Day 2





DAY 2 – Friday 2/4/11


CPL
Authenticity

NML
Play + Performance + Collective Intelligence

SELs
Self-awareness + Self-management

Ethics and Mapping
Identity + Stories
Ethical thinking skills highlighted in this lesson:
● Consider the community-level consequences (benefits and harms) of different courses of action

Learning Objective
Explore the characteristics of collaboration, anonymity and remix in creative and ethical practice.

Materials needed:
● name tags and markers
● skills/terms for the day pre-grouped on a central wall
● folders and notebooks
● Tumblr and Twitter set-up handouts
● projector, speakers and laptop with internet
● phones or computers with internet access for each student

3:35-3:45 – Sign-in and DJ of the Day

3:45-3:55 – Icebreaker
Hand out name tags to students in random order and ask them to find their person - and give that person their name tag. Tell each other one great thing about your day, and one thing you liked about the last workshop! (10 minutes)

3:55-4:10 – Snack and Look-Back
-Look at norms set-up yesterday and discuss process / finalize list.
-How successful were we at using the skill “collective intelligence”?
-What other words from the Word Wall apply?

4:10-4:35 – Blog Activity

Tumblr (15 min)
- Create Tumblr for program using projector and laptop to collaborate as a group in order to model the process. Explore design choices and writing for your audience.
- Handout Tubmlr.pdf and have students create usernames, passwords and blog names. Write down your audience, public or private, what you want to share and the rules/norms you will set for your blog (At home: work on setting-up Tumblr and write an introduction about yourself. Set-up as a private space for now)

Video (5 min)
- Watch http://www.youtube.com/watch?v=nrlSkU0TFLs - video about norms idea of “oversharing/TMI” on Facebook and discuss. (10 min)


4:35-4:50 – Intro activity to the day’s theme of Identity

PART 1 - (15 min)

- Watch Batman’s Bad Day video - http://www.youtube.com/watch?v=dkOhlrr3Q-U (5 min)
- Discuss identity play using ORID (10 min)
ORID re. Identity re. play (student writes what others say on the board)
O -What does the word “identity” mean?
-What are some of the words we associate with “identity”?
R -What aspects of your identity come from you (do you feel you have created)?
-What aspects of your identity have been imposed on you? (e.g. family, cultural, status)
I -How do you perform your identity? (how do you show/tell/convey identity)
-How does your identity change depending on who you are with?
-How did these characters use the skill “negotiation”?
D -How can we perform (express) identity on-line?
-What can you do to showcase elements of your identity you want to share in ways that
empower you?
-What factors can we take into consideration when considering the differences between
on and off-line identities?


4:50-5:10 – Main activity : Superheroes - Collective Intelligence and Performance
[[#_msocom_1|[1]]]
PART 2 - (30 min)

Community
WHO:
● Create your own superhero, or select one from popular culture.
● Identify your superhero’s powers and the contributions they make to society. (Ask yourself: In what ways does your superhero make the world a better place, and how do they do it?)
● Make a symbol / emblem that identifies your superhero and place it on yourself somewhere (an arm band, headband, cape, etc.)
WHERE:
● Fantasy place - group invents the “where” of the scene
WHAT:[[#_msocom_2|[2]]]
● Obstacle to solve as a group in the improv - facilitator gives this to the group
HOW:
You must work to solve the problem at hand by considering what’s best for the ‘community’ at stake[[#_msocom_3|[3]]] .
You can not work alone, but try to use the powers of others around you and find a way for everyone to contribute.
You can not explicitly state your superhero’s name or power, but find other ways of communicating the information.
You will have 10 minutes to find a solution you all agree on and can participate in!
WHY:
ORID re. Collective Intelligence and problem solving
O -What happened when some players did not adhere to the rules?
-What norms naturally developed during the improv?
R -How successful did you feel your character was at helping the group solve the problem at hand?
I -What contributed to the success or failure of the group reaching a solution?
D -What new rules could we make next time to prevent some of the problems that got in the way of the group solving the dilemma?
[[#_msocom_4|[4]]]
PART 3 (30 min)

Authentic Problem-Solving
WHO:
● Create your own superhero, or select one from popular culture.
● Identify your superhero’s powers and the contributions they make to society. (Ask yourself: In what ways does your superhero make the world a better place, and how do they do it?)
● Make a symbol / emblem that identifies your superhero and draw it on the back of your nametag
WHERE:
● Group comes-up with the “where” of the scene by picking a specific place in the school where conflict often arises
WHAT:
● Group defines the obstacle/conflict of the space to resolve during the scene
HOW:
You must work to solve the problem at hand by considering what’s best for the ‘community’ at stake.
You can not work alone, but try to use the powers of others around you and find a way to utilize the collective intelligence of the group.
You can not explicitly state your superhero’s name or power, but find other ways of communicating the information.
You will have 5 minutes to find a solution you all agree on and can participate in!
REFLECT:
● Reflect on how your choices and voices impact a situations and can change outcomes.

[[#_msocom_5|[5]]]
5:20-5:30 – Closing activity (can stay few minutes longer to finish this)

Twitter (10 min)
Using Twitter.pdf create Twitter account on library computers
(login: lausd_user pswd: lausd2010)

-Tweet to the hashtag #rfkplay one thing you liked about yesterday’s session

-Tweet final thoughts to the hashtag #rfkplay - what “skills” from the Word Wall did you use today and in which activity?

At Home: Blog on your Tumblr - Talk about the superhero identity you performed today, what his/her powers were, the obstacles they came up against and how they solved them with a group. Discuss other characters too!

Next Session - Introduce Thursday’s theme: Boundaries and Privacy


ORID

Topic: Exploring identity

Rational Aim:

Experiential Aim:

Opening
Objective
Reflective
Interpretive
Decisional
Closing

What are some of the different identities that occur in this school?

Who here plays a sport? Who plays music? Who is in student government? Who acts in plays or is part of a dance group? Who belongs to a club?
What does the word ‘identity’ mean to you?

Were there any surprises about yourself?

Who are some of your favorite characters in games?

What does it feel like to play as that character?

Do you behave differently in offline and online spaces?
Can you have more than one identity?

In the “real” world, can people choose to be whatever identity they want?

How about in games, can people choose to be whatever identity they want?

In what ways do you behave differently as that character? [[#_msocom_6|[6]]] When performing, is the character you’re playing in some sense you?

How does this reshaping of our identities resemble or differ from deception and misrepresentation?
For example, when we play a part on stage in a play, is that the same thing as lying? What if we play a fictional character in an online game? What if we represent ourselves as someone we are not in an online discussion list?

Why do people take on different identities at different times and in different places?

Is it ok to play with identities online? What are the limits?

What are the benefits of identity play for young people? What are the drawbacks?

Why do parents and other adults become concerned when young people take on alternate identities? To what extent are their concerns valid?







Time constraint - cut activity and move straight to Part 3 —vvartabedian

determine what this obstacle/problem to solve is —vvartabedian

Maybe it’s good to cite references from the show “Heroes” though I’m not sure this is a show the students would have watched? —kirstencarthew

Great idea - or Survivor? —vvartabedian

Maybe do in two groups? One group goes to library to start Twitter activity and one does improv then switch (30 Min) - then reflect together as large group. —vvartabedian

see comment above
—vvartabedian


Oooh, interesting question! …. In fact, just read the list, LOVE all of the questions! So interesting! —laurelfelt