TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

• Choose a feeling you can picture a physical form for. How would that feeling look, smell and/or feel in our physical world? Would it be shiny, furry, sour or…? Using arts and crafts materials, make a piece* that represents your chosen feeling to you.
• Using clay, playdough or something similar, create a figure or piece* showing the place in the world you feel most safe. Include a brief note explaining the inspiration for your piece.
• Create a mask* showing a feeling or complex set of feelings and how you may show that feeling to the world. Write a brief description of this feeling or set of feelings and to what extent you feel a mask is or is not a good symbol of your emotions.
• Use knitting and/or sewing to create a plush toy* that has two sides showing different feelings or personas, one that represents their inner world and one that represents their outer world (front vs back, flipped inside out or outside in).
• Think of a situation in which two people are interacting. Paint a picture* to depict and give form to how their feelings are interacting with each other’s feelings.
• Create a piece* showing your representations of what it looks like to give physical form to someone who is in control of their feelings, embracing their feelings or just watching their feelings come and go. Alternatively, the piece could show all three. 
• Create a piece* in whatever medium you wish (or using mixed media), giving physical form to how you feel or how a character in a fictional piece feels in a highly emotional situation of your choice.

• Create at least one square or rectangular block using wood, styrofoam, playdough or another medium. Look at it from different angles, in different lighting, under a magnifying glass, etc. and discuss* any ways its form seems to change. 
• Create a cushion, plush toy, or something else* that has a form that can look like one thing but is actually another thing (similar to how a Transformer toy may look like a car but is actually a robot).
• Using Photoshop or another graphical program, create an optical illusion* that inspires viewers to question their outer world.
• Using a series of photographs*, illustrate the difference between actual physical form and our perception of form (with make-up or hair you have done, for example).
• Create an architectural design or piece of furniture* that appears to be one thing on the outside but is actually something else on the inside.
• Paint a traditional crafts piece* using the theme “form vs. formlessness”. See Zen/Chan Buddhist art for examples.
• Merchandising, advertising, etc. are used in retail, tourism and other industries to alter the perception potential consumers have towards what they are selling. Create a project* illustrating your knowledge of how to alter the perception of form to make something more appealing to potential customers.

TEACHING ENGLISH WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

• Create two word clouds*, one for words that describe form and one for other words that describe the outer world. With help from others around you, think of some words for each cloud and fill the clouds in.
• Read a book about a specific feeling and then think of how you look and/or act when you feel that feeling. Draw a cartoon* including two or more things or people that are affected by you when you feel that way.
• Read 2-3 short stories that show a specific aspect of our outer world, the world we encounter with our physical senses. Write a few paragraphs* about what you learned.
• Read a book about an aspect of our outer world – the world we experience with our physical senses – that interests you, and write a short summary* of the book.
• Choose a psychological classic from any country and write an essay* detailing the inner versus outer struggles of the main character(s) and to what extent the inner and outer struggles seem related.
• Choose at least two psychological classics from anywhere in the world and compare and contrast them in an essay*, focusing on the inner versus outer struggles of the main character(s).
• Read prose fiction classics about the inner and outer world, such as John Rodden’s Between Self and Society: Inner Worlds and Outer Limits in the British Psychological Novel. Write an essay or review piece*. If you are interested, you may also want to read some or all of the prose fiction classics Rodden interprets.

TEACHING HEALTH WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

• Create a word cloud* of words that you feel describe a healthy outer world.
• Print out a recent photo of yourself, and the draw a picture* of how you feel your inner child or self would look like if it were healthy emotionally and physically.
• Write a short piece* about some ways one can improve one’s emotional health by improving one’s physical form/body. Include a section to answer the question: Can one also improve one’s physical health by improving one’s emotional health?
• Write a report* about body dysmorphic disorder and other related disorders in which a person’s perception of their physical form (their body) or an aspect of it does not match what others can see.
• Watch a movie on the topic form and our outer world e.g. “Inner Worlds, Outer Worlds” and write a reflective piece*.
• In an essay*, explore how time passes differently for some people in their inner worlds and outer worlds when one is healthy and when one is not.
• In a reflective piece*, explore the relationship between healthy aging and the inner-outer self balance.
• In a reflective piece*, explore what a healthy balance between an inner child versus the outer adult may be.
• Read a piece about inner vs outer world, such as Shapiro’s The Inner World in the Outer World: Psychoanalytic Perspectives and use it as a springboard for discussion in your own book review/essay*.

TEACHING MATH WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

• Measure the length, width, circumference and diameter of 10 items in your home, such as a rectangular book and square cookie box. Create a list* to record your measurements.
• Take some different shapes and place them next to a mirror at different angles. Do you see a new shape? Move your shapes until they form 3 additional shapes. Draw some pictures* to show interesting things you observe.
• Estimate the volume of 5 spherical and other 3-D shaped items found around your home or in nature, then measure their form using basic measurement devices. Document your measurements and calculations*.
• Choose a violet level topic related to form and Mathematics and videotape a presentation* about it.
• Learn how to determine the distance between two points on a map based on the cities’ coordinate points. Create a table* to document the distances between 10 cities you choose, their coordinate points, your calculations and actual distances found on the internet. Explain any differences.
• In a report*, explore some of the connections between the Golden Ratio and nature, and how the golden ratio is formed, including some measurements and calculations of your own based on research you do.
• Create a presentation* about a topic related to form and Mathematics. (Examples include sacred geometry and the human body, sacred geometry and architecture)

TEACHING SCIENCE WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

• Choose a human body part and find photos of the same body part in different animals. Create a collage*. 
• Learn about how the form of some animal parts are useful. For example, how are different types of birds’ beaks, animal teeth, etc. useful to these animals? Create a one-page report* by printing some pictures out, or drawing some pictures, and writing out descriptions.
• Write a short report* about different types of plants leaves and their shapes. Are these related to the natural environments in which these plants grow?
• Write a report* comparing and contrasting the anatomy of various animals of your choice.
• Write a report* comparing and contrasting the anatomy of various trees or other plants of your choice.
• Make a presentation* comparing and contrasting the development of fetuses in different types of animals. Account for any similarities and differences.
• Create a picture* exploring interesting shapes in your choice of phytoplankton or bacteria.
• Design a 3d project* related to anatomy the form of the body.
• Write a 3 to 5 page essay* about affective neuroscience, which is the study of the neural mechanisms of emotion.
• Make a speech* related to gene therapy and anatomy at a conference of people studying this.
• Choose a violet level life science bullet and relate it to form and our outer world in a book for younger learners*.

• Research and discuss what the 5 most common elements on Earth are.
• Fill a glass with warm water – what happens to the temperature of the water over time? Draw a diagram* to show this process. What is it called?
• Find out how saunas work, including information about thermodynamics. Draw two or more diagram*s to illustrate this information.
• Choose one type of substance or chemical and describe how it burns, using pictures and words*.
• Choose a chemical and create a display* about where it is found in nature, how mankind uses it and other topics that may interest you.
• Write a short report* about the creation of one or more materials or substances you find useful.
• Create a presentation* about a violet level physical science topic related to the themes of form and our outer world.

• Go outside and find a few rocks or pebbles you like. Write a few words* to describe their form.
• Draw a flowchart* showing how gold is mined and how deposits are formed.
• Read about fossils and write a few paragraphs about how your favorite type of fossil is formed*.
• How is charcoal formed? Describe the process either in a flow chart or in paragraph form*.
• Write a short report* about how crude oil is formed.
• Create an infographic* about how fossils are formed.
• Create a presentation* about how amber and some of your favorite crystals are formed. 
• Write a lesson plan* about something related to the themes of form and “outer world”.

TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

• Choose two or more cultures different from your own. Other than saying “hello”, talk about what form people use to greet each other, such as with handshaking, cheek kissing, etc.
• Create a mindmap* comparing and contrasting the way people in 3-5 different cultures express themselves using body language.
• Different cultures have different ideas of personal space. Create a table* and compare and contrast 10 cultures and their ideas of “personal space”. You may also want to include a row/column for “privacy”.
• Explore the inner self versus the outer self in Japanese and/or other cultures you find interesting. In Japan, they make the distinction between the omote self, the outer public self, and the ura self, the inner private self. Create a presentation*.
• Explore the ideas in sociology relating to form and our outer world, and concepts such as habitus. Based on what you learn, explain how our actions are affected by structural issues in our outer world, as well as other factors, focusing on Habitus. Write a report* or presentation*, reflecting on current events or personal ones.
• Explore various world religions and/or schools of thought concerning how one can attain both exoteric (outer) and esoteric (inner) peace. Write a piece*.
• Write a lesson plan for a relevant audience*, using locus of control (external and internal) as a starting point. 

• Learn words for different body related concepts.
  
• Read and write words related to the outward bodily expression of 5 feelings (e.g. smiling, crying).
• Choose a book related to how people express their emotions and/or body language. Choose either the whole book or part of it. After skimming your chosen section, select words you would like to know the translation for and look them up in a dictionary. Organize* these words and their translations.
• Write a poem* about how the outer world can affect one’s emotions.
• Write a short story*, in which the main character’s inner world is affected by her/his outer world, and whose outer world is affected by her/his inner world.
• Write a report* about body language, personal space and/or physical forms of greetings in a culture associated with the language you are learning.
• Write a reflective essay* on a topic you find interesting which is related to form and/or our outer world.

TEACHING TECHNOLOGY & INNOVATION WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

• Collect pictures* of 5 technological toys you noticed or are aware of and how they interact with the outer world. (Examples could include robot dogs, remote control cars, etc.).
• Create a mind map* showing 10 kinds of technology you notice in your everyday life.
• Write a 2 to 3 page paper* about how power tools may be beneficial to changing your outer world and if possible observe how to use some of them.
• Create a 2-3 minute persuasive presentation* about a type of technology you feel is important to our outer world. 
• Research and write a 5+ page report* about impacts of social media on our inner and outer worlds. 
• Research and create a presentation* about how technology is impacting physical rehabilitation/therapy.
• Create and give a multimedia presentation* about artificial intelligence and our outer world. 

• What strategies do you have to help you focus your attention on the outer world (rather than daydreaming or becoming distracted)? Ask at least 3 others* about their strategies.
• Listening and learning are important skills for interacting with the outer world.Create a list* of how you focus on what other people are saying in conversations, instead of on what you want to say next.
• Learn new ways to become more aware of your own body. Create a mind map* of strategies.
• Learn ways to improve your oral and/or written communication skills so that you can better communicate to others what you think. Create a visual project* of these ways. 
• How do you organize yourself in your outer world? Research personal organization systems/methods and write a reflective piece* about different aspects you would like to integrate and how that would alter your experience with your outer world.
• Choose an inspirational person (or group of people) who you feel has changed our outer world, and write an analysis* about them and the changes they have brought and all the ways that has impacted our world today. 
• Study an organization that has changed our outer world and create a multimedia presentation* about them to share with the world and include what they’ve done, and how you see them continuing to make a difference in the future. 

TEACHING VALUES WITHIN THE CONTEXT OF FORM AND “OUR OUTER WORLD”

• Draw a picture* showing different ways you can show love for other people, animals and/or nature in general.
• Design and draw a picture* of an ideal outdoor community playground.
• Create a mindmap* to show how you can positively contribute to your community.
• Write a short, reflective piece* showing how you balance your freedom with the highest good of all (other people, animals, planet Earth…).
• Create a five-year, imaginary plan* showing how you would like to grow personally while at the same time contribute to the highest good of all. This plan could last more than five years if you want.
• Choose a combination of two or more One Community indigo level values and write a reflective piece* related to Form and “Our Outer World”.
• Create a short play* about any number of the One Community violet level values with relation to Form and “Our Outer World”.