FACILITATOR’S MANUAL
FACILITATOR’S MANUAL
WEEKLY 2 HOUR WORKSHOPS FOR 6-8 WEEKS
Ideal for small groups of 4 to 6 people (including the facilitator)
The Salvation Army gratefully acknowledges the support of the Tasmanian Community Fund.
CONTENTS... 5 of 6
KIT CONTENTS
KIT CONTENTS 1. Facilitator’s Manual (see previous pages for contents)
2. White and coloured pads of paper (coloured paper included for participants with
possible dyslexia, dyspraxia, etc)
3. Display folders (for participants’ work)
4. Container of pens & 2B pencils
5. Container of coloured pencils (used in Workshop 4)
6. Pencil sharpener
7. Whiteboard markers (used in Workshop 1 Exercise and possibly for brainstorming in
other workshops –obtain a large sheet(s) of paper if a whiteboard is not available)
8. 2 x Colour Oxford English Dictionaries and 1 x Thesaurus (only for use by
participants if wanted, spelling in these workshops is not important)
9. Digital recorder (for a participant who may not want to or be able to write –need for
this to be pre-determined before workshops)
10. Scanner including SD memory card (for copying participants work so they can keep
original in their display folder –work will be used again so copies are important if
work is lost by any participants)
11. Box of tissues
12. This is Me! signs – for the Poetry Recital and Publication Celebration
13. Container of scent bottles (used in Workshop 3)
14. USB flash drive – in front of Facilitator’s Manual (see next page for contents)
Please replenish kit of items such as pads of paper, display folders, pens, etc. as necessary.
~ The Savation Army STeP123 project – This is Me!: My object My story ~
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My object – My story
What is your object?
Where does it come from?
What connection does the object have to 'place': your home, or another important part
of your life?
What does the object mean to you personally?
~ The Savation Army STeP123 project – This is Me!: found object ~
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STeP123: This is Me! – ‘found object’ poetry guidelines
How to write a found object poem
Adapted from:
Jasmine Haryana, <http://www.ehow.com/print/how_5085351_write-object-poem.html>
Found object poetry
A found object poem describes an inanimate object, focusing on singular characteristics of an
animal, natural phenomenon, or manufactured product. A vivid description of the object's
physical form, functions and potential is used as a literary device to personify the object.
Employing straightforward and highly descriptive language, a found object poem leads the
author (and reader) to a fresh perception of the subject. Ultimately, the author (and reader)
sense the significance of the object as a metaphor for human interaction, emotional situations
or spiritual truths.
Instructions
1. Select several objects, and choose one to write about. Suitable objects might be those
with an unusual shape or texture, or that simply interest you.
2. Ask yourself whether your selected object stands alone or next to other objects – the
relationship between the object and its environment.
3. Write a list of sensory, descriptive words and phrases about the object. Describe the
object's visual characteristics, such as general shape or surface patterns. Jot down how
the object sounds, tastes, feels and smells.
4. Describe the object's environment using detailed lists of adjectives1.
5. Make a list of verbs and adverbs to describe an action related to the object. Does the
object act upon something else or is acted upon or used in some manner? For
example, sways gently or stands forlorn for a dandelion.
6. Relate to the object. Look for connections between yourself and the object on a non-
literal level. Seek resemblances between the actions of the object and your own
actions, and jot down your motivations. Question what you can learn from the object.
1 For explanation and definition of terminology, please see section at the end of this document.
~ The Savation Army STeP123 project – This is Me!: found object ~
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Importantly, ask yourself if the object reminds you of an interaction between people, a
universal desire or spiritual truth.
7. Introduce your object at the start of the poem. The form of poetry we will be engaging
in does not require formal structure, so a detailed description of your selected object
might occur in the first couple of lines.
8. Develop the body of your object poem. Include the object's environment and actions
performed by or upon the object, and describe a single, literal attribute or action of the
object.
9. Write a closing. Use a metaphor or simile to relate yourself, or humanity in general, to
the object's attributes or actions.
Tip
Though often more difficult, you can also approach steps 1 to 5 in reverse, first listing
your current emotions or a universal truth and then seeking a single object as a
representation.
~ The Salvation Army STeP123 project – This is Me!: scent workshop checklist ~
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STeP123: This is Me! – scent workshop checklist
Resources
You will need a number of small plastic canisters with screw-top lids for storing and
displaying scented items. I suggest using small Nalgene containers, available from
many outdoor shops. They are a little more expensive than other plastic containers,
but are stronger, and, importantly, have a good seal. Buy more than you need as you
may then incorporate other scents in the workshop as you think of them.
Suggested scents include: freshly ground coffee, garlic, shampoo, cinnamon, musk
oil, laundry detergent, mouth wash, after-shave lotion, lemon, mixed herbs, honey,
vinegar, household cleaner, furniture polish;
Please add any others you use to this list;
Please ensure all participants have paper and pencils/pens for writing;
The rationale for this list is that the scents are intended to induce an emotional response.
They are meant to trigger powerful memories – either of childhood, or in later life. These
memories may be happy, but they may also be traumatic. Thus you need to be prepared
to deal with the possible consequences such memories might elicit. The intention of this
series of workshops is to increase emotional resilience, introducing tools with which these
memories may be confronted, at the same time as addressing the literacy skills of
participants.
Safety note: You need to be conscious that some scents may be allergenic. You will
need to seek advice from the participants on this matter and cut or remove offending
scents from the workshop, possibly substituting in other scents in their place if you want.
~ The Salvation Army STeP123 project – This is Me!: hearing workshop checklist ~
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STeP123: This is Me! – hearing workshop checklist
Note – it is most important that a safe space has been created prior to this workshop.
Familiar surroundings, people with whom the participants have shared this process, and a
facilitator who is fully engaged with the process, are all required. If you have any doubts it is
best to postpone the workshop until the safe space is ensured.
Resources
You will need to create a CD, or a YouTube/iPod playlist with the music required for this
workshop. The music needs to be emotive, and needs to cover a broad spectrum of
contemporary and classical/traditional music, from heavy, angry music, gradually getting
more quiet and peaceful to finish with something like Vivaldi’s Four seasons.
A possible list (one I have used in the past): Bad Blood – Ministry; One room, one
axe, one outcome – Orange Goblin; Hands – The Saboteurs; Feet from under me –
Epicure; White man – Queen; Mr. Blue Sky – Electric Light Orchestra; Trees – John
Butler Trio; I’ll fly away – Alison Krauss & Gillian Welch; Safety – Beth Orton;
4+20 – Crosby Stills Nash & Young; Do what you have to do – Sarah McLachlan;
Four seasons – Vivaldi.
A list Baart (2002) has used: Enter sandman – Metallica; Thief – Our Lady Peace;
American psycho – Treble Charger; Wonderful – Everclear; I want to know you –
Sonic Flood; Angel – Sarah McLachlan; Dive – Steven Curtis Chapman; Symphony
No.5 – Beethoven.
Other suggestions might include: Hurt – Johnny Cash; Things are what they used to
be – Zoot Woman; Safe from harm – Massive Attack; La femme d’agent – Air; New
noise – Refused; All the love in the world – Nine Inch Nails; Hard year – Shihad;
Sahanaa vavatu – Ravi Shankar; Right where it belongs – Nine Inch Nails; Bum like
you – Robyn; Already gone – Kristina Olsen and Peter Grayling; Who are you? –
The Brown Derbys; Another day – Roy Harper.
Note that the music listed above covers an emotionally broad range. It is important to
use as broad an emotional range as possible, as participants will have a greater
understanding of how music can and does affect their mood.
~ The Salvation Army STeP123 project – This is Me!: hearing workshop checklist ~
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Try to allow an hour of music at most. You may wish to reduce the length. It is not
recommended to extend the length beyond an hour, as the emotional impact is quite
fatiguing.
The rationale for this workshop is that the music is intended to induce strong emotional
responses. The emotional responses may trigger powerful memories of significant events in
participants’ lives. As with previous workshops, these emotions and memories may be
happy, but they may also be traumatic. Thus you need to be prepared to deal with the
possible consequences such emotions and memories might elicit. The emotions and
memories might also be stronger than in previous workshops as the stimulus is arguably
stronger. However, as the participants have experienced several similar activities that have
asked them to engage with their emotions in a safe environment, they will have an
understanding of the process.
The music selection is most important. It is central to this concept that the music selected
models constructive expression of the emotions represented. For instance, anger is an
emotion that is well represented in music, but not always positively expressed.
Sequencing may also be important. The suggested list above is sequenced from most angry
through to most peaceful. All, it is hoped, will be confronting.
The concept to bear in mind is that the music required here needs to be confronting,
challenging, and emotive. It is supposed to elicit an emotional response; therefore it needs to
challenge us. Nice, saccharin pop music, while it is safe, will not work in this context.
There are limits however. Strong language might have a place in contemporary society, but it
has no place in this workshop. Strong imagery, however, does. Strong emotions also have a
place. Anger, despair, dislocation, sadness, joyfulness, love – these are all emotions that are
very well represented in music.
Finally, it is better to select music that is mostly unknown to participants; this means that they
will be encouraged to engage fully with the music.
To reiterate, the intention of this series of workshops is to increase emotional resilience,
introducing a tool with which emotions and memories may be confronted, while at the same
time as addressing the literacy skills of participants.
~ The Salvation Army STeP123 project – This is Me! music licensing ~
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This is Me! Music licensing
APRA was contacted for approval to use licensed music as part of the This is Me!
workshops. APRA deemed that the music is being used under the category of music therapy,
and so does not require a license.
Per telephone call: Kate Herford, APRA, 5 July 2012.
~ The Salvation Army STeP123 project – This is Me!: sight workshop checklist ~
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STeP123: This is Me! – sight workshop checklist
This is adapted from Baart (2002).
Resources
Each participant to bring a favourite photograph to the workshop. It is best not to
bring photographs of well-known people. Family, friends, personal events, scenery,
and holiday photographs are all good suggestions.
Ensure all participants have a copy of the Grammatical terminology sheet;
The premise of this workshop is that sometimes experience is the result of observation and
vicarious encounters with others and with the world. We can look to the world around us for
inspiration, and this activity allows analysis of others experiences, through the images created
during and from those experiences. Questions that could be important in this context include
speculation as to who the photographer might have been, as well as trying to gauge the story
from the limited knowledge provided by the image.
Ensure chairs are arranged in a circle;
Have the participants pass their photo to the person on their immediate right;
Allow three minutes photo interpretation, analysis, and recording: one minute looking
at actions present in the photograph (verbs); the second minute recording descriptive
words relating to the photograph; the last minute quickly writing a story explaining
the image;
Do not keep rigidly to the suggested times. If some participants are having difficulty
with the task, go over the Grammatical terminology sheet so participants are clear
about what they are to be doing.
Once the photograph examination has been completed by all participants (each should
complete at roughly the same time – around three minutes), each participant is to pass
the photograph they have just analysed to their right. Thus, each will receive another
photograph to examine, and they will need to analyse the new photograph in the
manor described above;
The analysis is complete once the participant receives their own photograph back;
~ The Salvation Army STeP123 project – This is Me!: sight workshop checklist ~
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There is to be several minutes of discussion of the photographs, brainstorming and
comparing stories, before writing of poetry begins. The owner of each photograph is
NOT to reveal anything about their photograph;
Now poetry writing may begin…
Reference
Baart, N 2002, ‘Saying it more intensely: using sensory experience to teach poetry writing’,
The English Journal, vol. 91, no. 3, pp. 98-103.
~ The Salvation Army STeP123 project – This is Me! – Debriefing session conventions ~
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STeP123: This is Me! – Debriefing session conventions
Respect other participants - no put downs
Give your opinions – all opinions are valued
Agree/disagree with idea not person
You can change your mind
Listen and take turns
Ask questions
Give reasons
You don’t have to share
~ The Salvation Army STeP123 project – This is Me!: Grammatical terminology ~
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Grammatical terminology
This is a list of useful terminology that it is good to know and use:
Metaphor – is a literary device that compares, or represents, an intangible thing or idea
through use of an image, story or tangible thing directly. Examples: Her eyes were
glistening jewels; the exam was a breeze; the kitchen is a furnace.
Simile – is a figure of speech that compares two different things indirectly. Examples: he
was as fast as a speeding bullet; She is right as rain; They are as hungry as a horse. In
these examples “as” has been used as the comparator; “like” or “than” may also be used.
Verb – a verb is a part of speech that conveys action: a doing word. Examples: run,
write, read, say.
Adverb – an adverb is a part of speech that modifies a verb. Examples: that music is
really good; I often walk to work; I sometimes catch a bus home; that meeting was
incredibly stressful.
Noun – nouns are used to describe, or label, things. They can also represent general
groups of things. So, village is a noun; women is a noun representing a group of persons.
Pronoun – pronouns are generally capitalized, and represent, or name, particular objects
– for example, a specific person, a specific place. So, Stephen picks out a particular
person, while Hobart picks out a particular place, and Ford picks out a brand.
Adjective – an adjective’s role is to modify a noun or a pronoun. Adds interesting
information about the object being described. Examples: broad lines, loud colours, dark
forest, leaden sky, playful breeze
PREPARATION & REQUIRED RESOURCES... 1 of 4
PREPARATION & REQUIRED RESOURCES
GENERAL
Develop an understanding of the rationale behind the workshops
Be aware that you will need to allow 2 hours for a workshop, although some will be
shorter
Check contents of kit are all there
Print and distribute This is Me! Leaflets – Invitation for the participants (check if
there are some in the kit)
–DL, double sided
–fill in location and time
–point out request for clients to bring a personal object which is special to them to the
first workshop
–discuss any need for digital recorder
Determine access to computer, overhead projector, power-board and extension cord
Determine availability of Salvation Army workers or counsellors should they be
required
PREPARATION & REQUIRED RESOURCES... 2 of 4
WORKSHOP 1 – This is Me! – My Object-My Story
Workshop plan
–familiarise with the workshop rationale, the workshop plan, and the kit contents
Registration Form
–print one for each participant, plus one or two spares, if required
Large sheet(s) of white paper
–obtain a large sheet(s) of paper if a whiteboard is not available
Poems to share
–find useful/different examples e.g. Leunig, Roald Dahl, Cameron M Semmens
–see list of possible poetry books to share (may be borrowed from the library)
PowerPoint presentation
–determine if there will be a computer/overhead projector/screen and how to use it for
Poetry PowerPoint
Participants’ objects
–to be requested of the participant by the program worker prior to the first workshop!
Spare objects
–find some common objects which could remind someone of the same object they
have at home, in case someone doesn’t bring something
My Object-My Story worksheets
–print one for each participant, plus one or two spares
WORKSHOP 2 – This is Me! – Found Object
Workshop plan
–familiarise with the workshop rationale (including the workshop guidelines), the
workshop plan, and the kit contents
PowerPoint presentation
–determine if there will be a computer/overhead projector/screen and how to use it for
Optical Illusions PowerPoint
Magic Wand
–find a smooth stick to use for If You had a Magic Wand exercise
Why attend This is Me! Workshops? Sheet
–print one for each participant, plus one or two spares
Spare objects
–find some common objects which could be found around and about in case they are
hard to find
Grammatical Terminology Sheet
–become familiar with this for your reference
Allergy Advice forms
–3 to an A4, single sided
–forms checking for food/other allergies, before next workshop, can be filled in
–print one for each participant, plus one or two spares (check if there are some in the
kit)
PREPARATION & REQUIRED RESOURCES... 3 of 4
WORKSHOP 3 – This is Me! – Scents
Workshop plan
–familiarise with the workshop rationale (including the workshop checklist), the
workshop plan, and the kit contents
Web
–obtain a ball of string to use for the Web & Would You Rather? exercise
Check scents in the container of Scent Bottles in kit are ok
Spare plastic containers
–for something which you may like to add during the course of the workshop
WORKSHOP 4 – This is Me! – Hearing
Workshop plan
–familiarise with the workshop rationale (including the workshop checklist), the
workshop plan, and the kit contents
IPod with speakers, CD player or computer
–determine availability and load the music from the USB (or music of your own
choice which fits with the rationale)
–enough songs to last for about an hour of listening time
–keep in mind that the music will need to be played fairly loudly
Coloured pencils
Box of tissues
Reminder slips to bring a photo to the next workshop
–3 to an A4, single sided
–includes a description of the kinds of photos someone might bring
–print one for each participant, plus one or two spares (check if there are some in the
kit)
WORKSHOP 5 – This is Me! – Sight
Workshop plan
–familiarise with the workshop rationale (including the workshop checklist), the
workshop plan, and the kit contents
Participant’s photos
–requested of the participant at the previous workshop!
Spare photos
–find some spare photos in case someone doesn’t bring one (avoid celebrities)
Grammatical Terminology Sheet
–become familiar with this for your reference
Photos worksheets –
–print one for each participant, plus a few spare
Egg timer or stopwatch
–take for time limits on time spent doing worksheets
PREPARATION & REQUIRED RESOURCES... 4 of 4
WORKSHOP 6 – This is Me! – Debriefing
Workshop plan
–familiarise with the workshop rationale, the workshop plan, and the kit contents
PowerPoint presentation
–determine if there will be a computer/overhead projector/screen and how to use it for
This is Me! Debriefing Guidelines PowerPoint
Questions to consider sheet
–print one for each participant
Large sheet(s) of white paper
–obtain a large sheet(s) of paper if a whiteboard is not available
Expectations sheet
–take from Workshop 1 Expectations exercise
My Future Story cards
–print one for each participant, plus one or two spares (check if there are some in the
kit)
Participants’ Poetry
–print out all participants’ poetry which was scanned at the end of each workshop
Poetry Recital and Publication Celebration notes (check if there are some in the kit)
–3 to an A4, single sided
–complete prior to giving to participants
Consider if you may need to arrange another time for a rehearsal before the recital
RECITAL & PUBLICATION
Venue
–book prior to Workshop 6
Poetry Recital and Publication Celebration A4 posters
–print and complete details
–display in the appropriate locations
Participants poetry publication
–arrange printing
–take a proof to the recital for confirming there are no further changes wanted
Participants’ poetry
–take print out of all participants’ poetry which was scanned at the end of each
workshop, for participants to read for at recital (they may choose to read from the
proof but there should be a choice)
This is Me! certificates
–print one for each participant, sign and date (check if there are some in the kit)
Poetry Recital Speech
–amend as required
Talent Release forms
–copy required for each participant
–to be completed and signed by each participant before publication can be printed