Hallie's Toolkit for Creativity and Change by Hallie Morrison

Hallie’s Toolkit for Creativity and Change Workshops for the Ideal Global Citizen

The Head:

Activity sheet on Global Citizenship for Kids 30 minutes Purpose: To familiarize young ones with ideas and vocabulary for understanding global citizenship Resource: 1 Activity sheet per student http://teachunicef.org/sites/default/files/documents/globalcitizen_activity_35_8_26.pdf Take 30 minutes to read the information on the sheet slowly so that children can grasp informational concepts. Ask questions about what was read along the way to engage students with information just read. Cover the “Thought, Discussion, Debate” section. Have children work on their own or in pairs on the activity sheet word scramble. Encourage all students to complete the bonus challenge to understand the meaning of these random words, together. Follow the activity with more questions about what they know about each of the words, and what they might mean together. DON’T PANIC: Population Issue 1 hour Purpose: Uplifting Documentary on world population crisis Resource: http://www.gapminder.org/videos/dont-panic-the-facts-about-population/

For a positive, informational video on the state of the world population crisis, play this 1 hour long documentary by Hans Rosling. 200 Countries, 200 Years, 4 Minutes 5 mins Purpose: To visualize statistics on global health and wealth issues from the 1800s to present For a video visualization of health and wealth statistics in the last 200 years, play this 5 minute video by Hans Rosling.

Gender Equality: Empowering Women: Empowering Children A Middle and High School Unit: An Introduction to Gender Equality SEE LINK FOR FULL WORKSHOP DESCRIPTION: http://teachunicef.org/sites/default/files/sites/default/files/documents/gender_e quality_-_an_introduction.pdf Time varies depending on what activities are utilized, 45 min. for whole lesson Goals: “This lesson was designed as an introduction for students to explore gender equality issues. Students will: o Become familiar with the terms‘gender equality’and‘gender inequality.’ o Understand basic facts about gender inequalities worldwide. o Identify main ideas about gender equality in a video.” Resources are all in the pdf packet: http://teachunicef.org/sites/default/files/sites/default/files/documents/ge nder_equality_-_an_introduction.pdf o Visual aids o Statistical information o Background information, critical terminology o Outline of lesson o Questions to ask How to Prepare: o Set up the room with materials prepared in stations on tables o Write up the Agenda and Goals on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each other’s training style and strengths.

o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. o “Four large signs on flip chart paper, labeled with the following: “025%,” “25-50%,” “50-75%,” and “75-100%.” o Visual Aids (Visual Aids can be viewed on a computer, converted to overhead transparencies, or photocopied and given as handouts.) o Equipment for showing Visual Aids (overhead projector, or computer and LCD projector) and video (TV and DVD player or computer with Internet connection).” Workshop Plan o Opening Activity: What Do You Know About Women In The World?: 15 Minutes o Video: Gender Equality Can Help Children: 15 Minutes o Making Connections: 10 Minutes o Homework: 5 Minutes Citation: Empowering Women: Empowering Children. (2008). 1st ed. [ebook] New York: UNICEF Education Department. Available at: http://teachunicef.org/sites/default/files/units/Gender_Equality__An_Introduction_0.pdf [Accessed May 2015].

Racial Sensitivity Addressing Current Issues Time varies, depending on approach. Suitable for half day or full day workshops Goals: o To offer young people time and space to voice their opinions and concerns on recent racial injustices in the United States o To facilitate safe sharing environment where young people can express themselves through safe mediums—music, and craft materials o To involve young people in safe ways to participate in recent issues to feel heard, without risking themselves physical or public harm Resources: o Poster boards for each individual o Craft paint and brushes o Card for cutting stencils o Spray paint, if managed by facilitator according to Health and Safety o Speakers for playing music o https://www.salto-youth.net/rc/cultural-diversity/resources/

How to Prepare: o Set up the room with materials prepared in stations on tables o Write up the Agenda and Goals on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each other’s training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. o Set up a corner of a room with comfortable seating and the speakers Workshop Plan: Intro: General brief about workshop; setting the scene, why expression through creative means is safe and productive Workshop: Lead individuals through a poster making session to express their concerns and ideas on the current racial injustice in the USA Encourage individuals to share their true hopes for the situation, rather than focusing negativity Encourage individuals to speak from their own voice, rather than that of the media, their guardians, or friends Lead individuals through stencil cutting and making Demonstrate appropriate use of stencils and spray paint on poster boards Lead individuals in creating raps, songs, lyrics, poems with the speakers and music provided to express their same opinions and concerns through song Enforce Health & Safety rules Outro: Displaying posters around setting, sharing and discussion—display possibly school grounds or more publically, if appropriate permission granted Perform and share songs created Questions and reflections By Hallie Morrison

Busting Political and Social Information

Time varies, approx. 1 hour Goals: o To help individuals to analyze political and social media for the true underlying messages o To foster individuals’’ ability to critically read mediated imagery Resources: o digital image-based political and social news, like screenshots of news reports from tv or the web o screen and projector for projecting photos o magazine and newspaper pages of political and social news o markers o adobe photoshop, if available 5

How to Prepare: o Set up the room and tables with materials, set up projector o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. o Collect appropriate political and social news images Workshop Plan: Intro: General brief about workshop; setting the scene, why viewing mediated images critically is needed Workshop: In the spirit of Adbusting, lead individuals through an array of digital and analog examples of mediated news imagery Lead critical discussion around what the images seem to be conveying initially, and what one sees and thinks upon closer inspection Explain to individuals the symbolism of factors in the images Encourage individuals to share their intuitions and opinions on what the images mean Lead individuals in the busting of the political and social news imagery by altering the digital and analog references to say what the ads really mean Encourage individuals to make the situations humorous or painfully true Encourage individuals to work with partners or groups to stir critical and poignant analysis of the images along Outro: A cooling down activity Sharing the altered images Questions and reflections By Hallie Morrison, inspired by the second weekend of Creativity & Change

Exploring Spirituality Interfaith workshop 1.5 hours Goals: o to offer individuals the time and space to practice individualized creative meditation amongst a group o to provide individuals a collective meditative experience of sharing o to show individuals the benefits of short, contemplative creative exercises o to expand individuals’ previous conceptions of spiritual practice o to teach individuals about interfaith belief

Resources: o http://www.kusala.org/udharma/globalethic.html for the Towards a Global Ethic Declaration, handout optional o information on interfaith projects http://www.ifyc.org/about o circularly cut pieces of paper for each individual o paint and brushes, palettes and water cups for each individual o meditation music, optional How to Prepare: o Set up the room and prepare a sitting, painting station for each individual o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. o Review Declaration and background information on Interfaith belief Workshop Plan Intro: General brief about workshop; setting the scene, why this kind of learning is needed Workshop: introduce individuals to definition of interfaith Read to individuals the declaration of Towards a Global Ethic Lead individuals through individual mandala making session Demonstrate starting in the center and working outwards according to patterns the individual makes up as the work along Demonstrate folding the circular paper in different ways to print patterns repeatedly onto the paper Encourage individuals to not treat the mandala making as overly precious Encourage individuals to allow unaccepted reactions to occur, by folding the circle over and over again to create different patterns Outro: A cooling down activity: present everyone’s manadalas together on a board to create a group image. Discuss the unity of individualized personal experiences as a metaphorical representation of the idea of interfaith. Have individuals share what they enjoyed and disliked from the process Questions and reflections By Hallie Morrison, as inspired by peer facilitation workshop with Aisling Furness and Therese Newman

Environmental Understanding Upcycling local fences Time varies, suitable for whole day or ongoing activity Goals: o To demonstrate to individuals the amount of waste and litter that exists in city and natural landscapes o To raise individuals’ creativity for recycling and repurposing waste o To raise hope around options for conserving and reusing resources Resources: o http://www.candywrapperpurse.blogspot.ie o http://www.octobergallery.co.uk/participate/xu.html o http://laughingsquid.com/plastic-forever-couple-makes-lovely-art-out-ofbeachs-plastic-trash/ o collected waste and plastic products that can safely be reused for sculptures and weaving o found plastic bags for weaving o zip ties, yarns and strings, glues for adhering materials How to Prepare: o Acquire Health & Safety permissions to take a group into the local area to collect found waste and plastic materials o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. Workshop Plan: Intro: General brief about workshop; setting the scene, why this kind of learning is needed Workshop: Show individuals the Plastic Forever couple, how to make a candy wrapper purse, and Huang Xu’s art. Discuss the ways that people are showing public responsibility by reusing plastic waste and materials found in their environments Discuss the beautiful ways plastic and waste can be recycled, upcycled, and repurposed Discuss upcycling: reuse (discarded objects or material) in such a way as to create a product of higher quality or value than the original (Google Definition). Lead individuals out into local landscape to collect own materials, scraps, plastics, materials Return to communal workspace to create sculptures from found materials 8

Help individuals in getting a feel of working with found materials Lead individuals in upcycling local fences with found materials and plastic bags Demonstrate weaving plastic bags and materials through fences Document and encourage individuals to document process and experience of upcycling local fences Outro: A cooling down activity: have individuals select one image each from an array of images to represent something on their mind. Go around the circle and share each person’s reason for choosing the image, and allow each individual time to reflect on the experience of the day. Questions and reflections By Hallie Morrison

Creativity with clay: imagining a better future for everyone The world is one Follow workshop idea here: pages 21-24: http://issuu.com/creativitychange/docs/workshoppub/3 Time: 1.25 hours Goals: o To engage creativity to allow new types of thinking about the future. o To demonstrate the power of symbolism and metaphors o To enable participants to connect to a vision for the future that includes wellbeing for everyone and for the planet By Fast Forward

“We are all circumstances of each other” Global ethic is essential to developing and sustaining equity and justice Follow workshop idea here: page 39: http://issuu.com/creativitychange/docs/workshoppub/3 Time: 10 mins Goals: To make participants aware of their bodies, the environment, and others in the space. Resources: o http://en.wikipedia.org/wiki/Towards_a_Global_Ethic:_An_Initial_Declar ation o philosophy: “We, humans, share life on this planet we call Earth. We are made of the same elements. We are all born weak, we breathe the same air, drink the same water and with time, we all pass away. We are inevitably connected. The decisions we make shape our reality. We are circumstances of each other. By Fast Foward

“Painting your own Brick,” and “Laying the Bricks” Humanity is one Follow workshop idea here: page 42: http://issuu.com/creativitychange/docs/workshoppub/3 Time: 45 mins, and 20-40 mins Goals: o to relax the mind and connect emotions and memories o to bring up inner pictures o to participate in collective creation o to reflect and possibly revise the creation By Fast Forward

The Heart:

“Heart Ladder” Empathy Follow workshop idea here: page 40: http://issuu.com/creativitychange/docs/workshoppub/3 Time: 20 mins Goals: o to connect with another person o to develop empathy, solidarity and interpersonal understanding By Fast Forward

Ethical Action Facilitating brainstorming for ethical action “Post it” Follow workshop idea here: page 69: http://issuu.com/creativitychange/docs/workshoppub/3 Time: 30 mins Goals: o to provide space for international participants to practice creative thinking skills, while planning creative actions as global citizens. o To follow the principal that ALL ideas are welcomed in ideation. o To exercise lateral thinking sills and potentially produce innovative plans of action o To demonstrate the power of working in a team and support each other in putting ideas into action. By Fast Forward “Myself, My Community, My World” Time: 30 mins Goals: o To ask individuals what concerns they have regarding the three realms so as to raise their consciousness of their situation o To ask individuals what steps of action they can take to address their concerns in the three realms to boost motivation to take action o To ask individuals what the envision as possible ideal solutions to the concerns they face in the three realms so as to raise hope in the consideration of possibilities

Resources: o Three types of post it notes (speech bubble, heart, and hand shaped post its, for example) o A surface where three large circles each with three inner rings can be drawn How to Prepare: o Prepare materials in space. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. Workshop Plan: Intro: General brief about workshop; setting the scene, why this kind of learning is needed Workshop: Invite participants to write on the first round of sticky notes their concerns for each category: myself, my community and my world Then, invite participants to write on the second round of sticky notes their ideal visions for solutions to those concerns, in each category Then, participants to write on the last round of sticky notes the steps they think feasible to link their concern to their ideal solution Outro: Questions and reflections on how these ideas can fuel brainstorming for ethical actions in each category. Take the activity further with a follow up activity. By Creativity & Change

Theatre of the Oppressed Outrage by social injustice Follow workshop idea here: page 49: http://issuu.com/creativitychange/docs/workshoppub/3 Time: 50 mins Goals: o To explore social justice issues/ global citizenship themes in depth. o To learn tools for forum theatre—theatre of the oppressed Outro: Conclusion Song on page 49. Time: 5 mins Goal: o To conclude the workshop with an unrelated cool-down in order to leave heavy topics behind. By Fast Forward

Sinking Boat Willing to make sacrifices Time: 10 mins Goals: o to ask individuals to consider sacrifice in a dire way o to get individuals prioritizing human rights over materials Resources: o Abbreviated list of human rights: http://www1.umn.edu/humanrts/edumat/hreduseries/hereandnow/Part5/8_udhr-abbr.htm o Paper and markers for drawing How to Prepare: o Set up the room o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. Workshop Plan: Intro: General brief about workshop; setting the scene, why this kind of learning is needed Workshop: Ask participants to form small groups and sit on the floor with papers and markers in their small groups Ask participants to draw their personal, most prized belongings, individually Inform the small groups that they are on a small boat and must all travel together—ask the group to prioritize what they can fit on the boat and what they wish to come with them Hand out to each small group a list of human rights Take the time asking each group to call out loud the list of human rights Explain to the groups that the boat has now received a puncture and the boat is sinking, but that they will be rescued Explain to the group they must make sacrifices and choose what belongings and rights are most important to them, those they pick will be the only things they have in their new environment Outro: A cooling down activity: ask each group to sit comfortably on the floor, this time separated from their small groups. Ask each individual to find a comfortable, solo place. Ask everyone to close their eyes and engage in a breathing exercise. 13

Close with questions and reflections on the importance of all human rights, and the difficulty in prioritizing and sacrificing them. Discuss the value of rights over material objects. By Creativity & Change

Creative Intervention Willing to act to improve the world Time varies depending on group, suitable for two full days, or ongoing Goals: o To work in a team to design and implement a creative intervention in a public space that encourages the public to engage with their sense of Global citizenship. Resources: o Brief from Creativity and Change o Digital cameras o Paper and access to printing o Access to craft materials o Access to poster materials o Access to shopping for any necessary random materials How to Prepare: o Establish the public space suitable for the group according to Health & Safety o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. o Prepare any and all resources Workshop Plan: Intro: General brief about workshop; setting the scene, why this kind of learning is needed

Workshop: Instruct individuals to work in teams to go out into the public to make a creative intervention, following this brief Facilitate support in the brainstorming stages of the brief Enforce and encourage Health & Safety considerations by the participants Offer any and all materials to satisfy the groups’ various material/resource needs Instruct the teams to return after the completion of their creative interventions Outro: A cooling down activity: Ask the groups to create short presentations on their creative intervention experiences Ask other groups to ask questions and reflections of each group, respectively By Creativity & Change

The Hands:

Walking Debate Discussion skills Time: 30 mins, more if necessary Goals: o To assess the needs of a community or global issue and determine how to best address it. Resources: o Topics of debate relevant to group’s work o Space for participants to stand on Agree, Disagree, and in between How to Prepare: o Set up a clear room o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. o Prepare topics of debate Workshop Plan: Intro: Explain why this kind of learning through debate is needed in productive discussion Workshop: Ask the group to stand in the space. Begin stating topics of debate, and ask individuals to stand at one end of the room, the other end, or somewhere in between according to their beliefs on the topics With each walking debate, take time to ask particular participants why they stand where they stand Ask individuals to reconsider their stances accordingly Ask participants to discuss and debate appropriately Outro: A cooling down activity: Questions and reflections By Creativity & Change

Locating issues Discussion skills Time: 30 mins Goals: o To assess the needs of a community or global issue and determine how to best address it. o Resources: o Paper and markers for each small group How to Prepare: o Set up the room and arrange chairs in a circle o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. Workshop Plan: Intro: Explain why this kind of learning through debate is needed in productive discussion Workshop: Ask participants to form small groups or partnerships. Ask individuals to draw out their community including the building/place the group is working in Ask the groups to consider issues they notice around the local area Ask the groups to expand their drawings of their community according to the issues they wish to include Ask each group to discuss the issues and locate them specifically on their self-drawn maps Guide the groups in thinking of ideal steps to help those situations Outro: nice cool down activity: Questions and reflections By Hallie Morrison

Ideal Playground Team problem solving Time: ongoing scheme of work, can be shortened significantly Goals: o To get teams of young people problem solving on issues that affect their age group and other kid age groups in their community o To encourage team building in a positive and fun light 17

o To facilitate young people in understanding their needs and wants o To educate young people on city planning techniques and ideas of architecture Resources: o Photoshop, if available o Board, card, paper for drafting o Markers, fine pens, pencils for drafting o Digital cameras for research o Architecture magazine imagery for collaging o Clay and 3D materials for creating models o 3D modeling software, if available How to Prepare: o Set up the room as home base for design and discussion o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. o Prepare any and all materials for individuals Workshop Plan: Intro: General brief about workshop; setting the scene, why this kind of learning is needed Workshop: Task young people to work in teams to create the ideal playground Open with discussion and brainstorming ideas of the ideal playground Discuss how the playground is a place for all young people and kids Discuss the wants and needs of young people vs. wants and needs of society Discuss city planning and the economical, spatial, financial, environmental factors involved through infographics Discuss the experience and job of an architect; bring in a guest architect to speak, if possible Break young people into teams/partners Instruct young people to begin designing their ideal playground with 3 initial sketches Encourage teams to base these sketches from collages, photoshopped ideas, drawings with craft materials and paper Encourage teams to study their own playground(s) for inspiration on what they want and don’t want for the age groups they’re considering for the ideal playground Enforce that the drafts of the ideal playground accommodate all child and teen age groups Lead teams in next stages of finessing sketches through photoshop

Have teams present their various drafts and stages of ideas to the group Outro: a cooling down activity: break for play on playground Critical discussion and questions on the ideas shared in presentations Have teams reflect on their experience working with others Have teams reflect collectively on experience By Hallie Morrison and Helen O’Keeffe

Serving others through writing Serving others Time: 1 hour Goals: o To facilitate individuals in considering their responsibility as perpetuators of media and culture o To focus individuals in three questions to be responsible writers o To help individuals realize the power of writing and the impact a writer can have upon readers o To help individuals think of their mediated writing in the world as material to serve others with Resources: o http://tri-productions.blogspot.ie/2014/11/serving-others-through-yourwriting.html o Questions: "Would you be proud to put your name on this book?" "What you are writing, will it make a positive impact on the lives of the readers?" and "What gift are you giving them with this book?" o Video from “The Freedom Writers,” film o Excerpts from The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them How to Prepare: o Set up the room for writers to individually work o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. Workshop Plan: Intro: General brief about workshop; setting the scene, why this kind of learning is needed

Workshop: Discuss with participants the power of writing: share Jewel Williams’s blog post Share video examples from the “Freedom Writers” movie Share the story from the source: The Freedom Writers Diary: How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them Lead discussion around participants’ opinions of writing Task participants to individually write about a creative topic of interest following Williams’s three questions: "Would you be proud to put your name on this book?" "What you are writing, will it make a positive impact on the lives of the readers?" and "What gift are you giving them with this book?" Encourage participants to take the questions seriously and allow ample time for participants to reflect on these questions first Lead discussion around the questions as necessary Outro: a cooling down activity: watching clip for “The Freedom Writers” Reading aloud and presentation of writing, if appropriate Questions and reflections By Hallie Morrison

PSA Activity Exploring injustice and inequality Follow workshop idea here: http://teachunicef.org/sites/default/files/sites/default/files/documents/to_educat e_a_girl_middle_school_final.pdf Time: 1 day, can be shortened or lengthened Goals: o To help young people practice using their voice with public mindset o To aid young people in understanding the way media affects them o To explore injustice in an educational way as to raise individuals’ empathy for others o To boost concerns for justice and equality by learning of their opposites Resources: o http://teachunicef.org/sites/default/files/sites/default/files/documents/to_ educate_a_girl_middle_school_final.pdf How to Prepare: o Set up the room for individuals to work o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone.

o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. Workshop Plan: Follow the workshop by UNICEF. Focus on the PSA activity as the creative opportunity for individuals to expressively create a public message on the injustices girl face in education. Citation: Jansen, C. (2011). To Educate a Girl. 1st ed. [ebook] New York: UNICEF Education Department. Available at: http://teachunicef.org/sites/default/files/sites/default/files/documents/to_ educate_a_girl_middle_school_final.pdf [Accessed May 2015].

Animating the local issues Mediation and Negotiation skills Time: 5 hours Goals: o For individuals to learn the power of animating PSAs, or important messages, to gain their audience’s attention o For individuals to gain negotiation skills through creative means o For individuals to mediate their works so as to objectify personally important issues related to the community and global situation o For individuals to feel proud to voice themselves through creative production of animation Resources: o Animation app—free on ipad o Ipad with camera o Craft materials o Paper and pens for ideating o Addresses of local news editors o Examples of animations that show two sides of a story, and the mediation or solution to the story o o o o o

How to Prepare: Set up the room for working in animation Write up the Agenda and Goals (next page) on large sheets of paper Make enough copies of the handouts (if any) for everyone. Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. 21

o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. o Acquire Health & Safety permissions from guardians and relevant personnel for individuals to share animations with local news editors Workshop Plan: Intro: General brief about workshop; setting the scene, why this kind of learning is needed Workshop: Explain to the group that the news educates the community on locally relevant news Explain to the group that the news editor is the person in charge of mediating and delivering this news Explain that mediating involves the efforts of bringing two opposing sides to agreement or reconciliation Explain that negotiation is a way of discussing to overcome an argument or obstacle. Instruct the group to work in partners on something they perceive as a disagreement in society Instruct the partners to express both sides through animation, with a section of the animation plot that involves the mediating and negotiating side, by an additional mediator character Encourage individuals to make the story relevant to recent news as the animations can serve as solutions Encourage individuals to consider how the news editor could take value from their animated solutions to current disagreements in society Outro: Watch each group’s animations Questions and reflections By Hallie Morrison

Paper Clip Innovation skills Follow workshop idea here: page 68: http://issuu.com/creativitychange/docs/workshoppub/3 Time: 30 mins Goals: o To test divergent thinking in individuals via test of J.P. Guilford (1967) o To test fluency, flexibility, originality, and elaboration in innovative ideation Resources: paper clips By Fast Forward

Happiness System Planning complex systems Time: 1 hour Goals: o To facilitate individuals in focusing on the complex factors of achieving and practicing happiness for themselves o To facilitate individuals in focusing on the complex factors of achieving and practicing happiness for someone in another community o Understanding happiness as a routine or practice that requires specific needs and factors o To boost empathy in individuals for the complexity of conceptual and emotional systems, rather than mechanical or technological Resources: o The ritual of happiness information

o information on happiness for those in third world o statistics on happiness and science facts o craft materials and paper Â

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How to Prepare: o Set up the room for craft exercises o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. Workshop Plan: Intro: General brief about workshop; setting the scene, why this kind of learning is needed Workshop: Explain happiness as a system that is particular to each individual, which requires practice and work Explain how meeting our needs allows one to be happy Discuss and ask questions from the group on their definitions of happiness, and what they need to have in their life to feel happy Discuss that the things that make people happy varies from community to community Ask the group what might make someone in another community happy Consider different cultural traditions and foods Consider the routines of people’s lives Ask the group, following the ritual of happiness image, to write and draw what they do in each category Ask the group to consider what small things they need to do (pray, eat, exercise, etc) to feel happy each day Be sensitive to the group’s moods and concerns Don’t press that happiness is an ideal, but a complex system to be considered Ask the group to complete another list of notions regarding someone in another community, perhaps focusing on a character or person from another community that the group would be aware of Discuss the balancing act of happiness and if one factor of the ritual is not met, the rest of the system is affected Outro: a cooling down activity: eat healthy and tasty snacks and listen to music, as points of happiness on the ritual of happiness questions and reflections By Hallie Morrison

What’s the Issue Seeing issues from multiple perspectives Time: 1 hour Goals: o To make drawings representing a shared issue

o To hold critique and critical discussion of the multiple perspectives created o To illustrate the differences in perspectives between participants o To discuss the benefits of exhibiting multiple perspectives Resources: o Craft materials o Supplementary information on a common issue How to Prepare: o Set up the room for craft working individually and in groups o Write up the Agenda and Goals (next page) on large sheets of paper o Make enough copies of the handouts (if any) for everyone. o Prepare with your co-facilitator before the workshop; review the agenda, divide up sections, get to know each others training style and strengths. o Check in with the organiser of the training/event to find out more about the group’s experience level and the makeup of the group, and to confirm logistical arrangements. Workshop Plan: Intro: General brief about workshop; setting the scene, why this kind of learning is needed Workshop: instruct individuals to work individually on illustrating a common issue—choose the issue as a theme beforehand, or hold discussion to gauge the relevant issue of the group, and tailor the workshop appropriately to that issue Instruct individuals to illustrate their take on the issue with symbols and pictures to explain and narrate the issue Ask the group if everyone is comfortable for their images to be hung collectively on one wall Hang the images on one wall, with appropriate permission, to create a collective image of compare and contrast imagery Hold discussion about the differences in perspectives on the same issue or story Point out and allow individuals to voice their differences in perspectives Discuss the collective understanding that resulted of the workshop Outro: Closing work: have the group create imaginary gifts for each other, as to settle any disputes that may have arose questions and reflections By Hallie Morrison

Hallie’s Toolkit for Creativity and Change Workshops for the Ideal Global Citizen