Morning of Saturday, April 10

9 a.m. – Opening Ceremony
Eric Wolf provided a number of colorful silk scarves, along with an invitation to create a focal point in the center of the yurt. One by one, we added color, texture and shades of meaning with the scarves, stones we brought from home, and objects found in the yurt. The soft, colorful scarves provided the feeling of flow and motion, anchored by the stones and other objects added to this centerpiece. Textures and symbolism were provided by a large exercise ball, a tall drum, a stone goddess figure, part of an animal’s skull, a painted gourd and a lampshade.

9:20 a.m. -- Acceptance of Schedule
All present agreed to the schedule as proposed

9:25 a.m. -- Lisa Homes – Performance of Reduce, Reuse and Recycle
Lisa presented part of the program she created for the Clark County Solid Waste District, called “Reduce, Reuse and Recycle.” Designed for Grades K-4, the program has currently been presented to about 800 students in Clark County, Ohio, and is part of their “Keep Clark County Beautiful” campaign.
The program is presented by three characters: Trash Hildaville, The Wizard of Waste, and Mother Earth. These characters make learning about waste and recycling fun for kids.Lisa plays both Trash Hildaville and Mother Earth. A colleague who plays the Wizard was unable to be present. Eric Wolf did an abbreviated version of the wizard during the presentation.
When Trash Hildaville appeared on stage dressed in dirty, ragged clothing with brown teeth and with her huge stash of trash, we were surprised and confused. When she began emptying it on the floor and throwing it at us – rats, used diapers, plastic jars and much, much more, we were appalled. She LOVED the stuff, describing the ugly litter, the danger to animals, and the pungent odors (which we were thankful were not part of the presentation) with great delight. Though Lisa portrayed Trash Hildaville with great delight and a positive attitude, she elicited the desired response – disgust and disagreement.
After making a disgusting mess, she left the trash behind and left, telling us that Mother Nature was coming and she’d better leave.
At that point, the Wizard of Waste arrived (substituting for him was Eric Wolf.) As he started picking up the trash, he described other uses for some of the discards, and that some of the items were made from recycled materials. He talked about appropriate recycling and disposal methods of the items picked up.
Following the pick-up, Mother Earth arrived, looking beautiful in a gown adorned with flowers & butterflies. The Wizard’s part provided time for Lisa to change from “Trash” to Mother Earth. She discussed what children can do to help the earth and reinforced the previous messages.
After the program, the main points are reviewed in a discussion period with the children. Teachers may follow up with a recycling project, but Lisa’s agency doesn’t track that. The agency puts together big bags of things for the kids to take home.
Discussion provided the following additional ideas:
• Possibly track behavior changes
• Take home a 3R’s report card and grade the family’s trash/recycling practices
• Schools could evaluate what is thrown away after lunch and try to make appropriate changes
• Encourage kids to pick up litter regardless of who tossed it
• Consider a teen level version of the program

10 a.m. – Eric Wolf report on Living Theater Education
Eric presents Living Theater education to turn already eco-knowledgeable participants into activists. He has done this throughout the summer at a nature camp for several years. Eric writes several scenarios, dividing the kids into groups and assigning roles. There are usually three scenarios running simultaneously. While viewing videos of campers in action, running through a scenario, Eric described the process.
In Living Earth Theater, Mad Max is a bad guy. Kids become animals (and/or human characters). Eric is a trained tracker and teaches kids how the animal actually moves. They can finish by having the kids discuss, interpret and comment on the experience.
In one example, the participants are role-playing as an elephant and villagers in Africa. As the designated time goes by, the role-playing becomes easier for the kids. With increased comfort comes more improvisation and more involvement. Conflict
inside the group occurs. The three scenarios may include:
• Ivory
• Hunting elephants
• Butterfly
In one scenario, villages make a deal with Mad Max to get guns, paid for with ivory, to fight against an evil dictator. This sets up an ethics discussion – ivory poaching is bad, guns are bad, but the evil dictator may be worse. Eric crafts the story and possible endings. He mixes age level of the kids and gives them roles.
Younger participants tend to reduce the story to black and white, good and bad, while older students see shades of gray and multiple values in the situations.
In the scednario, “Mad Max and the Poison Pond”, a company dumped popcorn waste into a pond. There is a frog spirit who talks in riddles and a wise man who interprets his sayings.
This (Living Theater) is a method of teaching kids using emotional learning, which is more powerful than intellectual concepts. Though Eric has found that is very difficult to trigger creativity in the kids. When triggered, however, their imagination can be a powerful part of the process. During one scenario, the kids staged a sit-down strike because of ivory being sold in the store.
Eric said that he has led this at the same nature camp every summer at “Free Spirit Nature Camp”, 6 hours a day for 80-150 children present at any time. (For two weeks.) Other facilities say it sounds like “Earth First” and consider it too radical to include in their curriculum.
Youngest participants may be 4-5 years old. Though they are not really players in the exercise, they are given roles, becoming “The African Village.”
Eric’s current repertoire of scenarios includes: Africa, Pond, Fields, Nuclear Power Plant (Poisonous Peter).
This program requires a lot of adults, with a ratio of 15 to one being maximum, 10/1 is better. Eric involves lots of junior staff (15-16 yrs old). Three groups at one time, each with adult, junior staff, a major character and a facilitator (Eric)
Fran Stallikngs commented that this would work in school residencies based on the approximate contact time.


10:30 a.m. – Break
10:45 a.m. -- Hat Story

10:50 a.m. – Fran Stallings – A discussion on healing ecology through storytelling
Fran Stallings pointed out that many stories in common use by eco- and environmental storytellers are of the “ain’t it awful?” variety. Her example: “A Drop of Honey, lists a chain of events beginning with a drop of honey and ending with the violent overthrow of a kingdom. Often, a story of what should have been done to facilitate a desired outcome is not readily available.
Fran shared experiences of teens in despair over what is happening to the planet. They are not finding stories of hope about reversing some of the earth’s problems, including global warming, chemical pollution and other environmental disasters. She is seeing reactions like the Kubler-Ross stages of grief/terminal illness. (Denial, anger, bargaining, depression), reflective of the attitude that “there is nothing we can do about these earth-threatening problems.”
In previous retreats, a difference between other storytellers and Environmental/ Eco-storytelling has emerged. Our goal may be to motivate the listeners to action. “Surveys show that knowledge can be spread, attitudes can be changed, but behavior may not change.” Fran used the phrase: “Aware—Care—Dare,” in which “Dare” is the hard step.
Fran shared information about Eth-No-Tec’s program “Green Grow the Stories.” At the end of an assembly, the partners share four things kids could actually do. They partner with local organizations such as Audubon Society and Sierra Club to provide follow-ups and materials. Some ideas from our discussion:
• Mom can turn off the SUV while waiting for school dismissal
• Walking school busses—volunteers meet kids, picking more up along the way as they walk to school together
• Walking school bus mom could use the time to tell appropriate stories
• Pick up letter along the way to/from school
Fran stated that we cannot afford the depression/denial cycle. We need an action step. The discussion that followed included how children and adults have become disconnected from nature, seeing it only through or on a screen. Perhaps a program on urban ecology and the microorganisms that live in and on you and your home, or about urban wildlife, could help townspersons make connections with nearby nature and, by extension, nature in a wider world.
Eric spoke of comparing the wall of grief to a wall of green. There are people who, when looking at a habitat, do not see individual plants. As people begin to recognize individual plants and animals in nature, they become more emotionally linked to the individuals and to the whole habitat.
Fran commented that research on community based social values may provide insight into a gibber wedge into certain communities.
Though people may realize: “I am a part of nature,” modern people will never be as integrated as tribal people were.
Kevin Cordi suggested a pledge as part of “Aware—Dare—Care” feedback: “Here’s my challenge to you: take this pledge__________________.” With every story there’s a responsibility behind it and in front of it. Follow up, suggest other programs (by other storytellers/presenters.)
Another participant (Reesa?) pointed out that the stages of coming to terms with loss are not linear, that they can manifest in any order and last different periods of time, or overlap. Young professionals working with preschool kids find that kids are in “cages”, intimidated, and that teachers emphasize safety to the point of ludicrousness – “don’t touch dandelions!” Noted that a teacher became seriously ill from handling a used diaper. Referred to Vivian Paley (recipient/founder?) Genius Grant, and to books about systems thinking. When trying to deal with corporations that get bogged down when negotiating between opposing views, the facilitator needs to keep asking questions to clarify understanding and find a small point of concurrence.
Our audience may be made of people or groups that each have a different “take” on the story. Her (Fran? Reesa) challenge is to find YOUR story about the issue. Steven Demings (?) used storytelling to change the World Bank. The story was 20 seconds long. It was short, true, hand an emotional component and included key facts and figures.
Ken said that it is important to know what your audience values.
• Children want to be good and be accepted
• Adults want to know the value of the experience
• Teens value contact with local celebrities, and need to know that we are acting on the belief that it is not too late.
The message: There IS something you can do, and it is the RIGHT thing to do.
Fran said that she has been using hero stories of things that have been done and that have worked, such as Amnesty International and environmental groups saving the lives of activists who might have become martyrs in developing countries.
She referred to Kieran Egan’s literature about emotional learning stages. (Book: The Educated Mind). Fran uses his writings in developing science stories and programs.
Hero stories, mythic, good & bad are black & white, are good for younger audiences. When older, one can apply stage theories, philosophical and ironic elements.
Reesa noted that it is important to explore what unintended consequences may be. Children may hear more, or less, than we expect.
Fran said that for elementary and upper grades, chain stories lead to understanding connections and provide a bigger picture.
Reesa acknowledged that teachers shut down storytelling by kids because they start with shooting things and death. Look at the similarities between what kids are trying to figure out and what adults are dealing with.
Fran remarked that if people are pushed (rushed) through romantic stage to ironic stage, they sometimes get locked into a rigid mindset. Referred to hero stories and stories of things, and Kendall Haven’s “Story Proof.” Also acknowledged the success of high- and middle-school teachers who costume themselves as historical scientists, and their success in reaching the teen audience. Knowing what stage of emotional development your audience is likely to be in helps you develop an appropriate program.

Noon – Lunch Sponsored, with a walk to the Garden
The garden of Eric’s family lies in the woods downslope from the house and yurt, with a grassy area of flat land surrounded by forested land. We enjoyed hearty vegetarian sandwiches and pizza donated by two Yellow Springs restaurants.