A workshop exploring the theme of social inclusion
In association with Crawford College of Art and Design and Mayfield Community Arts
Social Inclusion Introduction
This resource pack aims to provide a useful tool to anyone wishing to explore social inclusion and multiculturalism in the context of a workshop.
It also provides some useful guidelines in developing community art projects and workshop structures in general.
The workshop presented here was developed as part of the Arts Participation and Development Course, jointly run by Crawford College of Art and Design and Mayfield Community Arts.
The workshop was designed to explore Social Inclusion and Multiculturalism. It was delivered by four facilitators to approximately 70 mature students in the Digital Hub in February 2011. The Facilitators The facilitators backgrounds ranged from art, international development, art history and digital design. Their experience in facilitation ranged from very experienced to relative novice. The Group The workshop was delivered to digital media students at The Digital Hub. The rational for this decision was based on the potential of the group, as future digital story tellers, to bring issues of social inclusion and multiculturalism to the wider public through their work. Note: The workshop can be delivered, or tailored to, any group.
The Workshop The workshop was delivered over two days to a group of approximately 70 people. The group was divided into two, a morning group and afternoon group. Those groups were further sub-divided into four, with each facilitator working with one of these groups. Aims and Objectives The objectives fo the workshop were identified as follows:
• To introduce the participants to facts and information relating to the theme • To create the space for participants to express their opnionon the topc. • To facilitate creative activities to engage participants with the theme.
Social Inclusion The Workshop Workshop Plan Time 12 mins
Description of Activity Introduction: Team of artists/activists Theme for session Times and outline of session
Objective Introduce the facilitators
Contextualise the activities in relation to existing work / issues.
Introduce issue-based Introduce method of creative methodoloGraphic Harvesting gies and theme of social Gather graphics through- inclusion out the day and build a graphic harvest on the Introduce Graphic Harwalls of each workshop vesting as a method of space for view be partici- recording and disseminapants. tion of learning 6 mins
Icebreaker: World Map Give following instructions: - we are going to create a world map - you are going to choose to place yourself somewhere in the world (tip: 7 continents) - everyone stand up and stack chairs, arrange yourselves in the map - turn to the person beside you, explain why you are where you placed yourself.
To provide an energizing Large space, group themactivity (get people out of selves chairs) To relax everyone and encourage sharing of personal information The map theme created a conceptual bridge between precious work and the following activities
Following on from previ- To arrange pairs in an ous exercise, each pair informal way decides who is A, and who is B 3
Social Inclusion Workshop Plan Time 35 mins
Description of Activity Objective Resources Inclusion and Exclusion Introduce the experience Two seperate spaces Circle. of inclusion and exclusion in a fun, informal - A’s and B’s are seperand hands on way. ated. Allow everyone to imA’s are being excluded merse themselves in a form the circle - they dynamic where they want to get inside. contribute to inclusion and exclusion. B’s will choose one ‘key’ to get into the circle e.g. To enable participants say please, wear a scarf to work together and etc. They don’t tell A’s develop their communiwhat the key is but when cation. A’s ask a question or try a technique B’s must To initiate a discussion respond truthfully (i.e. and provoke debate in an let them in if they got it open, informal way. right). Any A that gains access to the circle is allowed to invite 3 other people in so they must come up with a strategy to communicate what works and what doesn’t. Facilitate a discussion while standing in the circle: How did it feel to to be excluded? How did it feel to be finally included, if anyone was? How did it feel to exclude someone?
Social Inclusion Workshop Plan Time 30 mins
Description of Activity Facilitators arrange group in four small groups at this stage and bring group to own space to facilitate next series of activities. Title: What is Social Inclusion? Facilitate a definition activity: Part 1: Each person writes a word or phrase on a speech bubble they feel should be considered in a definition of social inclusion. All place bubbles in view of others (centre) As a group, you have to consider all these words to come up with one definition. Part 2: Group brainstorm examples of factors of why people would be excluded e.g. age, gender Ask every person for an example - as they give it write it up
Objective To demonstrate inclusivity in practice by facilitating a participatory activity.
Resources Speech bubble cutouts, markers, flip chart paper, chairs, blue-tack/glue
To get an idea of the existing understanding and level of awareness in the group which the facilitator can develop. To formulate a shared understanding by the group. To facilitate bonding by creating a smaller focus group. Each group creates own definition based on own ideas and experiences from their own understanding. To highlight the complexity of defining social inclusion for all participants. To highlight what factors would lead to exclusion and who might be affected by it.
Break: This is a time-out for Facilitators set up mate- everyone and an oprials for next exercise portunity to reflect / ask questions
Social Inclusion Workshop Plan Time 45 mins
Description of Activity Objective â€˜Lifestories TV Projectâ€™: Provide an activity that is relevant to the work and Brief: Each participant is interests of the particigiven a role from the list pants . on a piece of paper. All are invited to apply for a Facilitate character creashort tv episode on their tion and involve refleccharacters lifestory. tion on stereotypical Each person speaks for interpretations as part of max 2 mins on why their the process of creation. lives should be represented. To prepare what Encourage development they want to say they of 3-dimensional charfollow these steps; acters. Make a character synopsis: Develop writing and 1. fill outside paper figure communication skills. with keywords about the character (3 mins) Develop critical thinking 2. circle which keyword around representation you think is a stereotype and characterisation in (facilitator initiates disother forms of media. cussion on stereotypes) (2 mins) Challenge and explore 3. fill inside of paper fig- decision-making process ure with non-stereotypi- esand reflect on the efcal keywords (10 mins) fects different methods (Encourage them to may have on the indithink about hobbies, past viduals concerned. experience, future ambitions etc for the charac- Demonstrate how stereoter) typing can lead to experi4. The group decides who ences of exclusion. is included in the program list. (e.g. By lottery, Reflect on how individumajority vote, consensus, als can be included or elected panel, elected excluded in society deindividual or other)(20 pending on how they are mins) represented in the media or other fora.
Resources Character lists cut up as individual slips of paper and mixed in an envelope Character templates (outlined androgonous figure), coloured markers, blue-tack, glue.
Social Inclusion Workshop Plan Time 15 Min
Description of Activity Break: Facilitators set up materials for next exercise
All facilitators introduce â€˜Hands of Inclusion/Exclusionâ€™: Brief: Part 1. Participants cut out tracings of own hands. On left palm write/draw experience of inclusion. On right hand write/draw experience of exclusion. Part 2. Each small group regroups and shares experiences. Next, individuals write how they felt on the fingers of the hands. All read what they wrote and give feedback All groups arrange their hands as a display on a large sheet of paper to graphicallyrepresent shared experience of inclusion and exclusion.
Objective This is a time-out for everyone and an opportunity to reflect / ask questions Personal engagement with the theme for all participants.
Coloured sheets of card, markers, bluetack, scissors,
Demonstration of how exploration and expression of lived experience can reinforce story-telling potential and identification by audience. Heightened awareness and built tolerance towards diverse experiences. Offered a reflective opportunity for individuals that may not have previously considered the relevance of the subject in their own lives.
Social Inclusion Workshop Plan Time 15 Min
Description of Activity Break: Facilitators set up materials for next exercise
Each small group chooses one experience of exclusion from Hands exercise or ‘Lifestories TV Project’ and represent it in 3 Freeze Frames. Choose a location. Storyboard the 3 images The images should represent: 1. ‘Exclusion’ Overcoming exclusion 3. Inclusion Practice the freeze frames. Present the three images to other groups for recording in front of Green Screen. The location will be inserted into the background later. Other groups provide an audience.
Objective This is a time-out for everyone and an opportunity to reflect / ask questions To explore representation in a hands-on way by integrating the subjects, characters and possible scenarios proposed in all the previous activities.
Storyboard template, green screen, digital cameras, tent poles
To consider the role of the audience and enagage them in the theme. To introduce another creative skill set that can be developed in further work (green-screen techniques) To develop communication skills. Introduce principals behind methods of Theatre of the Oppressed by using image theatre in digital media formats. To consider the real-life locations where these experiences can occur and reinforce awareness. To facilitate a media-rich process.
Social Inclusion Workshop Plan Time 5 mins
Description of Activity Conclude first day workshop. Summarise findings . Thank participants.
Objective Resources Wrap up the activities and outline feedback opportunity the following day.
This concludes the first part of the workshop. The following plan outlines the second half of the workshop. Workshop Plan Time i hour
Description of Activity Objective Prep for Reflection work- Visual representation shop of learning and shared experience Recognition of creative contribution by all participants
Resources Present all work produced as part of graphic harvest together in one space for review by the participants
Social Inclusion Workshop Plan Time 10 Min
Description of Activity Welcome back. Play slideshow of images from previous day while recapping over previous day Each facilitator gives feedback on the four of the main activities from the previous day; 1.World Map Icebreaker and Inclusion/Exclusion Circle game 2. Life Stories TV Project 3.Hands of Inclusion/ Exclusion 4.Green Screen Activity
Objective Refresh memory form the day before.
Resources Slideshow of Images
Refocus the participants on the theme Offer feedback on observations made by the facilitators including learning gained
Possibly offer some background to Image Theatre developed by Augusto Boal which inspired freeze frame activities for Green Screen Outline plan for final session.
Social Inclusion Workshop Plan Time 40 mins (10 min break at some point to be decided on by participants)
Description of Activity Objective Interpretation exercise: Analysis of theme and interpretation by difAll groups from previferent groups. (Develop ous day re-form and are analysis skills) given a set of images from each group. All Identification instances discuss the stories be(narratives) relevant to ing portrayed and iden- social inclusion. tify themes/subjects and characters. One person Development critical from the group writes interpretation skills and notes on tracing paper examine how effectively placed over the images to images can be created add a â€˜layer of interpreta- and used to communitionâ€™. cate a message.
Resources Print-outs of photos from green screen freeze frames. Tracing paper, markers
Recognition of creative achievement and thinking behind the images. 20 mins
Representative from each Communication skills group explains what the images were portraying. Listening skills Individuals compare their readings and examine; assumptions (including those influenced by stereotyping) communication skills using still and moving image
Sample t-shirt with print.
Demonstration of presentation method for images created during Freeze-Frame/Green Screen exercise (e.g. on t-shirt)
Highlighting how creative content can positively generate awareness At this point facilitators about issues while prodemonstrate how the moting the production images can be printed on itself. transfer paper for display on a t-shirt for example.
Social Inclusion Workshop Plan Time 15 mins
Description of Activity Invite participants to record feedback using feedback forms, audio or video recorders.
Objective Provide feedback opportunity in variety of formats.
Resources Feedback forms T-shirt order list
Complete all tasks in order to take work to the next stage (post-production and dissemination)
Facilitators collate all data and archive
This concludes both parts of the workshop. The first part is certaintly the most intense in terms of workload, time needed and possible emotional engagement. The second part should optimally be delivered the following day, or after some period of time, allowing the participants to reflect on the previous activities.
Points to Note - The â€œHands of Inclusion / Exclusionâ€? game can be quite emotional for participants. Please ensure that the group is comfortable with each other, that trust and respect has been established, before proceeding with this activity.
Social Inclusion Appendix - Checklist for Workshop - Checklist for Community Arts Projects - Character Template - Housing Game Template - List of Characters
Social Inclusion Workshop Checklist The following is a checklist to help you get organised for delivering the workshop. • • • • • • • • • • • • • • • • • • • • • • • • • • •
Green Screen Tent Poles Lots of crocodile clips Extension leads Gaffa tape 2 redheads and stands Projector Laptop & speakers Digital cameras Tripods Access to printer and ink Coloured A4 card Large roll of white paper Markers Scissors Flip Chart Blu-tack Speech Bubble cut outs Character roles Envelopes Character templates Glue Storyboard Template Tracing Paper Markers Sample Tshirt Feedback Forms
Social Inclusion Community Arts Project Checklist • What is the level of participation of the group? • What is the level of participation/ engagement with audiences? • What is the consultation procress? • How can the consultation impact on the sense of ownership of the project? • Is the project empwering? • Does the artist have a preconceived idea of the project/agenda. Is this balanced with consultation? • Is there clarity with the group about artist role and participant role? • Is that artist selected because of their reputation/ aesthetic style. What is the implication of this for the project? • Does the artist need to compromise their asthetic style? What can the collaborative process contribute to the project aesthetic style/artistic outcome? • Do the participants know how their work and input will be used/presented? • Does the outcome respect and represent the individual and the individual input, perspectives of the participants and the complexity of the theme? ( be aware of generalisations/ universalising) • Is confidentiality respected? • How does the project respect and engage with the knowledge/expertise of the group? How is this balanced with external expertise perspective? • What is the value of the external perspective and how can it be utilised? • What is the value of having an artist who is connected to the theme/ have experience related to the theme? • What is the long term impact of the project? • Is there continuity? • Does the project highlight the issue of the target group in a way that does not stigmatise? • Is it better to have a local/ international artist? • Are there adequate supports in place for the group beyond the project experience? • What are the factors and dynamics external to the project that may impact on it? • What is the environmental impact of the project? • Is the artist thinking outside of their own perspectives/paradigms? • What are the limitations of the social impact of the project? • Is the project attempting to change the situation or to increase awareness/change perspectives? • Are the group clear on what they can expect? • Have the group bought into the project in terms of responsibilty for its sucess? • Who holds responsibility for what? • Is the process therapuetic? If it is appropriate to show the outcome, give the • group power to decide how their work / ideas are represented. • Is there a balance of perspectives represented in the project? • Is the space for exploration safe and comfortable with a process conducive to exploration of the theme? • Has adequate time been given to the project to acheive its objectives? • Is it realistic / feasible? • Is the methodology/ process accessible? 15
Social Inclusion Character Template - Print and hand out to each participant in the workshop
Social Inclusion Character List - Print these and cut each role out, give one to each participant • • • • • • • • • • • • • •
Palestinian Doctor Secretary in Israeli Embassy A Visually Impaired US Veteran Vietnamese adoption officer An elderly retired bishop An American Property Developer with 3 wives, 5 kids Tibetan cross-border human smuggler Polish family on Rent Allowance Romani gypsy musician Young Traveller Family Kosovan TV presenter Northern Irish, politically active Reverend & wife Gay rights campaigner Pregnant Drug Addict
Note: You may want to add or subtract from these, or change them entirely depending on your group.
Social Inclusion Storyboard template - Print these out and give one to each group
For more information, please visit: http://www.flickr.com/photos/apd_workshop/ Find us on twitter! @apdInclusion
Published on Mar 28, 2011