GUIDED IMAGERY

PURPOSE OF THE STRATEGY Jampole (1994) uses guided imagery practice as a prewriting technique to generate original writing that contains more sensory descriptions. Geske(1992) finds that guided imagery is an exercise that allows students to enter a story in a creative mode wherein they are able to develop ideas and visualize images using both sides of their brain. Samples (1977) states that among other things, the guided imagery technique (1) builds a structural base for "inquiry, discussion, and group work", (2) explores and stretches students' concepts, and (3)encourages problem solving. Images that authors use in their work include mental pictures, emotions, or physical sensations. Images can be literal or figurative. Literal images call up a realistic, sensory representation of the object or scene. "The sky was a ragged blaze of red and pink and orange, and its double trembled on the surface of the pond like color spilled from a paintbox." Figurative images are symbolic. "The wood was at the center, the hub of the wheel. All wheels must have a hub. A Ferris wheel has one, as the sun is the hub of the wheeling calendar. Fixed points they are, and best left undisturbed, for without them, nothing holds together." Understanding the meaning of the passage requires interpretation of the ideas formed by the image. (From: Tuck Everlasting (1979) by Natalie Babbitt, Farrar, Straus & Giroux, 60; 4) DIRECTIONS: STEP 1 BUILDING THE

DREAM

Begin by asking students to first stretch, inhale slowly, exhale, and relax, find a comfortable position to curl up in and then to close their eyes and listen. By talking softly, take the students into the desired world that you want them to imagine. Soft music playing in the background, dimming the lights in the classroom, or burning a fragrant candle or some potpourri can be used to heighten the mood.

STEP 2

READING

Read a story or series of prompts slowly, giving students time to visualize each image. Counting to 30 in between statements, works well. The students listen with their eyes closed. If they are uncomfortable with this, they may draw on a sheet of paper as they listen.

STEP 3

WRITING

Invite students to open their eyes and jot down as many of the descriptive images that they can recall. Give them several minutes to write. Have them close their eyes again and listen to the music and relive the experience. What more can they see? Have them write about their experience at length and encourage those who wish to share, to do so.

ASSESSMENT

There are no required "assessments" for this strategy; it is a prereading technique, a way of opening up a vision for your students that connects what they are able to see with what they will read.

EXAMPLES OF GUIDED IMAGERY

For Tuck Everlasting: Close your eyes . . . tell all your muscles to relax . . . You are walking down a path toward a pond. . . The sun is setting quickly and the sky is full of colors . . . As you reach the edge of the water, you see a rowboat and get in . . . your shoes make noise against the wet boards in the quietness . . . Slowly and sliently, you push off and the boat glides out onto the still water . . . you can hear the sounds of nature getting ready to rest for the night . . . As you skim across the surface of the water what are you thinking? Are you with someone else? If so, are you speaking? What are you saying? Can you feel a breeze or is the air calm? Is it cool or warm? How do you feel? Gently, the rowboat nudges the shore. You are back to where you started . . . Tell your muscles to begin to move . . . open your eyes. -Joyce Wilkinson An Important Person: Think of a person who was important to you in the past. What is their name? Look closely at this person. What is a distinctive feature of this person? Think of a time when you were with this person. Where were you? Describe the exact place. When you see this person, where are they at that moment? What is around them? What time of year is it? What color do you think of when you see this person and place in your mind? Are there any sounds around you? Is there a fragrance or smell? Are you alone with them or are there other people present? What is happening? If there are others, what are they doing? Look closely at this person again. What are they saying to you? Did they ever use any special words or phrases that you can remember? What are you saying to this person? How do you feel? As you walk away and say goodbye, what is your impression? How do you feel? What does this person mean to you now? After sharing this with your students. Hand out these prompts to them and ask them to jot down notes to themselves. Upon completing this, have them write a poem, story, narrative . . . from this memory. Share the rough draft with a partner and then rewrite.

From: Lucia Leonardell, Gulf Lake Middle School, Kalamazoo, MI.