This week we started or Playwriting unit with writer-in-residence Eugenie Chan. Having never really written a legitimate play before, I was a little daunted at first, especially when Eugenie handed of 500-page readers to each of us. I was already clogged with academics and wasn’t looking forward to daily Creative Writing homework.

Eugenie’s approach to writing is different than any I’ve seen before. We start off every class with a physical warm-up, consisting of some stretches and then three “centering” breaths. On top of that, much of our class time thus far has been spent outside, whether it’s to act out plays, write them, or peer-edit.

When I write in my free time, I am never still. I have never been able to just sit down and come up with something magically. I often pace when I write, and often before starting I take a walk or do a repetitive task. I suppose it has something to do with my “creative process.” When I was younger, some of my peers and teachers called me “hyperactive” and even went as far as to unofficially diagnose me with ADHD. I was told to “reign it in” and progressively learned to keep still and quiet in class.

It is extremely relieving to have a physical outlet during class, given that both writing and staying active are important to me. I don’t feel right if I don’t stretch daily. Some of my less athletic friends lovingly call me a “freak” for these habits and scoff when I ramble about how great it is to get fresh air. However, I do know that everyone has a different approach to writing, a different process, different rituals. Playwriting has proved that the celebration and embracing of such peculiarities is vital to a larger appreciation of the art.

Stella Pfahler, class of 2019