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future_fabulators:scenario_building_as_lucid_dreaming [2014-06-02 14:47] – created majafuture_fabulators:scenario_building_as_lucid_dreaming [2015-05-20 09:26] (current) alkan
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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 for participants (see [[lucid dreaming a storyworld]])+NoteThese are facilitators' notes in progress for the [[Lucid dreaming a storyworld]] workshop, held by FoAM at Time's Up in Linz in June 2014. The notes still need much cleaning up. If you'd like to try the process yourself and something is unclear, send us an email at bxl [at] fo [dot] am
  
 +==== 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: breathbodyroomhearingseeingthoughts & feelings360 degrees.+  * broadening awareness the beam of a flash-light: breath -> body -> room -> hearing -> seeing -> thoughts & feelings -> 360 degrees.
  
-----+=== What's in the box? ===
  
-(move into being aware of dreams and letting them flow, observing what happens)+Exercise for becoming aware of 'dreams' (or uncontrolled streams of (un)consciousness, and letting them flow, observing what happens
  
  
 11:20 - 11:40 what’s in the box? 11:20 - 11:40 what’s in the box?
  
-  * facilitator gives everyone a boxin the box is a gift, the gift you really wanted to receive. start walking in the space, changing directions when you feel like it. keep the box for a while, then swap the box with someone else. let go of its contents and focus on the process of giving a gift to someone. the receiver accepts the box and receives a perfect gift. keep passing the boxes around. +  * the facilitator explains the improvisation. Something along the lines of "I will give each of you a boxin the box is a gift, the gift you always wanted to receive. enjoy the gift for a few moments, then start walking in the space, changing directions when you feel like it. Keep the box for a while, then swap the box with someone else. Let go of its contents and focus on the process of giving a gift to someone. The receiver accepts the box and again receives a perfect gift (the contents of the box change through the process of 'giving'). keep passing the boxes around, giving and receiving. Please do so in silence. At some point I will ask you to open the box and tell me what is in it. Please answer without thinking - what comes up is the best thing it could haveAny questions?"  
  
-  * facilitator pulls one person at the time from the group and asks: what’s in the box? what else is in the box? put your hand in and feel what might be hidden deeply in the box? they can go back to the group and keep passing the box around.+  * 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
  
-  * facilitator stops the group once everyone has spoken.+  * One by one, the facilitator gives the participants a 'box' by holding a box-like space in between his/her hands (different sizes for different people)
  
-  * the facilitator writes down what is in the boxes +  * 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, the facilitator pulls one participant from the group and asks: "can you open the box please? what’s in the box? Put your hand in a bit deeper... is there anything else else is in the box? How about if you shake it? Did anything come loose? And if you smell it?" The facilitator notes down the contents of the box, thanks the participants and invites them to sit on the perimeter and observe the others. One by one all the participants should have a chance to discover what is in their boxes. 
 + 
 +  * Once everyone has spoken and is sitting down, the exercise is over. 
 + 
 +  * The facilitator reads the list of contents from everyone'boxes  
 + 
 +  * If appropriate a reflection on the exercise can happen now, otherwise move to the next stage.
  
 +++ notebook, pen +++ +++ notebook, pen +++
  
-----+{{>http://www.flickr.com/photos/foam/14359737764/in/set-72157644926814106}}\\ 
 + 
 +=== 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 'known' elements of the world. are there any links, can some of them be merged
 +  * time allowing (not in our exercise at TU), you might want to make a map/affinity diagram of the world using only the known elements 
  
 +++ 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) - based on the known elements, what can we safely assume about this world? 
 +  * structured conversation (in a circle, with a 'speaking ballwhen you get the ball, speak then throw it to someone you want to hear from)
  
 +++ 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 to the KP(U). +  * 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  
 +  *  facilitator adds the "unknown" column to the known and presumed 
  
 +++ large piece of paper, marker, KPU template +++ +++ large piece of paper, marker, KPU template +++
  
-----+{{>http://www.flickr.com/photos/foam/14142897018/in/set-72157644926814106}}\\ 
 + 
 +=== 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, share them with the group (post-its), create a clustered map+  * free (automatic) writing for 2-3 minutes, then 2-3 minutes pull out characteristics individually, share them with the group (post-its), create a clustered map (or just a list if no time is available)
  
  
 +++ 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+  write answers on a piece of paper
  
 +++ large piece of paper, markers +++ +++ large piece of paper, markers +++
 +
 +{{>http://www.flickr.com/photos/foam/14306423136/in/set-72157644926814106}}\\
  
 ---- ----
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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?
  
-  * 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 +++
  
-----+=== 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/re-incorporates things from previous exercises+  * facilitator interjects with lucid dreaming questions (Are you able to shift objects across a room or area without going near them?), connects/re-incorporates things from previous exercises)
  
-+++ blackboard, chalk, CLA template +++++++ blackboard, chalk +++ 
 + 
 +{{>http://www.flickr.com/photos/foam/14143043507/in/set-72157644926814106}}\\
  
 ---- ----
  
  
-day 2+==== Day ====
  
-----+=== Sinking in ===
  
-09:30 - 10:00 what is the inhabitants’ relationship with their environment?+09:30 - 09:50 transporting back into the world
  
-  * go outsideLook at the ground underneath your feet. Does it look normal or not?+  * make yourself comfortableclose 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…+=== Living in the world ===
  
-  * 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? 
  
-10:00 - 10:30 what ideologies and values do you see emerging? are there different civilisations or other groups? 
  
-  * each person writes down one or more ideologies on large post-its. ++++ big paper, marker add to what is the world like? +++
  
-  * facilitator takes the post-its, then interviews each person with 5 whys. someone else takes notes on post-its. +=== Worldviews ===
  
-  * post-its on blackboard+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? 
  
-+++ post-its, pens, blackboard, chalk, CLA template ++++  * 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 groupscivilisations and ideologies on blackboard
  
-----+Free association 
 +  * how do different groups/civilisations/ideologies relate to each other? 
 +  * how do they relate to the environment and world as a whole?
  
-10:30 - 10:50 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'.++++ post-its, pens, blackboard, chalk +++
  
-+++ post-its, pens, blackboard, chalk, CLA template ++++=== Stories ===
  
-----+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?
  
-10:50 - 11:20 what is/are the myth(s)/archetypes on which the (different) culture(s) developed?+  * 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 the overarching stories
  
-  * 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 +++++++ a4 papers, markers, post-its, blackboard, chalk +++
  
-----+{{>http://www.flickr.com/photos/foam/14349277731/in/set-72157644926814106}}\\
  
-20 min break (stop 'being aware of the dream', move onto steering the dreams)+---- break
  
-----+=== A day in the life ===
  
 +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)
  
-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.+{{>http://www.flickr.com/photos/foam/14166028100/in/set-72157644926814106}}\\
  
----- 
  
-12:30 - 14:00  incasting/flesh out the smaller set of scenarios as (beginnings of) physical narratives.+=== 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? 
 + 
 +{{>http://www.flickr.com/photos/foam/14372792103/in/set-72157644926814106}}\\
  
 ---- ----
  
-lunch+13:45 - 14:00 what is the name of the world? 
 + 
 + 
 +  * 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.
  
 ---- ----
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