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Posts Tagged ‘creative writing’

BRAIN RULES FOR STORYTELLERS

Saturday, July 5th, 2008

Brain Rules

Adapted from John Medina’s cool book, Brain Rules:

1. EXERCISE boosts brain power.

Moving around gets more blood and oxygen pumping to the brain, which gives you more ideas. (See Haruki Murakami’s essay on writing and running in the New Yorker.)

4. We don’t pay ATTENTION to boring things.

Elmore Leonard says, “Leave out the parts readers tend to skip.” Kurt Vonnegut called it “being a good date.”

7. SLEEP well, think well.

Get plenty of shut eye, and figure out when you’re most creative: it’s probably either early in the morning or late at night. NO ONE is creative during the mid-afternoon, and that’s why some of the greatest thinkers of all time were notorious for 3PM naps. (Salvador Dali napped with a spoon.) Hit a snag? Sleep on it: our brain is constantly working things out in our sleep. Keep a dream journal.

9. Stimulate more of THE SENSES.

Pictures and words belong together. Write by hand with a pen or paintbrush. Cut words out of magazines. Use a Sharpie and a newspaper….

10. VISION trumps all the other senses.

Words are seen, and stories are images.

12. We are powerful and natural EXPLORERS.

Even at an old age, our brain is still malleable. We can still learn new things and improve. It ain’t over ’til it’s over.

Links:

JESSICA ABEL AND MATT MADDEN AT AUSTIN COMICS

Sunday, June 1st, 2008

matt madden and jessica abel at austin books and comics

Jessica Abel and Matt Madden were in town this weekend to promote Jessica’s La Perdida and Life Sucks, and their brand-new comics textbook collaboration, Drawing Words and Writing Pictures (great title). Yesterday they talked about the books (in that order) at Austin Books and Comics. There was a small crowd, not much A/C, and a keg of beer!

hot technical details

The biggest treat was that we got to buy a copy of the new textbook, which doesn’t officially come out for a week or so:

Some things I took away from their talk:

  • Jessica’s early stuff was drawn with a pen very realistically, with tons of detail, so for La Perdida, she went for a sketchy, brush drawn look, which she thought turned out to be more realistic, because readers could fill in the world around the significant, selected details. This came out as sort of an off-the-cuff remark, but as Meg pointed out to me, it’s one of the most important lessons of comics: less is sometimes more, and since every comic drawing is a visual metaphor, there’s a balancing act when it comes to the level of abstraction in your drawings (see McCloud).

After she said that, when I was flipping through the book I found this cool example:

Can't draw? Read this

  • Meg mentioned how much the technical skills (pencilling, layout, inking) of comics resemble architecture. That got me thinking: someone who wanted to study comics in a traditional academic setting would likely first think to seek out say, life-drawing and creative writing classes, which are fine, but they might be better served by design (typography, page layout, the grid), screenwriting (dialogue, visual storytelling), or poetry (economy of words, laying them out in space).
  • Their book is aimed at three different types of comics creators:
    1. Students in the classroom
    2. Ronin — lone warriors out on their own
    3. Nomads — small groups (i.e. a writing group that meets once a week at a coffee shop)

    The book is formatted so that each type of creator can benefit from the lessons.

  • Men seem to like the idea of having a separate studio space away from the house, while women seem to prefer a room at home. (At least it’s the same for Meg and me. Discuss.)
  • Matt and Jessica have a new baby, and Meg noted that people always seem to ask “male-oriented” questions at those events—she wanted to ask how you keep a house running and still find time to create (but didn’t…and it would’ve been a great question, too!)
  • Comics is a language, people!
  • Jessica’s #1 productivity tip: get a calendar, and stick to it! (More details)

productivity tip

Since both Matt and Jessica are teachers at SVA, I asked them if they saw any pitfalls, teaching comics in the academy. Is there a chance that comics programs could turn out like MFA writing programs, with students turning out uniform, quiet, lit’ry, “workshopped” New Yorker types of short stories?

They both agreed that “it all comes down to the teachers,” and “if comics can’t withstand being taught in the academy, what kind of medium is it?”

I mentioned Lynda Barry’s new book as a great antidote to the “bad” kind of creative writing teaching, and Matt had a great reply:

remember that lynda barry learned her techniques at the academy

(He was referring to Lynda’s art teacher in college, Marilyn Frasca.)

Overall, I think this book is extremely well done and worth checking out by anyone who’s interested in making comics—it’s probably the first book I’ve ever seen that could actually serve as the lone textbook for a comics-making class. I think it will sell like hotcakes, and, as Jessica and Matt hinted, we’ll definitely see a sequel focusing on “advanced” topics such as coloring and webcomics.

My complete notes from the talk, if anyone’s interested:

Thanks to Matt and Jessica for swinging down to Austin!

THE GOING-INTO-BUSINESS STORY: GHOSTBUSTERS AND BE KIND, REWIND

Thursday, April 24th, 2008

Warning! Mild Ghostbusters and Be Kind Rewind spoilers ahead!

This is a silly post for a silly subject.

Ghostbusters is a key movie for Michel Gondry’s Be Kind Rewindnot only is it the first movie the Jack Black and Mos Def characters remake—”swede”— but the two movies actually share the same plotline: friends going-into-business.

Kurt Vonnegut:

Anyone can graph a simple story if he or she will crucify it, so to speak, on the intersecting axes I here depict:

“G” stands for good fortune. “I” stands for ill fortune. “B” stands for the beginning of a story. “E” stands for its end.

A much beloved story in our society is about a person who is leading a bearable life, who experiences misfortune, who overcomes misfortune, and who is happier afterward for having demonstrated resourcefulness and strength. As a graph, that story looks like this:

misfortune graph

This story shape describes most comedies, especially romantic ones:

In the case of the going into business story, it goes like this:

  1. friends go into business to wild success (good fortune)
  2. business gets shut down by government agency (misfortune)
  3. the community rallies behind the friends to save their world (good fortune)

Here’s Ghostbusters:

ghostbusters graph

  1. Friends get kicked out of Columbia, go into business for themselves, land on the cover of Time magazine, etc.
  2. Walter Peck from the EPA comes down and shuts down the power grid and all hell breaks loose
  3. the mayor gets the Ghostbusters out of jail, NYC rallies behind them, and they kick Gozer’s ass

Now Be Kind Rewind:

be kind rewind graph

  1. Jack Black erases the tapes, so he and Mos Def have to record their own movies, and everybody loves them
  2. the lawyers from the MPAA come to shut them down (and the developers want to tear down the building!)
  3. the ‘hood rallies, they make the Fats Waller documentary together, and they have the screening in the building so the developers can’t tear it down

It’s a great plot because it has great American themes: friendship, capitalism, and community.

Okay. So this post might not pass the “so what” test. I’ve had a couple margaritas…sue me.

Can anyone else think of other “going into business” plotlines?

SO WHAT?

Monday, April 21st, 2008

Sophomore year of college. Classics 202: Greek and Roman Epic. Teacher doesn’t say a word, just passes out our papers, walks up to the blackboard, picks up a piece of chalk, and writes:

so what

Then she says, “Ask yourself that next time you write something.”

Dang.

That’s one of those lessons I never forgot.  

VONNEGUT: THREE ACTS OF PUNCTUATION

Tuesday, September 25th, 2007

For my buddy Brandon, who starts teaching his first creative writing class today, an excerpt of an old NYTimes article from 1971:

The class began in a surprising way. Vonnegut remarked that last time they had been talking about form, and he walked to the blackboard and drew there a question mark, an exclamation point and a period. He said these bits of punctuation were the outline of a three-act story.

CENTER FOR CARTOON STUDIES GETS THE MFA STATUS (NOW THEY NEED SOME FUNDING)

Friday, June 22nd, 2007

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Hooray! The State of Vermont Board of Education just approved The Center for Cartoon Studies for degree-granting authority. It will now be offering a two-year MFA.

“This is a landmark decision from the State,” says CCS board member and Chair of the Board of Trustees of the Vermont Arts Council, Peggy Kannenstine. “What NYU’s Film School is for film or Iowa’s Writing Workshop is for writing, The Center for Cartoon Studies is for comics. Beyond its educational impact, CCS is a fine example of the creative economy at work: helping revitalize a depressed downtown with the economic lift from students, faculty, and tourism. Its contributions to the State and Industry are impressive and quantifiable. It’s appropriate and important to recognize CCS’s quality and the high level of instruction with the terminal degree and certificates.”

James Sturm and the gang at CCS have been working on this for a while, and it’s really great news for the program, which, from everything I’ve read, seems like a really incredible place. (Read Patrick McDonnell’s speech to the 2007 graduating class, and check out Joe Lambert’s blog, and the I Know Joe Kimpel! blog for examples of student work. Also, a documentary called “Cartoon College” is coming out soon, chronicling a year in the life of CCS…)

The next step, of course, will be funding. There are all kinds of arguments about MFA programs, whether they’re good for writing or not, blah blah blah, but in the end, I believe that an MFA program is, or should be, nothing more than time to hone your craft, free from financial responsibilities. The best MFA programs in creative writing offer full tuition, a hefty stipend, and health insurance. (My buddy Brandon has a package like this at the University of Washington.) At this point, CCS is $15,000/year just for tuition.

I’m really not trying to de-value anyone who is paying for an MFA, or any kind of creative education, but the bottom line is, an MFA lets you teach at a university IF you get lucky enough to publish one or two successful books. With all the racket going on with student loans and student debt these days, I think it’s important for an artist plotting the path of his or her creative life be smart about finances. Going $30,000 into debt for an MFA from “cartoon college” is just not a move that I could justify for Meg and me.

I mean, why not just move to Chicago and stalk Chris Ware and the gang?

I’m kidding.

Tonight is a night were the money-grubbing pragmatist in me has clubbed the dreamy artist over the head. It probably has something to do with the job search.

Regardless, this is a step in the right direction, and I’m really happy for CCS and all involved. Now let’s wait and see if somebody drops a multi-million dollar endowment on them!

BACK TO SCHOOL?

Friday, October 13th, 2006
“Drawing is easier to teach than critical thinking. Don’t get me wrong, rendering well is a tremendous asset for a cartoonist. Still, I think it is often over emphasized. In fact, many of the great cartoonists sublimate their drawing skills and instead favor a style that relies more heavily on graphic design. They distill images until they function more as language or picture-writing.”— James Sturm, journal for Slate.com about running the Center for Cartoon Studies

thisisnotapipe.gif

Here’s what I want: I want a graduate program (MFA, MA, PhD, whatever) that combines a great books program, a creative writing MFA program, a studio art MFA program, a graphic design program, and an information design program, all rolled into one. It’s contents will look something like this:

design courses:

  • information design (including diagramming, cartography, infographics)
  • typography
  • graphic design
  • book design, publishing

art courses:

  • figure drawing
  • color theory
  • printmaking (including woodcut and screenprinting)

writing courses:

  • fiction/non-fiction/graphic novel workshops

reading list:

  • Shakespeare, Dickens, Bible
  • Tolstoy, Dostoevsky, Chekhov, Gogol, Babel
  • Flannery O’Connor, Faulkner, Barry Hannah
  • Vonnegut and Elmore Leonard (in cheap paperback)
  • Edward Tufte, all books
  • comics, comics, and more comics

software training:

  • QuarkXPress, Illustrator, Flash

If anyone out there knows of such a place, contact me immediately.

Until then, I’ll be tearing my hair out, scouring Google, studying for the GRE, and trying to fit what it is that I want to do into some kind of disciplinary track of study.

If you want to study pictures, there are places for that. If you want to study words, there are places for that, too. If you want to study pictures and words and what happens when you put them together? Good luck.

LETTER TO AN UNDERGRADUATE WRITING CLASS

Thursday, January 26th, 2006

A teacher from my alma mater asked me if I’d write a letter to her class championing the revision/peer review process…

Hey Kiddos:

Here’s the deal: right now, you have it made. You have what every writer in the world has ever dreamed of–a Captive Audience. Your teacher gets paid to read your writing, and your classmates pay to read your writing. You might think they’re idiots, you might think they wouldn’t know a good story if it bit them in the ass, but at least you have their attention. Attention is what we all crave.

There are two things that will keep you from becoming a good writer and a good human being: Fear and Laziness. Both will cripple and maim any shot you have at achieving your potential. A writer who doesn’t believe in revision and peer review is either afraid that she’s no good, afraid that other people will think she’s no good, or just too plain lazy to care. Regardless, she’s getting no place fast.

Look. We grew up being told that we were special. Our parents put us in Gifted Programs, Karate Lessons, Summer Camps, Honors English, on and on and on. They gave us trophies for participation. They bragged about us by the water cooler. Any crap we scribbled out with crayons, they stuck it up on the fridge.

Our parents doted over us like we were golden eggs sent from the gods.

What a disservice they’ve done us! Do you know how easy it is to make a baby? Have you considered the infinite size of the universe? We’re not special…we’re lucky to be here.

So you’ve got some Talent. Big deal. Lots of people are Talented. They don’t hand out free lunches for Talent. Success in life and in writing is about exercising that Talent with Habit and Hard Work.

Okay. I’m an unpublished short story writer who works in a library. I’ve got a desk drawer slowly filling up with rejection slips. What do I know?

All I’m saying is that it doesn’t get any easier. I don’t know what kind of stuff you’re doing in class, but I can tell you that anytime you get to sit in a cozy room and spend time talking about writing is a blessing. Sure, some of your classmates won’t get it. Some of their stupidity will make you want to tear your hair out. That’s not the point. The point is to be open, to listen to what folks have to say about your writing, separate the good for the bad, and to go on from there.

Outside of college, you’ll have to beg homeless people on the street to read your stuff. And what good will it be to them? You can’t eat a piece of writing.

Take advantage of your Captive Audience, now, while the going is good.

Be honest, be unafraid, work hard, and have fun. (And keep writing.)

Austin

WHY I WRITE

Saturday, October 1st, 2005

Keynote Speech, April 2005, Miami University Undergraduate Research Forum

A few weeks ago, I was emailed a list of four questions that would serve as good starting points for this talk. I thought they were good questions and worth answering, so I’m going to answer them. But on the email I’ve scratched out the word “research” and inserted the word “writing,” because even though I consider writing to BE a type of research, I don’t consider myself primarily to be a researcher—I consider myself a writer.

So here goes:

Question number one: Why did I pursue undergraduate research writing?

The short answer is that my sophomore year at Miami I took an introduction to creative writing workshop taught by Mr. Steven Bauer (who happens to be sitting with us today), and I liked it so much that I took another and then another. I became so enamored with writing fiction that I said, “this is what I want to do with the rest of my life.”

The long answer is that it’s probably in my genetic makeup to create fiction. I come from a long line of obsessive, neurotic, and depressive people—all traits that come standard with your off-the-lot writer. Kurt Vonnegut writes that we writers aren’t hallucinators or crazy people, “we are [just] overwhelmingly depressed, and are descended from those who, psychologically speaking, spent more time than anyone in his or her right mind would want to spend in gloom.”

There are, of course, a few perks: getting funded to see the world and write about it is one.

But why anyone would want to doom himself to a life of sitting in a quiet room alone with a laptop, tearing his hair out, neglecting his girlfriend, and getting pasty from lack of natural sunlight is still beyond me.

So, I’ll move on to question number two: What has research writing meant to me personally?

It always puzzles me when my “academic” friends act as though I spend my days finger-painting in the corner while they save humanity, because I think fiction writing is, at its core, a lot like any other kind of research or academic discipline: it begins with a question, or questions, about the world. And lets face it: our answers are all lacking in some way or the other. To me, fiction writing just seems to be the best way to explore my own questions.

What shapes us? What makes us who we are? Is it our families? Is it our geographical place? Is it the chemicals swirling around in our bodies? How can the people who share our blood hurt us so bad? How can we turn around and hurt them back? How can something be so funny and yet be so sad? Is this it?

I don’t write because I have the answers to these questions, I write because I’m looking for them. As the short fiction writer and satirist George Saunders says, “So many people in the world seem so sure of themselves. So there is much to be done by those of us who are sure of nothing, and wish to export this feeling.”

Writers are an ambivalent lot—which is why we can simultaneously come up with sympathetic protagonists and empathetic villains. We don’t know what to think. We think it after we’ve written it.

Question number three: What insights have I gained from my research writing?

My ambivalence about life, and the consequential inspiration for most of my work, comes from my upbringing in rural, small-town Ohio—a place that I love (for its traditions, its countryside, and sometimes quiet ways of living), and a place that I hate (for its claustrophobic ignorance, racism, homophobia, and religious hypocrisy). In high school, I wanted nothing more than to escape from Circleville. I would’ve settled for being abducted by a UFO, but I got lucky and ended up at Miami instead.

Miami has been really good to me: they’ve sent me to Chicago, New York, Florence, Italy, Cambridge, England—and the further away from home I’ve been, the more I’ve felt compelled to write about it. An artist is always an outsider—you have to be outside of something to observe it. James Joyce left Dublin to write ULYSSES, Dostoevsky left St. Petersburg to write CRIME AND PUNISHMENT. Exile has long been a part of the writer’s experience.

I believe that undergraduate education is itself a form of self-imposed exile. If a writer chooses to write about his native place, undergraduate can be a time to distance himself from his material, to let it grow and mutate in his mind, and become ripe for the fictional plucking.

I’ve heard it said that liberal education is a way to fit our autobiography into the context of the larger world. That sounds about right. For me, my liberal education has been about learning fit my autobiography into fictional characters who don’t much resemble me, but who explore a world with similar challenges as my own.

So, for the final question: How do I wish to utilize my research writing in the future?

This country is facing dark times–a surge of stupidity, bullying, and obnoxious aggression fueled by intolerance and bigotry. As a culture, we need to be able to get inside the lives and skins and minds of other people. Good fiction presents every character as a fully developed human being—someone with a story. We hear on TV that a Marine’s been blown up in the desert, there’s a brief flicker of remorse in our guts, but then we flip the channel and see if AMERICA’S NEXT TOP MODEL is on. On the other hand, we read Tim O’Brien’s THE THINGS THEY CARRIED or CATCH-22 or SLAUGHTER-HOUSE-FIVE, and enter the lives and hopes and dreams and stories of these soldiers, and we want to take to the streets to bring them back home.

FICTION MAKES US FEEL.

We need good fiction more than ever.

Miami recognizes this, and they’ve been amazingly supportive of my writing. Through scholarships, grants, and programs like University Summer Scholars, I’ve been able to learn my craft and perform it to the utmost of my abilities free from monetary stress. I think of myself as a living testament to Miami’s dedication to question-asking of all shapes and forms. I wouldn’t be the writer I am or that I’m going to become, without the wonderful resources of this institution.

So for the future: I’m going to sit in that lonely room every morning and crank out the pages. If the gods are willing, I’ll see you in the bookstore.