MODULE 4: Planning Improvements to our Group TOOLS Re-scripting Drama 5 Vision Tree 6 This module builds upon all the reflections and lessons learned by children’s groups using the Article 15 Resource Kit. The tool enables children and adults to identify a vision and to develop an action plan to improve their children’s groups.

5 Imagine and perform ways to improve how group members work together. OBJECTIVE 60 Minutes Flip chart paper and markers; or chalkboard and chalk Key Questions ? ? ? What children’s group issues are we trying to improve? What are the challenges for us to organize in a collaborative way? What can we do to become a “good” children’s group? Steps IDENTIFY: Start by identifying the specific issue your children’s group is trying to improve. This list of potential improvements may already exist if the group has completed the ‘H’ Tool or other tools, One example may be, ways to involve younger children and children with disabilities in group decision-making and activities. MATERIALS TIME 2. DIVIDE: Separate the group into two smaller groups of approximately 6-10 people. Each small group will have will have three to five minutes to prepare a script for: the current reality of a problem that needs to be improved. For example, the group excludes younger children and children with disabilities from group activities and decision-making. Re-Scripting Drama 60 Minutes 4, 11, 16 Module 4 – Page 1

3. PERFORM: Each small group performs their drama. Wait for all groups to perform before discussing. 4. DISSCUSS: After all performances, the actors may respond to questions and observations from the audience about each performance. One or two group member should write these questions and observations on a large sheet of paper or chalkboard. 5. RE-SCRIPT: The small group may meet again to re-script (rewrite) their drama with their ideas for how they may to improve the current reality to become a better group. 6. DISCUSS: Discuss the following questions as a large group: What did the actors improve in the re-scripted drama? Were the issues improved? Are there new issues the group must address? Module 4– Page 2

6 Vision Tree MATERIALS TIME Develop a vision and action plan for our group building upon analysis and ideas from using the Article 15 Resource Kit. Large flip chart paper, colored markers, colored paper cut into fruit shapes. Key Questions ? ? ? Steps What is our vision for improving our children’s group? What weaknesses have we identified while using the Article 15 Resource Kit that we need to address to reach our vision? What actions can we take to improve our children’s group in the next week, month, six months? What support do we need to implement our action plan? 1. PREPARE : Prepare the group to dream about their improved children’s group by encouraging each member to find a quiet place to sit or lie down comfortably, to close their eyes, and to breathe deeply. 90 Minutes 2. REFLECT : Ask the group to dream about what the group would look like if they put into action all of the plans they have recently discussed. Read aloud the reflection prompt on the next page, or create your own prompt to better fit your group. OBJECTIVE ALL Module 4– Page 3

3. CREATE : After dreaming, ask everyone to draw his or her individual dream and their vision of their improved children’s group on fruit shape paper. Fruits symbolize the dreams of our children’s group. 4. PRESENT : Every person participating is encouraged to present their dream – their fruit – and to hang it in the branches of the tree. A children’s group where children with disabilities are included and have a meaningful role Reflection prompt: Think about your children’s group as it is right now. Think about your role, your interactions/relationships with others in and out of your children’s group, the activities you are a part of, and your group’s achievements. Take a few minutes to let everyone reflect on these items. Now, think about your dream and vision for an improved children’s group. What about your role, your relationships, your activities, and your achievements would you change? What would stay the same? Dream about what your children’s group would look like, feel like and be like if all of these improvements were made. Prepare the fruit shapes and tree before starting this tool. This will help the activity move along smoothly. Module 4– Page 4

You may use different colored paper to represent and record different groups of strengths. For example, blue = individual strengths, purple = group strengths, and red = partners’ strengths 5. DISCUSS : Collectively explore the strengths of your children’s group. Discuss the individual strengths of each person, as well as the strengths of your entire group. You may also want to think about the strengths of those organizations that support your children’s group. 6. RECORD : Record the individual and group strengths on the roots of the tree. These roots represent the strengths that give your children’s group a strong foundation. 7. REFLECT : Reflect and list all the key areas of improvement, or action steps, that were identified during the use of the Article 15 Resource Kit. 8. ACTION : In the trunk of the tree, write ideas to develop your strategy and action planning initiatives to make all the necessary improvements. Involve children with disabilities as members and leaders. Involve younger children (under 12) in making group decisions. We have a lot of support from adults in our village Ajaya is friendly and welcomes new members Individual Strengths Group Strengths Module 4– Page 5

Suggestions for action can be presented and then explored further by asking the question HOW? And again, HOW about how exactly these vision actions can become a reality. If you try new tools over time, always remember to come back to your Vision Tree and add any new action steps! Individual Strengths Collective Strengths Action Steps Dreams for Improved Child Club 9. MONITOR : If possible, keep your group’s Vision Tree hanging in a common place where you can view it often and keep track of your group’s progress on its action steps. You may want to come back and revisit your tree every three months, six months, and/or every year to see if you are improving and achieving your goals. Module 4– Page 6

7 Paul Stephenson Ruthi Hoffman-Hanchett Ravi Karkara Character images created by CERG through Bitstrips For Schools is not associated with The Article 15 Project. Annette Giertsen Module 1 – Page 7 The Article 15 Project Please visit CRC15.org for all Resource Kit modules. Roger Hart Pamela Wridt Blair Osler Bijan Kimiagar Ingrid Agud Claire O’Kane CERG is a Key Institution of the Childwatch International Research Network