[warm-up, creative parenting]

Did you play this game as a child? It bears repeating and is a great thing to do with your own kids. It’s non-competitive, free, interactive and instructive, for adults as well as children. Plus, if you bring a creative slant to it, it can be an experience that teaches about the close relationship between smell, memory and creativity.

THE GAME:

Place a series of smells under the noses of blindfolded people and ask them to name them.

Best played in the kitchen.

That’s it.

However, it’s not as easy as it would seem to be. Sometimes the smell is as familiar as your own name but the word for it will not come. This is probably because in order to do this we have to utilize two separate parts of the brain. The part that identifies smells as familiar and known—and the part that puts a word to that familiar and known smell, ordinarily with the assistance of sight.

It would be a great game to play at a Halloween party since this holiday is already so much about masks and the senses. Make it part of your “Haunted House” and have the kids identify a few ‘bad’ smells along with the good or neutral.

If you’re just playing this at home, talk to your kids about the brain and memory. Sit down with them and do a quick free-writing exercise just to see what the non-verbal sense of smell has aroused in your c-minds. If your children are too young to write, let them dictate their stories.

You can also use some of your game smells as the basis for art work. After you’ve played the Smell Game, tell your kids they can make art with the ingredients. Explain that this art work may not be as lasting as if you were using paint. It might be a good time to teach them words like “transient,” “ephemeral,” and “fleeting” and to talk about art and artists who make art that is intentionally so.

Smell Art Ideas:

Sprinkle jello on a paper and let them use their fingers to make art (this is a great sensory-rich way to help them learn to write their letters and numbers, but save that for another more structured time ) Enhance the smell factor by letting them dip their fingers in lemon juice first!

Dip paper in strong tea, coffee, fruit juice.

Use berries to make dyes, paint with them!

Finger paint with (a little) peanut butter. (Maybe even jelly, too?)

Put glue on the paper and use aromatic spices as you would glitter.

Take one item—how about a lemon?—and do a whole picture out using all parts of the lemon.

And, this is a whole other article, but don’t forget: edible art! Pancakes with food colouring, popcorn ball people, rice cake worlds.

LINKS

Here’s a lovely website
http://library.thinkquest.org/C0110299/html/index.php made by three young people about the brain and the mind, including pages on creativity (take the How Creative are you? quiz), the senses and memory.

The Ephemeral Arts - check this one out. it’s all about ephemeral arts on the Indian sub-continent; here’s another link to the same site, one that gives examples of these kinds of art. Use them with your kids!

Stayed tuned for my own Ephemeral Arts article. Coming soon!

Have fun and never forget that anything you can do with kids and creativity, you should be doing for yourself anyway. Tapping into our childhood well, keeps creativity flowing strong!

[-warm-up, drawing-]

Here’s a creative warm-up exercise that uses categories.

Choose a category each day to draw in your journal. Divide your paper into 8 - 12 small sections. Decide on the length of time you want to devote to this. My suggestion is to start with no more than ten minutes. Quicker sketches will loosen you up. Later on, you may want to devote more time to the sketches.

Draw a version of your chosen category in each of the sections.

The idea is to warm-up your creative brain by doing quick, non-threatening, simple drawings. Doing a lot of drawings of one thing helps you explore your visual knowledge of that category. You will find that you’re going to learn a lot about yourself, your visual memory, your ability to express a simple thing quickly and you’ll find yourself being more observant of that category once you’ve done the exercise.

Here’s my “Fruit” category page:
As you see, this isn’t great art. They are quick simple, even iconic sketches. And yet, I found out a lot from doing them.

I found out quickly that to distinguish between a drawing of an apple, a peach, a plum and even a lemon is tricky, but can be done. I found out that though I have removed plenty of them, I couldn’t, when I started, remember what the stem of a pineapple looks like. I found out that in order to make a peach look like a peach, you have to turn your pencil on its side to get a softer edge. I remembered that the skin of a lemon is pitted and that’s a bit of a different pencil mark that the tiny seeds of a strawberry. I found out that in order to sketch a bunch of grapes, it’s easier (and more fun) to sketch the dark, negative spaces that just draw the overlapping grapes. I found that sometimes a fruit is best depicted by the drippy, wetness that ends up on the surface below it. I found out that it was hard for me to come up with twelve fruits and that I didn’t seem to have a clue what shape a fig is.

Try it. It’s fun and you’ll be amazed how much it will stretch you.

Here’s a list to get you going:

I threw in the last three to remind you that these don’t have to be solid objects. But stick with the simpler ones at first. See what happens. After doing these for a while, revisit a category so you can see how the first sketches compare with ones you do after sensitizing yourself to this process and to thinking visually.

And, let us know what you learned by doing this exercise!

[-quick tip, practice-]

A Quick Creative Practice
~simple habits can have profound impacts~

Keep a tablet and a pen or pencil on your bedside table at all times!

DREAMS
If you wake with a dream still in reach, jot it down immediately. If you want to fall back to sleep, don’t worry about transcribing the full dream. If you write the most important words and images you’re likely to remember the connecting links later.

SOLUTIONS
Those transitional times just before falling asleep or waking—especially from a nap—are rich times for problem-solving and inspirational ideas. Having paper and pencil nearby will allow you to capture these gems that might otherwise disappear from your mind as the world crowds in.

SKETCHES
The tablet isn’t just for words. If you’re like me, you’ll sometimes *see* images that need to be painted or drawn. Make quick sketches before they too are lost to time.

[-crackles!, c-mindfulness-]

by Nancy Waldman

I am in the process of writing an article on using the non-dominant hand in journaling as a way to reach the R-mind. In doing so, I decided that my icon and ’short-hand’ talk of R-mindfulness, based on Betty Edwards work regarding the use of brain hemisphere dominance to teach art, is at the least out-of-date and at the most, offensive to the small percentage of left-sided creative brains out there. The good news is that those people don’t know they’re offended because most of us haven’t had our brains examined.

The traditionally-dubbed *creative side* of the brain is usually but not always the right side. The dominant hemisphere of a person’s brain is not necessarily the left side although research supports an estimate of left brain dominance in at least 70% of people. And in looking at this today, I’m reminded that ‘dominance’ isn’t always about language but frequently about motor skills. Handedness is one of the ways this has been studied and, researchers have found that not all left-handed people (approximately 15% of the population) are right brain dominant even in motor skills. This is an area of research that has no definitive answers but there are some studies that have suggested that the more firmly dominant the left-handedness is, the more likely that person is to be right brain dominant at least in terms of language.

Confused? Me too. Every time I wade into the marshy bog of *Creative Sides of the Brain* I feel that I’ll soon be up to my elbows in a thick peaty mush of ideas that do not have scientific studies to back them up. So why bother? Because it’s fascinating! Because we all have brains and because conventional wisdom is that we use a fraction of the power of the brain in our everyday life. Because the kinds of exercises that I’ve been calling “R-mindfulness” do work on some level for most people to trick the dominant, organizing, practical side of our brains into letting go for a while, so that we can put the non-verbal, metaphorical, visual sides at the forefront while we’re creating.

But because not everyone accesses the right side of the brain when they do my R-mindfulness exercises, my referring to the R-mind is—what shall I call it?—hemispherism? leftism?

Wikipedia in talking about the historical and cultural bigotry surrounding left-handedness (or just ‘left’) points out:

Even the word “ambidexterity” reflects the bias. Its intended meaning is, “skillful on both sides.” However, since it keeps the Latin root “dexter,” which means “right,” it ends up conveying the idea of being “right-handed at both sides.” This bias is also apparent in the lesser-known antonym “ambisinistrous,” which means “clumsy on both sides” and derives from the Latin root “sinister.”

So from now on, the articles about R-mindfulness will have to reflect my newly raised-consciousness about this. However, the phenomenon discussed in these articles is the same whatever side of the brain is less dominant. The point is to access the lesser used portions in tricky ways so as to circumvent the normal functions. It’s complicated so I have to call it something simple!

How about…full-mindfulness? F-mind? ooh. Not so good. The innocent letter “F” has an undeserved and much more negative bias even than left-handers. There’s mind-fully or, quite appropriate in a metaphorical sense, fully-mined. Well…that probably gets us off-track. Fully-mindful is too fully-mouthful. Whole-mind is used in other ways to teach reading and such. Non-dom, short for non-dominant? That’s a bit negative. Alternate-mind. Alternate-hemisphere? Alt-mind? That sounds like a keystroke shortcut. Oh, there you go: Alt-control! Hmmm. Alt-hemi? Demi-hemi? Semi-demi-hemi?

Okay. This is a total illustration of how my creativity works (or more specifically: does not work).

For now I will settle on C-mind—short for Creative Mind—until, unless, I can think of a better iconic term.

Any suggestions?

June 16: This article was withdrawn and re-written after its first posting, evidently to illustrate more fully my personal brain’s challenges.

For a brief description of what I’m talking about, here’s the first article I wrote about the R-mind.
Here’s another one called Changing States.
Click on C-mind tag to get a full-listing or go to our Topics list and click on C-mindfulness

[-writing, exercise-]

Writing takes activity. You have to write the words down on the page. Everyone knows that. But what’s going on inside as you make that effort to put a story together? Think about the issue of control and how it does or doesn’t work for you. We tend to think of energy, activity, the doing part of it as the most important. But consider another viewpoint. Here’s what Brenda Ueland says about it:

Willing is doing something you know already, something you have been told by somebody else; there is no new imaginative understanding in it. And presently your soul gets frightfully sterile and dry because you are so quick, snappy and efficient about doing one thing after another that you have not time for your own ideas to come in and develop and gently shine.

In this spirit, here’s a daydreaming exercise to foster the idea of letting go so that you can dream something up rather than just jotting something down.

Sit in front of your computer. Look at the keyboard for a few moments. Put your fingers on the keys and type a sentence. Type ANYTHING.
For example:

your thoughts:
• I am typing a sentence.
• This is a stupid exercise.
• I hate this.
• What am I doing this for?

whatever comes into your head, no matter how weird:

• Dogs with feathers would create nests in their sleep.
• Wallpaper hides cracks and peels when it’s old.
• My teeth might crumble before I die.

the most random nonsense you can come up with:
• Jumbled crossover blinks always allay floods.
• Accessing liverwurst can be the answer to pink socks.
• Everyone jousts because the ghostly phone didn’t ring.

Now here’s the hard part. As soon as you’ve put the period on your sentence, delete it.

As fast as you can, type something else.

Delete that.

Keep doing it for at least ten minutes, more if you can tolerate it.

Now begin your writing for the day.

This exercise does three important things:

1. It loosens your mind by making flighty associations and spurring imaginative juxtapositions on the page
2. It clears the mind of the top layer of dry, tired dirt so that the underlying fertile soil is available to you
3. It provides practice in letting go of words.
   This is a valuable lesson for a writer because we all tend to love what comes out of us. Our words are our babies and we don’t like to make them disappear once they are on the paper. But we have to know how as well as when to delete. This will help.

[process, inspiration]

Book box

Originally uploaded by cramzy.

A Good Sunday Morning in May to you all!

The photo to the right is one from The Practically Creative Group on flickr. It’s posted by ‘cramzy,’ a wonderful fibre artist whose work has impressed me continually.

Cramzy, also known as Emmy Schoonbeek, does all kinds of fanciful, beautiful and colourful stitchery, constructions and embellishments. This one caught my eye because of its cross-pollination effect. It’s so many things and includes so many things all at once.

It’s fibre art. It’s collage. It’s construction. It’s functional. It’s art. It’s a box. It’s a book. It’s got words, music, textile, paper, beads and probably lots more that we can’t see. Do click the image to see it in larger form.

I believe that this process of cross-pollination is one of the best ways to be freshly inspired and motivated.

It’s easy to utilize various skills and interests in our work when we’re already FEELING inspired and creative. That’s part of what makes it fun when one good idea or impulse bounces off another to create something new and unique. But it also can work for us when we can’t find that FEELING.

If you are in the doldrums with painting, try writing in your journal. Brainstorm. Do calligraphy until it turns into something else. Play with letters until they are abstract shapes.

If you can’t get started writing, do a quick symbolic collage of your main character. Or put on music that you love but don’t often listen to.

Another trick is to use these alternate parts of ourselves to be creative while taking a break from whatever has depleted our motivation. For example, when I’ve written myself into a corner, I find cooking to be a wonderful activity to immerse myself in. It’s creative and involves the senses but it doesn’t require a lot of mental concentration. This flow of activity allows my mind time to wander in a relaxed way. Without forcing it, I often find a way out of that corner and come back to the writing inspired and motivated—with a good meal under my belt!

Thanks, Emmy, for your inspiration this morning. Be sure to visit cramzy on flickr and at her blog.

[-exercise, un-blocker-]

by Nancy Waldman

Do you feel creative but still have difficulty creating?
Is something holding you back but you’re not quite sure what or why?
Are you feeling blocked?
Do you feel that your output is a trickle instead of a flood?

Here is a exercise designed to explore these kinds of problems in a new way.

In Marks Have Meaning, I made the point that small, quick, abstract marks can and do communicate emotions and concepts. This same concept can be used as an effective tool for problem solving.

The idea for and way of using marks as problem solving devices came to me from Betty Edwards, Drawing on the Artist Within, which I highly recommend.

Get several pieces of paper and a pencil with an eraser.

Sit down for a moment and think about your life. Choose an issue that is a challenge or an on-going problem, something that you don’t really have a handle on. It does not have to be a creative problem but if one of those questions at the top of this article is bothering you, it might be a good place to start.

Once you’ve decided on a problem, don’t think about it. Begin to draw.

Ms. Edwards suggest that you first draw a boundary on your paper. She calls this a format for the problem. It does not have to be a rectangle or square. Make it any size or shape that seems right.

Then begin to draw the problem. This drawing should take focus as a photograph developing before your eyes. Be in the mind of the issue you’ve chosen but don’t control this drawing with words. Let it come. The main thing to remember is that it should not include any representational or symbolic icons or figures. No hearts, or words, or lightning bolts or pictures of any kind. Just lines and abstract imagery.

Draw for as long as it takes. Remember, you are letting another part of your brain work for you. You are letting the r-mind communicate in the way it can. Enjoy the feeling of being wordless.

If one drawing doesn’t seem enough, do another. Don’t forget to ‘format’ it first, even if you choose to let the edges of the page be the boundary line.

Once the drawing or drawings are done, take a moment to assess how you feel. Are you refreshed? Frustrated? Feeling lighter? Or do you feel silly? Whatever it is, jot the word(s) on the back of the drawing.

Then think about what the drawing is telling you about your problem. Now is the time to try and put it into words. Say out loud what you see, how it makes you feel, what you observe about what you’ve drawn. It’s a similar process to recounting a dream. Often in retelling a dream, there is a process of identifying, of focussing. We might say, “There was a cat in the corner and that cat was—spooky…no, not really spooky, that’s too strong a word. More eerie. That cat gave me an eerie feeling that was like…well, surprisingly it reminds me of Great-grannie Gertrude!” And so on.

Turn your drawing over and on the back write the words that your r-mind has communicated to you. Ms. Edwards suggests that you “memorize” the drawing and the words. The idea is to hold both in your mind at once. Don’t let the words take over because the drawing may have more information in it than you can see right away. Before leaving this exercise, close your eyes and try to picture the drawing you did. Is it memorized? Then think about the words and hold them both in your mind at one time. It isn’t that hard, since you created both. They came from you and therefore are not foreign. The process has simply put them into your awareness in a new way.

Here’s a drawing I did years ago. I was trying to figure out why I couldn’t sustain creative efforts to completion.

In the same way that my dream would have significance to me, but would not to you, this drawing will mean nothing to you. Even if I point out the barriers and the difference between one side of the drawing and the other, it’s not your mind, your problem or your experience and therefore, not significant. However, what you should know is that I gained multiple insights from this and similar drawings. Doing these drawings over the years helped me deal with situations in my life with a broader understanding and awareness of them. In the same way, if you go through the process with openness, your drawings will have deeper significance because they came out of you.

Give it a try and see what happens in your life. For those of you who try it, share your experience with our readers by making a comment below.

[-r-mindfulness, exercise-]

by Nancy Waldman

Before beginning your creative work for the day, try this as a warm-up. It is an excellent way to access your R-mind and to lift your awareness from everyday mode into a heightened realm.

This warm-up is a drawing exercise but it’s not just for visual artists. It will help no matter what kind of creative endeavor follows.

Pick an object to draw. It can be anything, simple or complicated but, especially if you are new to this, choose a small object that can be brought to your drawing table so that you can focus on it easily.

Try to set aside ten to twenty minutes of uninterrupted time. Set a timer if you have one. Because you know there’s a set limit, this will help you to ‘forget’ the passage of time as you work. This will enhance the experience.

Using paper and pencil (it doesn’t have to be a pencil, but I enjoy the resistance that graphite on paper gives) you are going to draw the object. But this is no ordinary drawing. A contour drawing is one where your eyes never leave the object you are drawing and your pencil never leaves the paper once you’ve begun.

The end result will not look like the object you’ve chosen. This is okay because the purpose of this contour drawing is not to have a representation of that object; it is instead to focus on the edges, the lines, the boundaries, the negative space, the contours of the object in a new way. Here is a contour drawing I did of my hand.

The first thing you probably notice is that it doesn’t look like a hand. Good. It’s not supposed to. Now, notice the very specific quality of the line. In contour drawings, you are focused only on *seeing* and moving the pencil as you move the eye. Usually, there is another step between putting what we see on paper. Normally, you would look at the object, then look at the paper, decide on the placement of the line and begin to draw. By that time, though, the specific quality of what you’ve seen has already become somewhat diluted.

In a contour drawing, because the usual connection between what is being seen and what is going down on the paper is removed, the lines show the specificity. They are usually quite beautiful and sensitive, but even that is not the purpose of doing the drawing.

The purpose is to get your brain away from its usual mind-set. After you do your drawing, ask yourself how it felt. Did you notice that you were a little irritated at first? Perhaps you felt frustrated or silly. All of these less than positive responses are quite normal ones, especially if you’ve never done a contour drawing before.

That’s your everyday mind rebelling against an exercise that is completely different. The goal here is to persist with the drawing long enough to pass through these objections and into another mode, a different way of thinking.

Once you’ve done the drawing, then start your day of novel writing or oil painting or composing or whatever your creative work happens to be. You’ll find yourself in a less mundane, more relaxed, focussed and flexibly creative state of mind.

[-essay-]

by Nancy S.M. Waldman

I have a close friend who has compared herself unfavorably to me in terms of creativity ever since we were girls. According to her, I’m creative and she isn’t.

But I never bought it.

She’s a elementary school teacher and I’ve seen the way she tackles a challenging situation in her classroom. She goes at that challenge with a buoyancy, inspiration and mental ingenuity that can only be described as creative.

Human beings are, by nature, creative. But there’s an odd dichotomy in evidence that people who are inclined toward the arts are labelled “creative” and those who aren’t are said—often by themselves—to be “non-creative.” This harmful labelling ignores other kinds of creativity.

My friend’s is a practical kind of creativity.

On the other hand, there are throngs of people who are clearly creative in the realm of the arts who have trouble getting started, staying on track, producing, finishing, keeping their confidence up. And, having been one of these people from time-to-time in my life, I can tell you that it’s not a situation that can easily be ignored. This kind of non-productive creativity is frustrating and painful.

I think of it as being impractically creative.

The Practically Creative Quarter is a zine for both ends of this extreme, as well as for those who are in the middle. Here, we explore ways in which the practical and the creative within each of us can learn to co-exist in peace and flourish in whichever direction we need to go.

If you are a compulsive type who can be creative but is overly focussed on the end product, delve into our process articles and see if you can’t experience the mind-healing, freeing flow of simply being involved in a creative experience that has no intended product.

If you are one of those people who starts many things but finishes nothing, take in some of our more practical tips and graphic reminders to discipline yourself to focus a little more on the outcome.

If you are like my friend (used to be) but you desperately want more hands-on kinds of creativity in your life, try some of our tutorials. Being creative is about taking the steps to learn how, to allow yourself to be a beginner, and not to get discouraged if one kind of creativity doesn’t turn out to be ‘your thing.’

And everyone needs an occasional dose of inspiration, creative cross-pollination or a light-hearted reminder about not expecting perfection.

Being Practically Creative isn’t about what you create. It’s about harnessing a creativity that works for you. Whether your kind of creativity needs more focus on practical discipline -or- on having a freer flow of creativity, you are capable of unifying these two aspects of yourself. The more fully we can integrate the practical and the creative parts within us, the less likely we are to be that other kind of practically (meaning: all but, nearly, almost) creative!

Make peace between the practical and the creative within yourself and enjoy the experience as well as the results.

[-writing, technique-]

by Nancy Waldman

“…the successful use of metaphor is a matter of perceiving similarities.” ~ Poetics, Aristotle

Metaphors are magic. The right metaphor in the right place transforms a felt hat into a black rabbit, a silk scarf into a flower, solid reality into illusion. In magic, however, tricks can be spoiled if the magician allows the viewer to see the slight of hand being used.

The metaphor needs skillful handling if your reader isn’t going to notice you pulling it from your sleeve.

Metaphor is a type of analogy, a figure of speech, but it is also a common way of thinking that starts early in life; our brains, it seems, are made to use symbols of one thing standing in as another. Perhaps it arises out of human beings need to communicate even before vocabulary has sufficiently developed. For instance, a young toddler might say I want that “sock for my hand” to mean “mitten” if that word isn’t yet in her vocabulary.

As well, metaphors are commonly used to express what otherwise feels inexpressible—love, spirituality, passion, any strong emotion. In response to a tragedy people often use metaphors of hell, nightmares, storms, war (assuming the tragedy isn’t a war). When they are uplifted from the tragedy by kindness or compassion they speak of wombs, bridges, home, cradles. It is a natural way of thinking and expressing what “normal” speech doesn’t adequately cover.

Language is figurative because our brains have the capacity, the tendency, to make disparate connections. Using metaphor in creative writing is an essential part of communicating in a way that is specific, unique. A well-placed metaphor can layer levels of meaning, can bring characters to life, can resonate with the reader so fully that they never forget the connection you’ve made for them.

In the simplest form, metaphors state that one thing is another, as in Shakespeare’s, All the world’s a stage or Juliet is the sun.

Similes are often confused with metaphors. The difference is that in a simile we say that something is like something else whereas in a metaphor that thing IS something else. Here are two sentences that use figures of speech based on birds. Can you tell which is the metaphor and which is the simile?

Carl strutted around the room like a peacock.
Carl preened his feathers.
In the first—a simile—he is like a bird, in the second—a metaphor—he becomes the bird.

There are many examples that are said to be “dead metaphors” in terms of creative writing because they are so common that we don’t even notice them as being metaphorical. They are the magic equivalent of taking a coin from behind someone’s ear. We’ve all seen it; it’s no longer interesting and certainly not magical.

Everyday items:

the leg of the chair, the cradle of his arms, being on time is the default setting

Emotional expressions:

I hit the roof! I saw red. I fell in love.

Nature:

mother earth, the storm’s rage, the caress of the sun

It is instructive however, to look at these everyday metaphors because they show that metaphors do not have to follow the A is B formula. Metaphorical connections can be made not only with nouns but also with verbs, adverbs, adjectives and even prepositions. Also, the metaphor can be as simple as expressing a single similarity or as complex as the overarching concept that provides the direction and philosophy of an entire piece of writing.

Often the most effective metaphors are those in which the two things being compared are dissimilar in most respects. The skill comes from finding that one attribute that is so similar, that—as a writer—you can say: this is that, and mean it. The writer must not only believe it, but also be relatively certain that the reader will be able to pinpoint that one aspect of the two things are perfectly attuned. Just as a magician must set the audience up for an illusion, the writer must prepare an illusion so the reader naturally understands and believes.

If I say that Carl is a peanut butter cookie, I’d better have let the reader know ahead of time or soon, what characteristic of Carl I’m referring to. Crusty around the edges? Full of delicious goodness? Chunky? Or perhaps, having fork marks on his face? Your reader needs to know what you mean or your metaphor won’t serve your story.

If I say that “Carl swam through the room.” the reader might think “swimmer “or he might think “fish.” If you want to have the reader think “fish” you need to make it more specific and since there are all kinds of fish, why not make it very specific?

“Grey and sleek, Carl sliced through all the smaller fish in the room, beady eyes locked onto his prey.”—we are pretty darned sure that he’s a shark and he’s about to attack (probably a metaphorical attack). “Shark” has many associations. The writer needs to make certain that those won’t conflict with other things we know about Carl.

In this instance, “Carl darted in and out of the corners of the room, camouflaging himself behind the bright anemones and starfish.”—we get a very different picture of this character.

Remember, you are carefully, skillfully teasing out the similar in the dissimilar. Your metaphor must match what you are most trying to illustrate in that character, situation, or theme.

Bringing vividness to your writing is one of the greatest benefits of using effective metaphors. Suppose you’re telling a story about a man who has had a tense, terrible day and has an increasing number of reasons to believe that he might be in danger. The suspense has built to a high pitch. He’s trying to calm himself down but suddenly, as he’s preparing his supper in what he presumes to be an otherwise empty house, someone taps him on the shoulder.

You could say, “Carl jumped in the air.” This may be literal, but it’s dull and doesn’t express the depth of shock and fear that you want Carl to be feeling.

You could say, “Carl jumped out of his skin,” but that’s a cliched metaphor. Everyone will know what you mean, but it’s overused; it has no power.

How about using a fresh metaphor and one that matches the scene?
“Carl was a drop of water splashed on a hot skillet.”

In this, we see Carl jump, rather than being told about it. This is one of the wonderful aspects of using metaphors creatively. With few words, you can show the character, or the action. Your material comes alive.

What’s happening with the following two sentences?

“Carl wanted her to notice him, so he stealthily entered into the conversation and said exactly what he needed to in order to get her attention.”

“Carl waded into the conversation without creating a ripple. His opening line, cast gently and precisely, hooked her immediately.”

We get basically the same information, but the second has much more interest. We see Carl being stealthy, patient and skillful and the fisherman metaphor brings with it many other rich associations.

But would this metaphor work in any material? No, no, no. The metaphor has to resonate with the character, the setting, the tone of the writing. Otherwise, the reader becomes aware that you’re trying to create illusion instead of seeing—and believing—the illusion.

If Carl were a Wall Street workaholic who didn’t go outside except to go from office to car to home and back again, the fisherman metaphor would fail miserably. On the other hand, Carl doesn’t have to be a fisherman for this to work; in fact, it would likely be too strong a metaphor if he were because, in that context, the metaphor might not be fresh or unexpected. However, if Carl were on his first visit to a Caribbean island or perhaps had a summer job working in a boatyard, then this metaphor might not only fit the work and the character but extend his evolution by showing that he’d absorbed some of the setting he found himself in.

This brings us to the mixed metaphor. It’s the clumsiest trick of all with sometimes comical results. A mixed metaphor is sawing a rabbit in half or pulling a top hat from a silk scarf. It’s one that combines two or more totally different metaphors in close proximity.

“Carl held his cards close to his vest, but he couldn’t keep from wearing his heart on his sleeve.”

For one thing, those are cliched metaphors but more importantly, they are going off in two different directions. They may both be true of this character, but you need to find a one metaphor that can express both things.

“Carl held his cards close to his chest, but he still had an ace up his sleeve.”

This is equally cliche, but at least the metaphor is all about card playing.

Perfect metaphors will, from time-to-blessed-time, arise naturally out of the writing process. Our minds will effortlessly make the connection that resonates the most effectively. But—to say the least—that doesn’t always happen. During the editing process it is possible to analyze any writing that hasn’t come alive, that is more telling than showing, that seems less emotionally true than it needs to be, and look for metaphorical language that will enrich it.

This doesn’t mean that creative writing needs metaphors in every paragraph or even on each page. Every magician’s act prepares and distracts us from the tricks themselves. Moderation is the key.* Don’t force a metaphor and if in doubt, leave it out. That way when the well-placed metaphor appears as if out of nowhere, your audience will gasp.

Metaphor is a powerful reinforcement of the flexibility of language and the interconnectivity of that language within our brains. Our minds enjoy playing with the possibilities of turning the literal, abstract—the familiar, strange—the superficial, deep—the real, magical.

Metaphors do the trick.

*did you pick up on the dead metaphor? probably not. that’s why they’re referred to as “dead.”

© 2007 Nancy S.M. Waldman all rights reserved

This article barely scratches the surface of a rich vein of metaphorical information. Keep digging!
Here’s a place to start: changingminds.org/techniques/language/metaphor/

The PCQ’s MetAphorism feature use metaphors to bring out lessons in creativity:
The Desktop Shortcut
The Road Map
Burma-Shave signs
The Costume Box

Example of the use of an overarching metaphor to make a point (over and over and over again ): Growing Inspiration.