The essence of The Woolman Semester School as illustrated by Wordle!
(Warning: For the sake of authentic representation in art, the following poem has not been edited for language)
Peel open their crinkly silver petals and suck on them, crumple and shred the wrappers to form little nubs that gather at the corners of your coat pockets and make you smell like chocolate
There were 2 minutes left on the clock of Global Issues class when our teacher Emily told us she wanted to show us a video. One Billion Rising, she said it was called, and when we all looked at each other with arched eyebrows and wrinkly foreheads and explained to us what it was. A movement os singing, dancing, celebrating, just getting up and about and moving for and WITH one billion women across the globe for womens rights, equality, peace and justice. "Why wouldn't any women support this?", I thought. We watched the video and after those three minutes were through I felt a turmoil of emotions rise up inside me. I wasn't sure wether to smile, cry, respond, be silent, get up, stay sitting down. I just rested my chin in my hands for a good silent minute or two, and Emily let us, as the waves of shock pulsated off the projector screen and onto our bodies, pushing us back into our chairs everytime we wanted to get up to leave the classroom.
"Poetry is the way we help give name to the nameless so it can be thought...As they become known to and accepted by us, our feelings...become sanctuaries and spawning grounds for the most radical and daring of ideas." -Audre Lorde, "Poetry is Not a Luxury"
Word in the World, Woolman's spring elective on spoken-word poetry, has kicked off to a strong start! We (one intern and five students) meet twice a week to create a "sanctuary and spawning ground" for phenomenal poems, discussions of issues, performance, and play. Students have helped build the course, structuring content and working through consensus-based process to form the facilitation structure of the class.
"Spoken-word" refers to oral traditions in poetry, storytelling and performance that have largely come out of, and/or given voice to, marginalized, silenced, and sidestream communities. This form includes everything from oral mythologies to the beat poets to hip hop to competitive slam poetry. Spoken-word poetry, performed by folks from many different backgrounds and communities, often honors its silence-breaking tradition by including political, personal, and highly narrative content that enthralls and fires up the audience through passionate storytelling.
The students in the class have already built a vibrant and creative safe-space for exploring expression and making poems. We have collaged a group poem together in silence, played a freestyle rhyming game that made us giggle a lot, cut up our own freewrites to create mini-book poems, and are currently working on a 'zine (homemade magazine) on the theme of "Recipes." We were particularly inspired by our visit to the Berkeley Slam during the Peace Studies trip, and came back with rockin' ideas about how to make a performance stronger and help tell our stories through vulnerability, humor, and body language.
Over the semester, we hope to hold community open mics and even a competitive slam or two, do some guerilla poetry by performing or posting poems in unexpected places at unexpected moments, and get to know and learn from lots of rad poets, virtually and in person. It's already clear that some of those rad poets will be the students in the class themselves. Their bravery and curiosity have already driven them to unexpectedly raw and delightful heights of poetic prowess. Looking forward to a rollicking and firey semester of words and stories, at Woolman and in the world.
Dorothy Henderson and Doug Hamm retired on January 31, 2013, after faithfully serving the Woolman community for over 12 years. We are very grateful to Dorothy for her leadership as Head of School since June 2008, and to Doug for his care of the buildings and grounds as Maintenance Supervisor since June 2000, and to both of them for the myriad ways in which they grounded, nurtured and led the Woolman community over the years.
Friends and supporters gathered to celebrate Doug and Dorothy’s many contributions to Woolman on February 2 by sharing a delicious Thai-themed dinner, and contributing gifts, readings, and original songs. The Henderson Hamm Scholarship Fund has also been created in honor of Dorothy and Doug, and offers a $20,000 match for contributions.
As Head of School, Dorothy poured her heart and soul into the development and stewardship of Woolman’s educational and camp programs, particularly the flagship Woolman Semester program. She leaves behind highly effective programs that transform the lives of students, interns, and campers. During her tenure at Woolman, Dorothy hired enthusiastic, motivated staff, presided over the creation of the Farm to Table program and the expansion of the summer camp program, and forged strong bonds with organizations and individuals in the Nevada City community. Dorothy was an avid practitioner and trainer of Non-Violent Communication, and was instrumental in integrating NVC practices into the Woolman community. Dorothy and Doug also led the expansion of sustainability principles in a manner that has interwoven green practices into the daily routine of life at Woolman.
In June, Dorothy and Doug will move to Ann Arbor, Michigan, to take care of family matters. We are happy to report, however, that they will be returning in a few years to live near campus in a home they will build on Woolman Lane.
The Board of Directors has created the Henderson-Hamm Scholarship Fund to express gratitude to Dorothy Henderson and Doug Hamm for their leadership and many contributions to Woolman, and to Dorothy’s mother, Lynne Henderson, who has been a steadfast and generous Woolman community member for many years. We invite you to give to the Henderson-Hamm Scholarship Fund which will provide financial aid for Woolman Semester students this spring and into the future through ongoing donations. Donations and pledges will be matched dollar-for-dollar from a $20,000 matching fund. Donations can be made online at this donation link or sent to the Woolman Semester School, 13075 Woolman Lane, Nevada City, CA 95959.
The underlying messages expressed in two articles that we recently read in Global Issues are related in many ways. The Great Turning is predicted to be a great revolution in which a global, social, and environmental conscience finally overpowers and replaces the allure and convenience of mass consumerism. This “Turning” represents a rising awareness of human interconnectedness. This heartfelt feeling of interconnectedness is also at the heart of any “global citizen.”
As explained in the reading, a global citizen is not limited by legal statuses or even external definitions. Global citizens embody a unique identity defined by that individual’s past experiences, personal background, and future aspirations. However, according to the article, all global citizens share a nuanced “understanding of how the world works economically, politically, socially, culturally, technologically and environmentally.” As stated, when a majority of people – especially people of power and wealth - rise to this awareness and are willing to partake in activism on a global scale, human civilization will steer towards the “Great Turning.”
The definition I like best for global citizenship was from Oxfam International: "It is an outlook on life, a belief that we can make a difference". And in the Great Turning, which was described as on page 12: "a joyful celebration on the time of the Great Turning, when their forebears embraced the higher-order potential of their human nature, turned crisis into opportunity, learned to live in creative partnership with one another and the Earth". Based on these two descriptions, I see global citizenship as a key concept in the phase of the Great Turning.
If more people were acting as global citizens (which we all should strive towards because it is our duty as humans on this earth) then the process of the Great Turning would be so much more fluid and seem like less of a huge, dramatic change. I think the idea that stuck out to me most that both articles touched on is being 'awake'. The shift of awareness. And once people make that internal shift, their outlook on the world is changed and they become aware, intentional and passionate. They become activists. They create change. The key to this Great Turning coming to life and all humans becoming global citizens, is to have people come alive. And wake up!
Today was a day filled with writing workshops. We had time with three different writers, Bob Burnett: a Quaker Journalist who covers the Middle East, Rachel Reynolds (from Memoir Journals), and Virgie Tovar (an expert on the intersections of gender, race, and body size). With all three we read some published works and then we had time to write and share ourselves.
The first picture is of mariana sharing what she had written while we were with Bob Burnett. The second is of a group all working on writing in the Trueblood's living room while we were working with Rachel. And the third is with students listening to Rachel talk.
One of the things we did in our workshop with Rachel was to all write poems using the same form as one of Billy Collins' poems. Here are three of the favorites:
I want to have a bank account with money
and be able to send everyone artichokes
when you have a bad day
and I am left wondering what I could have done
I want to peel the scaly brown skin with craters to reveal rich green scaly flesh
and squish those avocados slowly and with purpose through the cracks in between my fingers
when you tell me I should not do that, that I'll make a mess, that I'll ruin them
And that the world will end, I just walk away.
I want the beat to be harsh
and the words to drown me out
when you steal
and enjoy me.
One of our other prompts this afternoon was to write about how we are a part of history. This led to a series of interesting responses, as well as a long discussion started by Amy about the word "history" and how it might not be the best word, and doesn't seem to include everyone or speak to everyone's history, and that maybe we should find a word that speaks to the story of all humans or even all of earth's creatures. This discussion also touched on what had been taught in different students' history classes and what may have been left out.
Songwriting Workshop in Oakland
I am writing on the morning of our second day of the week-long intensive "Storytelling Trip" that is a part of my class at the Woolman Semester, Peace Studies. I just wanted to let you all know a little bit about the adventuring we'll be doing in the Bay Area, exploring how story can shape and change culture. We're staying in Oakland with Cindy Trueblood, a wonderful friend to the school, sleeping on couches and cozy nooks. She kindly opens her home to us many times a semester whenever we come through the Bay for a trip.While staying with these wonderful friends, we're doing workshops with local authors, literary magazines, songwriters, and journalists who are using words to create radical change. We'll even have the opportunity to hear Madeleine Albright reflect on her new book about growing up in a war zone and her experiences since then.
So far it is an action-packed, whirlwind week that I hope will spark a lot of creativity and enthusiasm. Yesterday we wrote songs and went to an open-mic comedy and spoken word poetry show. Today we will do workshops with a journalist on the Middle East and a workshop on gender with a person from the literary magazine Memoir. Tonight will be a "literary potluck" at the SoMa cultural center in SF! Whew. It's quite packed in. This group of students has been quite amazing-- such smart, motivated, and inquisitive folks! I am excited to learn from them in this week of workshops.
Below I have included each day's main activity. When we're not in workshops we'll be cooking meals together, going on walks huntingfor the most amazing succulents in Berkeley gardens, and visiting the Berkeley Bowl to hunt for the lowest price on fruits we've probably never heard of before and take samples of delicious cheese.
Feel free to be in contact if something arises!
Workshop with Kathleen Knighton, eco- singer/ songwriter
Brainwash Café Open Mic Night
Workshop with Bob Burnett, Quaker and journalist on the Middle East
Workshop with Rachel Reynolds from Memoir Journal, a literary journal that focuses on publishing often overlooked groups
Feast of Words Literary Potluck at SoMa Cultural Center
Workshop with Balance Edutainment, a group that makes rap and hip hop music about the environment, most recently with Mos Def
Visit the Slingshot Collective, a radical publishing house
The Berkeley Slam: open mic poetry/ spoken word
Micro Documentary Day! Students will move through the whole process of filming, editing, and debuting a documentary!
Filming in morning, editing in afternoon, debuting at night.
Hear Madeleine Albright, former Secretary of State speak.
Althea is the child of Coleman and Elizabeth, former Woolman staff and current residents in our community. Every semester, she steals the hearts of and makes friends with several students. Her presence adds a wonderful intergenerational feel to our space.
Althea is one of the brightest young people you will ever meet. She is a perfect image of a mini-Woolmanite with her fierce passion, unending curiosity and love for the natural world!
Her hobbies are doing "molecular experiments", helping to butcher/dress animals for food and harassing geckos. She is also currently auditing Art class and shared work!
Check out this recent quote from this highly intelligent little person:
Althea: "I don't like video games, they pollute the brain."
Me: "What do you mean by that?"
Althea: "Kids who play video games think dead animals are yuck."
Here are some shots from her birthday party today!
Basilia, another Woolman community member, chows down on raw milk homemade icecream
A few students showed up to wish her well. Callum is A's lil brother. Sweetest baby ever!
Upon hearing about teachers and students in Seattle who are boycotting their standardized tests. I was inspired to post our flashmob from last semester that the students created and choreographed. They decided together that standardized tests was an issue that they felt strongly about and this piece of art is their response:
Follow this youtube link!!!!!
Only a few high school juniors would want to build a bicycle-powered weaving loom from scratch, and insist on doing so after his teacher told him repeatedly it would not work. Russell Hofvendahl, from Ben Lomond, CA, is such a student. Why a mechanical loom you might ask? When first arriving at the Woolman Semester School, located in the foothills of the Sierra Mountains, Hofvendahl had the idea to make prayer flags to put around campus but felt limited by the capability of Woolman’s existing handloom.
It is no surprise why Jacob Holzberg-Pill, the Environmental Studies teacher of three years, was hesitant to give Hofvendahl the go ahead when Hofvendahl proposed his ambitious Sustainability project. In addition to the outside work of three core classes, Peace Studies, Global Issues and Environmental Science, all which include an independent project, Woolman students are expected to engage with the community through dish crews, cooking meals, and bi-weekly shared work crews. Moreover, the Woolman program includes three experiential learning trips correlating to each core class. This tightly packed schedule does not leave much time to work on independent projects, so projects are expected to be of a manageable size. A full sized, mechanical loom that runs on bicycle power did not seem to fit that criterion.
Yet, as the semester came to a close, both faculty and fellow students rethought their initial disbelief over the completion of Hofvendahl’s project. Having spent time almost every single day building it, plus fighting for permission to use the woodshop after nightly check in, Hofvendahl presented his loom in the final week of the semester. “We never had to wonder where Russell was during this past semester because you could always find him in the woodshop” says Emily Wheeler, admissions director.
While originally inspired by his desire to produce an abundance of prayer flags, Hofvendahl describes how his mechanical loom is designed to move the school “one step closer to ending reliance on factory-made textiles.” He goes on to explain how though weaving with hand looms might be the preferred method, they are just not efficient enough to produce the amount of cloth we have come to rely on in today’s world. Mechanical looms can provide a middle way between factory weaving and handlooms. Beyond self-sufficiency, Hofvendahl created his loom so anyone with access to basic wood, hardware and tools can build one. However, while he talks eloquently about self-reliance and open source ideas, Hofvendahl’s real reason for slogging through four months of complicated gears, shuttles, and frames shines through with his simple explanation; “because mechanical looms are just really cool.”
The beginning is here!
Fifteen young people took planes, trains, and automobiles from places like New Jersey, Colorado, Massachusetts, and more to spend the next four months on a farm in the woods! And we could hardly be more excited about this group of students! It has only been a week or so and some really wonderful qualities are already apparent. Students are showing kindness, intelligence, vivaciousness and engagement all over! They are taking the time to get to know each other, while also taking care to be inclusive with those who are more shy. This school attracts the greatest kids!
Beyond some homesickness from a couple of students (which is normal, of course!) the students seem to be doing really well. This last week was filled with Orientation activities and something we call Place-Based Journey. In the fall semester we take the kids out backpacking for 5 days in the beginning of the term. But because it is wintertime, that activity happens at the end of the semester in the spring. The team work and trust building that comes of that trip is essential though, so we have crafted this exciting week based off of our own beautiful 230 campus and the resources available here. The Place-Based Journey included an iron chef local food cook off, a hike to our amazing close-by “wild and scenic” river, a 12-24 hr. solo on the land, and an “Alternatives to Violence” training (a fabulous experiential workshop created by Quakers).
This was their last weekend without homework and it seemed like they took advantage of it! Students were out searching for Ithaca (the mythic tree house in the woods), playing ukelele and guitar in a cuddle puddle in the sunshine on the soccer field, and some even went square dancing (while others sought out the Super Bowl)!
Classes began this morning with Global Issues and Farm to Table---last week was great, but everyone is eager to jump into the issues!
Thanks for all of the support and don't forget to check out our Facebook page for more regular updates: www.facebook.com/woolmansemester
It's been an incredibly inspiring weekend in Nevada City with The Wild & Scenic Film Festival. This event is the largest of it's kind in the U.S. and is held annually, every January in Nevada City. Their website describes it as: "a gathering of award-winning films, filmmakers, speakers, celebrities, and activists who bring a human face to the environmental movement and the actions being taken in our communities."
My partner (Red, Woolman grounds and maintenance) and I had the opportunity to check out Friday night's session and saw "Bidder 70", a film that I highly recommend! It is a documentary about Timothy DeChristopher, a young man who through civil disobedience disrupted an illegal BLM land auction. I loved it and can't wait to show it to my students. He is just the kind of role model that we need right now. A regular guy with a clear sense of right and wrong. He jumped into his action without a plan, then grew into his role as an inspiring voice advocating for actions against climate change over short-term profit. Tim proves that yes, one person can make a difference, but that community makes that difference count!
But actually, what I want to write about now is the panel that I had the chance to speak on this morning with a group of exciting young filmmakers and mentors. The session was held in the Nevada City Hall, which during the festival is called "the activist center". The theme was:
Youth and Mentorship for Effective Digital Storytelling:
Do you make media, or want to? Do you wish you knew more? Come participate in a discussion with young filmmakers and their mentors. Youth have often been a silent and ignored voice. With access to technology unlike any previous generation, media and film can become the great democratizer for youth. What is the role of adult mentors in this process? What do both adults and youth need to know to make effective media that can share a youth perspective in a world already saturated with information? Come find out.
I've got to admit that public speaking still gives me the heebie jeebies (it's different in the classroom!). So, when the panel moderator sent out potential questions that would be asked, I took the opportunity to write copious notes beforehand. I put so much time into it, I thought I might make the effort worthwhile by sharing what I had to say here, too, for those of you who couldn't make it today.
How does your organization use filmmaking with youth?
Each of our core classes: Peace Studies, Environmental Studies and Global Issues have an ongoing out of class project. In Peace Studies, it is a 10 minute peace advocacy film that explores a topic and then presents potential actions the audience can take to get involved.
Over the 4 months, in self-chosen groups of 3-4 students, the youth decide upon a topic, learn about the power and potential of advocacy films, conduct research, learn production techniques, find and execute interviews, edit, and premiere the films.
Why we use this form of storytelling:
This project fits perfectly within the Peace Studies class, as one of the major takeaways of the course is to understand the significance of the difference between positive peace and negative peace and direct and indirect violence.
When we look up the word peace in the dictionary, more often than not we find that it is the absence of violence. In Peace Education terms, that is what we call Negative Peace. When you look up violence in a dictionary, you find something along the lines of the use of physical force against a person or group of people. That is what is referred to as “direct violence”. However, we all know that significant harm comes in a lot more forms than a punch in the face—racism, sexism, classism---all of these are examples of what is called “indirect violence.”
So then, if something like poverty is indirect violence, war is direct violence, negative peace is the absence of direct violence…then what is Positive Peace and how do they all connect to Peace Advocacy Documentaries? Martin Luther King said, “true peace is more than the absence of violence, it is the presence of justice.” And I would like to add that we are talking about justice on all planes: social, economic, ecological and political justice.
Positive Peace is synonymous with the Sanskrit word Ahimsa, meaning active nonviolence. It denotes the presence of connection and community; and is more about the journey than the end point. In the creation of Woolman Semester Peace Documentaries, students are actually engaging in an act of positive peace while the topics of the films often highlight issues of indirect violence that might not have be part of mainstream discourse. For example, we’ve had films about able-ism, homelessness, and the negative effects of gang injunctions on communities. The students chose topics that also highlight actions that folks are taking in order to bring about positive peace such as highlighting current immigrant rights movements, gangs who are a positive force in their communities, re-examining happiness and the American dream, actions against military recruitment in high schools, and more.
Our Peace Documentary project serves the greater community when we premiere the films and post them online by bringing to light stories about people building community and creating exciting alternatives to unjust systems. But the films also benefit the filmmakers immensely, as they learn film production techniques, research skills, as well as the ever important group collaborations skills. The empowerment that is a result of learning to use film as a tool for advocacy can’t be underestimated.
On a deeper level, I have also seen the project have a healing effect on students, too. I am remembering the experience of a group of young women who created a film about sexuality in the media and the importance of creating a culture of consent in our society. The questions that the audience were asked to ponder in the film were just as meaningful as those that the group asked themselves behind the scenes.
Another example would be a group of students who couldn’t agree on a topic until they realized that one thing that the entire group had in common was that they were all on psychotropic medications. And so, these courageous young people created a film called "Pill Popper Generation", which was an extremely vulnerable look at how young people are so heavily medicated these days.
I also think of all of the fabulous role models that the kids are introduced to in the process. I remember a couple of years ago a group was creating a film advocating for LGBTQ rights and they went to the Castro district in San Francisco and met all of these incredible elders who were able to tell the stories of their struggles, but then also give this sagely advice that gave the youth in that group so much hope that their paths would get easier in the long run. Or the example I spoke about earlier of the group that explored how in the Bay Area there are gangs who are a acknowledging that there are actually some really powerful and positive aspects of gangs like mentorship and a sense of family connection that can be retained while turning away from the violence.
What is your relationship to the young filmmaker(s)? Why is it important to you to help youth have a voice?
Students and staff at Woolman tend to have really strong, close relationships. This comes out of the fact that Woolman is such a small, residential program, where at any point in the week I might be pruning trees, scrubbing toilets, or baking homemade pizza with my students.
But another important part of how we run the school is related to its roots as a Quaker institution. The Quakers believe that every single human being has a piece of the truth (or in more religious terms that of god within them)---everyone equally---on a macro scale this is seen through an unwavering commitment by Quakers to human rights and nonviolence as is seen through their legacy of activism. But, within the school, it is seen in the way that the youth’s voices are valued. Although Woolman is clearly a hierarchy of staff and students, we also frequently involve our students in the decisions that affect them. From our seminar style round table class discussions to our weekly community meetings, many say it is the first time that they really feel heard by adults.
This sense of agency is then carried out with the youth back to their hometowns. At Woolman, we firmly believe that we are educating students with relevant knowledge of what is really happening in the world right now. We also believe in introducing the youth to tools to actually do something about it not because they are “the leaders of tomorrow” and it is up to them to “save the world” but because they have immense power and potential to be leaders now! And we hope that Woolmanites will actually act as more than leaders, but collaborators in groups of change-makers that don’t just include youth, since it is up to all of us to do our part to create a more just and sustainable world.
Obviously, I don’t need to convince anyone here of the power of storytelling through film, about how many more people you can reach with your message or the relationship between stories and action. My experience as a mentor for young filmmakers has further solidified my understanding of how capable teens are and especially how technologically proficient they are. And so, with that, I just want to encourage both young people and educators to give it a try. There are an enormous amount of resources on the web—ranging from entire step-by-step guides, as well as short videos on everything from film shots to how to build rapport in an interview.
The benefits of a documentary film project are vast. The benefits are cultural in the way in which we can influence social action and discourse to academic through the research and the type of learning that comes when students are able to follow a passion and advocate for something dear to them. Then there are the interpersonal group work skills, and potentially even spiritual benefits as I have seen the healing that has come through work on certain films.
The Woolman Semester Peace Documentaries can be seen in the gallery section of our website, as well as our YouTube channel: http://www.youtube.com/user/woolmansemester
Students from Fall 2011 chatting before the premiere of their Peace Docs at the Unitarian Church
It's hard to believe it's been almost a year since my first days in Nevada City. The following is a college application essay I wrote about a very dear Woolman experience. I am so thankful for the wholesome, enlightenment Woolman promotes and sustains. Best wishes to the incoming Spring 2013 class!
The sun sat heavily on the surrounding Sierra Nevada foothills. The acre garden spread out in all directions—to the east lay the tool shed followed by rows upon rows of lettuce, kale and spinach to the west. My classmates were dispersed through the garden, some weeding in the strawberry bed, others hoeing an area destined for tomatoes later in the spring. At the washbasins, constructed from old bathtubs on wooden stilts, I eyed my assigned task: a box heaped with dirty leeks to be stripped and cleaned before their final destination in the campus kitchen.
I dumped the leeks into the bathtub of cold water before me and began to swirl the leafy greens around until the water became a dusty brown. My forearms deep in the tub, I searched for my first target, pulled out a large leek and began to wipe away the grime.
This was food. Food that had come a long way to reach my hands. This plant was seeded in October, watered daily, protected from the cold and nurtured until February when someone plucked it from the ground and sent it to me for cleaning. From here, it would go to the kitchen where a group of students and faculty would use it in an edible masterpiece.
I shook the leek dry and sought my next victim. Pulling back the thin outer layer of skin along the stalk, I uncovered the tender white center. I reached for the knife to cut away the entangled roots and coarse, green tops. The box of clean leeks was growing steadily.
How many people did it take to grow this little plant? Many. Behind each stage in this plant’s life was a different person with a different task who had invested time and effort in its cultivation. The seeders, weeders, waterers, harvesters and washers.
I looked around the garden at my classmates and teachers scattered among the rows of bounty doing their respective chores. In our small community, we worked, studied and played together. We had been brought from across the country to this small Quaker school in Northern California to learn about peace, justice and sustainability. We represented a range from New York City to the suburban Midwest, the incorporated areas of Los Angeles to rural Vermont. We came as pagans, Christians, Jews, atheists and Quakers. As bisexuals, heterosexuals and transsexuals. As mixed races and Caucasians. Our differences had brought us together in this place to learn and grow.
We had raised this. This leek. This meal-to-be. Our daily labor and individual tasks made the farm and community whole.
With a satisfying plop, the last leek dropped into the box. In the distance, I could hear the dinner bell ringing.
Worm's Eye View of the Soccer Field
The Bridge Leading to West Side Cabins
Rainbow Over the Dining Hall
Hoop House in the Fall
Here are some photographs that I have taken in class over the last couple of years... Snap shots of serious/hilarious discussions, role plays, art and more!
a warm up improv activity early in the morning
in the old classroom in Madrone Hall
in a workshop with spoken word artists
working on a board game project
theater exercises in Peace Studies
small group discussions