This is an educational and interactive Community ARTS Resource Exchange. Please feel free to download any information that may benefit a community arts program in your area. We would love your input... Introduction Mission and Goals Guiding Practices Events Peace Event Documents Links Click on images to see a larger version. Pages Created by: Paul Hillman 00225 hits since		"Thoughtful Warriors" Lower Buckeye Jail Program for Juveniles # 2, September/October 2009 The Thoughtful Warrior Curriculum designed in 2008, first piloted in early 2009 and repeated in the fall of 2009 through a partnership of Cultural Arts Coalition: Celebrating Global Connections & Maricopa County Sherriff’s Office Lower Buckeye Juvenile Education Section. Funding for the most recent workshops was from a matching grant with the Phoenix Office of Arts and Culture through the Education Department, Jocelyn Hanson, Director. Points of Contact: Judy Butzine, co-director, Cultural Arts Coalition jhb6@mindspring.com 602.375.9553 Melanie Ohm, co-director, Cultural Arts Coalition melanie@conceptsconsultinggroup.com 480.510.2377 The Opportunity & Timeline: The MCSO Education Section engaged in a partnership with the Cultural Arts Coalition (CAC) to develop programming that supports student recidivism. The designated project team worked with Judy Butzine and Melanie Ohm to refine the CAC’s suggested curriculum that recognizes the MCSO educators’ needs and goals in support of this youth population. The resulting program can be sustained in-house by MCSO staff or provided to the Education Section by trained practitioners. The long range goal is to establish a documented framework for other institutions of correction across the country. The MCSO Project Team comprised of staff leadership: Debra Miller, principal Debra_Miller@MCSO.maricopa.gov 602.876.7404 Lisa Meneses-Virden, educator L_Meneses@MCSO.maricopa.gov Chad Cantrell, educator C_Cantrell@MCSO.maricopa.gov Margie Stewart, educator M_Stewart@MCSO.maricopa.gov Loretta Karstetter, educator L_Karstetter@MCSO.maricopa.gov The MCSO education staff and the CAC co-directors completed the comprehensive initial design process for The Thoughtful Warrior curriculum in December 2008. This youth development program is currently being piloted during January and February 2009 by the Melanie Ohm & Judy Butzine of the Cultural Arts Coalition with the involvement of identified education MCSO leadership. During March 2009 the entire Design Team will evaluate the program’s effectiveness for on-going implementation in the MCSO system. The structure of this program aligns with artspace – a new initiative spearheaded by the Phoenix Office of Arts & Culture (POAC) in partnership with Arizona Department of Education, Arizona State University Herberger College of the Arts and Arizona State Libraries. The vision of artspace is to establish a new model of educational experience to ensure students are self-confident and successful in school and can make a positive impact in their community, developing the abilities of students to create work and respond to creative work in many disciplines, building skills for the imagination and innovation necessary for the 21st century workplace. Connecting organizations that share ideologies, such as artspace and the Cultural Arts Coalition, is essential to shifting thought around the role of arts in education. For more information about artspace contact Jocelyn Hanson, Director of Arts in Education for POAC at jocelyn.hanson@phoenix.gov or 602-495-0189. Intentions: a holistic and authentic learning process in which students encounter ideas, events and materials in meaningful contexts with complex, life lessons at the heart of the learning process to cultivate an environment of respect for all in keeping with one educator’s comment, "Their STORY is bigger and more important than their crime!" developmentally appropriate learning experiences that involve investigative processes, self-monitoring and problem-solving skills engaging higher-order thinking programming that is social, collaborative and democratic, encouraging learning in a socio-cultural context, preferring cooperative over competitive approaches to achieving goals and creating a shared space for meaningful work with a collective purpose. It is about understanding self in relation to others and community programming that deals with themes that have a universal focus and promote dialogue and/or creating a rich, interdisciplinary learning experience in safe community settings to empower participants with new skills to provide conversations that instill ongoing trust, ability to PLAY, and reinforced goal setting in order to reduce recidivism to provide participants with arts modalities to engage in self-expression, enabling students to understand more about themselves and teachers to know more about who their students are in order to better address student needs. Arts programming is reflective and evaluative providing opportunities for students to reflect on feelings, thoughts and new information, as well as a means for teachers and students to evaluate themselves, others and the effectiveness of the process to examine and explore the 21st century skill students need in order to succeed in moving across multiple environments in living and working: thinking critically and making judgments; solving complex, multidisciplinary, open-ended problems; creativity and entrepreneurial thinking; communicating and collaborating; making innovative use of knowledge, information and opportunities; and taking charge of personal and social responsibilities. (from Partnership for 21st Century Skills "21st Century Skills, Education & Competitiveness: A Resource & Policy Guide, 2008) through this partnership to create a program that is sustainable from within MCSO Methodology: This curriculum is based on an understanding of the arts as a vehicle for communication and learning. The underlying principles and ideals are: participant-centered, issue or theme driven, experiential and expressive, holistic and authentic, reflective and evaluative, collaborative and democratic, developmentally appropriate, relationship oriented and celebrative (see the CAC website for a full explanation of The Nine Guiding Practices http://www.ArtsCARE.org/cac3.text.shtml). The arts are a means to reveal personal and communal stories, bringing them to awareness for reflection, understanding and celebration. Arts processes are used to lay a foundation for engaging in the processes of critical thinking and problem solving. This methodology of instruction serves the whole person, recognizing the physical, intellectual, emotional and spiritual needs of the participant. To this end, the acronym L.E.A.R.N. will be a thread that ties together the following practices in each lesson unit: Laughter, Exercise (breath and relaxation), Art making, Reflection (reading and writing), iNquiry. One educator with MCSO commented, "Before you can treat someone, you need to find out who they are." Every art-making activity is intended to support the MCSO youth in moving away from fear and a sense of powerlessness and anger to a better understanding of themselves. Art making activities provide youth with the capacity to identify fresh possibilities for their lives and make positive choices upon leaving the facility. These new behaviors benefit self and the community where one resides. This philosophy of "art making with intention" in the classroom provides continuity of learning through a framework that allows for the informality of creative process. In the art-making activities and outcomes, the educator has access to each student’s reflective process, as well as a means to monitor the effectiveness of the activity in meeting overall program goals. The total curriculum is a sequential, developmental process identified in six thematic units that are based on literature, ensuing dialogue, personal reflection and art making activities. Each activity builds on the previous day to make up the lesson unit. These facilitated art workshops are not focused on acquiring art skills such as those taught in technical art classes. The goal is developing expressive and communicative skills through the arts, and through the arts to create a SAFE classroom setting for student and teacher alike. The learning environment is semi-adjustable for the various requirements of this program. An open space is required for some activities, tables for others, exhibition area and a conversational circular seating arrangement when indicated. UNIT ONE-First week workshops: I See You/Life Doesn’t Frighten Me (Revealing Fears) The theme of this unit is Personal Strength & Understanding. The class participates in a variety of exercises to guide them through a sequential process toward heightened awareness of self and others and new skills in self reflection, self-monitoring and personal decision making. The activities involve literacy, breathing and controlled movement; a brief introduction to art history; discussion defining the thoughtful warrior concept; critical inquiry through communal dialogue; and art-making exercises that include drawing, writing, collage and painting. Examples of "Thoughtful Warriors" at the local and national level are presented. Photo documentation throughout the six weeks of instruction is an essential means to record and assess the programming. DAY ONE, Week One ACTIVITIES: Circle of Power – reminiscent of indigenous story telling circle around the hearth Intros around circle - what I want others to know about me, an interest Describe what activities we will be doing in the time together, process of a day, of a week, of the entire time, culminating event Overview of six weeks with expectations: respect of self and others, claiming the space Art history lesson with defining of words What is ART? Talk about CULTURE (people who share values, ideas, beliefs – family, community...). The arts help people tell their stories, communicate information. Begin addressing SYMBOL and METAPHOR Introduction to the book, Life Doesn't Frighten Me: Who is Maya Angelou? Who is Jean-Michel Basquiat? Discussion of the book Begin reflective drawing about SELF with music playing in background Journal: respond to one question, name a public figure you respect DAY TWO, Week One ACTIVITIES: Circle of Power: discuss words VOCABULARY associated with DAY TWO: deportment, mindfulness, interdependent/interconnected Interconnected/interdependent (concept of spirals) Deportment (integration of the whole person), mindfulness Talk about breath – speech, laughter, oxygen, release of tension, rhythmic event, dependence on body to control – yet able to choose to control About Thich Nhat Hanh Hahn video Mindful Moments The Seeing Lesson and Exercise Collage Activity: What Strengthens Me to be a Thoughtful Warrior Discussion of personal strengths – what strengths/qualities do I admire in others or myself? Question 1: What are the influences in my life that strengthen me, empower me to be a thoughtful warrior in my community? My personal qualities and my way of thinking The people around me The situations I can place myself in and seek out The Memories of people, places and events I hold within My intentions for the future Question 2: What strengths do I hope to gain? What goals do I hope to achieve? Question 3: Who or what can help me? Youth create a collage based on "What Strengthens Me" Journaling (Write about the symbols in their collage) and closing circle Melanie explains concept of interconnectedness—Music by Bob Marley played per request. DAY THREE, Week one ACTIVITIES: Read Purposeful Statement Hahn video Mindful Moments Prepare to Paint the Canvas Talk about the symbolism that surrounds us and are identifiable with specific meaning, identify things they have that symbolize an important moment or person. Symbols help us to purposefully focus. Discuss use of color as it relates to ALL artworks. Talk about how each of us responds to color; use the idea of discussing the "cool" colors and the "hot" colors thinking of those colors in nature beginning with the sky down to the earth, then back up to flowers and the sun. "Every Hot color loves a Cool color" – red and green, turquoise and coral. Paint the Canvas and Work on Collages from Day Before Painting of the canvas is a communal activity that facilitates team work. The youth are to think about how they are going to have to make choices in the paint, form and lines they place on the canvas -a metaphor for life’s choices. They will exhibit cooperation, a learned strength, and patience with one another. The youth will be expected to step back from the canvas and assess the work as it evolves, being thoughtful warriors as they respect each others territory and at the same time adding onto the existing painted area with care and appreciation of the paint that has already been applied in an area. This may mean that one needs to ask another if it is okay to embellish what already exists without altering completely one’s area of paint application. Journaling and closing circle We wish to thank Ms. Lisa from the jail for being with us each session. Her support and helpful hints on how to interact in a more constructive manner with these youth was essential to the success of the program. The Thoughtful Warrior – Second week workshops [Each lesson unit is three 2½-hour days – 3 lessons] Beginning the second week of the workshops artist/educator Deborah Salac-Ashforth joined the teaching team as an intern. It has been an honor to have her expertise and patience in this total process of creative facilitation . UNIT TWO: I See You, I See Myself – Sight/Insight (Identifying strengths) This unit expands upon the concepts of unit one, Personal Strength & Understanding. The class participates in a variety of exercises to guide them through a sequential process toward heightened awareness of self and others and new skills in self reflection, self-monitoring and personal decision making. The activities involve literature being read in the communal storytelling circle; breathing and controlled movement; and an introduction to the art history lesson of portrait and medium of photography with an art-making exercise that includes critical inquiry through dialogue, photography, drawing and reflective writing. The collaborative painting of a second canvas continues. Cards are created to send to family members with each participant’s images documenting their strengths noted below each self portrait. BRIEF DESCRIPTION OF LESSON UNIT: This unit expands upon the concepts of unit one, Personal Strength & Understanding. The class will participate in a variety of exercises to guide them through a sequential process to heighten awareness of self and others and to gain skills in self reflection, monitoring and personal decision making. The activities involve visual literacy, breathing and controlled movement, an introduction to the art concept of portrait and medium of photography, with an art-making exercise that includes photography, drawing and writing. OBJECTIVES: Participants experience and gain skills for self-observation/respect and observation of others regarding thoughtful eye contact, use of language and listening, sense of breath, personal space. Participants experience and gain skills in using literature for self-reflection. Participants are introduced to art history lessons – arts as a means of understanding self and others. Participants experience self-observation and observation of others through photography and dramatic expression, painting, assemblage, and writing. WEEK TWO MATERIALS/RESOURCES: Mindful Moments video by Hahn Cesar Chavez story for circle of power Art history lesson boards and art world posters: Frida Kahlo and other books Journals and golf pencils Art-making Supplies: blank cards, prisma colored pencils, magazines, glue, small scissors, canvas, paints, brushes, containers, water, wipes, paper towels, markers for facilitator, variety of t-shirts CD player and CDs, cameras (2) Evaluation Materials: journal questions, written review of words from week one VOCABULARY associated with DAY ONE: Photography, Surreal, Portrait, Self-Portrait, Icon, Adjectives DAY ONE PREPARATION: Set up canvas, paints, shirts, books – prepare the space In advance prepare art lesson, words for wall, evaluation, character traits Bring photographs of participants from week one Use music from week before, include some new music (2PAC and Michael Jackson) DAY ONE ACTIVITIES: Circle of Power: Read Thoughtful Warrior statement & Check in, Intro Deb Mindful Moments video Proceed to discussion that, from the past week’s lesson, we have photographs of the youth and we want them to look through the packet of images and quickly write some Adjectives (introduce Character Traits) that identify what the camera lens shows them in these photos. These words do not need to be shared with the group. The revealing concept is that through the pictures that the instructor captures over the previous week’s lesson, personalities of youth will be evident. Ask youth: to look at the images as if you didn’t know the person what do you see physically? what messages are your body and gestures sending? what messages are your facial gestures sending? Set up Tables, and begin working at stations: Photograph Youth in diverse poses. Paint second canvas. At desks, work on collages. Journal Closing Circle, Read Thoughtful Warrior Statement VOCABULARY associated with DAYTWO: Responsible, Vision, Resources, Adjectives/Character Traits, Personal Strengths DAY TWO ACTIVITIES: Circle of Power, Read Thoughtful Warrior statement & Check in Hahn video Mindful Moments Return to Circle of Power Review last week’s vocabulary in circle Cesar Chavez: The Struggle for Justice– pass around the circle to read, then discuss What influenced Cesar Chavez and shaped him as a person? What did he appear to value most? What was his vision? What were his personal strengths? What were the resources around him that he drew upon to realize his vision? What does the word "responsibility" mean? Talk about the Photo Shoot today, deportment,and "theatre" – gesture, expression (cards). Look at images of Norman Rockwell. What do you look for in an interesting photo? at tables photo collage/drawing, thinking about Cesar Chavez (What influences me to be a thoughtful warrior, what do I want for myself? What are my strengths are resources?) On the other side, write about my strengths photo shoot in twos and threes Discuss photo collages. Read Thoughtful Warrior statement. DAY THREE PREPARATION Mindful Moments video by Hahn, Music, CDs, books Photos of Youth with Cards, glue, colored pencils Prepare and bring SNACK DAY THREE ACTIVITIES: Circle of Power, Read Thoughtful Warrior statement & Check in Hahn video Mindful Moments Return to Circle of Power, Martin Luther King –who was he? (Play his speech while they are working later) Set up tables, hand out snacks, work at stations: Participants receive photos and begin a sketch or drawing of themselves. They may wish to just create a photo collage. Cards are also available for them to write to family and friends. Journal – what have I learned that will support me when I leave LBJ? Closing Circle: Talk about what new strengths they may have discovered about themselves. What resources they are aware that they have. THIS WEEK CANNOT BE PHOTO DOCUMENTED BECAUSE THE ACTIVITIES EVOLVED AROUND THE YOUTH HAVING THEIR PHOTOS TAKEN AND BEING SOMEONE OUTSIDE THE JAIL. The painting of the second canvas as explained by one of the participants to Malissa Geer, ASU downtown Phoenix campus Community Liaison Representative, who came in to learn from the youth and to tell her story. UNIT THREE-third week workshops: Honoring Others, Honoring Ourselves (Goal setting) The theme of this unit is Honor and Respect. The class participates in a variety of exercises to guide them through a sequential process toward heightened awareness of self and others and new skills in self reflection, self-monitoring and personal decision making. The activities involve literature, breathing and controlled movement; an introduction to the art history lessons of beads and honoring spaces; and two art-making exercises that include critical inquiry and dialogue with beading, assemblage, drawing and writing activities. WEEK THREE MATERIALS/RESOURCES: Mindful Moments video by Hahn Art history lesson boards and art world posters Native American music lesson and CDs, CD player Literature: I Can’t Accept Not Trying by Michael Jordan, The Lost Bead story by Terrence Honoring boxes, beads, milagros, elastic, magazines, markers, glue, photos, variety of objects, paints and brushes VOCABULARY associated with WEEK THREE: Honoring space, intentions and goals, fundamentals, affirmations, assemblage, installation, and beads (include milagros) DAY ONE ACTIVITIES: Begin in Circle of Power: Check in and Read Thoughtful Warrior intention Hahn video Mindful Moments ReadI Can’t Accept Not Trying by Michael Jordan, Discuss concept of an honoring box.This will take 2 days with written reflections of what the box means to them as well as a sharing in group of their responses. See art history and example for future reference of this activity at http://www.ArtsCARE.org/cac.event.34.shtml. Introduce the art history lesson of the Honoring Boxas an assemblage. At the same time talk about installationsof honoring spaces that are large scale like the ones on the poster. Assemblageis an artistic process in which a three-dimensional artistic composition is made from putting together found objects or, in this case, randomly provided objects along with collage. Installation Artis art that, through the use of sculptural materials and other media, seeks to modify the way we experience a particular space. Reiterate the conceptsof symbolism/metaphor and personal strengths related to the honoring box in addition to the new concepts introduced through the Michael Jordan book. Brief introduction to music of SW indigenous artists The Lost Bead story by Terrence Discuss beads as metaphors for feelings and ideas. Beads are small material representations of ancient and contemporary cultures. They are symbols of identity and status; they are used in barter and exchange; they are amulets and talismans, they are ornaments, and they are used in rituals and ceremonies. Beads are associated with linking people together in communities, and with making immediate statements about values, ideas and beliefs. (Reference for this art history lesson: http://www.ArtsCARE.org/yoruba.chapter.1.shtml) Milagro (votive, meaning ‘miracle’) see http://en.wikipedia.org/wiki/Milagro_(votive) "Milagros (also known as an ex-voto or dijes) are religious folk charms that are traditionally used for healing purposes and as votive offerings in Mexico, the southern United States, other areas of Latin America, as well as parts of the Iberian peninsula. They are frequently attached onto altars, shrines, and sacred objects found in places of worship, and they are often purchased in churches, cathedrals. Spanish, the word milagro literally means miracle or surprise." Youth create a strand of beads that addresses their intentions for positive choiceswhen they leave Journaling: Discuss the wooden forms created: What person or persons does the box of wood represent? How did you cover it? why did you choose the materials you used: ribbon, feathers, pictures from magazines, etc.? What beads/milagros did you use, and why did you choose those particular ones? What mood does the honoring box suggest to you? If you were to redo your wooden form again, what would you change? Address the overall lesson unit. What did you learn form this art history, art inquiry and art making project? What did you learn about beads/milagros and honoring spaces? What did you learn about yourself? Did you enjoy making the wooden form and/or the bracelet/beaded key chain? Do you have anything else you would like to write about from this week? Art History Display for youth in the jail art room. Youth read this book by Michael Jordan in the "Circle of Power" and discussed it’s important messages concerning: Fears, Goals, Commitments, Teamwork, Leadership and Fundamentals of accomplishing one’s goals. Eye Beads make up this youth’s bead strand of meaning to him. Another youth adds Milagros (Miracle charms) to reveal his story of significance. The combining of the Bead Strands and the Honoring Boxes to reinforce the message of symbols and material forms as communicators of subliminal information. Deb explains the process of creating the honoring box to persons who attended the youths’ graduation celebration. Examination and appreciation of symbolism in the Honoring Boxes by Lower Buckeye staff The Thoughtful Warrior - Unit FOUR UNIT FOUR-Fourth Week workshops: I Create Myself: The theme of this unit is Creating My Vision of Myself. The class will participate in a variety of exercises to guide them through a process of envisioning of self, self reflection, and personal decision making. The activities involve visual literacy skills, breathing and controlled movement, an introduction to the concept of the mask, with an art-making exercise that includes drawing, mask making and writing. OBJECTIVES: Participants will experience and gain skills for envisioning self, creating an image of self that involves appearance and expression, as well as thoughtful eye contact, use of language and listening, sense of breath, personal space Participants will experience and gain skills in using material objects for creating an image of self Participants will be introduced to art history lessons – Arts as a means of projecting an idea of self to others Participants will experience decision making through mask making, drawing, writing UNIT FOUR MATERIALS/RESOURCES: Mindful Moments video by Hahn Literature: When Clay Sings by Byrd Baylor Art history lesson boards and art world posters Journals and Golf Pencils VOCABULARY associated with UNIT FOUR: mask, metamorphosis, sculpture/sculpt, gratitude, inquiry, hand DAY ONE ACTIVITIES: Introduce the Mask Mask(pluralmasks) - Noun - A cover, or partial cover, for the face, used for disguise or protection. From Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Mask A mask is an artifact normally worn on the face, typically for protection, concealment, performance, or amusement. Masks have been used since antiquity for both ceremonial and practical purposes. They are usually worn on the face, although they may also be positioned for effect elsewhere on the wearer's body, so in parts of Australia giant totem masks cover the body, whilst Inuit women use finger masks during storytelling and dancing. The mask is a means of transforming one’s reality. One can wear the mask to be whomever he/she wishes or take off themask to reveal the real self concealed beneath this facial covering. Masks are worn around the world, in all cultures since ancient times for many reasons. Youth Begin to Create a Mask: punch out air in clay roll out clay shape over a form of bags create openings and appendages make markings and add objects dry, paint as desired This activity will extend over the entire week. Clay and tools for creating and painting a mask: straws, pencils, blunt objects for pattern making, peg board, plastic bags for mask mold, paper towels, acrylic paints and water End of the week: Complete masks and journal about one’s learning concerning the self and the use of the mask for various reasons. This particular art making activity extended over 4 days due to the intensity of each participant's involvement and patience with making and painting these masks. The Thoughtful Warrior - Unit Five/Week Five UNIT FIVE: Shields of Power The theme of this unit is My Shield of Power. The class participates in a variety of exercises that guide them through an examination of self and the symbols that best represent "self" to others, both as a means of protection and a way of envisioning a desired future self. The process uses metaphor and symbol to identify desired attributes, self reflection and personal decision making. The activities involve visual literacy skills, breathing and controlled movement; an introduction to the concept of the shield and the art history of this form; and an art-making exercise that includes critical inquiry and dialogue, drawing, shield making and writing. OBJECTIVES: Participants will experience and gain skills for envisioning and representing an ideal selfthat involves appearance and expression, as well as thoughtful eye contact, use of language and listening, sense of breath, personal space Participants will experience and gain skills in using material objects for creating a representation of their ideal selves Participants will be introduced to art history lessons – Arts as a means of projecting an idea of self to others and reaffirming who I intend to be Participants will experience decision making through literature, shield making, drawing, writing WEEK FIVE MATERIALS/RESOURCES: Mindful Movements video by Hahn Art history lesson boards and art world posters; lesson on shield (In the Presence of the Sun: A Gathering of Shields by Scott Momaday, Native Peoples Magazine, Fall/Winter 1997, pp.56-61) Journals, pencils CD player and CDs Literature: Listen to the Wind book and the story of Greg Mortenson and "Visions of Power", a 2-page story from the book Circles of Power Materials for creating a shield: heavy paper or light cardboard, feathers, pencils, photos and magazines, glue, beads, string, etc. VOCABULARY associated with WEEK FIVE: shields; aesthetic display; emblem of status and rank; initiation ceremony/rite of passage, L.E.A.R.N acronym DAY ONE ACTIVITIES: Return to Circle and Introduce the Shield Admired for their form and craftsmanship, shields serve in multiple capacities as defensive weaponry in warfare, emblems of status and rank, and accessories in dance performances. Their creation and use has an ancient history recorded as early as the 6th century B.C. Shields were originally designed to offer protection during combat and their divergent forms developed in response to different military practicalities. The size, shape and material of the shield was often determined by its specific use in battle, with small, lightweight shields offering greater mobility for close combat and large, weighty shields providing more substantial protection during ground battles. Distinct patterns and designs on the shields marked social and ethnic affiliation and heralded an individual’s rank and status on the battlefield. In addition to their use in combat, shields were also worn during important initiation and funeral ceremonies or employed as a valuable economic and political commodity. In all of these contexts, shields were regarded as highly visible emblems of power and identity, communicating important social and political information through aesthetic display. As an art form, the shield offers an intriguing play between its fundamentally sculptural qualities as a three-dimensional object and the two-dimensional nature of its relatively flat surface. Artists employ diverse media and techniques for practical purposes and visual effect. Animal hide, frequently chosen for its durability and strength, is shaped with burls and grooves into strongly sculptural patterns. Wicker, a lightweight material that is easily worked, allows an exploration of different weaving techniques whose intricacy may be further embellished with pigment. Wood, solid yet light, may be sculpted into a smooth, rounded surface or carved with low relief designs. In varying combinations of material, shape and decoration, seamlessly integrate physical, symbolic and aesthetic power. Literature Lesson: "Visions of Power", a 2-page story from the book Circles of Power Create the shields: Youth may sketch their shield and then create it out of card board with colored pencils, beads, ribbon and feathers. They will journal, telling the story of their shield: The shield can bear a remarkable relationship to the individual to whom it belongs. Indeed the relationship is so immediate, so intimate, as to be virtually impossible to define. The shield can be an extension of the mask. "My shield stands for me, and I stand for my shield. I am, and I am my shield!" The shield might reveal to you the essence of yourself. It reflects your own reality. The shield is involved in a story. A story you create and then write about.The story tells of your real being. (In the Presence of the Sun: A Gathering of Shields by Scott Momaday, Native Peoples Magazine, Fall/Winter 1997, pp.56-61) DAY TWO ACTIVITIES: Circle of Power check in and statement of affirmation Hahn video Mindful Movements Return to Circle, present and discuss L.E.A.R.N. (Laughter, Exercise, Art-making, Reading and wRiting, iNquiry and kNowledge) The literature lesson, Listen to the Wind, the story of Greg Mortenson Through determination and perseverance Mortenson built 78 schools for young girls in Pakistan and Afghanistan. He was homeless and in 15 years has created this unbelievable process that our US government cannot do. One penny at a time. One school at a time. No Bombs, no bullets. Just education that makes a difference in one's life. Greg Mortensen is a true Thoughtful Warrior. Discuss Greg Mortenson’s story: What influenced Mortenson and shaped him as a person? What did he appear to value most? What was his vision? What were his personal strengths? What were the resourcesaround him that he drew upon to realize his vision? How does Mortenson’s life express "responsibility"? How does Mortenson "see" others in his work? Shield making activity continued Journal Closing circle DAY THREE ACTIVITIES: Circle of Power check in and statement of affirmation Hahn video Mindful Movements Return to Circle, review vocabulary from this week, including L.E.A.R.N., and select key vocabulary from past weeks Work Day – time to complete past projects and listen to music Closing Circle – discuss next week Shields on display during graduation Youth discuss their shields as their lesson learned at the graduation A poem written by a youth at this time….in honor of their strengths The Thoughtful Warrior - Unit Six/Week Six UNIT TITLE:Bridge to a New Beginning [Each lesson unit is three 2-hour days – 3 lessons] BRIEF DESCRIPTION OF LESSON UNIT: The theme of this unit is creating a Bridge to a New Beginning. The class will participate in a variety of exercises to guide them through a process of envisioning of self and their community and resources, self reflection and personal decision making. The activities involve visual literacy skills, breathing and controlled movement, a return to the concept of the collage, now as an act of community with additional activities comprising reflecting, writing, and presentation of self. OBJECTIVES: Participants will experience and gain skills for envisioning self, their resources, and their community of support that involve appearance and expression, as well as thoughtful eye contact, use of language and listening, sense of breath, and personal space Participants will experience and gain skills in using material objects for creating an image of their re-envisioned selves, surrounded by a supportive community and resources Participants will be introduced to art history lessons – Arts as a means of projecting an idea of self to others and remembering who they intend to be Participants will experience visioning and commitment-makingto self and others through collage, reflecting, writing, and presentation of self WEEK SIX MATERIALS/RESOURCES: Mindful Moments video by Hahn Journals, pencils Papers to write words of power about each other; CD player and CDs materials for creating a communal collage: glue, magazines, scissors, sticky notes, colored pencils, etc. Event Day: Gifts and Cards, Special Guests (Keith), all projects ready for display, certificates, plan; agenda set DAY ONE ACTIVITIES: Circle of Power check in and statement of affirmation Mindful Movements video Return to Circle, present LEARN, then talk briefly about GRADUATION DAY Set up for Vision Mapping: create a community resource collage Wrap up other projects Journal: 3 commitments to self – how I will use my resources Closing Circle DAY TWO ACTIVITIES: Circle of Power check in and statement of affirmation Mindful Movements video Return to Circle, review 3 Rs (Respect, restraint and responsibility) and LEARN prepare for GRADUATION DAY Final work on projects, some may write cards Write WORDS of POWER for each other Final Closing Circle GRADUATION CELEBRATION Fundamentals: What it means to be a thoughtful warrior Circle of Power / Statement of Power Mindful Movements Deportment What are Fundamentals? 3 Rs, LEARN Journaling/Reflecting Literature: Life Doesn’t Frighten Me - by Maya Angelou The Seeing Lesson Cesar Chavez: the Struggle for Justice The Lost Bead I Can’t Accept Not Trying - by Michael Jordan When Clay Sings - by Byrd Baylor Circles of Power Listen to the Wind I’m In Charge Of Celebrations - by Byrd Baylor Lessons on Art, Music, Culture Art-Making Drawing and Collage Photo shoot and Photo collage Canvas 1: Who We Are in Herodice Canvas 2: Remembering the Great Vine Honoring Boxes and Beaded Objects Masks Shields Vision Mapping Poetry Even some of the guards came to the graduation. Youth take the audience through a day's activities beginning with the Mindful Movements exercises that they did daily. Melanie introduces the program Judy and Deb speak of the literature and art components of all the workshops and their value to these youth Certificate, honoring necklaces and words of strength are given each graduate The audience is very attentive, thoughtful and respectful. Melanie introduces Keith Johnson who completes the day's events.... This is a special time of shared Unity and Community for All!!!!!! The Graduation Celebration was acknowledged as a Great Success!!!!!