11:00 - 11:10 framing: brief, lucid dreaming, scenario processes, instructions for participants (see lucid dreaming a storyworld)

(move into opening awareness)

11:10 - 11:20 meditative, focusing exercise - sensory-scan

• broadening the beam of light: breath, body, room, hearing, seeing, thoughts & feelings, 360 degrees.

(move into being aware of dreams and letting them flow, observing what happens)

11:20 - 11:40 what’s in the box?

• facilitator gives everyone a box, in 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.

• 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.

• facilitator stops the group once everyone has spoken.

• the facilitator writes down what is in the boxes

+++ notebook, pen +++

11:40 - 11:50 what do we know ?

• facilitator writes down things 'found in boxes' on a larger piece of paper

+++ large piece of paper, marker, KPU template +++

11:50 - 12:10 what can we presume?

• free association (brainstorming); structured (in a circle, ball - throw it to someone you want to hear)

+++ ball, large piece of paper, marker, KPU template +++

12:10 - 12:25 what is unknown?

• 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).

+++ large piece of paper, marker, KPU template +++

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

+++ A4 paper, pens, large piece of paper, post-its +++

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?

• exquisite corpse using these questions. one question per person. fold, continue.

+++ 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?

- go through each question, collect answers from all exquisite corpses - write answers on a piece of paper

+++ large piece of paper, markers +++

lunch

15:10 - 15:30 what are the inhabitants’ problems and what their dreams?

• 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 +++

15:30 - 16:00 what forces influence the inhabitants’ dreams and problems? larger systems?

• 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

+++ blackboard, chalk, CLA template +++

day 2

09:15 - 09:30 transporting back into the world

• make yourself comfortable, close 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

09:30 - 09:50 what is the inhabitants’ relationship with their environment?

• 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?

+++ big paper, marker - add to what is the world like? +++

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?

• each person writes down one or more civilisations+ideologies on post-its.
• facilitator takes the post-its, then interviews the group with 5 whys.
• write names of civilisations and ideologies on blackboard

Free association

• how do different civilisations/ideologies relate to each other?
• how do they relate to the environment and world as a whole?

+++ post-its, pens, blackboard, chalk, CLA template +++

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 note down what feelings emerge in them (as dreamers) and write them down on post-its. cluster feelings in 'myth layer'.

+++ post-its, pens, blackboard, chalk, CLA template +++

10:50 - 11:20 what is/are the myth(s)/archetypes on which the (different) culture(s) developed?

• split in 3 groups
• 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 'whatever happened'
  • 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?

• 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 +++

15 min break (stop 'being aware of the dream', move onto steering the dreams)

11:45 - 12:30 a day in the life of…

• 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)

12:30 - 13:15 a lucid dream / participant journey

• 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)

14:00 - 14:30 concluding discussions and suggestions for next steps.

15:00 - 17:00 doing nothing with Theater Nix