CREATIVE WRITING

MODULE 1/ IMAGERY SCRIPT

CAMERA DIRECTION TEACHER DIALOGUE POST-PRODUCTION/EDIT

TEACHER:

HI EVERYONE! I’M TEACHER __________ . LAST TIME,

FIRST CAMERA - LONG SHOT FOR THE DURATION OF WE TALKED ABOUT WAYS ON HOW WE COULD
THE SHOOT IMPROVE OUR WRITING SKILLS. CAN YOU STILL
REMEMBER WHAT I DISCUSSED WITH YOU ABOUT? I’M
SURE YOU DID! HOW’S THE WRITING GOING, HUH?

SECOND CAM – MEDIUM SHOT TOWARDS TEACHER NOW, SINCE WE ALREADY HAVE TALKED ABOUT HOW
WE COULD PRODUCE BETTER OUTPUT PARTICULARLY
IN CREATIVE WRITING, WE ARE NOW READY TO BEGIN
DISCUSSING OUR FIRST LESSON AND TODAY, WE ARE
GOING TO TALK ABOUT IMAGERY. (LEFT HAND IMAGERY (ON TOP OF THE PALM)
GESTURE - TOWARDS THE SIDE)

TEACHER:

FIRST CAMERA - LONG SHOT FOR THE DURATION OF

THE SHOOT HAVE YOU EVER WONDERED HOW IT WAS LIKE TO ADD ANIMATIONS LIKE QUESTION MARK
DESCRIBE COLORS TO A BLIND MAN?

OR HAVE YOU ONCE THOUGHT ABOUT WHAT IFS? ‘WHAT IF’ - WORDED

WHAT IF YOU CAN’T HEAR? HOW CAN YOU ENJOY INSERT A POP MUSIC
MUSIC?
SECOND CAMERA – CLOSE UP WHAT IF ALL FOOD TASTE THE SAME? INSERT ANY FOOD (BOTH SIDES OF THE HEAD)

OR YOU CAN’T EVEN SMELL AT ALL? INSERT FIRE/SEA

 OR YOU CAN’T SEE AT ALL ALL BLACK

NOW, TELL ME? HOW DO I LOOK?

TEACHER

REMEMBER, PEOPLE GET STIMULATED BY THINGS THAT

THEY HEAR AND SEE. FOR EXAMPLE, WHEN WE HEAR _______ (INSERT - CURFEW SIREN)
_______ AT NIGHT, IT REMINDS US OF OUR CURFEW.
WHEN WE HEAR THE________ , WE KNOW THAT THEY _______ (INSERT- POLICE EMERGENCY SIREN)
ARE TO RESPOND TO SOME EMERGENCY.

FOR TEACHERS, WHEN WE HEAR THE _______, WE ________ (INSERT MESSENGER TONE)
KNOW THAT WE HAVE INCOMING WORK (SMILES) ________ (INSERT MESSENGER TONE)
THAT’S NO JOKE (SMILES)

TEACHER PICKS UP PHONE, CHECK A BIT.

TEACHER

I TOLD YOU, SO.

ANYWAY, ONE OF THE CHALLENGES IN CREATIVE

WRITING IS THE ABILITY TO LET YOUR READERS
EXPERIENCE WHAT A CHARACTER SEES OR FEELS. THIS
IS POSSIBLE THROUGH EFFECTIVE USE OF IMAGERY.

ACCORDING TO RAMOS AND TALISAY IN 2017,

SENSORY EXPERIENCE OF SENSORY DETAIL IS THE TEXTS: VISUAL (SIGHT), AUDITORY (HEAR), TACTILE
LITERARY DEVICE THAT MAKES USE OF IMAGERY. THUS, (TOUCH), OLFACTORY (SMELL) AND GUSTATORY
THE FIVE BASIC SENSES ARE: VISUAL, AUDITORY, (TASTE)
TACTILE, OLFACTORY, AND GUSTATORY

REMEMBER WHAT YOUR TEACHER DISCUSSED IN ORAL

COMMUNICATION BACK IN GRADE 11, THESE FIVE
SENSES ARE ALSO VITAL IN COMMUNICATION. WE
COMMUNICATE THROUGH VISUAL.
 AT HOME, WHEN YOU SEE THE SKY DARKENS IN THE
MIDDLE OF THE AFTERNOON, IMMEDIATELY YOU
CLOSE WINDOWS THAT ARE OPEN BECAUSE YOU
ANTICIPATE THE COMING OF THE RAIN.

WHEN YOU HEAR AN ALARM, YOU HAVE TO MOVE TO

SAFETY.

WHEN YOUR FRIEND TELLS YOU HIS OR HER PROBLEM

AND YOU ARE LOST FOR WORDS TO COMFORT HIM OR
HER, ALL YOU NEED TO DO IS GIVE A HUG OR A TAP ON
HIS OR HER SHOULDER. THAT WOULD MEAN A LOT FOR
YOUR FRIEND.

WHEN WAS THE LAST TIME YOU WERE ALERTED

THROUGH SMELL? WHEN YOUR MOM FORGETS ABOUT
WHAT SHE WAS COOKING BECAUSE OF ANOTHER
TASK? DO YOU KNOW RAIN IS COMING BECAUSE IT
SMELLS LIKE RAIN IS COMING! (SMILES)

AND…WE KNOW WHEN WE ARE EATING GOOD FOOD

OR NOT…GUSTATORY.

TEACHER

NOW, THESE FIVE SENSES AGAIN HAVE DIFFERENT

FUNCTIONS IN CREATIVE WRITING. THIS TIME, WE
FIRST CAMERA - LONG SHOT FOR THE DURATION OF HAVE TO DESCRIBE LITERALLY OR FIGURATIVELY WHAT
THE SHOOT WE SEE, HEAR, TOUCH, SMELL AND TASTE AND PUT
THEM INTO WRITING.

NOW, IMAGINE THIS. YOU ARE AT THE BEACH.

ANSWER THESE:

WHAT DO YOU SEE? ANIMATION: WAVES, COCONUT TREES, PEOPLE, BOAT

RIGHT. I, TOO SAW THAT. IT WAS A HUGE WAVES,

SECOND CAMERA – MEDIUM SHOT
 RIGHT?

NOW, WHAT DO YOU FEEL? ANIMATION: FEET ON SAND

UH-UH. GOT TICKLED BY THE SAND, TOO. OMG! IT’S

THERAPEUTIC TO FEEL THE SAND, RIGHT?

NOW, WHAT DO YOU HEAR? (INSERT – WAVES SOUND)

NOTHING CAN BEAT THE SOUND OF THE OCEAN, MY

DEAR.

WHAT DO YOU SMELL, NOW? (INSERT – WAVES SOUND)

THE SMELL OF THE OCEAN HELPS CURE COMMON

COLDS

CAN YOU TASTE SOMETHING?

OH YEAH! PICNIC TIME.

NOW TELL ME, WHAT’S GOING ON IN YOUR MIND? IS

IT THE LAST TIME YOU WENT TO THE BEACH? IS IT
PLANNING TO GO TO THE BEACH? OR DOES THE SEA
MADE YOU REMEMBER MEMORIES?

NOW, THAT’S A LOT TO WRITE ABOUT, RIGHT?

FIRST CAMERA - LONG SHOT FOR THE DURATION OF TEXTS APPEAR ONE AFTER THE OTHER
THE SHOOT TEACHER VISUAL (SEE)
AUDITORY (HEAR)
WE ARE READY FOR AN ACTIVITY, I GUESS. REMEMBER, TACTILE (TOUCH)
WHAT ARE THE FIVE SENSES AGAIN THAT WE SHOULD OLFACTORY (SMELL)
REMEMBER FOR EFFECTIVE IMAGERY? GUSTATORY (TASTE)
SECOND CAMERA – CLOSE UP
 TEACHER:

TODAY, WE ARE GOING TO DISCUSS AN EXAMPLE ON

HOW IMAGERY IS USED IN ROBERT FROST’S STOPPING
BY WOODS ON SNOWY EVENING

FIRST CAM: LONG SHOT ALL THROUGHOUT
SECOND CAM: MEDIUM SHOT
LET’S TRY THE SECOND AND THIRD STANZA OF THE
POEM.
(TEACHER DELIVERS THE SECOND STANZA)
MY LITTLE HORSE MUST THINK IT QUEER
TO STOP WITHOUT A FARMHOUSE NEAR
BETWEEN THE WOODS AND FROZEN LAKE
THE DARKEST EVENING OF THE YEAR
(AS TEACHER READS THE STANZA, THE WORDS ARE
BOLDED TO FOLLOR THROUGH)

NOW, I’M GOING TO ASK YOU A QUESTION. WHAT TEXT: WHAT DOES THE AUTHOR SEE?
DOES THE AUTHOR SEE? (PAUSE) WHICH LINE CAN
ANSWER IT? (PAUSE)

THAT’S RIGHT. THE AUTHOR CAN SEE WOODS, THE TEXT: WOODS, FROZEN LAKE
FROZEN LAKE THOUGH IT IS DARK. SO, LINES 3 AND 4 TEXT: LINE 3/LINE 4
ANSWER THE QUESTION.

SECOND CAM – CLOSE UP (SECOND READING OF THE (TEACHER READS THE STANZA ONE MORE TIME)
STANZA)
MY NEXT QUESTION IS, HOW DOES THE AUTHOR FEEL TEXT: HOW DOES THE AUTHOR FEEL?
SECOND CAM – MEDIUM SHOT NOW? WHICH LINE CAN ANSWER IT? (PAUSE)

SO, HOW DOES THE AUTHOR FEEL? RIGHT! IT’S TEXT: COLD
FREEZING COLD. IT IS ANSWERED BY THE THIRD LINE TEXT: THIRD LINE

WHAT TIME OF THE YEAR DID HE PASS BY THE WOODS? ANIMATION: FROZEN LAKE
(PAUSE). YUP! WINTER, IT IS. WHAT’S THE CLUE?
(PAUSE) THAT’S RIGHT! FROZEN LAKE

EVERYONE’S DOING GREAT!

 LET US PROCEED TO THE THIRD STANZA
TEACHER READS THE THIRD STANZA
HE GIVES HIS HARNESS BELLS A SHAKE
TO ASK IF THERE IS SOME MISTAKE
THE ONLY OTHER’S SOUND’S THE SWEEP
OF EASY WIND AND DOWNY FLAKE
(AS TEACHER READS THE STANZA, THE WORDS ARE
BOLDED TO FOLLOR THROUGH)

NOW, AS I WAS READING THROUGH THE THIRD

STANZA, DID YOU HEAR SOMETHING? (PAUSE)

WHICH STANZA LET YOU HEAR SOMETHING?

THAT’S RIGHT!

(INSERT- HORSE’S BELL RINGING)

BUT THERE’S ANOTHER ONE!

SECOND CAM: CLOSE UP – SECOND READING OF THE THE TEACHER RECITES AGAIN THE THIRD STANZA
THIRD STANZA
THE SOUND OF …..THE WIND! WONDERFUL! (INSERT- SOUND – WIND)
SECOND CAM: MEDIUM SHOT
NOW, HOW DO YOU THINK THE AUTHOR AND THE
HORSE BE FEELING NOW? INSERT – ANIMATION – COLD/ICE

YUP. FEELING COLD. THAT’S RIGHT.

WHAT COLORS DID THE AUTHOR SEE?

YES, THAT’S RIGHT. MOSTLY WHITE BECAUSE OF THE

SNOW, BROWN BECAUSE OF THE TRUNK OF THE TREES,
AND DARKNESS BECAUSE IT WAS NIGHTIME.
 DID YOU SEE ANY GREENS?
INSERT SOUND - NO
YEAH. T’WAS WINTER. NO LEAVES. NOTHING.

TEACHER

FIRST CAM: LONG SHOT ALL THROUGHOUT TAKE A LOOK AT THE SECOND AND THIRD STANZA OF
ROBERT FROST’S STOPPING BY WOODS ON SNOWY
EVENING. YOU HAVE YOUR MODULE RIGHT?
SECOND CAM: CLOSE UP
ROBERT FROST DID NOT SAY THAT HE FELT COLD
BECAUSE IT WAS WINTER. HE SUGGESTED IT THROUGH
THE FROZEN LAKE. HE DID NOT EVEN SAY IT WAS
WINTER. THE FROZEN LAKE SUGGESTED SO.

DID ROBERT FROST MENTION ABOUT WHAT COLORS

DID HE SEE? (PAUSE) NO. HE SUGGESTED IT AGAIN BY
TELLING US WHAT HE SAW.

DID HE TELL US ABOUT WHAT HE HEARD THAT NIGHT?

(PAUSE) NO. BUT THE MENTION OF THE WIND
SUGGESTED IT. THE WIND ALSO SUGGESTED HOW ONE
COULD FEEL ESPECIALLY DURING WINTER, RIGHT?

A POET IS OFTEN PAINTING A PICTURE IN WORDS – I

REPEAT, IN WORDS, AND HE SUGGESTS COLORS – LIKE
WHITE FOR SNOW OR BROWN FOR THE WOODS, OR
SOUNDS, LIKE THE WIND AND THE HORSE’S BELL AND
MOVEMENT.

TEACHER

REMEMBER, WORDS CONTAIN AN IMAGE WHEN THEY

APPEAL TO THE SENSES.

FIRST CAM: LONG SHOT ALL THROUGHOUT THESE WRITTEN WORDS CAN BE MUCH MORE
APPRECIATED WHEN THEY CAN BRING OUT THE INNATE
SECOND CAM: MEDIUM SHOT CAPACITY OF PEOPLE TO FEEL, IMAGINE AND BEHOLD.

AS SUCH, ACCORDING TO RAMOS AND TALISAY IN

2017, THE USE OF SENSORY DETAILS IN STIMULATING
THE SENSES IS OF GREAT IMPORTANCE TO CREATIVE
WRITING

WHAT WE SHOULD ALWAYS REMEMBER IN THE USE OF

IMAGERY IS THAT – LET THE READERS EXPERIENCE
WHAT YOU SEE, WHAT YOU FEEL, WHAT YOU HEAR
CREATIVELY. THIS IS THE TIME TO IMAGINE THINGS.
THIS IS THE TIME TO PLAY WITH WORDS. THIS IS THE
TIME TO BE CREATIVE.

SO, BEFORE YOU SLEEP TONIGHT OR AFTER YOU WAKE

UP TOMORROW, SEE, HEAR, AND FEEL YOUR
SURROUNDING. LOOK FOR DETAILS. IMAGINETHE
WHATS AND THE IFS OR THE WHAT IFS. THEN PUT IT
INTO WRITING.

IN BEHALF OF ________ AND _______ MY FELLOW

CREATIVE WRITING TEACHERS, I AM _______________,
TILL NEXT LESSON DEARIES!