INTRODUCTION & PROGRAMME - APCEIU

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464th Asia-Pacific Teachers Training WorkshopActivity #1 - Creating a poem using words and movement1. Aims:• To give students a chance to reflect on concepts in various creative ways.• To express their feelings about concepts using movement and sound.• To foster group participation and observation skills.2. Materials: Large paper, markers3. Procedure:• Have students make groups of 4-6 people.• Explain what a cinquain poem is using an example like this:Balancegive takecatching rolling holdingReacting to new forcesFluidTo create a poem like this the first line has 1 word, the second has 2, the third has 3, the fourth has 4and the last line has one word. There are no rules as to what kinds of words can be used, only thenumber of words per line.Give each group one word that is related to theconcepts they have been studying such as:GlobalizationEmpathyFreedomJusticeSolidarityToleranceCompassionDignityWarHarmonyAsk each group to create a cinquin poem for their word and to write the poem on a large piece ofpaper using markers.
4th Asia-Pacific Teachers Training Workshop 47Next, ask the groups to think of a way to perform their poem. Encourage them to explore space andenergy with their bodies to perform their ideas about the poem as they recite the poem. Participantscan experiment with different types of movements, tone of voice and how they arrange their membersto present the ideas in their poem. The presentations should be active and moving rather than justreciting the words of the poem. How can their bodies express the words and ideas of the poem?Activity #2 - Exploring a poem through various creative modes1. Aims• To use various sensory modes to explore the meaning of a poem• To develop skills in description, interpretation, reflection and group process.2. Materials: Handout of a poem(the following poem relates to the theme of inner peace but anypoem that relates to the EIU themes could be used); various everyday items to producesound (ex, empty plastic bottles, cans, bowls, small stones, water, newspapers, candies,balls, whistles, etc); larger sheets of paper; coloured markers; scarves, sheets ortowels.3. Procedurea) Meeting the poem: Ask the participants to sit in a circle and distribute copies of the poem.Read the poem silently to themselves and look up when they are finished. Read thepoem as a group out load. Explain that anyone can read a part of the poem andthat they are not to decide who will read which part ahead of time. They are tolook at other members of the group and communicate non-verbally as to who willgo next. The teacher should start and read a sentence and then participants willcontinue to read one at a time. Read the poem again silently.b) Describing the poem: Participants are then asked to describe the poem. They shouldnot rush to judgments or interpretations of the poem but try to notice various features ofthe poem. This is usually very difficult. Assist by asking participants “What do younotice about the poem?” This also helps remind them that that no observation is toosmall or meaningless. Participants might say things like “Not all the lines end with aperiod.” “Splendour is mentioned 2 times.” If generalizations or interpretations comeup at this point encourage participants to refer back to the poem to explain where theidea comes from.
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INTRODUCTION & PROGRAMME - APCEIU

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