I have taken up watercolor. It’s been ages since I tried a new hobby, and I find the challenge pretty intense. Prone to put perfectionistic pressure on myself, my need to “get it right” limits my ability to play. This is problematic. And pretty stupid.
I will never get better if I do not take risks — with brushes or pigment or with the water.
For a long while now, I’ve followed my friend Laura’s work with watercolors. Her talent piqued my desire to give painting a try, so I sent her a message asking advice on beginner supplies. She was gracious and encouraging in her response.
Then, I bought not three brushes but nine, not one medium-grade paint set but five, not one pad of paper but seven — in a variety of sizes. And I saved over 48 watercolor tutorials on Pinterest, plus, watercolor images of flowers, people, trees, waves, birds, landscapes, gardens. . .and pigs; and followed 18 watercolor artists on Instagram.
Because it seemed a lot easier to get ready to learn to paint than it did to try and fail.
Kind of like writing.
If you’ve read this blog awhile, you know I’ve been thinking about writing a book almost since starting 3TT. I’ve outlined three now. But I think and talk and read what others say about writing much more than I write. Like my hesitation about painting, this is problematic.
Of course it is.
And it reminds me of many of my student writers — the fear of getting it wrong or not making the grade, the vulnerability it takes to put ideas out there.
It’s real, and sometimes it’s stifling.
As I’ve worked to conquer my fear of learning to watercolor, practicing lessons on Skillshare (which has a plethora of lessons on multitudes of topics — check it out if you haven’t), trying new brushes and different washes and color combinations, and, finally, just relaxing into my art, I’ve discovered what I hope all young writers discover:
Writers must write for themselves. They write because they feel the tug of it, the need to express thoughts and ideas and meaning. Because they want to. Just as I paint for myself –the joy of it, the adventure in seeing if I can, the peace it brings me.
Recently, 3TT was asked this question on Twitter: How often do you think MS and HS writers should publish? and I responded–
I’ve thought about this exchange a lot since, and my thinking has led to more questions than answers: How can we help our writers set personal goals for their writing? Which comes first: the personal goal or the desire to write? If there’s no desire, can writers still write well? Does it matter if students write well?
Of course it does.
But just like every watercolorist finds her style, every writer must find his. All too often, school writing means prompts and formulaic structures, word counts and rubrics that restrict meaning-making more than they invite it.
So what can we do to open spaces that invite writers into the vulnerable places needed to grow? The best way I know is to keep it real.
Here’s a short list of what real means to me as I teach writers.
- Design Lessons based on what real writers do. For example, they don’t use standardized prompts — they come up with ideas they want to explore, creating their own prompts. Try quickwrites that inspire students to think about their lives and the world around them. Plan time for them to talk to their peers in ways that expands their thinking. Plan time for them to explore topics that interest them or challenge their thinking. Don’t just ask students to write about what they know. Ask them to write about what they notice.
- Make your writing life visible. Our writers need to see our thinking as we organize our thoughts into words on a page. They need to see us clarify, discover, and make meaning. They need to see that revision leads to improvement. Revision is not just a one-and-done step in the writing process. It’s not a strategy. Revision is a living breathing move writers make, and they make it often. Model all of the moves you do as a thinker, reader, and writer.
- Talk about everything related to writing and writers. “Writing floats on a sea of talk” (James Britton). Our writers need to share their ideas with one another — and with us as writing coaches in conferences. Often, we wait to invite writers to talk about their writing in peer feedback groups or in conferring sessions after they have penned their drafts. Real writers talk throughout their writing processes — from idea to draft into revision and on to redrafting. Talk leads to clarity and discovery, and in my experience, purposeful talk is the best resource teachers have for helping all students grow in confidence as writers.
- Immerse writers in beautiful language, clever word play, effective and powerful stories, essays, and poetry. Mentor texts that show students the impact of word choice, figurative language, and everything else from how an author creates believable characters to using dialogue to propel a plot forward are valuable teaching tools. Studying mentor texts helps students internalize what writers do. They come to recognize organizational patterns and structures they may choose to use in their own writing. Before I write pretty much anything of import, I study mentors. Don’t you?
- Make writing personal and purposeful. When we write about things we care about for readers we care about, we make deliberate choices as writers. Too often, and I am guilty of this myself, our writers only write for their teacher. Now, maybe your students differ from mine, but I’ve taught many a writer who didn’t care that I was her reader, and it showed. However, when I removed myself as my students’ primary audience and worked to build a community of writers where they wrote for one another, almost every student (sadly, there’s often a few hold outs) began to take greater care and ownership of their writing. They knew they had readers other than me. Of course, we can also help students determine outside-of-class purposes and audiences for their writing, and I encourage it; however, I’ve found that sharing our writing within our own classroom community is just as effective.
By no means do I claim to know it all when it comes to teaching writers. The puzzle working with adolescents is as real as my desire to help them grow as writers — and my newfound desire to learn to watercolor. I do know authenticity matters. When we make choices about literacy instruction, steeped in the authentic practices of what real readers and writers do as they read and write, more students engage in the tasks we ask of them. They take more risks. They more often than not rise to the occasion. And they shine as writers in their own right.
If you’ve made it to the end of this post with me, I appreciate you. And while I am not super confident in my watercolor abilities, and I have a ton to learn about the art of it all, I do have a stack of 20 bookmarks I’ve painted — mostly of birds because they make me smile. If you’d like one, share this post, follow me on Twitter @AmyRass (if you aren’t already), and send me a direct message with your name and address. (First 20 only. I’ve got a book to write.)
Amy Rasmussen has decided she loves teaching writers more than she loves to write, but she’s working on a balance of that as she attempts to discipline herself to “get ‘er done.” She has also decided that watercolor painting is harder than it looks. Amy’s currently on a “gap year” from the high school English class as she works on a book about authentic literacy instruction and facilitates professional development as an independent literacy consultant. She misses kids. A lot.