Showing posts with label April 10th. Show all posts
Showing posts with label April 10th. Show all posts
Monday, June 21, 2010
Monday, May 10, 2010
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.
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.
Afternoon of Saturday April 10th
1:30 p.m. – Kevin Cordi, Ensemble Storytelling – Guided Inquiry
The Magic of Inquiry – Imagining to Learn by Brian Edmiston.
Kevin led a guided inquiry exercise like those used with students. He scattered a wide variety of articles, lists, and photographs relating to the coal mining industry around the floor, along with blank post-it notes. He invited us to pick up 4 or 5 papers, quickly scan them, and write a question that springs to mind on a post-it note, attach it to the paper, and turn it in to him.
We then became members of a coal mining community, wives, engineers, miners, politicians, mine owners, foremen… Kevin selected one question to start the discussion. As we took on roles of people involved in or interested in a mine accident, Kevin stepped into and out of a facilitator role in which he could provide some guidance or prompts to keep the discussion moving.
This hands-on example of guided inquiry provided insight into how it could motivate students to explore/research a historical or scientific subject far beyond a textbook’s ability to stimulate students.
2:30 p.m. – Break
Eric – Grandmother Key & the other friends (Wabanoak elder of Anishinabe -- ask Eric about this – biography on Amazon?)
Announcement by Eric:
• Everyone may post one post on the retreat blog, up to 1400 characters (300-600 words). Deadline for comments and responses will be 30 days.
• E-mail Fran to become a part of the Environmental Discussion Group
• Jonatha will send letters of thanks to the restaurants that donated food. (Eric or Jonatha, please add restaurant names here.)
• Eric expressed disappointment that several expected participants cancelled or didn’t show up. A possibility for next time he may require a $50 deposit that will be refunded to those who come.
2:50 p.m. – Janelle Reardon, Jonatha & Harold Wright (Water) and Joyce Geary – break into three groups for an hour to create themed programs from scratch then each team has 20 minutes to present a portion and concepts of their program
Janelle provided a quick review of some aspects of story/program creation.
• Taking into account Maslow’s Hierarcy of Needs as appropriate for particular audience demographics and in the context of the venue as well as within the stories & program choices
• Choosing a topic and developing a theme statement around which to build the program
• Exploring tangibles and intangibles
• Addressing different learning styles
• Conflict/crisis and resolution for each story and the program as a whole
• Defining goals and objectives (especially important for a resource or a school system)
Three groups formed to create programs based on the TOPICS: Water, Fire, Air. Each group was asked to: Describe their audience, create a theme statement, and outline a program that worked together to deliver the message of the theme statement.
• Water: Johnatha and Harold Wright & team Ken, Kathryn,
o Ocean (topic)
o Ocean, their mythic past to their unknown future (theme)
o General audience
o Goal is to inspire participants to greater knowledge of endangered oceans and their importance for our future.
o Stories/segments
o Ended with choral reading of a list of ocean-related topics, such as death of coral reefs, dead zones…
• Fire: Joyce Geary and team Eric Wolf, Reesa, Kevin Cordi
o Fire (topic)
o Fire as friend, fire as foe (theme)
o Audience – 4 & 5 years old
o Goal: Helping children understand fire
o Stories/segments
Note: Discussion of fictional stories in science education emerged. Fran said: “Sometimes it works, sometimes not.” A discussion of “talking animals” and mythology, spirits, etc., was tabled for later conversation if time permitted.
• Air: Janelle Reardon and team Fran Stallings and Michael Kasony-O’Malley
o Air (topic)
o Air – the invisible gift (theme)
o Audience: General/Family
o Goal: Bring a greater understanding of the importance of clean air to the audience
o Stories/segments (with an effort to structure the stories/message in Elizabeth Ellis’ excellent pattern (ha-ha, aha, ahh, amen)
5 p.m. – Dinner Break –
An excellent vegetarian chili provided by a Yellow Springs restaurant was supplemented by salad and items from the pot luck.
7 p.m. – Tecumseh Land Trust Fundraiser
Held at Antioch College (Location?)
Storytellers:
Kevin Cordi, Fran Stallings, Jonatha Wright, Harold Wright, Michael Kasony-O’Malley, Eric (Brother) Wolf, Lisa Homes, Joyce Geary, Sally Crandall, Janelle Reardon
The concert was recorded. CD’s will provide a fundraising resource for the Tecumseh Land Trust. Participating storytellers will be able to purchase them at a deep discount for their own use.
The Magic of Inquiry – Imagining to Learn by Brian Edmiston.
Kevin led a guided inquiry exercise like those used with students. He scattered a wide variety of articles, lists, and photographs relating to the coal mining industry around the floor, along with blank post-it notes. He invited us to pick up 4 or 5 papers, quickly scan them, and write a question that springs to mind on a post-it note, attach it to the paper, and turn it in to him.
We then became members of a coal mining community, wives, engineers, miners, politicians, mine owners, foremen… Kevin selected one question to start the discussion. As we took on roles of people involved in or interested in a mine accident, Kevin stepped into and out of a facilitator role in which he could provide some guidance or prompts to keep the discussion moving.
This hands-on example of guided inquiry provided insight into how it could motivate students to explore/research a historical or scientific subject far beyond a textbook’s ability to stimulate students.
2:30 p.m. – Break
2:45 p.m. – Hat Stories
Sally Crandall – Why Mosquitos Only Buzz
Fran Stallings – Beavers and Western Willow Flycatchers
Eric – Grandmother Key & the other friends (Wabanoak elder of Anishinabe -- ask Eric about this – biography on Amazon?)
Announcement by Eric:
• Everyone may post one post on the retreat blog, up to 1400 characters (300-600 words). Deadline for comments and responses will be 30 days.
• E-mail Fran to become a part of the Environmental Discussion Group
• Jonatha will send letters of thanks to the restaurants that donated food. (Eric or Jonatha, please add restaurant names here.)
• Eric expressed disappointment that several expected participants cancelled or didn’t show up. A possibility for next time he may require a $50 deposit that will be refunded to those who come.
2:50 p.m. – Janelle Reardon, Jonatha & Harold Wright (Water) and Joyce Geary – break into three groups for an hour to create themed programs from scratch then each team has 20 minutes to present a portion and concepts of their program
Janelle provided a quick review of some aspects of story/program creation.
• Taking into account Maslow’s Hierarcy of Needs as appropriate for particular audience demographics and in the context of the venue as well as within the stories & program choices
• Choosing a topic and developing a theme statement around which to build the program
• Exploring tangibles and intangibles
• Addressing different learning styles
• Conflict/crisis and resolution for each story and the program as a whole
• Defining goals and objectives (especially important for a resource or a school system)
Three groups formed to create programs based on the TOPICS: Water, Fire, Air. Each group was asked to: Describe their audience, create a theme statement, and outline a program that worked together to deliver the message of the theme statement.
• Water: Johnatha and Harold Wright & team Ken, Kathryn,
o Ocean (topic)
o Ocean, their mythic past to their unknown future (theme)
o General audience
o Goal is to inspire participants to greater knowledge of endangered oceans and their importance for our future.
o Stories/segments
- Mother Turtle – Ken told a version of the Earth on Turtle’s back
- European belief in sea monsters
- Polynesian explorers and their navigation techniques
- A story of a tragedy and how it can be turned around
- Other comments, connectors:
- Scientific inclusion: diversity before man’s interference as found in Galapagos Island, Darwin’s writings.
- Kathryn commented on man’s inability to recognize something outside his experience: Clipper ships seen as “shadows” needing interpretation
- Europeans exploiting the oceans
- Kathryn, polar bear story about mother bear’s inability to return to the ice floe where she left her cubs
- Jonatha – Eco-Hero story needs to be found for the topic
o Ended with choral reading of a list of ocean-related topics, such as death of coral reefs, dead zones…
• Fire: Joyce Geary and team Eric Wolf, Reesa, Kevin Cordi
o Fire (topic)
o Fire as friend, fire as foe (theme)
o Audience – 4 & 5 years old
o Goal: Helping children understand fire
o Stories/segments
- Pele story (Hawaii) Eric
- Snail brings Fire into the World -- Sally Crandall
- Fire can start small: Cleveland Browns Practice Stadium – Kevin Cordi
Note: Discussion of fictional stories in science education emerged. Fran said: “Sometimes it works, sometimes not.” A discussion of “talking animals” and mythology, spirits, etc., was tabled for later conversation if time permitted.
• Air: Janelle Reardon and team Fran Stallings and Michael Kasony-O’Malley
o Air (topic)
o Air – the invisible gift (theme)
o Audience: General/Family
o Goal: Bring a greater understanding of the importance of clean air to the audience
o Stories/segments (with an effort to structure the stories/message in Elizabeth Ellis’ excellent pattern (ha-ha, aha, ahh, amen)
- Introduction by “Snake oil Salesman” – Trying to sell air (empty hand extended), but no one wants to buy it—they can’t see it.
- Gluskabe and the Wind Eagle (Bruchac & Caduto, Keepers of the Earth)
- Create something that relates to Kathryn’s story of sharing breath with a horse, or Michael’s reference to a gift received from the last breath of a dying person
- Just Enough Rain (praying for good crops—forgot to pray for wind)
- Hero story about the clean air act (to be researched)
- “Snake oil Salesman” reports to boss about his lack of customers – Boss says “That’s o.k., I decided just to give it away for free.”
5 p.m. – Dinner Break –
An excellent vegetarian chili provided by a Yellow Springs restaurant was supplemented by salad and items from the pot luck.
7 p.m. – Tecumseh Land Trust Fundraiser
Held at Antioch College (Location?)
Storytellers:
Kevin Cordi, Fran Stallings, Jonatha Wright, Harold Wright, Michael Kasony-O’Malley, Eric (Brother) Wolf, Lisa Homes, Joyce Geary, Sally Crandall, Janelle Reardon
The concert was recorded. CD’s will provide a fundraising resource for the Tecumseh Land Trust. Participating storytellers will be able to purchase them at a deep discount for their own use.
Wednesday, April 7, 2010
Report on the Food
Potluck Planned for Friday Night at 6:30 PM - you can bring a traditional cooked meal if you live close by - here is a list of items that are good for far away folks or folks with busy lives...
Make cookies or brownies a few days before or buy cookies...
Drop by Tom's market on your way through Yellow Springs and Buy two bags of washed salad greens (in the back of the store) - bring a nice bowl from home.
Bring a gallon of apple cider or apple juice -
Buy a large container of humus and a bag of corn chips to go with it - bring a nice bowl from home.
Do Not Buy - Soda, Wine or Beer - thanks.
Saturday Morning - Breakfast on your own...
Saturday Lunch Provided by Current Cuisine 8 Veggie Sandwiches and Ha Ha Pizza with three large pies.
Saturday Dinner provided by the Sunrise Cafe (Pot of Chili) and the Underdog Cafe (Two loaves multigrain Bread.)
Sunday Morning Breakfast and Lunch are not provided.
Make cookies or brownies a few days before or buy cookies...
Drop by Tom's market on your way through Yellow Springs and Buy two bags of washed salad greens (in the back of the store) - bring a nice bowl from home.
Bring a gallon of apple cider or apple juice -
Buy a large container of humus and a bag of corn chips to go with it - bring a nice bowl from home.
Do Not Buy - Soda, Wine or Beer - thanks.
Saturday Morning - Breakfast on your own...
Saturday Lunch Provided by Current Cuisine 8 Veggie Sandwiches and Ha Ha Pizza with three large pies.
Saturday Dinner provided by the Sunrise Cafe (Pot of Chili) and the Underdog Cafe (Two loaves multigrain Bread.)
Sunday Morning Breakfast and Lunch are not provided.
Tuesday, March 23, 2010
Updated Schedule as of April 2nd
Friday the 9th of April
1:00 PM - Tree Walk with George Beri the Land Manager of the Glen.
3:30 PM - Flower Walk in the North Glen.
6:30 PM Pot Luck on the Vale Commons.
Registered Attendees are invited to meet the Vale community Members.
8:00 PM – Hanging Around the Vale Commons Camp Fire telling stories.
Saturday the 10th of April
8:30 Am – Half hour opening ceremony.
9:00 AM – Acceptance of schedule.
9:15 AM - Hat Story
9:20 AM - Lisa Homes - Performance of Reduce, Reuse and Recycle.
10:00 AM - Eric Wolf Report on Living Theater Education.
10:30 AM - Break
10:45 AM - Hat Story
10:50 AM - Fran Stallings - A Discussion on healing ecology through storytelling
Noon - Lunch Sponsored - with a walk to the Garden.
1:25 PM - Hat Story
1:30 PM - Kevin Cordi - Ensemble Storytelling
2:30 PM - Break.
2:45 PM - Hat Story
2:50 PM - Janelle Reardon, Jonatha & Harold Wright (Water) and Joyce Geary -
We break in to 3 separate groups for an hour to create themed programs from scratch then each team has 20 minutes to present a portion and concepts or their program.
5:00 PM - Dinner Break in town or maybe pizza together.
(Still Looking for a Sponsor. How about you?)
7 PM Tecumseh Land Trust Fund Raiser.
10 PM Another Fire in front of Brother Wolf's house for the dedicated.
Sunday the 11th of April
9:30 AM - Two Hat Stories
9:45 AM - Sally Crandall - Building a National Park Storytelling Program.
10:30 AM - Hat Story
10:35 AM - Talking Stick Circle - (As time Allows)
11:45 AM Short Ending Ceremony.
This is a draft schedule and may change without notice...
Sunday, February 7, 2010
Tecumseh Land Trust Fundraiser Located at Antioch College
The Tecumseh Land Trust fundraiser will be held at the Herndon Gallery on April 10th between 7 pm and 9 pm. The Organizers of the Environemntal Storytellers Retreat would like to thank Antioch College and the Morgan Fellows for their kind support. More details on the event here...
The kind folks at Antioch College for the offer to loan their sound system for the event.
Met with the Tecumseh people they promise a good turn out of over one hundred people - which is very good considering the track record in Yellow Springs with storytelling events. They are handling all the video production and recording issues. They are responsible for the set up of and take down of the chairs. I am responsible for the sound system check half hour before the performance and for making sure to the recording is set up.
The kind folks at Antioch College for the offer to loan their sound system for the event.
Met with the Tecumseh people they promise a good turn out of over one hundred people - which is very good considering the track record in Yellow Springs with storytelling events. They are handling all the video production and recording issues. They are responsible for the set up of and take down of the chairs. I am responsible for the sound system check half hour before the performance and for making sure to the recording is set up.
Friday, January 15, 2010
Joyce Geary - ESL Teacher and Novice Environmental Storyteller
1) Why do an Eco-tellers retreat?
I would attend the Eco-tellers retreat for the same reason that I, as the sole ESL teacher in my districts for over 20 years, went to every ESL conference/ meeting I could to meet and visit with kindred spirits to be affirmed that my ideas were excellent, on target, respected, and appreciated and understood by others as they were by my students! Along with that plus I always learned more and more from fellow teachers/ tellers. I went to an Eco conference in Springfield, IL., some years ago and it was a wonderful experience, but haven't been able to get away to the recent retreats.
2) What is your intention for the retreat?
I want to meet and greet other tellers of like mind, to learn more stories and methodology, and to just absorb some of that good ol' environment. I like a combination of "formal" workshops, chatting and sharing, experiencing nature, and hearing/ sharing ideas on just what "Eco-telling" is. I've heard a variety of meanings. I want to participate more in this area of storytelling.
3) If you have only one hour of the time with the whole group of 15 to 20 people what would you do?
What would be beneficial to me would be to share in an hour a variety of stories and story types appropriate for this area and also how to market oneself into venues that want the stories. I have some ideas but don't know if I'm heading the right direction.
Friday, January 1, 2010
Draft Schedule - Jan 1st
Friday the 9th of AprilDay - Secrets of the Glen.Evening – Hanging Around the Camp Fire in the Vale telling storiesSaturday the 10th of April8:30 Am – Half hour opening ceremony.9:00 AM – Acceptance of schedule9:30 AM - Lisa Homes - Performance of Reduce, Reuse and Recycle.10:45 AM - Fran Stallings - A Discussion on healing ecology through storytellingLunch Sponsored1:30 PM - Eric Wolf Report on Living Theater Education2:00 PM - Jonatha & Harold Wright Report and Discussion on stories and there use in Water Education.2:45 PM - Janelle Reardon We create three themed programs from scratch.3:30 PM - Break.3:45 PM - Talking Stick Circle - (1 round)Dinner Break in town or maybe pizza together. (Still Looking for a Sponsor.)7 PM Tecumseh Land Trust Fund Raiser.10 PM Another Fire in front of my house.Sunday the 11th of April9:30 AM - Mylinda Butterworth Books as Tools Eco-Fiction books10:00 AM - Jenn Romaniszak Leads a discussion on the responsibility of storytellers.11:30 AM Short Ending Ceremony.This is a draft schedule and may change without notice...
Sunday, November 22, 2009
Tecumseh Land Trust Fundraiser Set for the evening of 4/10/10
Met with Krista Magaw, Executive Director of the Tecumseh Land Trust (TLT). We agreed that the eco-storyteller retreat would provide stories and storytellers for a benefit performance for the Land Trust on April 10th, 2010. TLT would provide audience, run ticket collection, sell refreshments and signup members during the intermission
The theme of the performance will be Stories of People and the Land. The performances will be in an olio style with nine tellers telling eight to twelve minute stories. Ticket price will be $5 per person, families for $10. The performance will be in Yellow Springs (more details later) from 7 PM to 9:30 PM on April 10th, 2010.
The performance will be recorded and Eric Wolf will produce a CD from the performances. TLT will be able to obtain the CDs at cost of printing and sell them to benefit their land preservation work. The audio editing + design work for the CD will be donated by Eric Wolf to TLT. Contributing storytellers will be able to purchase units of 25+ CD's for $3 a CD for resale on their travels. All CDs will clearly state a price of $9.95.
Performers are reminded that the storyteller must own all copyrights to the stories they tell. All storytellers will retain all copyrights to their stories. Performers will license TLT and the other performers in the set the right to sell, give away and use as they see fit the audio recording of the performance. Performers will not be asked to donate to attend the concert, but retreat participants are strongly encouraged to make a donation for a ticket.
The Tecumseh Land Trust is the most successful land trust in Ohio and has set a standard that many other land trusts aspire to reach. You can read more about them on their website www.tecumsehlandtrust.org. This event is one of several partnerships the TLT is forming to celebrate its 20th anniversary, all based on the theme "Stories of People and the Land."
To take part in the olio please call or email Eric Wolf at ericwolf2@yahoo.com The CD can only hold 80 minutes of material and it is very likely there will be more performance than room on the CD - so performing does not grant inclusion on the CD - but a refusal to be recorded does preclude you from being allowed to perform.
Feed back welcome through the comment system below.
The theme of the performance will be Stories of People and the Land. The performances will be in an olio style with nine tellers telling eight to twelve minute stories. Ticket price will be $5 per person, families for $10. The performance will be in Yellow Springs (more details later) from 7 PM to 9:30 PM on April 10th, 2010.
The performance will be recorded and Eric Wolf will produce a CD from the performances. TLT will be able to obtain the CDs at cost of printing and sell them to benefit their land preservation work. The audio editing + design work for the CD will be donated by Eric Wolf to TLT. Contributing storytellers will be able to purchase units of 25+ CD's for $3 a CD for resale on their travels. All CDs will clearly state a price of $9.95.
Performers are reminded that the storyteller must own all copyrights to the stories they tell. All storytellers will retain all copyrights to their stories. Performers will license TLT and the other performers in the set the right to sell, give away and use as they see fit the audio recording of the performance. Performers will not be asked to donate to attend the concert, but retreat participants are strongly encouraged to make a donation for a ticket.
The Tecumseh Land Trust is the most successful land trust in Ohio and has set a standard that many other land trusts aspire to reach. You can read more about them on their website www.tecumsehlandtrust.org. This event is one of several partnerships the TLT is forming to celebrate its 20th anniversary, all based on the theme "Stories of People and the Land."
To take part in the olio please call or email Eric Wolf at ericwolf2@yahoo.com The CD can only hold 80 minutes of material and it is very likely there will be more performance than room on the CD - so performing does not grant inclusion on the CD - but a refusal to be recorded does preclude you from being allowed to perform.
Feed back welcome through the comment system below.
Tuesday, November 3, 2009
MyLinda, book publisher, joins the retreat.
1) Why do an Eco-tellers retreat?
Because individually we pass on what we know to the people where we live and work, but when we get together we share ideas, concepts, and passion with those who share a common thread.
2) What is your intention for the retreat?
To meet others who share the need to awaken a sleeping world to eco-telling. To fill my half full cup to overflowing by rubbing shoulders with others in the field and learn from them what I do not yet know.
3) If you have only one hour of the time with the whole group of 15 to 20 people what would you do?
Eco-tales just like my Eco-Fiction books are merely tools we use to teach others about seeing the effects of what we do and how it affects the world around us. So I would like to teach some of the tools we use for broadening the education about the environment and then open it for discussion.
More about MyLinda
Because individually we pass on what we know to the people where we live and work, but when we get together we share ideas, concepts, and passion with those who share a common thread.
2) What is your intention for the retreat?
To meet others who share the need to awaken a sleeping world to eco-telling. To fill my half full cup to overflowing by rubbing shoulders with others in the field and learn from them what I do not yet know.
3) If you have only one hour of the time with the whole group of 15 to 20 people what would you do?
Eco-tales just like my Eco-Fiction books are merely tools we use to teach others about seeing the effects of what we do and how it affects the world around us. So I would like to teach some of the tools we use for broadening the education about the environment and then open it for discussion.
More about MyLinda
Tuesday, October 27, 2009
Lisa Homes - Intentions and Answers...
1) Why do an Eco-tellers retreat?
By pooling our various approaches in using storytellling and theater we can advance our individual ability to educate the public on these environmental themes. By learning to be more effective performers we can making it fun and interesting for children and adults to be environmentally educated.
2) What is your intention for the retreat?
To share my current work and learn more about what others are doing in environmental storytelling.
3) If you have only one hour of the time with the whole group of 15 to 20 people what would you do?
I would perform my educational plat called "Reduce, Reuse and Recycle." that I have produced and created with the support of the clark county waste management district, I would love to get feed back from the group.
More on on Lisa Homes
Sunday, September 27, 2009
Janelle Reardon concepts for the Retreat.
1) Why do an Eco-tellers retreat?
We are scattered far and wide. Many of us work in park systems, while others are independent artists. The big events (national and regional conferences) are great, and usually provide an hour or two of environmental/ecological focus. Though I have not been able to attend past retreats, my belief is that a more focused mission provides increased benefits to those of us promoting environmental awareness and eco-friendly lifestyles while using stories as part of a larger program, or as the communications medium.
2) What is your intention for the retreat?
Charging my storytelling batteries -- inspiration, relaxation, self-affirmation -- while renewing acquaintance with people whose work I admire and visiting with old friends. Give and take -- If someone can use what I have, I'll be glad to give!
3) If you have only one hour of the time with the whole group of 15 to 20 people what would you do?
Choose a specific topic from a list submitted by the group and brainstorm: outline a complete program, theme, target audience, activities -- down to the details (as far as we could go with it), stories, pre-and post-activities for teachers (if appropriate), and, of course, appropriate stories. We couldn't finish the exercise, of course, but could go through the basic steps for developing a brand new program.
Thanks for facilitating this, Eric.
Fran Stallings Answers - What she would do with an hour...
3) If you have only one hour of the time with the whole group of 15 to 20 people what would you do?
I'm still fretting that what often pass for "environmental" stories are either warm fuzzy Wonders of Nature tales, or else depressing Ain't It Awful stories of catastrophe past current and future. Therapists note that neither upbeat happy stories nor sagas of failure are as effective as "redemptive" stories which acknowledge suffering and struggle, but show a path to recovery. I think we need to develop more of those.
So I'd like to spend an hour discussing the parallels between the redemptive "healing stories" therapists find effective, and stories which might help heal humans' relationship with our planet. We could ask attendees to bring resources for developing such stories. Examples: species saved from extinction, whistleblowers finally heeded, new approaches to energy water etc conservation moving from garage invention to green-job-creating enterprises...
The Wonders tales are fine for Aware and Care levels, and mixed audiences usually appreciate more of that. The awful cautionary tales can help convince skeptics that we're in jeopardy, but too heavy a dose risks triggering revulsion and paralysis rather than action. I think redemptive tales may be the best models for action (Dare).
I'm still fretting that what often pass for "environmental" stories are either warm fuzzy Wonders of Nature tales, or else depressing Ain't It Awful stories of catastrophe past current and future. Therapists note that neither upbeat happy stories nor sagas of failure are as effective as "redemptive" stories which acknowledge suffering and struggle, but show a path to recovery. I think we need to develop more of those.
So I'd like to spend an hour discussing the parallels between the redemptive "healing stories" therapists find effective, and stories which might help heal humans' relationship with our planet. We could ask attendees to bring resources for developing such stories. Examples: species saved from extinction, whistleblowers finally heeded, new approaches to energy water etc conservation moving from garage invention to green-job-creating enterprises...
The Wonders tales are fine for Aware and Care levels, and mixed audiences usually appreciate more of that. The awful cautionary tales can help convince skeptics that we're in jeopardy, but too heavy a dose risks triggering revulsion and paralysis rather than action. I think redemptive tales may be the best models for action (Dare).
Tuesday, September 22, 2009
Harold Wright plans for the retreat.
1) Why do a an eco-tellers retreat? (Big Picture)
To explore ideas with other storytellers involved in environmental concerns, and how we, as tellers, can reach more people.
2) What is your intention for the retreat? (Personal Focus)
Mostly to learn and listen. But I will be happy to share in any brainstorming sessions.
3) If you have only one hour of the time with the whole group of 15 to 20 people what would you do?
I would be happy to share (with Jonatha) a summary our storytelling successes, especially in the area concerning Ohio waters. We tell stories involving The Ohio River, the Great Lakes, the wetlands like the Great Black Swamp, local rivers and creeks, all kinds of lakes (natural and man made), the 19th century canal system, the great flood of 1913, and the solutions to the Miami Valley flooding completed by Arthur Morgan, who later became President of Antioch college. We also have some cute stories about frogs and fish.
We did present this to the group of Eco Storytellers who where at the 2007 Eco Retreat at the Shaw Aboretum west of St. Louis. The program has grown since that time, and entered new water topics.
Harold Wright of http://www.jonathaandharold.com
Monday, September 21, 2009
Jonatha Wright on the event...
1) Why do a an eco-tellers retreat? (Big Picture)
Keeping the dialog alive via story, an easier 'pill' (message) to take than the naked truth, is more critical each day as our Earth suffers from our constant abuse. Perhaps we can change minds toward a movement to take care of Mother Earth, one story at a time, one storyteller at a time, one listener at a time....
This is a chance for Eco minded storytellers to regroup, energize, renew and brainstorm about a more healthy future.
2) What is your intention for the retreat? (Personal Focus)
To share ideas to help me focus on my personal best plan that can make a difference, however small, in the years ahead.
3) If you have only one hour of the time with the whole group of 15 to 20 people what would you do?
Participate in a dialog of past and current successes in youth education in ecology efforts, with the goal of capitalizing on the positive: what reaches the youth, what have youth ecologists been doing, how do the youth see their path to a healthy future. and such.
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