FACILITATOR’S - Salvation Army pages/Tasmania... · Facilitator’s Manual ... descriptive words...

FACILITATOR’S MANUAL

WEEKLY 2 HOUR WORKSHOPS FOR 6-8 WEEKS

Ideal for small groups of 4 to 6 people (including the facilitator)

The Salvation Army gratefully acknowledges the support of the Tasmanian Community Fund.

CONTENTS... 5 of 6

KIT CONTENTS

KIT CONTENTS 1. Facilitator’s Manual (see previous pages for contents)

2. White and coloured pads of paper (coloured paper included for participants with

possible dyslexia, dyspraxia, etc)

3. Display folders (for participants’ work)

4. Container of pens & 2B pencils

5. Container of coloured pencils (used in Workshop 4)

6. Pencil sharpener

7. Whiteboard markers (used in Workshop 1 Exercise and possibly for brainstorming in

other workshops –obtain a large sheet(s) of paper if a whiteboard is not available)

8. 2 x Colour Oxford English Dictionaries and 1 x Thesaurus (only for use by

participants if wanted, spelling in these workshops is not important)

9. Digital recorder (for a participant who may not want to or be able to write –need for

this to be pre-determined before workshops)

10. Scanner including SD memory card (for copying participants work so they can keep

original in their display folder –work will be used again so copies are important if

work is lost by any participants)

11. Box of tissues

12. This is Me! signs – for the Poetry Recital and Publication Celebration

13. Container of scent bottles (used in Workshop 3)

14. USB flash drive – in front of Facilitator’s Manual (see next page for contents)

Please replenish kit of items such as pads of paper, display folders, pens, etc. as necessary.

~ The Savation Army STeP123 project – This is Me!: My object My story ~

~ Page 1 of 1 ~

My object – My story

What is your object?

Where does it come from?

What connection does the object have to 'place': your home, or another important part

of your life?

What does the object mean to you personally?

~ The Savation Army STeP123 project – This is Me!: found object ~

~ Page 1 of 2 ~

STeP123: This is Me! – ‘found object’ poetry guidelines

How to write a found object poem

Adapted from:

Jasmine Haryana, <http://www.ehow.com/print/how_5085351_write-object-poem.html>

Found object poetry

A found object poem describes an inanimate object, focusing on singular characteristics of an

animal, natural phenomenon, or manufactured product. A vivid description of the object's

physical form, functions and potential is used as a literary device to personify the object.

Employing straightforward and highly descriptive language, a found object poem leads the

author (and reader) to a fresh perception of the subject. Ultimately, the author (and reader)

sense the significance of the object as a metaphor for human interaction, emotional situations

or spiritual truths.

Instructions

1. Select several objects, and choose one to write about. Suitable objects might be those

with an unusual shape or texture, or that simply interest you.

2. Ask yourself whether your selected object stands alone or next to other objects – the

relationship between the object and its environment.

3. Write a list of sensory, descriptive words and phrases about the object. Describe the

object's visual characteristics, such as general shape or surface patterns. Jot down how

the object sounds, tastes, feels and smells.

4. Describe the object's environment using detailed lists of adjectives1.

5. Make a list of verbs and adverbs to describe an action related to the object. Does the

object act upon something else or is acted upon or used in some manner? For

example, sways gently or stands forlorn for a dandelion.

6. Relate to the object. Look for connections between yourself and the object on a non-

literal level. Seek resemblances between the actions of the object and your own

actions, and jot down your motivations. Question what you can learn from the object.

1 For explanation and definition of terminology, please see section at the end of this document.

~ The Savation Army STeP123 project – This is Me!: found object ~

~ Page 2 of 2 ~

Importantly, ask yourself if the object reminds you of an interaction between people, a

universal desire or spiritual truth.

7. Introduce your object at the start of the poem. The form of poetry we will be engaging

in does not require formal structure, so a detailed description of your selected object

might occur in the first couple of lines.

8. Develop the body of your object poem. Include the object's environment and actions

performed by or upon the object, and describe a single, literal attribute or action of the

object.

9. Write a closing. Use a metaphor or simile to relate yourself, or humanity in general, to

the object's attributes or actions.

Tip

Though often more difficult, you can also approach steps 1 to 5 in reverse, first listing

your current emotions or a universal truth and then seeking a single object as a

representation.

~ The Salvation Army STeP123 project – This is Me!: scent workshop checklist ~

~ Page 1 of 1 ~

STeP123: This is Me! – scent workshop checklist

Resources

You will need a number of small plastic canisters with screw-top lids for storing and

displaying scented items. I suggest using small Nalgene containers, available from

many outdoor shops. They are a little more expensive than other plastic containers,

but are stronger, and, importantly, have a good seal. Buy more than you need as you

may then incorporate other scents in the workshop as you think of them.

Suggested scents include: freshly ground coffee, garlic, shampoo, cinnamon, musk

oil, laundry detergent, mouth wash, after-shave lotion, lemon, mixed herbs, honey,

vinegar, household cleaner, furniture polish;

Please add any others you use to this list;

Please ensure all participants have paper and pencils/pens for writing;

The rationale for this list is that the scents are intended to induce an emotional response.

They are meant to trigger powerful memories – either of childhood, or in later life. These

memories may be happy, but they may also be traumatic. Thus you need to be prepared

to deal with the possible consequences such memories might elicit. The intention of this

series of workshops is to increase emotional resilience, introducing tools with which these

memories may be confronted, at the same time as addressing the literacy skills of

participants.

Safety note: You need to be conscious that some scents may be allergenic. You will

need to seek advice from the participants on this matter and cut or remove offending

scents from the workshop, possibly substituting in other scents in their place if you want.

~ The Salvation Army STeP123 project – This is Me!: hearing workshop checklist ~

~ Page 1 of 2 ~

STeP123: This is Me! – hearing workshop checklist

Note – it is most important that a safe space has been created prior to this workshop.

Familiar surroundings, people with whom the participants have shared this process, and a

facilitator who is fully engaged with the process, are all required. If you have any doubts it is

best to postpone the workshop until the safe space is ensured.

Resources

You will need to create a CD, or a YouTube/iPod playlist with the music required for this

workshop. The music needs to be emotive, and needs to cover a broad spectrum of

contemporary and classical/traditional music, from heavy, angry music, gradually getting

more quiet and peaceful to finish with something like Vivaldi’s Four seasons.

A possible list (one I have used in the past): Bad Blood – Ministry; One room, one

axe, one outcome – Orange Goblin; Hands – The Saboteurs; Feet from under me –

Epicure; White man – Queen; Mr. Blue Sky – Electric Light Orchestra; Trees – John

Butler Trio; I’ll fly away – Alison Krauss & Gillian Welch; Safety – Beth Orton;

4+20 – Crosby Stills Nash & Young; Do what you have to do – Sarah McLachlan;

Four seasons – Vivaldi.

A list Baart (2002) has used: Enter sandman – Metallica; Thief – Our Lady Peace;

American psycho – Treble Charger; Wonderful – Everclear; I want to know you –

Sonic Flood; Angel – Sarah McLachlan; Dive – Steven Curtis Chapman; Symphony

No.5 – Beethoven.

Other suggestions might include: Hurt – Johnny Cash; Things are what they used to

be – Zoot Woman; Safe from harm – Massive Attack; La femme d’agent – Air; New

noise – Refused; All the love in the world – Nine Inch Nails; Hard year – Shihad;

Sahanaa vavatu – Ravi Shankar; Right where it belongs – Nine Inch Nails; Bum like

you – Robyn; Already gone – Kristina Olsen and Peter Grayling; Who are you? –

The Brown Derbys; Another day – Roy Harper.

Note that the music listed above covers an emotionally broad range. It is important to

use as broad an emotional range as possible, as participants will have a greater

understanding of how music can and does affect their mood.

~ The Salvation Army STeP123 project – This is Me!: hearing workshop checklist ~

~ Page 2 of 2 ~

Try to allow an hour of music at most. You may wish to reduce the length. It is not

recommended to extend the length beyond an hour, as the emotional impact is quite

fatiguing.

The rationale for this workshop is that the music is intended to induce strong emotional

responses. The emotional responses may trigger powerful memories of significant events in

participants’ lives. As with previous workshops, these emotions and memories may be

happy, but they may also be traumatic. Thus you need to be prepared to deal with the

possible consequences such emotions and memories might elicit. The emotions and

memories might also be stronger than in previous workshops as the stimulus is arguably

stronger. However, as the participants have experienced several similar activities that have

asked them to engage with their emotions in a safe environment, they will have an

understanding of the process.

The music selection is most important. It is central to this concept that the music selected

models constructive expression of the emotions represented. For instance, anger is an

emotion that is well represented in music, but not always positively expressed.

Sequencing may also be important. The suggested list above is sequenced from most angry

through to most peaceful. All, it is hoped, will be confronting.

The concept to bear in mind is that the music required here needs to be confronting,

challenging, and emotive. It is supposed to elicit an emotional response; therefore it needs to

challenge us. Nice, saccharin pop music, while it is safe, will not work in this context.

There are limits however. Strong language might have a place in contemporary society, but it

has no place in this workshop. Strong imagery, however, does. Strong emotions also have a

place. Anger, despair, dislocation, sadness, joyfulness, love – these are all emotions that are

very well represented in music.

Finally, it is better to select music that is mostly unknown to participants; this means that they

will be encouraged to engage fully with the music.

To reiterate, the intention of this series of workshops is to increase emotional resilience,

introducing a tool with which emotions and memories may be confronted, while at the same

time as addressing the literacy skills of participants.

~ The Salvation Army STeP123 project – This is Me! music licensing ~

~ Page 1 of 1 ~

This is Me! Music licensing

APRA was contacted for approval to use licensed music as part of the This is Me!

workshops. APRA deemed that the music is being used under the category of music therapy,

and so does not require a license.

Per telephone call: Kate Herford, APRA, 5 July 2012.

~ The Salvation Army STeP123 project – This is Me!: sight workshop checklist ~

~ Page 1 of 2 ~

STeP123: This is Me! – sight workshop checklist

This is adapted from Baart (2002).

Resources

Each participant to bring a favourite photograph to the workshop. It is best not to

bring photographs of well-known people. Family, friends, personal events, scenery,

and holiday photographs are all good suggestions.

Ensure all participants have a copy of the Grammatical terminology sheet;

The premise of this workshop is that sometimes experience is the result of observation and

vicarious encounters with others and with the world. We can look to the world around us for

inspiration, and this activity allows analysis of others experiences, through the images created

during and from those experiences. Questions that could be important in this context include

speculation as to who the photographer might have been, as well as trying to gauge the story

from the limited knowledge provided by the image.

Ensure chairs are arranged in a circle;

Have the participants pass their photo to the person on their immediate right;

Allow three minutes photo interpretation, analysis, and recording: one minute looking

at actions present in the photograph (verbs); the second minute recording descriptive

words relating to the photograph; the last minute quickly writing a story explaining

the image;

Do not keep rigidly to the suggested times. If some participants are having difficulty

with the task, go over the Grammatical terminology sheet so participants are clear

about what they are to be doing.

Once the photograph examination has been completed by all participants (each should

complete at roughly the same time – around three minutes), each participant is to pass

the photograph they have just analysed to their right. Thus, each will receive another

photograph to examine, and they will need to analyse the new photograph in the

manor described above;

The analysis is complete once the participant receives their own photograph back;

~ The Salvation Army STeP123 project – This is Me!: sight workshop checklist ~

~ Page 2 of 2 ~

There is to be several minutes of discussion of the photographs, brainstorming and

comparing stories, before writing of poetry begins. The owner of each photograph is

NOT to reveal anything about their photograph;

Now poetry writing may begin…

Reference

Baart, N 2002, ‘Saying it more intensely: using sensory experience to teach poetry writing’,

The English Journal, vol. 91, no. 3, pp. 98-103.

~ The Salvation Army STeP123 project – This is Me! – Debriefing session conventions ~

~ Page 1 of 1 ~

STeP123: This is Me! – Debriefing session conventions

Respect other participants - no put downs

Give your opinions – all opinions are valued

Agree/disagree with idea not person

You can change your mind

Listen and take turns

Ask questions

Give reasons

You don’t have to share

~ The Salvation Army STeP123 project – This is Me!: Grammatical terminology ~

~ Page 1 of 1 ~

Grammatical terminology

This is a list of useful terminology that it is good to know and use:

Metaphor – is a literary device that compares, or represents, an intangible thing or idea

through use of an image, story or tangible thing directly. Examples: Her eyes were

glistening jewels; the exam was a breeze; the kitchen is a furnace.

Simile – is a figure of speech that compares two different things indirectly. Examples: he

was as fast as a speeding bullet; She is right as rain; They are as hungry as a horse. In

these examples “as” has been used as the comparator; “like” or “than” may also be used.

Verb – a verb is a part of speech that conveys action: a doing word. Examples: run,

write, read, say.

Adverb – an adverb is a part of speech that modifies a verb. Examples: that music is

really good; I often walk to work; I sometimes catch a bus home; that meeting was

incredibly stressful.

Noun – nouns are used to describe, or label, things. They can also represent general

groups of things. So, village is a noun; women is a noun representing a group of persons.

Pronoun – pronouns are generally capitalized, and represent, or name, particular objects

– for example, a specific person, a specific place. So, Stephen picks out a particular

person, while Hobart picks out a particular place, and Ford picks out a brand.

Adjective – an adjective’s role is to modify a noun or a pronoun. Adds interesting

information about the object being described. Examples: broad lines, loud colours, dark

forest, leaden sky, playful breeze

PREPARATION & REQUIRED RESOURCES... 1 of 4

PREPARATION & REQUIRED RESOURCES

GENERAL

Develop an understanding of the rationale behind the workshops

Be aware that you will need to allow 2 hours for a workshop, although some will be

shorter

Check contents of kit are all there

Print and distribute This is Me! Leaflets – Invitation for the participants (check if

there are some in the kit)

–DL, double sided

–fill in location and time

–point out request for clients to bring a personal object which is special to them to the

first workshop

–discuss any need for digital recorder

Determine access to computer, overhead projector, power-board and extension cord

Determine availability of Salvation Army workers or counsellors should they be

required


WORKSHOP 1 – This is Me! – My Object-My Story

Workshop plan

–familiarise with the workshop rationale, the workshop plan, and the kit contents

Registration Form

–print one for each participant, plus one or two spares, if required

Large sheet(s) of white paper

–obtain a large sheet(s) of paper if a whiteboard is not available

Poems to share

–find useful/different examples e.g. Leunig, Roald Dahl, Cameron M Semmens

–see list of possible poetry books to share (may be borrowed from the library)

PowerPoint presentation

–determine if there will be a computer/overhead projector/screen and how to use it for

Poetry PowerPoint

Participants’ objects

–to be requested of the participant by the program worker prior to the first workshop!

Spare objects

–find some common objects which could remind someone of the same object they

have at home, in case someone doesn’t bring something

My Object-My Story worksheets

–print one for each participant, plus one or two spares

WORKSHOP 2 – This is Me! – Found Object

Workshop plan

–familiarise with the workshop rationale (including the workshop guidelines), the

workshop plan, and the kit contents



Optical Illusions PowerPoint

Magic Wand

–find a smooth stick to use for If You had a Magic Wand exercise

Why attend This is Me! Workshops? Sheet

–print one for each participant, plus one or two spares

Spare objects

–find some common objects which could be found around and about in case they are

hard to find

Grammatical Terminology Sheet

–become familiar with this for your reference

Allergy Advice forms

–3 to an A4, single sided

–forms checking for food/other allergies, before next workshop, can be filled in

–print one for each participant, plus one or two spares (check if there are some in the

kit)


WORKSHOP 3 – This is Me! – Scents

Workshop plan

–familiarise with the workshop rationale (including the workshop checklist), the


Web

–obtain a ball of string to use for the Web & Would You Rather? exercise

Check scents in the container of Scent Bottles in kit are ok

Spare plastic containers

–for something which you may like to add during the course of the workshop

WORKSHOP 4 – This is Me! – Hearing

Workshop plan



IPod with speakers, CD player or computer

–determine availability and load the music from the USB (or music of your own

choice which fits with the rationale)

–enough songs to last for about an hour of listening time

–keep in mind that the music will need to be played fairly loudly

Coloured pencils

Box of tissues

Reminder slips to bring a photo to the next workshop


–includes a description of the kinds of photos someone might bring


kit)

WORKSHOP 5 – This is Me! – Sight

Workshop plan



Participant’s photos

–requested of the participant at the previous workshop!

Spare photos

–find some spare photos in case someone doesn’t bring one (avoid celebrities)

Grammatical Terminology Sheet

–become familiar with this for your reference

Photos worksheets –

–print one for each participant, plus a few spare

Egg timer or stopwatch

–take for time limits on time spent doing worksheets


WORKSHOP 6 – This is Me! – Debriefing

Workshop plan

–familiarise with the workshop rationale, the workshop plan, and the kit contents



This is Me! Debriefing Guidelines PowerPoint

Questions to consider sheet

–print one for each participant

Large sheet(s) of white paper

–obtain a large sheet(s) of paper if a whiteboard is not available

Expectations sheet

–take from Workshop 1 Expectations exercise

My Future Story cards


kit)

Participants’ Poetry

–print out all participants’ poetry which was scanned at the end of each workshop

Poetry Recital and Publication Celebration notes (check if there are some in the kit)


–complete prior to giving to participants

Consider if you may need to arrange another time for a rehearsal before the recital

RECITAL & PUBLICATION

Venue

–book prior to Workshop 6

Poetry Recital and Publication Celebration A4 posters

–print and complete details

–display in the appropriate locations

Participants poetry publication

–arrange printing

–take a proof to the recital for confirming there are no further changes wanted

Participants’ poetry

–take print out of all participants’ poetry which was scanned at the end of each

workshop, for participants to read for at recital (they may choose to read from the

proof but there should be a choice)

This is Me! certificates

–print one for each participant, sign and date (check if there are some in the kit)

Poetry Recital Speech

–amend as required

Talent Release forms

–copy required for each participant

–to be completed and signed by each participant before publication can be printed

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