By Nightengale Ben-Onyeukwu
On a cool October morning at Crown, students eagerly headed to class after the morning assembly.
Among them were the writing club members, full of joy and excitement. I, their
mentor, didn’t visit often due to my work as a journalist, making our time
together special and eagerly awaited.
I felt happy seeing their enthusiasm and proud of their
growing writing skills. Many were already working on their short stories.
Dressed in a pretty white dress, high heels, and a pink handbag, I entered the
classroom gracefully. The students, waiting for me, were buzzing with
excitement.
We called our class Crown
Writers, and the excitement in the room felt like a celebration. Even
nature seemed to join us, giving us a beautiful day. The sun beamed through the
windows, turning the students in their yellow and navy uniforms into living
pictures.
I picked up the chalk and wrote ‘Story’ on top of the board, and the room filled with excitement
again. Today’s lesson was special, different from our usual writing activities.
A week ago, I mentioned a creative writing project was coming, and the
challenge was to find something that would capture the imaginations of these
young writers. The unexpected inspiration arrived when three butterflies
floated in through the window, eliciting laughter from the students.
The classroom buzzed with energy, a break from the usual
routine. Instead of doing the regular question and answer exercises, we chose
to go on a literary journey, filled with anticipation. Words became alive with
energy as we explored fiction. They turned into brushes in a painter’s hands,
each stroke making a story in our minds. This made us happy, but it also had
challenges. Some students, not used to such freedom, found it hard to use their
new tools. In this time, I learned a lot, guiding them through strokes and
blank pages, telling them that even the best creations begin with unsure lines.
We looked at works by famous writers like Chinua Achebe
and Chimamanda Ngozi Adichie, using their narratives as guides in our creative
journey. The students, now co-creators of an imaginative universe, felt a new
joy.
In a surprising moment, Amaoge, who is usually quiet in
class, stood up with bright eyes. Unsure of how her idea would be taken, she
paused before asking, ‘Can we write about butterflies?’ Her question hung in
the air, a gentle whisper amidst the excitement around. To our surprise, a
little while later, the room filled with many different ideas—like a bunch of
stories about these flying creatures. Hands shot up eagerly, each offering a unique
perspective: stories of butterflies
flying above rooftops, caring for butterfly gardens, celebrating butterfly
weddings, and even soaring in a fantastical butterfly plane.
Inspired by the delicate fluttering of butterflies and
our exploration of Nigerian literature, their stories bloomed like flowers in
the garden of creativity.
In that special moment, the class went beyond normal. It
became a safe place where regular things were forgotten, and amazing things
happened. The happiness in the storytellers’ hearts didn’t need clear words but
showed in the bright colours of their stories. It proves that ‘show, don’t tell’ works in
storytelling.
In the next few minutes, students were busy writing their
creative butterfly stories, and the room was brimmed with enthusiasm. I
made it clear to them that they had the freedom to choose any writing method
they liked.
Cynthia, known for her humour, watched the butterflies
and imagined a fun trip to the United States with her butterfly as a flying
friend. She filled her notebook with this playful story, describing flying
above the White House, having tea
with the president, and watching her butterfly pollinate the rooftop of the
White House.
Dera, who is usually very careful in her writing, got
stuck when thinking about letting go. Her sentences stayed stiff and uncertain,
like butterflies with clipped wings. I gently suggested that she embrace the
mess, scribble, cross out, and let her pen dance instead of trying to control
everything. Slowly, her story blossomed into a whimsical journey through a city
filled with butterflies in the clouds.
Adaeze, who liked the idea of a rooftop garden, wrote
about the beauty of butterflies gracefully fluttering among vibrant flowers and
herbs. Her story touched on themes of urban green spaces and the delicate
balance between nature and humanity.
In contrast to what Adaeze wrote, Amaoge, in her eyes
gleaming mischievously, shared a story about rooftop rebels—a bunch of kids,
like a spirited team, protecting a hidden butterfly hideout above the city’s
tough concrete jungle. Their playground had twisted vines, rescued wildflowers,
and their tools were water guns and butterfly-shaped kites. Each night, they
painted the moonlight with whispered stories, dreaming of a world where
buildings bloomed with butterfly wings.
Obinna, a really smart student who loves history and
exploring, imagined his butterflies turning into big, beautiful ships. His
story told about their travels along old trade paths, meeting different
cultures, and facing tough storms.
The classroom turned into a colourful picture of everyone’s
imaginations, with each student creating their own special story about
butterflies, contributing to the creative ideas we all shared.
Meanwhile, Chisom, amazed by the beautiful butterflies,
wrote a fantastic story about a butterfly wedding. She made up a magical
butterfly wedding that played out like a tiny show, with fancy outfits, fancy
dances, and a sweet ceremony led by a wise old tortoise.
The room transformed into a lively scene, moving through
different creative times. Laughter filled the room as Izunna, inspired by Alice
in Wonderland, wrote a story about finding himself inside a butterfly. In its
wings, he lived the life of a prince, quite different from the difficult
reality he experienced outside the world of imagination. He thoughtfully delved
into themes of identity, how others see us, and the bravery to welcome the
unknown.
I thought the students might lose interest in writing
stories after the fun class, but I was wrong. The next day, as they came into
class, each student had a story to share—some about cars, others about gardens,
a few about royalty, and even some about climate change. Seeing their
impressive work surprised and delighted me.
It was clear that this was more than just writing
stories. So, on that day, our classes took a different path. We talked about
research, history, and story illustrations, moving away from our usual lessons.
Every student actively participated, sharing ideas, giving feedback, and
cheering each other on.
‘Tomorrow, we have something more creative to do,’ I told
the class.
‘And what could that be, ma’am?’ Adaeze eagerly asked.
‘We’ll be blending old ways with new ways,’ I explained.
‘What?’ Everyone was curious to know my point.
‘We are going to make writing fun and exciting,’ I
continued. ‘We will use our pens, pencils, typewriters, and even computers...’
‘In other words, you mean that we are going to use both
digital and traditional ways to tell stories, right?’ Izunna clarified.
‘Bingo,’ I said playfully, and the students burst into
laughter at the funny way I had said ‘Bingo.’
The next day, sunshine filled my class, making everything
warm and golden for my students. The door opened wide, letting in lots of light
that spread all around, making the room feel magical for our creative writing.
As a writing teacher, I wanted to make writing fun and exciting. This project
was special because we mixed old and new ways—using pens, typewriters, and
paper, along with computers. Pens made scratchy sounds on paper, typewriters
made soft chiming noises, and computers hummed softly, all coming together to
create a nice mix of creativity.
In the beginning, students felt a mix of excitement and
uncertainty. Today’s project challenge was new and different. Some loved it
from the start, while others were a bit unsure. But soon, the classroom buzzed
with talk, ideas bouncing around, and everyone eager to begin their creative
journey.
To help with differences in how students write, I gave
each person personalised help and encouraged them to work together. We made
writing teams so that students who were good at it could help and support their
friends, making a friendly learning environment.
Understanding that not all students had access to
computers at home, I organised additional computer time during library hours
and urged parents to explore community resources. We also looked into simpler
options like handwritten stories and illustrated booklets.
To ensure everyone felt at ease, I suggested that they
choose the medium that suited them best. Some students excelled with digital
tools, while others discovered their voice through traditional pen and paper.
This project was different from our usual writing
activities. It encouraged students to use both old-fashioned and new digital
methods to tell their stories. Some liked using traditional pens, while others
enjoyed the new tech tools. Motivated by the challenge to create unique
stories, students went home to find old writing tools from their grandparents,
breaking away from the usual way of writing. Meanwhile, those who preferred the
new method brought computers.
Adaeze, a girl
with dark skin and braids, stood up to emphasise the importance of the
writing task, taking the lead. I reminded the class that this wasn’t just about
writing typical topics; it was an invitation to explore new areas of
storytelling. They had complete freedom to let their imaginations run wild,
like an open sea without limits. It was a chance to try new things, see stories
from different angles, and break free from the usual way of starting a story, such
as their funny ‘Like now.’
Chioma, a fair-skinned girl in the class,
enthusiastically worked on her story. In the spirit of combining old and new
ways of storytelling, she not only wrote but also drew pictures. Her story
unfolded like a dance of colours and strokes on paper, going beyond the usual
writing task.
In the same class, Chiboy, a handsome boy in his smart
uniform who had a passion for technology, sat by the window. He
used computers to craft an interactive story, allowing readers to make choices
and become part of the tale. Clicks on the screen weren’t just for reading;
they transformed into a game-like experience. Chiboy didn’t just tell a story;
he created an adventure, demonstrating how technology could seamlessly become
part of storytelling.
At the project show, Ayomide, the student who had
recently joined our class, made her story exciting. Instead of just reading it,
she acted it out. Her movements, voice, and pauses turned her story into a live
show. It wasn’t just words; it felt like watching a captivating play unfold.
As the writing teacher leading this fun project from Imo
State, my students are from different grades and diverse family backgrounds.
However, in our class, we work together like a team regardless of our social
status. It’s more than just desks and chairs; it’s like exploring islands of
creativity together as a family. Each student adds their special touch to our
storytelling, and I feel genuinely happy going through their work as they
create their creative stories.
A surprising moment happened when Chukwuemeka, who is
usually quiet, amazed everyone with a unique project. He mixed poetry with
digital art, showing that breaking creative rules can lead to something
amazing. Chukwuemeka’s bold move was proof that giving students freedom brings
out hidden talents.
As the weeks went by, the class became a hub of
creativity. Students used various tools, from old typewriters to modern writing
tools. They learned from each other, sharing bits of their projects and working
together to make them better.
After the project ended, I observed a change. Students
improved their writing skills and gained more confidence. Incorporating both
old and new methods wasn’t just about teaching technical skills; it helped them
realise that writing is alive. As I read interviews and essays from students,
it became evident that the project enabled them to explore new levels of
creativity.
Top of Form
The learning goals weren’t just met; they were exceeded.
My students learned how to craft stories and understood how different tools can
work together. They became more courageous, trying new ways to tell stories.
The project wasn’t just a trick; it was a plan that allowed students to be
themselves. I felt very happy as I saw them showcase their talents.
In the end, this creative writing journey was more than
just schoolwork. Mixing old and new ways made storytelling exciting. The impact
wasn’t just in the classroom; it changed how students saw stories, showing them
endless possibilities.
As a teacher, seeing my students grow and change was a
reminder of how important it is to bring exciting projects into our lessons.
This project broke down the walls between old and new, showing that writing
isn’t stuck in old ways. The stories students made conveyed a big message: true
creativity is not just in the idea but in the stories we bring to life. Before
the end of the project class, I encouraged them to research how to use shorthand in writing, though it was a
slight deviation from the project. Perhaps, that could be our next creative
writing method for crafting stories.
This journey, with its different stories and surprises,
shows the hidden talents in each student. It tells us that in creative writing,
real magic happens when we mix tradition with new ideas. I was surprised that
the creative class would bring out the talent in everyone. And I realised that
everyone has their different approach to learning, and if we want to take
everyone along, then we should be able to let everyone have their learning
freedom, that way no one would be left behind. As teachers, let’s keep this
spirit alive, unlocking a world of endless possibilities in the mix of old and
new ways of telling stories.
In mixing old and new, we didn’t just write stories; we
became part of them, always linked by the magic of creating.
The final butterfly stories soared from our classroom, not
just onto paper but into the world. This experience, born from a blend of old
and new, showed me that every student possesses a hidden spark of creativity,
ready to be awakened. Now, the call resonates beyond these walls: let’s continue mixing ink and pixels, pens
and keyboards, because in that beautiful combination, we unlock not only
stories but limitless possibilities for ourselves and generations to come.
