hemisphere. The garden is dressing up in blooms of many colours and filling the yard with the sweet scents of wattle, jasmine and other flowers. Bees busily collect the pollen, butterflies flutter from one flower to another, the butcherbirds sing joyously from the treetops, while the cockatoos noisily crack the wattle pods and prune the tree.

Things are starting to feel fresh and new again and encouraging me to emerge from my recent writerly hibernation. While, for the previous six years I’d hardly missed responding to a weekly flash fiction challenge at the Carrot Ranch, I’ve not joined in for the past few months due to the demands of other work responsibilities. I finished that work a couple of weeks ago but have found it difficult to shake off the cobwebs and give creativity some air again. Perhaps spring and this week’s (extended) challenge provides the impetus for doing so.

In the current prompt, Charli Mills challenged writers to In 99 words (no more, no less), write a story about a first flight. It can be anything or anyone that flies. What is significant about the first? Go where the prompt leads!

When thinking of a first flight and spring, how could I not think of butterflies?

butterflies in the classroom

One of my favourite things to do with my children in the classroom was to have a butterfly house and observe the magic of all the life stages from egg to butterfly. It was wonderful to have this special little piece of nature up close in the classroom where we could see what you don’t always get to see in the world outside.

Every day we would watch, fascinated, as the caterpillars munched their way through leaf after leaf, growing bigger and bigger. We eagerly awaited the moment they would form themselves into ‘j’ shapes, alerting us that they were about to pupate.

We were amazed at how quickly they shed their last skin to reveal the beautiful chrysalis they had become. Then we would watch and wait until they were ready to emerge as butterflies.

We knew when it was almost time as the chrysalis would become transparent and we could see the wings through the case. When they finally emerged, we would give them time to spread and dry their wings before releasing them into the garden for their first flight.

The growth of a butterfly is a great analogy for creativity or the development of an idea or project. Sometimes a lot of hard work has to be expended before the idea is ready to take flight and the beauty becomes a reality.

Here is my response to Charli’s challenge. I hope you like it.

Dear Butterfly, Love Caterpillar

Dear Butterfly,

You make the impossible seem possible. You inspire our thoughts, our hopes, our dreams. How can I be like you?

Dear Caterpillar,

Dreams create possibilities but now you are exactly who you were meant to be.

Dear Butterfly,

Life is monotonous. Everyone does the same thing, day after day. Shouldn’t life be more than this?

Dear Caterpillar,

Nothing happens overnight. Patience, determination and persistence will reward you in the end.

Dear Butterfly,

I’m tired. I can’t do this anymore. I think I will sleep forever. Goodbye.

 

Wake up, butterfly. It’s time to spread your wings and fly!

 

Another angle

butterfly clipart image

venkatrao, A butterfly flying with a dotted path over a hill background https://openclipart.org/detail/69967/1278212857

I thought I’d also share a poem that I wrote many years ago in response to an inspector’s visit to our school. As the title says, it is not really about a butterfly and was written long before I became the Butterfly Lady at another school.

I had always believed, and still do, that the children are the most important thing in the classroom and that we do our best for them every day. The teacher next-door wasn’t of the same view. We were in a large teaching space with our own areas separated by some cupboards arranged between us.

She spent a lot of time sitting at her desk, barking at the children to pay attention to her words. She had little of interest on display in the classroom and even less of the children’s own work. It was quite a contrast to my own space which was filled with activity, colour and children’s work.

When the inspector’s visit was announced, she suddenly decided to decorate her room and display children’s work. I was so flummoxed by this, that I was almost tempted to do the opposite. I believed that if what I did on a daily basis wasn’t good enough for the inspector, then it wasn’t good enough for the children either. I resisted the urge to tear everything down in protest (which might have been considered a flight from the situation) and wrote this poem instead.

Before reading it, I want you to know that the teacher and I were both teaching (perhaps I use that word lightly) year two and she was considerably younger than I.

Not Really About A Butterfly

Look at you now.

You put on your show.

Your butterfly colours are warmly aglow.

 

It’s hard to imagine

That not long ago

You were a mere silent pupa

With nowhere to go.

 

You flit and you flutter,

Cry, “Hey, look at me!”

And all turn their heads,

Wondrous beauty to see.

 

But where have you come from?

And how can this be?

 

Before . . .

Not one head would have turned.

There was nothing to see

— just a little green ball,

curled up on a tree.

 

Is it dishonest

to change rapidly?

Thank you blog post

Thank you for reading. I appreciate your feedback. Please share your thoughts.

teaching and learning with nursery rhymes

Teaching and learning with nursery rhymes – reblogged from readilearn

Nursery rhymes are often a child’s first introduction to our literary heritage. Parents sing nursery rhyme lullabies to soothe their babies to sleep and play nursery rhyme games to entertain them in their waking hours. All the while, children are learning the rhythms and tones of our language, developing vocabulary, ideas and imagination. When children learn the repetitive patterns of nursery rhymes, they are also developing their memories.

Australian author Mem Fox is often quoted as saying that

“Experts in literacy and child development have discovered that if children know eight nursery rhymes by heart by the time they’re four years old, they’re usually among the best readers by the time they’re eight.”

While I am aware that others question the existence of research to back up that statement, I think most teachers would agree that children who have been spoken to, sung to (including nursery rhymes) and read to before school will find literacy learning much easier in our classrooms. Success with literacy learning often correlates with success later in life.

Already on the readilearn website, there are resources to support your literacy teaching using the nursery rhymes Humpty Dumpty and Little Miss Muffet. More are in development. While some nursery rhymes may be considered to have questionable origins, those origins have no place when teaching them to children. The benefits flow from having fun with the rhythms and rhymes of language.

Teaching literacy skills & developing creative thinking with Humpty Dumpty

The Humpty Dumpty suite of resources includes:

Continue reading: Teaching and learning with nursery rhymes – readilearn

School Days Reminiscences of Yvette Prior

School Days, Reminiscences of Yvette Prior

Welcome to the School Days, Reminiscences series in which my champion bloggers and authors share reminiscences of their school days. It’s my small way of thanking them for their support and of letting you know about their services and publications.

This week, I am pleased to introduce Yvette Prior, a blogger and multi-talented friend. Yvette writes about a wide range of topics and in a variety of genres on her priorhouse blog. I always appreciate her different ways of looking at things and her positive views of the world. Do pop over to take a look. I’m sure you will enjoy it.

It’s probably best I allow Yvette to tell you a little of herself before we get started on the interview:

Yvette Prior is a blogger, author, teacher, psychologist, and researcher. Yvette has been married to Chris for 22 years and they live on the East Coast of Virginia. They have two boys, now adults, and a step-daughter who is expecting her second child next year. Yvette has been teaching — on and off  — elementary students and college level, since the 1990s. In 2018, Yvette became a Certified Higher Education Professional and currently teaches college and works part-time as a work psychologist.

In middle school, Yvette won public speaking awards, which led to the wonderful opportunity of attending a Performing Arts High School.

In college, she changed her major a few times before finally discovering the Education department.

Right after graduating, she decided to put her career to the side in order to stay home and raise her children. While doing so, she still worked part-time, which included teaching science education and five years of teaching elementary art.

As her children grew, she had the chance to go back to school and earn advanced degrees in psychology. While finishing up her dissertation, she healed from an invasive fungal infection, which was a challenging nightmare, but then also had positive outcomes. She now has a stronger bioterrian and continues to feel empowered by knowing alternative medicine and by remembering how precious life is. She is not a religious person, but she is a woman of faith and gives God all the glory for any and every success.

Yvette Prior and books

Welcome, Yvette.

Let’s talk school. First, could you tell us where you attended school?

Buffalo, New York.

Did you attend a government, private or independent school?

Yvette Prior early school days

I started off at private for preschool and kindergarten. My mother became a Presbyterian and we withdrew from private Catholic and went to public. I went to a public “magnet” school for high school where I majored in performing arts.

What is the highest level of education you achieved? 

I earned my Ph.D. in Industrial and Organizational Psychology.

What work or profession did you choose after school and was there anything in school that influenced this choice?

Yvette Prior working life

As noted in the intro, after earning my undergrad in Education, I stayed home with children. I worked part-time (to stay fresh and bring in some money) and at first worked in a restaurant, where I was promoted to management and it was becoming a career. However, we then moved coast to coast, twice, and I taught at the Youth Science Institute of California and the Science Museum of Virginia. I then taught elementary art at two different private schools. I currently teach college and work part-time as a psychologist. In the next few years, I hope to do more research about work rewards and motivation and also hope to finish up some writing projects. 

What is your earliest memory of school?

An early memory from school was when my 4th grade, silver-haired teacher, said she was, “flabbergasted” with me. She had left the room and a few of us started dancing around. When she returned, she scolded everyone, but then got close to my face and said, “I am especially flabbergasted with you, Yvette.” I went home and asked my mother what it meant… and then she found out about it. That word always reminds me of that teacher.

What memories do you have of learning to read? 

I remember reading stations and recall the teacher using a jumbo book and audio recording to teach us words.

What memories do you have of learning to write? 

My 6th grade English teacher, Mr. Calderelli, taught me to write. However, on the second day of school, he threw an eraser towards my desk because a few of us were still talking. I cannot recall all the details, but he apologized and I was moved to the front of the room. We then connected and he became my favorite teacher. I had perfect attendance and won little awards. He published my writing in Buffalo’s “Our Best” – a short piece arguing against the death penalty. In hindsight, I see how that eraser event could have had a different outcome, and I am grateful it was a catalyst for bonding.

I have a post on my blog dedicated to Mr. C here.

(Norah’s note: If you haven’t yet read that post, or even if you have, I recommend you visit it and have a read. It is a fine example of Yvette’s work.)

What do you remember about math classes? 

I recall Mr. Smyth, in 7th grade honors math, showing us newspaper ads and having us figure out sale prices using percentages. I sometimes think of him when I see holiday ads.

What do you remember about history classes?

Yvette Prior on quality teaching

My 8th grade teacher gave fun assignments for extra credit. Sometimes a little extra credit allows more students to “win” and attain that sense of success with a better grade. Recently, I heard a teacher brag about how “tough” she was, but I think she is missing out on what makes a great teacher. Quality teaching is not defined by toughness, or being the sage on the stage; instead, the goal is to engage diverse learners and help them effectively meet course objectives. And sometimes – a little extra credit option can breathe needed motivation into students 

What was your favourite subject?

Yvette Prior favourite subject

My favorite subject was Trigonometry in high school. I started off by blowing off class. However, midway through the year, school became important to me and I buckled down and got caught up on my own. I studied hard using Barron’s review books — and even skipped a few parties to study. I finished the class well, but the best takeaways were discovering that self-learning mode and finding such a fun area of math. 

What did you like best about school? 

I liked the structure.  I also liked when teachers were nice to students – like Mrs. Short and Mrs. George.

What did you like least about school?  

My least favorite part about schools is that teachers (and the system) can sometimes be too harsh. There are mean teachers and sometimes the punishment for small infractions are overly punitive. This means students do not always connect the punishment with the behavior and so instead of behavior change – we have hurt students. Sometimes teachers are “too concerned about tasks” and not “concerned enough with the learner.”

What do you think schools (in general) do well? 

Today’s schools are culturally sensitive, still improving, but they have come a long way over the last 40 years. I like the work of Ruby Payne with regards to culture and economic differences.

Many schools also do a great job at educating a large number of students at one time.  I know an art teacher who provides art lessons to 2,000 students a week – and she says it is awesome.

I also think schools do well with “certain” students (the ones that conform, right-handed girls, etc.).

How do you think schools could be improved? 

I think schools could be improved if teachers were better trained with behavioral conditioning strategies and learned more about the powerful use of reinforcements. Teachers also need to make sure they are in tune with cognitive factors of learning (free will, moods, thoughts, and feelings) and the biological changes that growing children go through on their educational journey. Also, we need to sometimes give students a little power, along with rules and structure, but we need to empower more – especially for breeding leaders.

Classrooms need less sitting and more physical activity. Not just PE, but we need to let students move more.

Schools can also be improved if we taught emotion management at earlier ages and target the five Emotional Intelligence domains before middle school.

thank you for your participation

Thank you for sharing your reminiscences of school, Yvette, then and now. It seems education is as much a part of your life as it is of mine. I appreciate your suggestions for improving schools and agree with what you say about the system. It is always good to hear from an educator and how their early experiences being schooled affect their attitudes to learning and teaching. Thank you for contributing your voice to this series.

Thank you, Norah, for inviting me to share in this series. And thanks to all the teachers out there who give so much of their lives to invest in students and help them on their educational journey.

 Find out more about Yvette Prior on her blog.
Find out more about Yvette’s books here.

To purchase your own copy of her books, click on the book title or image.

Lady by the River (stories of perseverance and self-help resources)

Avian Friends (Poems about nature, faith, appreciating life, and coping with grief)

Conversate (Tips for Parenting Teens)

If you missed previous reminiscences, check them out here and here.

Look for future interviews in this series to be posted on Sunday evenings AEST.

Thank you blog post

Thank you for reading. I appreciate your comments. Please share your thoughts.

 

Pro-Bull Mashup Carrot Ranch flash fiction contest

Rodeo #2: Pro-Bull Mashup

Are you ready to ride another bull in the Carrot Ranch Flash Fiction Rodeo? Now’s the time to write a 99 word story that includes the names of three bulls: Bodacious, Nose Bender, and Heartbreak Kid. And if you think writing about those is tough enough, just wait until you read the rest of the constraints. Just like bull riding, this one’s not for the faint-hearted. Are you game? Come on. Why not join in and have some fun?

Carrot Ranch Literary Community

Where else would you find a bull-riding flash fiction 99-word contest but at Carrot Ranch? Come on, all you pencil crunchers, gather ’round and listen to a  tale.

My dad rode bulls. His dad and his dad’s dad rode bulls. My second great-grandfather wore high-heeled vaquero boots in an 1880s photograph, and while I have no more evidence than those boots, I suspect he rode bulls, too. When you grow up around ranch critters, you ride everything that will hold your weight (you can’t ride a chicken, but you can ride a pig).

Getting bucked off is fun, or so you grow up believing. Your relatives and their friends, congregate in the corrals, hold down a critter, set you on it, hoot like crazy throughout your ride, and dust you off when you faceplant in the dirt and critter-pies.

Following this generational bent, I wanted to ride bulls, too. I…

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teaching critical and creative thinking and cooperative learning in the classroom

Teaching critical and creative thinking and cooperative learning in the classroom – readilearn

Need ideas for teaching critical and creative thinking and cooperative learning in the classroom? Find out how thinkdrive can support your teaching.

We are all aware of the importance of teaching critical and creative thinking and of providing opportunities for cooperative learning in the classroom. We know that critical and creative thinking are considered essential for life in the 21st century and, for this reason, form one of the general capabilities embedded in the Australian Curriculum. The ability to contribute productively to a team effort is also considered a highly desirable skill. These abilities are often more highly regarded by employers than academic achievement.

However, in a busy classroom with content to be taught and tests to be administered, timetables to be followed and schedules to be kept, and with ever-increasing standards to be achieved, planning for lessons developing critical and creative thinking that engage children in cooperative learning can be the item on the list that rolls over from week to week.

I’m here to tell you that it doesn’t have to be that way. Help is close at hand with thinkdrive. If you are not already familiar with itc thinkdrive, I recommend you take a look.

itc thinkdrive

Continue reading: Teaching critical and creative thinking and cooperative learning in the classroom – readilearn

Living for fame, posthumously flash fiction

Living for fame posthumously

Would you sell your soul to the devil to be rich and famous in life, or would you be content with fame after your death?

While most of us might say that it’s not fame or fortune we seek, many spend untold energy and funds on marketing our writing, hopeful of reaching a few extra readers and recouping a few of those hard-earned dollars.

Most of us would say we have no desire to go down in history like some of these whose works were unknown or unrecognised in life, but lauded after death; including:

  • Edgar Allan Poe (Writer)
  • Emily Dickinson (Poet)
  • Franz Kafka (Writer)
  • Galileo Galilei (Scientist)
  • Henry David Thoreau (Philosopher)
  • Herman Melville (writer)
  • John Keats (Poet)
  • Oscar Wilde (writer)
  • Stieg Larsson (writer)
  • Vincent Van Gogh (Artist)

and others you can read about at ScoopWhoop here and here, and also on Toptenz here, where the suggestion is made to never give up because there is no way of knowing what lies ahead.

However, this article by Daniel Grant writing for the Huffington Post and this one on Quora both address the question of an artist’s posthumous fame and agree that, if you weren’t famous in life, you’re unlikely to be famous in death. Perhaps we’d better go for the fame and fortune while we live.

Carrot Ranch flash fiction challenge - unremembered

Why am I thinking about posthumous fame? It’s not that I’m thinking of dying and then being discovered anytime soon. No, it’s as a result of the flash fiction prompt set by Charli Mills at the Carrot Ranch this week.

Charli challenged writers to In 99 words (no more, no less) write a story about someone unremembered. Is it a momentary lapse or a loss in time? Play with the tone — make it funny, moving, or eerie. Go where the prompt leads you!

This is how my story plays out.

Unremembered

A recluse, unremarkable and forgotten in life and unremembered in death, she’d lived in her own world hidden behind overhanging branches and overgrown gardens. Unseen for so long, newcomers didn’t know she existed, thinking it was simply undeveloped land.

One day, developers came and pushed down the trees and cleared the undergrowth. They paused at the sight of the tiny wooden structure their work revealed. Unsure how to proceed, they investigated. Though not art enthusiasts, they knew that what they discovered was something special. When the work was curated and exhibited in galleries worldwide, she was never unremembered again.

Thank you blog post

Thank you for reading. I appreciate your feedback. Please share your thoughts.

Apples for the teacher

Apples for the teacher

My entire life has been focused on education, both in school and out. As explained in my poem Education is, I don’t consider education and school to be synonymous. While some learning may take place in school, education encompasses much more than that. It occurs through living and is lifelong.

While my views have always challenged the traditional approach, I haven’t always found other like-minded educators in my personal circle. When I do meet others with a similar passion for children and learning, I feel exhilarated and renewed, excited by the prospect of what could be.

Recently, on Facebook, I viewed this video by Prince Ea, musician and motivational speaker.

The video led me to the Innovation Playlist and Ted Dintersmith. I knew I had found others of similar mind when I saw that the first video on the Playlist was Do Schools Kill Creativity by Sir Ken Robinson, which I shared last week (and previously here, here and elsewhere). What joy!

There is much to explore on the Innovation Playlist, and I have only just begun. If like me, you believe traditional schooling could do with some improvement and are heartened by good things that are going on in many places, I highly recommend you take a look.

So far, I have watched Ted Dintersmith’s movie Most Likely to Succeed and am currently listening to his book What School Could Be. His book is a fascinating expose of schools in the United States of America. In one school year, he visited schools in every State discovering innovative “teachers doing extraordinary things in ordinary settings, creating innovative classrooms where children learn deeply and joyously.” His findings are inspiring and reassuring that schools can do more than prepare children for tests, they can prepare children for life. It is a fascinating read. If you live in the US, you will find something about schools in your own State. If you live outside the US, you will find something to inspire you.

For a quick overview of Dintersmith’s book and findings, read this article published in Education Week last year What’s Actually Working in the Classroom?

This discussion between Ted Dintersmith and Prince EA provides an insight into their motivations for improving education.

Carrot Ranch flash fiction challenge - poisoned apple

This week at the Carrot Ranch, Charli Mills challenged writers to In 99 words (no more, no less) write a story about a poisoned apple. Let’s explore dark myth. Deconstruct the original or invent something new. Negotiate the shadows, shed light, but go where the prompt leads you!

An apple is often used as a symbol for the teacher, and we talk about ‘an apple for the teacher’. Rather than write a fractured fairy tale, of which I am fond, I thought a poisoned apple was a perfect analogy for what happens when the focus of schooling is on test scores rather than children and learning. Let’s see what you think.

apples - which would you choose

It’s an institution

They arrived with bright eyes, open hearts and curious minds. As they entered, each was handed a shiny apple full of promises. They took their places and followed instructions. In unison, they bit off small portions of their apple and chewed to the beat of the enormous metronome suspended above. On cue, they swallowed but, with insufficient time before the required regurgitation, were unable to digest any components. Before they had finished, the taste was bland, swallowing difficult and regurgitation almost impossible. On exiting, their eyes were dull, their hearts closed, and their minds shrivelled, poisoned by false promises.

The antidote

They arrived with bright eyes, open hearts and curious minds. As they entered, each was handed a shiny apple full of promises. No instructions were given. Each was guided in making their own discoveries. Some investigated flavour, nutritional benefits, and created award-winning recipes. Some explored seed propagation, discovering ways of increasing productivity and limiting food scarcity. Some peeled the apple and inspected it layer by layer to determine its innermost secrets. Some cut it in half to reveal and release the stars within unlocking unlimited potential and the secrets of the universe. All were filled with wonder and learning.

«»

I conclude with a video in which Prince EA speaks to his teacher and explains to him why he is not a failure and why what happens in the classroom does not inspire learning. He includes one of my favourite quotes by Kahlil Gibran. What’s to not like?

Kahlil Gibran Children

 

Thank you teachers

To all the wonderful teachers in my community, I thank you for your hard work and dedication, and the positive difference you are making to the lives of so many children and their families. You make the world a better place.

Thank you blog post

Thank you for reading. I appreciate your feedback. Please share your thoughts.

Move it like a rock star flash fiction

Move it like a rock star

Charli Mill's flash fiction challenge - rock star

This week at the Carrot Ranch, Charli Mills challenged writers to In 99 words (no more, no less) write a story about a rock star. You can feature a central character or write about the feeling like a rock star. Go where the prompt leads!

One of my favourite TED talks is Ken Robinson’s Do Schools Kill Creativity? If you haven’t watched it yet, I recommend it as a very entertaining 20 minutes. I find it both heartbreaking and inspiring at the same time.

In the video, Ken suggests that all kids have tremendous talents, and we squander them, pretty ruthlessly.” He quotes Pablo Picasso as saying that every child is an artist. Remaining one into adulthood is the problem.

Robinson then goes on to talk about having lived at Snitterfield just outside Stratford, which is where Shakespeare’s father was born.”

He asks, Are you struck by a new thought? I was. You don’t think of Shakespeare having a father, do you? Do you? Because you don’t think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was seven at some point. He was in somebody’s English class, wasn’t he?”

Now that’s an interesting thought. I wonder if your English teachers remember you from their classes. Could they have made any of the comments that Robinson suggests may have been made about the young William Shakespeare, including:

“Must try harder.”

or at bedtime, being sent to bed by his dad,

“Go to bed, now!”

“And put the pencil down!”

“Stop speaking like that.”

“It’s confusing everybody.”

It’s quite a thought. Perhaps as writers, we should reveal our school reports that are relevant to our writing careers. How well did our teachers predict our futures?

But we’re not discussing writers in this post. We’re discussing rock stars. I guess most rock stars started out in someone’s classroom too. And that made me think of this inspirational video by Clint Pulver, professional drummer and motivational speaker, who discusses one moment and one teacher who changed his life.

We all hope for a Mr Jensen in our lives to help us realise our full potential.

Movin’ It

Miss Prim turned from the board just in time to see Max land a punch on Michael.

“Ma-ax!”

“He bumped me.”

Miss Prim sighed. “What were you doing, Michael?”

“Noth—”

“He was rocking the desk again.”

“How many times—”

Without direction, Michael removed himself to sit in the corner. Before long, his feet were twitching, his elbows were pumping and his whole body was squirming.

“Michael!”

Everyone looked.

“Sorry, Miss,” Michael muttered.

But he couldn’t keep still.

Years later, when he was a rock star, Miss Prim said, “I knew he’d make something of himself one day.”

«»

I chose the name Michael for my character for three rock stars, only one of whom is still living (the oldest) but all of whom had the moves.

Mick Jagger

Michael Hutchence

Michael Jackson

Thank you blog post

Thank you for reading. I appreciate your feedback. Please share your thoughts.