creative writing as an art

Our Mission

Inspire Thoughtful Creative Writing Through Art

A few years ago, I showed my sixth graders The Gulf Stream by Winslow Homer. It's an epic painting of a young black sailor in a small broken boat, surrounded by flailing sharks, huge swells, and a massive storm in the distance. I asked my students the simple question, "What's happening?" The responses ranged from "He's a slave trying to escape" to "He's a fisherman lost at sea." The common theme with the responses, though, was the tone -- most students were very concerned for his welfare. "That boat looks rickety. I think he’s going to get eaten by the sharks," was a common refrain. Then a very quiet, shy girl raised her hand. "It's OK, he'll be fine," she said. "The ship will save him."

The room got quiet as everyone stared intently at the painting. I looked closely at it. "What ship?" I responded. The young girl walked up to the image and pointed to the top left corner. Sure enough, faded in the smoky distance was a ship.

This revelation changed the tone and content of the conversation that followed. Some thought it was the ship that would save him. Others thought it was the ship that cast him off to his death. Would the storm, sharks, or ship get him? The best part of this intense debate was hearing the divergent, creative responses. Some students even argued. The written story produced as a result of analyzing this image was powerful.

Since this experience, I have developed strategies that harness the power of observation, analysis, and writing through my art lessons.

Children naturally connect thoughts, words, and images long before they master the skill of writing. This act of capturing meaning in multiple symbol systems and then vacillating from one medium to another is called transmediation . While using art in the classroom, students transfer this visual content, and then add new ideas and information from their personal experiences to create newly invented narratives. Using this three-step process of observe, interpret, and create helps kids generate ideas, organize thoughts, and communicate effectively.

Step 1: Observe

Asking students to look carefully and observe the image is fundamental to deep, thoughtful writing. Keep this in mind when choosing art to use in class. Look for images with:

Many details: If it is a simple image, there's not much to analyze.
Characters: There should be people or animals in the image to write about.
Colors: Find colors that convey a mood.
Spatial relationships: How do the background and foreground relate?

Lead your students through the image. "I like it" is not the answer we are looking for. Ask questions that guide the conversation. Encourage divergent answers and challenge them. Try these questions:

What shapes do you see? Do they remind you of anything?
What colors do you see? How do those colors make you feel?
What patterns do you see? How are they made?
Do you see any unusual textures? What do they represent?
What is the focal point of the image? How did the artist bring your attention to the focal point?
How did the artist create the illusion of space in the image?
If you were living in the picture and could look all around you, what would you see?
If you were living in the picture, what would you smell? What would you hear?

Keep your questions open-ended, and record what students say so that they'll have a reference for later. Identify and challenge assumptions. At this point, we are not looking for inferences or judgments, just observations.

Step 2: Make Inferences by Analyzing Art

Once they have discussed what they see, students then answer the question, "What is happening?" They must infer their answers from the image and give specific reasons for their interpretations.

For example, while looking at The Gulf Stream , one student said, "The storm already passed and is on its way out. You can tell because the small boat the man is on has been ripped apart and the mast is broken." That is what we are looking for in their answers: rational thoughts based on inferences from data in the picture. No two responses will be exactly the same, but they can all be correct as long as the student can coherently defend his or her answer with details from the image. When children express their opinions based on logic and these details, they are analyzing art and using critical thinking skills.

Here are some tips to model a mature conversation about art:

Give adequate wait time. We are often so rushed that we don't give children time to think and reflect.
Ask students to listen to, think about, and react to the ideas of others.
Your questions should be short and to the point.
Highlight specific details to look at while analyzing art (characters, facial expressions, objects, time of day, weather, colors, etc.).
Explain literal vs. symbolic meaning (a spider's web can be just that, or it can symbolize a trap).

Step 3: Create

After thoughtful observation and discussion, students are abuzz with ideas. For all of the following writing activities, they must use details from the image to support their ideas. Here are just a few of the many ways we can react to art:

For Younger Students:

Locate and describe shapes and patterns.
Describe time of day and mood of scene.
Describe a character in detail with a character sketch. Characters may be people, animals, or inanimate objects.
Write a story based on this image including a brand new character.
Give students specific vocabulary that they must incorporate into their story.

For Older Students:

Write down the possible meaning of the image, trade with a partner, and persuade your partner to believe that your story is the correct one based on details in the image.
Identify characters and their motives. Who are they and what do they want? Explain how you know based on details.
Pretend that you are in the image, and describe what you see, smell, feel, and hear.
Describe the details that are just outside of the image, the ones we can’t see.
Introduce dialogue into your story. What are they saying?
Sequence the events of the story. What happened five minutes before this scene, what is happening now, and what happens five minutes later? How do you know?
Write from the perspective of one of the characters in the image.
Explain who is the protagonist and antagonist. What is their conflict?

Thinking and Communicating

We don’t know what the future holds for our students, but we do know that they will have to think critically, make connections, and communicate clearly. Art can help students do that. During this year's commencement speech at Sarah Lawrence College, Fareed Zakaria said, "It is the act of writing that forces me to think through them [ideas] and sort them out." Art can be that link to helping students organize their ideas and produce coherent, thoughtful writing.

As you consider teaching writing through art, I recommend reading In Pictures and in Words by Kate Wood Ray and Beth Olshansky's PictureWriting.org website.

How have you used the arts to inspire creative thinking in your students? Please tell us about it in the comments.

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Learning resources

Use art to inspire poetry and creative writing

KS3 (ENG) , KS4 (ENG) , KS3 (NI) , KS4 (NI) , CfE L4 (SCO) , CfE L3 (SCO) , KS3 (WAL) , KS4 (WAL) , KS5 (ENG) , KS5 (NI) , CfE Sen. (SCO) , KS5 (WAL)

Cubism , Pre‐Raphaelitism , Post‐Impressionism , Figurative art , Abstraction

Reading and writing , Literature , Self portraits

Cubist Head (Portrait of Fernande) c.1909/1910

Pablo Picasso (1881–1973)

About this resource

How can we use art for creative writing inspiration?

This resource suggests ideas for using artworks as the starting point or inspiration for a poetry or creative writing project.

Use it to explore:

poets and poetry inspired by art
artworks on Art UK to use as a starting point for creative writing projects
suggestions for looking closely at an artwork
ideas for planning a creative written response to an artwork

The resource offers opportunities for cross-curricular study across English and Art & Design. The examples of artworks, related poems and activity ideas included in the resource can be used together as a lesson plan or as individual components to integrate into your own scheme of work. The resource is devised for KS 3/CfE Level 3 & Level 4 students but could also be suitable for Key Stage 4 and CfE senior phase students and 16+ learners.

See also our related resource: How can poetry be used to inspire art?

Curriculum links

Art and design

- Evaluate and analyse creative works - Actively engage in the creative process of art - Know about great artists and understand the historical and cultural development of their art forms

Reading Pupils should be taught to:

read and appreciate the depth and power of the English literary heritage through:

- reading a wide range of high-quality, challenging, classic literature. The range should include works from the 19th, 20th and 21st centuries; poetry since 1789.

understand and critically evaluate texts through:

- reading in different ways for different purposes, summarising and synthesising ideas and information, and evaluating their usefulness for particular purposes - drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation - identifying and interpreting themes, ideas and information - seeking evidence in the text to support a point of view, including justifying inferences with evidence - distinguishing between statements that are supported by evidence and those that are not, and identifying bias and misuse of evidence - analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact - make an informed personal response, recognising that other responses to a text are possible and evaluating these.

Pupils should be taught to:

write accurately, fluently, effectively and at length for pleasure and information through:

- adapting their writing for a wide range of purposes and audiences - selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate - make notes, draft and write, including using information provided by others [e.g. writing a letter from key points provided; drawing on and using information from a presentation]

Grammar and vocabulary

consolidate and build on their knowledge of grammar and vocabulary through:

- studying their effectiveness and impact in the texts they read - drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects - analysing some of the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English - using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language.

KS 4 - Develop ideas through investigations, demonstrating a critical understanding of sources - Record ideas, observations and insights relevant to intentions as work progresses - Present a personal and meaningful response that realises intentions and demonstrates an understanding of visual language

English literature

Students should be able to:

- read and understand poetry - respond to poems critically and imaginatively - select and evaluate relevant textual material - use details from poems to illustrate interpretations - explain and evaluate the ways in which the poets express meaning and achieve effects - relate the poems to their social, cultural and historical contexts English Language Writing for purpose and audience Students should be able to: - write accurately and effectively - use an appropriate writing form - express ideas and/or information precisely and accurately - select vocabulary to persuade and/or inform the reader - use accurate grammar, spelling and punctuation Speaking and listening Students should be able to: - communicate clearly and effectively - present information and ideas - use standard English as appropriate - structure and sustain talk - choose and adapt language appropriate to an audience - respond appropriately to questions and views of others - interact with others - make a range of effective contributions - express ideas clearly, accurately and appropriately - listen and respond to others' ideas and perspectives - challenge what they hear where appropriate and shape meaning through asking questions and making comments and suggestions

Studying spoken and written language

Students should be able to: - understand the characteristics of spoken language - understand influences on spoken language choices - explore the impact of spoken language choices - understand how language varies in different contexts; - read and understand texts - understand how meaning is constructed - recognise the effect of language choices and patterns - evaluate how texts may be interpreted differently depending on the reader's perspective - explain and evaluate how writers use linguistic and presentational features to sustain the reader's interest Personal creative writing

Students should be able to: - write clearly and fluently (as well as imaginatively, if appropriate) - organise ideas to support coherence - use an appropriate writing form - select vocabulary appropriate to the task to engage the reader - use a range of sentence structures for effect - use accurate grammar, spelling and punctuation Reading Literary and Non-fiction Texts Students should be able to: - read and understand texts - understand how meaning is constructed - recognise the effect of language choices and patterns - select material appropriate to purpose - evaluate how texts may be interpreted differently depending on the reader's perspective - explain and evaluate how writers use linguistic and presentational features to sustain the reader's interest.

Level 4 - I can analyse art and design techniques, processes and concepts, make informed judgements and express considered opinions on my own and others' work (EXA 4-07a)

Literacy and English

Listening and talking

- When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking (LIT 4-02a) - As I listen or watch, I can clearly state the purpose and main concerns of a text and make inferences from key statements; compare and contrast different types of text; gather, link and use information from different sources and use this for different purposes (LIT 4-04a) - As I listen or watch, I can make notes and organise these to develop thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate (LIT 3-05a / LIT 4-05a) - I can show my understanding of what I listen to or watch by giving detailed, evaluative comments, with evidence, about the content and form of short and extended texts (LIT 4-07a) - When listening and talking with others for different purposes, I can: communicate detailed information, ideas or opinions; explain processes, concepts or ideas with some relevant supporting detail; sum up ideas, issues, findings or conclusions (LIT 4-09a)

- Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression (ENG 2-12a / ENG 3-12a / ENG 4-12a) - I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate (LIT 3-15a / LIT 4-15a) - To show my understanding, I can give detailed, evaluative comments, with evidence, on the content and form of short and extended texts, and respond to different kinds of questions and other types of close reading tasks (ENG 4-17a) - I can: discuss and evaluate the effectiveness of structure, characterisation and/or setting using some supporting evidence; identify how the writer’s main theme or central concerns are revealed and can recognise how they relate to my own and others’ experiences; identify and make a personal evaluation of the effect of aspects of the writer’s style and other features appropriate to genre using some relevant evidence and terminology (ENG 4-19a)

- I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience (LIT 3-20a / LIT 4-20a) - As appropriate to my purpose and type of text, I can punctuate and structure different types of sentences with sufficient accuracy, and arrange these to make meaning clear, showing straightforward relationships between paragraphs (LIT 3-22a / LIT 4-22a) - Throughout the writing process, I can review and edit my writing independently to ensure that it meets its purpose and communicates meaning clearly at first reading (LIT 4-23a) - I can justify my choice and use of layout and presentation in terms of the intended impact on my reader (LIT 4-24a) - I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems, make decisions, or create original text. I can make appropriate and responsible use of sources and acknowledge these appropriately (LIT 4-25a) - By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience (LIT 3-26a / LIT 4-26a) - I can engage and/or influence readers through my use of language, style and tone as appropriate to genre (ENG 3-27a / ENG 4-27a) - I can create a convincing impression of my personal experience and reflect on my response to the changing circumstances to engage my reader (ENG 4-30a) - Having explored and experimented with the narrative structures which writers use to create texts in different genres, I can: use the conventions of my chosen genre successfully and/or; create an appropriate mood or atmosphere and/or; create convincing relationships, actions and dialogue for my characters (ENG 4-31a)

Art and design - Students use their knowledge about the work of other artists to enrich and inform their work through analysis and evaluation - Students evaluate their work through discussion

Learners should be given opportunities to:

- respond orally to continuous and non-continuous texts - respond orally to a variety of stimuli and ideas, including written and dynamic texts, e.g. paintings, music, film, still and moving images - communicate for a range of purposes, e.g. recount and present information, instruct, argue and explain a point of view, discuss an issue, persuade, question and explore interpretations, convey feelings - speak and listen individually, in pairs, in groups and as members of a class - present, talk and perform in formal and informal contexts and for a variety of audiences including teachers and peers - engage in activities that focus on words, their derivation, meanings, choice and impact - listen and view attentively, responding to a wide range of communication, e.g. written and dynamic texts, theatre and poetry performance, visiting speakers, explanations, instructions - speak clearly, using intonation and emphasis appropriately, e.g. recitation, oral storytelling - use appropriate vocabulary suitable for the situation or purpose - use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers

read a wide range of continuous and non-continuous texts, in printed and dynamic format, as a basis for oral and written responses. These should include:

– extracts and complete texts – traditional and contemporary poetry and prose – texts written by Welsh authors, texts with a Welsh dimension and texts from other cultures – texts that have challenging subject matter, which broaden perspectives and extend thinking – texts with a variety of structures, forms, purposes, intended audiences and presentational devices – texts that demonstrate quality and variety in language use – texts with a variety of social, historical and cultural contexts – texts that extend learners’ intellectual, moral and emotional understanding – texts with a variety of tone, e.g. irony, parody, word play, innuendo and satire

read individually and collaboratively, e.g. paired reading, guided group reading, shared reading

read for different purposes, e.g. for personal pleasure; to retrieve, summarise and synthesise key information; to interpret and integrate information; to verify information; to deepen understanding through re-reading; to identify language devices used by the writer to analyse purpose; to identify alternative readings of a text

develop appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, poets, peers, in written and dynamic texts.

write for a variety of purposes, including to: – recount – inform – explain – argue/persuade – discuss/analyse – evaluate – narrate – describe – empathise

write in a range of continuous and non-continuous texts in a variety of forms

produce poetic writing, using imagery and poetic devices, e.g. rhyme and form

use a wide range of written and dynamic stimuli, e.g. stories, picture books, images, poems, experiences, film, paintings, music

use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers.

Expressive Arts

Exploring the expressive arts is essential to developing artistic skills and knowledge and it enables learners to become curious and creative individuals.

Progression step 5:

- I can investigate and analyse how creative work is used to represent and celebrate personal, social and cultural identities.

- I can independently research the purpose and meaning of a wide range of creative work and consider how they can impact on different audiences.

Responding and reflecting, both as artist and audience, is a fundamental part of learning in the expressive arts.

- I can critically and thoughtfully respond to and analyse the opinion and creative influences of others in order to independently shape and develop my own creative work.

- I can purposefully apply knowledge and understanding of context when evaluating my own creative work and creative work by other people and from other places and times.

- I can critically evaluate the way artists use discipline-specific skills and techniques to create and communicate ideas.

Languages, literacy and communication

Understanding languages is key to understanding the world around us

- I can listen empathetically, respecting different people’s perspectives and can critically evaluate them to arrive at my own considered conclusions.

- I can employ a range of strategies to recognise and predict the meaning across a wide range of texts and from this enhance my own expression and communication.

- I can use inference and deduction to gain in-depth understanding of complex texts, and can evaluate the reliability, validity and impact of what I read.

- I can use my knowledge of word construction, grammar , including syntax , and text organisation to support my understanding of what I hear and read.

- I can read empathetically to respect and critically evaluate different people’s perspectives, using them to arrive at my own considered conclusions.

- I can listen and read to build an extensive range of general and specific vocabulary, and I can use them with precision in different contexts.

Expressing ourselves through languages is key to communication

- I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

- I can make informed choices about vocabulary and grammar to enhance my communication skills

- I can reflect critically on my use of language and can consider the effects of my spoken, written and visual communication objectively.

- I can evaluate and respond critically to what I have heard, read or seen.

Literature fires imagination and inspires creativity

- I can engage with a wide range of literary genres in depth in order to explore and craft my own work.

- I can experiment with and craft my own literature.

- I can critically evaluate key concepts and the impact of language choices and techniques on the reader/viewer using an assured selection of relevant textual detail.

- I can appreciate literature, showing empathy when evaluating different interpretations of literature, including my own.

How to use this resource

1. Explore paintings and poetry

The first section of this resource introduces poems inspired by portraits, narrative paintings and abstract artworks.

Choose one or two of the paintings with accompanying poems to explore with your students. Look at the painting first, encouraging students to discuss what it shows and their response to it.

Dante Gabriel Rossetti (1828–1882) 1853

William Holman Hunt (1827–1910)

You could think about:

what does the artwork look like?
is it an abstract arrangement of shapes and colours or has the artist represented something from the visible world?
is there a story, meaning or message in the work?
what is the mood of the work and how does this affect your response?
how has the artist used techniques such as brushstrokes or chisel marks? What colours have they used?

Then discuss how the poet has responded to the painting.

What aspects of the painting have they focused on?
What type of language have they used?
Have they used the painting as a starting point to discuss bigger ideas or themes or to reflect upon issues that are personal to them?

2. Activity ideas and suggestions

The second section of the resource includes ideas and suggestions for responding through poetry or another form of creative writing to an artwork.

Did you know?

There is a dedicated term for poems inspired by artworks. Ekphrastic poetry is taken from the Greek word Ekphrasis , meaning to describe something in vivid detail.

Elizabeth Jennings and Rembrandt's late self-portraits

Rembrandt van Rijn was a seventeenth-century Dutch painter. During his long career, he painted over 90 self-portraits that record how he looked from youth to old age. (See additional self-portraits on the Rembrandt artist page on Art UK and watch a video to find out more.)

Rembrandt's self-portraits from old age are brutally honest, showing melancholy eyes staring out from sagging features and dishevelled hair and clothing.

Self Portrait at the Age of 63 1669

Rembrandt van Rijn (1606–1669)

Poet Elizabeth Jennings responds to the self-portraits that Rembrandt painted in later life.

You are confronted with yourself. Each year The pouches fill, the skin is uglier. You give it all unflinchingly. You stare Into yourself, beyond. Your brush's care Runs with self-knowledge. Here

Is a humility at one with craft There is no arrogance. Pride is apart From this self-scrutiny.

Read the whole poem and listen to a recording of Elizabeth Jennings reading her poem

Explore an analysis of the poem

Raza Hussain and Holman Hunt's portrait of Dante Gabriel Rossetti (1828–1882)

In 2017, we challenged five young poets to create an original piece inspired by a painting of their choice from Art UK.

Birmingham-based spoken word artist and rapper Raza Hussain chose an 1853 portrait of Pre-Raphaelite artist Dante Gabriel Rossetti by William Holman Hunt .

Hussain sees the Pre-Raphaelites as rebels who wanted to implement change and Rossetti as 'an iconic and profound symbol of passionate creative madness – the kind to change perspectives – the kind to change the world'.

Find out more about the portrait and Raza Hussain's response to it .

Rowan MacCabe and Ethel Wright's 'Bonjour, Pierrot'

Rowan McCabe is another young poet commissioned to respond to a painting on Art UK as part of the Art Speaks challenge.

Bonjour, Pierrot is an imagined portrait, made in the early 1890s, of the character of Pierrot from French literature. Pierrot has held a fascination for many artists including Jean-Antoine Watteau and Pablo Picasso . The poet Rowan McCabe responds to this depiction of Pierrot by British portrait painter Ethel Wright and sees Pierrot in the painting as a sad figure, despite his clownish appearance.

McCabe has been affected by mental health issues and, for him, the painting is a reminder that people might seem silly and fun on the surface but can, in fact, be hiding issues relating to their mental health.

Find out more about the painting and Rowan McCabe's response to it

Explore more paintings by Ethel Wright

Narrative painting

A narrative painting is a painting that tells a story. The story could be from religion, literature, myth and legend or history. Or it could be a story of everyday life (often referred to as genre painting .)

Poetic responses to Titian's Diana and Actaeon

In 2012, The National Gallery in London invited 13 leading poets to respond to three paintings by Titian (c.1488–1576): Diana and Actaeon (1556–1559); The Death of Actaeon (about 1559–1575); and Diana and Callisto (1556–1559). The paintings depict stories from the epic poem Metamorphoses by the Classical poet Ovid , who lived from 43 BC to 17/18 AD.

Diana and Actaeon 1556-1559

Titian (c.1488–1576)

The myth of Diana and Actaeon recounted in Metamorphoses tells the sad story of the hunter Actaeon who comes across Diana, the Roman goddess of hunting, while she is bathing with her escort of nymphs. The nymphs try to cover the naked Diana who, in a state of shock and embarrassment, splashes Actaeon. This splash turns Actaeon into a deer and he flees the scene. Tragically, however, his own hunting dogs don't recognise their master and attack and kill Actaeon.

Find out more about the paintings in the HENI Talks video on this artwork page

Patience Agbabi on Titian's 'Diana and Actaeon'

In this video poet Patience Agbabi reads her poem About Face inspired by Titian's painting Diana and Actaeon (1556–1559).

She imagines the thoughts and response of a Black nymph who is depicted standing beside Diana in the painting and helps to cover Diana from the gaze of Actaeon.

Hear more poets' responses to Titian's paintings on The National Gallery website

Sabrina Mahfouz and Ludolf Backhuysen's 'Boats in a Storm'

Ludolf Backhuysen 's painting, Boats in an Upcoming Storm with the Church of Zandvoort (1696) depicts a large sailing vessel, being buffeted by strong winds as it enters a harbour. Men on shore are pulling on a rope to steady her stern while other smaller boats come to the assistance of the distressed passengers.

British Egyptian poet Sabrina Mahfouz was drawn to the painting by its depiction of a storm, struck by the fact that something as still as a painting is able to capture such ferocious movement and activity.

Abstract art

E. E. Cummings and Cubism

American avant-garde poet E. E. Cummings was profoundly influenced by early twentieth-century art movements and the experiments with abstract style that Cubists and other modern artists were conducting. In 1913 he visited the International Exhibition of Modern Art in New York (also known as the Armory Show) where he saw work by artists including Pablo Picasso , Georges Braque , Henri Matisse , Paul Cézanne and Marcel Duchamp .

Pablo Picasso and Georges Braque's Cubist experiments revolutionised painting. In attempting to suggest the three-dimensionality of objects, landscapes and people by showing them simultaneously from different viewpoints they created fragmented, abstracted images.

E. E. Cummings was inspired by these fractured artworks and began to explore similar experimentation in his poetry. His poems became visual as well as verbal as he experimented with the form and arrangement of his words. (His poem r-p-o-p-h-e-s-s-a-g-r is a good example of this.)

Cummings begins his poem, Picasso , with the words:

'Picasso you give us Things which bulge: grunting lungs pumped full of thick sharp mind you make us shrill presents always shut in the sumptuous screech of simplicity'

The poem ends with:

'you hew form truly'

Read the full poem here

Anne Sexton and Vincent van Gogh's The Starry Night

Artist Vincent van Gogh is best known for his powerful portraits, flowers and landscapes painted using bold colours and loose brushstrokes that seem to whirl around the surface of his canvases.

The Starry Night, painted in 1889, shows the view from Van Gogh's room in the Saint-Paul-de-Mausole asylum where he was placed after a breakdown (during which he self-mutilated his ear). The view was painted just before sunrise and as well as the trees and hills and starry sky that he could see, Van Gogh added an imaginary village to the landscape.

The Starry Night

1889, oil on canvas by Vincent van Gogh (1853–1890)

In her response to The Starry Night, poet Anne Sexton has managed to convey the powerful emotions as well as the loose abstracted style of Vincent van Gogh's painting.

'The town does not exist except where one black-haired tree slips up like a drowned woman into the hot sky The town is silent. The night boils with eleven stars. Oh starry starry night!'

Ann Sexton researched Van Gogh and read his letters before writing the poem and includes, as an epigraph to her poem, a line from a letter that Vincent van Gogh wrote to his brother.

'That does not keep me from having a terrible need of – shall I say the word – religion. Then I go out at night to paint the stars.'

In creating her response to the painting she imagines Vincent van Gogh thinking about religion and mortality.

Read the full poem here

See an analysis of the poem

Activity: write a poem inspired by an artwork

Now that you have explored a range of poems inspired by paintings, have a go at writing a poem or piece of creative writing inspired by an artwork.

This activity includes tips and suggestions for finding, looking at and creating a written response to an artwork.

Step 1: find an artwork to inspire you

If you are a teacher, task students with finding an artwork that inspires them as a homework project in advance of the class. They could choose an artwork from a local collection or find one on Art UK.

Use the tips below to find artworks on Art UK.

Search by artist

Look for an artist on Art UK. Start typing the artist's name into the search box on the Art UK artworks search page .

A list of artists will appear. Select the artist that you are interested in.

Screenshot of Art UK's artwork search page

You will be shown a list of artworks on Art UK by your selected artist. Browse these and choose an artwork to inspire your creative writing project.

Screenshot of Art UK's artworks search page, showing art by Sonia Boyce

Go to the artworks search page to search by artist

Search by theme

You can also type a subject or theme into the search box. This could be anything from 'holiday' to 'celebrity' to 'football'. Once you've typed your theme, click the search icon or press return.

You will be shown a list of artworks relating to the keyword.

Go to the artworks search page to search by theme

Another way to search by theme is to explore Topics on Art UK. We have gathered together a selection of artworks related to a wide range of themes from 'home and family' to the 'natural world'.

Browse Topics

Search by location

If you'd like to find artworks in museums or galleries near you, use our venue search.

This will allow you to search by UK country and region to find a local gallery or museum and see the artworks that they hold.

Search by country, region and venue

Be inspired using the artwork shuffle

If you are not sure what you're looking for (but will know when you see it!), use our artwork shuffle.

The artwork shuffle shows a random selection of artworks in different media from collections around the country.

If you don't see anything you like, shuffle again to see another selection.

Inspire me with the artwork shuffle

Step 2: look closely at your artwork

Once you have found an artwork to inspire you, look closely at it. Note down your thoughts about the work and your feelings in response to it.

What does the artwork look like?
Is it an abstract arrangement of shapes and colours or has the artist represented something from the visible world?
Is there a story, meaning or message in the work?
What is the mood of the work and how does it affect your response?
How has the artist used techniques such as brush strokes or chisel marks? What colours have they used?

In this video, created by The Grampian Hospitals Art Trust , writer Shane Strachan shares some useful ideas for looking closely at an artwork.

Step 3: plan and write your creative response

How are you going to respond to the artwork in your creative writing piece?

Your response could be a poem, a text, a memory or a form of your own invention. As well as what you see in the artwork (the imagery, colours and mark-making or use of materials) think about your own interpretation and your response to it.

What does the artwork make you feel?
Does it make you think of other things such as memories, places or people?
Does the artwork tell or suggest a narrative or story?
Are there any details or imagery within the artwork that draws you in?
What do the colours, shapes and marks remind you of?

Research and be inspired by others

You could also research the artwork to inform and inspire your approach. Find out more about the artist and their ideas and techniques or research the subject depicted.

Be inspired by the approach of other writers. Revisit the poetry included in the first part of this resource.

Or read creative responses to artworks written by young people for our Write on Art competition.

Write on Art: Ruby Langan-Hughes on The Broken Mirror by Jean-Baptiste Greuze
Write on Art: Variaam Tratt on Preserve 'Beauty ' by Anya Gallaccio
Write on Art: Aoife Hogan on Childen and Chalk Wall 3 by Joan Eardley

Writing art: inspiration and tips

In this second video from Grampian Hospitals Art Trust , writer Shane Strachan shares ideas and tips for responding to an artwork creatively in writing. He also shares his own poems inspired by artworks.

Watch the video and then get started on your own creative writing project!

Find out more

Do you know someone who would love this resource? Tell them about it...

More cubism resources.

KS1 (ENG) KS2 (ENG) KS1 (NI) KS2 (NI) CfE L1 (SCO) CfE L2 (SCO) PS2 (WAL) PS3 (WAL)

More Art UK resources

What Is Creative Writing? (Ultimate Guide + 20 Examples)

Creative writing begins with a blank page and the courage to fill it with the stories only you can tell.

I face this intimidating blank page daily–and I have for the better part of 20+ years.

In this guide, you’ll learn all the ins and outs of creative writing with tons of examples.

What Is Creative Writing (Long Description)?

Creative Writing is the art of using words to express ideas and emotions in imaginative ways. It encompasses various forms including novels, poetry, and plays, focusing on narrative craft, character development, and the use of literary tropes.

Bright, colorful creative writer's desk with notebook and typewriter -- What Is Creative Writing

Table of Contents

Let’s expand on that definition a bit.

Creative writing is an art form that transcends traditional literature boundaries.

It includes professional, journalistic, academic, and technical writing. This type of writing emphasizes narrative craft, character development, and literary tropes. It also explores poetry and poetics traditions.

In essence, creative writing lets you express ideas and emotions uniquely and imaginatively.

It’s about the freedom to invent worlds, characters, and stories. These creations evoke a spectrum of emotions in readers.

Creative writing covers fiction, poetry, and everything in between.

It allows writers to express inner thoughts and feelings. Often, it reflects human experiences through a fabricated lens.

Types of Creative Writing

There are many types of creative writing that we need to explain.

Some of the most common types:

Short stories
Screenplays
Flash fiction
Creative Nonfiction

Short Stories (The Brief Escape)

Short stories are like narrative treasures.

They are compact but impactful, telling a full story within a limited word count. These tales often focus on a single character or a crucial moment.

Short stories are known for their brevity.

They deliver emotion and insight in a concise yet powerful package. This format is ideal for exploring diverse genres, themes, and characters. It leaves a lasting impression on readers.

Example: Emma discovers an old photo of her smiling grandmother. It’s a rarity. Through flashbacks, Emma learns about her grandmother’s wartime love story. She comes to understand her grandmother’s resilience and the value of joy.

Novels (The Long Journey)

Novels are extensive explorations of character, plot, and setting.

They span thousands of words, giving writers the space to create entire worlds. Novels can weave complex stories across various themes and timelines.

The length of a novel allows for deep narrative and character development.

Readers get an immersive experience.

Example: Across the Divide tells of two siblings separated in childhood. They grow up in different cultures. Their reunion highlights the strength of family bonds, despite distance and differences.

Poetry (The Soul’s Language)

Poetry expresses ideas and emotions through rhythm, sound, and word beauty.

It distills emotions and thoughts into verses. Poetry often uses metaphors, similes, and figurative language to reach the reader’s heart and mind.

Poetry ranges from structured forms, like sonnets, to free verse.

The latter breaks away from traditional formats for more expressive thought.

Example: Whispers of Dawn is a poem collection capturing morning’s quiet moments. “First Light” personifies dawn as a painter. It brings colors of hope and renewal to the world.

Plays (The Dramatic Dialogue)

Plays are meant for performance. They bring characters and conflicts to life through dialogue and action.

This format uniquely explores human relationships and societal issues.

Playwrights face the challenge of conveying setting, emotion, and plot through dialogue and directions.

Example: Echoes of Tomorrow is set in a dystopian future. Memories can be bought and sold. It follows siblings on a quest to retrieve their stolen memories. They learn the cost of living in a world where the past has a price.

Screenplays (Cinema’s Blueprint)

Screenplays outline narratives for films and TV shows.

They require an understanding of visual storytelling, pacing, and dialogue. Screenplays must fit film production constraints.

Example: The Last Light is a screenplay for a sci-fi film. Humanity’s survivors on a dying Earth seek a new planet. The story focuses on spacecraft Argo’s crew as they face mission challenges and internal dynamics.

Memoirs (The Personal Journey)

Memoirs provide insight into an author’s life, focusing on personal experiences and emotional journeys.

They differ from autobiographies by concentrating on specific themes or events.

Memoirs invite readers into the author’s world.

They share lessons learned and hardships overcome.

Example: Under the Mango Tree is a memoir by Maria Gomez. It shares her childhood memories in rural Colombia. The mango tree in their yard symbolizes home, growth, and nostalgia. Maria reflects on her journey to a new life in America.

Flash Fiction (The Quick Twist)

Flash fiction tells stories in under 1,000 words.

It’s about crafting compelling narratives concisely. Each word in flash fiction must count, often leading to a twist.

This format captures life’s vivid moments, delivering quick, impactful insights.

Example: The Last Message features an astronaut’s final Earth message as her spacecraft drifts away. In 500 words, it explores isolation, hope, and the desire to connect against all odds.

Creative Nonfiction (The Factual Tale)

Creative nonfiction combines factual accuracy with creative storytelling.

This genre covers real events, people, and places with a twist. It uses descriptive language and narrative arcs to make true stories engaging.

Creative nonfiction includes biographies, essays, and travelogues.

Example: Echoes of Everest follows the author’s Mount Everest climb. It mixes factual details with personal reflections and the history of past climbers. The narrative captures the climb’s beauty and challenges, offering an immersive experience.

Fantasy (The World Beyond)

Fantasy transports readers to magical and mythical worlds.

It explores themes like good vs. evil and heroism in unreal settings. Fantasy requires careful world-building to create believable yet fantastic realms.

Example: The Crystal of Azmar tells of a young girl destined to save her world from darkness. She learns she’s the last sorceress in a forgotten lineage. Her journey involves mastering powers, forming alliances, and uncovering ancient kingdom myths.

Science Fiction (The Future Imagined)

Science fiction delves into futuristic and scientific themes.

It questions the impact of advancements on society and individuals.

Science fiction ranges from speculative to hard sci-fi, focusing on plausible futures.

Example: When the Stars Whisper is set in a future where humanity communicates with distant galaxies. It centers on a scientist who finds an alien message. This discovery prompts a deep look at humanity’s universe role and interstellar communication.

Watch this great video that explores the question, “What is creative writing?” and “How to get started?”:

What Are the 5 Cs of Creative Writing?

The 5 Cs of creative writing are fundamental pillars.

They guide writers to produce compelling and impactful work. These principles—Clarity, Coherence, Conciseness, Creativity, and Consistency—help craft stories that engage and entertain.

They also resonate deeply with readers. Let’s explore each of these critical components.

Clarity makes your writing understandable and accessible.

It involves choosing the right words and constructing clear sentences. Your narrative should be easy to follow.

In creative writing, clarity means conveying complex ideas in a digestible and enjoyable way.

Coherence ensures your writing flows logically.

It’s crucial for maintaining the reader’s interest. Characters should develop believably, and plots should progress logically. This makes the narrative feel cohesive.

Conciseness

Conciseness is about expressing ideas succinctly.

It’s being economical with words and avoiding redundancy. This principle helps maintain pace and tension, engaging readers throughout the story.

Creativity is the heart of creative writing.

It allows writers to invent new worlds and create memorable characters. Creativity involves originality and imagination. It’s seeing the world in unique ways and sharing that vision.

Consistency

Consistency maintains a uniform tone, style, and voice.

It means being faithful to the world you’ve created. Characters should act true to their development. This builds trust with readers, making your story immersive and believable.

Is Creative Writing Easy?

Creative writing is both rewarding and challenging.

Crafting stories from your imagination involves more than just words on a page. It requires discipline and a deep understanding of language and narrative structure.

Exploring complex characters and themes is also key.

Refining and revising your work is crucial for developing your voice.

The ease of creative writing varies. Some find the freedom of expression liberating.

Others struggle with writer’s block or plot development challenges. However, practice and feedback make creative writing more fulfilling.

What Does a Creative Writer Do?

A creative writer weaves narratives that entertain, enlighten, and inspire.

Writers explore both the world they create and the emotions they wish to evoke. Their tasks are diverse, involving more than just writing.

Creative writers develop ideas, research, and plan their stories.

They create characters and outline plots with attention to detail. Drafting and revising their work is a significant part of their process. They strive for the 5 Cs of compelling writing.

Writers engage with the literary community, seeking feedback and participating in workshops.

They may navigate the publishing world with agents and editors.

Creative writers are storytellers, craftsmen, and artists. They bring narratives to life, enriching our lives and expanding our imaginations.

How to Get Started With Creative Writing?

Embarking on a creative writing journey can feel like standing at the edge of a vast and mysterious forest.

The path is not always clear, but the adventure is calling.

Here’s how to take your first steps into the world of creative writing:

Find a time of day when your mind is most alert and creative.
Create a comfortable writing space free from distractions.
Use prompts to spark your imagination. They can be as simple as a word, a phrase, or an image.
Try writing for 15-20 minutes on a prompt without editing yourself. Let the ideas flow freely.
Reading is fuel for your writing. Explore various genres and styles.
Pay attention to how your favorite authors construct their sentences, develop characters, and build their worlds.
Don’t pressure yourself to write a novel right away. Begin with short stories or poems.
Small projects can help you hone your skills and boost your confidence.
Look for writing groups in your area or online. These communities offer support, feedback, and motivation.
Participating in workshops or classes can also provide valuable insights into your writing.
Understand that your first draft is just the beginning. Revising your work is where the real magic happens.
Be open to feedback and willing to rework your pieces.
Carry a notebook or digital recorder to jot down ideas, observations, and snippets of conversations.
These notes can be gold mines for future writing projects.

Final Thoughts: What Is Creative Writing?

Creative writing is an invitation to explore the unknown, to give voice to the silenced, and to celebrate the human spirit in all its forms.

Check out these creative writing tools (that I highly recommend):

Recommended Tools	Learn More
Jasper AI
Show Not Tell GPT
Dragon Professional Speech Dictation and Voice Recognition
Surface Laptop
Bluehost
Sqribble (eBook maker)

Is Writing an Art?

The Making of an Art

When we think of most types of writing, art isn’t something that immediately comes to mind. An exception may be poetry, which is generally considered quite artistic. But can other forms of writing be an art?

According to the Merriam-Webster dictionary, art is the use of creativity, skill, and imagination to create something that’s beautiful or emotionally expressive. I contend that this definition needs to be expanded. If you dig a little deeper, you’ll see that the same dictionary says that any skill can be termed an art. Thus you have the art of salesmanship, the art of diplomacy, and even the art of making friends. Anything you’re skillful at can be considered an art, particularly if you exercise a little imagination and creativity in the process.

How to Be an Artistic Writer

Although it’s true that being a writer of legal documents is an art because you have to do some pretty deep thinking and produce watertight work, I doubt whether anyone would consider a lawyer to be an artist in the truest sense of the word. There are also those who practice the art of brevity in their writing, giving you only the bare facts. Although I appreciate this when I want to quickly get to the heart of the matter, it isn’t always appropriate, and it can be a bit boring to read.

“It was a nice day. We went to the restaurant and had a meal. Then we went home.” It’s all rather ho-hum and boring, isn’t it?

“It was a wonderful day with only a few fluffy clouds scudding across a sky so blue it defied description. We chose a charming restaurant with a courtyard shaded by trees and ate magnificent food to the sound of rustling leaves and a gurgling fountain. After lunch, we took the scenic route home along the lakeshore, rattling and bumping along on the untarred surface.”

It probably isn’t worthy of a William Wordsworth, who would no doubt have waxed considerably more poetically, I would bet that most people would find the second piece is more creative and descriptive. You should be able to form mental pictures from the words used: the lovely weather, the pleasant restaurant, and the bumpy ride home are all more clearly drawn in this word-picture.

Try These Tips

Create atmosphere with sensory language. What sights, smells, sensations and sounds would you like your reader to imagine?
Introduce an element of the unexpected. Choose words carefully, and create new words and idioms if inspiration strikes. Find new ways to say ordinary things.
Your first few lines are important. Use them to grab the reader’s attention .
Make understanding what you’re saying simple. Avoid jargon and foreign phrases unless they’re essential in context.
Write quickly. Edit and re-draft slowly and with care.
Be yourself. Trying to emulate a writing style will produce a poor copy of someone else’s work. The more original you are, the better.
Avoid lengthy descriptions.
Break rules. George Orwell’s best advice, given at the end of a list of tips to improve your writing, is you should break any and all rules when appropriate.

Any kind of writing can be an art, but creative thinking is the key. Whether you plan to immerse yourself in writing poetry, believe there’s a novel in you trying to get out, or are simply tackling an essay or a blog post , your creative thinking and skill can combine to turn it into a work of art.

Although creative fiction or poetry writing is generally considered artier than factual writing, I have read wonderfully entertaining and interesting non-fiction articles and books. What made them different? There was definitely an element of creativity in the way the information was presented. They made you want to read on and find out more. Any kind of writing can be considered an art, but real creativity is what turns writing into something special. It’s not what you have that matters, but what you do with it.

(Photo courtesy of Asja Boros )

Of course writing is art! I can’t believe anyone could think otherwise. It takes as much creativity to write as it does paint, sing or anything else. If anyone doesn’t believe that, they are prejudice against writing.

I don’t know. I would classify a writing more as a skill than as an art. I think of art as being something that is done to celebrate somebody’s creativity whereas writing is a daily skill. Of course, there are times when people are writing creatively and this could be considered as art. But the day-to-day writing that everybody does is more of a skilled than an art in my opinion.

I’m not sure I really like this explanation as the definition given means that everything and everything is an art. That’s not really addressing the question in hand which most people reading this are asking — is writing an art like painting and other activities usually associated with art. Why isn’t writing thought of in this way? That’s really the question that this article should address.

Yes, the definition of “art” is a bit broad for my liking in this article. I still believe writing is an art, but I don’t believe all types of writing should be considered art. For example, business writing is business writing. Someone might be good at it, but it isn’t artful writing except possibly in the subset of business writing. Nobody would ever confuse a business proposal as written art.

I don’t believe that writing gets the credit it deserves for being an art. People have the misconception that writing is easy, probably because everybody has to learn to write at some point in their life. But to bring words to life is an art. There’s no two ways about it. In fact, good writing will allow you to see pictures in your mind which is the definition of art.

Writing is easy…writing well is not.

I am a Creative Writer. I struggle to tell my story, w C-PTSD. But, still , I write 🖤

Avoid lengthy descriptions. “Lengthy” is relative to the material you’re writing. If you’re writing a Halmark movie style romance novel…you know, the bare-chested cowboy crap they sell at Walmart…then an entire paragraph about nothing more than the horse the cowboy is riding might be too much. However, if you’re writing a post-modern encyclopedic novel then not spending an entire page describing a horse might be too little. In fact, in a post modern novel…especially of the encyclopedic variety…you could have an entire chapter about nothing more than a horse. It just depends on what works best for the story with consideration to the genre it first in.

One of the scenes that I’ve never forgotten from Infinite Jest…a post-modern encyclopedic novel…is the one where the main character is sitting in the waiting room of the principal’s office at his school waiting to talk to said principal while everything…and I mean EVERYTHING…in the room that is blue is described…for page after page after page. In a 200 page Harlequin romance that would be WAY too much. In Infinite Jest it was perfect.

Don’t use lengthy descriptions, but DO remember “lengthy” is relative to the overall length of the book with respect to genre. Think of it this way…instead of saying don’t use lengthy descriptions…don’t use descriptions that readers will consider lengthy. If the book is 1,000 pages it won’t be a secret to the reader before they start reading that something in the book will be lengthy. Most people who read longer books and post-modern novels don’t expect light quick reads. For those who do expect light quick non-thought engaging reads, go to Walmart and buy the book with the “sexiest” cowboy on the cover.

So remember to consider what your overall page length is projected to be and what genre you’re writing in and that should give you a rough guide as to what “lengthy” is for any and all descriptions in your book/story.

Maybe there is someone living inside me…

Samira Mansouri

There is something happening inside me, perhaps a new feeling is being given the birth. I don’t know what this is exactly! Perhaps a sense of excitement or a sense of accomplishment…I am getting familiar with new English words…all of them carry a burden of meaning on their shoulders. All of them are pure, honest and sincere.

Thousands of words are emerging in unlimited writhing sky, similar to numerous stars, twinkling cheerfully. I am getting lost in a galaxy of words. I cannot imagine any ending for this sky…everywhere, thousands of new words, new words and new words. I am silent but excited. You can never deeply comprehend how disable I am to describe how enjoyable, marvelous and strange feeling I am experiencing!

Words, all of them so powerful, are similar to the sharp axes to reform my statue. My character is gradually evolving with every hook of these words. My eyes, my hands, my fingers and my soul are getting shaped. There is someone living inside me, calling me, asking me to write in English. There is something happening inside me, maybe a colorful butterfly is being given the birth inside my heart. Maybe a silkworm is getting out of cocoon to make a difference in outside world.

Arrangement of these generating words give me a sense of thrill…a sense of creation. I am falling in love with my every single sentence. How nice, how unique, how exhilarating they are! Perhaps there is someone living inside me that her green fingers can flourish every piece of paper. There is a gardener inside me, capable of making white and plain paper pleasing, green and spectacular garden that every reader can take a rest, free of today‘s tension and anxiety.

Perhaps there is someone living inside me that her fingers like flexible ballerina in the stage of opera house can create a memorable drama. Oh words! Come and help me to describe what is happening in my heart, come and take my hands to go beyond the reality. I am like a dumb girl who is given the permission to sing, too excited to say even a single word…maybe my dream is coming true. I was reborn.

writing, in general, is not art in my opinion but its the art of speaking in a beautiful way

What it Means to Sell to the T..

Inspire thoughtful creative writing through art, important factors to consider ...

by John McGill
Artists Featured Articles Galleries & Fairs Marketing Tips Tips

There are many ways to boost your creative writing performance However, the most effective and sophisticated of them is to inspire thoughtful, creative writing through art. The process listed below is a way to make any creative writing process thoughtful and make any creative text meaningful. Read on to find out how art could influence your writing in unexpected ways to make them brilliant and unlike others.

What is creative writing?

Before exploring the peculiarities of inspiring thoughtful creative writing through art, let’s take a closer look at the term creative writing. Here are some vital elements that define creative writing:

This element can be considered fuel for an entire plot. Usually, readers choose a character to sympathize with or anticipate him or her. And, generally, readers also identify themselves with a particular character subconsciously.

Scene and surroundings:

When you tell a particular story or describe something with creative writing, it requires specific settings and surroundings. Depending on the plot, there may be only one scene or several of them. It is always necessary to present to the reader at least one scene that is described very well so the reader can imagine it easily.

This is a core element of any creative writing, be it a novel, a play, a poem, or a book. The plot usually has an ark that sets the whole story from introduction to end. Plots are something you cannot ignore; without them, the entire story is not possible.

Readers must spectate something that is going on between several characters personally or between one character and circumstances. The conflict sharpens everything and makes the plot catching.

Everywhere you go, it’s all about style — and writing is no exception. It is ephemeral but an essential element of creative writing. For famous world-renown authors, their style is the same as their unique fingerprint or signature they leave on their books for fans. You cannot underestimate the meaning of style. For published authors, their style is a reason why people buy the books they create. Compare the writings of Stephen King and Ernest Hemingway, and see the style of creative writing of both those fantastic personalities. The styles are completely different, but you can read their style in each paragraph.

Point-of-view:

In simple words, they, you, or I can tell a story. In other words, in the first, second, or third person. This can be a vital element for some creative writing pieces, and for others, it is not. However, in my opinion, the easiest way is to narrate from the first person, as the personal opinion of the author.

Photo by: Sixteen Miles Out, Unsplash

Core elements of creative writing

Assuming the list above, you need to be very open-minded in practicing thoughtful creative writing. It may be challenging at first, but as you progress, you will learn there are stages to creating a well-written piece. Any art masterpiece can be taken as a source of inspiration to activate your creativeness. There are four core elements, combine them and you will be able to achieve thoughtful, creative writing through art:

1. Observation

Art teaches people to observe patiently by slowing down their daily routine to find more profound meaning. Train yourself to compile your creative writing goals with the process of observation. Try to stop and think out-of-the-box when observing a particular piece of art. For example, if it is a painting, try to explore more of the details (if we are talking about paintings). Does the image contain people or mysterious characters, mythology elements, etc.? Depending on what kind of creative writing you are working on, choose pieces that create a particular mood.

When observing a painting, you need to ask yourself various questions that will stimulate your writing afterward. For example, what are the first five words coming to your mind when you see this painting? How do the color combinations make you feel? How did the artist use a focal point of the painting to draw your attention? If there are some unusual elements, then what do they symbolize? Imagine yourself getting inside the painting, which you are observing. What do you feel about being there? Can you imagine yourself staying here forever? If there would be sounds or smells inside the world you see in the picture, how could you describe them? Write down all your assumptions and thoughts. Be as much open-minded as possible. Do not try to analyze your thoughts and feelings at this stage.

2. Interpreting

Thoughtful, creative writing through art will be impossible without interpreting your thoughts after your art exploration. A good question to ask yourself is “What is going on because of things I observed?” and “Why do I feel the way I feel?” These two questions lie at the core of the creative writing process, and after you answer them, they will lead you to new plateaus in your creativity. Give yourself time to understand and interpret everything related to the artwork, don’t rush yourself, and be patient with your thoughts and feelings. Think over the reasons and variants of everything you understand as part of your creative writing process.

3. Communicating

Now you are ready to communicate your thoughts to others. It would help if you had a community of like-minded people who are willing to develop thoughtful, creative writing through art the same way that you are. Explain your ideas after completing the stages of observing and interpreting, be open, and share everything you want. Remember that the core of creativeness lies in an open mind and critical thinking. After the previous two stages, people are usually full of various thoughts and ideas, and you’ll likely feel the explosion of more ideas after sharing them. Communication is a key to success when it comes to creativeness. Trying to verbalize what you have achieved after diving into a particular piece of art in conversation can lift your interpretation to the next level.

Photo by: Arash Asghari, Unsplash

4. Creating

Now it is time to dedicate time to thoughtful, creative writing itself. Here are some practical exercises that may be useful:

Explain characters from the perspective of the protagonist and antagonist’s ideas; define essential values of their personalities and behavior.
Pretend you are not a human, but a tree, a pattern, a piece of art, and describe your thoughts and feelings while playing this unexpected role.
Imagine telling the story by another person, not you; how will the narrative change in such a situation?
Create unexpected dialogues that could change the whole plot by making an unexpected twist.
Describe the behavior of characters through their motives and the prerequisites defined by their previous life experience.
Imagine that you have to persuade another person that your beliefs and thoughts are correct.

Using art to inspire thoughtful creative writing is an effective way to lift your writing performance to the next level. Before you start practicing creative writing, you need to understand what creative writing is and which core elements it contains. Among those elements are style, plot, character, scenery, conflict, and other vital parts that define this vast term.

It can be very rewarding to widen your vision and influence the outcome of your creative writing by using art as inspiration. It is easy to start by simply observing a piece of art, for example, a painting. Recall all the feelings arising in your soul and remember them. Do not analyze anything at this stage. Allow the following stage for interpreting and understanding your feelings and thoughts on the art. Then try discussing and interacting with other people to refine your idea further. The final stage will be you putting it into practice in your creative writing.

About the author:

John McGill is a professional author of a lead paper writing service essayshark.com and creative writing tutor. My hobby is Antic philosophy and a favorite modern author is Stephen King.

John McGill

The Power of Art: Does Art Really Change the World We Live In?

Is Writing an Art Form?

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Writing Prompts
Who's Visiting? ›
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Creative Activities
Art-Making Activities
Coloring Book Pages

Need some help to get the creative writing juices flowing? Try starting with some art and the prompts below. Who knows where your imagination will take you …

These activities are great for children ages 7 and up, but can be enjoyed by learners of all ages. Younger children may benefit from the help of an adult.

For related educational resource packets, visit our educator resource finder .

Exploring Haiku

Although haiku poetry originated in Japan, it is created by poets around the world today. The basic form includes seventeen syllables broken down into a 5, 7, 5 pattern over three lines of verse. Haiku poets often write new poems daily to respond to the ever-changing world around them. To craft your own haiku, begin by creating a word bank with five words that describe what you are noticing in your world today. Use one or more of those words to inspire and structure your poem. Try to keep things simple by using the present tense and avoiding similes, metaphors, or fancy adjectives. And, remember, it can be as silly or serious as you choose!

Examples of Haiku

Five syllables here. Seven more syllables here. Are you happy now?

Haiku are easy. But sometimes they don’t make sense. Refrigerator.

I Wish I’d Had a Camera

Photographer Robert Frank was known for working in the “street” style, using his small camera to quickly capture fleeting moments in everyday life. Stylistically, his work was tied to that of his friend Beat poet Jack Kerouac (American 1922–1969), who often wrote using stream of consciousness, a way of writing that captures a subject’s thoughts and reactions to an event in a continuous flow.

Visualize a moment from your life—a fleeting scene or cherished memory—that you wish you had captured in a photograph. Set a timer for five minutes (or less for younger learners). Without stopping to edit, write a stream of descriptive words that evoke the sights, sounds, and feelings of that moment. Share this written memory with a friend.

Margo Hoff’s 1945 painting, Murder Mystery , portrays a reader propped up in bed late at night with their head buried in the pages of a book. Hoff’s stylized forms, intricate patterns, and dark palette make the scene mysterious, reminding us of how the tone of a good story can affect our experience of the world.

Imagine you are writing a fictional novel that will one day be a bestseller. You think your story is interesting and exciting, but now you need a title. What title would you give your book? What genre does it fall into—mystery, fantasy, science fiction, or something else? What is the conflict that drives your story? How might it be resolved or worked through? Write a summary of your story for the back cover—but don’t give away the ending!

Every Day is History

Each day, small moments come together to create history on a large and small scale and in personal and public forms. Japanese artist Noda Tetsuya captures this spectrum of experiences in his multilayered prints, which feature intimate moments with his family as well as monumental global events. His Diary series encourages us to reflect on the accumulation of memories that mark the passage of time—and our own personal place within this history.

Document your own moment in history by creating a daily journal. Jot down the major and minor events of the day, based on the context of your life and experiences. What is important today—to you or in the world? Experiment with using your own voice to tell the history of the week. Clip a photo or add a drawing to build on your written notes. At the end of the week look back at each day’s events and consider what new insights you might take into the following week.

What’s Your Word?

The varied colors and paint strokes in Joan Mitchell’s City Landscape provide us with multiple points of entry and engagement. The impact of the image may in fact stay with us, jostling our thoughts and taking root. With this and so many works of art, we often wonder: How can I make personal connections? How might an artwork stay with me long after I’ve seen it?

Spend a moment free writing your own thoughts about this painting. Pay attention to how it makes you feel; what emotions come up; what memories are activated. Free write your thoughts for two minutes; try to let your hand and pen connect. Read back over what you have written, and underline two lines that resonate with you the most. From within those lines, circle three of the words, then place a triangle over just two of your three chosen words, and finally draw a box around just one. You should now have redacted your writing to one simple word. Think about how and where you want to display your word; you may want to cut it out, draw it large, or place it on your bathroom mirror! As you move about your day, keep coming back to this word and the personal connections you’ve made.

Round-Robin Story

Work together with your family to tell the story unfolding in this artwork. Have someone start the story and write down the first sentence. Pass the paper to the next person to write the next sentence. Repeat this process until everyone has gotten a chance to contribute at least once. Put your sentences together and read your thrilling tale for all to enjoy.

Crafting Your Movie Pitch

In this colorful painting, Archibald Motley Jr. depicts the vibrancy of a crowded cabaret in Chicago’s South Side neighborhood Bronzeville.

Imagine that this painting is the opening scene of a movie that begins with this line: “I knew then that my life would never be the same.” Using clues from the picture, decide who will be the main character of your film and then build out your story. What happened in the days before what we see here? What is happening now? What happens after this moment and what changes happen in the life of the main character? Write out these moments as if you were constructing the plot for a movie and getting ready to sell it to a big-time producer. Share the storyline of your movie with friends and family to see if they would want to watch it on opening night.

A Poem in Five Lines

A five-line poem is also called a cinquain. Some forms of cinquain poetry follow specific rules about the number of syllables or elements in each line. Look closely at this sculpture by German artist Katharina Fritsch and respond to the following prompts to write your own cinquain.

Line #1: Choose one noun to identify the subject of the artwork. Line #2: Pick two adjectives describing the subject of the artwork. Line #3: Write three verbs ending in –ing that detail the action in the artwork. Line #4: Select four individual words or a four-word phrase to describe emotions related to the artwork. Line #5: End with one noun that is a synonym for the subject of the artwork.

Have a friend or family member also write a cinquain about this sculpture and share your poems with each other!

Conversation in the City

In Dawoud Bey’s Harlem, U.S.A. series, he explored the identities of the people and places of New York City’s Harlem neighborhood in the 1970s. Look closely at this scene from the series. Think about the personalities of the people and the events taking place around them based on details you find in the image. Select two people and imagine the conversation they might be having. How would their discussion unfold and what would they say to each other? What might they say to you if you were in this scene? Write out the conversation, expressing the personality of each character and the story that might occur in this scene.

Dream a Little Dream

Like the works of his Surrealist contemporaries, Cornell’s art is often connected to the world of dreams. Based on what you can see in this Cornell box, write a short story that begins with this line: Last night I had the strangest dream …

A Tale about Things

Philip Guston painted everyday objects like clocks and shoes as if they were characters in a narrative rather than inanimate objects in a still life. Think of two or three everyday objects you’d want to use to create a scene. What sort of personalities do they have? A book, for instance, might be intelligent but shy. Write a short story about these characters.

A Story from the Window

Identify one object, figure, or animal from the windows—this will be the subject of a story. Look closely at its details. Pay attention to surrounding shapes, colors, objects, and figures in the same panel. Write your story from the perspective of the subject, describing what it is like to be a part of the environment of the windows.

Tip: For a closer look at the details of this work, click on the image and zoom in.

Travel Assignment

Imagine that you are a writer for a travel magazine. The editor assigns you to go to Japan and write a report based on your experiences at the cherry blossom viewing festival. Step into the screen and write about what you see, feel, smell, and hear. Where would you want to go? What would you want to see?

The Storyteller’s Story

This ceramic figure was created in the Ameca Valley of Mexico. The figure appears to be in the midst of telling a story, and in many early societies storytellers told heroic legends and myths that helped people understand their history and their place in the natural world.

Though seated, its pose is energetic and its gestures expressive. Notice that the mouth on the Storyteller Figure is partially open. Is the figure speaking? If so, what is he saying? Write the story Storyteller Figure might be telling.

What’s in a Title?

Write your own titles for artworks— they can be funny, serious, descriptive, or completely made up. Browse the museum’s collection to find your favorites, or write new titles for works that artists never gave a title to in the first place.

If you are in a group, share your titles with each other to see what creative ideas you all came up with. You can also visit the webpage for your selected artwork to find out if there is a featured title. Look at the artwork again. Why do you think the artist chose this title?

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What is Creative Writing? | An Introduction for Students

What’s included in an oxford summer course.

Our tailored summer courses for ages 9-24 include all teaching and academic content, accommodation, meals (including Friday night formal dinners), a prize-giving ceremony, all-day trips and activities, airport transfers, access to Oxford Summer Courses Foundations, travel and medical insurance, and a welcome pack. Apply now to secure your spot in one of our comprehensive summer courses.

What is creative writing?

As the name suggests, creative writing is a form of writing that goes beyond the traditional realms of normal, professional, academic or technical forms of writing.

Instead, it encompasses a number of different genres and styles across a whole range of fields of both fictional and non-fiction writing; storytelling, playwriting, poetry, prose, journalistic, and more.

Though the definition can be quite vague, creative writing can, for the most part, be considered as any type of writing that is original and expressive of oneself. Typically, it can be identified by an emphasis on narrative craft, focusing on elements such as character development, narrative and plot, infusing its structure with imagination, invention and story.

In this sense, creative writing can technically be considered any writing of contemporary, original composition - it's bound by no standard conventions and uses a whole range of elements in its craft.

In an academic setting, creative writing is typically divided into fiction, poetry, or scriptwriting classes, with a focus on writing in an original style, not defined by pre-existing structures and genres.

What are the different types of creative writing?

Creative writing comes in many forms, encompassing a number of genres and styles. There are lots of different types of creative writing, which can be categorised as fiction or non-fiction. Some of the most popular being:

Biographies
Fiction: novels, novellas, short stories, etc.
Poetry and spoken word
Playwriting/scriptwriting
Personal essays

What makes a good piece of creative writing?

First and foremost, it’s important to note that there is no pre-defined description of what it means to create a ‘good’ piece of creative writing. As the very name suggests, creative writing is an imaginative process, created by the individual with all their quirks and personalities.

Creative writing doesn’t fit one set genre and therefore there will never be an umbrella definition to describe the ‘perfect’ piece. Just think about a Gothic short story and then compare it to the features of a great Romantic poem - the two are so very different - it wouldn’t be unfair to judge them together.

However, with that being said, there are a few general principles that you can follow to make your creative writing as strong as it can be - by making it as authentic and true to you as possible:

Know your audience - All great stories begin with a target audience in mind - because it’s exactly what you need to know in order to really tailor your writing and connect with them. Therefore, any creative writer should begin their writing by plotting out exactly who they want to read their work. Once you have this in mind, your writing will naturally begin to take direction and flow in a way that seems appropriate to your audience.
Write what you know - Quite often, the best stories are those which we can connect to and relate in one or another way to our own lives. Or, they’re stories which seem to authentic that you could imagine it to be about the writer’s own life. Now, this doesn’t mean that you quite literally have to write about your life, but drawing on knowledge you have about different elements of our lives to give your story some authenticity and more believability.
Creativity is key - Creativity is one of the most important elements of creative writing. It’s what sets you apart from other pieces of writing in your genre. Of course, this doesn't demand that you write a tale about a totally fantastical and mythical world with unique creatures - but simply use your creativity to think a little outside the box and put a unique twist on things; using literary devices like metaphors, alliteration, and varied sentence structure to make your work unique and interesting.
Push your imagination - One of the great things about creative writing is that there is no definition or rules on ‘how’ to write. It’s a much more subjective genre and one which relies heavily on your own interpretations. Therefore, you should push your imagination to the limits to see what the end result could be. Some of the most interesting pieces of literature are thought-provoking or make us question the writing or world around us - where could your story take us?
Plot a loose story arc - Despite the loose bounds of creative writing, it is still advisable to plot a loose story arc for any piece of literature you create. Story arcs are critical at giving your writing direction and purpose, helping you to write the whole piece at a good pace, without writing any superfluous content or ‘waffle.’ Follow your story arc, and your writing will have a strong structure, pace and direction - keeping your readers more engaged.

What are some techniques used in creative writing?

To make their writing stand out, writers often employ several creative writing techniques and literary devices, including:

Character development - The process of creating a well-rounded, realistic character with depth, personality, and clear goals or motivations.
Plot development - The story of your piece of writing - how it develops, unfolds, and moves along in time.
Point of view - The perspective from which a narrative is told. It indicates who is telling the story and how the information is conveyed to the reader. Quite often writers will play with the point of view of the central character or protagonist to trick the reader and twist their perspective.
Dialogue - Refers to the speech and conversations characters use to speak to one another. Dialogue and the language choices a character makes can be pivotal in helping define their personality.
Literary devices - Such as metaphors, similes and alliteration to make creative writing more imaginative and descriptive. These are used in a myriad of ways by writers to make their writing more vivid, interesting and engaging.

Can creative writing be taught?

Of course! Creative writing can be taught, and is a very popular subject for university students, and for those who attend our summer courses.

Those who pursue the subject of Creative Writing will typically study a variety of texts from different periods of time to learn more about the different genres of writing within the field. They’ll become familiar with some of the leading creative writers from generations past to present, as well as some lesser-known and emerging writers in the industry.

Inspired by what they’ve learnt in the classroom, it’s not uncommon for Creative Writing students to also participate in regular workshops and scratch sessions, where they bring a piece of their writing along to class and have it read by other students and the tutor. They’ll leave with constructive feedback on how to improve their writing, or recommendations of other works which they may want to read to take influence from.

How to start creative writing

If you’re interested in getting those creative juices flowing and improving your writing craft, read some of our tips below on how to start creative writing:

Read as much as you can - For creative writers, inspiration comes from a whole range of sources, but most commonly, from other writers. There’s some excellent examples of creative writing throughout history that all writers should be inspired by. Read a variety of genres by different authors to get a real feel for what type of writing you may want to do. Need some inspiration? Check out our blog: 15 Classic Books to Read
Start journaling - Starting a journal can really help to unleash your inner creativity. Getting into the habit of writing each day about literally anything that’s preoccupied you that day will help you practice the art of writing. The more regularly you journal, the more you’ll build your confidence. You never know, you could even find your next great idea from something you’ve journaled about!
Attend a Creative Writing summer course - If you’re just starting out as a creative writer and looking to collaborate, share ideas with others and workshop your writing, then joining a creative writing summer school could be a great option. Our creative writing summer courses are designed to help you extend your creative writing toolkit; you’ll analyse some of the industry’s greatest writers, as well as workshop some of your own writing with your peers.
Practice using literary devices - Literary devices, such as metaphors, similes and rhyme can really help you write more vividly and create really descriptive, imaginative scenes. Practice using them regularly and you’ll soon watch your own creative writing start to flourish. Need some ideas to help you get practising? Look around your house and pick a random object. Then, practice using 5 literary devices to describe that same object - see where your creativity can take you!
Write, write, write! - When it comes to how to start creative writing, one of the biggest pieces of advice we can offer is to pick up your pen or laptop, and start writing. Whether you have a single conversation starter for a character, or a complete narrative arc, you will only begin your creative writing journey when you physically do it. Even if you have no idea on what to write - look for writing prompt inspiration from all around you. The more you practice unleashing your creativity, the easier it will be to write over longer periods of time.

Frequently Asked Questions (FAQs)

What age groups are the oxford summer courses designed for.

Our courses cater to students aged 9-24, with tailored programs to suit different age groups and academic levels.

What is included in the Oxford Summer Courses?

Our comprehensive summer courses include all teaching and academic content, accommodation, meals (including formal dinners), a prize-giving ceremony, all-day trips and activities, airport transfers, travel and medical insurance, and a welcome pack.

Can international students apply for the courses?

Yes, we welcome students from all over the world to join our summer courses in Oxford and Cambridge.

What are the benefits of taking a Creative Writing summer course?

Our Creative Writing summer courses offer students the opportunity to learn from experienced tutors, develop their writing skills, and gain inspiration from the historic surroundings of Oxford and Cambridge.

How can I apply for the Oxford Summer Courses?

You can apply for our courses online through our application portal . Once your application is submitted, we will be in touch with the next steps.

Creative writing is a remarkable voyage that invites us to unleash our imagination, share our stories, and inspire others. It offers countless personal and professional benefits, nurturing self-expression, empathy, and creativity. So, grab a pen, open your mind, and embark on this enchanting journey of creative writing with Oxford Summer Courses. Let your words paint a vivid tapestry that captivates hearts and minds under the guidance of experienced tutors from Oxford and Cambridge. Join us as we explore the magic of creative writing and discover the transformative power it holds within through the renowned Oxford Summer Courses summer school.

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Discover the enchantment of creative writing with Oxford Summer Courses. Unleash your imagination, explore different genres, and enhance your communication skills. Nurture self-expression, empathy, and creativity while gaining valuable writing techniques.

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Creative Writing

"Creative writing offers the students an opportunity to explore life’s many landscapes, both outward and inward.”

— Yiyun Li

The Program in Creative Writing offers Princeton undergraduates the opportunity to craft original work under the guidance of some of today’s most respected practicing writers including Michael Dickman , Katie Farris , Aleksandar Hemon , A.M. Homes , Ilya Kaminsky , Yiyun Li , Paul Muldoon , and Patricia Smith .

Small workshop courses , averaging eight to ten students, provide intensive feedback and instruction for both beginners and advanced writers, and each year 25 to 30 seniors work individually with a member of the faculty on independent creative work: a novel, a screenplay, or a collection of short stories, poems or translations. Writers of national and international distinction visit campus throughout the year to participate in the Althea Ward Clark W’21 Reading Series and to discuss their work. The Lewis Center presents the biennial Princeton Poetry Festival drawing poets from around the world. The C.K. Williams Reading Series puts Princeton seniors at the podium alongside a lineup of established guest writers curated by seniors in the program. The Leonard Milberg collections and Princeton’s unparalleled library and archives also provide world-class opportunities for the study of contemporary literature.

Learn more about Program in Creative writing faculty , news , events , & courses .

Upcoming Creative Writing Events

Mon Aug 26, 2024 · 1:00 pm - 4:00 pm

Academic expo for the class of 2028.

Browse the events calendar to see all upcoming events from the Program in Creative Writing or arts partners across campus.

Creative Writing News

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May 28, 2024

On class day, the lewis center for the arts celebrates the class of 2024.

glass and wood building exterior reflected in pool below it

May 20, 2024

Playwright lloyd suh to join lewis center for the arts’ faculty at princeton university.

Architectural view seen from below of two buildings meeting at an angle, with blue sky and wispy clouds seen above.

May 16, 2024

Lewis center for the arts awards more than $177,000 for summer projects in the arts to 55 princeton students.

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May 13, 2024

Michael cadden and susan wheeler retire from princeton faculty.

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Learn more about the Lewis Center for the Arts' efforts on addressing Climate & Inclusion .

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5 Quick Art Activities to Incorporate Writing in the Art Room

Can art teachers confidently incorporate creative writing into lessons? Is there space for writing in the art room? Can handwriting turn into artwork? The answer to all these questions is—yes! Incorporating writing into the artmaking process will benefit your students’ learning regardless of age or grade level. Students can discover a love for creative writing and gain confidence in their literacy skills. You can help them improve their writing skills, make bigger connections, and formulate new ideas. Get your students writing in the art room with these five engaging art activities.

These five quick ideas will show you how to incorporate writing into artwork and improve students’ writing skills.

These art and writing activities are appropriate for 4th, 5th, and 6th grade, but you can adjust them for younger and older artists. The ideas allow students to use their imaginations and get creative with their writing and art.

1. Turn handwriting into art (Grades 3–6).

Students can incorporate their handwriting into a final art piece. This idea comes from the work of the artist Cy Twombly . Twombly was an Abstract Expressionist who used writing and language in his artwork. His abstract paintings often showcase poetry, scribbles, and distinctive lines inspired by handwriting.

Select a specific theme, such as school , community , art , positivity , connection , or friendship , and help students generate a list of related words. Students select one word and handwrite it several times to create a pattern. Paint over the text with translucent watercolors or thinned tempera paints. To finish, trace the text with oil pastels, pen and ink, or markers.

2. Create your own Pokémon® Card (Grades 4–6)!

For this lesson, students design and illustrate an original Pokémon character. Their card will include a visual image as well as a written description of abilities and animal information. Students go wild over this assignment! You can even make more interdisciplinary connections if you bring in science with types of energy and animal habitats.

3. Provide quick writing prompts.

Are you unable to spare valuable class time for lots of writing? No need to worry! You don’t have to design an entire lesson plan centered on writing. Check out Literacy through Storytelling , a Collection in FLEX Curriculum full of strategies for writing integration. The Mini Artist Statement is a fabulous student-facing resource in this Collection that scaffolds the reflective writing process. You can also do a deeper dive into writing with these prompts . For even more tips, check out the article, 3 Stress-Free Ways to Bring Writing Into Your Art Room .

4. Design a print (Grades 4–6).

This interactive printmaking activity is a sure bet to get your students excited about the power of text. Show video clips and/or provide written excerpts of famous speeches throughout history. Facilitate a class discussion about specific words or phrases that capture the essence of the selected speech. Students carve a word or short phrase into their printing plate and create a series of prints using different colors. Discuss how color can impact the word or phrase.

This lesson is another opportunity to make interdisciplinary ties. You can highlight historical connections by researching influential leaders and speakers from the past and present to show to your students. Check out the Lesson, Printmaking to Convey a Message in FLEX Curriculum for more ideas and resources!

5. Illustrate a storyboard (Grades 4–6).

Students love to write and illustrate a story. This activity will help your students express storytelling ideas visually. And the best part is that the sky’s the limit! You can choose a fairytale, a folk tale, or any creative writing piece. Take this opportunity to collaborate with their classroom teacher to find out what students are reading in their ELA curriculum, and challenge them to illustrate part of the story or even create a sequel.

Assign each student a section of the story. Discuss and show examples of how to illustrate words, scenes, action, and mood. Students draw images to illustrate their sections of the story and assemble the pages to form a storybook. Read the story as a class, holding up the students’ illustrations for all to see!

Implementing writing into the artmaking process is fun and engaging. We can use art to improve students’ writing skills by incorporating literacy into art lessons. Students can expand their vocabulary, improve communication, and practice writing. Additionally, they will make connections between art, history, and literacy. Use these lesson ideas to challenge your students to harness the power of words in their art!

How will you adapt your art projects to incorporate writing?

What literacy skills do you want to focus on improving this year?

What questions do you still have about bringing writing into the art room?

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

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Creative Writing

Program description.

Embedding the development of an evolved practice of creative writing in a school of art and design.

Embedding the development of an evolved practice of creative writing in a school of art and design , the Creative Writing program offers a unique opportunity to explore writing's relationship with contemporary art through interdisciplinary and hybridized forms.

The major is centered around creative writing studio classes in a variety of genres to build experience with the art of writing. We explore the use of language as a visual medium and incorporate writing into our visual work. We support both experimental writing practices and those focused on contemporary forms of fiction, poetry, and script writing. Innovation, crossing—and at times erasing—creative boundaries, experimentation with forms and media, and a self-determined path sit at the heart of creative writing at PNCA.

Student Work

I work with fragmentation, the tension between immediacy and accessibility in the experience of poetic and visual works, and the state of the word in contemporary visual culture.

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Kristin Bradshaw featured on Textsound

Creative Writing Program Director, Kristin Bradshaw, has four works featured on the current issue of Textsound.org.

Maggie Nelson Lecture and Visit

Nelson, author of Bluets and The Argonauts, comes to PNCA to give a talk.

Jerry McGill Interviewed on Think Out Loud

The MA in Critical Studies program recently hosted a talk by author Jerry McGill who was interviewed this week on OPB's Think Out Loud.

Hear Sarah Schulman: Conflict is not Abuse

Video of Sarah Schulman's December talk is now on YouTube

Writing in and as Art

Panel of nationally-recognized curators, publishers, artists and poets

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Come explore and experience how PNCA is dedicated to empowering students to reimagine what art and design can do in the world.

Photo by Adam Simmons, PNCA Class of 2017

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Last updated on Dec 23, 2022

Creative Writing: 8 Fun Ways to Get Started

About the author.

Reedsy's editorial team is a diverse group of industry experts devoted to helping authors write and publish beautiful books.

About Savannah Cordova

Savannah is a senior editor with Reedsy and a published writer whose work has appeared on Slate, Kirkus, and BookTrib. Her short fiction has appeared in the Owl Canyon Press anthology, "No Bars and a Dead Battery".

Creative writing is a written art form that uses the imagination to tell stories and compose essays, poetry, screenplays, novels, lyrics, and more. It can be defined in opposition to the dry and factual types of writing found in academic, technical, or journalistic texts.

Characterized by its ability to evoke emotion and engage readers, creative writing can tackle themes and ideas that one might struggle to discuss in cold, factual terms.

If you’re interested in the world of creative writing, we have eight fantastic exercises and activities to get you started.

1. Use writing prompts every week

Illustration of a writer getting ready for a creative writing contest

Coming up with ideas for short stories can be challenging, which is why we created a directory of 1700+ creative writing prompts covering a wide range of genres and topics. Writing prompts are flexible in nature, they are meant to inspire you without being too constrictive. Overall, they are a great way to keep your creative muscles limber.

Example of Reedsy's Creative Writing Prompts

If you’re struggling for motivation, how does a hard deadline and a little prize money sound? Prompts-based writing contests are a fantastic way to dive into creative writing: the combination of due dates, friendly rivalries, prize money, and the potential to have your work published is often just what’s needed to propel you over the finish line.

We run a weekly writing contest over on Reedsy Prompts , where hundreds of writers from all around the world challenge themselves weekly to write a short story between 1,000 and 3,000 words for a chance to win the $250 prize. Furthermore, the community is very active in providing constructive feedback, support, and accountability to each other 一 something that will make your efforts even more worthwhile.

Take a peek at our directory of writing contests which features some of the most prestigious open writing competitions in the world.

2. Start journaling your days

Illustration of a writer journaling in autumn

Another easy way to get started with creative writing is to keep a journal. We’re not talking about an hour-by-hour account of your day, but journaling as a way to express yourself without filters and find your ‘voice in writing’. If you’re unsure what to journal about, think of any daily experiences that have had an impact on you, such as…

Special moments . Did you lock yourself out of your house? Or did you catch a beautiful sunset on your way back from groceries? Capture those moments, and how you felt about them.

People . Did you have an unusual exchange with a stranger at the bar? Or did you reconnect with someone you haven’t seen in years? Share your thoughts about it.

World events . Is there something happening in the world right now that is triggering you? That’s understandable. You can reflect on it (and let some steam off) while journaling.

Memories . Did you go down memory lane after a glass of wine? Great, honor those memories by trying to recollect them in detail on paper so that they will always stay vivid in your mind.

Life decisions . Are you having an existential crisis about what to do with your life? Write down your thought process, and the pros and cons of the possible decisions in front of you. You’ll be surprised to discover that, not only is it a great creative writing exercise, but it can also actually help you sort your life out!

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3. Create an anonymous social media account

Like anonymous blogging, an incognito Twitter account sidesteps the pressure that comes with attaching your name to your work. Anonymously putting tiny stories out into the ether gives you the freedom to create without worrying about the consequences — which is great, so long as you don’t use it as an opportunity to troll people or spread conspiracy theories.

You could use the anonymous account in different ways. For example, you could…

Tweet from unique perspectives (e.g. a dog observing human behavior );
Create a parody account of real or fictional people (e.g. an English poet from the Middle Ages );
Challenge yourself to write tiny flash fiction stories that fit into Twitter threads.

Just remember, you’re not doing this to fool anyone into thinking that your account is real: be a good citizen and mark yourself a fiction account in your bio.

How to Start Creative Writing | Screenshot of a tweet by the Twitter account

But if you’re not really a social media kinda person, you may enjoy our next tip, which is a bit more on the analog side.

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4. Find an old photo and tell its story

Illustration of a photo-inspired journaling exercise

Find a random old photo — maybe on the web, maybe from a photo album in a yard sale — and see what catches your attention. Look closely at it and try to imagine the story behind it. What was happening? Who are the people in it and how are they really feeling? Do they share a relationship, and of what kind? What are their goals and dreams?

In other words, bring the photo to life with your imagination. Don't be afraid to take artistic license with your story, as the goal is to be creative and have fun while writing.

How do you know it’s creative writing?

Creative Writing | info card listing 5 headers below

5. Create a character from a random name

Illustration of a young poet and a warrior back to back

Just as our universe started from a few simple elements, you can create a character from a few basic information, like their name, culture, and gender. Reedsy’s handy character name generator can help you with that, offering random names based on archetypes, Medieval roots, fantasy traits and more. A few examples? A Celtic heroine named Fíona O'Keefe, a hero’s sidekick named Aderine, or a Korean track star named Park Kang-Dae.

Once you've chosen their name, begin to develop their personality. Set a timer for 5–10 minutes and write anything that comes to mind about them. It could be a page from their FBI dossier, a childhood diary entry, or simply a scene about them boiling an egg.

Just ‘go with the flow’ and don’t stop writing until your time is up. Repeat the process a few times to further hone the personality. If you like what you end up with, you can always go deeper later by creating a character bible .

If a stream-of-consciousness exercise is not your thing, you can try to imagine your character in a specific situation and write down how’d they respond to it. For example, what if they were betrayed by a friend? Or if they were elected in power? To help you imagine situations to put your character in, we made a free template that you can download below.

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Reedsy’s Character Questionnaire

40 questions to help you develop memorable characters.

6. Construct a character by people-watching

A writer observing a person and taking notes

People watching is “the action of spending time idly observing people in a public place.” In a non-creepy way, ideally. Sit on a bench on a public square or on a road-side table at your favorite café, and start observing the people around you. Pay attention to any interesting quirks or behaviors, and write it down. Then put on your detective’s hat and try to figure out what that tells you about them.

For example, the man at the table next to you at the restaurant is reading the newspaper. His jacket and hat are neatly arranged next to him. The pages make a whipping sound as he briskly turns them, and he grimaces every time he reads a new article. Try to imagine what he’s reading, and why he’s reacting the way he is. Then, try to build a character with the information you have. It’s a fun creative exercise that will also, hopefully, help you better empathize with strangers.

7. “Map” something you feel strongly about into a new context

Placing your feelings into new contexts can be a powerful creative writing exercise. The idea is to start from something you feel strongly about, and frame it into a completely different context.

For example, suppose your heart is torn apart after you divorce your life-long partner: instead of journaling or crafting an entire novel about it, you could tell a story about a legendary trapeze duo whose partnership has come to an end. If you’re struggling with politicking and petty power dynamics at the office: what if you “mapped” your feelings onto an ant who resents being part of a colony? Directing your frustration at a queen ant can be a fun and cathartic writing experience (that won’t get you in trouble if your co-workers end up reading your story).

8. Capture the moment with a haiku

Illustration of a haiku poet inspired by the four seasons

Haikus are poems from the Japanese tradition that aim to capture, in a few words, daily moments of insight (usually inspired by nature). In a nutshell, it’s about becoming mindful of your surroundings, and notice if you can see something in a new or deeper way 一 then use contrasting imagery to express whatever you noticed.

Here’s an example:

Bright orange bicycle

Speeding through the autumn leaves

A burst of color waves

It may sound a bit complicated, but it shouldn’t be 一 at least not for the purpose of this exercise. Learn the basics of haiku-writing , then challenge yourself to write one per day for a week or month. At the end, you’ll be able to look back at your collection of poems and 一 in the worst case scenario 一 revisit small but significant moments that you would have otherwise forgot about.

Creative writing can be any writing you put your heart and soul into. It could be made for the purpose of expressing your feelings, exploring an idea, or simply entertaining your readers. As you can see there’s many paths to get involved with it, and hundreds of exercises you can use as a starting point. In the next post , we’ll look more in detail at some creative writing examples from some fellow authors.

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Creative Writing and Literature

Undergraduate Program

The Bachelor of Liberal Arts degree is designed for industry professionals with years of work experience who wish to complete their degrees part time, both on campus and online, without disruption to their employment. Our typical student is over 30, has previously completed one or two years of college, and works full time.

Students enrolled in the Master of Liberal Arts program in Creative Writing & Literature will develop skills in creative writing and literary analysis through literature courses and writing workshops in fiction, screenwriting, poetry, and nonfiction. Through online group courses and one-on-one tutorials, as well as a week on campus, students hone their craft and find their voice.

Elements of Creative Writing

(3 reviews)

J.D. Schraffenberger, University of Northern Iowa

Rachel Morgan, University of Northern Iowa

Grant Tracey, University of Northern Iowa

ISBN 13: 9780915996179

Publisher: University of Northern Iowa

Language: English

Formats Available

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Learn more about reviews.

Reviewed by Colin Rafferty, Professor, University of Mary Washington on 8/2/24

Comprehensiveness rating: 5 see less

Fantastically thorough. By using three different authors, one for each genre of creative writing, the textbook allows for a wider diversity of thought and theory on writing as a whole, while still providing a solid grounding in the basics of each genre. The included links to referred texts also builds in an automatic, OER-based anthology for students. Terms are not only defined clearly, but also their utility is explained--here's what assonance can actually do in a poem, rather than simply "it's repeated vowel sounds,"

Content Accuracy rating: 5

Calling the content "accurate" requires a suspension of the notion that art and writing aren't subjective; instead, it might be more useful to judge the content on the potential usefulness to students, in which case it' s quite accurate. Reading this, I often found myself nodding in agreement with the authors' suggestions for considering published work and discussing workshop material, and their prompts for generating creative writing feel full of potential. It's as error-free, if not more so, than most OER textbooks (which is to say: a few typos here and there) and a surprising number of trade publications. It's not unbiased, per se--after all, these are literary magazine editors writing the textbook and often explaining what it is about a given piece of writing that they find (or do not find) engaging and admirable--but unbiased isn't necessarily a quantity one looks for in creative writing textbooks.

Relevance/Longevity rating: 4

The thing about creative writing is that they keep making more of it, so eventually the anthology elements of this textbook will be less "look what's getting published these days" and more "look what was getting published back then," but the structure of the textbook should allow for substitution and replacement (that said, if UNI pulls funding for NAR, as too many universities are doing these days, then the bigger concern is about the archive vanishing). The more rhetorical elements of the textbook are solid, and should be useful to students and faculty for a long time.

Clarity rating: 5

Very clear, straightforward prose, and perhaps more importantly, there's a sense of each author that emerges in each section, demonstrating to students that writing, especially creative writing, comes from a person. As noted above, any technical jargon is not only explained, but also discussed, meaning that how and why one might use any particular literary technique are emphasized over simply rote memorization of terms.

Consistency rating: 4

It's consistent within each section, but the voice and approach change with each genre. This is a strength, not a weakness, and allows the textbook to avoid the one-size-fits-all approach of single-author creative writing textbooks. There are different "try this" exercises for each genre that strike me as calibrated to impress the facets of that particular genre on the student.

Modularity rating: 5

The three-part structure of the book allows teachers to start wherever they like, genre-wise. While the internal structure of each section does build upon and refer back to earlier chapters, that seems more like an advantage than a disadvantage. Honestly, there's probably enough flexibility built into the textbook that even the callbacks could be glossed over quickly enough in the classroom.

Organization/Structure/Flow rating: 5

Chapters within each genre section build upon each other, starting with basics and developing the complexity and different elements of that genre. The textbook's overall organization allows some flexibility in terms of starting with fiction, poetry, or nonfiction.

Interface rating: 4

Easy to navigate. I particularly like the way that links for the anthology work in the nonfiction section (clearly appearing at the side of the text in addition to within it) and would like to see that consistently applied throughout.

Grammatical Errors rating: 5

A few typos here and there, but you know what else generally has a few typos here and there? Expensive physical textbooks.

Cultural Relevance rating: 5

The anthology covers a diverse array of authors and cultural identities, and the textbook authors are not only conscious of their importance but also discuss how those identities affect decisions that the authors might have made, even on a formal level. If you find an underrepresented group missing, it should be easy enough to supplement this textbook with a poem/essay/story.

Very excited to use this in my Intro to CW classes--unlike other OERs that I've used for the field, this one feels like it could compete with the physical textbooks head-to-head. Other textbooks have felt more like a trade-off between content and cost.

Reviewed by Jeanne Cosmos, Adjunct Faculty, Massachusetts Bay Community College on 7/7/24

Direct language and concrete examples & Case Studies. read more

Direct language and concrete examples & Case Studies.

References to literature and writers- on track.

Relevance/Longevity rating: 5

On point for support to assist writers and creative process.

Direct language and easy to read.

First person to third person. Too informal in many areas of the text.

Units are readily accessible.

Process of creative writing and prompts- scaffold areas of learning for students.

Interface rating: 5

No issues found.

The book is accurate in this regard.

Cultural Relevance rating: 4

Always could be revised and better.

Yes. Textbook font is not academic and spacing - also not academic. A bit too primary. Suggest- Times New Roman 12- point font & a space plus - Some of the language and examples too informal and the tone of lst person would be more effective if - direct and not so 'chummy' as author references his personal recollections. Not effective.

Reviewed by Robert Moreira, Lecturer III, University of Texas Rio Grande Valley on 3/21/24

Unlike Starkey's CREATIVE WRITING: FOUR GENRES IN BRIEF, this textbook does not include a section on drama. read more

Comprehensiveness rating: 4 see less

Unlike Starkey's CREATIVE WRITING: FOUR GENRES IN BRIEF, this textbook does not include a section on drama.

As far as I can tell, content is accurate, error free and unbiased.

The book is relevant and up-to-date.

The text is clear and easy to understand.

Consistency rating: 5

I would agree that the text is consistent in terms of terminology and framework.

Text is modular, yes, but I would like to see the addition of a section on dramatic writing.

Topics are presented in logical, clear fashion.

Navigation is good.

No grammatical issues that I could see.

Cultural Relevance rating: 3

I'd like to see more diverse creative writing examples.

As I stated above, textbook is good except that it does not include a section on dramatic writing.

Introduction
Chapter One: One Great Way to Write a Short Story
Chapter Two: Plotting
Chapter Three: Counterpointed Plotting
Chapter Four: Show and Tell
Chapter Five: Characterization and Method Writing
Chapter Six: Character and Dialouge
Chapter Seven: Setting, Stillness, and Voice
Chapter Eight: Point of View
Chapter Nine: Learning the Unwritten Rules
Chapter One: A Poetry State of Mind
Chapter Two: The Architecture of a Poem
Chapter Three: Sound
Chapter Four: Inspiration and Risk
Chapter Five: Endings and Beginnings
Chapter Six: Figurative Language
Chapter Seven: Forms, Forms, Forms
Chapter Eight: Go to the Image
Chapter Nine: The Difficult Simplicity of Short Poems and Killing Darlings

Creative Nonfiction

Chapter One: Creative Nonfiction and the Essay
Chapter Two: Truth and Memory, Truth in Memory
Chapter Three: Research and History
Chapter Four: Writing Environments
Chapter Five: Notes on Style
Chapter Seven: Imagery and the Senses
Chapter Eight: Writing the Body
Chapter Nine: Forms

Back Matter

Contributors
North American Review Staff

Ancillary Material

University of Northern Iowa

About the Book

This free and open access textbook introduces new writers to some basic elements of the craft of creative writing in the genres of fiction, poetry, and creative nonfiction. The authors—Rachel Morgan, Jeremy Schraffenberger, and Grant Tracey—are editors of the North American Review, the oldest and one of the most well-regarded literary magazines in the United States. They’ve selected nearly all of the readings and examples (more than 60) from writing that has appeared in NAR pages over the years. Because they had a hand in publishing these pieces originally, their perspective as editors permeates this book. As such, they hope that even seasoned writers might gain insight into the aesthetics of the magazine as they analyze and discuss some reasons this work is so remarkable—and therefore teachable. This project was supported by NAR staff and funded via the UNI Textbook Equity Mini-Grant Program.

About the Contributors

J.D. Schraffenberger is a professor of English at the University of Northern Iowa. He is the author of two books of poems, Saint Joe's Passion and The Waxen Poor , and co-author with Martín Espada and Lauren Schmidt of The Necessary Poetics of Atheism . His other work has appeared in Best of Brevity , Best Creative Nonfiction , Notre Dame Review , Poetry East , Prairie Schooner , and elsewhere.

Rachel Morgan is an instructor of English at the University of Northern Iowa. She is the author of the chapbook Honey & Blood , Blood & Honey . Her work is included in the anthology Fracture: Essays, Poems, and Stories on Fracking in American and has appeared in the Journal of American Medical Association , Boulevard , Prairie Schooner , and elsewhere.

Grant Tracey author of three novels in the Hayden Fuller Mysteries ; the chapbook Winsome featuring cab driver Eddie Sands; and the story collection Final Stanzas , is fiction editor of the North American Review and an English professor at the University of Northern Iowa, where he teaches film, modern drama, and creative writing. Nominated four times for a Pushcart Prize, he has published nearly fifty short stories and three previous collections. He has acted in over forty community theater productions and has published critical work on Samuel Fuller and James Cagney. He lives in Cedar Falls, Iowa.

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Creative Writing

Program faculty.

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A defining feature of the Creative Writing Program is hybridity and experimentation, so students are free to take courses in, and to write in, any genre they wish. Poets may take prose workshops to learn narrative conventions and how to deploy or challenge them; fiction and nonfiction writers may benefit from poetry workshops that hone their use of and engagement with language; and still other students may develop multidimensional writing practices. All students graduate with the ability to comprehend and critique work across genres, and an expanded sense of possibilities for their own work.

Students are encouraged to situate their creative practice in a critical context—to engage with the history, theory and politics of contemporary writing, and to think hard about what and why they write. The Program offers graduate students the chance to further develop both their craft and their knowledge base, and workshops combine attentive critique of student work with the discussion of readings on and in the various genres—or on special topics particularly relevant to writing today.

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Alumni Story

The two most important things about the Writing Program for me were the mentorship—being pushed by, and being championed by, faculty—both while I was at CalArts and after I graduated. Also, the peer group with which I’m still in contact. We had daily workshops; a handful of people working on the same projects for two years, who knew each other’s work really well. Taking criticism and learning how to communicate better based on that feedback, is important, because most of the time you’re trying to write on your own; you’re in a vacuum. You have no idea whether readers are going to pick up what you’re putting down. It’s valuable to learn that you can build from that criticism rather than being destroyed by it.

CalArts is a great place to be if you’re not sure exactly what you’re doing yet, and you want the room to grow and find your style or your niche. You’re encouraged to experiment, and there are some great faculty members that say, ‘What you've done here is good, but you need to go further.’ Or, maybe, ‘What you’ve done here isn’t so good.’ I gained a lot of confidence. When I came out of the Program I felt like I was no longer a dabbler. It also taught me discipline and good habits–having to produce work on a weekly basis.

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English and Creative Writing

The Franklin College Department of English and Creative Writing is committed to the careful study of the individual expression and cultural values found in English, American, and world literature.

The department is one of Franklin College’s most exciting intellectual communities. Our faculty of dedicated teacher-scholars share with students their expertise in, and enthusiasm for, literature from a variety of genres, periods, and cultures—works drawn from the traditional canon to the works of emerging artists, from Greek tragedy to graphic novels, from Shakespearean sonnets to postmodern poetry. Small class sizes mean professors get to know their students and can engage with them in intense debates and deep analyses of literary works that continue outside the classroom.

Our dedicated faculty of practicing writers and scholars guide students in small classes and workshops that cover a variety of genres, as well as provide students with frequent out-of-class opportunities to exercise and hone their craft. Creative writing students can expect a rigorous yet collegial environment that allows for engaged learning, collaboration and experimentation.

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Why english and creative writing at franklin college.

Dynamic classroom experiences.

Our professors use a variety of approaches that focus on how language and literary forms recreate both individual experiences and the large, impersonal forces that shape cultures and historical periods. In so doing, we seek in our classes to understand the many varieties of the human condition. In addition to taking courses with our award-winning faculty, our creative writing students benefit from the creative writing program’s reading series, which brings talented poets, fiction writers, memoirists, and playwrights to teach and study with them each year.

Experiences beyond the classroom.

Not only do English and creative writing majors learn a great deal in the classroom, they also take part in activities related to the disciplines. Such activities regularly include working on the editorial board of the college literary journal, the Apogee (founded in 1961); attending performances and creative-writing readings; and participating in other events in and around Franklin, Indianapolis, Bloomington, Louisville, and elsewhere in the region.

Global engagement.

With opportunities to study abroad during entire semesters, during the college’s four-week Immersive Term, or over the summer, English majors have recently taken courses in England, France, Spain, Costa Rica, Germany, Uganda, Japan, and elsewhere.

Interdisciplinary commitment.

In keeping with the college’s strong interdisciplinary character, English and Creative Writing majors frequently choose to pursue a second major or a minor in disciplines such as elementary education , French , history , multimedia journalism , political science , philosophy , psychology , religious studies, or Spanish . Recent English courses have been cross-listed in theatre and the liberal arts program, and students may count an upper-level course in French or Spanish literature toward their English degree.

Connecting passion with work.

Our faculty advisers are committed to helping students find careers in fields that excite them. Recent graduates have used their English degrees to pursue rewarding careers in teaching, publishing, health care, marketing, business, the performing and creative arts, communications, technical writing, and non-profit management. Others have gone on to graduate programs in English, law, divinity, library science, and counseling.

Spark your imagination.

Program handouts.

English Major Handout
Creative Writing Major Handout

Courses of Study

Students who choose to study english and creative writing at franklin college can pursue two different majors — english and creative writing. both are also available as a minor. in addition, we offer an additional minor in professional writing..

Immerse yourself in literature, history and the human condition as a Franklin College English major.

Experiment with language and style, developing a unique voice.

Creative Writing

Carlson-stauffer visiting writers’ series.

The English and Creative Writing department is proud to sponsor the Carlson-Stauffer Visiting Writers’ Series, which brings nationally recognized authors to campus. All events are free and open to the public.

Series Background

The series is named for two beloved professors emerita, Kathy Carlson and Emily Stauffer, both of whom retired in spring 2015. Together, their combined service at Franklin College spanned close to 70 years. The series began in 2015 and has allowed the department to host dozens of writers from across the country. Writers hold a publicly open reading. Typically, they also interact with creative writing students at a meal, visit creative writing classes to conduct a masterclass in their genre, and/or offer feedback on students’ writing.

Participating Writers

Visiting writers have been poets, fiction writers, YA authors, writers of non-fiction, and multi-genre writers. Some notable names include:

Marcus Wicker, 2015
Maggie Messitt, 2016
Jamaal May, 2017
David Tomas Martinez, 2018
Terrance Hayes, 2019
Nafissa Thompson-Spires, 2019
Ross Gay, 2019
Adrian Matejka, 2020 (and 2023)
Brooke Lauren Davis (’15) — YA novelist and alumna
Samantha Fain (’20) — poet and alumna
Eugene Gloria, 2021
Dan Chaon, 2022
Saundra Mitchell, 2023
Angela Jackson-Brown, 2023
Matthew Minnicucci, 2023
Brittany Means, 2024
Monica McClure, 2024

This fall (2024), the department will welcome back Samantha Fain (’20) to celebrate the release of her latest poetry collection, Are You There .

On Nov. 28, 2023, the department welcomed poet Matthew Minicucci for his second visit in our series. Matthew read from his fourth poetry collection, Dual, which was released by Acre Books. The event was held at 7 p.m. Tuesday, Nov. 28, 2023 in the B.F. Hamilton Auditorium. A book signing followed the reading.

“I believe that you get a sense of belonging and that you matter. Personally, I enjoy the conversations with professors and other faculty members and getting to know them.”

Emmarae Arensdorff ’22

Express your creativity through apogee, our annual literary journal., apogee is franklin college’s student-run literary magazine that accepts previously unpublished work in poetry, fiction, creative nonfiction, drama, and visual art. apogee is an annual publication published in late spring. submissions are open during the summer and fall..

Questions about Apogee ? Contact our Faculty Advisor.

Learn more about English and Creative Writing at Franklin College

Our mission.

By honing a diverse set of reading and writing skills, the English and creative writing department’s majors and minors recognize the artistic achievements, insights, and possibilities inherent in literature to create their own meaningful work as they prepare for professional positions, graduate study, and civic engagement.

Student Learning Outcomes

Students in English and Creative Writing will be able to:

Read and communicate effectively through creative and expository writing.
Make arguments about texts using literary terms, techniques, history and movements.
Access, analyze and synthesize complex information, using diverse perspectives.
Solve unstructured problems individually as well as collaboratively.

Our Faculty

In addition to their commitment to the classroom, faculty in the English and creative writing department maintain active scholarly agendas, publishing their research and presenting at major national and international conferences on a wide variety of topics, including the intersections of narrative theory and gender theory; the limitations of humanity in Shakespeare’s Richard II ; modernist irony as a response to colonial exhibitions; flipped classroom pedagogy; landscape and medieval gender roles; feminist readings of global modernism; and deforestation in contemporary Anglophone Caribbean literature. In addition, our creative writing faculty have won awards and national attention for their work.

Requirements

Introductory courses provide students with an understanding of different creative genres, as well as the fundamentals of creative writing processes, literary citizenship and the contemporary literary landscape. Students learn to read like writers, engaging in literary analysis to appreciate the nuances of text construction. In later courses, students perform genre-specific studies, closely studying, deploying and sharpening particular writing techniques, and engaging in significant revision and experimentation as they hone their unique voices and join ongoing literary conversations.

As creative writers, we untangle texts and cultural contexts to discover new strategies for reading and writing, with students interrogating both the worlds of the texts they read and write, and their own world, understanding how texts communicate, shape and move all of us. Through guided practice, students gain confidence, empathy, and practical critical writing and thinking skills that allow them to make powerful contributions to the world.

Meet the talented professionals who will help guide you on your creative journey.

Emily Banks, MFA, Ph.D.

Katie Burpo, M.F.A.

Susan Crisafulli, Ph.D.

Richard Erable, Ph.D.

Anna James, Ph.D.

George Phillips, Ph.D.

Department of english and creative writing.

101 Branigin Blvd. Franklin, IN 46131 Johnson Center for Fine Arts

317.738.8271

Monday - Thursday, 8 a.m. to 5 p.m. Fridfay, 8 a.m. to 4 p.m.

More From Forbes

Arts and crafts improves mental health, finds new study.

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If you picked up a craft or creative hobby during the COVID lockdowns, this may well have helped you through that period. A new study from researchers in the United Kingdom, published today in Frontiers in Public Health , suggests that creative activities boost mental health.

Creative hobbies such as crochet can benefit mental health, according to a new study.

The study used information from the Taking Part survey, which is carried out annually by the UK’s Department for Culture, Media, and Sport (DCMS) to learn more about people’s hobbies and how they spend their spare time. Many existing studies that look at the benefit of arts and crafts on mental health tend to look at one single activity. But by studying the responses from 7,182 participants in this survey, researchers could get a sense of the broad impact of creative endeavors in general.

“Crafting and other artistic activities showed a meaningful effect in predicting people’s sense that their life is worthwhile,” study leader Helen Keyes told Frontiers . Keyes, a cognitive psychologist at Anglia Ruskin University, adds, “the impact of crafting was bigger than the impact of being in employment. Not only does crafting give us a sense of achievement, it is also a meaningful route to self-expression. This is not always the case with employment.”

Even though people with creative pastimes reported higher levels of happiness, there was no noticeable change in their level of loneliness. That’s not surprising if you consider that many creative hobbies can be practiced alone.

Working with such a large sample also made it easier to correct for other factors that could influence people’s wellbeing, such as age, gender, or socio-economic factors. Even with those adjustments, there was still a noticeable difference between people who said they had done at least one craft activity in the past year and people who did not. “Engaging in these activities is linked with a greater sense that life is worthwhile, increased life satisfaction and happiness,” said Keyes.

Today’s NYT Mini Crossword Clues And Answers For Friday, August 16

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When participants were asked about their general levels of happiness or how satisfied they were in life, the crafters scored higher than the rest. Even though the effect of creative activities was relatively small, it’s in the same range as factors such as employment status. It’s a lot easier to pick up a craft than to find a new job, so crafting could be a simple way to improve wellbeing.

“Governments and national health services might consider funding and promoting crafting, or even socially prescribing these activities for at-risk populations, as part of a promotion and prevention approach to wellbeing and mental health,” said Keyes.

However, correlation is not causation. The fact that the crafters overall report higher levels of wellbeing doesn’t necessarily mean that crafting was the reason for their increased happiness. Keyes says, “the next step would be to carry out an experimental study where we measure people’s wellbeing before and after significant periods of crafting.”

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Creative Projects for Schools

NEW in FY25: An expansion of STARS Residencies, this program offers grants of $5,000 for school-based projects that foster creative learning experiences in the arts, sciences, and humanities for K-12 students. More information to come in September 2024.

Application Opens: September 2024 Application Deadline: October 2024

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Collage of five diverse artworks from the Hammer Museum Collections side by side. From left to right: 1) Contemporary painting of two embracing figures with surreal elements. 2) Post-impressionist style painting of trees with vibrant blues and greens. 3) Black and white illustration of a face with intricate patterns. 4) Japanese woodblock print style image of a figure in a checkered robe. 5) Photograph of a couple dancing, the woman in a black dress and the man in white

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826LA@Hammer: Typewriter Tributes & Tribulations

Sunday Sep 22, 2024 11:00 AM
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Free collaborative workshops, presented with 826LA, combine writing with creative activities for groups of up to 20 students.

Recommended for ages 8–14.

Reservations encouraged. Visit 826la.org or call 310-915-0200.

Work collaboratively to create and perform poetry on typewriters in the RENT Poet tradition, where writing becomes a game and even our mistakes become part of the art we make.

Facilitated by author, Poet Laureate of West Hollywood, and founder of RENT Poet, Brian Sonia-Wallace .

ATTENDING THIS PROGRAM?

Ticketing: These free workshops are designed for up to 20 students. Reservations are encouraged: visit 826la.org/programs/workshops or call 310-915-0200. Drop-ins are welcome, if space allows. Parking: Under the museum, $8 flat rate on weekends. Cash or credit card.

Read the Hammer's full COVID-19 safety guidelines . Read our food, bag check, and photo policies.

♿ Accessibility information The Hammer is dedicated to providing a comfortable and engaging experience for all ages. Children under 12 are welcome to visit with adult companions.

Academic Programs at the Hammer Museum are supported by City National Bank, the Rosalinde and Arthur Gilbert Foundation, and Mary Kitchen and Jonathan Orszag. Additional support is provided by the the Brotman Foundation of California, the Sydney D. Holland Foundation, and Ellen and Teddy Schwarzman.

Hammer Kids is supported by City National Bank, Mary Kitchen and Jonathan Orszag, and friends of the Hammer Museum's Kids Art Museum Project (K.A.M.P.), an annual family fundraiser. Additional support is provided by the the Brotman Foundation of California, the Rosalinde and Arthur Gilbert Foundation, the Sydney D. Holland Foundation, and Ellen and Teddy Schwarzman.

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The Spinoff

Partners august 15, 2024, multi-talented artist cadence chung on emerging into the light.

Cadence Chung is a poet, writer, classical vocalist and musician who blends all of these art forms for her interdisciplinary practice. Her debut poetry collection anomalisa was published in 2022, and she is a co-founder of the literary magazine Symposia . Her music has been performed at BATS Theatre, and she has performed with the NZ Opera, the Orpheus Choir and the Wellington Comic Opera.

What her art is

My main thing is being a poet. I wrote a poetry book in my final years of high school, and it was published in my first year of university by Tender Press.

I’m also a classical singer, so I made the choice to have that as my main pathway in my degree. At first I didn’t blend the two, but now I’m really seeing how music and poetry work together, so I’ve started getting into composing art songs – classical-ish songs that set existing poems to music.

Those are my main things: composing, poetry and singing.

Her day-to-day life

It’s quite busy!

I go to uni every day – I’ll go to several lectures, workshops and classes – and then I also work. I teach part-time, and I work at RNZ Concert, so I’ll be recording shows there during the week. I fit in composing and poetry wherever I can – whenever the inspiration strikes, I have to do it right there. If I’m in a lecture I’ll write then, or on a bus in between the various things I’m going to.

It’s very rare that I actually sit down and write something with dedicated time. I just have to fit it in!

How composition works

A common comment I get is people asking, “Where do you get your ideas from? Where does this come from?” because to them it seems so mystical, right? Especially with composing or even poetry, I don’t think people realise how much translating of ourselves we have to do. It’s very easy to have a spark of inspiration but turning that into something is very difficult.

When I’m composing I’ll hear something in my head, like, “That’s it! That chord is perfect.” And then I’ll spend hours on the music software trying to write down exactly what I’m hearing because I’m not sure what it is myself.

I think we can kind of mystify ourselves a lot. There’s a lot of self-filtering and translation to actually create a finished project from the dream we get from the muse.

Who supports her

Well, I currently live at home with my family! Which obviously saves me a lot of time trying to get enough money trying to pay rent in this Wellington housing market, but that won’t be forever. At the moment, though, I am really lucky to have that.

Another support system I really appreciate is having a big community of poets and artists around me to bounce ideas off. I remember when I was in high school there weren’t many poets or classical musicians at my school, especially not ones producing the amount of work that I was producing. So it’s great to now have a big community of poets, to be able to read their work and get inspiration from that.

I think that’s a lot of what is missing, especially for young artists – being able to bounce ideas off of each other. I feel I’ve just written so much more because I’ve had a lot of real inspirations that are standing right there and I can actually talk to about their work.

How to process being an artist in the public eye

When I was younger I was an angsty teenager who was being published, which I’m very glad about, but anything you did as a teen you look back and cringe at a little bit. It can be difficult to present yourself to the world, especially with poetry and song which are two of the most personal art forms.

As I’ve matured and grown, I’ve realised that poetry and music are really crafts, I’ve sort of separated the speaker from myself a little bit more. The speaker of every poem is inspired by me, so she has my experiences, but just having that bit of distance and having it be a slightly heightened or fictionalised version of you protects you from feeling too upset if people criticise things, or read into you too much.

What structural changes would enable her to continue working

Money is a big thing. Funding is difficult to get, especially with cuts to lots of funders. It’s really, really difficult to be able to turn an idea into an actual production or to have a physical object like a book printed, just because it’s so expensive and there’s not much support out there. We’re getting less and less support.

I’ve had to do most of my projects on tiny budgets and had to squeeze everything out because that’s all we could get. Even though we’ve had a lot of generosity towards us, it still feels like people really don’t want to invest in the arts.

In the singing world, people often rely on private donors. It’s something that has existed in classical music for a long time, but I think it is worrying to have your entire career and all that one power on one person who could take it away at any point. I don’t think that’s a solution either.

The difficulty she faces as a young artist

I’m only 20, and while people do absolutely praise young artists for coming out and doing things on their own, I think it’s still very much thought of as a frivolous thing to do or that it’s just a bunch of kids out there writing poems who need to get a real job.

It’s this weird double bind where people love consuming art but at the same time don’t really trust artists. I’ve found the big struggle for me is that I believe in myself, and I believe in my peers, but I think that a lot of people don’t.

The things she wants to achieve as an emerging artist

There’s a lot I want to do! I want to write an opera, probably several. I want to explore more genres of composition, so I’m looking to do an orchestral song at some point and some choral music.

Writing another book is definitely on the horizon as well. Perhaps a novel, but I’m not sure I’m ready to become a prose writer just yet.

I’m always looking to explore and find new ways to merge art forms. I really only discovered writing art songs quite recently, and so I’m keen to keep doing stuff like that – finding different ways to combine things, and create unique art experiences. Recently, I released a book of work by young New Zealanders and we recorded them reading the poems, performing the compositions or explaining things about their visual artworks.

That was so special to me, and I want to find more ways to create interdisciplinary collaborations while also uplifting the work of other artists. It shouldn’t just be all about me.

What keeps her going

Receiving positive feedback is heartening! Especially from young people. I’ve had some very lovely emails and chats with people who are in high school, or starting out their journeys as artists, and they’ve said they’ve found my work inspiring. That’s incredible because I remember being a little Year 10, meeting Chris Tse and thinking, “Oh my gosh! I want to be like him.” Knowing that maybe I’m that figure for other people is incredible and really humbling that my art can do that for people.

I’m looking forward to wherever things take me. I had this moment the other day where I was cleaning up a score for a string quartet and also practising for the opera coming out and I just wanted to relax. Then I had to remind myself, “You’re writing something for the New Zealand String Quartet and you’re performing for NZ Opera. Year 9 you wouldn’t have believed that.”

This content was created as part of the Art Work series , a campaign by The Spinoff and Creative New Zealand Toi Aotearoa. The views represented are those of individual artists.

Read Creative New Zealand and NZ on Air’s research on the sustainability of careers in the creative sector – A Profile of Creative Professionals and recently released New Zealanders and The Arts — Ko Aotearoa me ōna Toi research, a benchmark for New Zealanders attitudes, attendance, and participation in the arts.

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Inspire Thoughtful Creative Writing Through Art
Step 1: Observe. Asking students to look carefully and observe the image is fundamental to deep, thoughtful writing. Keep this in mind when choosing art to use in class. Look for images with: Many details: If it is a simple image, there's not much to analyze. Characters: There should be people or animals in the image to write about.
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Step 1: find an artwork to inspire you. If you are a teacher, task students with finding an artwork that inspires them as a homework project in advance of the class. They could choose an artwork from a local collection or find one on Art UK. Use the tips below to find artworks on Art UK.
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A lot falls under the term 'creative writing': poetry, short fiction, plays, novels, personal essays, and songs, to name just a few. By virtue of the creativity that characterizes it, creative writing is an extremely versatile art. So instead of defining what creative writing is, it may be easier to understand what it does by looking at ...
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descriptive, and thoughtful writing. In this tour, students explore the connections between art, imagination, and the written word. They discover how art can spark a writer's imagination and how em to better understand art. Students will look closely at works of art and then complete creative writing exercises using such
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Inspire Thoughtful Creative Writing Through Art

Step 1: Observe

Step 2: Make Inferences by Analyzing Art

Step 3: Create

For Younger Students:

For Older Students:

Thinking and Communicating

Use art to inspire poetry and creative writing

About this resource

Curriculum links

How to use this resource

Raza Hussain and Holman Hunt's portrait of Dante Gabriel Rossetti (1828–1882)

Rowan MacCabe and Ethel Wright's 'Bonjour, Pierrot'

Narrative painting

Patience Agbabi on Titian's 'Diana and Actaeon'

Sabrina Mahfouz and Ludolf Backhuysen's 'Boats in a Storm'

Abstract art

Activity: write a poem inspired by an artwork

Step 2: look closely at your artwork

Step 3: plan and write your creative response

Writing art: inspiration and tips

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Memoirs (The Personal Journey)

Flash Fiction (The Quick Twist)

Creative Nonfiction (The Factual Tale)

Fantasy (The World Beyond)

Science Fiction (The Future Imagined)

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