Trees Provide Inspiration as Well as Paper!

Yes, we often write on paper, provided by generous trees, who give their lives for our memorable, vivid words. But trees can provide inspirations for such words, too!

The following song, soon to be posted as a recording on my website, celebrates the tree as an example for living by viewing trees in figurative terms, through double-meanings, metaphors, and symbols. After reading the lyrics, think of some other part of Nature that offers us a role model as inspiring as a tree. Maybe you will write about mountains or streams, oceans or clouds, rainbows or flowers, bees, birds, butterflies, animals…the list is as broad as your imagination!

If Everyone Lived Like the Tree

A song by Susan L. Lipson © 2003

Oh, how much better off we’d be,
If everyone lived like the tree!  [Repeat]

Reaching upward, toward the Light,
Even during the darkest night,
Standing firmly upon our ground,
As each new season comes around.

We always value our deep, strong roots,
Just as much as our new, green shoots.
Limbs extended, we all embrace
All of the Earth and all in space.

Oh, how much better off we’d be,
If everyone lived like the tree! [Repeat]

Broadening while we’re heightening,
Though stormy weather is frightening,
We grow by giving to our Earth,
Showing how much our lives are worth.

We give far more than we receive,
Living upright until we leave;
We blossom proudly, and don’t feel shame,
When buds and trunks are not the same….

Oh, how much better off we’d be,
If everyone lived like the tree! [Repeat]

We dance with earthquakes and in monsoons,
Branches catching harsh winds as tunes,
And while they whistle, we all conduct,
Waving limbs as our leaves are plucked.

We offer shelter, and food, and shade,
And only ask for respect in trade,
We weather seasons so gracefully,
Happy to live life like a tree.

Oh, how much better off we’d be,
If everyone lived like the tree! [Repeat]

If everyone lived like the tree!
If everyone lived like…
         the tree!

Art Gives Birth to Art: Poetry Born of Photo Prompts

My students, when writing fiction, have heard me coach them with a lot of film references:

• "Your words are the cables that connect the DVD playing in your mind with the DVD player in your reader's mind." (I used to say "video" and "VHS player," so you know how long I've been using this metaphor!)
• "When you write dialogue, think of yourself as a film or TV director, and make your characters do interesting actions while they talk, actions that show us who they are. Like the old saying goes, 'Actions speak louder than words' sometimes."
• "Be sure to add description and action to a dialogue to bring it to life like a movie in the reader's mind; otherwise, if you use only dialogue, it's like listening to a radio show, not a movie."
• "Movies don't start with 'once upon a time'; they pull you right into a scene, and then allow you to figure out what's going on. Write that way, starting with a scene."
• "When you switch speakers in a scene with a lot of dialogue, you indent to help the reader follow who's speaking; it's like a close-up shot in a movie, alternating from one person to another, during a conversation."
• "You can show a character with greater depth, sometimes, via the reactions of other supporting characters. Like in a movie, when an actor says a line, and the others raise their eyebrows and nudge each other, the viewers question their first impression of the main character, which makes that character more interesting."
• "If you rely on adverbs, rather than vivid verbs, to show how an action is done, you're not showing a scene."

My students also hear me comparing the editing process to sculpting or painting:

• "Your first draft is like a piece of wood or stone that you've carved with a basic shape. Then you start editing, or sanding your sculpture, adding texture and changing the form in certain spots. You might chip off certain pieces and then smooth them over again. That's what I call 'editing for substance.' Finally, you polish the sculpture with shellac, or whatever polish you use--and that's the proofreading stage, where you fix the spelling, punctuation, and grammar mistakes and make the whole piece shine."
• "Start your scenes like a painter starts filling a canvas. Add color with descriptions and actions. Add texture with words that convey a certain mood."
• "When you overuse figurative language, it's like filling a wall with beautiful paintings that all compete with each other so you don't know where to look or what to focus on. One well-placed painting, like a strong metaphor or simile, will draw your eye and make you think, but too many will overwhelm you."

                       

And when I teach poetry, I often give musical references:

• "A poem is a song without music; its rhythm can evoke mood as much as its words."
• "You can rap a couplet poem!"
• "Repetitive phrases act like a song chorus, to make the reader remember the point of the poem."

In short, what I'm writing about today is this:

The appreciation of art prompts the creation of art--and vice versa.

That is why I not only talk about other art forms to teach writing, but also use those art forms as prompts. Today's exemplary student work was prompted by a photo of a boy blowing bubbles while sitting in a wheelchair. The poem, by P.K., age 11, reflects extraordinary empathy from the able-bodied poet. 

Popped Bubble

Bubbles

have courage

whereas I

have fear.

They have courage to fly away,

but I have a fear of standing up.

They have the courage

to face danger in the world,

but I have a fear

of confronting life.

Bubbles

can fly

as high as they like,

but nobody

will get in their way.

Nature,

Life,

always get in my way.

They push me till I can no longer stand.

If I try, they will push me again.

They do this until

I am powerless,

courageless.

I am a popped bubble

in a wheelchair.

Enough said!