The story of How Paper and Ink Came Together and Survived to Sing About It has been written in a way that allows the reader or listener to create vivid pictures in their imaginations about the characters and the settings. Children can sequence the events in the story and simply retell it in comic form, highlighting in it the transformative moments such as when Mama Earth said to Black Ink: Go back to the creatures in the Land of Ink and in the Land of Paper. Tell them that if fill their hearts with love and compassion that they will be great, not just the Great White Paper. If they want to use their Paper magic, it won’t be a problem, because they will use it to help each other rather than hurt each other.”

The story of How Paper and Ink Came Together and Survived to Sing About It highlights many issues that are pertinent to the world we live in. These issues include war and environmental sustainability, famine and poverty. Using the PEACE Problem Solving Process children can in small groups identify an issue raised in the story and construct peace-building resolutions. Example: draining of mineral resources in under-developed countries, conflict resulting from oil or water reserves.

Once children have been read or heard the story of How Paper and Ink Came Together and Survived to Sing About It  they could be break the story down into short statements. These could be typed and printed onto card and cut. A game involving correctly sequencing the events in the story or identifying the missing part could be played. This could also be used with younger children when checking to see if they understood the story and remembered the unfolding happenings.

The story of How Paper and Ink Came Together and Survived to Sing About It suggests we should all work together. Children could individually list all the things that could practically be done in their school or local community that would make a positive difference. For instance: establish recycling processes, turn appliances off when they are not in use, use less water. The children could prioritise their own lists and choose five things they consider to be the most important. These could be rated alongside other children’s lists and the results graphed. Children could be responsible for monitoring progress and continually update the others using similar graphing or visual techniques.