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1. Background
Our Shared Community Storyis an integrated holistic project, which
surfaced individual talents and applied experiential social
empowerment in public spaces in Beirut, Lebanon. In a journey,
which started at Geitawi Public Library, moving to Monnot before its
final stop at a public place around Kotobus (mobile library) in Rawdah Caf on Manara,
three communities weaved a common story through different forms of expression:
theatre/drama, music, arts, creative writing/poetry, and dialogue.
2. Context
a. Location
The project was held in three public spaces in Beirut: Geitawi Public Library,
Monnot Public Library and finally in Rawdah Caf on Manara around the Kotobus.
These public spaces were carefully chosen to represent neutrality and create
connection with the open facilities that public libraries and nature have to offer
us.
The libraries were transformed to a creative place, while maintaining the spirit of
learning and reading with the neat shelves of books inviting the participants to
browse them during their free time. The places were rearranged to
accommodate open space, circle of chairs, and tables full of colorful material for
the planned activities.
b. Participants
The public libraries hosted teenagers (10 -15 years old) from Ashrafieh, Beirut and
Bchamoun, Mount Lebanon. The third workshop, hosted at Rawdah Caf in
Manara next to Kotobus, enrolled 12 young adults (16-24 years old) from a
youth leadership center in Burj Al Barajneh. The diversity of the participants in
each workshop was a unifying strength, bringing in the power within each in
www.nnow.org _ p.o.box 13-5274 _ beirut, lebanon _ t+ 961 3 20 07 16
Our Shared Community Story
A documentation of an experiential journey
There is no power greater than a community discovering what it cares about(Margaret J. Wheatley)
Our Shared Community
Story
Hosted by n
In Partnership with
Assabil
Facilitated by:
Hala Makarem
Hala Fleihan
Date:
July October, 2008
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a coherent positive manner. All found their place as individuals interacting within
a group whether as natural leaders, silent observers, reserved characters,
comedians or singers. A harmonious rhythm of learning and play was formed in a
way that attracted the participants to remain committed and excited to attend
the whole program. A 12 year old, for example, commuted everyday from Beit
Meri, Mount Lebanon to reach Geitawi, Beirut at 9:00 am.
Participants were not only dedicated to remaining part of the
consecutive three-day journey, but they also demonstrated active
involvement and cooperation with one another. During
an individual doll making activity, for example, when one
completed his/her doll, s/he helped others who needed
assistance.
c. Guiding Principles
Guiding values maintained the relationships throughout the working days: trust,
non-judgment, friendship, cooperation, responsibility, imagination, creativity,
acceptance, respect, fun and acknowledgment.
3. Process Development
a. Group Dynamics
The cycle of workshops engaged groups of different backgrounds, genders and
ages in activities that combined learning with fun. Group dynamics was a core
driver in building connection and a trusted group environment. The purpose is to
develop a sense of knowing and trust where boundaries are dissolved enabling
free expression within a context of common working expectations.
To that effect, at the start of each workshop, participants jointly set and agreed
upon group norms, which included respect, Arabic and English as main working
languages, no judgment, have fun, be on time, help each other, listen, nopressure, honesty (openness), take permission before public publishing, etc..
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The process of group formation begins with a form of identification, where
individuals introduce themselves to the group. Initially, the participants
experienced the flow of individuality and trust building as
they created constellations around day-to- day common
ground realities, such as find all born in the same month and
those who have the same eye color. This built a sense of
knowing in the group before being invited to create their own nametags using
colorful art material available at nearby tables. Then every two shared their
nametags, focusing on why the colors were chosen, what the drawings
symbolized, personal information, plus one unique quality/characteristic about
themselves that the group doesnt know, and one expectation. Partners then
presented one another to the group, as they reaffirmed their understanding of
what they heard. A technique that was practiced at the outset is active reflective
listening skills; how to genuinely listen to one another without interrupting or
being quick to make judgments.
b. Creative Arts
The impact of creative arts as a means of expression was then explored and
experienced to strengthen individual creativity, group dynamics, and the building
of a collective story. The creative arts were expressed through play, music,
poetry, art, and theatre.
Pre-story Activities
Context SettingTo set the context of the three-working days, participants engaged in a
brainstorming activity around the words Community and Story.
Two groups were randomly formed, each group mind-mapped
one word and then shared the outcome with all the participants.
The generated ideas mapped out on two flip charts created a joining platform,
establishing context, understanding, direction and community group work.
The outcome of common generated ideas or viewpoints on Community from the
three groups is mapped as follows:
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The outcome of common generated ideas or viewpoints on Story from the three
groups is mapped as follows:
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Personal AwarenessTo further explore and get comfortable with the space of the library, a body
movement in space exercise was introduced. Participants moved freely through
the space of the library according to the speed/pace being called out (1 =
slowest and 10 = fastest). Reflections from the participants when the movement
was at a slow pace; they experienced silence, quietness, could hear footsteps
and felt that there was more space. However, when they moved at a fast pace,
they expressed that the space felt busy, noisy, crowded as people were
bumping into each other, reaction time was less, no time to reflect and the
amount of space was reduced. One participant expressed that this body
movement in space exercise emptied something from inside and felt better.
Once participants explored the space individually with
awareness of the other being in the same space, every
three formed a tree through body sculpting embodying
the relationship that is being created together.
Participants then reflected on the now in space Where am I and dreamed a
little further Where would I like to be? and imagined What do I need to get
there? Each person reflected individually on the dream questions before they
grouped together to enact their discovered dreams through drama. Participants
identified their dreams with awareness and use of their bodies.
As an energizer activity used to raise awareness and heighten observation of
individuals in the group, participants played the Wind Blows activity. All are
seated in a circle while one stands in the middle calling out the wind blows
those completing the sentence with an observation or category that
individuals in the group have in common (ic. wearing jeans) then all those
wearing jeans must get up and find a chair as quickly as possible. The person
who is left without a chair calls out the next category.
In Monnot where music was the form of expression, breathing techniques were introduced and
practiced, bringing in the resonance of sound into the room. The participants first learned
how to breathe from their abdomens in a slow deep manner. Then they added sound
during exhalation. Observers from the outside hearing the sounds said it sounded
like: bees, mosquitoes and sirens. The giggling and laughter combined learning
with fun during this activity, preparing them for music making and sound
testing.
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These small yet effective exercises strengthened group dynamics as it allowed
trust building, cooperation and support to integrate into the groups values as it is
formed.
Imagination ExpansionAs part of identification using imagination, participants experienced an activity
called object interpretation. Two natural objects were presented to the group: 1
feather and 1 wooden stick. In the first round, participants were asked to identify
what the wooden stick is not. Responses from some individuals in the group
included: It is not a pen, lamppost, or lollipop. In the second round, they were
asked to imagine what the feather could be. Identifications were expressed with
action/movement. Some responses included: It could be a pen, hairpin, boat for
ants, or a bookmark. In this exercise the flow of imagination was triggered and
expanded, as participants allowed inhibitions of the mind to fade away.
In another activity called object distancing and sensing participants were
exposed to various random objects from nature and other material,
and also had the opportunity to explore the garden area around the
library to find one soft, one beautiful and one hard object. Then
they were invited to create a sculpture from their chosen objects
and share with the group. This exploration activity taught participants how to
connect with their senses through object identification and construction, and
later how to de-construct. Observations and reflections made from individuals in
the group included:
~ Everything in nature has its place
~ An idea came to us when we started to work
~ We can do something from nothing
~ From a small thing we can reach to something big.
~ It takes time and effort to build and little time to destroy
In continuing the imagination development process, participants were introduced to a word
imagination activity using improvisation. In pairs, one person begins by saying a word that
comes to mind then the other has to quickly think of another word associated with it,
and so on. Some observations made by the facilitators were: the activity started
slow, needed more modeling, then it picked up and all flowed and explored it.
One of the participants in the Monnot library read a story to the group called
Music in the Wind. Linking the story reading to the context
that embraced the group, created a powerful atmosphere of
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learning, listening, interest and excitement, further enhancing the relationship
between participants, libraries and public space.
In Rawdah caf, participants created a community garden
using various materials. Individuals found their space and
filled the canvas with a lively garden of trees, colorful
flowers, butterflies, birds, a pathway, a water pond, etc
Initially the group as it came was incoherent, not well-
formed, lacked trust, and hidden issues were not addressed. However, the
community art activity created space for joint efforts and free expression. For the
first five minutes of the activity, there was true silence and immersion, as
creativity began to flow and people found comfort. Those who were quiet during
the dialogue (mostly the girls), had the opportunity to be active in other forms of
art expressions. A further observation made by the facilitators, was that
individuals remained focus in their own space and did not move around to
observe other drawings or add to what was being created. Also, the colors,
engagement, and fun of the activity attracted a guest (8 year old) at the caf to
join in and actively leave her mark.
Story Character DevelopmentIn Geitawi Library, participants experienced the impact of
creative play through doll character making. Each individual
created his/her own character out of newspaper and art
material. An observation made by the facilitators, is that there
were great connections made between the participants and
their doll characters. Personal identities were created for each doll and
relationships began forming among other dolls in the group. For example, two
dolls decided to marry and a ceremony was made in the garden to celebrate the
union of an emerging partnership.
Additional Observations:
~ One boy initially felt blocked while making his first doll, but then his
creativity opened up as he generated ideas for another character,
which eventually became the main character of the group story:
Jaradiyeh.
~ Awareness of individual work but also the option of
connection to others for generating ideas and
encouragement.
~ Individuals were willing to reach out and help one
another in shaping their doll characters.
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In Monnot Library, in line with the music-making theme, the participants got
engaged in music instrument making. Random material such as, empty water
bottles, tin lids, yarn, plastic cups, cardboard, cans, crepe paper, were recycled
and used to create musical instruments. After much time building,
experimenting, and re-adjusting the sound and tone of their instruments, the
group experienced rounds of collective music making.
Once the dolls and music instruments were created,
participants introduced their character to the group and
stories were ready to be told. Each person learned to
build a six-part story. They formed groups for story
sharing and selected one story or merged stories to re-enact through
personification and embodiment personal body sculptures. An
observation worth capturing is the choice of seeing the big pictureor
maintaining the smaller viewpointwhich was reflected in both
groups at Geitawi and Monnot. One group (of four) acted out one story
extracting main themes from the various individual stories; in Geitawi they
integrated the monster, in a library, a dance party and a bored person; in Monnot.
Other groups (also of four) together acted out each story separately.
Story makingThe community story began in Gietawi Library, continued to Monnot and ended
in Rawdah Caf (Kotobus). In each group, it was co-created and developed in
three-rounds, whereby each person added a sentence or an idea to the plot
without any previous knowledge of what was going to be said or what will
further emerge. In this way, each person has the opportunity to contribute while
the others listen and think where to take the direction of the story next. One of
the main characters was inspired from one of the doll characters: Jaradiyeh. The
rest were co-created by the groups imagination.
The story reflected where each group was at regarding age, their surroundings, questions,
and even desires. For example, some of the major themes that came out of the story
were inspired by two popular TV series that was showing during that time.
awareness
through the art of
conversation and
freedom of
expression
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Additional Observations:
An effective decision making process was followed in the selection of
the storys characters and their names. The participants experienced
the difference between compromise, negotiation and the relevance of
having their point of view listened to and acknowledged, even if it
belonged to the minority group.
The Arabic story script was captured by the participants using
Internet/SMS language.
Some participants felt frustrated and disappointed when the story was
taken in a different direction.
The facilitators attempted to steer the story making back to its original
intention and context, however the groups intention was what
mattered and that was accepted.
With the older group in Rawdah caf, the story was taken to a world of
incense. Some wanted to express domination and kept the story
redirected to a dark place, even when others tried to bring it back to life.
There was more group cooperation, involvement and acceptance
among the younger participants.
The Story script can be found in Appendix A
Story TellingAfter the making of the story, various forms of story telling were introduced to
each group. The method used varied at each workshop. In Gietawi, the form of
expression was through theatre improvisation. Participants extracted the main
themes and ideas from the story and with assigned roles for each person they
performed the play. They used available material for decoration and costumes.
Once the play finished, they were introduced to the
concept of role and de-role, whereby during
performance each person carries his/her role, but once
the performance is done, every person de-roles or
comes out of the role they played and returns to his/her original self.
In Monnot, the group had an implicit expectation that they too were going to act out
the story. However, they were invited to extract five main themes, words or ideas
from the story and create lyrics to a song. Engaging their
musical instruments, two groups performed their songs,
leaving beautiful sentiments and meaning to remember from
their journey. The song lyrics and poetry can be found in the
Shared Community Story Production section.
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In Rawdah caf, the group was also invited to select five main themes, words or
ideas from the story but instead they were asked to create poetry and an art
drawing to reflect the meaning behind the story. Some
observations made by the facilitators were that two out
of the three poems were original and creative, but the
third was taken from another source. Also, the art
drawings did not represent or meet the purpose of the
activity.
EnergizersEnergizer activities (or warm-ups) encourage participant involvement, interaction
and encouragement throughout the day. During Our Shared Community Story
workshops, small effective energizers were used at the beginning of each day to
bring the group together and begin work on a positive note. They were also used
during the day to recharge the group after lunch or in between activities to
increase the energy or enthusiasm levels, if facilitators sensed the energy of the
group was low. Moreover, energizers heightened the effectiveness of the
workshop by relating to a specific issue or activity, to make people think about,
sense and/or learn lessons.
Energizers used are the following:
~ Rubber chicken
~ The sun shines on/the wind blows for
~ Fruit salad
~ Imaginary ball
~ Untie the knot
~ Maestro
~ Transform the movement
The participants asked to repeat the rubber chicken energizer several times throughout the
workshop. It created laughter, fun, a sense of silly-ness, and relaxed tensions and/or any
felt stiffness. Fruit salad was played to shuffle group dynamics and change seats
when facilitators felt it was necessary.
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c. Dialogue
One of the main areas of focus and development in the project was learning how
to engage in strategic conversations and constructive dialogue,
whereby participants shift from mental level debate and
discussion to speaking from a deeper heart level where
connection is made with the whole group.
The seats were arranged in a circle for activities that involved group sharing,
decision-making, and dialogue. The circle was deliberately used for several
significant reasons. First, the shape of a circle lends itself to
creating safe space for participants to share. Second, an
environment is created where everyone is visible and can
be heard. Third, it helps conversations to slow down, and
allows people to focus and listen. Fourth, it invites
reflection, inquiry, curiosity and exploration. Finally, it creates equality and
connection. For example, the conversation circle proved to be an effective
decision-making tool during the story making activity and creating names for the
characters.
d. Co-Creating
The original design of the project addressed the essence of co-creating within
community members, and also across communities around shared stories that
connect. The outcome of the project affirmed the impact and relevance of the
co-creation process. As described in this case study, each group collectively
worked together to produce an effective fun product that was a representation
of their individual and group aspirations and work. The flow of the story between
the physical boundaries of the libraries went smoothly, with no resistance at the
next station on the reason they are not the initiators. Suddenly, the next stop
found new directors and play writers who evolved the story as they saw fit for
them, adding new characters, new dimensions and new colors. The culmination
of the co-creation process was at the joint journey in nature (see Section 5 Sustainable
Community Nature Bonding) where most of the contributors to the story met in an open
space to re-enact their story, this time merging the stories into one, bringing in the
drama and music all together. A beautiful scene was created amongst the purity of
the environment with their choice of the picnic field explored, the vibrancy of all
participants resonating, the newness culminating in a magical wedding dance.
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e. Reflection
Several types of reflection and awareness methods were used throughout the
day. For example, at the beginning of each day, the participants were invited to a
check-in process, using name games and energizers and addressing group
norms in order to establish a group and encourage participation. Time was also
designated to raise questions and share concerns or comments. For instance,
one participant eager to act asked, When do we have the play?
Another method used was a reflection of the day exercise, in order to sense
what participants were feeling and thinking. For example, in a conversation
circle, they were asked to complete the sentence Today I Some captured
responses included:
Woke up very early
Start with energy
Start with sports
Want to learn something new about each person in the room
Am happy!
With the same idea in mind, but to reflect on what happened the day before,
participants completed the sentence Yesterday I Some captured responses
included:
Was happy because I met new friends
Learned something new, like sculpture body
Learned to work with new people
Had fun
Learned to work alone and with a group
Acted a story
Learned how to make a doll
With the closure of each day, the group was invited to check-out and reflect on
the process and quality of activities, the impact it had on them personally or as a
group, or to share a thought that sums up the day for them. Some reflections included:
Had fun in the library. Saw it differently
Learned about values and morals
Learned that we start somewhere but may end in
another place (Instrument making)
Breathing properly
One team
Learned how to work with others
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Didnt like check-in and check-out
Want more than three days.
Learned about new activities.
Learned about each other.
To close the workshop at each library and come together one final time as a
group, participants engaged in a web-making activity. Using a ball of multi-
colored yarn, together standing in a circle, each
person said one good thing that happened and one
new thing they learned. At the end, the group
formed a web, symbolizing connection,
commonalities, and togetherness.
f. Connected Loop
Our Shared Community Story provided a context for local communities to
engage in bonding together and co-creating a simple common expression, while
evolving and growing as both individuals and a group within a larger social
environment. Using the whole-systematic approach design, it opened the way
for self-awareness and group flow. It brought to light the importance of public
places in enabling community development and social empowerment. It also
demonstrated the essence of the fusion of the arts in building community spirit.
Our Shared Community Story focused on the synergistic relationship required
within the local social fabric, as the message and story emerged and was shared
with all.
4. Applied Skills Development
In addition to the story making, the workshops introduced participants to a number of
skills- either directly or indirectly- throughout the process. The main skills presented and
applied by the facilitators were:
~ Team building activities for the essence of group formation and trust
building
~ Deep Listening and Acceptance for understanding with no judgment
~ Creative Arts for touching the human heart, feelings and sensing
~ Alternative ways of expressing for freedom of choice to reach the same
goal
~ Reflection and Inquiry - for objective assessment and feedback
~ Dialogue for speaking from seeing Self as part of the whole
~ Brainstorming for experiencing mind mapping and divergent thinking
~ Conflict transformation for finding opportunities to grow and understand
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~ Connecting with senses for experiencing and awareness of all senses
~ Spatial relationship for establishing a
relationship with the holding place
~ Improvisation
~ Re-enabling play and Role/De-role
5. Sustainable Community
a. Home Link
The process designers and facilitators of the project idea n addressed thesustainability component of the project by running a complementary workshop
for the parents of the teenagers, of which seven mothers attended. Although
their initial expectation was to learn about their childrens experience in theprevious workshops, they were happily surprised to find out that they became
immersed in a workshop that addressed their personal individual creativity as
they experienced the same activities as their children. They engaged in group
formation activities, divergent brainstorming on the words creativity and
expression, collective community art canvas, and a
dialogue forum around the question: What role can parentsplay in bringing out creativity and expression in childrengiven the society /culture values we live in?
The outcome is summarized as follows:
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b. Nature Bonding
As part of sustaining the bonds made with participants and continuing the
experience of learning and play, nhosted a day trip at PicnicLand in Lebanons Metn area. Most participants from
Gietawi and Monnot attended, meeting for the first time
nearly two months after completion of the project.
Everyone participated in bringing food and drinks for the picnic. Upon arrival,
enough time was spent exploring nature, climbing rocks, and walking along
pathways, swinging on the swing set or taking turns on the seesaw ride, and re-
connecting with one another.
When it was time for lunch, everyone joined in an effort to prepare. This required
heating the grill for making burgers, cutting the necessary vegetables (tomatoes
and lettuce), setting up the table and making fruit salad. In the spirit of the Fruit
Salad energizer activity the participants enjoyed playing, each person brought
with him/her a favorite fruit. The experience in preparing the fruit salad together
symbolized the link between the shared community story activities in the
libraries and the bonding in nature.
After lunch, the finalized story was shared to all for the first time. Participants
shared their thoughts about how the story unfolded and ended, which most
were disappointed with. The facilitators explained how and why the youth at
Rawdah Caf directed the story as they did, to provide context
about difference in age, thought processes, and intention. In
any case, the participants were excited to re-enact the story
using props and clothing provided by the facilitators.
The story acting took place outside in natures
breathtaking space under the pine trees and the sunshines rays and in
the silence of the bold mountains.
c. Movie outing: Bedtime Stories
After New Year, in January 2009, the group re-met to watch the movie Bedtime
Stories with their parents, and have a light dialogue
afterwards. Although the circumstances at hand did not allow for the
facilitation of parent-child movie reflection dialogue, the group enjoyed the
movie, had a nice snack, with the observation of the implicit dynamic
awareness
through
experiencing
and learning
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relationship between the parents and children invoking a sense of stepping-back
as newcomers joined in unexpectedly reopening the question of trust and
intention. Overall, the experience revealed the importance of parent involvement
in all activities, the desire of the young generation for mentors, as one of the
viewers mentioned my best scene was when the guy has told his nephews ..
does not have a great mentor .. when they were at the hotel and grid
marshmallows, and the longing to stay playful we learned that there is nothing
wrong in acting
6. Shared Community Story Production
Outcomes of the shared community story produced creative musical lyrics, poems and
snap shots from the play. A sample of each are captured below:
Sample Lyrics from Monnot Workshop
Mother is everything in our lives.
A mother is a flower sent from Gods powers.
Mom, why did you leave me? My heart is in pain. You said you loved me.
I respect you as if I respect myself.
Please help me find the love you showed me.
Mom, why did you leave me? My heart is in pain. You said you loved me.
After all I said, I dream of you beside me.
***
Shes white and hes black.
Shes rich and hes poor.
Love is between and trust is poor.
When love was there, faith came between broke their hearts into two different piece.
Life is not fair between them.
An accident came in between.
Each one went to another.
And finally love was back
Sample Poems from Kotobus/Rawdah Caf Workshop
Life is Life
It needs life to spark up a marriage
It comes with a whole lot of a responsibility
Then with a babycarriage!!
Life is a bigjungle, be witty!!
Sacrifice isnt negotiable, its a must!!
You give and give and keep on giving!
Dont act like pirates, be just!
Take a final check on your limbsbefore leaving!
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7. Partnership
Our Shared Community Story journey is the fruit of a successful partnership between
Assabil- Friends of Public Libraries Association and n. Not only did Assabil provide thefunding (from Heinrich Boll), support and materials needed throughout the process, it also
hosted the public spaces for which creation of the story came about.
a. Librarians Inter-Cooperate
The Librarians presence were also valued, appreciated and acknowledged,
giving significance to the library functions. They were indirectly involved with the
participants and overall journey, by sharing space, resources, food and taking
pictures.
Due to the success and impact of Our Shared Community Story, Assabil and n continueto partner in other community development and creative projects.
8. Captured Highlights
The libraries were transformed into a space for creative expression through
theatre/drama, poetry, music-making, and reading
At the end of the workshop in Monnot, a family registered at the Library
The language of capturing the arabic story through writing was in Internet/SMS
language
The community art activity in Kotobus/Rawdah Caf attracted a guest (8 year old) at
the caf to join in and actively leave her mark
Participants captured the wisdom and lessons learned in the activities
Flow of individuality then team work
Coming together over decisions
Cooperation was demonstrated through assisting one another
Moved from judgment to acceptance
High energy level invovlement and engagement
Active engagement demonstrated by the participants bringing their own props
and makeup for the play without being asked
The facilitators continue to check-in with the groups regularly to
maintain the sense of community and commitment
Parents show interest in continuing activities and conversations
together
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9. Anecdotes
The n facilitators captured a few quotes of individuals in each group to highlight therefelctions, expressions, and realizations that emerged throughout the experiential
journey.
Geitawi Library
~ Had fun in the Library, saw it in a different positive way
~ Learned morals and values
Monnot Library
~ We learned the basic of things
~ Learned that we start somewhere but may end in another place
~ Learned how to work with others
Kotobus/Rawdah Caf
~Inspired new ideas for my work, got to know more about the group members
I am coordinating at the center
Mothers
~ Realization of common problems among the group provided individual hope
and strength
~ Inquiry about oneself
~ This is the first time I do something in a long time for me
~ Librarian joined the workshop as a mother
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Appendix A
Our Shared Community Story Script
Written, directed and produced by OSCS Participants
Location: LibrarySeason: SummerCharacters: Jaridiya (girl, 15 yrs old) and Sirilampino (boy, 18 yrs old)Language: Spoken Arabic + French
Part 1Jaridiya bel maktabe 3ambto2ra 2ossa.
Ken fasl el sef w fi ktir chob. Jaridiya ne connait personne et personne ne lui parlait.
Jaridiya 3ambto2ra ossas wled w lkbar 3ambyetmaskharo.
Sirilampino (aswad) eja 3al maktabe. Jaridiya btetkheyal kel jemle bto2riya.
Sirilampino arrab 3laya w ballach yetmaskhar.
Sirilampino ttafa2 ma3 as7aboenno kellon yetmaskharo 3laya. Ma kenet tred 3layon Jaridiya w
saret enna hiyye b2alb l2ossa lli 3ambto2riya.
Ejo dafachoua w wa2a3et w 7asset ennon keno 3ambyetmaskharauoa w 3tabaroua majnoune.
Ballacho yodorboua w y2achtoua l2ossa.
Ballachet tebke w chef2o 3laya w habbeto la Sirilampino.
3azamito 3al 3acha w 3tazaro menna. W bi zet il la7za 7as Sirilampino bil l hob ili bedaleto fiye.
Hiyye w bel 2ossa 2alit lal se7ra ino bada al 3asa il se7riye w eblit il s37ra.
3emlo sahra bel library w 20rio 2osas w da7ako.
2ararit il benet ino t7awwal il maktabe la 3acha deluxe. 3azameto la ye23od ma3a.
Gharo 2as7abo w saro baddoun yejo. Ejo bas ma bedaleton nafes il chou3our.
Ze3lo w ze3lit hiyye kamen la2anno hinne aktar shi tse2elo 3laya bas sema7eton.
Ahla ghaneya w Sirilampnio fa2ir w raho il 2as7abo la 3and ahla la yente2mo.
Ahla 2asasouwa w 7atto daghet 3laya.
Sta3malit il 3asa l se7riye w 3azamit ahla 3al maktabe w as7aba 3ala 3acha deluxe bel maktabe.
Ejo ahal Sirilampino.
Ba3d yawmen ejo, ken fi serviteurs.
Keno baddoun y fell oil 2ahele bas bel baguette magique khalleton yeb2o.
Ba3d se3ten ra7 maf3oul il se7er w ghodbo.
2eltloum eno ana habayto metel ma houwweh.
3azametoun yoro2so kelloun sawa w Sirilampino w Jaridiya ghanno.
Jaridiya hasset ino ahel Sirilampino 3o masare bas Sirilampino la2. Bi 7ebbo.
Bi jibo ahla la Jaridiya il body guard y kassro il dene. Jarabo Sirilampino w
Jaridiya y hellouwa ben ba3ed.
8/14/2019 n OSCS Case Study Final
20/20
Ahel Jaridiya cefo ahel Sirilampino kteir mabsoutin sawa w 3azamouwoun 3al ra2es.
Mbasato.
Ahlo w ahla eblo eno y dall fi relation sawa.
3azamouwoun kellon w ra2asso dabke sawa.
Djawazo, w 3echo bel 2aser w jebo wled.
Part 2
Jaridiya w Sirilampino ra7o mechwar. Henne w ray7eh bya4mlo accident.
Bet rou7 Jaridiya 3al mestachfa. Kenit 2isabeta mich khatira.
Ba3den rej3it 3al beit. Bass Sirilampino ma reji3 3al beit dal bel mistachfa.
Bass tsma3 Jaridiya 2enno Sirilampino bel mestachfa btnchel.
Btez3al meno w ma ba2a bte7ke ma3o. W Sirilampino biz3al kamen.
B rou7 la yis2l 3na, bit 2lou ikhta ano metet. 3m bit kezib 3ley.
Sirilampino bi3seb w bijerib inse7a. Ba3d 3 sneen, Sirilampino bitzawaj w bynseha.
Sirilampino bijeeb walad wahad, binit. Isma Malak. B rouh 3al hotel howi w martou w bi shouf
Jaridiya. Awal shee ma by3rifa, ba3dan bytakad w bi rouh y7ke m3a. Jaridiya bi 2lou bada tsefr, w
howi ray7 tye weda3a bi shouf anou howi 3ando walad ismou Sirilampino Jr.
Bedo ykhdou. Jaridiya bitfakr shway w bit 2rir ta3tee el walad la Sirilampino. Ba3dan bi tal2 martou
w bi safr ma3 Jaridiya w akhd bintou ma3o. Jaridiya sarit tita3laj w sa7it. Ba3d fatra bijeeb waladein
w Jaridiya a3l asr w bi 2loun la ahlou ano rij3 jawaza la Jaridiya.
Ba3d 10 sneen Malak bitseer mughanieh mash7oura w khaya Sirilampino Jr. sar bi sa3d bayo bil
shighil w besheg3a iktho, w Malak bitshouf ima bil concert