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Travel Guide of the Future
As an Artist for Climate Change I believe that creative writing is a good way to bring to life some of the potential impacts of global warming, as well as to explore the difficulties (particularly the social ones) in avoiding it – can we change our behaviours?
A longer project that I designed but have not yet tested is:
Travel Guide 2050
Session 1:1hr preliminary session. PLANNING
1. Introduce the idea. (Year 2050/suitable year, woman journalist/writer travels. Wanderlust. Travel writing from the future. Styles of writing – travel writing, journalistic reporting, descriptive pieces, transcripts of conversations) Maps, illustrations, photographs. Looks at the impact of climate change. She draws pictures, takes photographs, writes descriptions, writes tales of what she sees, transcripts of people she talks to. She can talk to people who – like her – have known nothing else, and to older people who know the differences. She can find and photograph/draw old objects that are now obsolete e.g. toasters...)
2. Brainstorm with group (on board) – where could she go? Put into groups – choose places.
3. Groups brainstorm together - What could the differences be? (power shortages, salination of water, flooding – homes destroyed and less space so more overcrowding...diseases, less food because hotter and colder temperatures). What might have been done to address/overcome these issues? Who could she talk to? Images they want, pictures they need. Questions they need to answer.
4. They start research – continue at home. (Or research at home.) COULD BRING IN MAGAZINES E.G. National Geographics and shop magazines with food, appliances – cut things out and make collages – will this stuff still be here? How will supermarkets have changed? (Will they exist?)
5. (OR EARLIER) – Group characterisation work on the writer. What is she like? How does she feel? Why is she travelling? What does she look like? What does she carry? Not much, just so we know her motivation and a bit what her reactions might be to things? E.g. optimist or pessimist? Easily discouraged?
Session 2: WRITING AND DRAWING, 2 hours.
1. Groups discuss their research and plan what’s going to be in their chapter – decide who will do what. 30 mins.
2. They report back to the whole group and the other students can ask questions or give added input. 20/30 mins
3. After have heard from everyone, they discuss briefly how to tie it together as a whole.
4. 1hr (write as much as possible) In their groups they write and draw their pieces. Internet needed to look up more info. Support given – come round and help with characterisation, ask questions to inspire, look over writing and make suggestions for improvement. Encourage students to read each other’s work and help out. 5. Can start laying out their A3 pages if time. HWK: type up documents, finish them and finish drawings. Get any extra images needed.
Session 3: Putting it all together.
1. Scan images in, proof-read images.
2. Cut and paste bits together, photograph/rescan in....
3. People do individual chapters, show to each other – groups meet up and look at each other's chapters and give comments. Maybe they work on each others? Or too contentious? DO WE NEED TO DISCUSS SO THERE’S SOME CONSISTENCY ACROSS THE BOOK?
4. Front cover done together. (Combination of bits from all chs? Or discuss design together? Or early-finishers work on it.)
5. Foreword and afterword, credits....
A longer project that I designed but have not yet tested is:
Travel Guide 2050
Session 1:1hr preliminary session. PLANNING
1. Introduce the idea. (Year 2050/suitable year, woman journalist/writer travels. Wanderlust. Travel writing from the future. Styles of writing – travel writing, journalistic reporting, descriptive pieces, transcripts of conversations) Maps, illustrations, photographs. Looks at the impact of climate change. She draws pictures, takes photographs, writes descriptions, writes tales of what she sees, transcripts of people she talks to. She can talk to people who – like her – have known nothing else, and to older people who know the differences. She can find and photograph/draw old objects that are now obsolete e.g. toasters...)
2. Brainstorm with group (on board) – where could she go? Put into groups – choose places.
3. Groups brainstorm together - What could the differences be? (power shortages, salination of water, flooding – homes destroyed and less space so more overcrowding...diseases, less food because hotter and colder temperatures). What might have been done to address/overcome these issues? Who could she talk to? Images they want, pictures they need. Questions they need to answer.
4. They start research – continue at home. (Or research at home.) COULD BRING IN MAGAZINES E.G. National Geographics and shop magazines with food, appliances – cut things out and make collages – will this stuff still be here? How will supermarkets have changed? (Will they exist?)
5. (OR EARLIER) – Group characterisation work on the writer. What is she like? How does she feel? Why is she travelling? What does she look like? What does she carry? Not much, just so we know her motivation and a bit what her reactions might be to things? E.g. optimist or pessimist? Easily discouraged?
Session 2: WRITING AND DRAWING, 2 hours.
1. Groups discuss their research and plan what’s going to be in their chapter – decide who will do what. 30 mins.
2. They report back to the whole group and the other students can ask questions or give added input. 20/30 mins
3. After have heard from everyone, they discuss briefly how to tie it together as a whole.
4. 1hr (write as much as possible) In their groups they write and draw their pieces. Internet needed to look up more info. Support given – come round and help with characterisation, ask questions to inspire, look over writing and make suggestions for improvement. Encourage students to read each other’s work and help out. 5. Can start laying out their A3 pages if time. HWK: type up documents, finish them and finish drawings. Get any extra images needed.
Session 3: Putting it all together.
1. Scan images in, proof-read images.
2. Cut and paste bits together, photograph/rescan in....
3. People do individual chapters, show to each other – groups meet up and look at each other's chapters and give comments. Maybe they work on each others? Or too contentious? DO WE NEED TO DISCUSS SO THERE’S SOME CONSISTENCY ACROSS THE BOOK?
4. Front cover done together. (Combination of bits from all chs? Or discuss design together? Or early-finishers work on it.)
5. Foreword and afterword, credits....
