Lesson 6 110
Copyright 2018 Marline E. Pearson
❖ After a short discussion, get materials (play dough, pipe cleaners, craft sticks, toothpicks,
and spice drops) and make a sculpture that represents that relationship.
❖ Have fun. This isn’t about great art or making things look real. Use your imagination.
Think about symbols and images.
Let them know they will have ten minutes to work. Play music while they work. Call a
five-minute and then a one-minute warning to keep them on track.
Instructor note: There are more examples of sculptures at the end of the PowerPoint
slideshow if you’d like to choose a different example.
Processing the activity:
When finished, the entire group should get up from their seats and travel from sculpture
to sculpture. Ask each group to first identify the kind of relationship they have (i.e.
conditional or unconditional controlling or supportive and equal or mostly material, status, or
sex or attraction on many levels) and to read the description on their card aloud to everyone
gathered around their sculpture (or the instructor can read the card). Then, they interpret
their sculpture and describe how its features represent that kind of relationship.
Use the descriptions of their sculptures as a springboard for discussion. Below are some
points to aid your discussion.
❖ Controlling relationships can evolve into abusive ones. Everyone should be on the lookout
for danger signs or red flags if a relationship feels at all controlling or disrespectful.
❖ It is not okay for a boyfriend or girlfriend to make you feel bad, call you names, put you
down, or disrespect you. A healthy relationship means the other person makes you feel good
about who you are.
Take a photograph of each sculpture for later use and/or display. Have groups jot down
short descriptions of their sculptures. Post the photos of their sculptures with a copy of
the descriptive card underneath. This can serve as an important reminder and honor
their work and creativity.
Copyright 2018 Marline E. Pearson
❖ After a short discussion, get materials (play dough, pipe cleaners, craft sticks, toothpicks,
and spice drops) and make a sculpture that represents that relationship.
❖ Have fun. This isn’t about great art or making things look real. Use your imagination.
Think about symbols and images.
Let them know they will have ten minutes to work. Play music while they work. Call a
five-minute and then a one-minute warning to keep them on track.
Instructor note: There are more examples of sculptures at the end of the PowerPoint
slideshow if you’d like to choose a different example.
Processing the activity:
When finished, the entire group should get up from their seats and travel from sculpture
to sculpture. Ask each group to first identify the kind of relationship they have (i.e.
conditional or unconditional controlling or supportive and equal or mostly material, status, or
sex or attraction on many levels) and to read the description on their card aloud to everyone
gathered around their sculpture (or the instructor can read the card). Then, they interpret
their sculpture and describe how its features represent that kind of relationship.
Use the descriptions of their sculptures as a springboard for discussion. Below are some
points to aid your discussion.
❖ Controlling relationships can evolve into abusive ones. Everyone should be on the lookout
for danger signs or red flags if a relationship feels at all controlling or disrespectful.
❖ It is not okay for a boyfriend or girlfriend to make you feel bad, call you names, put you
down, or disrespect you. A healthy relationship means the other person makes you feel good
about who you are.
Take a photograph of each sculpture for later use and/or display. Have groups jot down
short descriptions of their sculptures. Post the photos of their sculptures with a copy of
the descriptive card underneath. This can serve as an important reminder and honor
their work and creativity.
