The object of this workshop is to encourage children to use their senses and develop a fresh, original approach to their writing. It is useful in encouraging young writers to use their imagination and pay attention to detail.

I always begin a workshop with a warm-up exercise. This is to establish a relaxed atmosphere in which creative activity can be stimulated. If there is enough time, I start with stretching and breathing exercises followed by a concentration exercise to focus the mind. Where time is at a premium, I use an exercise which combines relaxation and concentration. I have various relaxation and concentration games which I play with the children, but any word game can be used.

I ask the children to name the five senses and I write these at the top of five columns on the board or flip chart. I explain that we utilise a sixth sense in our writing - that of feeling (emotional). This occupies a sixth column. We discuss what sort of things it would be impossible to experience if we lost each of the senses in turn. I explain that people experience our poetry through their six senses, so we need to reach our readers through these senses.

Next we brainstorm for "sense words". I ask children to give me words which they associate with each sense in turn. These we put into the appropriate column. Under "touch" we might have words like "rough, smooth, cold, clammy, lumpy..."

I encourage children to be specific. For instance, I sometimes get words like delicious" as a "taste" word. I ask the class what "delicious" food tastes like. From the variety of different answers they can see that "delicious" has different meanings for different people.

Children use the columns as a word bank for the writing exercise which follows. They are asked to write several lines (ten is a good number to start with) using the sense words but not with the senses with which they are usually associated. For example, they may use touch words with the sense of smell, but not with the sense of touch. They are given the beginning of the first line, e.g. "I would like to (sense) the (sense word) ..."

Once they have written the lines, they share what they have written before going on to the next stage. This is shaping the lines, using them as a basis for their poem. Unnecessary repetitions are eliminated, images expanded and the opening line can be discarded or changed if necessary.

(Lines from a poem by Vikki-West Kelsey - KS2)

I would like to smell the colours of a rainbow 
All the fruity yellows and oranges 
The cool sweet blues and greens 
When the sun shines 
And the rain rains 
I would like to smell the colours 
The colours of a rainbow

I would like to hear shapes 
The sharp corners of squares and triangles 
The smooth curves of circles and ovals 
The shapes of houses 
The shapes of streets 
I would like to hear shapes

© Valerie Bloom

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