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SAMPLE ACTIVITY – WHOLE GROUP CHECK-IN EMOTIONAL AWARENESS Welcome girls n Once seated and settled, facilitator asks girls to name some of the emotions a person can feel. This discussion opens the way to creating an environment in which girls’ feelings and internal experiences are welcome, valued and accepted. These conversations expand girls’ emotional vocabulary, while pushing for more and more precise words, different words, more honest words. n As girls offer suggestions for emotion words, create a list on the white board or have them write a list on their papers…words to describe a mood or emotional feeling…brainstorm together a list of good, commonly understood words. Visualization/centering—facilitators guide n Read aloud in a calm, strong voice: Close your eyes. Take a few deep breaths. Once you reach a quiet state of inner awareness, focus on your feelings and emotions. Stay with the feeling. Allow it to let itself known to you. Did you do something or did something happen today which caused you to feel a strong emotion? n Visualize what you are feeling. Where do you feel this feeling in your body? What is it doing? What does it look like? What does it sound like? If it could talk, what would it say? What does the feeling feel like? Is it warm or cold? Is it large or small? n Share your feelings in whole group check-in. GLOW BOX— THE BOX OF ANONYMOUS COMPLIMENTS n The GLOW Box ritual concludes and closes each GLOW lesson. n At the close of each session, one or more mentors will circulate a GLOW box, a shoe box size container. n The box should contain many small slips of blank paper, cut and prepared beforehand. n Each girl is given one or more blank slips of paper and a pen or pencil. n Explain that they are to write something they appreciated, noticed and would like to tell the group. n Girls are not to write their names on their compliments. n Mentors may find they need to further explain what is and what is not appropriate…saying someone is pretty all the time or that she is their best friend is not really what we are looking for here. You will want to avoid cliques and exclusions while encouraging creative, authentic noticing and gratitude for things that happen, are said, are done and are felt. 12 Cronmiller / Way to GLOW, Year 1, Session 1
Recurring GLOW Activities and Practices Interviews and Mock Talk Shows When meeting new mentors, guest visitors or new girls, interviews are an excellent way to promote conversation and to practice and gain confidence in social and communication skills. Girls think of good questions to ask someone new. They consider what makes a person unique and interesting and also how to strike up conversations with people they do not know. Mock talk shows help girls ask one another questions they wouldn’t think to ask under every day circumstances. Often children spend years together in school without really knowing the details of one another’s lives. Talk show activities occur in the curriculum as catalysts to further discussion on themes and issues raised in the lessons. These talk show activities encourage creativity and improvisational skills while also promoting the use of the iPad as a way to film and record GLOW moments. Free writing/Journaling Free writing is the practice of allowing one’s self to process, freely, and without judgement, the “ noise” and self talk that builds up in our minds each day. To free write, the rule is to write, without stopping, and without censoring yourself, for a designated period of time. Or, you can simply commit to filling a page or two or three with unstructured thoughts, phrases or words. Over time, this practice helps girls to see their own thought patterns, multiple internal voices and communication gate keepers. Unlike a diary which often depicts linear, daily updates, employing the practice of free writing in a journal confronts and destabilizes external expectations and limitations for self expression and allows for a more intimate knowledge of the self through writing. When done regularly, the practice of free writing can create a body of material that is truly one’s own. This material, then, is there to mine for further reflection and revision into poetry or art. Mindfulness/visualization GLOW integrates visualization and mindfulness exercises throughout the curriculum to help girls engage more deeply with the lesson material and to achieve lesson objectives in social and emotional learning. Studio art GLOW Art Lessons, designed and tested by professional artists, accompany most lessons with additional activities in creative self expression that are tied to lesson content and objectives. Digital and multi-media activities GLOW sites are equipped with iPads (or appropriate digital devices) for each mentor led GLOW group. GLOW lessons include activities in photography and digital story telling using iMovie and other video apps to promote girls’ technological saavy and digital media skills. These activities help program staff document and celebrate GLOW memories and meaningful responses to activities. Mentor-designed workshops Our mentors are a talented group and are encouraged to prepare workshops and lesson plans that reflect each of their own particular interests and talents. Our mentors have designed workshops in dance, folk art, and digital story telling, for example. Extending lesson plans Each lesson provides a variety of activities that can be used to extend the lesson theme to multiple sessions/weeks. Each site can and should use the lesson materials to deliver a program at its own pace, calendar and in relation to the local culture. Please feel free to sculpt the program to fit your own needs and interests. Cronmiller / Way to GLOW, Year 1, Session 1 13
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