(PDF) Model Design loom (session plan)

Design loom for 6150 Popular Education 4 Social Change – Session 4: Weds., Sept. 30, 2009 Final - 02/02/11 1 Comments & Thoughts from Previous Events What has been said or written • Double circle a plus • use of talking stick – sharing power of previous in evaluations • Small groups: • Guilt – confession/absolution • people feeling “obliged”relevant to produce events that is worth o Double-dutch • People taking notes when chris speaks but not when • Bell hooks “dirty water”being mindful – apply of and/or to “about theory” o Boosting confidence peers speak thinking valuable to share with • Entertaining • Violence of oppressors – Education for Crit Cons • Defining words, use of particpants of this upcoming jargon, definitions • You’re right and you’re right and you’re right event? quote • Something to change question: • Give me more space on your SCs if you want more • Encouraging people to speak o Critique class/me comments (thought this is not a promise) • Jamaica Kincaid quote – compare Shani Mootoo o Critique self o Play – different way to do something o Something I will do Dream list of goals/outcomes: What is democratic facilitation Developing a toolkit What is training-the-trainers • Discussion of power (racism, patriarchy, ability, etc.) • Methods book: introduction exercises, energizers/ice- o Need experience/context o Appropriateness of person chosen to facilitate breakers; discussion tools; priority setting tools, o Talk about process-mind/design-mind o Setting the stage for democratic participation analytical tool, evaluation methods; the use of o Footsteps and Fingerprints ! Environment (having music?) As with any creative process itarts community is good to start methods, thewith useexpansive of popularthinking; theatre I o Exercising a disposition of constant evaluation like to think in terms of “in the best of all possible worlds what do we ! Room set-up methods and more. Facilitating by Design hope to achieve?” Taking a few minutes to dream can be a great way to ! Guidelines • Researching own experience build creative energy. Don’t worry about being “unrealistic”. When it o The loom o Balancing group and individual needscomes to making • Multiple Intelligences the necessarily pragmatic choices for the workshop Issues in facilitation and design o Authoritarian versus permissive and sharing you can leave•behindExercising a disposition some dreams. of on-going One advantage of research a record what was o Power power hoped for but not possible to include is that over time oneversus • Generative exercises versus analytical can analyse o Racism • Theory of participant revolt what dreams and hopesprioritising/decision-making are realized and which consistently get left o Sexism/patriarchy • Theory of progressively granted trust behind or set •asideparticipatory and why. budgeting; Open Space; Naming the o The Training fix • Dreams and nightmares of facilitation Moment; and more • Facilitation versus chairing versus leadership (talk • Conflict: combat or contest (Varela, et al) MODELLING A DESIGN about servant ldrshp?) You can use this box to include relevant quotes, inspirational aphorisms… Design loom for 6150 Popular Education 4 Social Change – Session 4: Weds., Sept. 30, 2009 Final - 02/02/11 2 Brainstorm list of possible activities: Principles activities Warm-ups/Energizers TO BE READ BY THIS CLASS: • Needs and offers • 'Zine - handout "Kelley, Robin D.G. • What is PRAXIS • principles / elements of popular • Buses 1999 A Poetics of Anticolonialism in • Intro to STM education • Dialogue sculpture circle http://www.monthlyreview.org/1199kell.htm Monthly Review • Multiple intelligences round robin • Drawing • Great Game of Power November 1999. • Toolkit book • principles of design - looms (see • Machines Always good to have • Pass the clap Ledwith, Margaret and Jane Springett • Storytelling quotes CCI, St. Josephs) 2010 Chapter Four: Participatory Practice in a Non- • Theatre of the Oppressed • common sense handy, treasurehaving hunt a set of• Follow the hand participatory World in Participatory What Practice: articles and • Facilitation appropriate • 3 short sentences about popular energizers• is Equal pressure Community-based Action forbooks Transformative Change. are necessary • Storytelling education; 2 sentences & 1 e.g. to group a great support • Sixteen Bristol, UK: The Policy Press. for Pp. the 81-100. process and • Negotiation/mediation • Grab bag process. • A what? A what? which are good • ‘zine making • Carousel • Sagedi Sagedi Sa Po Po Kane, Liam Principle activities are recommendations?? • communication • machines • social justice calisthenics 2001 Chapter 1, 2, 3 in Popular Education and Social Change those that advance or in Latin America. London: Latin America Bureau, pp. 1-89. • workshop design/structure/content meet the stated • nightmares • elephants and giraffes • silk-screening • Naming the issues - storytelling • Naranja Limon Stories and poems goals/objectives of the told orally or • modelling event. • Lossip Theatre • Post office mounted as posters • music • Image Theatre • Zip Zap Zop • video • Collective murals can contribute depth • Flip Chart writing (8 lines per page) • Culture Jamming • Expectations Check • What's Happening Charts Stories / Poems • crafts in general • Action/Analysis Charts • Arrow in the bulls eye • sock puppets • Why? Why? Why? • Two friends Handouts require advance prep. Much • grant-writing • Timeline (of popular education) • Sugar RECOMMENDED READING: can be shared digitally now so make • networking • Hotseat • Aikido Kelley, Robin D.G. sure to include in your brainstorm • mentoring • Heaven & Hell 2002manyPreface, Chapter 1 & 2 in Freedom Dreams: The Black those things that must be handed out There are • cross-cultural dialoguing • Scratch Radical Imagination. Boston: Beacon Press, pp. ix-35. in the meeting as well as those that processes – quick • teaching encouraging popular education (not • One cup pouring can be distributed electronically andLopes, moreTina involved - Thomas just practicing) and Barb • critical thinking that can fit within a 2006 Section 4: Between Us in Dancing on Live Embers: • writing & journaling participatory Challenging Racism in Organizations. Toronto: Between • anti-racism process. the Lines Press p. 220-239. • anti-oppression Handouts Evaluation Smith, Graham Hingangaroa (Battiste, Marie, ed.) • sharing – having space to share skill 2000 Protecting and Respecting indigenous Knowledge in sets/experiences • Copy of looms • Line-ups Reclaiming Indigenous Voice and Vision. Vancouver:UBC • games • FAQ • X-Y Chart Press, pp. 209-224. o co-op games • Article from newspaper • Head Hearts Hands/Feet o icebreakers • Structured crit Smith, Linda Tuhiwai Te Rina (Battiste, Marie, ed.) o trust games • “+” & “-“ 2000 Kaupapa Maori Research in Reclaiming o fun things Indigenous Voice and Vision. Vancouver: UBC • FOOTSTEPS & FINGERPRINTS Press, pp. 225-247. Design loom for 6150 Popular Education 4 Social Change – Session 4: Weds., Sept. 30, 2009 Giving your event a title can help Final focus your - 02/02/11 3 thinking. Using headers helps keep your documents in order. Working with the Cracks in Consent I: Not So Common Sense – Hegemony; power; resitance; imagination; subjectivity? Pop Ed TIME OBJECTIVE METHOD DESCRIPTION OF PROCESS STUFF WHO Logic/Process • People settle-in, etc SETTING • Post all F/Cs: Agenda, Guidelines, Effective Design, Effective Facilitation THE The first time STAGE column is the This is one-word of short Guidelines 9:15 15 clock and the Settle in phrase name for the step in the Agenda on F/C FOR second is the process. Depending on the F/C Design & Facil DEMOCRATIC duration of each words used this column can COMMUNIC’N step. Having both often be cut and pasted and in the simplest shared as the meeting agenda. possible form • Arrow in the bulls eye; Two friends; Sugar, Aikido, Heaven & Hell, Scratch, one cup allows Welcome, setfor quick 9:25 5 recalculation in Story pouring, etc. The description of the process needs to be positive tone as simple as possible and as detailed as the event of late starts, running necessary to support your facilitation. If STARTING Warm -up over,Learn etc. co-facilitating or if planning to share this • Participants are asked to self-organize into groups that the facilitator calls out:. WITH about the make- document with participants (especially 9:35 15 Busses Introduce selves: eye colour, # of languages spoken, useful # of siblings, $ of years working in train-the-trainer events) more THE up of the group; for FSA etc. detail is desirable. One advantage of filling EXPERIENCE icebreaker in detail here as well as the entire loom is AND that it is akin to rehearsing the event. Get names and KNOWLEDGE Names and • In pairs or threes ask participants to introduce selves Facilitation and briefly discuss expectations is like improv acting and this survey F/C 9:50 20 Expectations of the course. Ask participants to go around circle giving theirisnames design and whatoftheir the equivalent a script that OF expectations of check in pairs Markers expectations are for the session (one or two per pair).can be changed as necessary THE group PARTICIPNTS • Review agenda and expectations. • Discuss how we are doing and thinking about doing (facilitation). Confirm agenda; Agenda review • Post Once you are practiced and confident withguidelines - discuss - We will reflect back on work of the day throughout the popular education Agenda on flip chart compare 10:10 15 footsteps/ day. process you may exclude this column. But it is a good idea to F/C: “Coming expectations; fingerprints Attractions” include it if you are • Discuss new to participatory COMING popular ATTRACTIONS (POST-ITS FOR END) education. review guidelines • Point out there are post-its While every event is unique, the basic process of moving from and markers around room for use any time – to assist experience and knowledge through critical analysis to note-taking any timeaction is one that is always relevant. Refer to the Spiral Model for more elaboration on this process. Design loom for 6150 Popular Education 4 Social Change – Session 4: Weds., Sept. 30, 2009 Final - 02/02/11 4 Pop Ed TIME OBJECTIVE METHOD DESCRIPTION OF PROCESS STUFF WHO Logic/Process 15 • In pairs, ask each participant to take a few minutes to reflect and jot down answers Explore aspects to the following: think back to one education or organizing event where you learned of what helps a lot and one where you felt frustrated and learned very little. What in these events and hinders Personal helped you to learn? What hindered your learning. Be as specific as possible. Post-its 10:25 learning in reflections & • Each participant is given post-it notes to record points. Participants markers workshops/meeti Stuff is allare theasked to put material these up on designated flip charts. you need: handouts, ngs supplies, food, electricity access, etc. It is wise to • Introduce notion of Guidelines for Democratic Communication assume nothing – what worksandforto check out the Identify and Guidelines for effective learning is the same as that which works for communication environment of your F/C: “Guidelilnes” 10:40 15 agree on Democratic • List guidelines based on people’s experience and then fill meeting, in as necessary e.g. will–masking refer to guidelines… Communication handout In many ways this column is the key to the successful use of tape work on the walls or • Introduce notion of Footsteps and Fingerprints – discuss “design-mind”even be allowed in which the loom as a flexible tool that can be adapted quickly to respond to the needs of a particular moment. A design is a case painter’s tape might 10:55 15 Break well-imagined ideal that is based on experience and on be required or clips IDENTIFYING Designing research of the needs and circumstances of any event. But it • involves planning the structure and framework of a workshop from PATTERNS is also a living thing – there are many things beginning that change to end. Design begins before the event and continues throughout (as running up to an event and many things can things arise inchange). a Design includes figuring out objectives and activities in advance, the meeting that were unexpected. A design thatsequenceis flexible and allows timing of activities, identifying expectations, etc. AND for many possible responses to the unexpected and • Facilitation is the process of carrying out the design, adapting to various needs and unplanned for. And yet, there is most often an enduring dealing with problems as they occur. Facilitation requires desire to see the goals/objectives of the meeting realized. This Communication is a crucial step skills, if co-facilitating. Each ADDING participation skills, conflict resolution, problem solving,member etc. of the co-facilitation team may choose How to respond justly and creatively (sometimes NEW • Choose your metaphor: to be totally responsible for each step or a compassionately or humorously) is part of the challenge of Discuss • Musical facilitation. Spending time clarifying the overall objectives of score: “The design is like a musical composition. team of two The facilitator might is like alternate with one actively INFORMATION importance of the the event as well as each step is a way to create a stable and conductor” (Jonathon Gould) facilitating a process while the other takes AND • Road notes. Use this column also to identify: hosts relationship resilient path. Time may get whacked, a step might havemapto be 11:10 20 Talk-talk who might do introductions or share other THEORY between cut, a guest might not show, some supplies may Course • not be projection available. Many facilitation & things can change but what should • What’s remainthe story? relevant information; guest speakers; LINKED constant participants if taking the lead on a step TO design is the objective. It is the last thing• that Willshould look atbethis balance a few times today – Start by asking people about sacrificed and should that need arise that is what is most design/facilitation THE creatively shared with a group. • Limit Q & A at this point and ask people to note their questions, issues, points (as PATTERNS much as possible) on post-its for “Coming Attractions” to be dealt with later…. IN WHAT PEOPLE KNOW Design loom for 6150 Popular Education 4 Social Change – Session 4: Weds., Sept. 30, 2009 Final - 02/02/11 5 Pop Ed TIME OBJECTIVE METHOD DESCRIPTION OF PROCESS STUFF WHO Logic/Process Explore links • Explain that we will explore our collective fears (and hopes) about facilitation and between design 11:30 20 Nightmares design. and facilitation – • Form about 3-4 groups/pairs. common fears Examine one • Hand out blank design looms and explain how Catalyst uses this method to move concrete way to Catalyst Design NEW from visions, to goals, to activities. Encourage people to use something they like. We do design loom – BLANK Looms 1:35 10 Footsteps & also have loom for the day. HANDOUT LOOM FOR AM – STORY SO FAR WITH INFO & loom of morning fingerprints LOOM (Review steps taken so far – different techniques – different ways of moving Review process agenda forward – small group, writing, energizers, etc). so far • Spiral Model (two sides) : Discuss ideas and principals of spiral model. A tool – can be great, but not always so clean and not always super applicable. Can see it in examine one tool Talk-talk: STM ‘zine 1:45 15 spiral models design for today. for design Spiral model handout • STM seven steps… • Compare to Storming, forming, norming and other models 2:40 15 break Energizer 2:55 20 • Person to Person Identify some Some additional thoughts about time, timing, pace: no step in the process STRATEGIZE, examples of should• Inbesmall groups, planned review for less thanthe PWR, choose 5 minutes. an issue While some or event steps andtake may only identify 2 some PLAN, events/workshop Long & Shortminutes relevant long it is very andforshort easy term goals to change this. If something circumstances F/C 3:15 40 PRACTICE, s, etc that can term goals genuinely • These takes will2be minutes used forthen you’ve just homework forearned 3 minutes for another part next session Markers APPLY, act as subject for of the• process and it willtoalmost Use dotmocracy certainly prioritize, be needed. Also sticking to five if necessary design…. minute increments keeps the math easy. TAKE, Review ACTION Be mindful of the rhythms of the human body- the need for rest, refreshment, questions/ coming bathroom• From breaks, food. Generally the “coming people attractions” need– apeople post-its break no putlonger than every up burning 90 on stickies. questions 3:55 30 suggestions from attractions minutes. A good rhythm stickies, markers Facilitators discussof activities that require movement, well-timed breaks, “coming activities that necessitate concentration, etc. will keep participants fresh and attractions” focused. 4:25 15 fingerprints • Hand-out loom design for day- review 2nd half EVALUATE 4:40 15 evaluation line-ups • 5:00 0 Adjourn •