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Transforming
Problems through Metaphor
An interview with Catherine Graham by Natasha Wiebe
An endless stonewall
A hermit living in a cave
A grouchy brown bear
A cyclone of whirling paper
A song from a MeatLoaf album.
What could these images possibly
have to do with a teaching enhancement workshop?
In June, the University of Windsor's Centre for Flexible Learning (CFL)
hosted its annual Summer Institute, a series of workshops on effective
teaching and learning. A popular session was the creative problem solving
workshop facilitated by Burlington resident and Canadian poet, Catherine
Graham. The workshop invited me and other participants to think of a problem
in our personal or professional lives, and to describe it with a word
picture. Some of our metaphors are listed above. a new look at old problems.
We then worked in groups to
suggest solutions to each other's problems. While doing so, we spoke only
in the language of the metaphor: Could the stonewall be climbed or dynamited?
Could the grouchy brown bear be sweetened with honey? Could the cyclone
be ridden, ala Dorothy and Toto, to a new world?
Through the lens of a metaphor, we took a new look at old problems.
The response? "More of this kind of workshop, please." Wrote
several faculty members. "This is one of the best workshops I've
attended," said others. One very happy instructor exclaimed, "This
has given me an idea that I can use in my course!"
For the benefit of those who
were unable to attend, CFL video producer Larry Foley and I conducted
a video interview with Graham. The conversation to follow was inspired
by that interview. If it piques your interest, let me now. Graham could
be invited back for another workshop - or even a poetry reading.
Wiebe: Why don't you start off by telling us what "Words@work"
is?
Graham: Words@work is a creative problem-solving workshop that
developed through my involvement with the Burlington Art, Business &
Creativity Conference. The purpose of this annual conference is to show
business professionals how an artist's experience can be used in the business
world. As a poet, I was originally asked to lead a poetry workshop. As
valuable as that may be, I thought there must be a more practical way
to link the concepts behind poetry - words and images - to creativity
in the workplace. To make a long story short, I went through my own creative
process to solve this problem. The result was Words@work, a transformational
approach to problem-solving. Using tools designed specifically for the
workshop, participants focus on a problem of their choice. By leaning
to utilize and link the left brain (analytical) and the right brain (imagistic),
they discover insightful and practical information, organically, from
thinking through the box. The positive feedback inspired me to offer the
workshop to other organizations.
Wiebe: You have some key strategies that you use. Can you talk
about those?
Graham: The beginning of the workshop focuses on the left brain
- brainstorming problems and choosing one to focus on. It then switches
to the right brain - transforming the problem to a metaphor. The image
that "appears intuitively" is used in a series of activities,
to help participants gain new insights into solving that particular problem.
Wiebe: You teach interpersonal communications and creative writing.
Do you use Words@work in the classroom?
Graham: Yes I do. When I teach Interpersonal Communications at
Sheridan College (near Toronto), I use Words@work to show students an
alternative way of dealing with conflict. Most students have never had
the experience of imagining their problem in 3-D form. This adds a whole
new dimension to their problem analysis. And through sharing the ideas
and insights related to their chosen metaphors, the basics of communication
- listening and speaking - are easily practiced. It gives students the
opportunity to talk about their problems in a less threatening way.
As a creative writing teacher, I use Words@work to help writers tap into
their imagery pool. Imagery has its own language and we know more about
that language -what it means, etc. - than we think. I find imagery exercises
particularly useful when teaching character. By imagining what metaphor
a character would choose to describe his/her conflict, new light is shed
into that character's psyche. This process of going deeper into character
allows the writing to become more vivid and real. It's very powerful.
Wiebe: Can you give a specific example of how some people in your
workshops or classrooms use images to describe a problem and then work
their way through to a solution?
Graham: One workshop participant described her problem as a metal
insect on her back - imprisoning her. By the end of the workshop, this
oppressive image changed into a soft, small insect that liked to sit on
her shoulder. A pet like Jiminy Cricket! Through imagery - related exercises,
she was able to realize that part of her problem - solving was to learn
to live with the metal insect on her back; to make peace with it. Words@work
reminded her not to give up or give in to her problem. She left feeling
more confident and in control. As a workshop leader, this is very satisfying
to witness.
Wiebe: What are some of the most memorable images or moments you
have experienced during your workshops?
Graham: A feed conveyor belt going out of control; a queen bee
kicked out of her hive; a runaway horse; an ostrich with its head in the
ground; a ringing phone. Another example involved a student who was having
difficulties getting up in the morning. Her metaphor? A pillow. The pillow
was so comfortable she wasn't able to get out of bed! You can have fun
with metaphors; they lighten things up.
Wiebe: During the first workshop of yours that I attended, I described
my problem as being like suffocating in a coffin.
Graham: I remember that!
Wiebe: And by the time my partner and I were finished talking,
the coffin had changed into a sensory deprivation chamber. That has stuck
with me for quite some time.
Graham: I'm glad. You were able to see your chosen metaphor in
a new light. Here's an example from my life. It involved a problem I had
with writing. When Pupa, my first book of poetry was published last fall,
it was the accumulation of many years of concentrated work. Exciting yes,
but I also had to learn to let go of the poems. And then came an even
bigger challenge: What do I write about next?
As a writer and creative person, I found this transition to be quite nerve
wracking. I knew I wanted to continue writing but I didn't know what exactly.
While trying to figure this out, an image arose. I was stuck in a field
of heavy snow. The kind of snow you can't lift your legs in. Coincidentally,
it was winter, my least favourite season.
So what did this image tell me? It told me that there wasn't a lot of
creativity going on. Or at least there didn't appear to be. Clearly I
was stuck. But spring follows winter. Given time, the snow will melt.
And when it does, I will be able to move.
By April, that's exactly what happened the snow melted in real life and
also in my metaphor. I was able to move and tap into my next writing project:
a novel. I've been working away at it ever since. Understanding the message
of this image was very satisfying. It helped me to realize there was a
natural solution winter doesn't last forever (thank goodness!). I had
to learn to appreciate this time be patient and wait.
Wiebe: You are writing a book about Words@work. When might that
be ready?
Graham: It seems the more workshops I do, the more material I have
for the book. At this point it's a work in-progress. If past participants
are interested in contributing to the book by sharing their feedback,
I would be delighted to hear from them.
Wiebe: What is your e mail address?
Graham: cathy.graham@primus.ca and my
Web site is www.catherinegraham.com
Wiebe: Did you have a sense that Words@work was going to be so
successful when you developed it for the Burlington Arts Centre?
Graham: As a poet, you work with words and images, so you know,
intuitively, of their hidden powers. Watching participants, who are not
poets; tap into this hidden power is very exciting and rewarding. I have
had some time consuming commitments in my life the last while teaching,
writing so Words@work has received less of my attention. But this year
I plan on offering it to more organizations. If there are readers out
there who would like to have me facilitate a workshop, I would be more
than happy to. Words@work is applicable to all kinds of Is organizations,
and all age levels, including children.
Children think metaphorically it's how they process new ideas and we were
all children once. By tapping into this imagistic pool, through the power
of story, how can we not become better problem solvers?
Wiebe: Is there anything you would like to add that we haven't
talked about?
Graham: I'd like to thank the organizers behind the CFL Summer
Institute for making me feel so welcome. The group that I worked with
was enthusiastic and fun. I'd love to come back
Natasha Wiebe is the
editor of Explorer and an instructional designer at the Centre be for
Flexible Learning, University of Windsor. For a videotape of her interview
with Graham, email wiebe2@uwindsor.ca
This article appeared in the Fall 2004 Explorer Magazine
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