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future_fabulators:scenario_building_as_lucid_dreaming [2014-06-03 06:34] – maja | future_fabulators:scenario_building_as_lucid_dreaming [2014-07-29 16:15] – [Scenario Building As Lucid Dreaming] maja | ||
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==== Scenario Building As Lucid Dreaming ==== | ==== Scenario Building As Lucid Dreaming ==== | ||
- | 11:00 - 11:10 framing: brief, lucid dreaming, scenario processes, instructions | + | Note: These are facilitators' |
+ | ==== Day 1 ==== | ||
+ | === Framing === | ||
- | ---- | + | 11:00 - 11:10 framing: brief, lucid dreaming, scenario processes, instructions for participants (see [[lucid dreaming a storyworld]]) |
+ | === Broadening awareness === | ||
- | (move into opening awareness) | ||
11:10 - 11:20 meditative, focusing exercise - sensory-scan | 11:10 - 11:20 meditative, focusing exercise - sensory-scan | ||
- | * broadening the beam of light: breath, body, room, hearing, seeing, thoughts & feelings, 360 degrees. | + | * broadening |
- | ---- | + | === What's in the box? === |
- | (move into being aware of dreams and letting them flow, observing what happens) | + | Exercise for becoming |
11:20 - 11:40 what’s in the box? | 11:20 - 11:40 what’s in the box? | ||
- | * facilitator | + | * the facilitator |
- | * facilitator pulls one person at the time from the group and asks: what’s | + | * When the questions have been answered, |
- | * facilitator | + | * One by one, the facilitator |
- | * the facilitator | + | * The facilitator observes what happens and subtly supports the participants if s/he sees they are blocked or uncomfortable (give them another box, suggests they lift it above their heads to feel the weight, shake it, put their hands in it...) |
+ | |||
+ | * After some minutes, | ||
+ | |||
+ | * Once everyone has spoken and is sitting down, the exercise is over. | ||
+ | |||
+ | * The facilitator reads the list of contents from everyone' | ||
+ | |||
+ | * If appropriate a reflection on the exercise can happen now, otherwise move to the next stage. | ||
+++ notebook, pen +++ | +++ notebook, pen +++ | ||
- | ---- | + | {{> |
+ | |||
+ | === Known === | ||
11:40 - 11:50 what do we know ? | 11:40 - 11:50 what do we know ? | ||
* facilitator writes down things 'found in boxes' on a larger piece of paper | * facilitator writes down things 'found in boxes' on a larger piece of paper | ||
+ | * short discussion about the ' | ||
+ | * time allowing (not in our exercise at TU), you might want to make a map/ | ||
+++ large piece of paper, marker, KPU template +++ | +++ large piece of paper, marker, KPU template +++ | ||
- | ---- | + | === Presumed === |
11:50 - 12:10 what can we presume? | 11:50 - 12:10 what can we presume? | ||
- | * free association (brainstorming); structured (in a circle, ball - throw it to someone you want to hear) | + | * free association (brainstorming) |
+ | * structured | ||
+++ ball, large piece of paper, marker, KPU template +++ | +++ ball, large piece of paper, marker, KPU template +++ | ||
- | ---- | + | |
+ | === Unknown === | ||
12:10 - 12:25 what is unknown? | 12:10 - 12:25 what is unknown? | ||
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* Look at your hands, feet, legs, etc. Are they the usual shape? Do you have the right amount of digits? Is any part of your body disfigured? | * Look at your hands, feet, legs, etc. Are they the usual shape? Do you have the right amount of digits? Is any part of your body disfigured? | ||
- | * when you dream, sometimes your body has a different shape. take on a dreamlike shape and put yourself in that positing for a while, then look at what is known and presumed. spend a few moments in silence in this position and keep asking yourself - what do i not know, but would like to know? come back to normal position and speak the questions out loud & facilitator adds the questions | + | * when you dream, sometimes your body has a different shape. take on a dreamlike shape and put yourself in that positing for a while, then look at what is known and presumed. spend a few moments in silence in this position and keep asking yourself - what do i not know, but would like to know? |
+ | * come back to normal position and say what is unknown to you about this world at present | ||
+ | * | ||
+++ large piece of paper, marker, KPU template +++ | +++ large piece of paper, marker, KPU template +++ | ||
- | ---- | + | {{> |
+ | |||
+ | === Visible aspects === | ||
12:25 - 12:45 what does the world look like (focus on visible, physical characteristics)? | 12:25 - 12:45 what does the world look like (focus on visible, physical characteristics)? | ||
- | * free (automatic) writing for 2-3 minutes, then 2-3 minutes pull out characteristics individually, | + | * free (automatic) writing for 2-3 minutes, then 2-3 minutes pull out characteristics individually, |
+++ A4 paper, pens, large piece of paper, post-its +++ | +++ A4 paper, pens, large piece of paper, post-its +++ | ||
- | ---- | + | === Inhabitants === |
12:45 - 13:05 who are the inhabitants in this world? what are they like? what do the inhabitants do? what tools do the inhabitants use? where are you in this world? | 12:45 - 13:05 who are the inhabitants in this world? what are they like? what do the inhabitants do? what tools do the inhabitants use? where are you in this world? | ||
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+++ 8 A4 papers, pens +++ | +++ 8 A4 papers, pens +++ | ||
- | |||
- | ---- | ||
13:30 - 14:00 collect and summarise answers to questions: who are the inhabitants in this world? what are they like? what do the inhabitants do? what tools do the inhabitants use? where are you in this world? | 13:30 - 14:00 collect and summarise answers to questions: who are the inhabitants in this world? what are they like? what do the inhabitants do? what tools do the inhabitants use? where are you in this world? | ||
- | - go through each question, collect answers from all exquisite corpses | + | * go through each question, collect answers from all exquisite corpses |
- | - write answers on a piece of paper | + | |
+++ large piece of paper, markers +++ | +++ large piece of paper, markers +++ | ||
+ | |||
+ | {{> | ||
---- | ---- | ||
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---- | ---- | ||
+ | === Dreams and problems === | ||
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? | ||
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* (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.) | * (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 +++ |
- | ---- | + | === Systems and forces === |
15:30 - 16:00 what forces influence the inhabitants’ dreams and problems? larger systems? | 15:30 - 16:00 what forces influence the inhabitants’ dreams and problems? larger systems? | ||
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* look at the clouds of dreams and problems, then free associate - which institutions or other social systems might be behind the problems, or could realise people’s dreams? what are the drivers of change in this world? | * look at the clouds of dreams and problems, then free associate - which institutions or other social systems might be behind the problems, or could realise people’s dreams? what are the drivers of change in this world? | ||
- | * facilitator interjects with lucid dreaming questions (Are you able to shift objects across a room or area without going near them?), connects/ | + | * facilitator interjects with lucid dreaming questions (Are you able to shift objects across a room or area without going near them?), connects/ |
- | +++ blackboard, chalk, CLA template | + | +++ blackboard, chalk +++ |
+ | |||
+ | {{> | ||
---- | ---- | ||
- | day 2 | + | ==== Day 2 ==== |
- | ---- | + | === Sinking in === |
- | 09:15 - 09:30 transporting back into the world | + | 09:30 - 09:50 transporting back into the world |
* make yourself comfortable, | * make yourself comfortable, | ||
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* come back, open your eyes | * come back, open your eyes | ||
- | 09:30 - 09:50 what is the inhabitants’ relationship with their environment? | + | === Living in the world === |
+ | |||
+ | 09:50 - 10:10 what is the inhabitants’ relationship with their environment? | ||
* Look at the ground underneath your feet. Does it look normal or not? | * Look at the ground underneath your feet. Does it look normal or not? | ||
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+++ big paper, marker - add to what is the world like? +++ | +++ big paper, marker - add to what is the world like? +++ | ||
- | ---- | + | === Worldviews === |
- | 09:50 - 10:30 what ideologies and values do you see emerging? are there different civilisations or other groups? how do the inhabitants relate to each other? | + | 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 civilisations+ideologies on post-its. | + | * each person writes down one or more groups, |
* facilitator takes the post-its, then interviews the group with 5 whys. | * facilitator takes the post-its, then interviews the group with 5 whys. | ||
- | * write names of civilisations and ideologies on blackboard | + | * write names of groups, |
Free association | Free association | ||
- | * how do different civilisations/ | + | * how do different |
* how do they relate to the environment and world as a whole? | * how do they relate to the environment and world as a whole? | ||
- | +++ post-its, pens, blackboard, chalk, CLA template | + | +++ post-its, pens, blackboard, chalk +++ |
- | ---- | + | === Stories === |
- | 10:30 - 10:50 how do the (different) inhabitants feel about their world? | + | 11:50 - 12:50 what is/are the myth(s) on which the (different) culture(s) developed? |
- | * facilitator summarises what the world is like, who lives in it, what are their hopes and dreams, what systems are there and what ideologies. | + | * split in 2 groups (pick a piece of paper from a hat, there are papers with squares |
- | * while listening | + | * each group comes up with a sketch for a story about the world, |
+ | * present newspapers to the whole group | ||
+ | * facilitator summarises the overarching stories | ||
- | +++ post-its, pens, blackboard, chalk, CLA template +++ | ||
- | ---- | + | +++ a4 papers, markers, post-its, blackboard, chalk +++ |
- | 10:50 - 11:20 what is/are the myth(s)/archetypes on which the (different) culture(s) developed? | + | {{>https://secure.flickr.com/ |
- | * split in 3 groups | + | ---- break |
- | * each group comes up with a sketch for a story about the world (20 mins) | + | |
- | * choose one of these (or come up with your own): | + | |
- | * headlines from the newsagency | + | |
- | * myths about ' | + | |
- | * short description on the cover of the bar menu | + | |
- | * pamphlet of the health maintenance centre or the bodyshapers guild | + | |
- | * charter of the transient minority authority | + | |
- | * proclamations of the oracle of inspiration | + | |
- | * transcript of a protocol by the deity generator | + | |
- | * ... | + | |
- | * share stories, facilitator summarises in the myth layer | + | |
- | 11:20 - 11:30 what is the name of the world? | + | === A day in the life === |
+ | 13:00 - 13:30 a day in the life of... | ||
- | * look at the different stories and feelings about the world, together the ideologies, systems, dreams and problems, | + | * split in 3 groups |
- | * collectively find a name for this world, and/or a slogan that summarises | + | * 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 | ||
- | +++ blackboard, chalk, CLA template +++ | + | {{> |
- | ---- | ||
- | 15 min break (stop 'being aware of the dream', | + | === Participant journey === |
- | ---- | + | 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)) | ||
+ | * spend a few minutes contemplating all the aspects of the world | ||
+ | * if you were a lucid dreamer - what would you do in this world? | ||
- | 11:45 - 12:30 a day in the life of... | + | {{>https://secure.flickr.com/ |
- | * split in 2 or 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... (20 mins) | + | |
- | * share the stories | + | |
- | * facilitator summarises (on A4 pieces of paper) | + | |
+ | 13:45 - 14:00 what is the name of the world? | ||
- | ---- | ||
- | 12:30 - 13:15 a lucid dream / participant journey | + | |
- | + | * collectively find a name for this world, and/or a slogan that summarises | |
- | | + | |
- | * everyone shares their experiences of the world | + | |
- | * facilitator | + | |
+ | +++ blackboard, chalk, CLA template +++ | ||
---- | ---- | ||
- | 14:00 - 14:30 concluding discussions and suggestions for next steps. | + | lunch: concluding discussions and suggestions for next steps. |
---- | ---- |