Please see the links on the link page about J.R.R. Tolkien. Please visit this website and browse around. Take a few notes about Tolkien.
When you've had enough of that, please begin creating your own world. You may use Greek, Roman, Norse, Asian, African, European, Aboriginal, etc. mythology as a background setting, if you'd like--or create a new mythology of your own creation. Usually, the first step in creating a world is drawing continents or a specific area, naming lands or showing borders, etc. Make sure to put a few interesting landmarks on your map for potential use in a story.
1. Create a map of your imaginary world. (See Tolkien's examples in the book)
2. Brainstorm what the people, geography, culture in your setting is like and other details about the imaginary place. (For examples see Tolkien)
All of this material can be completed in your journal.
Friday, May 22, 2009
Wednesday, May 20, 2009
Fantasy Genres
Fantasy fiction is a wide genre suited to the fantasist reader. It has what fantasists like best: a strange or exciting world in which to lose themselves in, often an epic story with a lof of action, weird occurances, strange characters, and the best part: it's not OUR reality. Laws and physics do not work the same as in realist fiction.
Fantasy can be describes as fiction with elements of magic, unknown monsters, creatures, strange beings, and make-believe worlds. While many consider knights in armor, mystical elves, and burly dwarves swinging axes (thanks to the role playing industry) to be the staples of fantasy, there are other aspects to is as well. Here's an overview of the fantasy genres in fiction.
"High or Epic Fantasy Genre
The high or epic fantasy genre is probably the most recognized by the general public. In high or epic fantasy, knights go on quests, fair maidens need rescuing, and the general theme is usually Good vs. Evil. This fantasy genre is set in a pseudo-medieval world of kings and queens. It often has powerful wizards, bands of adventurers, and multiple quests to undertake. The stories scopes are large and vast, and often spread out over several books in a series.
Sword and Sorcery Fantasy Genre
The sword and sorcery fantasy genre is akin to Dungeons & Dragons games put in type. With similar characteristics of high or epic fantasy, sword and sorcery has a much smaller scope. One band of adventurers is going on one quest. There is often a lot of action involved.
Alternate History Fantasy Genre
This fantasy genre takes a snippet of real-life history and warps it to include fantasy elements. For example, an alternate history fantasy novel may be about WWII and how the goblins played a hand in defeating the Nazis.
One popular sub-genre of alternate history is steampunk. Set in Victorian or Edwardian era, steampunk fantasy incorporates steam-powered technology in often suprising or fantasic ways.
Urban or Contemporary Fantasy Genre
Urban or contemporary fantasy differ only in that urban fantasy is set in a city and is sometimes darker in nature than contemporary. Harry Potter is an example of contemporary fantasy. These fantasy genres combine magical beings or spells with modern socity.
Dark Fantasy
The dark fantasy genre is, by definition, dark. It often overlaps both the urban fantasy genre and horror. Vampires, demons rising from the underworld, and Lovecraftian stories are dark fantasy. What makes a story dark fantasy rather than straight horror is often the medieval type setting, or more emphasis on paranormal themes over simply scaring the pants off the reader.
Other Fantasy Genres
There are other fantasy genres besides the ones listed above. Elfpunk is a sub-genre in which fantasy creatures such as elves, dwarves, and fairies enter into, or are a part of, ultra-modern 'punk' society. Erotic fantasy has a strong overshadow of sex, while romantic fantasy is more subtle in the love plots. Mythic fantasy uses classic myths or legends to introduce the fantasy elements. There are science fantasy crossovers from classic science fiction, and even comic fantasy."
Fantasy can be describes as fiction with elements of magic, unknown monsters, creatures, strange beings, and make-believe worlds. While many consider knights in armor, mystical elves, and burly dwarves swinging axes (thanks to the role playing industry) to be the staples of fantasy, there are other aspects to is as well. Here's an overview of the fantasy genres in fiction.
"High or Epic Fantasy Genre
The high or epic fantasy genre is probably the most recognized by the general public. In high or epic fantasy, knights go on quests, fair maidens need rescuing, and the general theme is usually Good vs. Evil. This fantasy genre is set in a pseudo-medieval world of kings and queens. It often has powerful wizards, bands of adventurers, and multiple quests to undertake. The stories scopes are large and vast, and often spread out over several books in a series.
Sword and Sorcery Fantasy Genre
The sword and sorcery fantasy genre is akin to Dungeons & Dragons games put in type. With similar characteristics of high or epic fantasy, sword and sorcery has a much smaller scope. One band of adventurers is going on one quest. There is often a lot of action involved.
Alternate History Fantasy Genre
This fantasy genre takes a snippet of real-life history and warps it to include fantasy elements. For example, an alternate history fantasy novel may be about WWII and how the goblins played a hand in defeating the Nazis.
One popular sub-genre of alternate history is steampunk. Set in Victorian or Edwardian era, steampunk fantasy incorporates steam-powered technology in often suprising or fantasic ways.
Urban or Contemporary Fantasy Genre
Urban or contemporary fantasy differ only in that urban fantasy is set in a city and is sometimes darker in nature than contemporary. Harry Potter is an example of contemporary fantasy. These fantasy genres combine magical beings or spells with modern socity.
Dark Fantasy
The dark fantasy genre is, by definition, dark. It often overlaps both the urban fantasy genre and horror. Vampires, demons rising from the underworld, and Lovecraftian stories are dark fantasy. What makes a story dark fantasy rather than straight horror is often the medieval type setting, or more emphasis on paranormal themes over simply scaring the pants off the reader.
Other Fantasy Genres
There are other fantasy genres besides the ones listed above. Elfpunk is a sub-genre in which fantasy creatures such as elves, dwarves, and fairies enter into, or are a part of, ultra-modern 'punk' society. Erotic fantasy has a strong overshadow of sex, while romantic fantasy is more subtle in the love plots. Mythic fantasy uses classic myths or legends to introduce the fantasy elements. There are science fantasy crossovers from classic science fiction, and even comic fantasy."
Quest Archetype
The quest is traditionally a journey about the self.
1. The story starts at Protagonist’s home
2. Protagonist is pushed or spurred into action
3. The decision to ACT leads to the first major event
This first event is called a Motivating Incident
The main character has both:
Intent= to find the goal
motivation=reason for wanting to achieve it
4. The protagonist rarely travels alone; helpful characters aid the protagonist
5. Usually the quest includes a series of incidents (actions) that help to develop the protagonist
The author must ask: what difficulties would make the most interesting and challenging obstacles for the protagonist.
6. The final act of the story includes a revelation, epiphany, discovery or realization about the main character’s life or personal situation.
7. Often, additional complications arise as a result of the protagonist obtaining his goal.
8. The protagonist usually returns home, making a complete circle. He returns changed, developed.
How to do it:
1. The quest should be about a search for a person, place or thing (noun).
2. Your plot should move around a lot, visiting many people and places. Movement should result from a cause to an effect pattern.
3. Character should return to the location where he started having changed in some way. (We call a changed character DYNAMIC)
4. First act includes motivating or inciting incident; clearly understand the intent and motivation of your main character.
5. Include a companion and a helpful character
6. The protagonist should come to a realization about himself through his quest
1. The story starts at Protagonist’s home
2. Protagonist is pushed or spurred into action
3. The decision to ACT leads to the first major event
This first event is called a Motivating Incident
The main character has both:
Intent= to find the goal
motivation=reason for wanting to achieve it
4. The protagonist rarely travels alone; helpful characters aid the protagonist
5. Usually the quest includes a series of incidents (actions) that help to develop the protagonist
The author must ask: what difficulties would make the most interesting and challenging obstacles for the protagonist.
6. The final act of the story includes a revelation, epiphany, discovery or realization about the main character’s life or personal situation.
7. Often, additional complications arise as a result of the protagonist obtaining his goal.
8. The protagonist usually returns home, making a complete circle. He returns changed, developed.
How to do it:
1. The quest should be about a search for a person, place or thing (noun).
2. Your plot should move around a lot, visiting many people and places. Movement should result from a cause to an effect pattern.
3. Character should return to the location where he started having changed in some way. (We call a changed character DYNAMIC)
4. First act includes motivating or inciting incident; clearly understand the intent and motivation of your main character.
5. Include a companion and a helpful character
6. The protagonist should come to a realization about himself through his quest
Tuesday, May 19, 2009
3rd Annual Rochester Grand Slam Off
Monday, May 25 the Countywide teen poetry slam finals will be held from 2:00 to 7:00. The event will include teen poets representing SOTA, Wilson, Monroe, West Irondequoit, and Writers & Books. Admission is free (with suggested donation) and refreshments will be served. The event will be located at 142 Atlantic Ave.
Come support our school and performance poetry!
Extra credit available for those who attend.
Come support our school and performance poetry!
Extra credit available for those who attend.
Tuesday, May 12, 2009
More Play Exercises
Friday my substitute did not give you the correct materials for a play exercise. As a result, you had two periods to complete marking period work. Today, we will complete that play exercise. Open a new word document and put your name on this page. Please await instructions.
4th period we will move to A240 to read together.
4th period we will move to A240 to read together.
Wednesday, May 6, 2009
Plays
We are going to be working with playwriting today. Please come up to the front of the room and gather around Mr. Craddock for instructions.
Monday, May 4, 2009
Coffee House - May 18
Our last coffee house of the year will be held on May 18 at 7:00 (usually lasts an hour or an hour and 1/2.) This coffee house performance we will be saying "goodbye" and good luck to our senior Creative Writing majors. Please join us for coffee, cookies, and original poetry/fiction.
Freshmen who attend and read or perform their original work to the audience will get extra credit in Ms. Gamzon and Mr. Craddock's classes. We would love to see you there!
Freshmen who attend and read or perform their original work to the audience will get extra credit in Ms. Gamzon and Mr. Craddock's classes. We would love to see you there!
Poetry collection G-L instructions
Poetry Collection (G-L)
1. Select one collection of poetry from a poet whose last name begins with G-L.
2. Read this collection.
3. As you read, I am not only asking you to notice the poems you enjoy and the poems that don’t “thrill” you, but to begin looking for basic craft elements, literary devices, and the use of opening lines and closing lines.
4. In your journal write down phrases or lines of poems you like. Create a wordspill list, if you’d like. Gather words like ripe fruit and put them in your journal “basket”.
5. After you have read the collection, choose the poem you liked the most from the collection. Answer the following ?’s about the poem: HINT: your answer should be about 1-2 pages double spaced, well thought out and specific! Use supporting details and evidence from the poem and collection.
a. Who is speaking in the poem? How can you tell?
b. What is the speaker speaking about? How can you tell? What is happening in the poem?
c. Why is the speaker speaking at this particularly moment? What hints does the poet give you that leads your thinking in that direction?
d. Where is the poem set? Why does the poet use this setting? What significance or meaning does the place have in regards to the action or conflict of the poem?
e. Who is the speaker speaking to? What clues does the poet give you?
f. Examine style. What poetic devices can you find in the poem?
6. Use your “basket” of words to create a poem draft.
Your original poem (#6) is due today as well as the 1-2 page double spaced well thought out answer to #5 above.
1. Select one collection of poetry from a poet whose last name begins with G-L.
2. Read this collection.
3. As you read, I am not only asking you to notice the poems you enjoy and the poems that don’t “thrill” you, but to begin looking for basic craft elements, literary devices, and the use of opening lines and closing lines.
4. In your journal write down phrases or lines of poems you like. Create a wordspill list, if you’d like. Gather words like ripe fruit and put them in your journal “basket”.
5. After you have read the collection, choose the poem you liked the most from the collection. Answer the following ?’s about the poem: HINT: your answer should be about 1-2 pages double spaced, well thought out and specific! Use supporting details and evidence from the poem and collection.
a. Who is speaking in the poem? How can you tell?
b. What is the speaker speaking about? How can you tell? What is happening in the poem?
c. Why is the speaker speaking at this particularly moment? What hints does the poet give you that leads your thinking in that direction?
d. Where is the poem set? Why does the poet use this setting? What significance or meaning does the place have in regards to the action or conflict of the poem?
e. Who is the speaker speaking to? What clues does the poet give you?
f. Examine style. What poetic devices can you find in the poem?
6. Use your “basket” of words to create a poem draft.
Your original poem (#6) is due today as well as the 1-2 page double spaced well thought out answer to #5 above.
Poetry Chapbook Collection (G-L)
Today, work on completing the poetry chapbook collection project. Your completed analysis of one of the chapbook poems is due at the end of class. Please complete it.
Your journals are due on Wednesday. Please make a note of this.
Your journals are due on Wednesday. Please make a note of this.
Tuesday, April 28, 2009
Poetry Chapbook Collection (Poets A-G)
Last class we completed the following:
1. Select one collection of poetry from a poet whose last name begins with A-G.
2. Read this collection.
3. As you read, I am asking you to simply notice the poems you enjoy and the poems that don’t “thrill” you.
4. Make a list in your journal of poems you like and poems you don’t like. Put poems that don’t move you at all in the “not like” pile.
5. After you have read the collection, examine your “LIKE” list.
6. Consider what the poet is doing in poems you DO like. Is it a phrase or line that excites you, an image, a juxtaposition of words? Is it the topic or theme? Is it the setting or character or the voice of the character that pulls you into the “experience” of the poem? Or is it something else? Perhaps a shared experience or an insight that the poet recalls through his/her words.
7. Explain in a “Dear poet” letter what you liked about the poet’s work. Try to explain clearly. Use examples or make reference to the text to help you explain yourself.
8. Turn in this “Dear Poet” letter as your “exam” for this collection.
3rd period, please complete the "Dear Poet" letter and turn in. 4th period, be prepared to select one poem you enjoyed the most from your collection to share with the class. You will be expected to read the poem out loud to the class for participation credit.
Reminder: Your journal will be due next week. Make sure you are writing in it!
1. Select one collection of poetry from a poet whose last name begins with A-G.
2. Read this collection.
3. As you read, I am asking you to simply notice the poems you enjoy and the poems that don’t “thrill” you.
4. Make a list in your journal of poems you like and poems you don’t like. Put poems that don’t move you at all in the “not like” pile.
5. After you have read the collection, examine your “LIKE” list.
6. Consider what the poet is doing in poems you DO like. Is it a phrase or line that excites you, an image, a juxtaposition of words? Is it the topic or theme? Is it the setting or character or the voice of the character that pulls you into the “experience” of the poem? Or is it something else? Perhaps a shared experience or an insight that the poet recalls through his/her words.
7. Explain in a “Dear poet” letter what you liked about the poet’s work. Try to explain clearly. Use examples or make reference to the text to help you explain yourself.
8. Turn in this “Dear Poet” letter as your “exam” for this collection.
3rd period, please complete the "Dear Poet" letter and turn in. 4th period, be prepared to select one poem you enjoyed the most from your collection to share with the class. You will be expected to read the poem out loud to the class for participation credit.
Reminder: Your journal will be due next week. Make sure you are writing in it!
Wednesday, April 15, 2009
First Part Last Quiz
We are taking the quiz on our novel. At the end of the quiz, please use the time in lab to do one of the following:
--Write
--Read
--Look up poetry
--Finish late work
3rd period we will complete "Love That Dog" in room a240. When you hear the bell, please log off of your computers and move quickly to the other room so that you have no homework.
--Write
--Read
--Look up poetry
--Finish late work
3rd period we will complete "Love That Dog" in room a240. When you hear the bell, please log off of your computers and move quickly to the other room so that you have no homework.
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