ࡱ> 13./0)` R#bjbj8|#0t'~~~~lX-(@$h&n;ƊƊƊ;P444Ɗr$Ɗ4494 % ~8f0):(996;; ƊƊƊƊ---N|d---|.,  50 A Booklet of Creative Ideas For Communication By Neil Farrelly @Neil Farrelly Nose2Nose2013 Introduction These exercises were developed over a period of two decades all over Asia with all kinds of groups, all ages and varied abilities. They are purposefully short and succinct in order for you to fill in the gaps with your own ideas and those of your students. They are also quite simple and straightforward to allow you room to develop them in whatever way you want. You might ask why Ive done it this way with few details and little discussion? One good reason only: To allow people to work more instinctively without too much information. The book is about whatever you think the word communication means, and deals with the following: Speaking, listening, reading, writing, team building, confidence, creative and independent thinking, voice, breathing, body language, inhibitions, understanding, presentations, belief, imagination, sharing, giving Some brief thoughts as to how to get the best out of this booklet; The set up time of each activity is important and teachers need to experiment to find out which way works best for them. The time allowed to do the exercises will differ wildly from teacher to teacher, subject to subject. Some exercises can be left open, but framing the exercises specifically for your own subjects with an aim, an outcome, a goal often works best. The exercises are open-ended and flexible and are set up to be interpreted in very different ways by very different kinds of teachers. All of them are to encourage students to communicate and discover in what ever way they can. They can be used simply as warm ups or ice-breakers or made part of the work itself or become something much deeper. I leave that part up to you. Dont stop the exercises too soon! Be a good judge how long they should run on; when students get excited, or panic or get desperate, the best ideas often appear Once you repeat an exercise, students abilities increase immeasurably; the first time is often not the best Youll discover a great many of the exercises will require you to ask a great many questions to the students in order for them to expand their ideas and thoughts creatively and thoughtfully. As for the teachers, students and participants, the more you give, the more they work The lists at the back of the booklet are simply to get you thinking, but brainstorming with students is usually much more effective. Lastly, no machines are used in this book Chapters: Team Building: Confidence & Belief: 1) What! 2) Bragging Rights 3) Trust: The Impossible 4) Eye contact: A Conversation 5) Pronunciation: Insults & Inhibitions 6) In Voices 7) Helping & Sharing: Best Possible Outcomes 8) Confidence: YES 9) Confidence: BIG 10) Body language: How close is close? 11) Helping: Stand Up Rescue 12) Belief: Line, make me laugh Listening & Speaking: 1) Listening: Follow the idea 2) Speaking: Explaining yourself 3) Speaking: The Line 4) Speaking & Listening: Pretending 5) Memory 6) Imagination: Watching the Inside 7) Good at What? 8) Listening: Brainstorming Creative Thinking & Imagination 1) Link the Random 2) MishMash 3) 3 Lines 4) Have you ever..? 5) Exaggeration 6) Change the TIME 7) Building it up 8) Outdo 9) Say it like youre gonna kill me Questions: 1) Play Dumb 2) Why? 3) Creative Speaking: Hot Seats 4) Multitasking Nuts 5) Questions only 6) Questions & Monologues Text & Stories: Ways & Ideas for stories & text Visual: Imagining 1) Ideas for Whiteboards 2) The Object 3) The Big Visual 4) Think Big. Think small. 5) Story Show 6) Body Language Presentations: 1) 60 Second Presentations Ideas 2) Be Interesting! 3) Role Playing; Being Someone else The Exercises Team Building: Confidence & Belief: 1) Team Building: What! Make groups of 3/4/5. Decide on a specific subject/object/idea for all/each group: a math problem/function of the heart/a soccer tactic/the Bible, page 1/Beethovens 9thThe group must practically show & explain their chosen idea in any way they can using every member of the group in any way they can. 5 mins max. Present to other groups. Change over, repeat, with new ideas. We owe it to our listeners to be interesting 2) Confidence: Bragging Rights! Work in small groups of 2/3/4. Decide on a subject/theme/idea: Newtons Law of Gravity, a Bar mitzvah dance, the word delicious. Each student shows their idea to their group while always trying to outdo what the rest of the group has shown. If you dont know it, IMAGINE it, and BRAG. Students cannot block each other, they simply pass the idea until no more can be done! Repeat with new ideas. Why do all the work when the best resource, the students, are right there 3) Trust: Trust The Impossible (see Impossible list) Brainstorm a list of impossible problems/incredibly difficult things to do, related to your subject. Work in small groups. Allow a strict time limit for each group to work within. Allow each group to choose any problem from the list and tell them they need to find ANY kind of solution to present, in any way, to the class later. All members in the group need to be involved, and students cannot block each other, but must try and follow each other. Put a time limit on the presentation too so they get to the point. Set it up for you to get out of the way 4) Eye contact, Speaking: A conversation (see Story fragments) Work in pairs. Decide on a subject/situation before you begin. Stand opposite each other and do the whole conversation looking into each others eyes. If you break eye contact at any point, start again. Change partners and try again. Vary the distance students stand apart from each other. Follow only the good stuff, let everything else go 5) Pronunciation: Insults & Inhibitions (see Shakespeares Insults list) Check the Insults List first (and add your own) then find as many people as possible to insult in as loud a voice as possible and with the clearest pronunciation and diction you can manage! You can say no other words but your insult and you must attempt also to find the meaning within it. Check students take a breath before speaking. No screaming! Offer as much as you can and say yes whenever possible 6) Confidence: In Voices Work in pairs/small groups. Choose specific subjects/themes or leave open. Each student thinks of a special word/sentence/phrase/short idea. A begins and must do their idea in ANY voice the rest of the group suggests. Eg: as a Russian scientist/an inventor/Mickey Mouse/a giant/Olympic athlete/Belgian geek Allow each student 1 minute then change. The warm ups, the playing, can end up being the work itself 7) Helping & Sharing: Best Possible Outcome Work in pairs/small groups. Students need to show some sensitivity to each other in this exercise. Each student thinks of a personal problem, real or imagined and shares it with the rest of the group. The group must offer help/suggestions only for the best possible outcomes for the problem, and NOT criticise each other. Change over, and repeat. When you dont know what to do, laugh 8) Confidence: YES Link to your subject. Each student thinks of a word/sentence/phrase/very short story/idea to present to the class/group. The group needs to be sensitive towards the speaker. For 60 seconds only, the speaker stands and delivers the line. The group offers different ideas and ways to say it which the speaker cannot refuse; in a big voice/a machine voice/in French/say very slowly/with a tragic feeling/with an IQ of 191 Trust yourself enough to do it 9) Confidence: BIG Decide on a specific subject or leave open. Each student thinks of an idea for themselves. Allow a short time for students to think about it. Give each student the opportunity, for a short time, to stand up and tell the whole group about it. Everything, absolutely everything the speaker says is repeated back by the whole of the class together as an ensemble. Speak clearly with eye contact. No screaming. The present, the now, is where everythings at 10) Body Language: How close is close? Work in pairs. Decide on specific subjects/conversations you want to have. Decide on which body part is the most important and focus all the conversation on that! Allow each pair to decide how close/far away their bodies are from each other. Judge how long to run a conversation. Change over and repeat. Observe the outcomes Failure is never really failure 11) Belief & Helping Out: Stand Up Rescue Work in small groups of 5/whole class. Decide on a specific subject/theme/thought and allow students to brainstorm it/think about it. Do a check before starting. Number the students in no particular order. Student 1 stands up and begins speaking. IMPORTANT: As soon as the speaker hesitates/pauses/loses confidence, B steps in fast, taps A out and continues on as if nothing happened. Repeat as soon as B hesitates/pauses/loses confidence, and so on. If students let each other die, and dont help each other, stop the exercise and begin again with new students. Allow students the opportunity to mess up here, but keep the confidence high! Repeat as much as possible. No one I know has ever run out of ideas 12) Belief: Line, Make me laugh (see One-Liners list) Work in pairs. Students decide on a line/sentence/info based around a specific subject. A is the speaker, B is the listener. The speaker can say/do the line in ANY way they want to try to try and make B smile/laugh. As soon as B smiles/laughs, change over and try again. Change over and repeat. Listening & Speaking: No idea ever goes to waste 1)) Listening: Follow the Idea Work in small groups/large groups. Choose specific subjects for Speakers. A is the speaker and the rest of the group act as listeners with questions. The group can stop A as many times as they want but only to ask questions directly related to what A is talking about. A cannot refuse a question or say I dont know. Change over and repeat. The set up is all: be brief 2) Speaking: Explaining Yourself Work in pairs in your own space. Decide on specific subjects. A is the speaker but B leads the exercise by supplying the words/suggestions about that subject. As soon as B offers a word/idea/phrase, A must explain as clearly as possible their answer, in any way they can. A cannot block B at any point in the exercise/A cannot say No! If B does not understand, they can stop A & check. Look to yourself if things are not working, and make a change 3) Speaking: The Line (see One-Liners list) Work with a partner. Each group thinks of ONE fantastic, curious, startling line to speak. Pass that line between the two students as many times as possible. EACH time change the WAY the line is spoken, but DONT change the words themselves. Find ANY way at all to say the line differently: emotionally/physically/voice/body language/physical contact Change over, and repeat with a new line. Whats everyone doing in the space you have 4) Speaking & Listening: Pretending Pair up students who dont speak each others language. A is the speaker, B is the listener. Speakers choose specific subjects to talk about but dont tell B. A speaks for 1/2 minutes and B PRETENDS they can understand A by making sounds of agreement, repeating words/phrases they hear, believing they understand the emotion of A. Nonsense languages can be used but only with specific subjects/ideas. Change over and repeat. Everyone loves being listened to 5) Speaking: Memory Each student finds a quiet space to work for 5-10mins and chooses a real specific event from their life: time/place/situation/colour/sights/smells, etc. Think about the DETAILS of the event. Work in pairs. A is the speaker. B is the listener who DOESNT believe a word A is saying. A must convince B its the truth. Change over and repeat. If you think youre talking too much, you probably are 6) Speaking & Imagination: Watching the Inside Choose either a specific subject/theme or keep it open. Students find their own space to work in. Students close their eyes for 60 secs. In that time, they must remember EVERYTHING they think of and all that they see and feel in their mind. Open eyes and allow them a short time to organise their information. Find a partner. Exchange all the information with the partner. Then TOGETHER try to link as many of the ideas as possible in whatever way they can. Birds, animals, babies have it: see a good focus, steal it. 7) Good at What? Work in pairs or small groups. No one can pass during the exercise. Sustain for as long as possible. Each student says something/anything they are good at and passes to the next student. Students have to say something/anything they are good at/can do/have done in the past/in the future. Play it long enough for students to get desperate and imagine and relax at the same time! Do in strong voices. Change over and repeat. Dont leave anyone behind 8) Listening: Creative Brainstorming: Work in groups of 3/4/5, each in their own working space. Allow a time limit of 5 mins or less. Decide on a specific subject/theme/idea to brainstorm. Conditions; Students cannot block/say no to each other. Each new idea students must add another idea to/add another layer. The group must keep following the good ideas. The group must remember all the good ideas. Let go of the ideas that dont work. Dont write it down. Remember. Present the good ideas clearly to the rest of the class. Creative Thinking & Imagination 1) Creative Thinking: Link the Random Work in groups of 3. Begin with a simple word association exercise on specific subjects as an introduction. Begin the next part: each group thinks of 3 completely random ideas/words/thoughts to pass on to another group who put them all together in one complete sentence/thought. Present to the class. Change students and repeat. Stop and check if people dont understand the idea. Set it up for students to naturally lose their inhibitions 2) Creative Thinking: Mishmash Work in small groups. Give each group a mix of words/info/images/ideas/text/objects linked/or not linked to the chosen subject. Allow enough time for each group to brainstorm, discuss, adapt, prepare and link everything in any way they can to the chosen subject. Present to the rest of the class. Change over and repeat. Open students up with questions rather than answers 3) Speaking, Creative Storytelling, Presenting: 3 Line story Work in small groups, each group works in its own space. Give each group 3 completely different non-related sentences from any outside sources. They cannot make their own sentences. Give each group 5 mins to put all 3 sentences together in some way so they make sense. Present to the rest of the class. Change over groups and repeat. A paradox: students who dont conform are often the most creative 4) Creative Thinking: Have you ever..? Work in pairs. A asks only Have you ever questions followed by How/What happened? B always says Yes and then explains what happened. Encourage out of the box questions whereby B must imagine the answer. Eg: Have you ever built a nuclear bomb/Have you ever written a short story about worms/Have you ever been a President? Change partners often. The best work is often done when youre not there 5) Imagination: Exaggeration (see One-Liners list) Work in pairs/small groups. Choose specific subjects or leave open. A begins with a word/short sentence doing it in as small a way as possible and passes it to the next student who makes it slightly MORE in whatever way they can and passes to the nextDo slowly and build it. Think about how to exaggerate/expand when doing the work: voices/hands/faces/eye contact/whole body/emotion/the space Trust them, to do it 6) Creative Thinking: Change the Time Work in pairs. Choose specific subjects, or leave open. Give an example first. Each pair think of a short, simple sentence; I like birds. Student pass the sentence between them as many times as possible each time changing ONLY the time in the sentence, NOT the words: I liked birds/Ive always liked birds/Ill maybe like birds in the future/Ive never liked birds ever because when I was young Change partners often. No focus. No belief. Dont expect people to listen for long 7) Creative Thinking: Building it Up (use any list) Work in pairs/small groups. Choose specific subjects/themes, or leave open. Each group thinks of one word/sentence/phrase/short idea. A begins saying the chosen idea. The next student starts at the beginning and adds something new to the first line. The next student starts at the beginning, recites everything, and adds something new. And so on. Student can help each other recall at any point, and the finished idea MUST make sense to them. If it doesnt, change it. Present to the group. 8) Outdo 1-10 Work in pairs/small groups. Choose specific subjects or leave open. A is the speaker, B is in charge of the numbers 1-10. 1 is normal, 10 is absolutely the most someone can do! Starting from 1, B says a number, A speaks their line/idea while increasing the voice/breath/body language/emotion/gesture/pronunciation on every number that follows. The line itself cannot be changed B needs to observe A carefully and not go too fast! Change over and repeat with a different line. No screaming. Do it for the listeners 9) Say it like youre gonna kill me: (see EMOTION list) Work in pairs/small groups. Choose specific subjects, or leave open. Each student needs a line/sentence/thought. A is the speaker, B has a copy of the Emotion list/write on Whiteboard. Each time B suggests an emotion, A must speak the line in that way. Degrees of emotion can be used: very/extremely/incredibly/a little/not really/only a little/tremendously. Bs can follow and expand any good ideas that A shows them. Play for 60 secs and change over and repeat. Questions: 1) Questions: Play Dumb! Work in pairs. Choose specific subjects/themes or keep open-ended. A begins explaining to B the chosen subject. B plays dumb and pretends they dont understand. Each time B says, I dont understand. What dyou mean? A must explain the same idea in a different way. Do the exercise until it can go no further then change over. Everyones got ideas but whos listening to them? 2) Questions: Why? Work in pairs. Choose specific subjects/themes or keep open-ended. A begins by saying any short opening statement; The earth is round. B follows with the question, Why is it round? and A explains, and B asks again, Why? And so on. Continue until students collapse. Change over. Option: Use other questions than why. Whatever the audience give you, give it right back 3) Q&A, Creative Speaking: Hot pants Seats Start in small groups of 3/4/5, and expand into a larger format with the whole class. A is the speaker, the expert who knows everything, who sits in the special EXPERT SEAT. A can never block a question, and can never say I dont know. THEY KNOW. The rest of the group ask questions. Choose/create a specific subject/idea for A to talk about and brainstorm suitable questions with the rest of the group. Times can vary hugely for the student in the hot seat. NOTE: The questions are vital and allow the exercise to work. Bad questions kill it fast. The questioners need to listen to the speaker carefully so their questions follow the info. Change over so everyone gets a chance in the seat. Question: Why do students get bored, and whose problem is that? 4) Q&A: Multitasking gone nuts Work in groups of 3: A is the Speaker. B & C are the Questioners. Choose/brainstorm specific subjects/actions/tasks for each group. The exercise: At the same time, the following happens: A begins a task/action to be finished in 60 secs. (drawing/writing/ making something) B asks questions ONLY about the specific chosen subject. C asks questions that are NOT related to anything B is asking. A must answer every question and finish the task they started. Change over and repeat. Imagine the best possible outcome, not the worst 5) Questions only: Work in pairs. A is the speaker. B is the listener with questions. Choose a specific subject/theme for B to ask questions about. Brainstorm questions for the Bs. B leads the exercise by asking questions about the chosen subject. A can only speak if asked a question. Change over and repeat. Like yourself as much as anything else out there 6) Questions & Monologues Choose specific subjects/ideas/thoughts. Allow time for students to think about/brainstorm their chosen subject, make notes, etc. Give students random numbers but make sure confident students begin this exercise to show the others. First student stands and talks for 1/2/3 minutes. The whole group asks as many questions to the speaker within that time all linked to the subject. The speaker cannot refuse a question, but after answering, continues speaking. Change over and repeat. The group needs to be sensitive to the speaker. Text & Stories: Ideas for Text & Stories: (see Story fragments) Use a text they are already familiar with. The exercise is excellent for freeing up the words if using any of the following: technical jargon/any kind of story/specific info/poem/religious script/play dialogue/speech/media story Check students have the words available, but dont rely on them! Work in pairs. They must help each other as much as possible! Change partners often. Let them find their own space to work in as things can get noisy! 1)Tell the text together to last exactly 60 seconds. Repeat, to last 30 seconds. Repeat, to last 15 seconds. 2) Do No.1 again, but backwards, from the end to the beginning. 3) One student begins speaking anywhere in the text and the partner continues it without looking at the words. Change over and repeat often. 4) pass the text/story between each other after each sentence/each phrase/each word/each syllable5) A is the speaker, and B must do ALL the actions & details for everything A is saying. Change over and repeat. 6) Each time the students pass the text between each other, they must make it more interesting, and out do each other! 7) A is the speaker and must get the attention of B. B can do ANYTHING other than listen to A. Change over & repeat. 8) Choose an emotion and present the story together in that emotion for 30 seconds. 9) Each pair chooses a place in the text/story. From that point onwards until the end, all the information must be changed in any way they can think of. 10) Present the story to an audience who cannot hear/cannot see/cannot speak your language Add your own ideas here How many roles do you have: facilitator, director, teacher, counsellor, challenger, mentor, audience Visual: Imagination Visual Whiteboard ideas All ideas here involve the whole class, your own subjects/themes, and a significant amount of communication between students at the WB. All students work at the WB at the same time, with markers, and must cover the whole surface with words related to the given subject. ALL words must be linked to each other in some way. 5 mins max. After, do a spelling check, & have students explain what theyve done. Repeat No.1, with the following changes; use both words/pictures together. All the work/ideas must be linked in some way. Allow some time. Repeat No.1 or 2, without any verbal communication between students at the WB until after the WB work is finished. Students work in pairs, with 50% at the WB, and the other 50% somewhere in the space. The latter group, all at the same time, must explain/tell/shout their ideas to the WB group who must faithfully write/draw/design whatever they hear from their partner. 60 secs, and change over. Work in small groups. Give groups 5 mins max to make the longest sentence they can without writing it down. They tell you the finished sentence for you to write on the WB. Allow the class to correct the WB work. With great energy, list all your accomplishments 3) Visual: Creative Improvisation: The Object Choose a specific object directly linked to your subject: book of poems, test tube, baseball glove, globeWork in small groups. Each time the object is passed, students must say something/anything about their object. Ask them to really look/feel/smell it. Do and sustain the exercise for as long as possible before changing the objects around. The best ideas often appear when students get desperate When our ideas and thoughts change about ourselves, then so does everything else 4) Visual: Big Visual The same set up as in Exaggeration. The only difference is that all the ideas are visual and physical. Watch the pictures we paint with our imagination 5) Visual: Think Big. Think small. Work in pairs/small groups. Choose specific ideas linked to your subject/theme. Ask students to make their idea as big/as small go to the extremes - as they possibly can in regard to size/imagination/quantity/materials/density/physicality Present the work to the class. Everything comes from the Imagination, not the other way around Without a mouth Work in pairs/small groups. Choose very specific subjects/themes/ideas; digestive system of a cow/baseball pitchers throw/an interesting word/GDP of California Allow a limited time for groups to brainstorm. Groups can use ANY kind of materials to help them present their idea to their class and ANY kind of communication other than spoken language: mime/gesture/sound/whiteboards/drawing/visual/text/writing/electrical devicesPresent for 60 secs. We find what we want to find, and see what we want to see Body Language: This is NOT an acting exercise but one of Imagination only. Works for specific physical situations on VERY specific subjects/outcomes involving 2 or more people: a laboratory experiment with sulphuric acid, a Moldovan folk dance, fixing a water pipe in rural India, pathology dept for Chicago police, a meeting between Obama & Putin Call the situation out. There is NO discussion. Students come together by watching and listening and following and telling each other immediately/as fast as possible how to show/do the idea for a few seconds only. The idea must be specific and involve some kind of body language! Repeat using a new situation. Presentations: 1) Presenting it: (check Lists) See Texts & Stories and use any of the suggestions. Place the focus here on students presenting their ideas/work to the class after each exercise, even if just for a few seconds. Put the focus on the following: using clear voices, eye contact with the listeners, speaking to their audience, being aware of the space theyre in, making sense of the words theyre speaking, confidence to do it. we get what we concentrate on 2) Presentation: Be Interesting! Make groups of 4/5/6, each with their own space to work in. Choose a specific idea/theme/subject/short text, and give each group a short time to discuss it/understand it. Each member of the group then presents the idea to the group; however, each time this is done, each member must find a new way of presenting it in a MORE INTERESTING way than before! There are no rules, no time limit, otherwise than being very interesting. Expansion: Once students feel confident, expand it to involve the whole class. Do as above, but instead of one group following the first person, the whole class follows on each time trying to be more interesting! Whatever you see in your listeners is a reflection of you as the speaker 3) Creative Stories: Role Playing; Being Someone else (see Lists) Work in small/large/whole class groups. Use for all kinds of famous historical/religious/sports/scientific/political figures. Allow students time to think about/research their chosen figure. Each student speaks to the group in the first person, as if they were that figure using a specific topic/subject/or leave open. There are a number of conditions to place on this exercise: (feel free to add your own) 1) Time limit on the speaker/not too long. 2) Encourage the audience to ask questions. 3) Ask the Audience to question if the speakers words are true or not. 4) Give audience/listeners a specific group emotion to feel towards the speaker: disbelief/respect/hostility/love. 5) If the speaker breaks the character, or messes around, change the speaker. 6) The speaker cannot refuse a question. 7) Encourage the audience to lead the speaker into new territory. Computers & books cant help things they need to learn for themselves SEE LISTS BELOW EMOTIONS  HYPERLINK "http://simple.wikipedia.org/wiki/Fear" \o "Fear" Fear terror shock indignation  HYPERLINK "http://simple.wikipedia.org/wiki/Anger" \o "Anger" anger rage  HYPERLINK "http://simple.wikipedia.org/wiki/Sadness" \o "Sadness" Sadness sorrow longing grief  HYPERLINK "http://simple.wikipedia.org/wiki/Depression_%28illness%29" \o "Depression (illness)" depression  HYPERLINK "http://simple.wikipedia.org/wiki/Happiness" \o "Happiness" Joy happiness gladness  HYPERLINK "http://simple.wikipedia.org/wiki/Disgust" \o "Disgust" Disgust  HYPERLINK "http://simple.wikipedia.org/wiki/Trust_%28social_sciences%29" \o "Trust (social sciences)" Trust admiration  HYPERLINK "http://simple.wiktionary.org/wiki/acceptance" \o "wikt:acceptance" acceptance  HYPERLINK "http://simple.wiktionary.org/wiki/anticipate" \o "wikt:anticipate" Anticipation  HYPERLINK "http://simple.wiktionary.org/wiki/expect" \o "wikt:expect" Expectation  HYPERLINK "http://simple.wikipedia.org/wiki/Surprise_%28emotion%29" \o "Surprise (emotion)" Surprise  HYPERLINK "http://simple.wikipedia.org/wiki/Calm" \o "Calm" calmness Friendliness Love  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Enmity&action=edit&redlink=1" \o "Enmity (not yet started)" enmity  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Confidence&action=edit&redlink=1" \o "Confidence (not yet started)" confidence  HYPERLINK "http://simple.wikipedia.org/wiki/Shame" \o "Shame" Shame  HYPERLINK "http://simple.wikipedia.org/wiki/Shameless" \o "Shameless" shamelessness pity  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Kindness&action=edit&redlink=1" \o "Kindness (not yet started)" Kindness benevolence  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Unkindness&action=edit&redlink=1" \o "Unkindness (not yet started)" unkindness  HYPERLINK "http://simple.wikipedia.org/wiki/Pity" \o "Pity" Pity envy jealous discovery confusion  HYPERLINK "http://simple.wikipedia.org/wiki/Surprise" \o "Surprise" surprise  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Wonder&action=edit&redlink=1" \o "Wonder (not yet started)" wonder commonplace happiness weariness  HYPERLINK "http://simple.wikipedia.org/wiki/Courage" \o "Courage" courage timidity cowardice cruelty  HYPERLINK "http://simple.wikipedia.org/wiki/Pride" \o "Pride" pride  HYPERLINK "http://simple.wikipedia.org/wiki/Modesty" \o "Modesty" modesty  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Closeness&action=edit&redlink=1" \o "Closeness (not yet started)" closeness detachment  HYPERLINK "http://simple.wikipedia.org/wiki/Distance" \o "Distance" distance complaint  HYPERLINK "http://simple.wikipedia.org/wiki/Pain" \o "Pain" pain  HYPERLINK "http://simple.wikipedia.org/wiki/Pleasure" \o "Pleasure" pleasure caution boldness rashness  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Patience&action=edit&redlink=1" \o "Patience (not yet started)" patience tolerance  HYPERLINK "http://simple.wikipedia.org/wiki/Relaxation" \o "Relaxation" relaxation composure  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Stress_%28psychology%29&action=edit&redlink=1" \o "Stress (psychology) (not yet started)" stress  HYPERLINK "http://simple.wikipedia.org/wiki/Envy" \o "Envy" envy goodwill nervousness  HYPERLINK "http://simple.wiktionary.org/wiki/security" \o "wikt:security" security  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Togetherness&action=edit&redlink=1" \o "Togetherness (not yet started)" togetherness  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Privacy&action=edit&redlink=1" \o "Privacy (not yet started)" privacy  HYPERLINK "http://simple.wiktionary.org/wiki/respect" \o "wikt:respect" respect disrespect  HYPERLINK "http://simple.wikipedia.org/w/index.php?title=Appreciation&action=edit&redlink=1" \o "Appreciation (not yet started)" appreciation hatred  HYPERLINK "http://simple.wikipedia.org/wiki/Hope" \o "Hope" hope despair  HYPERLINK "http://simple.wikipedia.org/wiki/Confusion" \o "Confusion" confusion curiosity alarm desire revulsion indifference gratitude elation relief zest disappointment self confidence sociability embarrassment guilt generosity greed sympathy cruelty Interest panic annoyance contempt irritation boredom despair hurt courage trust anxiety shock content relaxed Helplessness serene sentimentality outrage sexual desire passion infatuation longing cheerfulness glee delight ecstasy thrill optimism eagerness rapture astonishment grouchy fury spite loathing agony gloom regret defeatism homesickness lust isolation rejection suspense awe aggressiveness submission remorse doubt politeness affection empathy amusement bliss friendlessness Shakespeares Insults crusty botch of nature bolting hutch of beastliness swollen parcel of dropsies huge bombard sack mountain of mad flesh sharp-looking wretch Your face is not worth sun burning you talk greasily your lips grow foul toad-spotted traitor disease of a friend Thou art so leaky Thou dankish beetle-headed hedge-pig! your waste is great puke-stocking O foul indigested lump a plague-sore villainous abominable misleader of youth Thou cruel, savage and inhuman creature heir of a mongrel bitch Thou art a boil an embossed carbuncle Want-wit Cream faced loon Loathsome as a toad Ye fat guts Ill tickle your catastrophe Thou art as fat as butter Stewed prune Away, you 3 inch fool Thou art a natural coward without instinct You are too saucy A dismal burr Your virginity breeds mites much like cheese Smooth-tongued Spanish pouch An unwashed coxcomb A swollen maw A withered thing An abhorrent bitch A naughty runyon Ill-faced winter cricket huge hill of flesh Away, you mouldy rogue You filthy bung Such antics do not amount to a man Thou mis-shapen dick Dizzy-eyed clotpole 60 Seconds Fragments At 7:41am precisely He runs out Into a mass of baa baa sheep-people Below the smiling pink billboard girl In his quirky rhythm sort of loopy run not too fast not too slow What do you all know about Japan? Its China. What do you mean, Japan is China? At the next stop, as the doors are about to close on to the packed rush hour train, there is a loud, commanding shout from the platform for someone to hold the doors open. Everyone turns I was unsettled but continued washing. The feeling increased so I glanced around at my fellow men immersed in their scrubbing. No one looked up. No one seemed unsettled, like I was. Out of the corner of my eye, I saw a body. A fat man with a big belly standing with his arms outstretched. From nowhere, two hard, scarred young men in white loincloths appear and begin undressing him. No words. Most of the other men in his ward were either dozing or card playing and as he had never been one for social chitchat he had found himself idly channel hopping on his TV. On one of the channels, a group of elderly women were Oh, wheres your wife? Working. Oh, what a shame. Shes Japanese. Realizing he was now getting late, Bushi turned away too and carefully put on his Samurai uniform. It was the 3rst time he was going to wear it in public and he was excited What I really remember was the bombing, the night of March 9th Impossible List Juggling 75 liquid objects simultaneously Driving backwards from New York to LA in the 5th dimension Singing opera underwater Thinking nothing Making the dead laugh Reciting the alphabet in 5 seconds Man having the wrong baby Peace on earth at any price Being the funniest person in the world with the biggest problem in the world Dinner party at the North Pole Saying no to everything Saying yes to everything Marrying yourself Meditating in a nuclear power plant in an earthquake Laughing yourself to death Talking to objects who love you Singing like an angel Multi-tasking in Chinese One-Liners Happiness is putting your head under a waterfall Most bacteria like to live in between your toes because Where the dango hell is she? Oh, what a shame We escaped with my brothers and ran into the street but there was fire there too I have to go to church, NOW! Quirky, sort of loopy, not too fast, not too slow, a little, you know, um Oh, no, no, I dont mean her He lived here, she didnt, not really It felt like a pork pie The door opened, sunlight flooded in for a brief moment I wish you could see it 39 years for this The TV car man cut me up I want buttocks like that My skin is my favourite thing to wear I found her floating on a giant lily pad All is alive and well Got a lot of baggage 12,000 for the mole rat The moustache, 133 feet long Every morning, I imagine you Rain dreaming, rice, money, big gorillas Faces in walls, bodies on bridge, meeting strange, wonderful people oh yeah! She said what? What? No, no, cant be, thats impossible, because Amazing Facts of Fantastical Nonsense A human eats 111,000 lbs of food over their life We lose 100 bones over the course of a life Pure gold is so soft we can shape it in our hands The human brain has as many cells as the Milky Way has stars Albatross can fly while sleeping female tape worms can grow up to 80 feet inside of a human gut Pigs get suntans There are 700,000 dead words in the English language mosquitoes can track the breath of a human from up to 30 meters away the average car stands idle 23 hours a day a shrimps heart is in its head a single female rat can produce 1million offspring in 18 months turtles can breathe through their butts your taste buds last only 10 days Adults laugh 15 times a day; babies do it 400 times Squids eat their arms when they get hungry Most bacteria live between your toes War in Sanskrit means to wish for more cows In Massachusetts, goats cannot wear pants Every year 4000 people are injured by teapots Da 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