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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