Cover Image
close this bookCreative Training - A User's Guide (IIRR, 1998, 226 pages)
View the document(introduction...)
close this folderHow was this user's guide to creative training produced?
View the document(introduction...)
View the documentWorkshop objectives
View the documentThe workshop process
View the documentIt came one night...
close this folderBasic facilitation skills
View the document(introduction...)
View the document10 handy tips
close this folderTraining needs assessment
View the document(introduction...)
View the documentPurpose
View the documentMaterials
View the documentSuggested approach
View the documentWII-FM (what's in it for me?)
close this folderEvaluation techniques
View the document(introduction...)
View the documentPurpose
View the documentMethod
View the documentAre we on target?
View the documentTell me...
View the documentComplete the sentence
View the documentOther methods
View the documentDeveloping questionnaires
close this folderEnergizers
View the document(introduction...)
View the documentPurpose
View the documentForming groups
View the documentCreative congratulations
View the documentRelaxers
close this folderMood setting exercises
View the document(introduction...)
View the documentMy posture, my thinking
View the documentPut your worries aside
View the documentCreating a positive state of mind
close this folderLectures
View the document(introduction...)
View the documentStrengths
View the documentLimitations
View the documentSuggested approach
View the documentOutcome
View the documentDeveloping the lecture method further
View the documentMind mapping
View the documentCreative use of overhead projectors
View the documentSlide/photo presentations
View the documentVisual spicers
View the documentPosters as problem-posing materials
close this folderDrawing and chalk talk
View the document(introduction...)
View the documentChalk talk
View the documentComic love
close this folderSelf-expression through pictures
View the document(introduction...)
View the documentVariation 1: Printing from objects
View the documentVariation 2: Printing from erasers/vegetables
View the documentVariation 3: Collage
View the documentBody language
View the documentVisual gestural communication
View the documentShadow plays
View the documentEasy puppets
View the documentBasic theater skills
View the documentRole play
View the documentAnimated comics role play activity
View the documentFolkstorytelling: Stories come alive!
View the documentOral testimonies
View the documentLifeline
View the documentTimelines
View the documentMap-making
close this folderMaking and using case studies
View the document(introduction...)
View the documentMaking a case study
View the documentUsing a case study
View the documentAction research
close this folderField trips
View the document(introduction...)
View the documentCross tripping/comparing environments
close this folderPhysical activities as educational tools
View the document(introduction...)
View the documentIllustrating facts or theories
View the documentPromoting attitude change
close this folderGames
View the document(introduction...)
View the documentSnakes and ladders
View the documentHealth snap
View the documentBangko-bangko
View the documentContact organizations
View the documentWorkshop participants
View the documentWorkshop production staff

Lifeline

Lifeline is an activity that encourages participants to reflect on their personal lives and then discuss their reflections collectively. It focuses on the ups and downs in their life, the people and situations that influenced them, their present concerns or work, and processes that strengthened or weakened the image of themselves.


Figure

Purpose

A lifeline aims to make participants identify the factors that drew them to their current situation, understand why people behave as they do and, when possible, relate these experiences to the general situation in society. It is designed to draw out lessons from the participants' own experiences.

Materials

· bond paper, craft paper, board or wall
· crayons, pencils, marker pens and chalk

Suggested approach

Caution

Doing a lifeline can be an emotional activity for some participants so the facilitator should be sensitive enough to spot this.

1. Ask participants to reflect on their life history from childhood to present or on a certain period only, e.g., a period when they got involved in the community. They should concentrate on key persons, events or concepts that have influenced them.

2. Have participants draw their individual lifeline using symbols to represent important events, people or influences in their lives.

3. When participants are ready, divide them in twos or threes depending on the size of the group, to share their drawings and reflections.

4 Ask each group to present its common and unique experiences through its group lifeline (drawing).

5. Analyze experiences using the guide questions below.

· What are the common experiences and when did these happen?
· What decisions in life did we make during this period?
· What factors led to these choices/reactions?
· What personal perceptions, biases and principles did we establish in the process?
· What are the unique experiences among our group? Why are they unique relative to others?
· How are our experiences related to what was happening in the community and society in general?
· What are our present goals in life?
· How do we want to achieve them individually and collectively?

Note

The facilitator can outline other key questions depending on the range and depth of participation.

Strengths

· Sharing through lifeline is a powerful and liberating process. By reflecting on one's work, commitment and feelings and sharing them with others, one is able to chart one's personal development relative to organizational, community or political timelines.

· Participants familiarize themselves with each other's experiences and perceptions and, in the process, build trust and understanding that are crucial in any training. Having a sense of where each is coming from, learners assert their ideas during heated debates while respecting other points of view.

· More importantly, lifeline challenges people to look forward and reflect on how they can enrich their personal and community life.

Examples

In a community educators' training, Virgie, a health worker in Cavite, used the caged bird to symbolize her life full of limitations from childhood until the early stages of her married life. She grew up with a strict father and four protective brothers. Her mother advised her to follow the rules for her benefit. To escape from all of these, she married early only to find herself transferred to another "cage" this time, with her children as added responsibilities. Her exposure to a community organization opened her mind to women's issues and influenced her later perspectives and decisions in life. Finding her niche, she decided to do community health work and eventually regained her confidence and sense of freedom.


Figure