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future_fabulators:scenario_building_as_lucid_dreaming [2014-06-02 15:58] – majafuture_fabulators:scenario_building_as_lucid_dreaming [2014-06-05 16:53] – maja
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 ==== Scenario Building As Lucid Dreaming ==== ==== Scenario Building As Lucid Dreaming ====
 +
 +=== Day 1 ===
  
 11:00 - 11:10 framing: brief, lucid dreaming, scenario processes, instructions for participants (see [[lucid dreaming a storyworld]]) 11:00 - 11:10 framing: brief, lucid dreaming, scenario processes, instructions for participants (see [[lucid dreaming a storyworld]])
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 15:10 - 15:30 what are the inhabitants’ problems and what their dreams? 15:10 - 15:30 what are the inhabitants’ problems and what their dreams?
  
-  * each person takes one character, reflects on the character for a couple of minutes, tries to move into the character, embody it… conversations in pairs, role-play each of the characters as if they just saw each other on the train platform. you know that you have a deep sense that you know them, but don’t remember who they are.  they start talking to you about their deepest problems and their dreams - don’t think, just see what comes out.  report the other character’s dreams and problems.+  * each participants takes one of the 'exquisite corpse' inhabitant descriptions, imagines what they might be like, what their dreams and problems might be 
 +  * share problems and dreams with the group, facilitator summarises on the blackboard 
 +  * (this was planned, but due to an unexpected schedule shortening, was not executed: each person takes one character, reflects on the character for a couple of minutes, tries to move into the character, embody it… conversations in pairs, role-play each of the characters as if they just saw each other on the train platform. you know that you have a deep sense that you know them, but don’t remember who they are.  they start talking to you about their deepest problems and their dreams - don’t think, just see what comes out.  report the other character’s dreams and problems.)
  
 +++ blackboard, chalk, CLA template +++ +++ blackboard, chalk, CLA template +++
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-day 2+=== Day 2 ===
  
 ---- ----
  
-09:30 - 10:00 what is the inhabitants’ relationship with their environment?+09:30 - 09:50 transporting back into the world
  
-  * go outside, Look at the ground underneath your feet. Does it look normal or not?+  * make yourself comfortable, close your eyes, focus on breath,  
 +  * thich nhat hahn's meditation breath-grass-mountain-lake-space 
 +  * visualisation of the world (facilitator reads out the description) 
 +  * look around - what can you smell, touch, hear, see, taste? 
 +  * come back, open your eyes
  
-  * walk around and think about how the inhabitants might be relating to their environment - are they in balance with it it, seeing it as a source, a threat, wilderness…+----
  
-  * come back and create an affinity map with words and short sentences. +09:50 - 10:10 what is the inhabitants’ relationship with their environment?
  
-+++ blackboard, chalk, CLA template ++++  * Look at the ground underneath your feet. Does it look normal or not? 
 + 
 +Free association  
 +  * what is the environment like in the world? what about the climate? weather?  
 +  * what is the geography like? 
 +  * how are the inhabitants relating to their environment? are they in balance with it it, seeing it as a source, a threat, wilderness?  
 + 
 + 
 ++++ big paper, marker - add to what is the world like? +++
  
 ---- ----
  
-10:00 - 10:30 what ideologies and values do you see emerging? are there different civilisations or other groups?+10:10 - 10:40 what ideologies and values do you see emerging? are there different civilisations or other groups? how do the inhabitants relate to each other? 
  
-  * each person writes down one or more ideologies on large post-its. +  * each person writes down one or more groups, civilisations+ideologies on post-its.  
 +  * facilitator takes the post-its, then interviews the group with 5 whys.  
 +  * write names of groups, civilisations and ideologies on blackboard
  
-  * facilitator takes the post-its, then interviews each person with 5 whys. someone else takes notes on post-its. +Free association 
 +  * how do different groups/civilisations/ideologies relate to each other? 
 +  * how do they relate to the environment and world as a whole?
  
-  * post-its on blackboard 
  
 +++ post-its, pens, blackboard, chalk, CLA template +++ +++ post-its, pens, blackboard, chalk, CLA template +++
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 ---- ----
  
-10:30 - 10:50 how do the (different) inhabitants feel about their world?+11:50 - 12:50 what is/are the myth(s)/archetypes on which the (different) culture(s) developed? how do the (different) inhabitants feel about their world?
  
-  * facilitator summarises what the world is like, who lives in it, what are their hopes and dreams, what systems are there and what ideologies. while listening the participants should note down what feelings emerge in them (either as themselves or imagining they’re one of the inhabitants) and write them down on post-its. cluster feelings in 'worldview layer'.+  * split in 2 groups (pick a piece of paper from a hat, there are papers with squares and circles 
 +  * each group comes up with a sketch for a story about the world, as headlines from the newspapers  
 +  * present newspapers to the whole group  
 +  * facilitator summarises in the myth layer
  
-+++ post-its, pens, blackboard, chalk, CLA template +++ 
  
-----++++ a4 papers, markers, post-its, blackboard, chalk, CLA template +++
  
-10:50 - 11:20 what is/are the myth(s)/archetypes on which the (different) culture(s) developed?+---- break
  
-  * looking at the different feelings about the world and the ideologies, systems, dreams and problems, try to collectively find one or more titles to the scenario(s) - memorable sentences that sum up all of the above… 
  
-+++ blackboard, chalk, CLA template ++++13:00 - 13:30 a day in the life of...
  
-----+  * split in 3 groups 
 +  * pick one of the inhabitants 
 +  * describe a day in the life of this inhabitant. what do they do, who do they encounter, how do they feel, what do they wear, eat, where do they live, work... (20 mins) 
 +  * share the stories 
 +  * facilitator summarises (on A4 pieces of paper)
  
-20 min break (stop 'being aware of the dream', move onto steering the dreams) 
  
-----+---- 
  
 +13:30 - 13:45  a lucid dream / participant journey
  
 +(the other parts took a longer time than planned, so this part has been shortened
 +  * each participants writes down how they might experience the world in a lucid dream (20 minutes). use words, images, drawings...
 +  * everyone shares their experiences of the world
 +  * facilitator summarises (on A4 pieces of paper))
  
-11:40 - 12:30 work through all layers from myths to litany to create alternative possibilities. look at scenarios emerging horizontally across layers (instrumental/empirical, systems/policy, ideologies/perspectives, myths, archetypes & stories). choose ones that look most promising.+  * spend a few minutes contemplating all the aspects of the world 
 +  * if you were a lucid dreamer - what would you do in this world?
  
 ---- ----
  
-12:30 - 14:00  incasting/flesh out the smaller set of scenarios as (beginnings of) physical narratives and/or prehearsals+13:45 - 14:00 what is the name of the world?
  
----- 
  
-lunch+  * look at the different stories and feelings about the world, together the ideologies, systems, dreams and problems,  
 +  * collectively find a name for this world, and/or a slogan that summarises it 
 + 
 ++++ blackboard, chalk, CLA template +++ 
  
 ---- ----
  
-14:00 - 14:30 concluding discussions and suggestions for next steps.+lunch: concluding discussions and suggestions for next steps.
  
 ---- ----
  • future_fabulators/scenario_building_as_lucid_dreaming.txt
  • Last modified: 2015-05-20 09:26
  • by alkan