Reading Ranciere on Jacotot (Ignorant Schoolmaster) I have been thinking about the idea of constraint, of force, or the subordination of one will to another without sacrificing the equality of intelligences. ("Entre l'eleve et le maitre s'etait etabli un pur rapport de volonte a volunte..."p25) The student's will is subjected to that of the teacher, but the intelligences of the teacher and student are separate and equal.
I made this one up for the English for Activists class I teach. The first class of the new season came one month after the 3/11/2011 great Tohoku Earthquake and resulting nuclear disaster, on the day the disaster was rated a Level 7 -- the highest level of nuclear accident on a global scale.
I wanted a way for the group to share about this enormous disaster that we all confront and all share. Inspired by the "Head, Heart, and Hands" activity in Educating for a Change, I drew six icons on index cards: a heart, an ear, an eye, a hand, a mouth, and a question mark. (I made three sets.)
This role play activity is based on setsubun, the Japanese festival of the coming spring, held in early February. One feature of setsubun is the mamemaki, ritual bean-throwing to chase away demons. I learned from a local shinto priest that the practice is based on the peasants' struggle to survive the winter. The demons represent hunger, death, disease and the beans -- the most nutritious food available at that time of year -- represent health and potential growth, the power to survive until spring.
A warm-up activity that raises (!) the question of power, what/who is powerful and what is not. Should be done quickly, but may lead to discussion that deserves time. This could be a good warm-up for a fuller discussion/analysis using, for example, the power line activity.
- Group sitting in chairs, warn them that they need to ready to stand up quickly.
- Joker starts by naming something s/he thinks is clearly powerful -- for example, "CEO" -- and pointing to the next (or another) person.
How to make it easier for people to visualize the course content and then suggest improvements? How to stimulate thinking by making abstractions physical?
Get a dozen cardboard boxes (or other 3-dimensional objects) of different sizes, label each so that it represents a different aspect of the course, for example one box could be tagged: "Writing journal entries on the course website" or "meeting with union activist" or "watching film Human Resources" or "student participation"...
A simple way to help people tell a story by providing prompts that keep the story moving and demand richer description and reflection.
Sitting in a circle, participants take turns telling a story with the facilitator (or as Boal says, the Joker) providing the links:
Participant 1: "My friend called me this morning and told me she was going to quit school..."
Participant 2: "...she needs to make money and she feels like school has no meaning."
A nice way to dig under obvious truths. I learned the basic technique here from Emily Schnee, from whom I learn so much. I have found that many students experience this as a revelation because it calls on them to question again and again when they are typically called on to give one answer.
Take a simple statement of an identity (I am a teacher), or a problem (I don't have enough time to do work I want to do), or just about any simple sentence (slugs leave a trail)...
The player says her/his sentence out loud, then one person asks "why?"
What makes games useful in learning is not just that they get people participating, that they involve physical movement and responding to a changing environment, that they require creativity and quick responses, that they create a kind of mini-world in which what we say and do has immediate and obvious relevance and measurable impact, not just that they are fun...
This is a simple tool for equalizing participation in small group discussion and raising awareness of how much people speak. It's probably not original, but I can't recall seeing it before.
In a smallish group (ten people) in one of my courses, I prepared a set of chits -- small rectangular pieces of card stock (cut up index cards) -- and gave each participant five chits (including me).
In my current English for Activists (EFA) course in Tokyo for Labor Now, I have started out by having participants create a learning strategy for the course. I introduced the Que, Para Que, Como, Quien/Con Quienes, Con Que, Donde, Cuando format from Alforja, Vol 1. (El Camino Logico).
The WHAT is simply our course title: English for Activists (most participants are returning, so there is a pretty good sense of what EFA has meant. In any case, defining our objectives fleshes this out.