26.02.2017 Views

SESSION

Cronmiller-GLOWsampleLessons_3-01-16Digital

Cronmiller-GLOWsampleLessons_3-01-16Digital

SHOW MORE
SHOW LESS

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

Girls Leading Our World<br />

GLOBALTM<br />

G.L. .W.<br />

GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

Overview of the G.L.O.W. Program with SAMPLE Lesson Plans, Poetry and Art<br />

by Sue Cronmiller<br />

with supplemental art lesson by Carrie Cook<br />

YEAR 1, <strong>SESSION</strong> 1<br />

For<br />

Girls<br />

Grades<br />

6-12


WAY to GLOW<br />

GLOBALTM<br />

For Girls Grades 6-12<br />

G.L. .W.<br />

Overview of the G.L.O.W. Program<br />

with SAMPLE Lesson Plans, Poetry and Art<br />

Year 1, Session 1<br />

GLOBALTM<br />

G.L. . .W.W.<br />

by Sue Cronmiller<br />

with supplemental art lesson by Carrie Cook<br />

GLOBALTM<br />

G.L. . .W.W.<br />

YEAR 1, <strong>SESSION</strong> 1<br />

GLOBALTM<br />

G.L. .W.<br />

Girls Leading Our World<br />

WHITE<br />

Reverse<br />

No Background<br />

GLOBALTM<br />

G.L. .W.


ACKNOWLEDGEMENTS<br />

Way to GLOW is the result of the efforts of many individuals, friends, colleagues and<br />

partners.<br />

Special appreciation and gratitude to Kylie Schuyler, Executive Director of Global GLOW,<br />

whose vision, dedication and generous support for the GLOW model mentoring program for<br />

girls has helped make Way to GLOW a reality. Thank you, Kylie, for the encouragement to<br />

create, experiment, refine and articulate the GLOW program in a way that will make these<br />

poetic voices and creative practices and processes engaging and meaningful for women and<br />

girls everywhere.<br />

The mentoring model we have developed at GLOW reflects a legacy of partnership with<br />

University Community Links, a statewide network of afterschool programs involving faculty,<br />

undergraduates and graduate students from UC campuses through innovative educational<br />

research programs serving youth in vulnerable communities throughout California. Special<br />

thanks to UC Links Executive Director Charles Underwood whose friendship, wisdom and<br />

tireless service has inspired and sustained this work and the work of countless others.<br />

To my dear friends at UC Irvine: Vice Chancellor Emeritus, Manuel Gomez, Associate<br />

Professor Liane Brouillette and Dr. Kim Burge, thank you for the many years of collaboration<br />

and collegial support.<br />

Much appreciation and gratitude to Monique Daviss, Executive Director of El Sol Academy<br />

of Arts and Sciences, who introduced me to Kylie in 2013. El Sol is our first and strongest<br />

community partner in Orange County with over 100 El Sol girls attending GLOW programs<br />

every week.<br />

A world of thanks to the intrepid members of the GLOW team who work passionately to<br />

co- create, build, refine and grow the GLOW program: Angela Apodaca, Hannan Seirafi,<br />

Carrie Cook, Fabiola Uribe, Jenny Fairchild, Toni Hynes, Lori Ta, Sara Heslington.<br />

A huge shout out to the many kind and talented mentors who carry out, test and help to<br />

refine these lessons with the girls. You bring it all to life!<br />

To our community partners Nova Academy High School, Carr Intermediate, Bowers Museum,<br />

Anaheim Boys & Girls Club, Kid Works, thank you for your trust, support , friendship, and vital<br />

collaboration.<br />

Way to GLOW owes a great debt to the inspirational work of the many women poets whose<br />

poetry helps lead the way toward the discovery of our own voices.<br />

To Susan Reese, the graphic designer who has whipped it all into shape. You have been a<br />

mentor to me for many years as together we made the first books published through the<br />

UCI H.O.T. program.<br />

Most of all, thank you to the hundreds of girls who trust and share with us their time, their<br />

stories, their energy, their questions, joys and hopes. Your generosity of spirit, friendship<br />

and eagerness to connect and support one another gives us all hope for the future. You<br />

have taught us how to do this! Every day you make the work we do together meaningful,<br />

memorable, (sometimes tearful) and oh, so rewarding.<br />

Sue Cronmiller, 2016<br />

4 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

G.L.O.W. Program<br />

GLOBAL SAMPLE Lesson Plans, Poetry and Art<br />

TM<br />

G.L. .W.<br />

YEAR ONE<br />

Session One Lessons supporting the early stages of mentor relationship<br />

Intro to GLOW (Girls Leading Our World)............................................................................................................................7<br />

Pre- and Post-Survey..........................................................................................................................................................................17<br />

Complete List of Year One Lessons........................................................................................................................................19<br />

Lesson 1 Hello GLOW................................................................................................................................................................. 21<br />

Lesson 2 You Are My Other Me: Respecting the Self and Others<br />

Supplemental Art Lesson..................................................................................................................................... 27<br />

Lesson 5 Transformations and Migrations featuring poet Brenda Cardenas.............................................33<br />

Lesson 7 Happy Ideas featuring poet Mary Szybist...................................................................................................41<br />

About the Author and Artist........................................................................................................................................................47<br />

We see all girls as fierce, confident,<br />

creative leaders of a wildly changing.<br />

fantastically beautiful world.<br />

Cronmiller / Way to GLOW, Year 1, Session 1 5


6 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

Intro to G.L.O.W.<br />

GLOBAL<br />

(Girls Leading Our World)<br />

TM<br />

G.L. .W.<br />

by Sue Cronmiller<br />

Who am I? Who do I want to be?<br />

Girls are overwhelmingly concerned with these ever present,<br />

ever evolving human questions. As their bodies and minds<br />

develop during adolescence, girls begin to look to others for<br />

validation and behavioral cues. Some girls take these dramatic<br />

life changes quietly in stride. Others act out their self conscious<br />

awkwardness with difficult behaviors that often mask their true<br />

vulnerability and sweetness. Most girls demonstrate a range<br />

of social behavior, but by the time they are in fifth grade, their<br />

core personalities and general character traits are already taking<br />

shape. In GLOW, we practice together rituals and activities<br />

which celebrate individuality, strengthen self awareness and<br />

build self confidence. Each GLOW session integrates the<br />

practice of mindfulness with related intellectual, creative and<br />

social activities. Through practices and informal learning<br />

activities explicitly crafted to expand girls’ skills in multiple<br />

literacies and cognitive domains, GLOW supports proficiency<br />

in language, communication and expressive arts skills, expands<br />

awareness of global cultures and humanities topics while at the<br />

same time, cultivating a wide set of successful life skills such as<br />

emotional intelligence, authenticity, assertiveness, creative goal<br />

setting, pro-active problem solving and self care.<br />

GLOW GOALS AND<br />

OBJECTIVES<br />

n Girls know themselves and their<br />

individual strengths,<br />

n Develop interpersonal relationship<br />

skills,<br />

n Manage emotional needs through<br />

the mentor and group relationship,<br />

n Take risks and are not afraid to<br />

make mistakes,<br />

n Express themselves with creativity,<br />

confidence and authenticity,<br />

n Feel connected to a group and<br />

community,<br />

n Have global awareness and sense of<br />

interconnectedness,<br />

n Become creative, pro-active and self<br />

determined re: life goals,<br />

n Are emotionally intelligent, know<br />

and respect emotional needs,<br />

n Notice, listen and appreciate others,<br />

empathize and celebrate,<br />

n Acquire skills for self care and<br />

resilience.<br />

HOW (IN PRACTICE)<br />

n Year long relationships between<br />

mentor and 4 girls<br />

n Weekly Lessons with GLOW<br />

Rituals, Practices and Activities<br />

(see pages 12, 13)<br />

n Public speaking events and<br />

exhibitions<br />

n Leadership opportunities within<br />

program and community<br />

At GLOW, we<br />

believe leadership<br />

begins with the<br />

ability to honor<br />

and know oneself.<br />

Cronmiller / Way to GLOW, Year 1, Session 1 7


Original GLOW Curriculum<br />

GLOW lessons pair selected readings with inquisitive, project-based<br />

group activities designed to further support the adolescent girl’s search<br />

for meaning and identity. Women poets model for girls and mentors<br />

an intimate glimpse into the individual’s quest for connectedness,<br />

self awareness, honesty and self expression. Reading poetry that’s<br />

relatable and believable helps readers recognize the validity of their<br />

own experience and thought process. The practice helps us learn to<br />

accept the nature of complicated and sometimes difficult truths and,<br />

moreover, encourages girls and mentors to relate with other girls<br />

and women in a deep and meaningful way. Over time, as a result of<br />

these deep discussions and activities, girls and mentors feel more<br />

comfortable opening up with one another. They learn to verbalize<br />

personal feelings and thoughts more easily and honestly. Questions<br />

raised during reading, discussion and writing sessions inspire girls to<br />

discover the shape and pattern of their own life’s journey. They find a<br />

voice and an interested group of listeners.<br />

Over time, as a result of these deep<br />

discussions and activities, girls<br />

and mentors feel more comfortable<br />

opening up with one another.<br />

GLOW COMPETENCIES<br />

Creativity<br />

n Language arts, studio art,<br />

digital media<br />

Emotional Intelligence<br />

n Empathy and compassion (kindness,<br />

gratitude, forgiveness)<br />

n Acknowledging and communicating<br />

feelings<br />

n Respect for self and others<br />

n Emotional needs self and others<br />

Self Awareness<br />

n Origins: family culture, community<br />

n Self talk<br />

n Memory and experience<br />

n Realizing identity through<br />

imagination/creativity<br />

n Take responsibility toward self<br />

determination<br />

Communication<br />

n Sharing your story (writing,<br />

speaking, iMovie, public events)<br />

n Confident, authentic conversation<br />

n Active listening<br />

n Self expression through<br />

imagination/creativity<br />

n Public speaking, presentation<br />

skills<br />

Self Care<br />

n Self soothing/creativity<br />

n Self esteem / body image<br />

n Goal setting, vision<br />

n Decision making<br />

n Yoga, dance, movement<br />

Relationships<br />

n Dealing with conflict and loss<br />

n Setting and respecting boundaries<br />

n Community service<br />

n Building a network of women<br />

mentors<br />

n Connection with girls around the<br />

world<br />

Love of Learning<br />

n Appreciation and connection to the<br />

natural world, animals<br />

n Knowledge of world cultures,<br />

through symbolism. myth and art<br />

n Knowledge of university culture,<br />

major disciplines and opportunities<br />

8 Cronmiller / Way to GLOW, Year 1, Session 1


The GLOW model for mentoring sets<br />

the stage for intercultural exchange<br />

between girls and women.<br />

Together, girls and mentors think and speak critically and creatively<br />

about how each of us can and will effect change in the world. Most<br />

importantly, GLOW equips girls with the life skills needed to become<br />

drivers of reform and progress for the 21st century.<br />

The GLOW model for mentoring sets the stage for intercultural<br />

exchange between girls and women. Mentors, recruited from local<br />

universities, represent a diverse range of ethnic, socio economic and<br />

individual life experience. Moreover, mentors bring to the girls knowledge<br />

of university culture. Readings and activities in world culture instill in<br />

the girls a sense of global community and a broader world view. While<br />

learning the stories of women writers with diverse ethnic backgrounds, we<br />

use this opportunity to discuss topics in geography, history and culture,<br />

we discover connectedness and similarities in customs and belief systems.<br />

While the GLOW program and curriculum originates in Orange<br />

County, California, our mission is to connect, enrich and enlighten girls<br />

around the world. Girls attending our home site in Santa Ana, California,<br />

a city with one of the largest Latino populations in the U.S., are all too<br />

familiar with issues of immigration, social injustice, and the vulnerability<br />

of poverty. Much of the poetry we read together reflects the views of<br />

immigrants to the U.S. and helps the girls understand that they are not<br />

alone in the challenges they face as an individual and a community. Girls<br />

elsewhere can appreciate these global voices searching for identity in an<br />

ever changing and sometimes strange and confusing world.<br />

GLOW programming sites are cell phone free zones. In<br />

GLOW, girls communicate and relate in the here and now.<br />

Cronmiller / Way to GLOW, Year 1, Session 1 9


Message to Mentors<br />

Lesson activities are meant to be the key that opens the door to<br />

meaningful, authentic communication. Discussion questions are there to<br />

help generate the conversation but never to restrict it. If girls grab on to<br />

an idea or a diversion in the conversation, that’s terrific! This is their time<br />

to explore with one another what feels real and relevant to them!<br />

Your role as mentor is to assure girls that their curious, quirky and<br />

sometimes bewildering inner world is the very thing that makes them<br />

interesting, authentic and successful human beings. At your best, you<br />

validate them for who they are. Your attention and guidance is a gift so<br />

valuable and sustaining that it can outweigh the teenaged tendency for<br />

girls to hide their true selves and blend in or worse…to lose themselves<br />

in dangerous or unhealthy behaviors. At GLOW, we believe leadership<br />

begins with the ability to honor and know oneself. We see all girls as<br />

fierce, confident, creative leaders of a wildly changing, fantastically<br />

beautiful world. To lead is to be strong in knowing, deeply and<br />

completely, that you are never truly alone in your journey to live fully<br />

and with purpose. As a caring adult, you assure your girls that they have<br />

someone in their lives to help guide them on their fearless, female way.<br />

Mentor tip: Always begin each GLOW group mentoring<br />

activity with a kind inquiry into how each girl is doing, in<br />

general. Gently ask the girls to say more or to tell the group<br />

a story about what is happening in her life.<br />

To lead is to be strong in knowing,<br />

deeply and completely, that you are<br />

never truly alone in your journey to<br />

live fully and with purpose.<br />

ARC OF THE YEAR-LONG<br />

MENTORING RELATIONSHIP<br />

Sequential GLOW sessions and<br />

corresponding lessons support<br />

three major phases of the year long<br />

mentoring relationship cycle:<br />

Phase One:<br />

n First impressions<br />

n Getting to know each other<br />

n Bonding<br />

Phase Two:<br />

n Challenges<br />

n Deeper communication<br />

n Sharing of difficult feelings,<br />

experiences and problems<br />

Phase Three:<br />

n Honor and respect<br />

n Growth<br />

n Deeper bond<br />

Likewise, in structure, each<br />

GLOW lesson is, itself, a micro<br />

journey through all three stages of<br />

relationship, framed with GLOW<br />

daily rituals that connect, engage<br />

and celebrate each day of GLOW.<br />

10 Cronmiller / Way to GLOW, Year 1, Session 1


GLOW Lesson Structure<br />

Each GLOW lesson is structured to include time for whole group<br />

community building rituals including individual check-in (emotional,<br />

or specific question), reading, conversation and dialogue, movement<br />

and art activities, sharing of thoughts. At the close of each session, girls<br />

share an anonymous compliment with the group stating something they<br />

appreciated about the day, a significant moment or personal exchange.<br />

LESSON STRUCTURE<br />

n Welcome check-in keyed<br />

to the day’s lesson<br />

n Themed whole group<br />

activity<br />

n GLOW group small group<br />

activities<br />

n Return to whole group for<br />

sharing<br />

n GLOW Box (Box<br />

of Anonymous<br />

Compliments)<br />

GLOW Rituals<br />

Each GLOW lesson begins and concludes with GLOW rituals.<br />

Lessons open with whole group communal gathering in which any<br />

announcements or information can be shared by the facilitators and staff.<br />

During this whole group meeting, each girl shares a check-in statement.<br />

These check-ins are connected to lesson content and help set intentions<br />

for the day.<br />

Cronmiller / Way to GLOW, Year 1, Session 1 11


SAMPLE ACTIVITY – WHOLE GROUP CHECK-IN<br />

EMOTIONAL AWARENESS<br />

Welcome girls<br />

n Once seated and settled, facilitator asks girls to name some of<br />

the emotions a person can feel. This discussion opens the way to<br />

creating an environment in which girls’ feelings<br />

and internal experiences are<br />

welcome, valued and accepted. These<br />

conversations expand girls’ emotional<br />

vocabulary, while pushing for more<br />

and more precise words, different<br />

words, more honest words.<br />

n As girls offer suggestions for emotion<br />

words, create a list on the white board<br />

or have them write a list on their<br />

papers…words to describe a mood or<br />

emotional feeling…brainstorm together<br />

a list of good, commonly understood<br />

words.<br />

Visualization/centering—facilitators guide<br />

n Read aloud in a calm, strong voice:<br />

Close your eyes. Take a few deep breaths. Once you reach a quiet<br />

state of inner awareness, focus on your feelings and emotions.<br />

Stay with the feeling. Allow it to let itself known to you. Did you<br />

do something or did something happen today which caused you<br />

to feel a strong emotion?<br />

n Visualize what you are feeling. Where do you feel this feeling in<br />

your body? What is it doing? What does it look like? What does<br />

it sound like? If it could talk, what would it say? What does the<br />

feeling feel like? Is it warm or cold? Is it large or small?<br />

n Share your feelings in whole group check-in.<br />

GLOW BOX— THE BOX<br />

OF ANONYMOUS<br />

COMPLIMENTS<br />

n The GLOW Box ritual<br />

concludes and closes each<br />

GLOW lesson.<br />

n At the close of<br />

each session, one or<br />

more mentors will<br />

circulate a GLOW<br />

box, a shoe box size<br />

container.<br />

n The box should<br />

contain many small<br />

slips of blank paper,<br />

cut and prepared<br />

beforehand.<br />

n Each girl is given<br />

one or more blank<br />

slips of paper and a<br />

pen or pencil.<br />

n Explain that they are to<br />

write something they<br />

appreciated, noticed and<br />

would like to tell the group.<br />

n Girls are not to write<br />

their names on their<br />

compliments.<br />

n Mentors may find they<br />

need to further explain<br />

what is and what is not<br />

appropriate…saying<br />

someone is pretty all the<br />

time or that she is their<br />

best friend is not really<br />

what we are looking for<br />

here. You will want to avoid<br />

cliques and exclusions<br />

while encouraging creative,<br />

authentic noticing and<br />

gratitude for things that<br />

happen, are said, are done<br />

and are felt.<br />

12 Cronmiller / Way to GLOW, Year 1, Session 1


Recurring GLOW Activities and Practices<br />

Interviews and<br />

Mock Talk Shows<br />

When meeting new mentors,<br />

guest visitors or new girls,<br />

interviews are an excellent way<br />

to promote conversation and to<br />

practice and gain confidence in<br />

social and communication skills.<br />

Girls think of good questions to<br />

ask someone new. They consider<br />

what makes a person unique and<br />

interesting and also how to strike up<br />

conversations with people they do<br />

not know.<br />

Mock talk shows help girls<br />

ask one another questions they<br />

wouldn’t think to ask under every<br />

day circumstances. Often children<br />

spend years together in school<br />

without really knowing the details<br />

of one another’s lives. Talk show<br />

activities occur in the curriculum<br />

as catalysts to further discussion<br />

on themes and issues raised in<br />

the lessons. These talk show<br />

activities encourage creativity and<br />

improvisational skills while also<br />

promoting the use of the iPad as<br />

a way to film and record GLOW<br />

moments.<br />

Free writing/Journaling<br />

Free writing is the practice of<br />

allowing one’s self to process, freely,<br />

and without judgement, the “ noise”<br />

and self talk that builds up in our<br />

minds each day. To free write, the<br />

rule is to write, without stopping,<br />

and without censoring yourself, for<br />

a designated period of time. Or, you<br />

can simply commit to filling a page<br />

or two or three with unstructured<br />

thoughts, phrases or words. Over<br />

time, this practice helps girls to see<br />

their own thought patterns, multiple<br />

internal voices and communication<br />

gate keepers. Unlike a diary which<br />

often depicts linear, daily updates,<br />

employing the practice of free<br />

writing in a journal confronts and<br />

destabilizes external expectations<br />

and limitations for self expression<br />

and allows for a more intimate<br />

knowledge of the self through<br />

writing. When done regularly, the<br />

practice of free writing can create a<br />

body of material that is truly one’s<br />

own. This material, then, is there<br />

to mine for further reflection and<br />

revision into poetry or art.<br />

Mindfulness/visualization<br />

GLOW integrates visualization and<br />

mindfulness exercises throughout<br />

the curriculum to help girls engage<br />

more deeply with the lesson material<br />

and to achieve lesson objectives in<br />

social and emotional learning.<br />

Studio art<br />

GLOW Art Lessons, designed<br />

and tested by professional artists,<br />

accompany most lessons with<br />

additional activities in creative self<br />

expression that are tied to lesson<br />

content and objectives.<br />

Digital and<br />

multi-media activities<br />

GLOW sites are equipped with<br />

iPads (or appropriate digital devices)<br />

for each mentor led GLOW group.<br />

GLOW lessons include activities<br />

in photography and digital story<br />

telling using iMovie and other video<br />

apps to promote girls’ technological<br />

saavy and digital media skills.<br />

These activities help program staff<br />

document and celebrate GLOW<br />

memories and meaningful responses<br />

to activities.<br />

Mentor-designed workshops<br />

Our mentors are a talented group<br />

and are encouraged to prepare<br />

workshops and lesson plans that<br />

reflect each of their own particular<br />

interests and talents. Our mentors<br />

have designed workshops in dance,<br />

folk art, and digital story telling, for<br />

example.<br />

Extending lesson plans<br />

Each lesson provides a variety<br />

of activities that can be used to<br />

extend the lesson theme to multiple<br />

sessions/weeks. Each site can and<br />

should use the lesson materials to<br />

deliver a program at its own pace,<br />

calendar and in relation to the local<br />

culture. Please feel free to sculpt the<br />

program to fit your own needs and<br />

interests.<br />

Cronmiller / Way to GLOW, Year 1, Session 1 13


The Role of Supplemental Art Lessons in GLOW<br />

by Carrie Cook<br />

The GLOW curriculum emphasizes verbal processing, writing,<br />

conversation and social engagement. The art component is an opportunity<br />

for students to take their written and conversational experience<br />

and process ideas at a visual, nonverbal, and unconscious level.<br />

EACH ART LESSON INCLUDES:<br />

n Discussion questions that bridge the lesson themes and the art<br />

project<br />

n Writing or drawing prompts as a means of brainstorming<br />

n Relevant ideas from a prominent artists and artworks from<br />

around the world<br />

n A formal activity<br />

Additionally, supplies lists, instructions, and notes to facilitators<br />

prepare the site staff for this component of the program.<br />

Social Emotional Benefits<br />

The art component provides a range of experiences for girls and mentors<br />

to share together:<br />

Mentors and students work on a project side-by-side, making space for<br />

less structured conversations.<br />

Mentors and students share the experience of “getting in the zone.”<br />

To be a creator in this flow state is soothing and hypnotic. Abraham<br />

Maslow, of Maslow’s Hierarchy of Needs renown, called these sessions<br />

of “extraordinary experiences” our peak experiences. We are at our most<br />

fulfilled, unified, aware and centered. We are in full connection with<br />

our inner selves. It is the physical manifestation of our true potential, he<br />

argues. Our imagination is so present that time becomes illusive. Our<br />

worries and fears disappear. Through focused, engaged attention on<br />

an art project, students begin to sense the feeling of creative time and<br />

transcendence. A facilitator can curate a set of background music to assist<br />

in promoting this experience.<br />

n Making art in a group setting gives participants the experience of being<br />

“alone together,” an intimate connection with one’s self in the presence<br />

of others.<br />

n The art activity serves as a “third thing,” a shared focus that both<br />

mentor and student can attend to together and refer back to in future<br />

conversations.<br />

n At the end of the session or year, art projects are sorted and shared with<br />

the broader community in an exhibition format.<br />

Get in the zone.<br />

14 Cronmiller Cook / Way to GLOW, Year 1, Session 1


Skill Building and Self Esteem<br />

The art curriculum is written<br />

to follow the poems and themes<br />

presented through the year in<br />

GLOW. Additionally, the art<br />

curriculum works to expose girls to<br />

a range of art materials and modes<br />

of thinking visually. Students are<br />

provided the opportunity to practice<br />

drawing using a range of tools and<br />

each lesson promotes sketching and<br />

brainstorming through drawing. A<br />

regular practice of brainstorming<br />

through sketches adds layers of<br />

information that might not show<br />

up in language: scale, texture,<br />

color symbol and repeated motifs<br />

expose to students aspects of their<br />

inner world that aren’t available in<br />

other ways. Additionally, students<br />

are provided several opportunities<br />

to work with paint in a variety of<br />

ways by incorporating projects<br />

with watercolor, acrylic and tempra<br />

paint on a variety of surfaces.<br />

Collage and mixed media projects<br />

are included as well as projects<br />

using self-hardening clay. Exposing<br />

students to a variety of material<br />

and modalities of art making<br />

adds to their competencies and<br />

builds confidence. Practice in<br />

these materials builds hand eye<br />

coordination and strengthens<br />

thinking with their body - it is an<br />

incorporated and holistic practice<br />

that employs hand, eye and gut.<br />

Finally, in an increasingly global<br />

world analysis of images and<br />

symbols as well as confidence in<br />

communicating in such a format<br />

ensures girls’ voices are heard and<br />

seen, loudly and clearly.<br />

Students gain confidence<br />

through skill-based learning, which<br />

promotes creative thinking along<br />

side encouragement and direction<br />

and empowerment. Mentors and<br />

Facilitators are instructed to never<br />

negatively respond to a vulnerable<br />

and developing student. SAFE<br />

SPACE is open and experimental.<br />

Images reveal themselves over time<br />

and students are encouraged to<br />

defer judgment until the work is<br />

more fully known (this takes weeks<br />

and months).<br />

As such, the art curriculum is a<br />

crucial testing ground for girls in<br />

“taking risks and making mistakes.”<br />

To put an image that begins in your<br />

head onto paper always feels at<br />

first like a failure; it is an imperfect<br />

translation but this is an important<br />

experience to endure. Learning to<br />

accept the frustration of one’s work<br />

Cronmiller Cook / Way to GLOW, Year 1, Session 1 15


coming out differently than you<br />

intend is an important experience<br />

and with the nurture and support<br />

of a good mentor or teacher, that<br />

experience can be transformative<br />

as the girls’ ability to take risks and<br />

practice vulnerability develops and<br />

matures.<br />

Supporting the Arc of the<br />

Mentor Relationship<br />

The lessons in session two lead<br />

the girls and mentors through some<br />

fairly rough territory emotionally<br />

and psychologically. The girls have<br />

discovered and perhaps shared<br />

things about their lives with others<br />

for the first time. The discussions<br />

in these two lessons need to take<br />

place for the girls to learn to search<br />

themselves for their own stories<br />

and realities. Concluding the year<br />

with a full month of consecutive<br />

art making sessions is a powerful<br />

way to honor and celebrate the<br />

year at GLOW. Project based, the<br />

concluding lessons bring together<br />

elements of the previous lessons<br />

as the individual girl chooses. She<br />

selects the content she would like<br />

to refer to … from her journals,<br />

previous art projects and most loved<br />

poems.<br />

The year ends with a public<br />

exhibition of works created and<br />

written by girls through out the<br />

year. This celebrates both the<br />

relationships formed in GLOW and<br />

invites the broader community to<br />

bear witness and join in celebrating<br />

our powerful girls! Mentors<br />

should allow time to look back and<br />

discuss work created by each girl<br />

in preparation for the public event.<br />

This is a powerful way to conclude<br />

as time and growth in the mentormentee<br />

relationship will have shed<br />

new light on various projects. Often,<br />

some works created by girls over<br />

the course of the year will be deeply<br />

personal and private and students<br />

and mentors are empowered to<br />

decide together, with the help of<br />

the facilitator, what work would<br />

be suitable to be shared publicly.<br />

Helping students define their<br />

boundaries regarding how, what,<br />

where and with whom they share<br />

their work is crucial in the current<br />

climate of massive public sharing on<br />

Instagram and other outlets.<br />

16 Cronmiller Cook / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

GLOW Girl Pre-Survey<br />

GLOBALTM<br />

Please circle the response that feels true for you:<br />

G.L. .W.<br />

I’ve been in the GLOW Programs for how many years? 0 1 2 3 4<br />

1. I like myself. ................................................................. Yes Sometimes Rarely Not really<br />

2. I like school. ................................................................. Yes Sometimes Rarely Not really<br />

3. I have good friends. ..................................................... Yes Sometimes Rarely Not really<br />

4. Other girls like me. ...................................................... Yes Sometimes Rarely Not really<br />

5. I like asking questions. ................................................ Yes Sometimes Rarely Not really<br />

Pre- Surveys are given at the<br />

beginning of each new program,<br />

before the girl has had any exposure<br />

to GLOW. Post- Surveys are given on<br />

the final day of the program year.<br />

ASSESSMENT TOOLS<br />

Pre- and post-surveys<br />

n Program specific pre- and postsurveys<br />

are completed by girls<br />

at the start and finish of each<br />

program year. The questions<br />

are tied to lesson content and<br />

designed to gauge changes in<br />

each girl’s social and emotional<br />

development.<br />

6. I like doing new things. ............................................... Yes Sometimes Rarely Not really<br />

7. I like meeting people from other cultures. ................ Yes Sometimes Rarely Not really<br />

8. I know people who go to college. ............................... Yes Sometimes Rarely Not really<br />

9. I know what I like and don’t like. ............................... Yes Sometimes Rarely Not really<br />

10. I am proud of my family. ............................................. Yes Sometimes Rarely Not really<br />

11. I understand and care how others feel.. .................... Yes Sometimes Rarely Not really<br />

12. I am sad most of the time. .......................................... Yes Sometimes Rarely Not really<br />

Cronmiller / Way to GLOW, Year 1, Session 1 17


G.L. .W.<br />

13. I get angry easily. .......................................................... Yes Sometimes Rarely Not really<br />

14. I am happy most of the time. ...................................... Yes Sometimes Rarely Not really<br />

15. When I’m upset, I like to talk about it. ...................... Yes Sometimes Rarely Not really<br />

16. When I’m upset, I try to hide it. ................................. Yes Sometimes Rarely Not really<br />

17. I know what I do well. ................................................. Yes Sometimes Rarely Not really<br />

18. I like to read. ................................................................. Yes Sometimes Rarely Not really<br />

19. I like to write. ............................................................... Yes Sometimes Rarely Not really<br />

20. I like to make things. ................................................... Yes Sometimes Rarely Not really<br />

21. I make good decisions. ................................................ Yes Sometimes Rarely Not really<br />

GLOBAL<br />

22. I like to be alone. .......................................................... Yes Sometimes Rarely Not really<br />

23. I like to be busy. ........................................................... Yes Sometimes Rarely Not really<br />

24. I am proud of my accomplishments. ......................... Yes Sometimes Rarely Not really<br />

25. I’d like to find something that makes me happy. ...... Yes Sometimes Rarely TMNot really<br />

26. I feel safe<br />

G.L.<br />

most of the time. ......................................... Yes<br />

.W.<br />

Sometimes Rarely Not really<br />

27. I am afraid to make a mistake. ................................... Yes Sometimes Rarely Not really<br />

28. I get bored easily. ......................................................... Yes Sometimes Rarely Not really<br />

. .W.W.<br />

29. I am a good student. .................................................... Yes Sometimes Rarely Not really<br />

30. I am a good friend. ...................................................... Yes Sometimes Rarely Not really<br />

31. I am healthy. ................................................................. Yes Sometimes Rarely Not really<br />

32. I like to plan ahead. ..................................................... Yes Sometimes Rarely Not really<br />

33. I like surprises. ............................................................. Yes Sometimes Rarely Not really<br />

34. I like to help at home. .................................................. Yes Sometimes Rarely Not really<br />

35. I will be successful in life. ........................................... Yes Sometimes Rarely Not really<br />

36. I know what it means to have a mentor. .................... Yes Sometimes Rarely Not really<br />

I’d like to find something that makes me happy.<br />

18 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

Complete list of Year ONE Lessons<br />

GLOBAL<br />

Year One, Session One<br />

TM<br />

G.L. .W.<br />

Lessons in this first session the GLOW program sets the stage for creative self expression<br />

while promoting interpersonal communication within the new mentor group and whole<br />

group community. The goal at this stage is to help girls feel safe enough to open up and<br />

share the stories and experiences that make them unique.<br />

Intro to GLOW<br />

Pre- and Post-Survey<br />

Lesson 1 Hello GLOW<br />

Lesson 2 You are my other Me<br />

Respecting the Self and Others<br />

Supplemental Art Lesson:<br />

Blind Drawing of a Partner<br />

Lesson 3 I mean…I…can FLY<br />

Celebrating the Self<br />

featuring poet Nikki Giovanni<br />

Supplemental Art Lesson:<br />

Painting a Personal Flag<br />

Lesson 4 Personal Journeys<br />

featuring poet Carmen Tafolla<br />

Supplemental Art Lesson:<br />

Drawing Your Life Map<br />

Lesson 5 Transformations and Migrations<br />

featuring poet Brenda Cardenas<br />

Supplemental Art Lesson:<br />

Going with the FLOW<br />

Accepting Transition and Change<br />

Lesson 6 Symbols of Power<br />

featuring the poet Lorna Cervantes<br />

Lesson 7 Happy Ideas<br />

featuring poet Mary Szybist<br />

Supplemental Art Lesson:<br />

Study in Blue<br />

Lesson 8 What are your Character Strengths?<br />

featuring the VIA Character Survey<br />

Supplemental Art Lesson:<br />

Symbols of Strength<br />

Cronmiller / Way to GLOW, Year 1, Session 1 19


Year One, Session Two<br />

The lessons in this session lead the group into deeper exploration of life experience and<br />

core coming of age issues for girls. The concluding book art making and poetry projects<br />

provide a way to process, transform, and celebrate the year long GLOW experience.<br />

Lesson 1 Goal Setting<br />

and Mentor Interviews<br />

Supplemental Art Lesson:<br />

Prayer Bead Necklaces<br />

Lesson 2 Being 12<br />

Story Telling Through<br />

Videos and Interviews<br />

Lesson 3 Communicating Conflict<br />

featuring poet Joanna Klink<br />

Lesson 4 Self Esteem and Body Image<br />

Supplemental Art Lesson:<br />

Inside Out Body Drawing<br />

Lesson 5 Handling Stress<br />

featuring poet Audre Lorde<br />

Supplemental Art Lesson:<br />

Facing Fears<br />

Lesson 6 Listening 101 - Bullying vs. Leadership<br />

featuring poet Roxanne Beth Johnson<br />

and videos at TeenLine Online<br />

Supplemental Art Lesson:<br />

Illustrate a Problem<br />

Lesson 7 Emotional Wholeness<br />

featuring poet Linda Pastan<br />

Supplemental Art Lesson:<br />

Dream Scapes, Surrealism<br />

Lesson 8 Risky Behavior/Boys/<br />

Decision Making<br />

featuring poet Laura Kasischke<br />

Supplemental Art Lesson:<br />

Rewrite the Lyrics, Expectations<br />

in LOVE and Relationships<br />

Lesson 9 Fullness and Closure<br />

featuring poet Cecelia Wolloch<br />

Final Projects and Preparation<br />

toward a Year End Exhibit<br />

20 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

Lesson 1: Hello GLOW<br />

GLOBAL<br />

GLOW Competencies: Creativity, Self Awareness, Communication<br />

TM<br />

G.L. .W.<br />

GUIDE FOR FACILITATING FIRST GLOW LESSON<br />

Facilitators and mentors whole group welcome<br />

n Introductions. Mentors and Facilitators welcome the group and<br />

initiate the session. Girls can be seated in a large circle with everyone at<br />

the same level, staff and girls.<br />

n Interviews. Facilitator and, one at a time, mentors, introduce<br />

themselves briefly, invite questions from girls re: hometown, family,<br />

university, life goals, interests, and welcome everyone to GLOW. When<br />

girls have a question, ask them to first say their name, as in “Hi, I’m<br />

Anna. I’d like to know _______________________________________<br />

_________.”<br />

Facilitator leads whole group discussion. What is GLOW?<br />

n Girls Leading our World. GLOW, an organization building a community<br />

of girls across the globe, with our home in Orange County, CA.<br />

Ask the girls: What does it mean to GLOW?<br />

n To shine with a radiant light, soft, warm, healthy, feminine.<br />

What does it mean to be a leader?<br />

n One who understands, cares for, includes and inspires others; is a good,<br />

clear communicator; action-oriented, confident, creative, problemsolving,<br />

one who seeks out and finds solutions.<br />

What do we do in GLOW?<br />

n GLOW rituals include check-in time, the Box of GLOW group activities<br />

include themed activities and discussion of themes important to<br />

girls, reading selections of poetry for discussion that help us learn to<br />

understand, appreciate and communicate with ourselves, one another<br />

and others in our lives through art and other creative activities meant to<br />

help you find your voice and express your authentic self.<br />

Why is it important for girls to have a girls-only space/place?<br />

n Ask the girls what they would like to do/be/create in such a space/place?<br />

What is a mentor? Why would having a mentor be important for<br />

a young girl?<br />

n Ask girls what they think a mentor is and does.<br />

n Hear, repeat and respond to their questions with additional information.<br />

Give the girls a copy and read aloud the handout on What is a Mentor?<br />

Who are your mentors?<br />

n Take time to come up with examples of mentors…ask girls to<br />

LESSON OBJECTIVES<br />

n Learn about GLOW<br />

n Administer pre-survey for<br />

program assessment<br />

n Get to know each other,<br />

bonding<br />

n Creative self expression<br />

n Explore the importance of<br />

having a mentor<br />

n Practice active listening<br />

n Develop oral presentation<br />

and interpersonal<br />

communication skills<br />

Materials: Poster board<br />

or white dry erase board,<br />

prepared handouts<br />

Cronmiller / Way to GLOW, Year 1, Session 1 21


ainstorm who is or could be a good mentor. Is it the same thing as a<br />

role model? Why or why not?<br />

Mentors speak…<br />

n Each mentor will take a turn describing what being a mentor means to<br />

her… what she hopes to be and do and learn and why…and also share<br />

stories of who has been a mentor in her life so far.<br />

Group check-in: 10 minutes<br />

n Explain the GLOW check-in ritual. Ask each girl to say her name, age<br />

and to share one word or a phrase to describe how she’s feeling today.<br />

Facilitators help mentors break into GLOW small group<br />

n This can be done by counting off to the number of mentors in the<br />

session. If a variety of ages is present in the group, assign grade level<br />

groups, do not mix younger and older girls in GLOW groups. Make an<br />

effort to create groups outside of existing relationships so that girls can<br />

make new friends.<br />

Hello GLOW Writing Activity<br />

MENTOR GUIDE TO GLOW ACTIVITIES (MIDDLE SCHOOL)<br />

n Take some time to get acquainted…small talk<br />

n Ask girls to complete the Hello GLOW handout individually<br />

n Everyone in group, including you, completes the survey<br />

n Share. You will share yours first, adding and embellishing questions for<br />

which you have more to say<br />

n Ask girls to share theirs…with active listening (girl to left repeats what<br />

she heard the girl next to her say before sharing hers)<br />

n Create a group GLOW Girl Poster with all of your answers! (feel free to<br />

pick and choose which sections of the questionnaire to feature on your<br />

GLOW Group poster)<br />

n Take GLOW group group photo/selfie and if possible, print photo and<br />

attach to poster<br />

GLOW BOX<br />

n At the close of each session,<br />

one or more mentors will<br />

circulate a GLOW box, a<br />

shoe box size container.<br />

n The box should contain<br />

many small slips of blank<br />

paper, cut and prepared<br />

beforehand.<br />

n Each girl is given one or<br />

more blank slips of paper<br />

and a pen or pencil.<br />

n Explain that they are to write<br />

something they appreciated,<br />

noticed and would like to<br />

tell the group.<br />

n Girls are not to write<br />

their names on their<br />

compliments.<br />

n Mentors may find they<br />

need to further explain<br />

what is and what is not<br />

appropriate…saying<br />

someone is pretty all the<br />

time or that she is their<br />

best friend is not really<br />

what we are looking for<br />

here. You will want to avoid<br />

cliques and exclusions<br />

while encouraging creative,<br />

authentic noticing and<br />

gratitude for things that<br />

happen, are said, are done<br />

and are felt.<br />

iPad activity—public speaking<br />

n When girls are finished writing<br />

their responses to the handout,<br />

ask each girl to read while<br />

another group member records<br />

her reading on the iPad.<br />

n View together each recording,<br />

give feedback as to strength of<br />

voice.<br />

n Retake readings until the writer/<br />

speaker is happy with her<br />

recording.<br />

22 Cronmiller / Way to GLOW, Year 1, Session 1


ACTIVE LISTENING TIPS<br />

Minimal encouragements<br />

Sounds made to let one<br />

person know the other is there<br />

and listening. Such as, “Oh?”,<br />

and “Really?” These little words<br />

and gestures encourage the<br />

speaker to continue talking.<br />

Paraphrasing<br />

A summary in your own<br />

words of what you were told.<br />

Usually, paraphrasing begins<br />

with the words, “Are you telling<br />

me…” or “Are you saying…”.<br />

Paraphrasing helps clarify what<br />

is being said and to let the<br />

person know she is understood.<br />

VARIATION OF HELLO GLOW WRITING ACTIVITY<br />

FOR HIGH SCHOOL<br />

When sharing of questionnaire is complete in GLOW group, ask<br />

girls to expand through free writing one of the statements on the<br />

questionnaire. Encourage them to choose a statement from the page for<br />

which they feel they have more to say. For example, if she would like to<br />

say more about her mother, or the story of her birth, or perhaps what she<br />

would like to learn how to do. The statement should resonate with her<br />

deeply enough as to generate a longer personal narrative.<br />

SUGGESTED ACTIVITIES<br />

n Complete individual questionnaires<br />

n Review the handout on active listening tips<br />

n Share by reading aloud to GLOW group<br />

n Ask the girl sitting to the right of the reader to respond to her using<br />

one of the active listening tips (see handout)<br />

n Return to write more deeply on one of the questions<br />

n Share in GLOW group the extended narrative<br />

n Share within the group, incorporating group active listening.<br />

n Mentors can model deeper active listening at this point in the session.<br />

n Conclude with a GLOW box.<br />

Reflecting or mirroring asks for<br />

more input without guiding<br />

the direction of the GIRL’S thoughts.<br />

Emotional labeling<br />

Common phrases for you to<br />

use are, “You sound…”, “You<br />

seem…”, “I hear…” (emotion<br />

heard by you). You do not tell<br />

people how they are feeling,<br />

but how they sound to you as<br />

if they are feeling. Do not be<br />

concerned about making a mistake<br />

in labeling emotions. The<br />

speaker will correct you and<br />

will often appear grateful for<br />

the attempt. Be aware of missing<br />

emotions and listen for conflicts<br />

in the feelings expressed,<br />

especially if they appear inappropriate<br />

to the situation.<br />

Mirroring or reflecting<br />

This is the technique of<br />

repeating the last word or<br />

phrase and putting a question<br />

mark after it. This provides very<br />

exact responses because you are<br />

using the subject’s own words.<br />

Reflecting or mirroring asks for<br />

more input without guiding the<br />

direction of the girl’s thoughts<br />

and elicits information when<br />

you do not have enough to ask<br />

a pertinent question.<br />

Cronmiller / Way to GLOW, Year 1, Session 1 23


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

What is a “Mentor?”<br />

GLOBAL<br />

With its roots in ancient Greek literature, the first appearance of<br />

TM<br />

the term “mentor” is in Homer’s Odyssey, in which Athena, Goddess of<br />

War G.L. and patroness .W. of the arts and industry, assumes the form of Mentor, a<br />

wise older man, to guide and advise Telemachus, the son Odysseus, whose<br />

father is a missing warrior of the Trojan War, searching for home.<br />

Over time, the word mentor evolved to mean trusted advisor, friend,<br />

teacher and wise person. Mentoring is a fundamental form of human<br />

development where one person invests time, energy and personal knowhow<br />

in assisting the growth and ability of another person.<br />

In life, a person may have many mentors, at different times and for<br />

different purposes, depending on what type of guidance is required.<br />

GLOW mentors serve as guides and trusted friends to support young<br />

girls’ development into strong, self aware, confident young women. Like<br />

Athena, GLOW mentors are equipped with the GLOW curriculum in the<br />

arts and are trained in the art of wise friendship.<br />

Mattei Athena at Louvre. Roman copy<br />

from the 1st century BC/AD after a Greek<br />

original of the 4th century BC, attributed to<br />

Cephisodotos or Euphranor.<br />

source: Wikipedia<br />

24 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

What is Poetry? Poetry is the Art of Language.<br />

GLOBALTM<br />

In GLOW, we will read the poetry of fierce women poets, many of<br />

them are very much alive, writing, publishing, and teaching at universities.<br />

In our G.L. poetry lessons .W. we read closely each poem, learn a little about each<br />

poet’s life, discuss the poem’s meaning and what it has to say to us.<br />

Discussion questions based or related to the subject matter of a poem<br />

are meant to inspire your girls to dig deeply into their lives for material<br />

and to get to the detail, meaning and messages we receive from our lived<br />

experience. These poems and writing activities are meant to guide you on<br />

the way to discovering the magical, mysterious, ever evolving you.<br />

Most lessons based on poems will include additional activities related to<br />

the poet’s bio, and, when applicable, her position at a national university.<br />

Girls and mentors can explore the university website to learn more about<br />

U.S. colleges and universities. Activities will include the option of writing<br />

a group or individual email to the poet to express reactions and views on<br />

reading the poem and also to tell the poet about GLOW.<br />

If you hadn’t already noticed, many of the quotes on the right were<br />

spoken or written by famous male poets. The film Dead Poet Society<br />

starring the late, great Robin Williams, is likewise male in character, style<br />

and story.<br />

Don’t be intimidated by the poetry! You needn’t worry<br />

about being unfamiliar with reading and writing poetry.<br />

You needn’t be an expert in the art. It’s more fun to<br />

playfully encounter the poem together, asking questions<br />

and admitting when the language is a bit challenging,<br />

unusual and different from what you are used to.. View<br />

the poem as you would a piece of music or song lyric. The<br />

poems are meant to spur connection, recognition, to open<br />

conversation, curiosity and to inspire good conversation<br />

and writing.<br />

In GLOW, we will read the poetry of<br />

fierce women poets, many of them are<br />

very much alive, writing, publishing,<br />

and teaching at universities.<br />

SOME FAMOUS<br />

STATEMENTS ABOUT<br />

WHAT POETRY IS<br />

AND CAN DO<br />

n Poetry: the best words<br />

in the best order.<br />

—Samuel Taylor Coleridge<br />

n A poem begins as a lump in<br />

the throat, a sense of wrong, a<br />

homesickness, a lovesickness.<br />

—Robert Frost<br />

n Genuine poetry can<br />

communicate before it is<br />

understood.<br />

—T. S. Eliot<br />

n If my poetry aims to achieve<br />

anything, it’s to deliver people<br />

from the limited ways in<br />

which they see and feel.<br />

—Jim Morrison<br />

n Poetry is a way of taking life<br />

by the throat.<br />

—Robert Frost<br />

n Painting is silent poetry, and<br />

poetry is painting that speaks.<br />

—Plutarch (Greek and Roman<br />

philosopher 46-120AD)<br />

n The poet is a professor<br />

of the five senses.<br />

—Federico Garcia Lorca<br />

n Poems are “imaginary gardens<br />

with real toads in them”<br />

—Marianne Moore<br />

n Poetry is language at its most<br />

distilled and most powerful.<br />

—Rita Dove<br />

Cronmiller / Way to GLOW, Year 1, Session 1 25


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

Sample Poems from Lesson One Hello GLOW<br />

GLOBALTM<br />

G.L. .W.<br />

My name is a very patient roar.<br />

I am a girl from the thoughts of those who have come before me.<br />

My mother is a woman who helps me break walls with my words.<br />

She teaches me to be graceful in spite of the flaws that I carry.<br />

I was born into a land where most girls are insecure.<br />

Where we feel lonesome, but yet we smile.<br />

I am a great example of never giving up.<br />

But I am not great at finding the words I have to say.<br />

I would be a drum because like the beating of my heart it sings to me.<br />

I would be a dove because I will symbolize the hope of love for yourself.<br />

If I were not afraid I would jump and take the risks of breaking and<br />

If I were not afraid I would be unstoppable.<br />

I’d really like to learn how to speak the way I write.<br />

One day the world will see me as I am.<br />

—Shanya Olivares<br />

26 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WHITE<br />

Reverse<br />

No BackgroundWAY to<br />

GLOW<br />

My name is rebellious.<br />

I am a girl who rests on a bed of grass,<br />

TM<br />

the daughter of an artist<br />

who sees the artist in me.<br />

He has taught me to appreciate<br />

the beauty in what’s imperfect and unique,<br />

like the quiet light of a rainy day,<br />

the large ears of elephants,<br />

sweet dreams like dancing gypsies,<br />

roses like purple pearls,<br />

and the jasmine that looks like<br />

stars with teeth.<br />

One day I will change the way people see the world.<br />

Christina Diaz<br />

GLOBAL<br />

G.L. .W.<br />

My name is Samantha who dances with dragons<br />

I am a girl from another sun<br />

My mother is a woman who is quirky, funny,<br />

and sometimes annoying.<br />

She has taught me how to be happy with myself.<br />

When I was born tears were shed.<br />

I am an excellent artist and friend<br />

But not such a great saxophone player…yet!<br />

If I were a musical instrument, I would be jazzy and cool.<br />

If I were an animal, I would be a cat.<br />

I am most happy when I am with family and friends.<br />

If I were not afraid, I would go on the roller coaster at Six Flags.<br />

I’d really like to learn to conquer my fears.<br />

One day I will surprise you!<br />

Samantha Mondragon<br />

Cronmiller / Way to GLOW, Year 1, Session 1 27


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

n My name is _________________________________________________.<br />

GLOBAL<br />

G.L. .W.<br />

TM<br />

n I am a girl from ______________________________________________.<br />

n My mother is a woman who ____________________________________.<br />

n She has taught me how to ______________________________________.<br />

n When I was born _____________________________________________<br />

___________________________________________________________.<br />

n I am an excellent _____________________________________________.<br />

n But not such a great ___________________________________________.<br />

n If I were a musical instrument, I would be a ________________________<br />

because_____________________________________________________.<br />

n If I were an animal, I would be a _________________________________<br />

because ____________________________________________________.<br />

n I am most happy when I am ____________________________________.<br />

n If I were not afraid, I would _____________________________________.<br />

n I’d really like to learn how to ____________________________________.<br />

n One day I will ________________________________________________<br />

___________________________________________________________.<br />

28 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

Lesson 2: You are my other Me—<br />

Respecting GLOBAL the Self and Others<br />

TM<br />

G.L. .W.<br />

Supplemental Art Lesson<br />

BLIND DRAWING OF A PARTNER<br />

Lesson introduction<br />

The Blind Partner Drawing is<br />

an exercise that builds trust and<br />

closeness between two partners. The<br />

rules applied to the exercise require<br />

participants to let go of expectations<br />

of a “good drawing” and work in a<br />

different way.<br />

In a blind drawing, the person<br />

drawing looks at their model<br />

slowly and continually without<br />

looking at the paper, the person<br />

drawing attempts to keep her hand<br />

connected to her paper at all times,<br />

as her eye is continually connected<br />

to her subject (the person being<br />

drawn). Her eye should move slowly<br />

enough that her hand can keep up<br />

- she is creating a map, where her<br />

eye travels, her hand follows. As<br />

she draws, she adds more and more<br />

information as her eye studies her<br />

subject. How does the hair connect<br />

to the nose, to the lips, to the neck,<br />

to the shoulder, to the ear, back to<br />

the hair…? As her eye looks from<br />

nose to mouth to ear to eye, her<br />

marker maps those lines - a blind<br />

drawing of a face is full of lines,<br />

curved lines across a cheek, straight<br />

lines from eye to eye… This is a<br />

portrait and a map.<br />

Never looking at her paper or<br />

lifting her hand during the drawing<br />

time, her drawing should reflect<br />

movement and accumulated<br />

information. While an impression<br />

of the subject will show up in the<br />

drawing, the goal is not to make<br />

a representative portrait of her<br />

partner, but to give evidence of her<br />

time looking.<br />

While drawing, take many deep<br />

In these examples of blind drawing, the students returned to a favorite from the initial exercise<br />

and added colors and emphasis to sections they were interested in, creating another layer to the<br />

original drawing.<br />

Cronmiller Cook / Way to GLOW, Year 1, Session 1 29


eaths to stay slow and focused. In<br />

addition to concentrated looking,<br />

this activity builds a trust and<br />

intimacy between the two partners<br />

as, with vulnerability, each partner<br />

is required to draw in front of the<br />

other and permit themselves to be<br />

studied and drawn.<br />

BLIND DRAWING<br />

EXERCISE BUILDS:<br />

n Hand-eye coordination<br />

n Trust of yourself: trust of<br />

intuition, trust your hand,<br />

trust your eye<br />

n Non-judgment, process<br />

emphasis, non-outcome<br />

based engagement<br />

n Meditation, slowness,<br />

breathing, focus<br />

n Non-verbal communication<br />

n Intimacy and trust between<br />

friends<br />

Supplies: 3 to 4 sheets of large<br />

newsprint for each girl, a few<br />

markers (only one is needed<br />

for each girl at a time), timer or<br />

stop-watch<br />

Activity instructions<br />

Girls are paired in partners, sitting across from each other. Facilitator<br />

reminds everyone to breath and relax, each girl will draw their partner in the<br />

blind drawing style (described above) for increasing intervals of time. Begin<br />

with 45 seconds, then increase to 1.5 min., then 2 min or more for the final<br />

drawing (if this feels too long for your group, adjust to what pushes them but<br />

is possible).<br />

Reminders for facilitators<br />

Remind those drawing to breathe and not tense up in their shoulders,<br />

arms, or hands.<br />

Each time you extend the time and begin a new round of the blind<br />

drawing activity, remind the ones drawing to keep their hand continually<br />

connected to the paper and their eye continually connected to their partner.<br />

This will be hard for everyone.<br />

If you are being drawn, it might feel exposing to have someone look at you<br />

for a sustained amount of time. Remind the participants that this is to be<br />

expected. Remind them to take a deep breath and try to take in this attention<br />

as a loving and caring. Remind those drawing to take a deep breath and send<br />

love and gratitude to their partner as they draw them.<br />

Part of the desired outcome of this exercise is to challenge you and the<br />

students you are leading to let go of expectations about how a drawing or<br />

image is “supposed” to look. Attempting to draw something very realistically<br />

is at times a good goal, but at times it gets in the way. There are many paths<br />

to seeing and drawing and authentic art isn’t always the most realistic. This<br />

exercise puts everyone at the same level, for most of us this experience is new<br />

and doesn’t depend on being “good at drawing” or not. The goal is different,<br />

the goal is to look and let your hand follow your eye. The drawings that result<br />

are successful to the degree that that rule has been followed.<br />

Blind Drawing<br />

30 Cronmiller Cook / Way to GLOW, Year 1, Session 1


FOLLOW UP DISCUSSION OR WRITING QUESTIONS<br />

1. How does it make you feel to be drawn by your partner for a sustained<br />

amount of time? Is it attention that makes you feel cared for and seen?<br />

Or self-conscious?<br />

2. What impressions about your partner did you get while drawing them?<br />

Could you sense your partners mood and feelings? Did you learn<br />

something new about your partner?<br />

3. Write her one or two compliments that come from the new information.<br />

Such as, “What amazing collar bones you have! I had not noticed them<br />

before, but they are straight and perfect.” Or, “Your hair surrounds your<br />

ear in a delicate and beautiful shape! It reminds me of a seashell. “<br />

4. Perhaps ask her one or two questions, such as… how did you get that<br />

little scar on your forehead? Does your mom have freckles? Who do you<br />

look most like in your family?<br />

EXAMPLE OF<br />

STUDENT WORK<br />

The following poem and<br />

artwork on this page were<br />

created in response to Session<br />

One, Lesson 3 Celebrating the<br />

Self “I mean…I…can fly”<br />

I am a ray of sunshine<br />

I was a deer who ran away<br />

from lions<br />

I can be the rain; so helpful<br />

and healing<br />

I feel as free and<br />

independent as an eagle<br />

I am as imaginative as water<br />

I know I am as loving and as<br />

artistic as a flower<br />

I will be wise as an owl in<br />

my actions<br />

I have a mother who is as<br />

protective as a crocodile<br />

I don’t need a man to<br />

complete me<br />

I wish I could make books<br />

come to life<br />

I want people to understand<br />

their own value<br />

One day I will roar like a<br />

lion<br />

—Abby Juarez<br />

The paintings, left, were created to celebrate<br />

the self: Session 1, “I mean…I…can fly”<br />

Cronmiller Cook / Way to GLOW, Year 1, Session 1 31


32 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

Lesson 5: Transformations and Migrations<br />

GLOBALTM<br />

GLOW G.L. Competencies: .W. Self Awareness, Love of Learning,<br />

Communication, Relationships<br />

GROUP ACTIVITIES<br />

(May take several sessions to complete all activities, go at your own pace)<br />

n Whole group check-in with cultural, ethnic or community identity. For<br />

example: my family is Mexican-American.<br />

n GLOW group read poet bio and background for poem aloud and discuss<br />

the cultural significance of the monarch butterfly<br />

n Watch the video representation and reading of poem on iPad<br />

n Discuss the composition and how the girl made the video<br />

n Read the poem as it is printed and discuss questions<br />

n Mentor reads the paragraph about the butterfly<br />

n Discussion questions re: cultural relevance of poem<br />

n Read and discuss the chameleon and questions<br />

n High school read about Stanford University and visit website<br />

n Complete Who Are Your People writing exercise<br />

n Art Activity based on Aztec symbols<br />

n GLOW Box and whole group sharing<br />

LESSON OBJECTIVES<br />

n Read a poem for imagery<br />

and symbolism<br />

n Explore changes and<br />

transformations of identity<br />

n Identify with a community<br />

and culture<br />

n Explore ancient Aztec<br />

beliefs and language<br />

n Learn about Stanford<br />

University’s Chicano history<br />

n Learn about the monarch<br />

butterfly’s migration<br />

n See migration as a natural<br />

event<br />

n Enhance self esteem<br />

through cultural identity<br />

The activities in this lesson can<br />

be extended over several sessions.<br />

Cronmiller / Way to GLOW, Year 1, Session 1 33


DISCUSSION QUESTIONS<br />

n Who is the speaker? Who are “we”? From what culture and place?<br />

n Who are the Aztecs? Google it if no one knows!<br />

n Name some of the things and images in the poem that describe what<br />

“we are”<br />

n What line or image do you like best? Why?<br />

n Which are images that speak to the senses? What do you see, feel,<br />

hear etc?<br />

Mentors, Read aloud<br />

The metamorphosis of the butterfly is a powerful symbol for<br />

transformation of the self. Over and over again, we begin a new phase<br />

in our lives, emotionally, socially, intellectually and at times, physically.<br />

Think about how we deal with new schools, teachers, friends or moving<br />

to a new home. Does it help to be quiet and alone so we can adjust to<br />

these new circumstances? To progress into our full, authentic nature, we<br />

often need to withdraw from outside pressures and conflicts and look<br />

inside ourselves. We need to “cocoon” so we can emerge fully formed,<br />

spectacularly colored and able to fly.<br />

QUESTIONS FOR SMALL GROUP DISCUSSION<br />

n How do you deal with change?<br />

n Can you think of times in your life in which you have faced difficult<br />

changes?<br />

n What are some changes you are going through now?<br />

WRITING ACTIVITIES<br />

Journaling<br />

n Free Write on the idea of change<br />

Poetry<br />

n Make a word list from the poem,<br />

choosing words that you like, and<br />

sorting them according to nouns,<br />

verbs, adjectives.<br />

n Rearrange these words into a new<br />

poem, adding words to make<br />

phrases and sentences. Start with<br />

the line: Change is like…<br />

image source: Wikipedia<br />

We all have to adapt to new experiences and challenges.<br />

Think about how we deal with new schools, teachers, friends<br />

or moving to a new home.<br />

34 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

The title of today’s poem, Zacuanpapalotls, is the<br />

AZTEC word for the monarch butterfly.<br />

Thousands of Mexicans believe that the souls of the dead are reborn as<br />

zacuanpapalotl—the Aztec name for monarchs.<br />

n Monarchs travel over 3,000 miles in their migration, an average of 100<br />

miles per day.<br />

n If the monarch butterfly has spent the summer east of the Rocky<br />

Mountains, it will travel to the Sierra Madre Mountains of Mexico. Here,<br />

they are known as Mariposa monarca and will spend the winter days from<br />

October to late March in the warm, unique habitat of oyamel fir trees<br />

(Abies religiosa). (Credit: US Fish and Wildlife Service)<br />

Brenda Cárdenas’ books of<br />

poetry include Boomerang and<br />

From the Tongues of Brick and Stone.<br />

She also co-edited the anthology<br />

Between the Heart and the Land /<br />

Entre el corazón y la tierra: Latina<br />

Poets in the Midwest. Her poetry<br />

often blends Spanish with English<br />

to give voice to her Latina culture,<br />

heritage and language. She was<br />

born and raised on the south<br />

side of Milwaukee, Wisconsin<br />

where in the 1940s, her Mexican<br />

grandparents, Jose and Mercedes,<br />

opened Cárdenas Grocery at S. 6th<br />

and Walker Streets--one of the first<br />

to sell Mexican, Puerto Rican and<br />

American foods.”<br />

Education: MFA, Creative<br />

Writing-Poetry, University of<br />

Michigan-Ann Arbor, 1995BA,<br />

English, University of Wisconsin-<br />

Milwaukee, 1987.<br />

Work: Cardenas is a professor<br />

of English at the University of<br />

Wisconsin-Milwaukee.<br />

Path of the Monarch<br />

credit: US Fish and Wildlife Service<br />

MULTIMEDIA ACTIVITY<br />

n Watch https://www.youtube.com/watch?v=71Q0_6kzBS0 a video<br />

reading of the poem created by a young girl.<br />

n Discuss how to make a video like this one. Would the girls like to try<br />

making a video representation of a poem?<br />

Cronmiller / Way to GLOW, Year 1, Session 1 35


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

ZACUANPAPALOTLS<br />

BY BRENDA CÁRDENAS<br />

(in memory of José Antonio Burciaga, 1947-1996)<br />

GLOBALTM<br />

G.L. .W.<br />

We are chameleons.<br />

We become chameleon. <br />

—José Antonio Burciaga<br />

We are space between—<br />

the black-orange blur<br />

of a million Monarchs<br />

on their two-generation migration<br />

south to fir-crowned Michoacán<br />

where tree trunks will sprout feathers,<br />

a forest of paper-thin wings.<br />

Our Mexica cocooned<br />

in the membranes de la Madre Tierra<br />

say we are reborn zacuanpapalotls,<br />

mariposas negras y anaranjadas<br />

in whose sweep the dead whisper.<br />

We are between—<br />

the flicker of a chameleon’s tail<br />

that turns his desert-blue backbone<br />

to jade or pink sand,<br />

the snake-skinned fraternal twins<br />

of solstice and equinox.<br />

The ashen dawn, silvering dusk,<br />

la oración as it leaves the lips,<br />

the tug from sleep,<br />

the glide into dreams<br />

that husk out mestizo memory.<br />

We are—<br />

one life passing through the prism<br />

of all others, gathering color and song,<br />

cempazuchil and drum<br />

to leave a rhythm scattered on the wind,<br />

dust tinting the tips of fingers<br />

as we slip into our new light.<br />

Monarch Butterflies, Mexico<br />

credit: Photograph by Joel Sartore, National<br />

Geographic<br />

“Zacuanpapalotls” from Boomerang.<br />

Copyright © 2009 by Brenda Cardenas. Reprinted<br />

by permission of Bilingual Press/Editorial Bilingüe,<br />

Tempe, Arizona<br />

36 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

FOR GROUP DISCUSSION<br />

GLOBALTM<br />

G.L. .W.<br />

n Why does the chameleon change color?<br />

n Are you like a chameleon? How and why?<br />

n Do you sometimes have to change who you are to fit into social<br />

surroundings? What are some examples?<br />

n What is the downside of blending in? What is lost ?<br />

We all have to adapt to new experiences and challenges.<br />

This is how we grow. However, there are times when we know we are not<br />

able to be ourselves. What do you lose when you change who you know who<br />

you are and how you feel in order to “fit in”? How does it feel? Can you give<br />

an example or an image to help convey these feelings?<br />

Ask girls to write in their notebooks answers<br />

to the following questions:<br />

1. When I am alone with myself and my thoughts I am__________________<br />

___________________________________________________________.<br />

CHAMELEON<br />

The chameleon is a mysterious<br />

animal that can change colors to<br />

communicate to other chameleons<br />

and also to blend in with its<br />

surroundings (camouflage) as a<br />

way to protect itself. It can also look<br />

in two directions at once. Armed<br />

with a tongue you have to see to<br />

believe, the chameleon may be one<br />

of the most adaptable reptiles on the<br />

planet.<br />

2. When I am with others I am ____________________________________<br />

because____________________________________________________.<br />

3. When I go to ________________________________________I am more<br />

_________________________________because ___________________<br />

__________________________________________________________.<br />

image sources: top, 7-Themes.com<br />

bottom, NatSciNews.com<br />

Cronmiller / Way to GLOW, Year 1, Session 1 37


GLOBALTM<br />

G.L. .W.<br />

MORE ABOUT THE POEM’S<br />

CULTURAL SIGNIFICANCE<br />

AND REFERENCES<br />

Brenda Cardenas has dedicated<br />

her<br />

GLOBALTM<br />

poem to José Antonio “Tony”<br />

Burciaga G.L. (1940 -.W.<br />

October 7, 1996).<br />

He was a Chicano artist, poet, and<br />

writer from El Paso, Texas who<br />

explored issues of Chicano identity<br />

and American society. At Stanford<br />

University in California, Tony and<br />

his wife Cecilia became Resident<br />

Fellows in Casa Zapata, a unique<br />

Chicano theme dormitory where<br />

approximately half of the residents<br />

were Chicano undergraduate<br />

students.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

FOR DISCUSSION<br />

n What does it mean to be a Chicano/Chicana?<br />

n Why is it significant that Tony Barciaga established a Chicano themed<br />

dormitory at Stanford University?<br />

n Who are your people? Think of a group or groups you belong to that stand<br />

for who you are. Say them and write them down. What other groups can<br />

you think of?<br />

n What are the characteristics of that group? What things do you all like to<br />

do? What things do you not like to do? What do you dream about, wish<br />

for, live for?<br />

WRITING ACTIVITY<br />

n Can you be the voice of your people? Complete the lesson handout.<br />

n Who are your people? What group best identifies who you are? Describe<br />

this group. Be creative and descriptive.<br />

Stanford University is a private research university in Stanford, California, and one of the world’s most<br />

prestigious institutions. Stanford’s undergraduate program is the most selective in the country with an acceptance<br />

rate of 5.07% for the 2018 Class. Explore the Stanford website: https://www.stanford.edu<br />

38 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

Give It a Title:<br />

Who Are Your People?<br />

We are _______________________________________________________<br />

_____________________________________________________________<br />

____________________________________________________________.<br />

GLOW POEM<br />

We are open minded birds<br />

that soar through<br />

the wind of creativity.<br />

We are the trunks of<br />

elephants that stretch<br />

all the way to the sky.<br />

We search from rock to<br />

rock to find<br />

new ways to run and fly.<br />

Our minds are alive with<br />

gadgets and levers<br />

we write from our hearts<br />

on a blank sheet of<br />

paper.<br />

—GLOW house 2015<br />

Our _________________________________________________________<br />

_____________________________________________________________<br />

_____________________________________________________________.<br />

We have been __________________________________________________<br />

_____________________________________________________________<br />

_____________________________________________________________.<br />

We are becoming _______________________________________________<br />

_____________________________________________________________<br />

_____________________________________________________________.<br />

and will be ____________________________________________________<br />

_____________________________________________________________<br />

image credit: ©Kim Smith 2006,<br />

goodmorninggloucester.wordpress.com<br />

_____________________________________________________________.<br />

Cronmiller / Way to GLOW, Year 1, Session 1 39


40 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

Lesson 7: Happy Ideas<br />

GLOBALTM<br />

GLOW G.L. Competencies: .W. Creativity, Self<br />

Awareness, Self Care, Love of Learning,<br />

Emotional Intelligence, Communication<br />

The poem “Happy Ideas” is foundational reading for GLOW as it<br />

demonstrates and enacts several core principles. The poem explores the<br />

nature of creativity and the ability to happily entertain one’s self by quietly<br />

noticing and interacting with our surroundings and ways of activating<br />

one’s own imagination, ideas, and awareness of self (soul). For what is the<br />

soul if not the self realizing itself alone and also very aware and in touch<br />

with the world around and inside us?<br />

The Happy Ideas theme and content is especially resonant during the fall<br />

and winter holidays.<br />

FACILITATORS: ORDER OF ACTIVITIES FOR WHOLE GROUP<br />

n Read aloud intro to lesson re: poet, contemporary art of Duchamp.<br />

n Is Duchamp’s bicycle wheel soothing for you? Why or why not? Might it<br />

have been soothing for the artist? Is it soothing to create art?<br />

n Discuss the idea of self soothing…ask girls to share during check-in<br />

things they do or could do to sooth themselves when they are upset or<br />

worried or feel alone. This check-in is powerful to framing the lesson<br />

and to help girls recognize their own good coping skills. Girls will say<br />

they listen to music, take a walk, draw, write, call a friend…<br />

GLOW GROUP ACTIVITIES<br />

n Read poem Happy Ideas.<br />

n Discuss questions.<br />

n Journal writing re: happy memories/ideas—it’s ok if happy memories are<br />

associated with unhappy times.<br />

n Watch GLOW Happy Ideas video in messages on iPad (urls on page 45).<br />

n Using iPads, create photos for group Happy Videos.<br />

n Additional activity: create Happy Ideas painted balloons art activity.<br />

CONCLUSION<br />

n Share videos with whole group<br />

n GLOW box<br />

LESSON OBJECTIVES<br />

n Explore the nature of<br />

creativity and inspiration.<br />

n See connections between<br />

poetry and visual art.<br />

n Self reflective writing and<br />

sharing.<br />

n Create videos and iMovies on<br />

iPad.<br />

Cronmiller / Way to GLOW, Year 1, Session 1 41


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

GLOBALTM<br />

G.L. .W.<br />

Mary Szybist is an American poet.<br />

She grew up in Pennsylvania.<br />

Education: B.A. and M.T. (Master<br />

of Teaching) from the University of<br />

Virginia and M.F.A. (Master of Fine<br />

Arts) from the The University of<br />

Iowa Writers’ Workshop. <br />

Work: Szybist is an Associate<br />

Professor of English at Lewis &<br />

Clark College in Portland, Oregon<br />

and a member of the faculty at<br />

the Warren Wilson College MFA<br />

Program for Writers. She has<br />

also taught at Kenyon College,<br />

the Tennessee Governor’s School<br />

for Humanities, the University of<br />

Virginia’s Young Writers’ Workshop<br />

and West High School in Iowa City.<br />

She has been a Visiting Professor<br />

at the University of Iowa’s Writers’<br />

Workshop and will be the Holloway<br />

Poet at the University of California<br />

at Berkeley in the fall of 2016.<br />

JONI-KABANA<br />

HAPPY IDEAS<br />

BY MARY SZYBIST<br />

I had the happy idea to fasten a bicycle wheel<br />

to a kitchen stool and watch it turn.<br />

—Duchamp<br />

I had the happy idea to suspend some blue globes in the air<br />

and watch them pop.<br />

I had the happy idea to put my little copper horse on the shelf so<br />

we could stare at each other all evening.<br />

I had the happy idea to create a void in myself.<br />

Then to call it natural.<br />

Then to call it supernatural.<br />

I had the happy idea to wrap a blue scarf around my head and<br />

spin.<br />

I had the happy idea that somewhere a child was being born who<br />

was nothing like Helen or<br />

Jesus except in the sense of changing everything.<br />

I had the happy idea that someday I would find both pleasure and<br />

punishment, that I would know them and feel them,<br />

and that, until I did, it would be almost as good to pretend.<br />

I had the happy idea to call myself happy.<br />

I had the happy idea that the dog digging a hole in the yard in the<br />

twilight had his nose deep in mold-life.<br />

I had the happy idea that what I do not understand is more real<br />

than what I do,<br />

and then the happier idea to buckle myself<br />

into two blue velvet shoes.<br />

I had the happy idea to polish the reflecting glass and say<br />

hello to my own blue soul. Hello, blue soul. Hello.<br />

It was my happiest idea.<br />

Credits: Mary Szybist, “Happy Ideas” from Incarnadine. Copyright © 2012 by Mary Szybist. Reprinted with the permission of<br />

The Permissions Company, Inc. on behalf of Graywolf Press, Minneapolis, Minnesota, www.graywolfpress.org.<br />

42 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

ABOUT THE POEM,<br />

“HAPPY IDEAS”<br />

GLOBAL<br />

Epigraph<br />

An epigraph is a quotation TM by<br />

another G.L. writer usually .W. placed at the<br />

beginning of a poem beneath the<br />

title.<br />

Mary Szybist, in the epigraph to<br />

“Happy Ideas,” uses a quote by the<br />

famous conceptual artist Marcel<br />

Duchamp. By referring to Duchamp’s<br />

inspiration for his work Bicycle<br />

Wheel, she is saying that her poem,<br />

in turn, takes its inspiration from his<br />

idea and statement. In other words,<br />

she is saying if Marcel Duchamp can<br />

do this, I can too!<br />

“In 1913,” recalled Marcel<br />

Duchamp, “I had the happy idea to<br />

fasten a bicycle wheel to a kitchen<br />

stool and watch it turn.” When<br />

Bicycle Wheel was first displayed,<br />

Duchamp encouraged viewers to spin<br />

the wheel. He said, “To see that wheel<br />

turning was very soothing, very<br />

comforting… I enjoyed looking at it,<br />

just as I enjoy looking at the flames<br />

dancing in a fireplace.”<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

“To see that wheel turning was very<br />

soothing, very comforting…”<br />

—Duchamp<br />

Void<br />

A void is a completely empty space.<br />

Spiritual mystics have said all<br />

possibility exists in the void. That<br />

is to say, when there is nothing,<br />

everything is possible.<br />

Marcel Duchamp’s Bicycle Wheel (Museum Of Modern Art MoMA, New York City)<br />

image source: MoMA Learning http://www.moma.org/learn/moma_learning/<br />

marcel-duchamp-bicycle-wheel-new-york-1951-third-version-after-lost-originalof-1913<br />

If Marcel Duchamp can do this,<br />

I can too!<br />

Cronmiller / Way to GLOW, Year 1, Session 1 43


Happy Ideas Activities<br />

DEEP READING ACTIVITY<br />

Read poem line by line/image by<br />

image. What do you see, hear, feel<br />

in each of these moments? Could<br />

you draw this image? Or act it out?<br />

(Alternate idea for video would be<br />

to make a video based on the poem<br />

itself…dance, movement, emotion).<br />

DISCUSSION QUESTIONS<br />

n What is the emotional significance of the color blue?<br />

n How many times is the color blue mentioned in the poem? Name the blue<br />

things.<br />

n Why are these happy ideas?<br />

n Why is saying hello to her own blue soul her happiest idea?<br />

n What does this say about the benefits of being alone with your thoughts<br />

and surroundings?<br />

SELF REFLECTION ACTIVITY<br />

Journaling:<br />

n Make a quick, short list of 5 to 10<br />

times in your life in which you<br />

felt HAPPY. Try to capture these<br />

times with general info…where<br />

were you, who was with you,<br />

how old were you, what were you<br />

doing.<br />

n Share one or more of these<br />

memories with your group.<br />

n Make your own list of happy<br />

ideas…creative thoughts and<br />

things you do when you have<br />

time to be yourself…Use your<br />

powerful, creative imagination!!!<br />

44 Cronmiller / Way to GLOW, Year 1, Session 1


MORE SELF REFLECTION<br />

ACTIVITY<br />

Happy Ideas art activity<br />

Materials: Balloons (large,<br />

un-inflated), acrylic paint and<br />

paint brushes, string or yarn.<br />

You can use colored markers<br />

instead of paint but paint is a<br />

little more imaginative and fun.<br />

n Recall the first line of the poem<br />

“I had the happy idea to suspend<br />

some blue globes in the air and<br />

watch them pop.”<br />

n Girls will inflate a balloon, tie it<br />

off and paint it or decorate it with<br />

markers.<br />

n When finished, suspend the<br />

balloons from a tree or tie them<br />

together and hang them from the<br />

ceiling or high shelf.<br />

n Take photos of the display and the<br />

girls! Send the photos in an email<br />

to the poet!<br />

Multi Media Activity<br />

n Record a short video of yourself<br />

describing what makes you<br />

happy.<br />

n For ideas, watch this cool video<br />

from Greater Good and The<br />

Science of Happiness* and our<br />

own GLOW: What Makes Me<br />

Happy video.*<br />

n GLOW will put together a mini<br />

lesson in how to make an iMovie<br />

on iPad.<br />

n Conclude in whole group<br />

reflection and sharing of today’s<br />

activities and creations!<br />

RESEARCH AND WRITING ACTIVITY FOR HIGH SCHOOL<br />

n Visit the website for Lewis and Clark College in Portland, Oregon, where<br />

Mary Szybist is Associate Professor: http://www.lclark.edu/portland/<br />

n Visit Mary Szybist’s professional homepage, discuss its design and watch<br />

her videos: http://maryszybist.net<br />

n Share what you discovered about the college and the poet in whole group.<br />

n Conclude with GLOW Box.<br />

Grand Opening of The GLOW House in Santa Ana, CA. June, 2014<br />

*URLS<br />

Greater Good and the Science of Happiness: https://www.youtube.com/watch?v=O1OiIY5ci1c<br />

Grand Opening of the GLOW House in Santa Ana: https://drive.google.com/file/<br />

d/0B0MBdgmviTDGWE50d010WnBUTTg/view?usp=sharing<br />

Cronmiller / Way to GLOW, Year 1, Session 1 45


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

SAMANTHA’S HAPPY IDEAS<br />

I had the happy idea to forget about my insecurities and laugh.<br />

I had the happy idea to grasp new dreams and pull them in to me.<br />

G.L. .W.<br />

I had the happy idea to tape a smile on my face.<br />

I had the happy idea to say I love you to my mom.<br />

I had the happy idea to scare myself and be happy.<br />

GLOBALTM<br />

SHANYA’S HAPPY IDEAS<br />

I had the happy idea to make friends and be joyful.<br />

I had the happy idea to write like I’ve never written before.<br />

I had the happy idea to talk and feel welcome.<br />

I had the happy idea to make art in a joyful arena.<br />

I had the happy idea to laugh at all the memories we made.<br />

LESLEY’S HAPPY IDEAS<br />

I had the happy idea to enroll into GLOW.<br />

I had the happy idea to join a drum circle.<br />

I had the happy idea to twist and bend my body in yoga.<br />

I had the happy idea to put on an apron and cook.<br />

I had the happy idea to sculpt a grizzly bear and her friend, the<br />

penguin.<br />

ESTHEFANY’S HAPPY IDEAS<br />

I had a happy idea to get up and dance in front of everyone.<br />

I had a happy idea to have a photo shoot in our backyard.<br />

I had the happy idea to sculpt a bear out of clay and call it proud.<br />

I had the happy idea to get into child’s pose with my girls.<br />

I had the happy idea to sing along with the Fireworks song!<br />

46 Cronmiller / Way to GLOW, Year 1, Session 1


GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

GLOBALTM<br />

G.L. .W.<br />

SUE CRONMILLER, FOUNDING DIRECTOR GLOW PROGRAM<br />

Sue is an award winning poet, author of the Poets of El Sol, editor and<br />

publisher of several anthologies of poetry including Mind’s Eye and Journey<br />

Work of Stars. With fifteen years serving the youth of Santa Ana, CA, Sue<br />

has previously served as Director of Programming and Publications for the<br />

Humanities Out There program at UC Irvine where she later<br />

founded the UCI Poetry Academy. She has received grants<br />

for poetry projects and curriculum development from the<br />

University of California, the California Humanities Council, and<br />

the Picerne Foundation. She is the founder of the non-profit<br />

poetryXchange and the Poetry for Democracy Project. Since<br />

2003, Sue has been the director UC Irvine’s UC Links program,<br />

the Orange County branch of a statewide network of innovative<br />

educational programs, now in partnership with Global G.L.O.W.<br />

Sue’s own poetry is stylistically experimental, explores and<br />

confronts historical and contemporary representations of the feminine,<br />

motherhood, daughterhood, and often depicts extremes in weather. Her<br />

poetry has appeared in various literary journals including Faultline, Alaskan<br />

Quarterly Review, Kalliope Journal of Women’s Writing, Metonym and<br />

online at Zocalo Public Square.<br />

She holds a Bachelor of Art in English with Honors in Humanities and a<br />

Master of Fine Arts in English from the University of California, Irvine,<br />

where she taught writing for seven years.<br />

She is the single mother of two grown daughters and lives in Huntington<br />

Beach, CA with her little dog, Keeper.<br />

CARRIE COOK, PROGRAM SPECIALIST, GLOBAL G.L.O.W.<br />

Carrie Cook is an artist from Texas based in Los Angeles.<br />

Through painting, sculpture and altered photographs, her<br />

work considers levels of absence and presence as well as<br />

spatial and emotional distances and intimacies. In addition to<br />

making art, she works as an educator, working specifically with<br />

middle school and high school girls by using art programming<br />

toward their own empowerment.<br />

Carrie holds a Bachelor of Fine Art from the University of<br />

Texas, Austin and a Master of Fine Art in Studio Art from the<br />

University of Houston.


Girls Leading Our World<br />

GLOBALTM<br />

G.L. .W.<br />

Overview of the G.L.O.W. Program for Girls Grades 6 -12<br />

with SAMPLE Lesson Plans, Poetry and Art<br />

GLOBALTM<br />

G.L. .W.<br />

WAY to GLOW<br />

WHITE<br />

Reverse<br />

No Background<br />

by Sue Cronmiller with supplemental art lesson by Carrie Cook

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!