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Audience:  50 high school students and their chaperones from each of two area “feeder” high schools.  Approximately 100 total

• 9:00 AM – 10:00 AM:  Interactive keynote by Rushworth M Kidder to approximately 100 students and adults
  Topic: “Putting the ‘ethics’ in ‘work ethic’” or something along these lines
• 10:00 AM – 10:15 AM:  Explanations and first song (“Take a Minute” by K’naan)
• 10:15 AM – 10:50 AM:  Break, then small group tours of the campus
• 10:50 AM – 11:00 AM: 2^nd song (“The Climb” by Miley Cyrus)
• 11:00 AM – 12:00 PM:  One hour follow up sessions to the keynote.  [Carousel of Values:  What is ‘professionalism’] [Am I ready for college?] – 4 groups
• 12:00 PM – 12:55 PM:  Lunch
• 12:55 PM – 1:00 PM: 3^rd song (“Rise” by Flobots)
• 1:00 PM – 1:45 PM: Skits and Discussion
• 1:45 PM – 2:00 PM: Debrief and Raffle
• 2:00 PM:  Students released/returned to high schools.

The Institute for Global Ethics (IGE) will be providing “Building Decision Skills” curriculums to each high school.  IGE will also be translating “Building Decision Skills” into Spanish and providing copies to each school.

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Objective

To visually represent one of the school’s shared values in the form of a tableau vivant – or living statue.

Activity

In small groups, have students create tableaux vivants that represent each of the school’s shared values. These living statues become symbolic snapshots of how students interpret each value.

Working in small groups, students select and discuss one or a combination of the school’s shared values. Once a value is selected, students arrange themselves to form a living statue representing the value. Take time to rehearse the pose prior to presentation to the class. Remember, these statues do not speak, but are moments frozen in time. When performed in front of the class, the group pose is held for a specific amount of time (10—15 seconds) to allow observers the opportunity to consider and identify the selected value. Following the presentations, have students discuss the process and answer any questions from the observers.

Reflection

• How difficult was it to represent a shared value using only each other?
• How do body shapes and placing members of your group in relationship to each other illuminate a shared value?
• How can a photograph capture evidence of our shared ethical values in action?
• How will you know that your living statue effectively describes a shared value?
• How will you know that your audience sees what you see?

When to Use

• This activity is useful when a different approach is needed to understand and communicate the school’s shared values.

To Download this activity as a PDF, click here.

© 2009 Institute for Global Ethics. All rights reserved.

This activity as part of the Ethical Literacy® program, includes implementation and communication strategies of the Institute for Global Ethics® and its education program. Further, it uses components of the Institute’s trademarks and copyrights including Ethical Fitness®, Moral Courage™, and Ethics Newsline®. You may not copy, quote, or publish these materials without our written permission. Please contact us if you would like permission.

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Objective

What’s the connection between self expression and ethics?  Could adolescents’ natural need to express themselves and to explore self-expression (through music, visual arts and other forms) be a way to encourage more thinking about “what’s right?”

Audience, Timing, & Preparation

Audience: Students

Timing: Long-term project

Preparation: Be prepared to allow students to discover what speaks to them (see, NOTE).  Provide your own “snapshot of what speaks to you” as a model. Collect examples to use with future audiences.

Activity

Students need to share a piece of artwork with their group.  The assignment is:  “Present a snapshot of artwork that ‘speaks to you’ about one or more of the ethical values of our school” (see, NOTE)

Once students understand the kinds of art you want them to explore, remind them of the assignment:  “Present a snapshot of artwork that ‘speaks to you’ about one or more of the ethical values of our school. Your snap shot can be a stanza, scene, segment, or any other excerpt that demonstrates why you chose it.” Ask students to prepare responses to these questions:

• How did you discover this art?
• Do you think this art speaks to very few or lots of people your age? Why or why not?
• Which core ethical values does this artwork represent to you, and why?
• Does this artwork remind you about anything from your own life, or inspire your hopes and dreams?  Explain.
• If you could talk to this artist, what questions would you ask and what would you want to say?

Reflection

Return for updates on artwork from time to time – do responses to the above questions change over time?

When to Use

You may need to provide time to study art generally first, but once underway this activity could be used to keep the teacher updated on art trends and student interests periodically across the year.

Note

Students may need some time to learn or think about/explore what to share. As a first step, talk to your students about what “counts” as art, or what they consider “art”, if the broad definition is “any form of expression that is meaningful.” This is an opportunity to find out what art forms your students are engaging with (if any) to make sense of the world and their lives. If they can’t think of any “artwork” that “speaks to them”, take your time in helping them to explore and connect with human kind through the arts! Encourage them to consider a Facebook Photo, a YouTube excerpt, art from an online gallery, an acceptable “graphic novel” excerpt (Maus by Art Spiegelman is an example) or any form of “traditional art” like music, paintings, literature etc.

Click here to download a PDF version of this activity.

© 2010 Institute for Global Ethics. All rights reserved.

This activity as part of the Ethical Literacy® program, includes implementation and communication strategies of the Institute for Global Ethics® and its education program. Further, it uses components of the Institute’s trademarks and copyrights including Ethical Fitness®, Moral Courage™, and Ethics Newsline®. You may not copy, quote, or publish these materials without our written permission. Please contact us if you would like permission.

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