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Middle school

Storytelling: An Interview with Jordan Hill

Interview by Sol Davis

Jordan HillSol: As a child at a recent birthday party asked after being released from the coils of your tale spinning: "How do you remember the stories?"  In other words, what is your process for storytelling?

Jordan: My process is pretty straightforward--I read or hear a story, and then I try to tell it to someone (anyone!).  If it's written, I might read it again, but the best way for me to remember it is simply to tell it, as much as possible.  I have a pretty good memory, so that helps.  But more importantly is the fact that remembering stories is NOT the same as memorizing, as people often think.  Rather, it is more akin to remembering life experiences.  For the most part, people don't have to work to remember remarkable things that have happened to them in their life (or their day yesterday)--it simply happens, and when someone asks, "How was your day?" you don't think twice before telling the story of whatever happened.  In the same way, if one imagines a story vividly enough (whether through hearing it, reading it, or seeing it performed), then it almost becomes like one's own memories, and simply telling the story becomes as natural as telling a friend what happened to you the other day.

Created on: 
Wednesday, May 5, 2010

Body Mapping

handsby Ann Dernier

Asked to lead a Kore Press Grrls Literary Activism Workshop, I saw myself as "activator" charged with bringing poetry to and coaxing it out of the lives of teen girls ages 14-19 while guiding them on their own path to activism in a public setting. But mainly and not so secretly, I began every workshop with poetry while on our journey to the center of our social justice issues.

We started by "waxing poetic"--a printing process using wax paper and newsprint.  The girls chose random words or phrases from the newspaper, (or even with an eye for random invention), and rubbed them onto the wax paper, and then "reprinted" by rubbing them in the same or new order onto white paper.  You couldn't rub them the wrong way! In the end, the girls had "found" poems with unexpected, activated language such as "A day ripe for Cadillac opportunity."

Created on: 
Thursday, April 29, 2010
Arizona Board of Regents