Articles, essays, editorials, and meditations on T&W’s mission, “educating the imagination.”
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The following article was originally published in print by Teachers & Writers Magazine. by Bill Zavatsky My first sustained reading of Whitman took place in the fall of 1965 or the spring of 1966. It was his “Song of Myself,” a good chunk of which I read while sitting in a lobby at the New…
Paola Capó-García chose to address the challenges of virtual instruction by having her high school students do a deep dive into poetry, allowing them the time and space to explore their own poetic voices.
2021 Bechtel Prize Runner-up Sue Granzella’s elementary school students became enthusiastic poets and wrote their feelings about the pandemic with profound depth.
“Fictional stories and poetry are often held together by fact, and this lesson shows students how they can weave practical knowledge into imaginative writing.” Educator Diane Conmy shares one of her favorite lessons, inspired by autumn and the book “Autumn Leaves” by Ken Robbins.
In this interview, Felicia Rose Chavez and poet and T&W writer Amanda Volel discuss Chavez’s new book “The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom” and how to incorporate anti-racist practices and mindfulness into your workshop classroom.
T&W writer Matthew Burgess brings a new creative writing exercise that refreshes “our perceptual apparatus.” Watch your students slip out of self-consciousness and into play and process with this activity.
photo credit: Poetry Society of America (on the right: Dick Gallup, 1961) Teachers & Writers Collaborative honors the work of poet Dick Gallup, who taught with T&W in the early 1970s. Ron Padgett writes in honor of his friend: “American poet Dick Gallup, once described as a kinder, gentler version of French poet Arthur Rimbaud,…
Profiles of Grace Paley, June Jordan,
Muriel Rukeyser and Anne Sexton, four women instrumental in the founding of Teachers & Writers Collaborative, one of the first ever Writers in the Schools programs.
Sharoon writes about introducing a English creative writing workshop to international educators in Indian academic circles, as a model for nurturing creativity and language skills in their students.
She writes: “The workshop became the shinrinyoko for many participants. In writing, they made a journey: towards themselves and towards finding meaning in why they do what they do.”
In this 1998 article from the archives by Phillip Lopate, he says “Of course I don’t wish to dilute their human feeling for this person who has suffered and witnessed great suffering; but I want them to understand the mastery of language that Baldwin accomplished, because this is part of the positive side of the ledger that helped him survive—and may help them survive.”