Category: Write Ideas

Posted on by

By Hand is Beautiful

“Prelude to the Afternoon of a Faun” is a tone poem by Claude Debussy that he later re-worked into a performance for two pianos. The work, as most of Debussy’s compositions, is impressionistic in nature. Think Claude Monet.

This week, for our fourth breath of fall, our resident art and music teacher, Master Taylor, offered this piece of copy to inspire BIG ideas. “Prelude to the afternoon of a faun,” when I explained the project to him, was the first thing that came to mind. It came to him lightening fast.

“My goal is to give my students the tools to assist in bringing their ideas to life through their art.” ~Master Taylor

There is a mechanics to art—a way to hold the pencil and how much pressure to apply. We are taught small finger movements to handwrite. In art we are taught to use the arm to assist in drawing a line as opposed to fingers. Wrist and arm movements can assist in making bigger lines. Learning the mechanics of art is skill learning. Music too involves kinesthetics. So does writing a word, a phrase, a sentence, even a poem. Taylor believes in slowing down or in his words, “settling down” into the process of art-making. As a teacher, his goal is to inspire students to make beautiful, important work that is authentic.

Notice the connection between writing and the arts?

According to Taylor, “S l o w i n g  down, doing less, doing it well. This all takes time. It’s all important. It’s your work.  It’s your idea.  It matters.”

Taylor here, for Six Breaths of Fall, did what Taylor does best, was inspired by music. Once upon a time Taylor wrote all of his compositions by hand. His idea here was to copy the first note of Claude Debussy’s composition, the jumping off place this week, and to photograph it on a pice of music he composed by hand with a pencil. Beautiful, right?

Six Breaths of Fall is an opportunity for students of all ages to be inspired by snippets of poems and music and visual art to craft and compose their own tiny ideas.  We want your work to be yours. We just want to support you in building your toolkit to get your idea where you want it to be. The possibilities are endless. Click through to get started!

 

~Kimberly

Posted on by

It’s the dawn of a new school year—who do you choose to be?

Over the last four years or so, I’ve gotten into running, a hobby I’ve always avoided like the plague. This sport has taught me a lot, first and foremost that running is HARD. But it has also shed light on something else: the relationship between identity and goals. 

Here’s what I mean. There’s a difference between people who say they’re “trying to go on runs” versus those who say, “I’m a runner.” The difference boils down to identity. The first group hasn’t incorporated running into their identity while the second group has. When I made the shift from “trying to go on runs” to seeing myself as a runner, I didn’t immediately get faster or run longer. The difference was mental. Motivating myself to run became easier, my running habits became automatic. And that consistency spurred growth. Now, I even kind of enjoy runs sometimes!

Identity-based change doesn’t end with running—it also has everything to do with becoming a writer. 

At this juncture, with the sun setting over summer and rising on the school year, it’s the perfect time to examine identity and goals. This year, who do we want to be? What do we want to achieve? How do we teach our students to intentionally set goals?

One answer lies within the theory of Identity-Based Motivation (IBM) proposed by Dr. Daphna Oyserman, a psychology professor at USC (here’s the article if you’re curious about psychology like I am). She explains the link between our identities and our motivation. Because we prefer to act in ways that are consistent with our identity, we interpret difficulties that arise when we do identity-consistent actions as important or meaningful. The struggle seems worth it. On the other hand, when we do something that doesn’t align with our identity, we see difficulty as a sign that we’re in the wrong place, the struggle proving we don’t belong. 

So for example, when I view myself as a runner, the hardship I experience has meaning because it’s pushing me to become more of who I am. When I saw myself as someone just trying out running, however, every obstacle became proof that I wasn’t cut out for this sport.

The same goes for writing. For a writer, the challenge of getting ideas on the page is important because it shapes the person to become more of who they are. For the “I’m not good at writing” or “writing is boring” student, the struggle inherent in writing is discouraging.

Therefore, our goal isn’t to shape students into people who write sometimes. We want our students to be WRITERS.

Identifying as a writer doesn’t mean you have it all figured out. As Thomas Mann said, “A writer is someone for whom writing is more difficult than it is for other people.” Being a writer means you have something to say—and each student is brimming with wonderful, colorful, vibrant ideas, if only they have the means to express them. 

This year, let’s lean into identity to drive action. Every student is a writer—and we can’t let them forget it.

~ Claire S.

Posted on by

Fall is Just Around the Corner!

And its, by far my favorite time of year…

Fall feelings are near!

Once upon a time, over two decade ago (wow), our family covered this white pumpkin with orange yarn—one strand at a time. What’s the point of this, you ask? Delight springs to mind. But looking back, it is precisely these types of activities that built patience into my four children. They will be the first to tell you that nothing beautiful happens speedily! This project took many October days to complete in little spurts.  During the process my four exercised their observation skills. They became very aware of the fact that the pumpkin’s shape is organic, non-symmetrical.  They gained fine motor skills applying glue with a brush, cutting a strand of yarn just the right length, and affixing. Ultimately, they exercised grit by seeing this exercise to its conslusion.

Never discount the power of a good craft!

Now, during the last slow days of summer, is the time to get busy preparing.  Whether you are teaching primary, elementary, middle or high school students ELA, we’ve got you!

Primary is Kindergarten, 1st and 2nd Grade

For primary students be sure to check out Print Shop which is chock full of ABCeDarian crafts—crafts tied to the sounds of the alphabet. Why? Because English Language Arts is an art form that requires curiosity, imagination, and hand skills. After all, we believe the best technology for learning to write well is the pencil. Download projects, gather material, and be prepared to begin the school year with ease.

L is for Leaf 01

Elementary is 3rd and 4th and 5th  Grade

Help your students build a rich lexicon—their very own collection of words. Check our our Print Shop introduction to the wonder of words with this Collective Noun downloadable activity.

And begin the 3rd grade with Operation Lexicon Traits of Character to help your students collect a specific collection to describe the rich characters they will encounter as they read stories.

And click through to Print Shop, More for Teachers, and you will discover our brand new Reader’s Guides. These are crafted to walk with you through a close reading, offering some insights that we hope will inspire you and your students.

Reader's guide: Grayson

Middle School is Grades 6 and 7 and 8

In middle school, students are learning to use rhetoric to make their sentences stylish. One True Sentence: Tools of Style, begins in 5th grade and really ramps up in middle school. Amplification? Polysyndeton? Tools of Style help students write better sentences. Print Shop Writer’s Guides offer more practice along the way.

High School is Grades 9 and 10 and 11 and 12

This is where Blackbird & Company students take flight! With CORE Level 4, students will read and explore characters, themes, symbols and motifs, journalling for four weeks and culminating in a literary essay guided each step of the way.

Our Pages Online offer Literature + Writing Level 4, Intermediate and Advanced Composition,  plus Art History / Studio and Music History / Appreciation electives.

 

Now’s the time to get prepared! Fall is around the corner and this means the start of a brand new school year. We’re here to help!

Posted on by

Write a Letter to Your Future Self

We’ve worked hard for a long time—a whole school year, in fact. Work and perseverance and learning changes a person, which is why I’m guessing that who you are now is a little different than you were last May. And the person you will be next May is different from the self reading this blog right now. 

So let’s take a moment to think about where we’re going. In fact, let’s write a letter to our self of the future (of May 2027, perhaps). Write your letter, seal it in an envelope, and then a year from now, open it up and see how you’ve grown. This would be a wonderful activity to do side by side with your students. Set the example of self-reflection!

Your letter can take any shape—you’re both the author and the audience, after all. But here are some ideas to get your thoughts flowing:

  • What are you most proud of at this point in your life?
  • What do you think you will be most proud of next year?
  • How would you describe your progress as a writer at this point?
  • How would you like to change as a writer?
  • What is your current favorite book?
  • List three goals you would like to accomplish by this time next year. What specific steps can you take to accomplish these goals?

Set a reminder on your calendar or phone to remind you to open this letter. Let’s get writing!

Dear future self…

 

~Claire S.

During the month of May we will hosting another Giveaway! A wonderful set of Just Right Readers by Kate di Camillo. Enter below daily to increase your chances of winning!


Just Right Readers Giveaway

 

Posted on by

Just Sit Down and WRITE!

“The BEST thing is just to write; to sit down and write, to begin doing it and not to be scared by the blank page.”                                                      ~David Almond

As we SPRING into writing, it’s always good to take advice from the authors we are reading. Let’s fact it. The blank page is intimidating. David Almond has experienced this and is generously encouraging us to stare down that blank page and to fill it with our ideas. This is, first and foremost, what writing is all about. Grammar and mechanics, and syntax and style follow.

Writing is a courageous process.

David Almond goes on to remind us that our ideas are a gift, “We have each other, and our stories twist and mingle like the twisting currents of a river. We hold each other tight as we spin and lurch across our lives. There are moments of great joy and magic. The most astounding things can lie waiting as each day dawns, as each page turns.”

He reminds us to explore, “Writing will be like a journey, every word a footstep that takes me further into undiscovered land.”

He reminds us to be brave, “We have to allow ourselves to see what there is to see, and we have to imagine.”

He reminds us to play, “And what is wrong with playing with words? Words love to be played with, just like children or kittens do!”

Then, he gets to the crux of it: “Then what shall I write?

I can’t just write that this happened then this happened then this happened to boring infinitum. I’ll let my journal grow just like the mind does, just like a tree or beast does, just like life does. Why should a book tell a tale in a dull straight line? Words should wander and meander. They should fly like owls and flicker like bats and slip like cats. They should murmur and scream and dance and sing.”

I love that: “Words should wander and meander.”

When we read books, we are inspired. We grow our precious fund of knowledge. But we also, if we dare listen, learn valuable lesson about the art of writing!
~Kimberly
Posted on by

Submit Soon!

Submissions are open NOW through June 5, 2026.

Writing is an artform that is meant to be read by a reader! Blackbird & Company Educational Press is proud to announce a call for submissions to student writers, Kindergarten through 12th grade, who courageously write from the heart using our curriculum.

The theme of Reveal 2026? Our students’ big ideas! This journal’s name—Reveal—captures the idea that every piece of writing is a revelation about the author, both in terms of what they stitch together in their imagination and what they send out into the world.

And the bonus? Submit work early, by March 31, 2026 and you will be automatically entered to win a Solo Stove Campfire kit.

For added inspiration, here is a published piece from Reveal 2025 crafted by Hadleigh R. as she worked through Introduction to Composition: The Essay, Volume 1. Notice—not a single passive verb throughout! Enjoy!

The Whirligig

Catching a glimpse of my sister waving at me from the corner of my eye, I hustle across the lush lawn of the rest stop to join her and Jagger at the workout/playground area. A tarp covers the playground to protect it from the Texas sun, making an excellent place to rest. Unlike most play structures, this one is metallic and sturdy, perfect for a teenager hoping to enjoy some quality time with her younger siblings at the rest stop. They wave their hands excitedly from the top of the highest structure as I come closer, but I don’t plan on climbing it and making a fool of myself, so I beeline for a small green circular platform with a wheel for holding on. I should be able to keep an eye on them from there. But when I step onto it, gripping the wheel for balance, I realize I missed an important detail. The dais is tilted so that whenever someone steps onto the platform, they start to spin, their weight fueling the centrifugal force. In a single second, the world whips around me at full speed, blurs of green and brown as I spin faster than I imagined possible. I glance down at my hands, which seem to be the only things around me not twirling. My fingers squeeze tight to the metal, not daring to let go. Only yards away from me, my mother walks our mutt. I yell for help, but she doesn’t seem to hear me as my view of her whips by again and again. Closing my whirling eyes, I spin alone in a vacuum chamber of blackness. When my mom shouts my name, I open my eyes to the swirling colors again, summoning the courage to leap from my imprisoned state. Facing my fear of twisting my ankle, I leap from the apparatus, stumbling to lean giddily on the now-motionless handle as the world still spins. Once it slows, I lurch around to come face-to-face with a concerned-looking mother and her two, small, openmouthed children. Smiling weakly, I apologize, loping away as fast as I dare, my siblings following close behind.

 

~Kimberly

Posted on by

Valentines and Letter Writing

Valentine’s Day is the perfect opportunity to craft a letter by hand!

A card and letter—the kind that is written by hand—is a true kindness, a keepsake.

This offering can take many forms. Original poems are little gems that pair perfectly with a sweet Valentine card! Terrific poems start with smart sentences. Read how by clicking through, then encourage your students to practice poetry.

For longer Valentine’s Day messages, our FREE Letter Writing will scaffold the activity each step of the way.

And, when it comes time to putting  an original poem or letter into the polished draft ready for the card itself, check out our Letter Forms activity.

Remember, handwritten sentiment is a beautiful gift!

 

~Kimberly

Posted on by

One Bite at a Time: Long Research Writing

Campfire Tip #10: One Bite at a Time

“The only way to eat an elephant is one bite at a time,” or so the saying goes.

That’s also the mindset one must adopt when tackling the year-long research essay, known as Essay Volume 6: Advanced Research. This unit is designed for 11th and 12th grade students, representing the culmination of their research and literary writing skills. 

This school year marks my first foray into teaching Essay Volume 6. Over the last two sessions, I’ve learned a lot—and I’ve also fallen in love with this essay unit! It teaches life skills and writing habits that will stick with students for years to come. 

Is Essay Volume 6 a good fit for your student, either this coming year or years down the road? Here are some of my takeaways from teaching the long research project:

1. How It Works

Before we get into WHY I love Essay Volume 6, let’s go over what this unit entails. The Long Research Essay can be organized into two parts: the research process and the writing process. And conveniently enough, the guides are broken down into A and B volumes along the same lines. 

In the first half of the project, students choose a person, place, and thing they want to learn more about, unifying the three topics with a single theme (like creativity, truth, perseverance, or tragedy). Then they take a self-directed tour through the library and internet to find their sources and build a fund of knowledge. As I’ve taught this Pages class, I’ve given lessons on how to find and use credible sources—which is one of the most important skills in college writing—and expect students to present their research findings each week. This stretches their abilities in new ways!

In the second half of this course, students synthesize their research by writing and revising. Because they combine their person, place, and thing with their theme, they create a brand new narrative about their topics—chances are, no one has combined their topic and theme in the same way before! This is an exciting opportunity to apply a literary essay style to one’s own research.

2. Motivated Learning

A major principle of the psychology of memory is that we remember information that’s personally meaningful to us and struggle to remember information we don’t care about. You probably know this just from living life. 

Because Essay Volume 6 gives students so much creative freedom, they can choose to research topics they’re passionate about, transforming a potentially mundane research project into a motivated pursuit of knowledge. Writing doesn’t have to be boring. If you’re writing about the right things, it can be the most engrossing activity imaginable. 

For example, my student, Kingsley, has long been inspired by ballerina Margot Fontayne. She has a book about Fontayne’s life on her bookshelf that she’s never had the time to read. But Essay Volume 6 says, “Pursue your interests!” So that’s what Kingsley’s done. Choosing Margot Fontayne as her person to research, she’s taken a dive into this legendary dancer’s life, satisfying her curiosity and honing her research and writing skills. She finally had the chance to read her book!

When done right, research writing gives thinkers the chance to pursue questions they have about the world. 

3. Rising to the Challenge

Time and time again, I’ve seen this truth play out: Set high expectations and students will rise to meet them. 

The Long Research Essay is a daunting task. It demands self-discipline. Motivation. Consistency.

But, I believe our Blackbird students are more than up to the challenge. When students set big goals for themselves and then achieve them, they build their confidence one brick at a time. The impossible becomes possible. Students learn that they are capable!

The week-by-week scaffolding of Essay Volume 6 provides the framework necessary for students to soar to great heights. You don’t craft a masterpiece in one sitting; rather, you chip away at your work of art day by day, sometimes fueled by perseverance rather than inspiration. 

Let’s set some lofty goals. And then get to work. 

 

~Claire S.

Posted on by

Blasting-off an IDEA

Tip #4 IDEAS Motivate Writers

Writing is an art form achieved via a series of steps:

1) It all begins with an IDEA. Without an idea, the writer will simply stare at the blank page.
2) Once there is an idea in the mind of the writer, the PENCIL steps in to translate thoughts to words on the page.
3) When the pencil’s work is complete, the job of the writer is to become a READER. Encourage your students to RE-READ everything they write.
4) Empower students to use the RED PEN as they re-read to REVISE. Teach them to use strong words, to fearlessly re-arrange, to make corrections, and to not be afraid to strike through.
5) Polish the draft, preferably in cursive by hand.

Children have enormous creative potential.

This potential will flourish and they they will thrive as writers when they are inspired to revel in the important work of IDEA making.

THINK Tortoise (not the hare). Learning to write is a long journey, we know this to be true.

Michaelangelo said:

“If you know how much work went into it you wouldn’t call it genius.”

At the core of each child’s being is some form of genius.

We inspire genius as we inspire children to bring shape to their IDEAS.

 

~Kimberly

Posted on by

Why We Publish Student Work

Campfire Tip #3: Writing is a Gift

Hopefully you’ve heard about Reveal by now, Blackbird & Company’s annual anthology of student work. But do you know why Reveal is so important? Why we talk about it every chance we get?

It comes down to confidence. We like to remind students that writing is a gift. When polished student writing is published, your students are giving a wonderful gift to readers. Being published is the hallmark of legitimacy in the field of writing. True. But more importantly, published writing is a courageous and generous offering—so how better to prove to your students that their voices matter than to publish their ideas? 

I’ve always found the link between intrinsic motivation (or motivation that comes from within) and self-confidence fascinating. They feed each other. The more intrinsically motivated a person is, the more satisfaction is gained from completing goals.  People with higher self-confidence are simply motivated to attempt tasks for the sake of accomplishing.  Work itself becomes meaningful.

These psychological principles translate directly to writing. The best way we can help our blackbirds gain confidence in writing is to help them become personally motivated. The best way we can help them become personally motivated is to build up their confidence by publishing the polished ideas they have brought to shape. 

As the editor of Reveal, I’ve seen firsthand the pride that swells within students’ chests when their work comes out in print, when they know that their voice has been chosen and has merit and value. Fostering this budding belief in oneself is one of the most important tasks we can take upon ourselves as educators—it just might be the fuel that keeps young writers writing. 

That’s why we publish Reveal. To show young writers what becomes possible when they spread their wings. 

Submitting work to Reveal 2026 is super easy. And, if you submit work accomplished via any of our materials now through March 31st, 2026, you will be automatically entered to win a Solo Stove S’Mores Bundle.

 

~Claire S.