Programs Formulated From Formation Trill or Not Trill? As a student affairs professional we always find ourselves in a position to create programs or icebreakers for various events or training sessions. Resident Assistants and Orientation Leaders are constantly looking for ways to get students quickly engaged. Enter Beyonce’s Formation. Below are a few that you can use a student leaders for your club meeting, orientation icebreaker, meeting starter and more. Title: Lineage Project
Lyric Inspired by:My daddy Alabama /Mama Louisana/You mix that negro with that Creole/Make a Texas Bama Description: Have students say My daddy__(Insert heritage)_______ Mama_____(insert heritage)___” That makes me a (Insert a nickname that represents their culture)
Students can substitute daddy and mama for any other family member. Students can use only one person
Is your culture a significant part of your life?
Can you name 3 things you know about your history? Learning Outcomes:
Recognition of cultural heritage
Discovery of Family History
Title:Inside the bag/pocket challenge
Lyric Inspired By: I got hot sauce in my bag. Swag. Description: 1. Students reach into their pocket, purse or backpack
2. Select one item and describe how that item represents who they are Additional Questions:
Does that item represent you culturally in any way?
How can this item be beneficial to someone else in this group/class
How is this item representative of you? Learning Outcomes:
Creating dialogue on self identity
Articulation of identity
Title: The Slay Program
Lyric inspired by: Cause I Slay Description: The Slay Program gives participants an opportunity to showcase their talents and represent all the ways slay.
1. Students stand up and say I am great at __(insert something they excel in)_________
2. After saying their excellence, follow up by saying excitedly… AND I SLAY
3. Students then say why they “slay” in this capacity. AdditionalQuestions:
Why is it important to recognize what you excel in?
How did you gain the skills to excel in this area? Learning Outcomes:
Participants recognize self affirming qualities
Title:Dreaming and Grinding Lyric inspired by: I dream it, I work hard/ I grind til I own it Description:
Students write down or state a dream of theirs, that they’ll be willing to work hard to achieve
Students write down
“I dream to achieve….” (name achievement they seek)
“My grind will include me doing the following…” (description of the work they will do to achieve the dream) Additional Questions:
Why do you dream about those specific goals?
What are the things you would work hard to achieve?
Students gain skills in goal setting
Title: Stereotype of a Misunderstood
Lyric inspired by:I like baby hair with baby hair and Afro/ I like my negro nose with Jackson 5 nostrils
Description: Beyonce mentions her love for baby hairs and Afros as well as Jackson 5 nostrils on her man. These are in reference to critiques made by people towards her child’s hair and husband’s nose. They also represent some negative commentary towards black people in general. In this program participants do the following:
1. Name two stereotypes or critiques that people have made towards them or people of their culture background.
2. Name two reasons why you love those
What bothers you about this critique or stereotypes?
Why do you think people say such things?
Where do you think these stereotypes came from?
If you have, what made you recognize the uniqueness or specialness about your traits?
Recognition of stereotypes
Gain self affirming skills
Stay trill, folks. MrJeffDess
MrJeffDess is a writer, professor, public speaker and emcee of Haitian descent. He is an author of 4 books of poetry, including his latest, Deconstructing Ratchet. With over ten years of performing and student affairs experience under his belt MrJeffDess continues to strive towards helping students reach their highest potential. For booking information, contact MrJeffDess at firstname.lastname@example.org