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future_fabulators:scenario_building_as_lucid_dreaming [2014-06-05 16:53] – maja | future_fabulators:scenario_building_as_lucid_dreaming [2014-07-29 16:13] – maja | ||
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==== Scenario Building As Lucid Dreaming ==== | ==== Scenario Building As Lucid Dreaming ==== | ||
- | === Day 1 === | + | Note: these are facilitators' |
- | 11:00 - 11:10 framing: brief, lucid dreaming, scenario processes, instructions for participants (see [[lucid dreaming a storyworld]]) | + | ==== 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 |
+ | |||
+ | * When the questions have been answered, the facilitator asks everyone to stand in a circle and experience the sensations of standing still and noticing what thoughts and feelings emerge in their minds. | ||
+ | |||
+ | * One by one, the facilitator gives the participants a ' | ||
- | * facilitator | + | * The facilitator |
- | * facilitator | + | * After some minutes, the facilitator |
- | * the facilitator writes | + | * Once everyone has spoken and is sitting |
+ | |||
+ | * 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 === |
09:30 - 09:50 transporting back into the world | 09:30 - 09:50 transporting back into the world | ||
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* come back, open your eyes | * come back, open your eyes | ||
- | ---- | + | === Living in the world === |
09:50 - 10:10 what is the inhabitants’ relationship with their environment? | 09:50 - 10:10 what is the inhabitants’ relationship with their environment? | ||
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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 === |
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? | 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? | ||
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- | +++ post-its, pens, blackboard, chalk, CLA template | + | +++ post-its, pens, blackboard, chalk +++ |
- | ---- | + | === Stories === |
- | 11:50 - 12:50 what is/are the myth(s)/ | + | 11:50 - 12:50 what is/are the myth(s) on which the (different) culture(s) developed? how do the (different) inhabitants feel about their world? |
* split in 2 groups (pick a piece of paper from a hat, there are papers with squares and circles | * 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 | * each group comes up with a sketch for a story about the world, as headlines from the newspapers | ||
* present newspapers to the whole group | * present newspapers to the whole group | ||
- | * facilitator summarises | + | * facilitator summarises the overarching stories |
+ | +++ a4 papers, markers, post-its, blackboard, chalk +++ | ||
- | +++ a4 papers, markers, post-its, blackboard, chalk, CLA template +++ | + | {{> |
---- break | ---- break | ||
+ | === A day in the life === | ||
13:00 - 13:30 a day in the life of... | 13:00 - 13:30 a day in the life of... | ||
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* facilitator summarises (on A4 pieces of paper) | * facilitator summarises (on A4 pieces of paper) | ||
+ | {{> | ||
- | ---- | + | |
+ | === Participant journey === | ||
13:30 - 13:45 a lucid dream / participant journey | 13:30 - 13:45 a lucid dream / participant journey | ||
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* spend a few minutes contemplating all the aspects of the world | * spend a few minutes contemplating all the aspects of the world | ||
* if you were a lucid dreamer - what would you do in this world? | * if you were a lucid dreamer - what would you do in this world? | ||
+ | |||
+ | {{> | ||
---- | ---- |