When the Air Tastes Sweet: Darkness Can Make the Light Brighter

My first three years of life were lived not far from a chocolate chip cookie factory. It was a great place to spend my primal years. The scent of the cookies made breathing itself a sweet experience. Ever since then, I’ve loved such cookies⎼ and breathing.

 

After college, I served in the Peace Corps in a rural village of the West African nation of Sierra Leone. At one point, I became very sick from a combination of illnesses. There was little food in the village and what was available I couldn’t tolerate. I needed medical care, but the only Doctor I knew of was hours away in the capitol, Freetown.  When I arrived in the capitol, I ate the sole food I could even imagine being near, let alone eating, namely a few chocolate chip cookies which my mom had sent.

 

Maybe it was because of the memory of the chocolate scented air, or maybe because they were from my mom⎼ and maybe they weren’t very nutritious⎼ but I always imagined the cookies, not the medications from the doctor, saved me from starvation. The cookies had such a healing effect on me that the next day, I was able to eat another familiar food, a hamburger. I was lucky I was in Freetown because that was the only city in the country at that time to have a restaurant that served them. After that, my appetite returned. The dark, painful memory lives in my body even now reminding me how much I love eating.

 

Dark times can often make any bit of light seem brighter. I’ve written before about how, lately, I wake up 3, 4, 5 times a night. And I’ve come to feel the physical dark not as a deprivation of light, or as something frightening, but as a comfort and friend. When I get up, and it’s still dark, I look out the window to see what beauty the night had created. For example, in late fall and winter, the moonlight or distant city lights turn tree branches into dramatic sculptures, bare fingers stretched out to the sky.

 

Several years ago, when I was leading an improvisational theater workshop, we tried an experiment. Some of the people in the group said darkness was frightening. Others disagreed. So, we planned an experiment. Our next meeting would take place in a large college classroom with no windows and where we could turn off every light, even the exit signs. The darkness in the room was total.

 

Beforehand, I moved most of the chairs together, in groups, so distinct, twisting paths to the center of the room were created. People were allowed to enter almost ceremoniously, one by one, with about a minute between them. The object was, without talking or making noise, to see how hard it would be to find each other in the center of the room.

 

And we did find each other, more easily than anticipated. I entered last, to find the whole group gathered closely together. Once I arrived, I asked if we should turn on the lights. The unanimous reply was “no.” No one wanted light, or to leave.

 

Now the physically darkest time of the year is before us….

 

*Please go to the Good Men Project to read the whole post.

5 Improvisational Mindfulness Activities for Academic Classes

One way to increase student engagement and decrease anxiety in the classroom is to combine mindfulness and improvisation theatre exercises to teach subject matter. Improvisation develops a sense of trust in self and others, as well as whole body thinking and awareness. It is also fun.

 

Improvisational mindfulness activities can be used in most academic subjects. Personally, I have used them in English, Social Studies and Social Science classes. My colleagues have used them to teach foreign languages. They can also be used by teachers trainers to show how to present material in a lively way, relate compassionately with students, and face challenging situations with empathy and clarity.

 

For example, In English classes, improvisation can be used to examine a character in a novel, develop a plot for a short story, or explore the meaning of an essay. In history or social studies classes, it can be used to develop empathy and in-depth understanding of an event in history or explore the meaning of concepts like freedom, compassion, nationalism or the need for equal rights for all. In any class, it can be used to encourage class participation or to assess student understanding. For example, in a class on psychological literature, I asked students to take turns playing the main 3 characters in the novel Ordinary People in an imagined family therapy session. The school counselor played the therapist, and I observed the session and took notes on how the students’ words and gestures showed how well they understood and embodied their character.

 

A Few Games and Exercises: Before you introduce any of these activities to your students, practice the technique yourself several times and imagine how each of your students will respond. You may need to modify in order to better suit your students and your context.

 

  1. Mirroring: Mirroring can be a wonderful way for students to develop a subliminal understanding of and ability to harmonize with others as well as a way to pick up on body messaging. (See my book, Compassionate Critical Thinking, page 63.)
    1. If you have space or can move tables out of the way, ask students to stand up and pick a partner or assign partners.
    2. Have the pairs stand with feet shoulder width apart, facing each other, hands up and open, slightly in front, with hands facing those of their partner.
    3. Imagine that the surface of the mirror is halfway between you. Pick one of you to be the leader, the other mirrors. Move slowly, without breaking eye contact or breaking the mirror. An example of breaking the mirror would be if the leader’s right hand goes outward, toward her partner and past the partner’s left hand.
    4. After a few minutes, have them switch who leads. After a minute or two, before they tire, switch again⎼ and then again. After switching two or three times, of shorter and shorter intervals, tell them to move with no leader.
    5. After a minute or so with no leader, ask them to stop and close their eyes. Lead them in a body scan or an exercise in mindfulness of feeling and sensation .
    6. Have them thank and share their reactions with their partner.
    7. Ask the whole class how difficult it was to follow their partner without losing eye contact and if they were able to move freely without a leader.  Discuss the importance of being able to move with awareness in tune with others.
  2. Exploring images: Show the class a photograph of a group of people in a social situation (or in a social studies class, a historical event) who are discussing, arguing, celebrating, or having some other type of interaction. Then ask the class to intuit what is going on and why. …

To read the whole post, please go to MindfulTeachers.org.