2019 Conference Presentations

24 Hours to Change the Word: Play-writing in the Classroom – Paul Satchwill 
My session will introduce attendees to my process of playwriting in (and out of) the classroom. As the creator of the Batesville High School 24 Hour Plays, a time-limited theater event, I will share the creative writing exercises I use to spark imagination, critical problem solving, and scriptwriting. I challenge my writers to answer critical questions that influence their writing and guide them to build a world of their own.  
Immigration Simulation – Rico Gonzalez
Students of varying backgrounds collaborated with instructors to take personal narratives and real-world situations to create a simulated experience of immigrants and refugees from all over the world. Students needed to adapt true stories from actual students into presentable narratives while finding means to provide relevant information and clear backgrounds.
Creativity and TED, Talking to and with Students – Stacy Embry 
I use technology, and the rudiments of best practice writing, to create original and profound personal experience. It’s often good writing, occasionally great prose, but always impacting and rigorous. By using planning, based on person experience, student write and then give a TED type talk. We film it, analyze and critique it individually and in groups. I use my multiple licenses in English, Speech & Theatre and G/T to create a safe world for students to explore and create. I use my Educational Psychology masters to give teachers the tools and confidence to let students be free to create.
Writing On and Off the Page: The Role of Multimodal Composition in Fostering Critical and Creative Thinking  – Jessica Bannon
As part of daily life, students experience writing in hypermediated multimodal public platforms that blend academic, professional, and creative writing. To meaningfully participate in such platforms, they must recognize and synthesize a variety of visual, textual, digital, and aural rhetorical practices, a process requiring critical and creative thinking. This session provides examples of individual and collaborative assignments that build students’ fluency with multimodal composition and the creative potential of rhetoric.
Putting the ‘A’ Back in E/LA: Using the Arts to Teach Literary Analysis  – Jennifer Sherbak
When students struggle with writing literary analysis, art and music are creative means to help them gain a new perspective. This session will focus on short lesson ideas to help students with literary analysis. The session will also explore a project that combines art, literature, and writing: The English 9 Honors classes at Mt. Vernon went to the Indianapolis Museum of Art where they chose works of art to help them analyze the novel Frankenstein.
Tech Tools to Empower Struggling Writers  – Jeremy Rinkel 
Take students to the next level using tech tools and apps to enhance and simplify the writing process. Apps for brainstorming, collecting and organizing research, providing feedback and editing will be explored. Introduce your students to Flipgrid, Google Keep, Wakelet, Screencastify and variety of other apps to foster learning and creativity on a blog, the typed page and in the classroom.
“The Image” According to Lynda Barry: Creating Writing that Pops Up from the Page  — Sara Harrell
To woo my students to “image” (the noun)—to ignite, or re-ignite, the excitement of writing, I use Lynda Barry writing exercises. She says that “ images are alive, and “you see more when you write it down.” So when we urge our students to show, don’t tell, we have to show them how. Then, it’s vital they make the leap to realizing that helping readers see, is a hallmark of powerful writing–not only in creative writing, but also in non-fiction papers, science research articles, business reports, political speeches, and even text messages.
Cultivating Critical Engagement/Writing Through Creative Technologies  – Justin Hodgson
This session will focus on strategic ways to leverage digital technologies for creative engagement and expression. More specifically, I will demonstrate my technology-as-pedagogy principle (i.e., integrated with rather than in addition to regular instruction), with a specific attention on how free authoring platforms like Adobe Spark Page & Adobe Spark Post invite creative engagement with course content, help students develop and distribute their ideas, and allow for the creation of visually dynamic digital narratives.