4. Moodlines

This sub-module on ‘moodlines’ focuses on allowing individuals to express their ‘moods’ and how certain experiences have made them angry, fearful, proud, trusting and so forth.

Learning Objectives

  • Use participatory learning and action (PLA) as a way to deal with difference and diversity
  • Promote collaboration between learners
  • Provide a model for democratic and respectful forms of practice
  • Show how moodiness are a starting point for discussions on development concerns

Key concepts

Mapping, PLA, moodlines, river of life

About Moodlines

This presentation is about how to use Participatory Learning and Action (otherwise known as PLA) techniques in monitoring and evaluation. It focuses in more detail on the use of moodlines. The example of higher education as a sector is used to illustrate how PLA techniques have been applied in research and other practical situations. The presentation provides many examples of how such techniques have been used in higher education.

Please review this powerpoint (pdf format) on Moodlines

Key Readings

Key Readings

Discussion Questions

Discussion Questions

  • Think about your moods during the course of the day: what colour would you give them and how would you describe your feelings?
  • Think about different colours and then think about the week that you have just had: what are the dominant colours for the different days of the week and what do you think triggered these 'colours' or moods?
  • We have seen the river can be a symbol of a journey and can represent your moods and feelings at different stages of your life. What other 'vehicle' could you use to depict your experiences and the idea of a journey?

Further Readings

Further readings

  • Bozalek, V and Biersteker, L (2009) 'Exploring Power and Privilege Using Participatory Learning and Action Techniques', Social Work Education, 99999:1.
  • Bozalek, V (2011) Acknowledging privilege through encounters with difference: Participatory Learning and Action techniques for decolonising methodologies in Southern contexts, International Journal of Social Research Methodology, 14:6, 469-484, DOI: 10.1080/13645579.2011.611383
  • Cornwall, A. (1999) Introduction to PRA Visualisation Methods. In The Participation Group (1999) Introduction to PRA and Health: A reader. Institute of Development Studies, University of Sussex, Brighton.
  • Hodge, D.R. (2005) ‘Spiritual life maps: A client-centered pictorial instrument for spiritual assessment, planning and intervention’, Social Work, vol 50(1) pp 77-87.
  • Taylor, Peter & Fransman, Jude (2004) ‘Learning and Teaching Participation: The Role of Higher Learning Institutions as Agents of Development and Social Change’ IDS Working Paper 219. Brighton: Institute for Social Development, University of Sussex.

Other related International Waters Lessons and Submodules

Next submodule: Monitoring and Evaluation 

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