Random Objects in the Creative Writing Classroom

I've written before about using objects as writing prompts (see this blog post for explanation and pictures).  Usually I spread objects out on a table and have students pick one.  We do a variety of types of writing:  description, writing in the voice of the object, free associating to access memories based on the object.  It works well across writing classes.

In my Creative Writing class, half the students have had me in other classes, so I wanted to do a different approach, but still use objects.  We meet in one of the larger classrooms, so I had an idea.  I got to the classroom early and was happy to see that the room was set up with tables in the middle and a ring of tables around the edge of the room.  I decided to use 12 of them as stations.

At first I thought I would put one object per table, and then I thought it would be more interesting to have several objects.  Some tables had connected objects:  for example, on one table I put Christmas ornaments, a Christmas card, a packet of replacement bulbs for a strand of holiday lights.  On another, I kept the objects from the natural world:  3 feathers, a pine cone, and some shells.  Other tables were more random collections.

I was also pleased with how many tactile experiences they could have.  I had two felted pieces, along with chunks of wood and chunks of asphalt.  The cross made out of palm stalks and the waxy, half-burnt candle gave different sensations.  I put out broken strings of beads and broken pottery.

I told students that they would need paper and something to write with, or they could take laptops to write on.  They all chose paper, and I told them to make sure they had enough paper.

Students sat at a table and had 30 seconds to look at the objects.  Then they wrote for 3 minutes.  They could write about the object or write in the voice of the characters we created in past class sessions or explore their own memories.  I wasn't looking at their writing, so they had plenty of latitude, as long as they kept writing.

After three minutes, they moved to the next table, a process which went smoothly.  At the end, I had them read all the writing they had done, marking any that had potential.  I reminded them that they could go deeper, but I wasn't requiring it.  For me, it's too much policing, having students write for 20-30 minutes.

My students seemed to really like the process.  They talked about how many ideas it generated and how much fun it was to write about random objects.  They also talked about their wonder at what all was waiting to be written about--and I reminded them that we live in a world of random objects, so whenever they feel blocked, they should remember this technique.

It's been a really good teaching week, and this experience was one of the highlights.