Copyright 2023 Marline E. Pearson
Lesson 6 118
❖ You will have 10 minutes max to work. I’ll call a five-minute and then a two-minute
warning to keep you on track. Play music while they work.
Processing the activity:
When finished, the instructor or group member can pick up their sculpture and walk
around the room so each group can see it.
1. Before each small group interprets their sculpture, ask others to briefly try to interpret
what they see—what any part of it represents. Ask if it looks healthy or unhealthy.
2. Then, have one or two volunteers from the group interpret their sculpture and
describe each of its features and how it represents that kind of relationship. Be sure
they identify the type they have (i.e., bolded title on their card).
3. Finally, ask for a member of that group to read the points on the card aloud to the
whole class. This way, everyone gets the benefit of hearing the descriptions for
each type of relationship.
4. Use their interpretations of their sculptures as a springboard for discussion with the
whole group. As you go from group to group, here are some discussion extenders
to weave in, if needed:
❖ Without naming names, have any of you seen a relationship like that in real life? Or in
a movie?
❖ How does or would it feel to be in that type of relationship?
❖ Can you think of a popular song or movie that captures that type of relationship?
When you get to Controlling/Disrespectful, be sure to add these points:
❖ Controlling relationships evolve into abusive ones. Everyone should be on the lookout for
danger signs or red flags if a relationship feels controlling or disrespectful in any way.
Lesson 6 118
❖ You will have 10 minutes max to work. I’ll call a five-minute and then a two-minute
warning to keep you on track. Play music while they work.
Processing the activity:
When finished, the instructor or group member can pick up their sculpture and walk
around the room so each group can see it.
1. Before each small group interprets their sculpture, ask others to briefly try to interpret
what they see—what any part of it represents. Ask if it looks healthy or unhealthy.
2. Then, have one or two volunteers from the group interpret their sculpture and
describe each of its features and how it represents that kind of relationship. Be sure
they identify the type they have (i.e., bolded title on their card).
3. Finally, ask for a member of that group to read the points on the card aloud to the
whole class. This way, everyone gets the benefit of hearing the descriptions for
each type of relationship.
4. Use their interpretations of their sculptures as a springboard for discussion with the
whole group. As you go from group to group, here are some discussion extenders
to weave in, if needed:
❖ Without naming names, have any of you seen a relationship like that in real life? Or in
a movie?
❖ How does or would it feel to be in that type of relationship?
❖ Can you think of a popular song or movie that captures that type of relationship?
When you get to Controlling/Disrespectful, be sure to add these points:
❖ Controlling relationships evolve into abusive ones. Everyone should be on the lookout for
danger signs or red flags if a relationship feels controlling or disrespectful in any way.
