Summer business

A draft schedule of the upcoming Great Writing conference appeared in my email inbox this past week, making the conference--which is not very far in the future--finally more real to me.   While none of the scheduled sessions have been assigned titles or rooms yet, I do know when my session will run (not the best slot, actually: last session of the conference, 2:30-4:00 on Sunday afternoon); and I'm assuming all the presenters in my session will read from their own creative writing, because that's what I'll be doing.  But with Great Writing it's hard to say.  Like the International Conference on the Short Story in English, Great Writing is unique in that it blends both academic papers and creative presentations on the same program.  Personally, I love that.  I think it not only makes the conference attractive to a wider spectrum of authors; but it lends balance, credibility, and a renewed vitality to both creative and academic pursuits.  Great Writing goes one step further by sometimes blending creative and academic presentations in the same session!  So hold on for further details about the conference as soon as I receive them.  As I've mentioned before, it will be held June 29 and 30 at Imperial College, London.

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Speaking of the International Conference on the Short Story in English, one aspect of my current early summer busyness is trying to imagine and codify a Study Abroad course for next summer.  The idea is to get UCA students over the pond to Europe so that they can participate at the end of their stay in the Short Story Conference, which in 2014 will be held in Vienna.  Due to various institutional delays at UCA, the whole process for submitting and reviewing Study Abroad proposals is seriously behind schedule, but I expect to be informed any day now that I need to get my proposal in ASAP.  So I am furiously researching things to do and places to stay in Vienna, Salzburg, and Prague.  It's exciting work actually, inventing a course--and student experiences--out of whole cloth.  What I will likely propose is a Topics in Creative Writing course called "Writing Europe in Fiction."  The students will read some European short story writers before we leave--mainly writers from west-central Europe (because that's where we will be headed)--and then spend three weeks actually abroad.  When we return the students will workshop fiction they wrote as a result of their trip abroad.  Our base in Europe will be Vienna, but I'm hoping for side trips to Melk, Salzburg, and Prague.  According to UCA Study Abroad guidelines, the person who proposes the course is supposed to come prepared with clear and specific information on airfares, train tickets, accomodations, museum fees, plans for the student's meals, etc., as well as lay out an academic schedule for the course.   So lately I've been tossing around different ideas for places to visit, juggling potential student nourishment and potential student interest with the realities of cost and the possibility of student exhaustion.  (Should we go see an opera in Vienna's reknowned and beautiful State Opera House?  Great idea!  Wait, it costs 164 euros for a single ticket?  How about the Vienna Mozart concert instead--only 89 euros.)  It's certainly a work-in-progress, with a lot of hard decisions left to be made.  In Salzburg there will be an opporutnity to take a Sound of Music tour or a trip to Hitler's Eagle's Nest in Bavaria.  We won't have time to do both, and the cost is similar.   While the Eagle's Nest has actual historical significance, I have a feeling the students would be more interested in a Sound of Music tour; plus it would let us explore more sites in Salzburg proper.  Of course, since the schedule is a work-in-progress, we might not end up doing either!

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Little followup to a news item from some weeks ago.  Versal magazine, based in Amsterdam, has just released its issue 11, and it's ready to order.  The issue features a chaper from my Van Gogh novel.  For the sake of the magazine, I called the chapter "The Dealer's Brother."  It depicts a Paris party that Van Gogh and various other eminences and wannabes attend.  It's told from the point of view of Suzanne Valadon, a postimpressionist painter who did a lot of modeling for other painters during her early days in Paris and who did in fact write about once seeing Van Gogh at a party.  I had great fun writing it, and I'm so happy Versal accepted it.   On Friday, they emailed me a list of interview questions.  The magazine runs a blog that features short interviews with some of its contributing writers.  My interview should be posted to the blog at some point in the next several weeks.  I must say, they sent a rather eclectic batch of questions.  Some were more typical ("What's your writing process?" "What are you working on now?") while others tried to put you on the spot ("What vegetable best represents you?" "What dirty little secret are you hiding?" "What's on your playlist?")  I answered as best I could, but I can only hope that I came across as interesting enough to make it worth their time.  You can read the interview when it's posted and let me know!

Novel writing class returns

After a break of two-and-a-half years, Novel Writing Workshop returns to my university this semester.  In the interim period, dozens of students have asked me about the class and scores of oral histories have been told; a few students lobbied my department's Chair hard for its return; and, not insignificantly, our first collection of graduate students matriculated.  In some ways, it's a very different pedagogical landscape now than when I taught the course a couple years ago.  Then, novel writing workshops were still relatively rare and excitingly new, certainly on the undergraduate level, and the idea that the students would not just start but finish a novel in one semester struck me as potentially hazardous: to GPAs; to other course work; to jobs; to relationships; most of all, to sleep schedules. Yet that's what I asked the students to do.  And nearly all of them succeeded.  Now, novel writing workshops are a considerably less unusual phenomenon.  Indeed, sometimes I think they are everywhere.   Still more typical on the graduate as opposed to the undergraduate level--although one of our graduate students, who was an undergrad a year ago, informs that he took a novel writing course in college--they are, in any case, far more characteristic of creative writing degree programs than in the past.  It can't be coincidental that at the AWP conference in Boston this year, a panel will be held on not just on promoting the idea of the novel writing workshop but on the fact of it; that is, the nuts and bolts of how different experienced instructors of the course have taught it.  I think it's even fair to say that novel writing workshops are becoming the cornerstone of progressive fiction writing programs.  And in part this is because in the last three years those who teach the course have been talking to each other about it--Cathy Day's blog The Big Thing has been especially instructive--pushing each other, motivating each other, spreading the gospel.

So I'm glad it's back at my school, and I know the students are too.  But I admit to being a bit nervous.  In the intervening years since last I taught the course, a mythology has developed around it, a retrospective awe.  Students have told me that for years, ever since they selected our major, they have been eagerly anticipating the chance to experience this one course.  Can this semester possibly meet their high expectations?  Yes, it can.  But, here's the scary part: It's all up to them.  More than any other course I teach, in my novel writing class, the students teach themselves and teach each other.  I offer them a platform through which they can learn about novel writing, but they have to take advantage of it, and they have to encourage each other to take advantage of it.  While I do separate the class into small peer review groups, there will be no full class workshopping.  As I emphasized at our first meeting the other night, the course is about production more than anything else.   The last time I taught the course, again to all undergraduates, the room was fully with unusually mature and unusually talented people.  What the course offered was exactly what most of them were looking for: space, opportunity, deadlines.  Almost entirely seniors, they'd workshopped plenty in their college career.  What they wanted from Novel Writing was something else,  and they were eager to take control of it.  There were certainly bumps along the way that semester, but for the most part--with a notable exception or two--a genuine esprit de corps ruled.

I can only hope my current group has the same experience.  It's a fresh batch, with different backgrounds.  For the first time, graduate students are participating along with undergraduates.  That's a new dynamic for me, and for both of those student populations.  And there's another professor sitting in!  Not even from my own department!  Like last time, we will read Chris Baty's No Plot No Problem (for practical motivation) and a couple of short novels (as models for storytelling over a reasonably short space), and we will periodically break off into peer groups.  But mostly we will be writing.  I'll be writing along with them, which actually is going to be more of a challenge for me this time than last.  Mainly because right now I am in the latter stages of a novel I started early last semester.  I had intended on exploring this novel idea through the Novel Workshop, but when the class was delayed from fall until spring I didn't feel like waiting.  Now I will need to hurry to finish my draft, then immediately start another novel--the subject of which I haven't even clarified for myself yet.   Hard to know what the next few months will bring, but I'm sure it will be an adventure.  There will be exhileration and despair.  There will be careful planning and last second inspiration and a great deal of fatigue.  Some will give up; most, I hope and expect, will soldier on.  Some will get pissed at me and at their peer reviewers.  Some will get pissed at the novels we read.  But if they each individually can hold it together, when the finish line comes they will have learned more than from perhaps any other writing course.  And they will have learned it the best possible way: by doing it themselves.

Publication announcement: I'm happy to report that another chapter from my Van Gogh novel will soon appear in print.  The journal Versal, an international literary magazine based in Amsterdam, is publishing a chapter from the section of the book that details Van Gogh's Paris years.  The point of view character is Suzanne Valadon, a post-Impressionist painter who circulated widely among the Impressionists and Post-Impressionists and even modeled for a few of them.  During my research for the novel, I read an account she'd written of seeing Van Gogh at a Paris party.  I used some details from that account to construct the chapter.  The issue of Versal will appear in May, accompanied by a launch party in Amsterdam.  Really sorry to have to miss that one.  While I will be in London in June for the Great Writing Conference, there's simply no way for me to make it to Amsterdam in May.  Ah, well.

The First Unveiling

I took my novel on the road this weekend when I attended, and read at, the annual conference of the Arkansas Philological Association. This group puts on a comfortable and very welcoming get together every year in some lovely regional locations. This year the gathering was held in the grand old Ozarks mountain town of Eureka Springs, and given that my novel is just begging to be heard, even if it's still in progress, I jumped on the invitation from Conference Director Chuck Bane to participate in a creative writing session. I did read a tiny bit of the novel to a class of mine about a year ago, but the APA conference was the very first time I'd revealed it in anything approximating a public forum. And it also happened to be the very first time my wife heard it--something I'm a little chagrined to admit, but only a little, because I'm about to dump the entire, and too long, manuscript on her.

As you can imagine, I was rather tense. I've talk about what I'm doing to many people--family, colleagues, students, friends, readers of this blog--but never actually exposed it. But, honestly, what really frazzled me was deciding which scenes to read. This, I've learned, is a whole other level of difficulty from deciding which of one's short stories to read. After all, the novel scenes must effectively represent an entire book. The story needs only be itself. And in my case, it was the first time "out of the house" for this book. Ahhhh! I figured I had time enough (20 mins.) to read two scenes. But which? Good gosh, there are scores of scenes in this book, at least in its current form. How would I decide which two are absolute right two? The day before I left I ran off about ten different scenes and started rehearsing them over and over, trying to figure which two would best strike an audience as well as best fit the time limit and best present the range of characters and perspectives that are in the book. I finally chose to read the scene about the party in Paris attended by Suzanne Valadon (see a previous post) and a scene in which Vincent paints the well known portrait of his Belgian friend Boch. I guess it was a fine enough choice, because I received many compliments afterwards, but what interested me most about the whole experience was realizing once again how much you learn about your own writing by reading it aloud. I know, I know, this is a very old and boring truth. It doesn't sound like a revelation. In fact, I tell it to my own students all the time, but this weekend I learned that I can afford to be reminded of it myself. After all, I thought these scenes were fairly polished already, and yet I found myself--as I practiced reading them--slashing through them with pen: cutting words, cutting more words, cutting more words, changing words, inserting other words, changing names, attacking whole paragraphs. Whew! I put those suckers through the wringer. How could I have not realized before how much additional editing they needed?

Garry Craig Powell, a great writer and a good friend of mine in the Writing Department at UCA, told me last spring that the most valuable thing he did when revising his own novel was to read a chapter of it aloud every night to his girlfriend. Not only because she is his best critic but because by reading aloud he learned so well what worked in the sentences and what simply didn't. At the time I told him that I understood what he meant--because I did--but now I really understand. And now my wife has not only a mammoth manuscript to wade through but will be forced to listen to it every night as I start a new phase of revision: reading the entire thing aloud. Thanks Garry, thanks APA, and thanks Chuck Bane. You've already made my book a lot better.

Quick note: I received a lovely note from the poet Anne Whitehouse, who has published a poem called "Van Gogh in Arles." Click on the title to get to the poem. As I told Anne, she's really captured well the physicality of Van Gogh's attraction to the landscape of the region. Anne's poem reminds us too how this once utterly unknown painter has so captivated the imaginations of myriad literary artists. I know he did mine. That's something of a miracle, as are his paintings.

A Paris party

One of the interesting features for me in writing this book is that certain chapters are from other points of view. Even if the book is Vincent's life story, I don't always remain in his point of view. This isn't unusual, although perhaps a bit counterintuitive. Colum McCann, for example, did the same in his book Dancer, a fictional take on the life of Rudolf Nureyev. As with McCann's book, a reader of mine may not pick up on the logic of why certain chapters are presented from other points of view. All I can say is that the chapters had to be written that way. The other points of view were present from the first moments I imagined those scenes. I was working on one yesterday that featured a party in Monmartre attended by many people Vincent knew there. The point of view character is Suzanne Valadon (there she is on the right, as portrayed by Renoir, and on the left as she portrayed herself) , a painter who ran with the Neoimpressionist crowd, modeled for some of them, and eventually earned well-deserved esteem for her work. In this case, there's a very specific reason why I presented the scene from Valadon's point of view. She did attend a party that Van Gogh went to and, years later, documented her observations about him. Anyone who looks into Van Gogh's biography will probably come across Valadon's recollection of that party. In doing the party scene it was Valadon's recollection that guided me from the start.

But here's something I've noticed, both in my own chapters and in real life research. Those who offered first person recollections of Van Gogh often remembered a man who is much more quirky, temperamental, and even anti-social than the Van Gogh I see in his own letters. So both in my book and in historical data, pictures of a canny and empathetic man butt up against pictures of a driven, self-involved, bewildering crank. Am I muddling the picture of my protagonist to a dangerous degree? Or am I presenting an interesting, real worldly complexity. After all, how we think of ourselves, how person X thinks of us, how person Y thinks of us, and how person Z thinks of us can be wildly divergent notions. The phenomenon I'm noting with Van Gogh is probably no different than it would be for most people, if others (years later) took the time to write down recollections of them. And in Van Gogh's case, the reputation of a man who cut off his own ear and eventually shot himself had to have embedded itself in people's minds. I think it may be true that in retrospect people remember a Van Gogh that was more erratic than the real man. Or maybe that's an excuse, an apology. But I think it makes sense. But too finally it's irrelevant to my dilemma, which is: should I keep these different pictures of my protagonist together, sometimes side-by-side? Will that help or hinder my novel? For now, they're in. Complexity is normally a good thing for main characters. It's not bad if mine demonstrates some. But with that said, I'm a long way from being done and from having made final decisions.