Girls Leading Our World


G.L. .W.


G.L. .W.




No Background

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

by Sue Cronmiller

with supplemental art lesson by Carrie Cook








For Girls Grades 6-12

G.L. .W.

Overview of the G.L.O.W. Program

with SAMPLE Lesson Plans, Poetry and Art

Year 1, Session 1


G.L. . .W.W.

by Sue Cronmiller

with supplemental art lesson by Carrie Cook


G.L. . .W.W.



G.L. .W.

Girls Leading Our World



No Background


G.L. .W.


Way to GLOW is the result of the efforts of many individuals, friends, colleagues and


Special appreciation and gratitude to Kylie Schuyler, Executive Director of Global GLOW,

whose vision, dedication and generous support for the GLOW model mentoring program for

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

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

poetic voices and creative practices and processes engaging and meaningful for women and

girls everywhere.

The mentoring model we have developed at GLOW reflects a legacy of partnership with

University Community Links, a statewide network of afterschool programs involving faculty,

undergraduates and graduate students from UC campuses through innovative educational

research programs serving youth in vulnerable communities throughout California. Special

thanks to UC Links Executive Director Charles Underwood whose friendship, wisdom and

tireless service has inspired and sustained this work and the work of countless others.

To my dear friends at UC Irvine: Vice Chancellor Emeritus, Manuel Gomez, Associate

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

and collegial support.

Much appreciation and gratitude to Monique Daviss, Executive Director of El Sol Academy

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

community partner in Orange County with over 100 El Sol girls attending GLOW programs

every week.

A world of thanks to the intrepid members of the GLOW team who work passionately to

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

Carrie Cook, Fabiola Uribe, Jenny Fairchild, Toni Hynes, Lori Ta, Sara Heslington.

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

refine these lessons with the girls. You bring it all to life!

To our community partners Nova Academy High School, Carr Intermediate, Bowers Museum,

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


Way to GLOW owes a great debt to the inspirational work of the many women poets whose

poetry helps lead the way toward the discovery of our own voices.

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

mentor to me for many years as together we made the first books published through the

UCI H.O.T. program.

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

stories, their energy, their questions, joys and hopes. Your generosity of spirit, friendship

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

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

memorable, (sometimes tearful) and oh, so rewarding.

Sue Cronmiller, 2016

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


G.L. .W.




No Background

G.L.O.W. Program

GLOBAL SAMPLE Lesson Plans, Poetry and Art


G.L. .W.


Session One Lessons supporting the early stages of mentor relationship

Intro to GLOW (Girls Leading Our World)............................................................................................................................7

Pre- and Post-Survey..........................................................................................................................................................................17

Complete List of Year One Lessons........................................................................................................................................19

Lesson 1 Hello GLOW................................................................................................................................................................. 21

Lesson 2 You Are My Other Me: Respecting the Self and Others

Supplemental Art Lesson..................................................................................................................................... 27

Lesson 5 Transformations and Migrations featuring poet Brenda Cardenas.............................................33

Lesson 7 Happy Ideas featuring poet Mary Szybist...................................................................................................41

About the Author and Artist........................................................................................................................................................47

We see all girls as fierce, confident,

creative leaders of a wildly changing.

fantastically beautiful world.

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

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


G.L. .W.




No Background

Intro to G.L.O.W.


(Girls Leading Our World)


G.L. .W.

by Sue Cronmiller

Who am I? Who do I want to be?

Girls are overwhelmingly concerned with these ever present,

ever evolving human questions. As their bodies and minds

develop during adolescence, girls begin to look to others for

validation and behavioral cues. Some girls take these dramatic

life changes quietly in stride. Others act out their self conscious

awkwardness with difficult behaviors that often mask their true

vulnerability and sweetness. Most girls demonstrate a range

of social behavior, but by the time they are in fifth grade, their

core personalities and general character traits are already taking

shape. In GLOW, we practice together rituals and activities

which celebrate individuality, strengthen self awareness and

build self confidence. Each GLOW session integrates the

practice of mindfulness with related intellectual, creative and

social activities. Through practices and informal learning

activities explicitly crafted to expand girls’ skills in multiple

literacies and cognitive domains, GLOW supports proficiency

in language, communication and expressive arts skills, expands

awareness of global cultures and humanities topics while at the

same time, cultivating a wide set of successful life skills such as

emotional intelligence, authenticity, assertiveness, creative goal

setting, pro-active problem solving and self care.



n Girls know themselves and their

individual strengths,

n Develop interpersonal relationship


n Manage emotional needs through

the mentor and group relationship,

n Take risks and are not afraid to

make mistakes,

n Express themselves with creativity,

confidence and authenticity,

n Feel connected to a group and


n Have global awareness and sense of


n Become creative, pro-active and self

determined re: life goals,

n Are emotionally intelligent, know

and respect emotional needs,

n Notice, listen and appreciate others,

empathize and celebrate,

n Acquire skills for self care and



n Year long relationships between

mentor and 4 girls

n Weekly Lessons with GLOW

Rituals, Practices and Activities

(see pages 12, 13)

n Public speaking events and


n Leadership opportunities within

program and community

At GLOW, we

believe leadership

begins with the

ability to honor

and know oneself.

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

Original GLOW Curriculum

GLOW lessons pair selected readings with inquisitive, project-based

group activities designed to further support the adolescent girl’s search

for meaning and identity. Women poets model for girls and mentors

an intimate glimpse into the individual’s quest for connectedness,

self awareness, honesty and self expression. Reading poetry that’s

relatable and believable helps readers recognize the validity of their

own experience and thought process. The practice helps us learn to

accept the nature of complicated and sometimes difficult truths and,

moreover, encourages girls and mentors to relate with other girls

and women in a deep and meaningful way. Over time, as a result of

these deep discussions and activities, girls and mentors feel more

comfortable opening up with one another. They learn to verbalize

personal feelings and thoughts more easily and honestly. Questions

raised during reading, discussion and writing sessions inspire girls to

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

voice and an interested group of listeners.

Over time, as a result of these deep

discussions and activities, girls

and mentors feel more comfortable

opening up with one another.



n Language arts, studio art,

digital media

Emotional Intelligence

n Empathy and compassion (kindness,

gratitude, forgiveness)

n Acknowledging and communicating


n Respect for self and others

n Emotional needs self and others

Self Awareness

n Origins: family culture, community

n Self talk

n Memory and experience

n Realizing identity through


n Take responsibility toward self



n Sharing your story (writing,

speaking, iMovie, public events)

n Confident, authentic conversation

n Active listening

n Self expression through


n Public speaking, presentation


Self Care

n Self soothing/creativity

n Self esteem / body image

n Goal setting, vision

n Decision making

n Yoga, dance, movement


n Dealing with conflict and loss

n Setting and respecting boundaries

n Community service

n Building a network of women


n Connection with girls around the


Love of Learning

n Appreciation and connection to the

natural world, animals

n Knowledge of world cultures,

through symbolism. myth and art

n Knowledge of university culture,

major disciplines and opportunities

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

The GLOW model for mentoring sets

the stage for intercultural exchange

between girls and women.

Together, girls and mentors think and speak critically and creatively

about how each of us can and will effect change in the world. Most

importantly, GLOW equips girls with the life skills needed to become

drivers of reform and progress for the 21st century.

The GLOW model for mentoring sets the stage for intercultural

exchange between girls and women. Mentors, recruited from local

universities, represent a diverse range of ethnic, socio economic and

individual life experience. Moreover, mentors bring to the girls knowledge

of university culture. Readings and activities in world culture instill in

the girls a sense of global community and a broader world view. While

learning the stories of women writers with diverse ethnic backgrounds, we

use this opportunity to discuss topics in geography, history and culture,

we discover connectedness and similarities in customs and belief systems.

While the GLOW program and curriculum originates in Orange

County, California, our mission is to connect, enrich and enlighten girls

around the world. Girls attending our home site in Santa Ana, California,

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

familiar with issues of immigration, social injustice, and the vulnerability

of poverty. Much of the poetry we read together reflects the views of

immigrants to the U.S. and helps the girls understand that they are not

alone in the challenges they face as an individual and a community. Girls

elsewhere can appreciate these global voices searching for identity in an

ever changing and sometimes strange and confusing world.

GLOW programming sites are cell phone free zones. In

GLOW, girls communicate and relate in the here and now.

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

Message to Mentors

Lesson activities are meant to be the key that opens the door to

meaningful, authentic communication. Discussion questions are there to

help generate the conversation but never to restrict it. If girls grab on to

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

to explore with one another what feels real and relevant to them!

Your role as mentor is to assure girls that their curious, quirky and

sometimes bewildering inner world is the very thing that makes them

interesting, authentic and successful human beings. At your best, you

validate them for who they are. Your attention and guidance is a gift so

valuable and sustaining that it can outweigh the teenaged tendency for

girls to hide their true selves and blend in or worse…to lose themselves

in dangerous or unhealthy behaviors. At GLOW, we believe leadership

begins with the ability to honor and know oneself. We see all girls as

fierce, confident, creative leaders of a wildly changing, fantastically

beautiful world. To lead is to be strong in knowing, deeply and

completely, that you are never truly alone in your journey to live fully

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

someone in their lives to help guide them on their fearless, female way.

Mentor tip: Always begin each GLOW group mentoring

activity with a kind inquiry into how each girl is doing, in

general. Gently ask the girls to say more or to tell the group

a story about what is happening in her life.

To lead is to be strong in knowing,

deeply and completely, that you are

never truly alone in your journey to

live fully and with purpose.



Sequential GLOW sessions and

corresponding lessons support

three major phases of the year long

mentoring relationship cycle:

Phase One:

n First impressions

n Getting to know each other

n Bonding

Phase Two:

n Challenges

n Deeper communication

n Sharing of difficult feelings,

experiences and problems

Phase Three:

n Honor and respect

n Growth

n Deeper bond

Likewise, in structure, each

GLOW lesson is, itself, a micro

journey through all three stages of

relationship, framed with GLOW

daily rituals that connect, engage

and celebrate each day of GLOW.

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

GLOW Lesson Structure

Each GLOW lesson is structured to include time for whole group

community building rituals including individual check-in (emotional,

or specific question), reading, conversation and dialogue, movement

and art activities, sharing of thoughts. At the close of each session, girls

share an anonymous compliment with the group stating something they

appreciated about the day, a significant moment or personal exchange.


n Welcome check-in keyed

to the day’s lesson

n Themed whole group


n GLOW group small group


n Return to whole group for


n GLOW Box (Box

of Anonymous


GLOW Rituals

Each GLOW lesson begins and concludes with GLOW rituals.

Lessons open with whole group communal gathering in which any

announcements or information can be shared by the facilitators and staff.

During this whole group meeting, each girl shares a check-in statement.

These check-ins are connected to lesson content and help set intentions

for the day.

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



Welcome girls

n Once seated and settled, facilitator asks girls to name some of

the emotions a person can feel. This discussion opens the way to

creating an environment in which girls’ feelings

and internal experiences are

welcome, valued and accepted. These

conversations expand girls’ emotional

vocabulary, while pushing for more

and more precise words, different

words, more honest words.

n As girls offer suggestions for emotion

words, create a list on the white board

or have them write a list on their

papers…words to describe a mood or

emotional feeling…brainstorm together

a list of good, commonly understood


Visualization/centering—facilitators guide

n Read aloud in a calm, strong voice:

Close your eyes. Take a few deep breaths. Once you reach a quiet

state of inner awareness, focus on your feelings and emotions.

Stay with the feeling. Allow it to let itself known to you. Did you

do something or did something happen today which caused you

to feel a strong emotion?

n Visualize what you are feeling. Where do you feel this feeling in

your body? What is it doing? What does it look like? What does

it sound like? If it could talk, what would it say? What does the

feeling feel like? Is it warm or cold? Is it large or small?

n Share your feelings in whole group check-in.




n The GLOW Box ritual

concludes and closes each

GLOW lesson.

n At the close of

each session, one or

more mentors will

circulate a GLOW

box, a shoe box size


n The box should

contain many small

slips of blank paper,

cut and prepared


n Each girl is given

one or more blank

slips of paper and a

pen or pencil.

n Explain that they are to

write something they

appreciated, noticed and

would like to tell the group.

n Girls are not to write

their names on their


n Mentors may find they

need to further explain

what is and what is not


someone is pretty all the

time or that she is their

best friend is not really

what we are looking for

here. You will want to avoid

cliques and exclusions

while encouraging creative,

authentic noticing and

gratitude for things that

happen, are said, are done

and are felt.

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

Recurring GLOW Activities and Practices

Interviews and

Mock Talk Shows

When meeting new mentors,

guest visitors or new girls,

interviews are an excellent way

to promote conversation and to

practice and gain confidence in

social and communication skills.

Girls think of good questions to

ask someone new. They consider

what makes a person unique and

interesting and also how to strike up

conversations with people they do

not know.

Mock talk shows help girls

ask one another questions they

wouldn’t think to ask under every

day circumstances. Often children

spend years together in school

without really knowing the details

of one another’s lives. Talk show

activities occur in the curriculum

as catalysts to further discussion

on themes and issues raised in

the lessons. These talk show

activities encourage creativity and

improvisational skills while also

promoting the use of the iPad as

a way to film and record GLOW


Free writing/Journaling

Free writing is the practice of

allowing one’s self to process, freely,

and without judgement, the “ noise”

and self talk that builds up in our

minds each day. To free write, the

rule is to write, without stopping,

and without censoring yourself, for

a designated period of time. Or, you

can simply commit to filling a page

or two or three with unstructured

thoughts, phrases or words. Over

time, this practice helps girls to see

their own thought patterns, multiple

internal voices and communication

gate keepers. Unlike a diary which

often depicts linear, daily updates,

employing the practice of free

writing in a journal confronts and

destabilizes external expectations

and limitations for self expression

and allows for a more intimate

knowledge of the self through

writing. When done regularly, the

practice of free writing can create a

body of material that is truly one’s

own. This material, then, is there

to mine for further reflection and

revision into poetry or art.


GLOW integrates visualization and

mindfulness exercises throughout

the curriculum to help girls engage

more deeply with the lesson material

and to achieve lesson objectives in

social and emotional learning.

Studio art

GLOW Art Lessons, designed

and tested by professional artists,

accompany most lessons with

additional activities in creative self

expression that are tied to lesson

content and objectives.

Digital and

multi-media activities

GLOW sites are equipped with

iPads (or appropriate digital devices)

for each mentor led GLOW group.

GLOW lessons include activities

in photography and digital story

telling using iMovie and other video

apps to promote girls’ technological

saavy and digital media skills.

These activities help program staff

document and celebrate GLOW

memories and meaningful responses

to activities.

Mentor-designed workshops

Our mentors are a talented group

and are encouraged to prepare

workshops and lesson plans that

reflect each of their own particular

interests and talents. Our mentors

have designed workshops in dance,

folk art, and digital story telling, for


Extending lesson plans

Each lesson provides a variety

of activities that can be used to

extend the lesson theme to multiple

sessions/weeks. Each site can and

should use the lesson materials to

deliver a program at its own pace,

calendar and in relation to the local

culture. Please feel free to sculpt the

program to fit your own needs and


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

The Role of Supplemental Art Lessons in GLOW

by Carrie Cook

The GLOW curriculum emphasizes verbal processing, writing,

conversation and social engagement. The art component is an opportunity

for students to take their written and conversational experience

and process ideas at a visual, nonverbal, and unconscious level.


n Discussion questions that bridge the lesson themes and the art


n Writing or drawing prompts as a means of brainstorming

n Relevant ideas from a prominent artists and artworks from

around the world

n A formal activity

Additionally, supplies lists, instructions, and notes to facilitators

prepare the site staff for this component of the program.

Social Emotional Benefits

The art component provides a range of experiences for girls and mentors

to share together:

Mentors and students work on a project side-by-side, making space for

less structured conversations.

Mentors and students share the experience of “getting in the zone.”

To be a creator in this flow state is soothing and hypnotic. Abraham

Maslow, of Maslow’s Hierarchy of Needs renown, called these sessions

of “extraordinary experiences” our peak experiences. We are at our most

fulfilled, unified, aware and centered. We are in full connection with

our inner selves. It is the physical manifestation of our true potential, he

argues. Our imagination is so present that time becomes illusive. Our

worries and fears disappear. Through focused, engaged attention on

an art project, students begin to sense the feeling of creative time and

transcendence. A facilitator can curate a set of background music to assist

in promoting this experience.

n Making art in a group setting gives participants the experience of being

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

of others.

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

mentor and student can attend to together and refer back to in future


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

the broader community in an exhibition format.

Get in the zone.

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

Skill Building and Self Esteem

The art curriculum is written

to follow the poems and themes

presented through the year in

GLOW. Additionally, the art

curriculum works to expose girls to

a range of art materials and modes

of thinking visually. Students are

provided the opportunity to practice

drawing using a range of tools and

each lesson promotes sketching and

brainstorming through drawing. A

regular practice of brainstorming

through sketches adds layers of

information that might not show

up in language: scale, texture,

color symbol and repeated motifs

expose to students aspects of their

inner world that aren’t available in

other ways. Additionally, students

are provided several opportunities

to work with paint in a variety of

ways by incorporating projects

with watercolor, acrylic and tempra

paint on a variety of surfaces.

Collage and mixed media projects

are included as well as projects

using self-hardening clay. Exposing

students to a variety of material

and modalities of art making

adds to their competencies and

builds confidence. Practice in

these materials builds hand eye

coordination and strengthens

thinking with their body - it is an

incorporated and holistic practice

that employs hand, eye and gut.

Finally, in an increasingly global

world analysis of images and

symbols as well as confidence in

communicating in such a format

ensures girls’ voices are heard and

seen, loudly and clearly.

Students gain confidence

through skill-based learning, which

promotes creative thinking along

side encouragement and direction

and empowerment. Mentors and

Facilitators are instructed to never

negatively respond to a vulnerable

and developing student. SAFE

SPACE is open and experimental.

Images reveal themselves over time

and students are encouraged to

defer judgment until the work is

more fully known (this takes weeks

and months).

As such, the art curriculum is a

crucial testing ground for girls in

“taking risks and making mistakes.”

To put an image that begins in your

head onto paper always feels at

first like a failure; it is an imperfect

translation but this is an important

experience to endure. Learning to

accept the frustration of one’s work

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

coming out differently than you

intend is an important experience

and with the nurture and support

of a good mentor or teacher, that

experience can be transformative

as the girls’ ability to take risks and

practice vulnerability develops and


Supporting the Arc of the

Mentor Relationship

The lessons in session two lead

the girls and mentors through some

fairly rough territory emotionally

and psychologically. The girls have

discovered and perhaps shared

things about their lives with others

for the first time. The discussions

in these two lessons need to take

place for the girls to learn to search

themselves for their own stories

and realities. Concluding the year

with a full month of consecutive

art making sessions is a powerful

way to honor and celebrate the

year at GLOW. Project based, the

concluding lessons bring together

elements of the previous lessons

as the individual girl chooses. She

selects the content she would like

to refer to … from her journals,

previous art projects and most loved


The year ends with a public

exhibition of works created and

written by girls through out the

year. This celebrates both the

relationships formed in GLOW and

invites the broader community to

bear witness and join in celebrating

our powerful girls! Mentors

should allow time to look back and

discuss work created by each girl

in preparation for the public event.

This is a powerful way to conclude

as time and growth in the mentormentee

relationship will have shed

new light on various projects. Often,

some works created by girls over

the course of the year will be deeply

personal and private and students

and mentors are empowered to

decide together, with the help of

the facilitator, what work would

be suitable to be shared publicly.

Helping students define their

boundaries regarding how, what,

where and with whom they share

their work is crucial in the current

climate of massive public sharing on

Instagram and other outlets.

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


G.L. .W.




No Background

GLOW Girl Pre-Survey


Please circle the response that feels true for you:

G.L. .W.

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

1. I like myself. ................................................................. Yes Sometimes Rarely Not really

2. I like school. ................................................................. Yes Sometimes Rarely Not really

3. I have good friends. ..................................................... Yes Sometimes Rarely Not really

4. Other girls like me. ...................................................... Yes Sometimes Rarely Not really

5. I like asking questions. ................................................ Yes Sometimes Rarely Not really

Pre- Surveys are given at the

beginning of each new program,

before the girl has had any exposure

to GLOW. Post- Surveys are given on

the final day of the program year.


Pre- and post-surveys

n Program specific pre- and postsurveys

are completed by girls

at the start and finish of each

program year. The questions

are tied to lesson content and

designed to gauge changes in

each girl’s social and emotional


6. I like doing new things. ............................................... Yes Sometimes Rarely Not really

7. I like meeting people from other cultures. ................ Yes Sometimes Rarely Not really

8. I know people who go to college. ............................... Yes Sometimes Rarely Not really

9. I know what I like and don’t like. ............................... Yes Sometimes Rarely Not really

10. I am proud of my family. ............................................. Yes Sometimes Rarely Not really

11. I understand and care how others feel.. .................... Yes Sometimes Rarely Not really

12. I am sad most of the time. .......................................... Yes Sometimes Rarely Not really

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

G.L. .W.

13. I get angry easily. .......................................................... Yes Sometimes Rarely Not really

14. I am happy most of the time. ...................................... Yes Sometimes Rarely Not really

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

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

17. I know what I do well. ................................................. Yes Sometimes Rarely Not really

18. I like to read. ................................................................. Yes Sometimes Rarely Not really

19. I like to write. ............................................................... Yes Sometimes Rarely Not really

20. I like to make things. ................................................... Yes Sometimes Rarely Not really

21. I make good decisions. ................................................ Yes Sometimes Rarely Not really


22. I like to be alone. .......................................................... Yes Sometimes Rarely Not really

23. I like to be busy. ........................................................... Yes Sometimes Rarely Not really

24. I am proud of my accomplishments. ......................... Yes Sometimes Rarely Not really

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

26. I feel safe


most of the time. ......................................... Yes


Sometimes Rarely Not really

27. I am afraid to make a mistake. ................................... Yes Sometimes Rarely Not really

28. I get bored easily. ......................................................... Yes Sometimes Rarely Not really

. .W.W.

29. I am a good student. .................................................... Yes Sometimes Rarely Not really

30. I am a good friend. ...................................................... Yes Sometimes Rarely Not really

31. I am healthy. ................................................................. Yes Sometimes Rarely Not really

32. I like to plan ahead. ..................................................... Yes Sometimes Rarely Not really

33. I like surprises. ............................................................. Yes Sometimes Rarely Not really

34. I like to help at home. .................................................. Yes Sometimes Rarely Not really

35. I will be successful in life. ........................................... Yes Sometimes Rarely Not really

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

I’d like to find something that makes me happy.

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


G.L. .W.




No Background

Complete list of Year ONE Lessons


Year One, Session One


G.L. .W.

Lessons in this first session the GLOW program sets the stage for creative self expression

while promoting interpersonal communication within the new mentor group and whole

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

share the stories and experiences that make them unique.

Intro to GLOW

Pre- and Post-Survey

Lesson 1 Hello GLOW

Lesson 2 You are my other Me

Respecting the Self and Others

Supplemental Art Lesson:

Blind Drawing of a Partner

Lesson 3 I mean…I…can FLY

Celebrating the Self

featuring poet Nikki Giovanni

Supplemental Art Lesson:

Painting a Personal Flag

Lesson 4 Personal Journeys

featuring poet Carmen Tafolla

Supplemental Art Lesson:

Drawing Your Life Map

Lesson 5 Transformations and Migrations

featuring poet Brenda Cardenas

Supplemental Art Lesson:

Going with the FLOW

Accepting Transition and Change

Lesson 6 Symbols of Power

featuring the poet Lorna Cervantes

Lesson 7 Happy Ideas

featuring poet Mary Szybist

Supplemental Art Lesson:

Study in Blue

Lesson 8 What are your Character Strengths?

featuring the VIA Character Survey

Supplemental Art Lesson:

Symbols of Strength

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

Year One, Session Two

The lessons in this session lead the group into deeper exploration of life experience and

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

provide a way to process, transform, and celebrate the year long GLOW experience.

Lesson 1 Goal Setting

and Mentor Interviews

Supplemental Art Lesson:

Prayer Bead Necklaces

Lesson 2 Being 12

Story Telling Through

Videos and Interviews

Lesson 3 Communicating Conflict

featuring poet Joanna Klink

Lesson 4 Self Esteem and Body Image

Supplemental Art Lesson:

Inside Out Body Drawing

Lesson 5 Handling Stress

featuring poet Audre Lorde

Supplemental Art Lesson:

Facing Fears

Lesson 6 Listening 101 - Bullying vs. Leadership

featuring poet Roxanne Beth Johnson

and videos at TeenLine Online

Supplemental Art Lesson:

Illustrate a Problem

Lesson 7 Emotional Wholeness

featuring poet Linda Pastan

Supplemental Art Lesson:

Dream Scapes, Surrealism

Lesson 8 Risky Behavior/Boys/

Decision Making

featuring poet Laura Kasischke

Supplemental Art Lesson:

Rewrite the Lyrics, Expectations

in LOVE and Relationships

Lesson 9 Fullness and Closure

featuring poet Cecelia Wolloch

Final Projects and Preparation

toward a Year End Exhibit

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


G.L. .W.




No Background

Lesson 1: Hello GLOW


GLOW Competencies: Creativity, Self Awareness, Communication


G.L. .W.


Facilitators and mentors whole group welcome

n Introductions. Mentors and Facilitators welcome the group and

initiate the session. Girls can be seated in a large circle with everyone at

the same level, staff and girls.

n Interviews. Facilitator and, one at a time, mentors, introduce

themselves briefly, invite questions from girls re: hometown, family,

university, life goals, interests, and welcome everyone to GLOW. When

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

Anna. I’d like to know _______________________________________


Facilitator leads whole group discussion. What is GLOW?

n Girls Leading our World. GLOW, an organization building a community

of girls across the globe, with our home in Orange County, CA.

Ask the girls: What does it mean to GLOW?

n To shine with a radiant light, soft, warm, healthy, feminine.

What does it mean to be a leader?

n One who understands, cares for, includes and inspires others; is a good,

clear communicator; action-oriented, confident, creative, problemsolving,

one who seeks out and finds solutions.

What do we do in GLOW?

n GLOW rituals include check-in time, the Box of GLOW group activities

include themed activities and discussion of themes important to

girls, reading selections of poetry for discussion that help us learn to

understand, appreciate and communicate with ourselves, one another

and others in our lives through art and other creative activities meant to

help you find your voice and express your authentic self.

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

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

What is a mentor? Why would having a mentor be important for

a young girl?

n Ask girls what they think a mentor is and does.

n Hear, repeat and respond to their questions with additional information.

Give the girls a copy and read aloud the handout on What is a Mentor?

Who are your mentors?

n Take time to come up with examples of mentors…ask girls to


n Learn about GLOW

n Administer pre-survey for

program assessment

n Get to know each other,


n Creative self expression

n Explore the importance of

having a mentor

n Practice active listening

n Develop oral presentation

and interpersonal

communication skills

Materials: Poster board

or white dry erase board,

prepared handouts

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

role model? Why or why not?

Mentors speak…

n Each mentor will take a turn describing what being a mentor means to

her… what she hopes to be and do and learn and why…and also share

stories of who has been a mentor in her life so far.

Group check-in: 10 minutes

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

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

Facilitators help mentors break into GLOW small group

n This can be done by counting off to the number of mentors in the

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

groups, do not mix younger and older girls in GLOW groups. Make an

effort to create groups outside of existing relationships so that girls can

make new friends.

Hello GLOW Writing Activity


n Take some time to get acquainted…small talk

n Ask girls to complete the Hello GLOW handout individually

n Everyone in group, including you, completes the survey

n Share. You will share yours first, adding and embellishing questions for

which you have more to say

n Ask girls to share theirs…with active listening (girl to left repeats what

she heard the girl next to her say before sharing hers)

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

pick and choose which sections of the questionnaire to feature on your

GLOW Group poster)

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

attach to poster


n At the close of each session,

one or more mentors will

circulate a GLOW box, a

shoe box size container.

n The box should contain

many small slips of blank

paper, cut and prepared


n Each girl is given one or

more blank slips of paper

and a pen or pencil.

n Explain that they are to write

something they appreciated,

noticed and would like to

tell the group.

n Girls are not to write

their names on their


n Mentors may find they

need to further explain

what is and what is not


someone is pretty all the

time or that she is their

best friend is not really

what we are looking for

here. You will want to avoid

cliques and exclusions

while encouraging creative,

authentic noticing and

gratitude for things that

happen, are said, are done

and are felt.

iPad activity—public speaking

n When girls are finished writing

their responses to the handout,

ask each girl to read while

another group member records

her reading on the iPad.

n View together each recording,

give feedback as to strength of


n Retake readings until the writer/

speaker is happy with her


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


Minimal encouragements

Sounds made to let one

person know the other is there

and listening. Such as, “Oh?”,

and “Really?” These little words

and gestures encourage the

speaker to continue talking.


A summary in your own

words of what you were told.

Usually, paraphrasing begins

with the words, “Are you telling

me…” or “Are you saying…”.

Paraphrasing helps clarify what

is being said and to let the

person know she is understood.



When sharing of questionnaire is complete in GLOW group, ask

girls to expand through free writing one of the statements on the

questionnaire. Encourage them to choose a statement from the page for

which they feel they have more to say. For example, if she would like to

say more about her mother, or the story of her birth, or perhaps what she

would like to learn how to do. The statement should resonate with her

deeply enough as to generate a longer personal narrative.


n Complete individual questionnaires

n Review the handout on active listening tips

n Share by reading aloud to GLOW group

n Ask the girl sitting to the right of the reader to respond to her using

one of the active listening tips (see handout)

n Return to write more deeply on one of the questions

n Share in GLOW group the extended narrative

n Share within the group, incorporating group active listening.

n Mentors can model deeper active listening at this point in the session.

n Conclude with a GLOW box.

Reflecting or mirroring asks for

more input without guiding

the direction of the GIRL’S thoughts.

Emotional labeling

Common phrases for you to

use are, “You sound…”, “You

seem…”, “I hear…” (emotion

heard by you). You do not tell

people how they are feeling,

but how they sound to you as

if they are feeling. Do not be

concerned about making a mistake

in labeling emotions. The

speaker will correct you and

will often appear grateful for

the attempt. Be aware of missing

emotions and listen for conflicts

in the feelings expressed,

especially if they appear inappropriate

to the situation.

Mirroring or reflecting

This is the technique of

repeating the last word or

phrase and putting a question

mark after it. This provides very

exact responses because you are

using the subject’s own words.

Reflecting or mirroring asks for

more input without guiding the

direction of the girl’s thoughts

and elicits information when

you do not have enough to ask

a pertinent question.

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


G.L. .W.




No Background

What is a “Mentor?”


With its roots in ancient Greek literature, the first appearance of


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

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

wise older man, to guide and advise Telemachus, the son Odysseus, whose

father is a missing warrior of the Trojan War, searching for home.

Over time, the word mentor evolved to mean trusted advisor, friend,

teacher and wise person. Mentoring is a fundamental form of human

development where one person invests time, energy and personal knowhow

in assisting the growth and ability of another person.

In life, a person may have many mentors, at different times and for

different purposes, depending on what type of guidance is required.

GLOW mentors serve as guides and trusted friends to support young

girls’ development into strong, self aware, confident young women. Like

Athena, GLOW mentors are equipped with the GLOW curriculum in the

arts and are trained in the art of wise friendship.

Mattei Athena at Louvre. Roman copy

from the 1st century BC/AD after a Greek

original of the 4th century BC, attributed to

Cephisodotos or Euphranor.

source: Wikipedia

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


G.L. .W.




No Background

What is Poetry? Poetry is the Art of Language.


In GLOW, we will read the poetry of fierce women poets, many of

them are very much alive, writing, publishing, and teaching at universities.

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

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

Discussion questions based or related to the subject matter of a poem

are meant to inspire your girls to dig deeply into their lives for material

and to get to the detail, meaning and messages we receive from our lived

experience. These poems and writing activities are meant to guide you on

the way to discovering the magical, mysterious, ever evolving you.

Most lessons based on poems will include additional activities related to

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

Girls and mentors can explore the university website to learn more about

U.S. colleges and universities. Activities will include the option of writing

a group or individual email to the poet to express reactions and views on

reading the poem and also to tell the poet about GLOW.

If you hadn’t already noticed, many of the quotes on the right were

spoken or written by famous male poets. The film Dead Poet Society

starring the late, great Robin Williams, is likewise male in character, style

and story.

Don’t be intimidated by the poetry! You needn’t worry

about being unfamiliar with reading and writing poetry.

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

playfully encounter the poem together, asking questions

and admitting when the language is a bit challenging,

unusual and different from what you are used to.. View

the poem as you would a piece of music or song lyric. The

poems are meant to spur connection, recognition, to open

conversation, curiosity and to inspire good conversation

and writing.

In GLOW, we will read the poetry of

fierce women poets, many of them are

very much alive, writing, publishing,

and teaching at universities.





n Poetry: the best words

in the best order.

—Samuel Taylor Coleridge

n A poem begins as a lump in

the throat, a sense of wrong, a

homesickness, a lovesickness.

—Robert Frost

n Genuine poetry can

communicate before it is


—T. S. Eliot

n If my poetry aims to achieve

anything, it’s to deliver people

from the limited ways in

which they see and feel.

—Jim Morrison

n Poetry is a way of taking life

by the throat.

—Robert Frost

n Painting is silent poetry, and

poetry is painting that speaks.

—Plutarch (Greek and Roman

philosopher 46-120AD)

n The poet is a professor

of the five senses.

—Federico Garcia Lorca

n Poems are “imaginary gardens

with real toads in them”

—Marianne Moore

n Poetry is language at its most

distilled and most powerful.

—Rita Dove

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


G.L. .W.




No Background

Sample Poems from Lesson One Hello GLOW


G.L. .W.

My name is a very patient roar.

I am a girl from the thoughts of those who have come before me.

My mother is a woman who helps me break walls with my words.

She teaches me to be graceful in spite of the flaws that I carry.

I was born into a land where most girls are insecure.

Where we feel lonesome, but yet we smile.

I am a great example of never giving up.

But I am not great at finding the words I have to say.

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

I would be a dove because I will symbolize the hope of love for yourself.

If I were not afraid I would jump and take the risks of breaking and

If I were not afraid I would be unstoppable.

I’d really like to learn how to speak the way I write.

One day the world will see me as I am.

—Shanya Olivares

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


G.L. .W.



No BackgroundWAY to


My name is rebellious.

I am a girl who rests on a bed of grass,


the daughter of an artist

who sees the artist in me.

He has taught me to appreciate

the beauty in what’s imperfect and unique,

like the quiet light of a rainy day,

the large ears of elephants,

sweet dreams like dancing gypsies,

roses like purple pearls,

and the jasmine that looks like

stars with teeth.

One day I will change the way people see the world.

Christina Diaz


G.L. .W.

My name is Samantha who dances with dragons

I am a girl from another sun

My mother is a woman who is quirky, funny,

and sometimes annoying.

She has taught me how to be happy with myself.

When I was born tears were shed.

I am an excellent artist and friend

But not such a great saxophone player…yet!

If I were a musical instrument, I would be jazzy and cool.

If I were an animal, I would be a cat.

I am most happy when I am with family and friends.

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

I’d really like to learn to conquer my fears.

One day I will surprise you!

Samantha Mondragon

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


G.L. .W.




No Background

n My name is _________________________________________________.


G.L. .W.


n I am a girl from ______________________________________________.

n My mother is a woman who ____________________________________.

n She has taught me how to ______________________________________.

n When I was born _____________________________________________


n I am an excellent _____________________________________________.

n But not such a great ___________________________________________.

n If I were a musical instrument, I would be a ________________________


n If I were an animal, I would be a _________________________________

because ____________________________________________________.

n I am most happy when I am ____________________________________.

n If I were not afraid, I would _____________________________________.

n I’d really like to learn how to ____________________________________.

n One day I will ________________________________________________


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


G.L. .W.




No Background

Lesson 2: You are my other Me—

Respecting GLOBAL the Self and Others


G.L. .W.

Supplemental Art Lesson


Lesson introduction

The Blind Partner Drawing is

an exercise that builds trust and

closeness between two partners. The

rules applied to the exercise require

participants to let go of expectations

of a “good drawing” and work in a

different way.

In a blind drawing, the person

drawing looks at their model

slowly and continually without

looking at the paper, the person

drawing attempts to keep her hand

connected to her paper at all times,

as her eye is continually connected

to her subject (the person being

drawn). Her eye should move slowly

enough that her hand can keep up

- she is creating a map, where her

eye travels, her hand follows. As

she draws, she adds more and more

information as her eye studies her

subject. How does the hair connect

to the nose, to the lips, to the neck,

to the shoulder, to the ear, back to

the hair…? As her eye looks from

nose to mouth to ear to eye, her

marker maps those lines - a blind

drawing of a face is full of lines,

curved lines across a cheek, straight

lines from eye to eye… This is a

portrait and a map.

Never looking at her paper or

lifting her hand during the drawing

time, her drawing should reflect

movement and accumulated

information. While an impression

of the subject will show up in the

drawing, the goal is not to make

a representative portrait of her

partner, but to give evidence of her

time looking.

While drawing, take many deep

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

and added colors and emphasis to sections they were interested in, creating another layer to the

original drawing.

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

eaths to stay slow and focused. In

addition to concentrated looking,

this activity builds a trust and

intimacy between the two partners

as, with vulnerability, each partner

is required to draw in front of the

other and permit themselves to be

studied and drawn.



n Hand-eye coordination

n Trust of yourself: trust of

intuition, trust your hand,

trust your eye

n Non-judgment, process

emphasis, non-outcome

based engagement

n Meditation, slowness,

breathing, focus

n Non-verbal communication

n Intimacy and trust between


Supplies: 3 to 4 sheets of large

newsprint for each girl, a few

markers (only one is needed

for each girl at a time), timer or


Activity instructions

Girls are paired in partners, sitting across from each other. Facilitator

reminds everyone to breath and relax, each girl will draw their partner in the

blind drawing style (described above) for increasing intervals of time. Begin

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

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

is possible).

Reminders for facilitators

Remind those drawing to breathe and not tense up in their shoulders,

arms, or hands.

Each time you extend the time and begin a new round of the blind

drawing activity, remind the ones drawing to keep their hand continually

connected to the paper and their eye continually connected to their partner.

This will be hard for everyone.

If you are being drawn, it might feel exposing to have someone look at you

for a sustained amount of time. Remind the participants that this is to be

expected. Remind them to take a deep breath and try to take in this attention

as a loving and caring. Remind those drawing to take a deep breath and send

love and gratitude to their partner as they draw them.

Part of the desired outcome of this exercise is to challenge you and the

students you are leading to let go of expectations about how a drawing or

image is “supposed” to look. Attempting to draw something very realistically

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

to seeing and drawing and authentic art isn’t always the most realistic. This

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

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

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

are successful to the degree that that rule has been followed.

Blind Drawing

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


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

amount of time? Is it attention that makes you feel cared for and seen?

Or self-conscious?

2. What impressions about your partner did you get while drawing them?

Could you sense your partners mood and feelings? Did you learn

something new about your partner?

3. Write her one or two compliments that come from the new information.

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

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

ear in a delicate and beautiful shape! It reminds me of a seashell. “

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

little scar on your forehead? Does your mom have freckles? Who do you

look most like in your family?



The following poem and

artwork on this page were

created in response to Session

One, Lesson 3 Celebrating the

Self “I mean…I…can fly”

I am a ray of sunshine

I was a deer who ran away

from lions

I can be the rain; so helpful

and healing

I feel as free and

independent as an eagle

I am as imaginative as water

I know I am as loving and as

artistic as a flower

I will be wise as an owl in

my actions

I have a mother who is as

protective as a crocodile

I don’t need a man to

complete me

I wish I could make books

come to life

I want people to understand

their own value

One day I will roar like a


—Abby Juarez

The paintings, left, were created to celebrate

the self: Session 1, “I mean…I…can fly”

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

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


G.L. .W.




No Background

Lesson 5: Transformations and Migrations


GLOW G.L. Competencies: .W. Self Awareness, Love of Learning,

Communication, Relationships


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

n Whole group check-in with cultural, ethnic or community identity. For

example: my family is Mexican-American.

n GLOW group read poet bio and background for poem aloud and discuss

the cultural significance of the monarch butterfly

n Watch the video representation and reading of poem on iPad

n Discuss the composition and how the girl made the video

n Read the poem as it is printed and discuss questions

n Mentor reads the paragraph about the butterfly

n Discussion questions re: cultural relevance of poem

n Read and discuss the chameleon and questions

n High school read about Stanford University and visit website

n Complete Who Are Your People writing exercise

n Art Activity based on Aztec symbols

n GLOW Box and whole group sharing


n Read a poem for imagery

and symbolism

n Explore changes and

transformations of identity

n Identify with a community

and culture

n Explore ancient Aztec

beliefs and language

n Learn about Stanford

University’s Chicano history

n Learn about the monarch

butterfly’s migration

n See migration as a natural


n Enhance self esteem

through cultural identity

The activities in this lesson can

be extended over several sessions.

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


n Who is the speaker? Who are “we”? From what culture and place?

n Who are the Aztecs? Google it if no one knows!

n Name some of the things and images in the poem that describe what

“we are”

n What line or image do you like best? Why?

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

hear etc?

Mentors, Read aloud

The metamorphosis of the butterfly is a powerful symbol for

transformation of the self. Over and over again, we begin a new phase

in our lives, emotionally, socially, intellectually and at times, physically.

Think about how we deal with new schools, teachers, friends or moving

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

these new circumstances? To progress into our full, authentic nature, we

often need to withdraw from outside pressures and conflicts and look

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

spectacularly colored and able to fly.


n How do you deal with change?

n Can you think of times in your life in which you have faced difficult


n What are some changes you are going through now?



n Free Write on the idea of change


n Make a word list from the poem,

choosing words that you like, and

sorting them according to nouns,

verbs, adjectives.

n Rearrange these words into a new

poem, adding words to make

phrases and sentences. Start with

the line: Change is like…

image source: Wikipedia

We all have to adapt to new experiences and challenges.

Think about how we deal with new schools, teachers, friends

or moving to a new home.

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


G.L. .W.


G.L. .W.




No Background

The title of today’s poem, Zacuanpapalotls, is the

AZTEC word for the monarch butterfly.

Thousands of Mexicans believe that the souls of the dead are reborn as

zacuanpapalotl—the Aztec name for monarchs.

n Monarchs travel over 3,000 miles in their migration, an average of 100

miles per day.

n If the monarch butterfly has spent the summer east of the Rocky

Mountains, it will travel to the Sierra Madre Mountains of Mexico. Here,

they are known as Mariposa monarca and will spend the winter days from

October to late March in the warm, unique habitat of oyamel fir trees

(Abies religiosa). (Credit: US Fish and Wildlife Service)

Brenda Cárdenas’ books of

poetry include Boomerang and

From the Tongues of Brick and Stone.

She also co-edited the anthology

Between the Heart and the Land /

Entre el corazón y la tierra: Latina

Poets in the Midwest. Her poetry

often blends Spanish with English

to give voice to her Latina culture,

heritage and language. She was

born and raised on the south

side of Milwaukee, Wisconsin

where in the 1940s, her Mexican

grandparents, Jose and Mercedes,

opened Cárdenas Grocery at S. 6th

and Walker Streets--one of the first

to sell Mexican, Puerto Rican and

American foods.”

Education: MFA, Creative

Writing-Poetry, University of

Michigan-Ann Arbor, 1995BA,

English, University of Wisconsin-

Milwaukee, 1987.

Work: Cardenas is a professor

of English at the University of


Path of the Monarch

credit: US Fish and Wildlife Service


n Watch a video

reading of the poem created by a young girl.

n Discuss how to make a video like this one. Would the girls like to try

making a video representation of a poem?

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


G.L. .W.




No Background



(in memory of José Antonio Burciaga, 1947-1996)


G.L. .W.

We are chameleons.

We become chameleon.

—José Antonio Burciaga

We are space between—

the black-orange blur

of a million Monarchs

on their two-generation migration

south to fir-crowned Michoacán

where tree trunks will sprout feathers,

a forest of paper-thin wings.

Our Mexica cocooned

in the membranes de la Madre Tierra

say we are reborn zacuanpapalotls,

mariposas negras y anaranjadas

in whose sweep the dead whisper.

We are between—

the flicker of a chameleon’s tail

that turns his desert-blue backbone

to jade or pink sand,

the snake-skinned fraternal twins

of solstice and equinox.

The ashen dawn, silvering dusk,

la oración as it leaves the lips,

the tug from sleep,

the glide into dreams

that husk out mestizo memory.

We are—

one life passing through the prism

of all others, gathering color and song,

cempazuchil and drum

to leave a rhythm scattered on the wind,

dust tinting the tips of fingers

as we slip into our new light.

Monarch Butterflies, Mexico

credit: Photograph by Joel Sartore, National


“Zacuanpapalotls” from Boomerang.

Copyright © 2009 by Brenda Cardenas. Reprinted

by permission of Bilingual Press/Editorial Bilingüe,

Tempe, Arizona

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


G.L. .W.




No Background



G.L. .W.

n Why does the chameleon change color?

n Are you like a chameleon? How and why?

n Do you sometimes have to change who you are to fit into social

surroundings? What are some examples?

n What is the downside of blending in? What is lost ?

We all have to adapt to new experiences and challenges.

This is how we grow. However, there are times when we know we are not

able to be ourselves. What do you lose when you change who you know who

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

an example or an image to help convey these feelings?

Ask girls to write in their notebooks answers

to the following questions:

1. When I am alone with myself and my thoughts I am__________________



The chameleon is a mysterious

animal that can change colors to

communicate to other chameleons

and also to blend in with its

surroundings (camouflage) as a

way to protect itself. It can also look

in two directions at once. Armed

with a tongue you have to see to

believe, the chameleon may be one

of the most adaptable reptiles on the


2. When I am with others I am ____________________________________


3. When I go to ________________________________________I am more

_________________________________because ___________________


image sources: top,


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


G.L. .W.




Brenda Cardenas has dedicated



poem to José Antonio “Tony”

Burciaga G.L. (1940 -.W.

October 7, 1996).

He was a Chicano artist, poet, and

writer from El Paso, Texas who

explored issues of Chicano identity

and American society. At Stanford

University in California, Tony and

his wife Cecilia became Resident

Fellows in Casa Zapata, a unique

Chicano theme dormitory where

approximately half of the residents

were Chicano undergraduate





No Background


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

n Why is it significant that Tony Barciaga established a Chicano themed

dormitory at Stanford University?

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

for who you are. Say them and write them down. What other groups can

you think of?

n What are the characteristics of that group? What things do you all like to

do? What things do you not like to do? What do you dream about, wish

for, live for?


n Can you be the voice of your people? Complete the lesson handout.

n Who are your people? What group best identifies who you are? Describe

this group. Be creative and descriptive.

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

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

rate of 5.07% for the 2018 Class. Explore the Stanford website:

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


G.L. .W.


G.L. .W.




No Background

Give It a Title:

Who Are Your People?

We are _______________________________________________________




We are open minded birds

that soar through

the wind of creativity.

We are the trunks of

elephants that stretch

all the way to the sky.

We search from rock to

rock to find

new ways to run and fly.

Our minds are alive with

gadgets and levers

we write from our hearts

on a blank sheet of


—GLOW house 2015

Our _________________________________________________________



We have been __________________________________________________



We are becoming _______________________________________________



and will be ____________________________________________________


image credit: ©Kim Smith 2006,


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

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


G.L. .W.




No Background

Lesson 7: Happy Ideas


GLOW G.L. Competencies: .W. Creativity, Self

Awareness, Self Care, Love of Learning,

Emotional Intelligence, Communication

The poem “Happy Ideas” is foundational reading for GLOW as it

demonstrates and enacts several core principles. The poem explores the

nature of creativity and the ability to happily entertain one’s self by quietly

noticing and interacting with our surroundings and ways of activating

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

soul if not the self realizing itself alone and also very aware and in touch

with the world around and inside us?

The Happy Ideas theme and content is especially resonant during the fall

and winter holidays.


n Read aloud intro to lesson re: poet, contemporary art of Duchamp.

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

have been soothing for the artist? Is it soothing to create art?

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

things they do or could do to sooth themselves when they are upset or

worried or feel alone. This check-in is powerful to framing the lesson

and to help girls recognize their own good coping skills. Girls will say

they listen to music, take a walk, draw, write, call a friend…


n Read poem Happy Ideas.

n Discuss questions.

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

associated with unhappy times.

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

n Using iPads, create photos for group Happy Videos.

n Additional activity: create Happy Ideas painted balloons art activity.


n Share videos with whole group

n GLOW box


n Explore the nature of

creativity and inspiration.

n See connections between

poetry and visual art.

n Self reflective writing and


n Create videos and iMovies on


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


G.L. .W.




No Background


G.L. .W.

Mary Szybist is an American poet.

She grew up in Pennsylvania.

Education: B.A. and M.T. (Master

of Teaching) from the University of

Virginia and M.F.A. (Master of Fine

Arts) from the The University of

Iowa Writers’ Workshop.

Work: Szybist is an Associate

Professor of English at Lewis &

Clark College in Portland, Oregon

and a member of the faculty at

the Warren Wilson College MFA

Program for Writers. She has

also taught at Kenyon College,

the Tennessee Governor’s School

for Humanities, the University of

Virginia’s Young Writers’ Workshop

and West High School in Iowa City.

She has been a Visiting Professor

at the University of Iowa’s Writers’

Workshop and will be the Holloway

Poet at the University of California

at Berkeley in the fall of 2016.




I had the happy idea to fasten a bicycle wheel

to a kitchen stool and watch it turn.


I had the happy idea to suspend some blue globes in the air

and watch them pop.

I had the happy idea to put my little copper horse on the shelf so

we could stare at each other all evening.

I had the happy idea to create a void in myself.

Then to call it natural.

Then to call it supernatural.

I had the happy idea to wrap a blue scarf around my head and


I had the happy idea that somewhere a child was being born who

was nothing like Helen or

Jesus except in the sense of changing everything.

I had the happy idea that someday I would find both pleasure and

punishment, that I would know them and feel them,

and that, until I did, it would be almost as good to pretend.

I had the happy idea to call myself happy.

I had the happy idea that the dog digging a hole in the yard in the

twilight had his nose deep in mold-life.

I had the happy idea that what I do not understand is more real

than what I do,

and then the happier idea to buckle myself

into two blue velvet shoes.

I had the happy idea to polish the reflecting glass and say

hello to my own blue soul. Hello, blue soul. Hello.

It was my happiest idea.

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

The Permissions Company, Inc. on behalf of Graywolf Press, Minneapolis, Minnesota,

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


G.L. .W.





An epigraph is a quotation TM by

another G.L. writer usually .W. placed at the

beginning of a poem beneath the


Mary Szybist, in the epigraph to

“Happy Ideas,” uses a quote by the

famous conceptual artist Marcel

Duchamp. By referring to Duchamp’s

inspiration for his work Bicycle

Wheel, she is saying that her poem,

in turn, takes its inspiration from his

idea and statement. In other words,

she is saying if Marcel Duchamp can

do this, I can too!

“In 1913,” recalled Marcel

Duchamp, “I had the happy idea to

fasten a bicycle wheel to a kitchen

stool and watch it turn.” When

Bicycle Wheel was first displayed,

Duchamp encouraged viewers to spin

the wheel. He said, “To see that wheel

turning was very soothing, very

comforting… I enjoyed looking at it,

just as I enjoy looking at the flames

dancing in a fireplace.”




No Background

“To see that wheel turning was very

soothing, very comforting…”



A void is a completely empty space.

Spiritual mystics have said all

possibility exists in the void. That

is to say, when there is nothing,

everything is possible.

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

image source: MoMA Learning


If Marcel Duchamp can do this,

I can too!

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

Happy Ideas Activities


Read poem line by line/image by

image. What do you see, hear, feel

in each of these moments? Could

you draw this image? Or act it out?

(Alternate idea for video would be

to make a video based on the poem

itself…dance, movement, emotion).


n What is the emotional significance of the color blue?

n How many times is the color blue mentioned in the poem? Name the blue


n Why are these happy ideas?

n Why is saying hello to her own blue soul her happiest idea?

n What does this say about the benefits of being alone with your thoughts

and surroundings?



n Make a quick, short list of 5 to 10

times in your life in which you

felt HAPPY. Try to capture these

times with general info…where

were you, who was with you,

how old were you, what were you


n Share one or more of these

memories with your group.

n Make your own list of happy

ideas…creative thoughts and

things you do when you have

time to be yourself…Use your

powerful, creative imagination!!!

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



Happy Ideas art activity

Materials: Balloons (large,

un-inflated), acrylic paint and

paint brushes, string or yarn.

You can use colored markers

instead of paint but paint is a

little more imaginative and fun.

n Recall the first line of the poem

“I had the happy idea to suspend

some blue globes in the air and

watch them pop.”

n Girls will inflate a balloon, tie it

off and paint it or decorate it with


n When finished, suspend the

balloons from a tree or tie them

together and hang them from the

ceiling or high shelf.

n Take photos of the display and the

girls! Send the photos in an email

to the poet!

Multi Media Activity

n Record a short video of yourself

describing what makes you


n For ideas, watch this cool video

from Greater Good and The

Science of Happiness* and our

own GLOW: What Makes Me

Happy video.*

n GLOW will put together a mini

lesson in how to make an iMovie

on iPad.

n Conclude in whole group

reflection and sharing of today’s

activities and creations!


n Visit the website for Lewis and Clark College in Portland, Oregon, where

Mary Szybist is Associate Professor:

n Visit Mary Szybist’s professional homepage, discuss its design and watch

her videos:

n Share what you discovered about the college and the poet in whole group.

n Conclude with GLOW Box.

Grand Opening of The GLOW House in Santa Ana, CA. June, 2014


Greater Good and the Science of Happiness:

Grand Opening of the GLOW House in Santa Ana:


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


G.L. .W.




No Background


I had the happy idea to forget about my insecurities and laugh.

I had the happy idea to grasp new dreams and pull them in to me.

G.L. .W.

I had the happy idea to tape a smile on my face.

I had the happy idea to say I love you to my mom.

I had the happy idea to scare myself and be happy.



I had the happy idea to make friends and be joyful.

I had the happy idea to write like I’ve never written before.

I had the happy idea to talk and feel welcome.

I had the happy idea to make art in a joyful arena.

I had the happy idea to laugh at all the memories we made.


I had the happy idea to enroll into GLOW.

I had the happy idea to join a drum circle.

I had the happy idea to twist and bend my body in yoga.

I had the happy idea to put on an apron and cook.

I had the happy idea to sculpt a grizzly bear and her friend, the



I had a happy idea to get up and dance in front of everyone.

I had a happy idea to have a photo shoot in our backyard.

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

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

I had the happy idea to sing along with the Fireworks song!

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


G.L. .W.




No Background


G.L. .W.


Sue is an award winning poet, author of the Poets of El Sol, editor and

publisher of several anthologies of poetry including Mind’s Eye and Journey

Work of Stars. With fifteen years serving the youth of Santa Ana, CA, Sue

has previously served as Director of Programming and Publications for the

Humanities Out There program at UC Irvine where she later

founded the UCI Poetry Academy. She has received grants

for poetry projects and curriculum development from the

University of California, the California Humanities Council, and

the Picerne Foundation. She is the founder of the non-profit

poetryXchange and the Poetry for Democracy Project. Since

2003, Sue has been the director UC Irvine’s UC Links program,

the Orange County branch of a statewide network of innovative

educational programs, now in partnership with Global G.L.O.W.

Sue’s own poetry is stylistically experimental, explores and

confronts historical and contemporary representations of the feminine,

motherhood, daughterhood, and often depicts extremes in weather. Her

poetry has appeared in various literary journals including Faultline, Alaskan

Quarterly Review, Kalliope Journal of Women’s Writing, Metonym and

online at Zocalo Public Square.

She holds a Bachelor of Art in English with Honors in Humanities and a

Master of Fine Arts in English from the University of California, Irvine,

where she taught writing for seven years.

She is the single mother of two grown daughters and lives in Huntington

Beach, CA with her little dog, Keeper.


Carrie Cook is an artist from Texas based in Los Angeles.

Through painting, sculpture and altered photographs, her

work considers levels of absence and presence as well as

spatial and emotional distances and intimacies. In addition to

making art, she works as an educator, working specifically with

middle school and high school girls by using art programming

toward their own empowerment.

Carrie holds a Bachelor of Fine Art from the University of

Texas, Austin and a Master of Fine Art in Studio Art from the

University of Houston.

Girls Leading Our World


G.L. .W.

Overview of the G.L.O.W. Program for Girls Grades 6 -12

with SAMPLE Lesson Plans, Poetry and Art


G.L. .W.




No Background

by Sue Cronmiller with supplemental art lesson by Carrie Cook

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