Solomon Masala’s Transformative Session at the 2024 Facilitation Lab Summit
At this year’s Facilitation Lab Summit, Solomon Masala led a dynamic and energizing workshop titled “Using Art and Conversation for Convergence.” Solomon, a renowned facilitator known for his vibrant and hands-on approach, guided participants through a series of activities designed to foster teamwork, creativity, and deeper connections.
The session kicked off with an interactive drumming exercise using colorful boomwhackers, immediately engaging everyone in a rhythmic and playful atmosphere. Solomon’s mantra, “Drumming is not a spectator sport,” set the tone for active participation. The room quickly resonated with synchronized beats, illustrating the power of convergence where individual contributions blend into a harmonious whole.
Solomon emphasized the importance of choosing activities that align with the workshop’s objectives. He introduced the concept of “FUNN” (Functional Understanding Not Necessary), highlighting that while fun is a key component, each activity must have a clear purpose tied to the desired outcomes. He shared his experiential philosophy, where activities serve as a vehicle to surface and practice essential behaviors relevant to the group’s goals.
Participants then engaged in a variety of exercises, each meticulously designed to balance didactic learning with kinesthetic experiences. One notable activity involved participants organizing themselves in a specific order without visual aids, relying solely on verbal communication and active listening. This exercise underscored the significance of clarity, trust, and collaboration in achieving collective success.
Another highlight was the “Five-Pointed Star” challenge, where teams had to draw a star using a contraption with strings, requiring precise coordination and communication. This task not only tested their ability to work together but also provided a rich debrief opportunity to discuss observed behaviors and strategies for improvement.
Solomon also delved into the concept of perceived risk, illustrating how creating controlled, safe challenges can enhance learning by pushing participants slightly out of their comfort zones without causing distress. He emphasized the value of reflection in experiential learning, encouraging participants to think critically about their experiences and draw meaningful insights.
The workshop concluded with a creative tableau exercise, where teams used their bodies to create a still image representing solutions to a real-world challenge. This activity fostered innovative thinking and a deeper understanding of the discussed concepts.
Solomon’s workshop was a testament to the power of experiential learning in facilitation. By immersing participants in hands-on activities and fostering an environment of trust and curiosity, he demonstrated how kinesthetic experiences can drive profound personal and collective growth. The session left attendees with practical tools and renewed inspiration to incorporate these dynamic methods into their own facilitation practices.
Watch the full video below:
Transcript
Douglas:
You never know what meaningful, experiential adventure awaits, and there’s always a promise of some fun. Solomon.
Solomon Masala:
Good morning. Drumming is not a spectator sport. You have on your table instruments. Those are tubes that are colorful. Here’s a quick lesson. Take the tube and hit it in the other hand. You are all now master boomwhacker players. If you don’t actually have a tube, there are some tubes that have strings that actually aren’t instruments. If there aren’t enough instruments there, I have placed some of those transparent cups so you get a pen and get one of those cups or anything else at your table.
And I want you to notice that without me having to say anything, we are in the beat. Let’s do a little call and response.
Hey.
Audience:
Hey.
Solomon Masala:
All right. Let’s explore. Where’s Durell? Durell used a really cool term yesterday to start us off called stoke. So we are stoking right now. All right. If you have a red boomwhacker, your part goes like this. Join me. All right, red, you are the pulse keepers. If you have an orange boomwhacker, your part goes like this. Yellow, with me.
Yep. Keep that going. Green. Keep it going. Convergence doesn’t mean that we lose the individual power of the perspectives. What it means is that as we come together and share our parts, that we create something we didn’t even know existed before, and that thing is greater than the sum of the parts. You can hear it right here. Keep it going. Let’s take that tempo a little faster.
And a little faster. One notch faster. And you can play whatever you like. On three, we rumble. One, two, three. Yes. All right. Good morning. Better than coffee. It’s always a delight and a pleasure to be in a room with facilitators because there’s this shared sense of commitment to moving things forward. There’s a shared sense of willingness to hear others. There’s this shared sense of we are serving. So thank you for coming together. I appreciate the opportunity and the honor to be in and amongst you all here today and the opportunity to even share something.
So hopefully, working my inner narrator here. Hopefully, what I bring to you here today, there are some gems that really serve your work in some way. As Douglas mentioned, experiential. So I’ve discovered that I really like when people are doing things. And in fact, in my earlier years as a facilitator, people would say, all right, Solomon, we’ve done enough. Can we just talk? So I recognize that there’s got to be both. There has to be a mix of the didactic experience and the kinesthetic. However, the kinesthetic really offers something quite powerful, so that’s where I’m going with us today as far as bringing us into convergence.
So a very quick wrap up, a summary on what I believe is important about when you’re doing anything kinesthetic. So the first thing is that you choose something that actually hits the objectives. Now, there is something called FUNN, functional understanding not necessary, warm-ups, getting folks ready for the day. However, if we just use those and then go, hey, wasn’t that cool and we just took an hour, we’re missing the point, I believe, of getting something experiential into the mix. So the first thing is always, what are my objectives?
What am I trying to get this group to do, and how does this experience actually call that forth? The second piece then is the behaviors. So what are the behaviors that are connected to? And this for me is the critical part. What are the behaviors that are connected to those objectives? Sure, we’re going to do X, but if I think about breaking that down, what goes into X so that I can actually successfully and functionally in a relational scenario meet that objective? So how does my exercise, my activity, actually get those behaviors to surface so that we can talk about them if they’re not functional?
And so that we can practice them if they are functional, so that we can create a kinesthetic reference point for the people we’re working with that says, yeah, when y’all did that, let’s talk more about how we want to do more of that in an appreciative way? The next piece then is immersion. So we want to have an experience where the intellect and the physicality as well as the emotional experience can be engaged. That’s part of what makes something a robust and valuable activity as far as putting it into the mix on your agenda. And this gets tricky.
Because as soon as you say, all right, we’re going to do a team building exercise, what’s the first thing everyone does? They roll their eyes and they think you’re going to do a trust fall and all these kinds of silly things because what has been lost is the meaningfulness around the experience. So if we bring that in and we demonstrate we are doing this because you all are saying you want to do this as a group, as a team, as a collective, and in order to do this, we’ve determined that these behaviors are necessary, let’s practice them.
I become who I practice being. The next piece then is, all right, how can experiment? How can we iterate? How can we innovate and how do we have the experience of diving in to do the thing that engages with all of these elements of learning? We want to have that present in whatever the experience and the activity is. Risk and failure must be somewhat baked into the experience, I feel. I think it’s important to set it up. So yeah, you could fail at this. However, the safety element is that it’s not emotionally or physically unsafe.
And I always ask my participants to join me in a commitment to that and sometimes we expand on what that is so everyone in the room knows what that is. So risk, yes, failure, yes, and especially perceived risk, that’s really good. So if you get people to stand on a cement block that’s only two inches or so off the ground and they’re moving a piece of wood that feels like, oh my god, perceived risk that truly they could just step off and be safe in the process. So those kinds of things are wonderful and can be brought into an experience because it heightens the learning process.
Again, not putting people in the crisis zone, we’re keeping them in the learning zone and the learning zone is outside the comfort zone. It feels a little bit uncomfortable, but that’s what happens when I’m engaged in my learning process. Like, oh wow, something else turns on. If we go to the last few, I think it was John Dewey that said something like, you don’t learn from experience, you learn from reflecting on experience, something to that matter. The reflection is critical. So being able to ask those good open-ended questions, I can never assume that just because we did this experience, the people in the room go, oh, look at that connection.
So the questions are part of what get them there and part of what deepens. This is where the critical thinking and the complex thinking process can get stoked up a little bit more. And then as much as possible, if it can be fun and it’s not always fun if there’s failure happening. So as a facilitator, I need to be able to hold that man, this group is not in a good happy place right now, but they’re learning. No one’s getting hurt. Harm isn’t being done to the individuals. They’re not happy about what they’re doing right now, but this is potent.
That being said, if we can bring fun into the experience, it also tags the learning with that much more of the neurochemical that helps me go, oh yeah, I remember that because I really enjoyed that experience. Thoughts, questions, comments. What questions have I generated thus far?
Speaker 4:
How do you match an activity to what you want to achieve?
Solomon Masala:
Good question. The question is how do you match an activity to what you want to achieve? You get a really big toolbox. What’s wonderful is our good friend, the internet. If you just start looking for exercises like I want to do this, that typically something will arise that even if it doesn’t meet it exactly, the more you experiment and play around, you’ll be able to modify it and customize it to your needs. So then the other piece is just talking to people. We have these hubs now. What a fabulous place to get on and like, I’m looking for this kind of activity.
I’ve already pulled a few off of it myself. So those are the ways, and then if there’s nothing out there, design one.
Speaker 5:
Hi, I was hoping you can speak a little bit more about perceived risk.
Solomon Masala:
Perceived risk.
Speaker 5:
It’s perceived, so.
Solomon Masala:
Sure. Perceived risk as in as I mentioned with the little cement block. So there’s one exercise, the classic exercise that comes from adventure learning. It’s called, what’s it called? It’s acid river. How many people have heard of it? Yeah, acid river. So the experience is I’m really only stepping up off the ground about this high, but because I’ve set it up of you can’t step off the block and you can’t drop the thing in the middle, I don’t tend to go with cheesy metaphors unless I’m working with fifth graders because they love that kind of stuff.
With adults, I’m just like, it just can’t drop it in there. It’s not acid. So you set up the parameters so that there are constraints. The constraints help make something as little as standing on a block feel like, whoa, this is really risky. That’s what I mean.
Speaker 6:
How do you in your experience set either the objectives and why you do the exercise upfront or you let them first experience without prompting too much, so the learning comes afterwards because you’ve embodied it versus already thinking about the learning? So how do you-
Solomon Masala:
Great question.
Speaker 6:
… Balance these two?
Solomon Masala:
Great question. I use both, and it depends on what I’m trying to do with the group and the nature of the group. So there are situations, most of the time, if it’s a group of adults, if it’s a corporate scenario, we are clear about the objectives. Because I feel like I have to hit them here first, get the intellect engaged so they feel that this is worth their time because now I’m making them think. And then from there, we set up, okay, this was what we talked about didactically, we’re working on more clear communication. Now let’s go practice it.
These were the elements we discussed. Let’s go practice it and see how we do. On the flip side, there may be groups where I have discussed with some of the folks coming into the room leadership, this is what we’re trying to have the group do, and then we do the constructivism approach where we put them into the experience and then through the debrief we go, what did you see happen? What did you see happen? Why did you think that behavior was there? How does that impact us as a team? How does this relate back to what we’re doing in the work world?
So, it really depends on what I think is going to be the, what’s the culture of the group, who’s in the room, those kinds of things. All right, one more question and then I want to move on to get to our experiences.
Speaker 7:
I was curious about if there are times you decide to share the objectives with the participants or not share the objectives. Do you want them to discover the objectives? Are there distinctions as to when you do that?
Solomon Masala:
Sure. Similarly, here, I am pretty transparent about objectives so that folks know why they’re in the room. And I think for adults that’s really … For all ages, that’s pretty important. I may not necessarily tell them the specific objective of the actual activity that we’re going to do, but the overall reason that we’re in the room, I like folks to know that so that it helps their amygdala calm down. Yeah. Good question. All right, let’s move on. Wonderful questions, y’all. So in the spirit of why are we in the room, here’s what we’re doing.
So I’ll pause for a moment so you can read. This is what we’re focused on. We’re wanting to converge today around this. Start coming up with some ideas, start iterating, start suggesting. So check me on this. How important are the skills that I have listed up there to that as our goal, which skill is not necessary, if any?
Speaker 8:
Finding alignment is not necessary.
Solomon Masala:
And please say why finding alignment is not necessary.
Speaker 8:
You can come up with solutions that may contradict each other that are valid.
Solomon Masala:
And they are valid. And how if they’re contradictory and still valid, how do we move forward with them?
Speaker 8:
Empirical. Put a hypothesis out, test it, like that.
Solomon Masala:
Totally. I’m with you on that. I’m totally with you on that. My reasoning for having alignment up there is with that I still have to go, okay, let’s try that. I have to get enough on the same page with you to feel like I can see, even though I’m coming at it from a different perspective. We at least need to be aligned to say, all right, let’s run it and see what happens.
Speaker 8:
I wouldn’t sacrifice it, but it’s the one I would throw out if I had to.
Solomon Masala:
Cool. I appreciate that. Thank you. I can see that. What other thoughts?
Speaker 9:
So I wonder about perspective taking because isn’t that inherent to fostering listening and curiosity?
Solomon Masala:
Yes, and cannot be assumed.
Speaker 9:
Okay. Well, we all know that assumptions make an ass out of you and me.
Solomon Masala:
Right. I mean think about our exercise yesterday again with what we did with Durell that there was a good bit of perspective taking that I needed to have in order to get a feeling for why would you come at this from that perspective. Let’s move into it. So here’s what I’d like you to do. I want you to have a 30 second, facilitators 30 second conversation with your elbow partner or partners to answer this question, what mindsets bodysets? When I say bodyset, what am I going to have to do physiologically? Like what’s the mood? What are the emotional elements I will need to engage?
What’s the spirit I will need to engage in order for this to be successful? So have a 30-second conversation with your neighbors. Go.
We’re going to jump into our first exercise. Some of you may have done this before. I’m hoping that it’s new to many people. If you’ve done this before, what I’d like you to do is use it as the experiment. This is a lab after all. I want you to notice what you’re seeing in the group think process and the individual personas that come into the room that either support or inhibit success. So if you’ve done this before, you get to study the people who are doing it. If you’ve done this before, I’m going to ask you to withhold information and just participate as a regular participant.
And at a certain point I will say, if you have prior knowledge, please go ahead and share your prior knowledge now. So here’s the task. In a moment, I’m going to distribute some cards. These are the cards. When you get your card, you’re going to hold it somewhat like this. You can also hold it like this. I’ve laminated it so that it’s foldable and can spread out again. The reason is under no circumstances should you show anyone your card. They should not see it. So that also means from an integrity standpoint, as we start milling around the room, if somebody’s holding their card and you could get a little glance at it, avert your eyes and remind them to hold the card close to the chest, as they say.
All right. So you won’t share your card by showing it to anyone. However, you can say anything you want to about it because your task as a group is to get yourselves in the correct order. That is your task, to get yourselves in the correct order. You may share whatever you like. You just may not show your card. That also means you can’t take a picture and digitally send it to someone. That would be the same as showing them the card. What questions have I generated?
Speaker 10:
So I’m able to share what my experience is of what’s on that card?
Solomon Masala:
Yes.
Speaker 10:
Okay.
Solomon Masala:
Yes.
Speaker 10:
Any way I want?
Solomon Masala:
Yes.
Speaker 10:
I could?
Solomon Masala:
Any way you want, just not visually.
Speaker 10:
Just not visually.
Solomon Masala:
Right.
Speaker 11:
Can you repeat that for the group?
Solomon Masala:
Yes. So the question is, question was I’m able to share anything I want about the experience of what’s on the card and the answer is yes.
Speaker 10:
Yeah, so we could directly describe what’s on our card?
Solomon Masala:
Yes, you can.
Speaker 10:
Okay.
Solomon Masala:
Absolutely. Absolutely. Yeah. I would say let’s not draw because I’m sure there’s good artists in here. That would be kind of giving it away visually as well.
Speaker 12:
Will the meaning of the word order be obvious when we get our cards?
Solomon Masala:
It should become so and thus the challenge.
Speaker 11:
Yes.
Solomon Masala:
That’s what we’re working towards. Good question. Good question. What other questions? Okay. Because I need to distribute these cards, I’m going to start here in a moment just handing them out. Once you get your card, you may look at your card, but again, under no circumstances do you share your card with anyone. In order for this to start working as easily as possible, and we’re going to move around the room, let’s go ahead and stand where we are and make the best line we can around the periphery, which is probably going to cut in front.
Question?
Speaker 13:
Is there a clearly defined correct? How’s correct defined?
Solomon Masala:
Good question. Correct is correct. This is not up for debate. There is a correct order. That is a good question. There is a correct order. It is correct. If it’s not correct, you will see that is not correct. Cool. All right. Here we go. You can already start by just studying people’s faces as they receive this. What information are they receiving? Here you go. You have 15 minutes. Go.
Speaker 14:
Barnyard animals. Any barnyard animals?
Solomon Masala:
Let me have your attention for just a moment. For clarification, when I say correct order, I mean the whole room. The whole room. So, everyone in the whole room just in case there was a question about that. We have 30 seconds remaining. 30 seconds. Go ahead and take your final positions to the best of your ability. All right. Let’s see how we did. Let’s just see how we did. What I’d like you to do is you’re going to take your card, just set it down on the ground in front of you there, the way you look at it. And then we’re just going to have some folks, some folks can step inside to look and some folks can step outside.
Let’s go clockwise. Let’s move in a clockwise direction. A clockwise direction to see how we did. Clockwise direction. Yes, clockwise. We’re going to be moving this way. As I look around, I see this went pretty well, team. Nicely done. Nicely done. Let’s go ahead and gather around one of the tables with a giant marker in the middle. About eight to 10 people, about eight to 10 people. So there’s so many places we can go with the debrief on this. I’d like you to just turn and talk to your table or your table mates really quickly.
How did we do practicing the skills we discussed were necessary for success in the exercise we just did? How’d you do and what did you see happening that demonstrates that these skills were important? All right. Thank you. As we move to our next exercise, just a quick gentle reminder, we’re continuing to build and develop and work with those specific skills in this moment as we walk towards convergence. And to clarify bodyset, it was a question that came up earlier. So for me, bodyset like mindset, how I’m thinking, where I’m putting my thoughts, the processes I’m using.
Bodyset, same thing. How am I feeling, what am I doing so that I can be perhaps more present and engage in the room, the feelings and emotions, the somatic experience that I’m having also bodyset. Both of which I do have some control over. Let’s move to our next exercise. All right. In the middle of your table, you have one these contraptions. Here’s how this works. Each person at your team will hold the end of one of the strings. If you don’t have 10 people, you can decide which of the strings are not going to be used. You must hold the end of the strings.
Some of the strings have a little marker dot that show you you shouldn’t hold it past that. Some folks are going to do this. That ain’t right. You can’t do that. You have to hold the very end of the string. What clarifications do you need on that? All right. Everyone will be holding onto a string. When you feel ready to draw, your task is to draw a five pointed star as a team on the flip chart paper that’s in the center of your table. So you’re working together to draw the five pointed star. All forms are allowed. All forms are and are highly encouraged.
You’ve got 10 minutes. One more minute. One more minute. Remember to hold your strings at the end. Remember to hold your strings at the very end.
Speaker 15:
You get excited about the line with started to pull too far.
Solomon Masala:
Well done. Well done. This activity is based on all the numerous versions of being able to direct and work together and feel and sense. So again, lots of richness involved or available as far as the debrief goes. And this version just happens to work if you’re in a conference room rather than having to take people outside and do the big things. Home Depot, Office Depot, y’all. Pretty inexpensive. The main thing is get this kind of slippery stuff as far as the cord goes because when you wrap them up, then it won’t knot up.
If you use the cotton stuff when you’re packing this up and traveling it, you will have to start all over again. And to keep the strings where they’re tied from sliding down, you just put a little drop right on the knot, little drop of super glue and that keeps them there. There you have it. How did we do? Let’s turn to our neighbors and talk again real quick. We’re practicing skills. How’d we do? What did you see happening? Here we go. Our last exercise for the morning. Again coming into convergence, this one will give us an to really work with some of the specific things we’re talking about with respect to our ACC and military family challenge.
So here’s how this will work. You can work in the circles, tables where you are right now. That should be fine. And at a certain point, I’m going to have you get up and do something. So you’ll just do your best to find the openest space, the most open space in the room for your group to do your build. So if you need to scoot the table a little bit over or find some open spots, I trust we can problem solve that one pretty well. So the first step in this process, we’re going to do it two times. The first will be as an example. The second one will actually apply it to our content.
So the first step in this is you’re sitting in your circle. I want you in your circle to think about something that has wings. Think about something that has wings. You’re just thinking at this point. You’re not actually sharing any information. You’re not talking at this point. You’re just thinking. So think about something that has wings. I’ll give you about 10 seconds to come up with something in your mind. I’ll let you know when it’s time to share. In the spirit of total physical response, this is something that’s used in schools, when you have your thought at your table, go ahead and just cross your arms like this so I know you’re complete and your colleagues know you’re complete with your thought as well.
All right. Next step in the process is share. So here’s how this will work. When you share, you’ll basically just uncross your hands and say, I was thinking, and you’ll just share. We’ll go around the table. I was thinking. I was thinking. I was thinking. You got about 10 seconds. Go. Now we have to decide. So we’re going to spend about 10, 15 seconds in a group deciding. We’ve heard all of the things that everyone has shared. However, we can’t build all of those. We have to converge. We have to determine which will we build or how will we innovate based on what we were hearing.
So you’ve got 10 seconds. What are you going to build? 10 seconds. Discuss. Go. Now because we have so much alignment around your circle, if I was to come and point to somebody in your circle and say, what are you going to build? And then ask somebody in the other side of the circle where they’re going to build, I should hear the same answer. If you don’t think that that’s possible, I’m going to give you three more seconds to ensure you have that. Go.
Speaker 16:
Quit it.
Solomon Masala:
All right, here we go. We have what we’re going to build. All right. Now that you know what you’re going to build, the next step, we’re not actually building yet. So you don’t have to get up and do anything. The next step is what are the things we’re going to need? So for instance, if in my group we were going to build a wasp, I would say, okay, we need antenna, we need the head, we need a thorax, we need legs, we need a stinger, etc., etc. Right? So that’s all you’re doing at this point. We need. We need. We need. Go. 10 seconds. All right.
Now that you know what you need, the next step is to determine what part each person in your group is going to play. What part will they be as we get ready to build? So that’s all you’re going to do at this point is I’ll be the, I’ll be the, I’ll be the. You’ve got 10 seconds. Go. Here’s what’s going to happen next. We’re moving to our build phase. We are creating what’s called a tableau. For those of you who know what that is, this is a picture. It’s a still picture, and we’re using our bodies to create the tableau.
So in a moment, when I say go, I’m going to give you about a minute to create your picture because you have the thing you’re going to build, you know what parts you need and you know who’s playing what. Here are your constraints. First of all, time. One minute. Secondly, in your tableau, you cannot have everybody standing and you cannot have everybody down on the ground. You must have people at different levels in your tableau. And by the time I count down to zero, when we get to zero, you must be frozen in place. Nothing can be moving, not even your hair, and you can’t use any props.
When I get to zero, everybody has to be still and frozen in place. Nothing moving, not even your hair. You cannot use any props. You have 60 seconds. Go. Five, four, three, two and one. Freeze. Freeze. Let’s see. Let’s see. Yes, yes, yes, yes, yes. Well done. Well done. Nicely done. Woo. All right. Well done. That was fantastic. All right, so that was our practice round. Now let’s put this into experience with our content. So let’s think about some of the ideas that emerged yesterday when we were doing our process maps.
Let’s think about the challenge that we’ve been faced with. What are some of the things that we’re considering that we’re thinking about? So we’re now in think mode again. What are we thinking about that might be a way for us to help get people knowing more about the micro-credentialing process and certificates for military spouses. So I want you to think. I’ll give you about 10 seconds to think. When you have your answer, again, fold your arms so we know that you’ve got something in mind. The question is, we’re moving towards what are some of the things we think could make this happen?
What are some of the things for our challenge, for our challenge of … Pardon me?
Speaker 17:
National awareness.
Solomon Masala:
National, exactly. Our prompt is the national awareness around the micro-credentialing process for military spouses. We’re thinking, what are some of the things we would now start suggesting that we think, hey, we think this could help, we think this could support? As you have your thoughts, you’re bringing it and holding onto it, letting me know. I will know that you have your thought because your arms are folded and your teammates will know. All right. Next step is share. I was thinking, I was thinking, I was thinking, I was thinking. Go around your table.
You’ve got 10 seconds. Go.
Speaker 18:
What are the thoughts?
Solomon Masala:
We are going to move to decide what are we going to build. You’ve got 15 seconds. What are you going to build? Let’s move forward. Now that you’ve decided what you’re going to build, what will you need? We need, we need, we need, we need. That’s what the conversation is now. 10 seconds. Go. Now that you know what you need, you have to start assigning your parts. So again, remember, as you build your tableau, you have to have people at different levels. I saw that happening around. You can’t use any props. So anything other than just your, including clothing.
Clothing’s not a prop, so it’s just the body representation. And remember, when I count down to zero, everyone is frozen in place. Nothing moving, not even your hair. You’ve got 60 seconds. 60 seconds to build. Go. Five, four, three, two, and one. Freeze and hold. Let’s get some pictures of these amazing tableaus. Wow. And relax. Thank you. Thank you. Wow. Come on back to your seats, everyone. Come on back to your seats. I have reached the completion of my session time. One of the things that could happen from here is we get a chance to spotlight each of the tableaus and hear what the group was thinking and creating.
However, because this discussion is alive in our room, you can cross-pollinate, share with each other. What were some of the things you came up in your tableau? What were you trying to represent? How easy, how hard was it to represent that? And some final considerations. These are going to be rhetorical questions given the time. Thank y’all so much for your participation. I love working with facilitators. Thank you.
