Theatre as a tool for exploring development issues and raising awareness: Day 9

For our fourth weekend, we had another guest facilitator. Mary came to us from Crooked House Theatre Company in Kildare. This weekend, Mary took us through topics and techniques of a genre of theatre called Theatre of the Oppressed. 

Mary explained a bit of the rich history of this genre, which started with the work of Augosto Boal in the early 1970's in Brazil. Theatre of the Oppressed started when Boal, a Worker's Party activist, performed plays about the injustices farmers faced in Brazil to actual farmers in Brazil. Theatre of the Oppressed has become a type of rehearsal theatre, where the actors are the people from the areas of the oppression being addressed, in which the oppressed peoples act out solutions and strategies to better their situation. 

To get the group comfortable with theatre work, we started out with many entertaining warm-ups

In one exercise, Mary walked around the outside of the seated group. Mary asked us to observe the body language of each seated person as Mary passed behind them. We discussed Focus, and how expecting something can make a person act or react strangely. Everyone was focused on Mary walking around the group, and when Mary came close to passing behind someone, they generally would exhibit particular body language, like tensing their bodies or even closing their eyes, momentarily. We discussed the insecurities we feel when being focused on. We all became more aware of our body language after this brief exercise. 

To get energized, the group stood in a circle with one chair in between each person, and one person in the middle of the circle. The person in the middle needed to grab an open spot when pairs from around the circle switched spots, usually by running across the circle. People in the periphery needed to swap spots by consenting silently with someone across the circle, usually with head shakes or certain eye contact. After many turns, everyone had the experience of standing in the middle and seeking a spot in the circle. The point of this game was to avoid focus. The game was definitely energizing!

Then the group split into two groups to practice Image Theatre. Image Theatre is when the participants' bodies are the only materials with which to create images. Usually, the groups needed to express objects, like "Something inanimate you see in nature, An object from the kitchen you usually don't think about," etc. For example, as pictured above, the participants needed to figure out how to position their bodies to collectively create an "airplane"...

A rolling pin...

A seashell...

A mountain...

And to even express concepts. Concepts are harder to depict with the participants' bodies in Image Theatre, because participants first usually need to debunk the images audiences might think of when attempting to portray a concept like "Violence." Mary explained the difference between making the form of a gun when depicting Violence--the gun as an image is not violent, the intentions of people are what make the gun a tool of violence. 

One group attempted to depict "Sexism." The other group attempted to depict "Corruption." This group did an excellent job in using their number of participants as spots along a possible trail of Corruption. As pictured above, the group created a dynamic line that started with a very low, fallen figure with an out-turned hand. At the opposite end was a standing and smiling figure shaking an in-between figure's hand. The in-between figure was connected to a few others, whose faces were turned down and their hands were reaching into each other's hands. Those figures in the middle of the line seemed to be taking and passing something, which travelled all the way to the smiling and standing figure. It was easy for the observing group to assume that the figures were passing money, or resources, from the bottom of a chain to the top. It was easy for the observing group to guess almost right away that the image was of "Corruption." The group creating the image did a great job at expressing the image through depicted actions, rather than objects, for a change. 

"Corruption," as seen from the back. 

In our last exercise of Image Theatre, the group broke into pairs to try a type of Image Theatre called "Sculpting." Sculpting essentially involves one partner sculpting the other into whatever image they aim to express. One partner was to sculpt their partner into an image of "victory." The sculpting partner could do so by moving their partners limbs and explaining how to hold facial expressions. The sculpting partner has to manipulate their partner to show exactly what they mean and the partner being sculpted cannot influence the image. The can only do what their sculpting partner instructs them to do. Then, the partners switch. The second sculptor needed to sculpt their partner into an image of "powerless."

One pair demonstrated a particularly disturbing representation of "power" and "powerless." The image of "power" was sculpted like a figure stomping the ground. The image of "powerless" was sculpted like a figure crouching on the ground. When positioned together, the image created "oppression," as pictured above. Putting the two sculptures together created a very strong image of oppression and the opposition of power and the powerless. While very serious, this activity was helpful for the group to understand how Image Theatre can be used to address more sensitive topics. 

After Image Theatre, we began plans for our two plays for Theatre of the Oppressed. On the second day of the weekend, we would plan, rehearse, perform, and alter our plays in the participatory fashion of Theatre of the Oppressed. 

Arts and Transformation: Case Studies Weekend: Day 8

On our last day of the weekend, we started out with some warm-ups. 

We did an activity involving passing an imaginary ball around the circle. The ball could grow or shrink, move, gain weight or transform in any way possible. The catch was that the ball always had to be in someone's hands. This activity made us pay attention to each other's actions in a fun way. 

Then, we led each other around the room. In partners, one person closed their eyes and the other led that blinded person around the room by touching hands. The blinded person's hand rested on top of the guide's hand. This was an exercise of trust and coordination, as to not bump into the other pairs around the room! As with all of our experienced activities, the Experiential Learning Cycle applied. We discussed this after each exercise. 

Then we made our second attempt at getting to the park. This time was very successful, as the weather was fantastic. 

Once at the park, we gathered in a circle under an old tree. Specifically, the species of the tree is the oldest in Ireland. Danny read us the 1854 speech made by Chief Seattle of the Duwamish people of the Lushootseed Native American tribe. The speech was supposedly made by Chief Seattle as a letter to the white government after they proposed to purchase the land from the Native tribe. The speech mentions the differences the Native people expressed in honoring the earth, and the awareness they had for the white people's lack of respect for the earth. Chief Seattle's speech sounded noble and his speech gave the group a lot to think about as we became aware of the beautiful nature in which our workshop was taking place. 

Danny brought the group's attention to the importance of connecting with nature, as we each attempted to do so, on our own. We were each to pick a spot in the park that particularly called to us, and to take 15 minutes to consciously reflect and take inventory of the spot. We were to think about the history of the spot--the animals and people that might have passed there, the weather the spot might have experienced, how much the trees in the area might have grown, etc. We were asked to try connecting to the spot, and to be considerate of anything that popped into our minds or seemed to speak to us in the 15 minutes in those spots. 

After we each spent time in different spots of the park, we reconvened under a magnificent tree. The tree, pictured below, had huge, hearty branches that could support a human. Some of the group members took to the tree in their private sessions, and some even climbed into the trees branches and laid back. 

We joined in conversation to share our experiences from our different spots in the park. We each discussed why we were drawn to our spots. 

Then, we each shared what we heard, felt, saw, and experienced in each of our spots. 

Lastly, we each shared what we wished we could communicate to the nature in our spots. These three main points were important for each of us to share in realizing our connections that came from the active and reflective time. We were practicing consciousness and awareness in nature.  

After a great experience in nature, we all headed back to our building. 

Naturally, we all came together for a great lunch, arranged by the group!

Arts and Transformation: Case Studies Weekend: Day 7

This weekend, we worked with a guest Facilitator named Danny. Danny came to us from Bristol, UK, to facilitate topics of experiential learning, focusing on changing perspectives and connecting through nature. 

We started off with a walking game. The group was instructed to walk around the room, conscious not to create walking patterns, and to make eye contact and smile at the other group members. Danny told he group when to walk faster, and stop. Then, Danny told everyone in the group to choose one person as their "opposite." This was a person to avoid whilst walking around the space. Then, everyone was told to choose a "shield," a person that had to be between the individual and the opposite, at all times. The group experienced changes in perspectives during the game that were relatable to how we walk around daily, but in a safe space. For example, many compared the energy necessary to avoid a person to the same futile amount of energy we spend in real life avoiding certain people we may hold judgements against.

We then discussed experiences and the steps of the Experiential Learning Cycle. As the picture below shows, the steps of this cycle are necessary to create a meaningful experience for people. As Danny would say, following this cycle is important in creating experiences for people from which they can draw "golden nuggets," the "aha moments" that make the experience significant for each person. The Experiential Learning Cycle is the articulation of what all facilitators usually attempt to facilitate in workshops. It is the facilitator's job to always be aware of the group's energy, and to plan the experiences ahead of time. It is up to the facilitator to have previously experienced the experience they hope to have a group undergo. 

We talked about how one can get reflective and creative feedback from the members of an experience. We discussed the varying importances for experiencing particular workshops more than once. We discussed what experiences take place on the street and in the world daily that can influence our creative and reflective senses constructively. We discussed what can constitute an experience, and what experiences can be considered interventions.

In part, we also discussed something called the Great Turning. The idea comes from Joanna Macey, author of "The Work That Reconnects." The idea can be represented with the cycle drawn below. The Great Turning refers to the process of turning from one way of working and living to another, like the various revolutions of our world: from the Agricultural Revolution to the Industrial Revolution and to the Technological Revolution.  The Turning starts with Gratitude, as it's the important moment of awareness one can have in recognizing their situation or revolution. 

Our group discussed each step, and what each involve; like, how being grateful goes deeper than appreciation, and how being grateful inherently ruins capitalism. The group asked what it takes to act in society. We asked each other why act? Why not act? How do we act? We all agreed that acting on certain issues related to development education can start in the home--with one's own family--and can happen even internally in one's mind. Also, the group discussed different types of engaging, like resisting, collaborating, fighting, etc. We talked about how resistance as engagement entails existence. Exist and Resist are like twin parts. 

Then, Danny showed the group an appropriated video version of the "Greatest Speech Ever Made," from Charlie Chaplin's speech as Hitler in"The Great Dictator" (1940). The maker of the video matched the speech with imagery, so the video was like a compilation of other video clips that complimented the speech. The video can be seen here: https://www.youtube.com/watch?v=JXh3Ob_zDhs

After watching the video, the group discussed their opinions. Some felt the video content could be seen as too biased or poignant, at times. We discussed the delicacy of expressing our opinions publicly, and how our opinions can always be misinterpreted--or interpreted differently than expected. We considered how to work with desensitized audiences, and the importance of gauging what audiences already think and believe.

Danny used this video as an example of "warming up" and "cooling down" an existing issue or work. These are strategies for repurposing an issue or work, like the video does to the original "Greatest Speech Ever Made." When "cooling down" an issue or work, one might create something to counter/reduce the attention an existing work is receiving. When "warming up," one might elevate the buzz are an existing issue or work to reach another outcome. Like the video example, sometimes "warming up" and "cooling down" can be significantly productive for activists. 

We attempted a walk to the nearby park, but due to the weather we walked back to our building. So, from our brief walks we were all asked to recall one image that we mentally captured. To practice a Close Noticing Activity, we were asked to write automatically about the image we saw on our walk. The image was obviously different for each person. We each tried to write about the image for 2 minutes. 

Then, Danny explained to us the next to steps in making the recalling of an image an activity in Close Noticing. The first step was to select a scene that one's psyche collected from the walk. The second step was to write about it or create a product about the image. Then, from that product, one is to select what portions of the product they like the most. Lastly, one is to examine those factors selected and determine what they have an affinity to, given what they liked about the image and what the image included. This locating of signs for each person's personal affinities is productive in helping individuals realize aspects of themselves, and how they can harness those affinities to move forwardly productively and creatively. 

After this reflective exercise, we warmed up to making our own speeches by telling stories. We partnered up and played a storytelling game called, "Change!" In this game, one partner begins by telling their partner a story. (Starting with an already existing story helps.) Then, when the listening partner desires, they can call, "Change!" at which the narrating partner must change the direction of their story, usually by changing the last direct thing they said. The point is to never stop talking and to get creative in the ways the story changes. Then the partners switch roles. This game was hilarious for all!

After this warm-up activity, we began workshopping our own speeches. Danny went over the components of a Connected Speech--an articulate, pointed, and powerful speech. To create a Connected Speech, one should follow the 5 S's: Stand, Smile, Speak, Stay, and Sit. Stay means that at the end of one's speech, one should Stay and receive the applause instead of running away as soon as completing speaking. This step is important in encouraging people to receive the praise and credit they deserve. After this, one may Sit. A Connected Speech should also include Beginning, Middle and End points. And lastly, the speaker should create a speech that includes Delivery, Content, and Structure in a comfortable mix. 

Each of us worked in our journals on a 30 second speech on something that matters to us. We were to support each other in small groups in the planning process, and then give individual speeches to the whole group. This task was intimidating for many. Needless to say, each of us was pleasantly surprised when we finally condensed our material to share, outlined the material into an important structure for Connected Speech, and finally spoke aloud to the group. 

We were also encouraged by Danny to follow these steps to make ultimate speakers: Be yourself, Give good eye contact, Structure your talk, Keep it simple, Use the power of the pause, Speak from the heart to be heard, Keep to time, Project your voice, Be animated, and Practice Practice Practice!

After each individual's speech, the group offered a point that was Wonderful, something to Improve on, and something to include/do Next time: W.I.N. 

We ended the day after each individual gave their speeches on what matters most to them. We were all inspired by each other's opinions and deliveries!

Intro to Development Education and Creativity as a tool for Change: Day 3

On the third day of our introduction to Development Education and Creativity and Change, the group focused on creative ways of representing global themes. 

To start the third day, a founding representative from Ireland's Clowns Without Borders (CWB) came to speak to us. He spoke to us about the past and upcoming projects of CWB, and their commitment to Development Education and Creativity and Change. CWB typically travels to parts of the world that lack emphasis on expressive public performances, like clown acts, due to severe conditions of poverty, lack of resources, lack of freedoms and rights, and more. CWB brings their original acts fills with props and humor to these areas of the world for the sole mission of making people smile. It was clear after his talk that you cannot put a price on the smile of child, and that the efforts of CWB are highly valuable in parts of the world, today. 

For the first task of the day, the group was split up into teams of three or four and given an idea they needed to convey through an info graphics project. 

For one group, a statistic was provided, stating that the "poorest 40% of the world utilized 5% of the world's income, and the richest 20% of the population used around three quarters of the world's income." As stated text, the statistic may be hard to comprehend and may not seem relevant to a reader, hence the task of creating visuals that would make the facts more accessible for people. For the aforementioned statistic, the group created a three slide project to explain the main components of the statistic sequentially. Other groups created animations, through which the whole group was able to see that time-based presentations can help separate information and add information by frame accordingly, for better explanation and comprehension for the viewer.  

A time-lapse animation as info graphics, for one group's message. 

On the afternoon of our last programme day of the weekend, the group had open studio time to develop different collage works that expressed our ideas of global citizenship and Development Education. Open studio time was a great time for our Creativity to help us brainstorm the types of Change we can make. 

We each took to our own stations to develop collages on postcards, collages on badges, which we made with a professional badge maker, and even drawings, to practice our graphics harvesting! Graphics harvesting is a method of illustrating spoken information that is generally too hard to follow for people that are visual learners. 

Our badge making station

At the end of open studio, many of us had completed works of collage driven by concepts of global citizenship and development education. Here are some of our pieces!

Each postcard is about 18 x 23 centimeters. 

Some larger collages

Our badges! The idea behind the badges is to have a product one can wear everyday to express their beliefs on Creativity and Change. 

To wrap up the last day of the programme weekend, we were to select--without much judgement--a photograph that captures how we were feeling. We each shared what elements of the images summarized our feelings at the end of the programme weekend. 

We took note of last reflections from the course of the weekend that related to our selected images. The pictures helped us to create metaphoric meaning based on our experience over the weekend. 

And to tie things together, we asked ourselves "Why creativity is important to learning?" This was almost an easy question for the group, after using so many different creative activities as chances for reflection on the importance of creativity in learning situations. Like we reflected between the different types of education on the first day, most of us felt Creativity was something that should be included in Informal learning--learning that happens constantly, just by living. 

The group of the CIT Creativity and Change Programme 2014/2015!