My life in a Suitcase
Suitcases tell stories. It tells stories of the past, where it has been, of the present, where it is now, and of the future,
where it would like to go. Suitcases also contain important items – a suitcase is packed with those things we regard
essential, sometimes with those things we carry along just because of its sentimental value, And often with things
that we are forced to take with, although we hope that we might not come to need it (e.g. medicine). Often,
suitcases are packed with too much and after we have returned, we realise we carry around things unnecessarily,
things we can do without.
Often as a suitcase travel, it gains new items that reflect our experiences of a particular place, person or event –
memorabilia. Suitcases also carry scares of the travel. At times, rough roads, flights, the irresponsible treatment of
our suitcase by others, leave marks of these experiences on the suitcase as well. Nevertheless, these marks add
character to our suitcases. Suitcases are often lost, and then we experience great grief in the fact that the
belongings inside the suitcases might be lost forever, and some of these items are indeed irreplaceable.
Sometimes these suitcases are found, but with less inside than before – some items might be ‘stolen’. In some
way or the other, we mourn the loss of these items, but nevertheless find suitable placements, although these
replacements might not in totality reflect the value of those we lost. They are, however, good enough.
Our lives mimic the life of a suitcase. In many instances, our bodies and our minds are these suitcases. We travel
through life and as we travel, we choose, often, unconsciously what we pack and fill our minds and bodies with.
We fill our ‘suitcases’ with memories of the past, with things we have picked up about ourselves during past events.
Some good, some not so good. We carry these things into our present, and often it forms part of the way we fill
our ‘suitcases’ for future travels. Often these things might become a burden – some things, although not used
during our travels, makes our ‘suitcases’ unnecessarily heavy to carry.
At other times, some things come in very handy, and we use them to cope with our travels, we use them in case
of emergencies and sometimes, some of these things just provide comfort. The marks left on our ‘suitcases’ from
our travels, reveal something of our experiences. Some of these marks cannot be wiped clean, or restored, but it
can provide character to our ‘suitcases’. It is nevertheless sometimes of worth to remember how these marks were
created so that we can come to peace with the new character of the ‘suitcases’ and even start to see it as more
beautiful. When we plan our future travels, it is important to remember what we packed in the past, and what of
these items caused us more burden and we did not need. We need to consciously decide then to unpack and
leave these items behind. We also need to remember what items caused us comfort and recognise their value and
how they became to be of value.
During our travels in life, we might lose some of these important sentimental items. We need to recognise and
identify the value of these items, mourn them, and then see new items that can replace these as to provide the
same or similar value. Sometimes in our travels through life, we come upon such items, because we are in active
search of memorabilia. We need to invest in these items, and always pack them in our ‘suitcases’. We also need
to dream about where we want our ‘suitcases’ to travel to in the future, and start preparing for a ‘budget’ to actively
pursue these travels.
What stories does your suitcase tell?
ACTIVITIES
Activity 1: Past
Task: During activity 1, the larger sides of the outside of the box will be used to indicate the story of the past travels
of the suitcase. Children can use pictures from the magazines, and drawings to illustrate this story. Use the
questions below to stimulate conversation and creativity to indicate the answers by way of pictures of key words/
phrases.
Homework: Ask the learners to use the following week before the next session, to gather physical items that
indicate what they currently carry around in their suitcase. These might be emergency items (e.g. a Bible, photo,
letter etc.) and these might be items that illustrate the burdens they carry around (such as a poor rapport, a photo
of someone or something, a death certificate etc.). This should also include items that of memories (good or bad)
(again photos, letters, certificates, etc.) but it reflects memories they carry.
QUESTIONS
1.1) Where has your suitcase been in the past that tells you about the condition of your suitcase in the present?
1.2) What marks did these past travels leave on your suitcase?
1.3) What items did we get from these travels that we choose to fill our current suitcase with?
1.4) What items are of value and necessary to you to fill your suitcase with?
1.5) Why are they necessary?
1.6) Who are what provided you with these items?
Activity 2: Present
Task: During activity 2, the two smaller sides of the outside of the box should be used to illustrate the marks that
was left on the suitcases and/or the events that caused these marks.
Use the questions below to stimulate
conversation and creativity to indicate the answers by way of pictures of key words/ phrases.
Secondly, you give them opportunity to tell you about the items that they placed in the box as a result of last weeks
homework task. Again use the questions below to stimulate conversation.
Homework: Search for items that you would like to fill your future suitcase with, or that represents your wishes of
items to accompany you on future travels (e.g. good marks, a letter of a friend, a favourite quite or verse from the
Bible, a promise to yourself, a picture from a magazine and the like).
QUESTIONS
2.1) What of these items are necessary, valuable and sentimental to you? Please tell us why?
2.2) What of these items do you carry around with you, that lays heavy on our hearts? That makes your suitcase
heavy?
2.3) Who are what caused these items to be burdensome?
2.4) Why can you not let go of these items?
2.5) What will happen if you do let go of these items and leave them behind?
2.6) What items have you lost during your travels?
2.7) Where these items important to you? What functions did they have?
Activity 3: Future
Task: During activity 3, you should discuss the items you choose for Homework task 2 from last week. Again, use
the questions below to stimulate conversation.
Secondly, give each person their journal. Tell them that this journal is for them to use as they wish, but as a first
entry, they need to write their dreams for their future travels, and what they would like to pack with them on the
travels. (Q 3.3. and 3.4. and 3.5.) Also, they should tell you what they hope to get from the travels that they can
pack in their suitcase for keeps. Give them no more than 10 minutes to do this.
Give them a few minutes to tell you what they wrote.
3.1) How can you replace the lost items? Who can help you replace these?
3.2) With what items will you replace the lost ones?
3.3) Where do you see yourself traveling into in the future?
3.4) What will you pack for these journeys? Why?
3.5) What will you use them for?
Students Homework: You should now look at your notes of the progress for each child, and next week tell them
how you see their suitcase, and what the character of their suitcase is for you. Tell them how you see the
transformation of their suitcase, and what meaning they can get from that, and how this character can be used
positively in their future travels. Make some suggestions of essential items that you think they should pack for their
future travels and why these items are of value. Design a card with a motivation unique to each child. It can be a
quote, it can be a Bible verse. As you see fit.
Activity 4: Showcasing my Suitcase
Task: During activity 4, each child should get an opportunity to showcase their suitcase. Use the questions below
to help them tell you, their story.
4.1) Tell your group/facilitator of your suitcase. What did you learn about yourself as a suitcase?
4.2) How did it burden you at times?
4.3) What do you need pack to survive on your future travels?
4.4) Tell us about the character of your suitcase? How did it transform from the past, throughout your travels where
it gained some bruises and marks, and in the condition, it is now?
4.5) Are you happy with your suitcase? If not, what will you change?
Students: Share your insights as per the homework, with the child/ren.
ITEMS NEEDED:
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Suitcase box
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Magazines
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Paper and art tools, glue, scissors
-
Pens and a journal /writing book
Notes to students:
Take note that this activity is very metaphorical and analogical. At times you will need to translate the metaphors.
For instances, explain that the marks left on the suitcases might be traumatic, or disappointing and hurtful
experiences. That the mishandling of the suitcase might be caused by people that hurt them. Help them to identify
these people and events and verbalise it.
Similarly, the emergency items in the suitcase might be their faith, it might be an important person that they need
as contact on their phone, or it might be a memory of an event that motivated them. Help them to also identify
these. When they speak of items that burden them, these might be feelings of guilt, shame, or pain that is
unnecessary to carry with. Help them to identify how they can be free from these burdens, through acts of
forgiveness, or independence or knowing that they are worthy in the eyes of God.
You are also going to make your box either before the session at home, or with the children. It is your decision.
But you need to also share something of yourself, or they won’t have trust to share with you. I will provide you with
all of these items, and at the last session, we will give them a party pack as a gift.
You are also welcome to deviate and add items and activities as you see fit. Be creative, think in stories, think
metaphorically and let the moment and child guide you. Do not be too strict to stay with the guidelines.
Prepare in some way at least the day before, so that you can come with a narrative. You may want to start each
session with a prayer or a bible text. Or you may want to start with an ice breaker. It is also your decision. Tell the
children especially at the first session who you are, why you study theology (what theology is) and what you are
doing there. The answer is: you want to get to know them better, and journey with them into the story of their lives,
so that you can show them that there is hope in the love and grace of God!)
Students may you change the perspective of a child, and may you change your perspective forever. Enjoy the
activity!
Regards
Dr Juanita Meyer