Over my holiday break, a friend recommended that I listen to Magic Lessons by Elizabeth Gilbert. This podcast is based on a book (Big Magic) about pushing past the fear that blocks people from creativity. Although Ms. Gilbert focuses on musicians, painters, and writers, I see creativity much broader. For example, teachers use creativity when they plan lessons, academics think creatively when they conduct research, and even runners get creative when constructing a training plan. This podcast was a great recommendation and I listened to all of them in less than two weeks! The last podcast resonated with me the most because of one phrase: the arrogance of belonging. Elizabeth Gilbert argues that in order to create, people must believe they are entitled to do so. She says:
Creative entitlement doesn’t mean behaving like a princess, or acting as though the world owes you anything whatsoever. No, creative entitlement simply means believing that you are allowed to be here, and believing that — merely by being here, merely by existing — you are allowed to have a voice and a vision of your own. Elizabeth was inspired by the poet David Whyte who argues that “without the arrogance of belonging — you will never be able take any creative risks whatsoever. Without it, you will never push yourself out of the suffocating insulation of personal safety, and into the frontiers of the beautiful and the unexpected.” As an educator working with young writers in a summer camp, I was particularly inspired by this concept. For five years, I have collected and analyzed data from our young writers. Recently, I have been working on an article about how young writers use talk to think together about writing. This is particularly useful for teachers who use writing groups and peer conferences to help students learn more about writing. In the manuscript, I analyze transcripts that illustrate young writers learning together through talk that is exploratory, reflective, and content-oriented. I also explore transcripts that highlight talk that is either unresponsive or disputational. Although I don’t tackle creative entitlement in the article, I noticed that the young writers who talked in ways that helped each other improve a piece of writing, think differently about writing in general, and/or offer multiple ways of writing came to the conversation believing that they belonged in this community of writers. In addition, the language that they used with each other confirmed that belonging in each other (validation, constructive feedback). In the conversations where campers were unresponsive or argumentative, the campers did not appear to believe they belonged and they treated each other this way as well (pointing out irrelevant mistakes, moving on before someone is finished, not giving constructive feedback). This is particularly interesting to me when thinking about how educators can foster spaces for youth to situate themselves as writers. Maybe this is something to add to the manuscript draft that I'm working on or maybe this is a new lens that I can use to explore the data. Regardless, I think this is a refreshing way to think about fostering creativity in ourselves and others.
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AuthorProfessor in English Education at UNC Greensboro Archives
June 2016
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