N Oscs Case Study Final

Our Shared Community Story A documentation of an experiential journey

There is no power greater than a community discovering what it cares about (Margaret J. Wheatley)

Our Shared Community Story Hosted by n In Partnership with Assabil

1.

Background

Our Shared Community Story is an integrated holistic project, which surfaced individual talents and applied experiential social

Facilitated by: Hala Makarem Hala Fleihan

empowerment in public spaces in Beirut, Lebanon. In a journey, which started at Geitawi Public Library, moving to Monnot before its final stop at a public place around Kotobus (mobile library) in Rawdah Café on Manara,

Date: July – October, 2008

three communities weaved a common story through different forms of expression: theatre/drama, music, arts, creative writing/poetry, and dialogue.

2.

Context a.

Location The project was held in three public spaces in Beirut: Geitawi Public Library, Monnot Public Library and finally in Rawdah Café on Manara around the Kotobus. These public spaces were carefully chosen to represent neutrality and create connection with the open facilities that public libraries and nature have to offer us.

The libraries were transformed to a creative place, while maintaining the spirit of learning and reading with the neat shelves of books inviting the participants to browse them during their free time. The places were rearranged to accommodate open space, circle of chairs, and tables full of colorful material for the planned activities.

b.

Participants

The public libraries hosted teenagers (10 -15 years old) from Ashrafieh, Beirut and Bchamoun, Mount Lebanon. The third workshop, hosted at Rawdah Café in Manara next to Kotobus, enrolled 12 young adults (16-24 years old) from a youth leadership center in Burj Al Barajneh. The diversity of the participants in each workshop was a unifying strength, bringing in the power within each in

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a coherent positive manner. All found their place as individuals interacting within a group whether as natural leaders, silent observers, reserved characters, comedians or singers. A harmonious rhythm of learning and play was formed in a way that attracted the participants to remain committed and excited to attend the whole program. A 12 year old, for example, commuted everyday from Beit Meri, Mount Lebanon to reach Geitawi, Beirut at 9:00 am.

Participants were not only dedicated to remaining part of the consecutive three-day journey, but they also demonstrated active involvement and cooperation with one another. During an individual doll making activity, for example, when one completed his/her doll, s/he helped others who needed assistance.

c.

Guiding Principles Guiding values maintained the relationships throughout the working days: trust, non-judgment, friendship, cooperation, responsibility, imagination, creativity, acceptance, respect, fun and acknowledgment.

3.

Process Development a.

Group Dynamics The cycle of workshops engaged groups of different backgrounds, genders and ages in activities that combined learning with fun. Group dynamics was a core driver in building connection and a trusted group environment. The purpose is to develop a sense of knowing and trust where boundaries are dissolved enabling free expression within a context of common working expectations.

To that effect, at the start of each workshop, participants jointly set and agreed upon group norms, which included respect, Arabic and English as main working languages, no judgment, have fun, be on time, help each other, listen, no pressure, honesty (openness), take permission before public publishing, etc..

The process of group formation begins with a form of identification, where individuals introduce themselves to the group. Initially, the participants experienced the flow of individuality and trust building as they created constellations around day-to- day common ground realities, such as find all born in the same month and those who have the same eye color. This built a sense of knowing in the group before being invited to create their own nametags using colorful art material available at nearby tables. Then every two shared their nametags, focusing on why the colors were chosen, what the drawings symbolized, personal information, plus one unique quality/characteristic about themselves that the group doesn’t know, and one expectation. Partners then presented one another to the group, as they reaffirmed their understanding of what they heard. A technique that was practiced at the outset is active reflective listening skills; how to genuinely listen to one another without interrupting or being quick to make judgments.

b.

Creative Arts The impact of creative arts as a means of expression was then explored and experienced to strengthen individual creativity, group dynamics, and the building of a collective story. The creative arts were expressed through play, music, poetry, art, and theatre.

Pre-story Activities

Context Setting To set the context of the three-working days, participants engaged in a brainstorming activity around the words Community and Story. Two groups were randomly formed, each group mind-mapped one word and then shared the outcome with all the participants. The generated ideas mapped out on two flip charts created a joining platform, establishing context, understanding, direction and community group work.

The outcome of common generated ideas or viewpoints on Community from the three groups is mapped as follows:

The outcome of common generated ideas or viewpoints on Story from the three groups is mapped as follows:

Personal Awareness To further explore and get comfortable with the space of the library, a body movement in space exercise was introduced. Participants moved freely through the space of the library according to the speed/pace being called out (1 = slowest and 10 = fastest). Reflections from the participants when the movement was at a slow pace; they experienced silence, quietness, could hear footsteps and felt that there was more space. However, when they moved at a fast pace, they expressed that the space felt busy, noisy, crowded as people were bumping into each other, reaction time was less, no time to reflect and the amount of space was reduced. One participant expressed that this body movement in space exercise “emptied something from inside and felt better.”

Once participants explored the space individually with awareness of the other being in the same space, every three formed a tree through body sculpting embodying the relationship that is being created together.

Participants then reflected on the now in space “Where am I” and dreamed a little further “Where would I like to be?” and imagined “What do I need to get there?” Each person reflected individually on the dream questions before they grouped together to enact their discovered dreams through drama. Participants identified their dreams with awareness and use of their bodies.

As an energizer activity used to raise awareness and heighten observation of individuals in the group, participants played the Wind Blows activity. All are seated in a circle while one stands in the middle calling out “the wind blows those…” completing the sentence with an observation or category that individuals in the group have in common (ic. wearing jeans) then all those wearing jeans must get up and find a chair as quickly as possible. The person who is left without a chair calls out the next category.

In Monnot where music was the form of expression, breathing techniques were introduced and practiced, bringing in the resonance of sound into the room. The participants first learned how to breathe from their abdomens in a slow deep manner. Then they added sound during exhalation. Observers from the outside hearing the sounds said it sounded like: bees, mosquitoes and sirens. The giggling and laughter combined learning with fun during this activity, preparing them for music making and sound testing.

These small yet effective exercises strengthened group dynamics as it allowed trust building, cooperation and support to integrate into the group’s values as it is formed.

Imagination Expansion As part of identification using imagination, participants experienced an activity called object interpretation. Two natural objects were presented to the group: 1 feather and 1 wooden stick. In the first round, participants were asked to identify what the wooden stick is not. Responses from some individuals in the group included: It is not a pen, lamppost, or lollipop. In the second round, they were asked to imagine what the feather could be. Identifications were expressed with action/movement. Some responses included: It could be a pen, hairpin, boat for ants, or a bookmark. In this exercise the flow of imagination was triggered and expanded, as participants allowed inhibitions of the mind to fade away.

In another activity called object distancing and sensing participants were exposed to various random objects from nature and other material, and also had the opportunity to explore the garden area around the library to find one soft, one beautiful and one hard object. Then they were invited to create a sculpture from their chosen objects and share with the group. This exploration activity taught participants how to connect with their senses through object identification and construction, and later how to de-construct. Observations and reflections made from individuals in the group included: ~

“Everything in nature has its place”

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“An idea came to us when we started to work”

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“We can do something from nothing”

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“From a small thing we can reach to something big.”

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“It takes time and effort to build and little time to destroy”

In continuing the imagination development process, participants were introduced to a word imagination activity using improvisation. In pairs, one person begins by saying a word that comes to mind then the other has to quickly think of another word associated with it, and so on. Some observations made by the facilitators were: the activity started slow, needed more modeling, then it picked up and all flowed and explored it.

One of the participants in the Monnot library read a story to the group called

Music in the Wind. Linking the story reading to the context that embraced the group, created a powerful atmosphere of

learning, listening, interest and excitement, further enhancing the relationship between participants, libraries and public space. In Rawdah café, participants created a community garden using various materials. Individuals found their space and filled the canvas with a lively garden of trees, colorful flowers, butterflies, birds, a pathway, a water pond, etc… Initially the group as it came was incoherent, not wellformed, lacked trust, and hidden issues were not addressed. However, the community art activity created space for joint efforts and free expression. For the first five minutes of the activity, there was true silence and immersion, as creativity began to flow and people found comfort. Those who were quiet during the dialogue (mostly the girls), had the opportunity to be active in other forms of art expressions. A further observation made by the facilitators, was that individuals remained focus in their own space and did not move around to observe other drawings or add to what was being created. Also, the colors, engagement, and fun of the activity attracted a guest (8 year old) at the café to join in and actively leave her mark.

Story Character Development In Geitawi Library, participants experienced the impact of creative play through doll character making. Each individual created his/her own character out of newspaper and art material. An observation made by the facilitators, is that there were great connections made between the participants and their doll characters. Personal identities were created for each doll and relationships began forming among other dolls in the group. For example, two dolls decided to marry and a ceremony was made in the garden to celebrate the union of an emerging partnership.

Additional Observations: ~

One boy initially felt blocked while making his first doll, but then his creativity opened up as he generated ideas for another character, which eventually became the main character of the group story: Jaradiyeh. ~

Awareness of individual work but also the option of connection to others for generating ideas and encouragement. ~

Individuals were willing to reach out and help one another in shaping their doll characters.

In Monnot Library, in line with the music-making theme, the participants got engaged in music instrument making. Random material such as, empty water bottles, tin lids, yarn, plastic cups, cardboard, cans, crepe paper, were recycled and used to create musical instruments. After much time building, experimenting, and re-adjusting the sound and tone of their instruments, the group experienced rounds of collective music making.

Once the dolls and music instruments were created, participants introduced their character to the group and stories were ready to be told. Each person learned to build a six-part story. They formed groups for story sharing and selected one story or merged stories to re-enact through personification and embodiment – personal body sculptures. An observation worth capturing is the choice of seeing the big picture or maintaining the smaller viewpoint which was reflected in both groups at Geitawi and Monnot. One group (of four) acted out one story extracting main themes from the various individual stories; in Geitawi they integrated the monster, in a library, a dance party and a bored person; in Monnot. Other groups (also of four) together acted out each story separately.

awareness through the art of conversation and freedom of expression

Story making The community story began in Gietawi Library, continued to Monnot and ended in Rawdah Café (Kotobus). In each group, it was co-created and developed in three-rounds, whereby each person added a sentence or an idea to the plot without any previous knowledge of what was going to be said or what will further emerge. In this way, each person has the opportunity to contribute while the others listen and think where to take the direction of the story next. One of the main characters was inspired from one of the doll characters: Jaradiyeh. The rest were co-created by the group’s imagination.

The story reflected where each group was at regarding age, their surroundings, questions, and even desires. For example, some of the major themes that came out of the story were inspired by two popular TV series that was showing during that time.

Additional Observations: ∼

An effective decision making process was followed in the selection of the story’s characters and their names. The participants experienced the difference between compromise, negotiation and the relevance of having their point of view listened to and acknowledged, even if it belonged to the minority group.

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The Arabic story script was captured by the participants using Internet/SMS language.

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Some participants felt frustrated and disappointed when the story was taken in a different direction.

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The facilitators attempted to steer the story making back to its original intention and context, however the groups’ intention was what mattered and that was accepted.

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With the older group in Rawdah café, the story was taken to a world of incense. Some wanted to express domination and kept the story redirected to a dark place, even when others tried to bring it back to life.

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There was more group cooperation, involvement and acceptance among the younger participants.

The Story script can be found in Appendix A

Story Telling After the making of the story, various forms of story telling were introduced to each group. The method used varied at each workshop. In Gietawi, the form of expression was through theatre improvisation. Participants extracted the main themes and ideas from the story and with assigned roles for each person they performed the play. They used available material for decoration and costumes. Once the play finished, they were introduced to the concept of role and de-role, whereby during performance each person carries his/her role, but once the performance is done, every person de-roles or comes out of the role they played and returns to his/her original self.

In Monnot, the group had an implicit expectation that they too were going to act out the story. However, they were invited to extract five main themes, words or ideas from the story and create lyrics to a song. Engaging their musical instruments, two groups performed their songs, leaving beautiful sentiments and meaning to remember from their journey. The song lyrics and poetry can be found in the Shared Community Story Production section.

In Rawdah café, the group was also invited to select five main themes, words or ideas from the story but instead they were asked to create poetry and an art drawing to reflect the meaning behind the story. Some observations made by the facilitators were that two out of the three poems were original and creative, but the third was taken from another source. Also, the art drawings did not represent or meet the purpose of the activity.

Energizers Energizer activities (or warm-ups) encourage participant involvement, interaction and encouragement throughout the day. During Our Shared Community Story workshops, small effective energizers were used at the beginning of each day to bring the group together and begin work on a positive note. They were also used during the day to recharge the group after lunch or in between activities to increase the energy or enthusiasm levels, if facilitators sensed the energy of the group was low. Moreover, energizers heightened the effectiveness of the workshop by relating to a specific issue or activity, to make people think about, sense and/or learn lessons. Energizers used are the following: ~

Rubber chicken

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The sun shines on/the wind blows for

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Fruit salad

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Imaginary ball

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Untie the knot

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Maestro

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Transform the movement

The participants asked to repeat the rubber chicken energizer several times throughout the workshop. It created laughter, fun, a sense of silly-ness, and relaxed tensions and/or any felt stiffness. Fruit salad was played to shuffle group dynamics and change seats when facilitators felt it was necessary.

c.

Dialogue One of the main areas of focus and development in the project was learning how to engage in strategic conversations and constructive dialogue, whereby participants shift from mental level debate and discussion to speaking from a deeper heart level where connection is made with the whole group.

The seats were arranged in a circle for activities that involved group sharing, decision-making, and dialogue. The circle was deliberately used for several significant reasons. First, the shape of a circle lends itself to creating safe space for participants to share. Second, an environment is created where everyone is visible and can be heard. Third, it helps conversations to slow down, and allows people to focus and listen. Fourth, it invites reflection, inquiry, curiosity and exploration. Finally, it creates equality and connection. For example, the conversation circle proved to be an effective decision-making tool during the story making activity and creating names for the characters.

d.

Co-Creating The original design of the project addressed the essence of co-creating within community members, and also across communities around shared stories that connect. The outcome of the project affirmed the impact and relevance of the co-creation process. As described in this case study, each group collectively worked together to produce an effective fun product that was a representation of their individual and group aspirations and work. The flow of the story between the physical boundaries of the libraries went smoothly, with no resistance at the next station on the reason they are not the initiators. Suddenly, the next stop found new directors and play writers who evolved the story as they saw fit for them, adding new characters, new dimensions and new colors. The culmination

of the co-creation process was at the joint journey in nature (see Section 5 – Sustainable Community – Nature Bonding) where most of the contributors to the story met in an open space to re-enact their story, this time merging the stories into one, bringing in the drama and music all together. A beautiful scene was created amongst the purity of the environment with their choice of the picnic field explored, the vibrancy of all participants resonating, the newness culminating in a magical wedding dance.

e.

Reflection Several types of reflection and awareness methods were used throughout the day. For example, at the beginning of each day, the participants were invited to a check-in process, using name games and energizers and addressing group norms in order to establish a group and encourage participation. Time was also designated to raise questions and share concerns or comments. For instance, one participant eager to act asked, “When do we have the play?”

Another method used was a reflection of the day exercise, in order to sense what participants were feeling and thinking. For example, in a conversation circle, they were asked to complete the sentence “Today I…” Some captured responses included: ∼

“Woke up very early”

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“Start with energy”

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“Start with sports”

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“Want to learn something new about each person in the room”

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“Am happy!”

With the same idea in mind, but to reflect on what happened the day before, participants completed the sentence “Yesterday I…” Some captured responses included: ∼

“Was happy because I met new friends”

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“Learned something new, like sculpture body”

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“Learned to work with new people”

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“Had fun”

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“Learned to work alone and with a group”

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“Acted a story”

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“Learned how to make a doll”

With the closure of each day, the group was invited to check-out and reflect on the process and quality of activities, the impact it had on them personally or as a group, or to share a thought that sums up the day for them. Some reflections included: ∼

“Had fun in the library. Saw it differently” ∼

“Learned about values and morals ∼

“Learned that we start somewhere but may end in another place” (Instrument making) ∼

“Breathing properly”

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“One team”

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“Learned how to work with others”

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“Didn’t like check-in and check-out”

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“Want more than three days.”

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“Learned about new activities.”

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“Learned about each other.”

To close the workshop at each library and come together one final time as a group, participants engaged in a web-making activity. Using a ball of multicolored yarn, together standing in a circle, each person said one good thing that happened and one new thing they learned. At the end, the group formed a web, symbolizing connection, commonalities, and togetherness.

f.

Connected Loop Our Shared Community Story provided a context for local communities to engage in bonding together and co-creating a simple common expression, while evolving and growing as both individuals and a group within a larger social environment. Using the whole-systematic approach design, it opened the way for self-awareness and group flow. It brought to light the importance of public places in enabling community development and social empowerment. It also demonstrated the essence of the fusion of the arts in building community spirit. Our Shared Community Story focused on the synergistic relationship required within the local social fabric, as the message and story emerged and was shared with all.

4.

Applied Skills Development In addition to the story making, the workshops introduced participants to a number of skills- either directly or indirectly- throughout the process. The main skills presented and applied by the facilitators were: ~

Team building activities – for the essence of group formation and trust building

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Deep Listening and Acceptance – for understanding with no judgment

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Creative Arts – for touching the human heart, feelings and sensing

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Alternative ways of expressing – for freedom of choice to reach the same goal

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Reflection and Inquiry - for objective assessment and feedback

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Dialogue – for speaking from seeing Self as part of the whole

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Brainstorming – for experiencing mind mapping and divergent thinking

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Conflict transformation – for finding opportunities to grow and understand

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Connecting with senses – for experiencing and awareness of all senses

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Spatial relationship – for establishing a relationship with the holding place

5.

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Improvisation

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Re-enabling play and Role/De-role

Sustainable Community a.

Home Link The process designers and facilitators of the project idea n addressed the sustainability component of the project by running a complementary workshop for the parents of the teenagers, of which seven mothers attended. Although their initial expectation was to learn about their children’s experience in the previous workshops, they were happily surprised to find out that they became immersed in a workshop that addressed their personal individual creativity as they experienced the same activities as their children. They engaged in group formation activities, divergent brainstorming on the words “creativity” and “expression”, collective community art canvas, and a dialogue forum around the question: What role can parents play in bringing out creativity and expression in children given the society /culture values we live in?

The outcome is summarized as follows:

b.

Nature Bonding As part of sustaining the bonds made with participants and continuing the experience of learning and play, n hosted a day trip at Picnic Land in Lebanon’s Metn area. Most participants from Gietawi and Monnot attended, meeting for the first time nearly two months after completion of the project.

Everyone participated in bringing food and drinks for the picnic. Upon arrival, enough time was spent exploring nature, climbing rocks, and walking along pathways, swinging on the swing set or taking turns on the seesaw ride, and reconnecting with one another.

When it was time for lunch, everyone joined in an effort to prepare. This required heating the grill for making burgers, cutting the necessary vegetables (tomatoes and lettuce), setting up the table and making fruit salad. In the spirit of the Fruit Salad energizer activity the participants enjoyed playing, each person brought with him/her a favorite fruit. The experience in preparing the fruit salad together symbolized the link between the shared community story activities in the libraries and the bonding in nature.

After lunch, the finalized story was shared to all for the first time. Participants awareness through experiencing and learning

shared their thoughts about how the story unfolded and ended, which most were disappointed with. The facilitators explained how and why the youth at Rawdah Café directed the story as they did, to provide context about difference in age, thought processes, and intention. In any case, the participants were excited to re-enact the story using props and clothing provided by the facilitators.

The story acting took place outside in nature’s breathtaking space under the pine trees and the sunshine’s rays and in the silence of the bold mountains.

c.

Movie outing: “Bedtime Stories”

After New Year, in January 2009, the group re-met to watch the movie “Bedtime Stories” with their parents, and have a light dialogue afterwards. Although the circumstances at hand did not allow for the facilitation of parent-child movie reflection dialogue, the group enjoyed the movie, had a nice snack, with the observation of the implicit dynamic

relationship between the parents and children invoking a sense of stepping-back as newcomers joined in unexpectedly reopening the question of trust and intention. Overall, the experience revealed the importance of parent involvement in all activities, the desire of the young generation for mentors, as one of the viewers mentioned “my best scene was when the guy has told his nephews ..

does not have a great mentor .. when they were at the hotel and grid marshmallows”, and the longing to stay playful “we learned that there is nothing wrong in acting” 6.

Shared Community Story Production Outcomes of the shared community story produced creative musical lyrics, poems and snap shots from the play. A sample of each are captured below:

Sample Lyrics from Monnot Workshop Mother is everything in our lives. A mother is a flower sent from God’s powers. Mom, why did you leave me? My heart is in pain. You said you loved me. I respect you as if I respect myself. Please help me find the love you showed me. Mom, why did you leave me? My heart is in pain. You said you loved me. After all I said, I dream of you beside me.

*** She’s white and he’s black. She’s rich and he’s poor. Love is between and trust is poor. When love was there, faith came between broke their hearts into two different piece. Life is not fair between them. An accident came in between. Each one went to another. And finally love was back…

Sample Poems from Kotobus/Rawdah Café Workshop Life is Life It needs life to spark up a marriage It comes with a whole lot of a responsibility Then with a baby carriage!! Life is a big jungle, be witty!! Sacrifice isn’t negotiable, it’s a must!! You give and give and keep on giving! Don’t act like pirates, be just! Take a final check on your limbs before leaving!

7.

Partnership Our Shared Community Story journey is the fruit of a successful partnership between Assabil- Friends of Public Libraries Association and n. Not only did Assabil provide the funding (from Heinrich Boll), support and materials needed throughout the process, it also hosted the public spaces for which creation of the story came about.

a.

Librarians Inter-Cooperate The Librarians’ presence were also valued, appreciated and acknowledged, giving significance to the library functions. They were indirectly involved with the participants and overall journey, by sharing space, resources, food and taking pictures.

Due to the success and impact of Our Shared Community Story, Assabil and n continue to partner in other community development and creative projects.

8.

Captured Highlights ∼

The libraries were transformed into a space for creative expression through theatre/drama, poetry, music-making, and reading

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At the end of the workshop in Monnot, a family registered at the Library

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The language of capturing the arabic story through writing was in Internet/SMS language

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The community art activity in Kotobus/Rawdah Café attracted a guest (8 year old) at the café to join in and actively leave her mark

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Participants captured the wisdom and lessons learned in the activities

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Flow of individuality then team work

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Coming together over decisions

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Cooperation was demonstrated through assisting one another

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Moved from judgment to acceptance

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High energy level invovlement and engagement ∼

Active engagement demonstrated by the participants bringing their own props and makeup for the play without being asked ∼

The facilitators continue to check-in with the groups regularly to maintain the sense of community and commitment ∼

Parents show interest in continuing activities and conversations together

9.

Anecdotes The n facilitators captured a few quotes of individuals in each group to highlight the refelctions, expressions, and realizations that emerged throughout the experiential journey.

Geitawi Library

~ “Had fun in the Library, saw it in a different positive way” ~ “Learned morals and values” Monnot Library

~ “We learned the basic of things” ~ “Learned that we start somewhere but may end in another place” ~ “Learned how to work with others” Kotobus/Rawdah Café

~ “Inspired new ideas for my work, got to know more about the group members I am coordinating at the center” Mothers

~ “Realization of common problems among the group provided individual hope and strength” ~ “Inquiry about oneself” ~ “This is the first time I do something in a long time for me” ~ “Librarian joined the workshop as a mother”

Appendix A

Our Shared Community Story Script Written, directed and produced by OSCS Participants

Location: Library Season: Summer Characters: Jaridiya (girl, 15 yrs old) and Sirilampino (boy, 18 yrs old) Language: Spoken Arabic + French

Part 1 Jaridiya bel maktabe 3ambto2ra 2ossa. Ken fasl el sef w fi ktir chob. Jaridiya ne connait personne et personne ne lui parlait. Jaridiya 3ambto2ra ossas wled w lkbar 3ambyetmaskharo. Sirilampino (aswad) eja 3al maktabe. Jaridiya btetkheyal kel jemle bto2riya. Sirilampino arrab 3laya w ballach yetmaskhar. Sirilampino ttafa2 ma3 as7aboenno kellon yetmaskharo 3laya. Ma kenet tred 3layon Jaridiya w saret enna hiyye b2alb l2ossa lli 3ambto2riya. Ejo dafachoua w wa2a3et w 7asset ennon keno 3ambyetmaskharauoa w 3tabaroua majnoune. Ballacho yodorboua w y2achtoua l2ossa. Ballachet tebke w chef2o 3laya w habbeto la Sirilampino. 3azamito 3al 3acha w 3tazaro menna. W bi zet il la7za 7as Sirilampino bil l hob ili bedaleto fiye. Hiyye w bel 2ossa 2alit lal se7ra ino bada al 3asa il se7riye w eblit il s37ra. 3emlo sahra bel library w 20rio 2osas w da7ako. 2ararit il benet ino t7awwal il maktabe la 3acha deluxe. 3azameto la ye23od ma3a. Gharo 2as7abo w saro baddoun yejo. Ejo bas ma bedaleton nafes il chou3our. Ze3lo w ze3lit hiyye kamen la2anno hinne aktar shi tse2elo 3laya bas sema7eton. Ahla ghaneya w Sirilampnio fa2ir w raho il 2as7abo la 3and ahla la yente2mo. Ahla 2asasouwa w 7atto daghet 3laya. Sta3malit il 3asa l se7riye w 3azamit ahla 3al maktabe w as7aba 3ala 3acha deluxe bel maktabe. Ejo ahal Sirilampino. Ba3d yawmen ejo, ken fi serviteurs. Keno baddoun y fell oil 2ahele bas bel baguette magique khalleton yeb2o. Ba3d se3ten ra7 maf3oul il se7er w ghodbo. 2eltloum eno ana habayto metel ma houwweh. 3azametoun yoro2so kelloun sawa w Sirilampino w Jaridiya ghanno. Jaridiya hasset ino ahel Sirilampino 3o masare bas Sirilampino la2. Bi 7ebbo. Bi jibo ahla la Jaridiya il body guard y kassro il dene. Jarabo Sirilampino w Jaridiya y hellouwa ben ba3ed.

Ahel Jaridiya cefo ahel Sirilampino kteir mabsoutin sawa w 3azamouwoun 3al ra2es. Mbasato. Ahlo w ahla eblo eno y dall fi relation sawa. 3azamouwoun kellon w ra2asso dabke sawa. Djawazo, w 3echo bel 2aser w jebo wled.

Part 2 Jaridiya w Sirilampino ra7o mechwar. Henne w ray7eh bya4mlo accident. Bet rou7 Jaridiya 3al mestachfa. Kenit 2isabeta mich khatira. Ba3den rej3it 3al beit. Bass Sirilampino ma reji3 3al beit dal bel mistachfa. Bass tsma3 Jaridiya 2enno Sirilampino bel mestachfa btnchel. Btez3al meno w ma ba2a bte7ke ma3o. W Sirilampino biz3al kamen. B rou7 la yis2l 3na, bit 2lou ikhta ano metet. 3m bit kezib 3ley. Sirilampino bi3seb w bijerib inse7a. Ba3d 3 sneen, Sirilampino bitzawaj w bynseha. Sirilampino bijeeb walad wahad, binit. Isma Malak. B rouh 3al hotel howi w martou w bi shouf Jaridiya. Awal shee ma by3rifa, ba3dan bytakad w bi rouh y7ke m3a. Jaridiya bi 2lou bada tsefr, w howi ray7 tye weda3a bi shouf anou howi 3ando walad ismou Sirilampino Jr. Bedo ykhdou. Jaridiya bitfakr shway w bit 2rir ta3tee el walad la Sirilampino. Ba3dan bi tal2 martou w bi safr ma3 Jaridiya w akhd bintou ma3o. Jaridiya sarit tita3laj w sa7it. Ba3d fatra bijeeb waladein w Jaridiya a3l asr w bi 2loun la ahlou ano rij3 jawaza la Jaridiya. Ba3d 10 sneen Malak bitseer mughanieh mash7oura w khaya Sirilampino Jr. sar bi sa3d bayo bil shighil w besheg3a iktho, w Malak bitshouf ima bil concert…