Practical training guideline for trainers

Table of Contents Scheme of training .................................................................................................................................. 7 Training Day 1: Knowing myself .............................................................................................................. 9 Session Plan ....................................................................................................................................... 10 Activity Plans ..................................................................................................................................... 12 Welcome warm-up ........................................................................................................................ 12 Innovation Session......................................................................................................................... 14 I see myself .................................................................................................................................... 25 Expressionist activity ..................................................................................................................... 29 Training Day 2: Knowing the World....................................................................................................... 33 Session Plan ....................................................................................................................................... 34 Activity Plans ..................................................................................................................................... 36 Warm-up ....................................................................................................................................... 36 Outside is more than exercise ....................................................................................................... 43 Conceptual Map – 3D .................................................................................................................... 46 Evaluation ...................................................................................................................................... 50 Training Day 3: Knowing myself in the world ........................................................................................ 52 Session Plan ....................................................................................................................................... 53 Activity Plans ..................................................................................................................................... 55 Warm-up ....................................................................................................................................... 55 Theatrical activity .......................................................................................................................... 59 Evaluation ...................................................................................................................................... 68 Training Day 4: Giving to the world ....................................................................................................... 70 Warm-up ....................................................................................................................................... 71 Prepare an exhibition .................................................................................................................... 76 Exhibition: Presentation of the works ........................................................................................... 80 Template of Activity Plan ...................................................................................................................... 84 Notes ..................................................................................................................................................... 86 Attachments .......................................................................................................................................... 89 Innovation session ............................................................................................................................. 89 1. Eight Concepts ........................................................................................................................... 89

2. Superheroes and Supercompanies ............................................................................................ 90 3. Sheet COCD YELLOW box How Ideas (to be print on A5) .......................................................... 92 4. Sheet COCD BLUE box Now Ideas (to be print on A5) ............................................................... 93 5. Sheet COCD RED box Wow Ideas (to be print on A5)................................................................ 94 6. Mindmap ................................................................................................................................... 95 7. Idea format for PitchING ........................................................................................................... 96 I see myself & Expressionist activity.................................................................................................. 97 QUIZ for the trainers ..................................................................................................................... 97 Into the Culture ................................................................................................................................. 98 List of questions or tasks ............................................................................................................... 98

Scheme of training

Training title

Number of sessions/days

Hours per session

Total duration

Train the Trainer

6 sessions / 4 training days

From 4 to 8 hours

35 hours (26 hours of training)

Aims of the Training

Training in the field of Culture & Physical Activity for effective and creative activities, innovative strategies, pedagogical resources, including a self-assessment and development test to be exploited by all participant young adults in future trainings. All trainers will exchange their own experiences with each other through various lessons and activities in order to fine tune the pilots and final training guideline. During this training the results will be evaluated. The training pilot will be reviewed and improved by the partners.

Session/Day

Number of hours

Topic/Description

Objectives Self-paced activities prior the training regarding Handbook • better understanding of the topic Guideline and questionnaire.

• raised knowledge in the field of Culture & Physical Activity Through some activities from the handbooks, which have • integration the intention to develop competences, we want to explore • better understanding of ourselves the inner world, knowing that first of all we need to know ourselves first in order to understand others.

Using the same strategy as the first day, we want to explore • better understanding of others and the world (natural and urban activities that are related to the environment (natural and environment) urban), using our perception and tools to create representations of how we see the world (including the others).

The third day is to connect experiences and creations made • development of the profile of the trainer on the first and the second day in order to work on a personal narrative. Working on the profile of the trainer.

Session 1 Preparation

4h

Session 2 Training Day 1.

Knowing myself

6 h training + 1 h lunch

Session 3 Training Day 2.

Knowing the world

6/8 h training + 1 h lunch

Session 4 Training Day 3.

Knowing myself in the world Session 5 Training Day 4.

Giving to the world (Communication strategies)

6/8 h training + 1 h lunch

6 h training + 1 h lunch

The last day should be to prepare an exhibition of the creative works and to prepare a short presentation by each trainer using a guideline. This last day is also important to do the evaluation of the training concerning the future pilots.

Session 6 Closing

5h

Self-paced activities after the training regarding creation of the plan for the pilot and preparation of the report.

• gained skills regarding creation of an exhibition, communication and selfpresentation • raised awareness regarding selfdevelopment and the outcomes of the training • development of the plan for the pilots • development of the report

Training Day 1: Knowing myself

Session Plan Session number

Session title

Date and time

Number of hours

Session 2 Aims of the Session

Training Day 1. Knowing myself 20 April 2022, 9:00-16:00 7 hours (6h training + 1h lunch) Through some activities from the handbooks, which have the intention to develop competences, we want to explore the inner world, knowing that first of all we need to know ourselves first in order to understand others

Type and skills covered

Cultural: Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving Physical: Initiative / Social skills / Leadership

th

Time

Activity type / title

Aim and assessment of the activity

Type and skills covered

Requirements

Duration Partner / Trainer

9:00

Welcome warmup: Marshmallow Spaghetti Tower

Better understanding of benefits of fruitful collaboration and communication within a group

Sticks of uncooked spaghetti, masking tape, string, marshmallow

0:30 h

IRIS

9:30

Presentation of the training program and opening remarks Innovation session

Better understanding of the aims and expected results of the training and the project itself

Physical: Initiative / Social skills / Leadership Cultural: Collaboration / Communication n/a

Presentation

0:30 h

WeenerXL

Cultural: Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving

- Room where there is enough space to walk around, to put papers on the wall and chairs that can be put in half a circle; - flipover/10 post-its / 4 (A5) paper on the wall / 3 posters (A5) with the 3 cocd boxes ( yellow, blue and red ideas) / laptop / ballpoints / colored

3h

WeenerXL

10:00

In the innovation session we focus on basic creative skills that can help us break through our thinking patterns such as: creative observation, delay of judgement, flexible association, diverge and converge and develop imagination.

Knowing myself: Better understanding of ourselves/ More awareness of the way we view things.

13:00 14:00

Lunch I see myself

14:45

Expressionist activity

16:00

End of the day

This activity is to let people get to know each other from the point of view of a story or experience attached to a specific image.

The activity will be successful if youngsters can identify one image and open a discussion about what that photo refers to.

This activity is to give several possibilities to self-express through Arts.

The activity will be successful if youngsters/learners can conclude the painting and give it a title.

small round stickers (needed\:red /yellow and blue) / photos (with superhero’s/ or objects)/ markers (red/blue and black)/ for each participant a sheet with the same 8 words / for each participant a sheet with the names of superheroes and super companies /small ball Cultural: Collaboration / Communication

Projector, photos, printer, printed photos A5, colorful papers

45’

Musa

Cultural: Collaboration / Communication

Images, music; Projector, A4 paper, pencils, 11 A1 papers for liquid painting, brushes, water based-paints (primary colors+ white and black, 1kg each), cleaning cloths, water, brooms (3)

1h 15’

Musa

Activity Plans Welcome warm-up

Activity number:

1

Type of skills:

Cultural & Physical

Competences (21st century skills) covered:

Collaboration / Communication [Cultural] Initiative / Social skills / Leadership [Physical]

Activity title: “Marshmallow Spaghetti Tower” Type of activity

Warm-up

Abstract

During this activity the group will better understand the benefits of fruitful collaboration and communication within a group.

Goal

To learn about benefits of collaboration and communication within a group.

Objectives

After this activity the members of the group will have new understanding the benefits of fruitful collaboration and communication.

Target group

Youngsters between 16- 27 years

Duration

30’

Venue

Room

Requirements

Sticks of uncooked spaghetti, masking tape, string, marshmallow

Content

Description of each phase/part of the activity Groups of four are given 20 minutes to build the tallest freestanding building they can with 20 sticks of uncooked spaghetti, one yard of masking tape, one yard of string, and one marshmallow.

Next they have 105 more minutes to reflect on the activity.

Duration

The role of the trainer

20 minutes

Trainer gives instructions and controls the time.

10 minutes

When the exercise is finished, he/she emphasizes the benefits of fruitful collaboration and communication within a group.

Self-assessment and evaluation

Evaluation at the final stage of the activity.

Suggested resources

n/a

Handouts / References

n/a

The role of the participants The participants divided into groups of four build the towers.

Requirements

At the end they reflect on the activity.

n/a

Sticks of uncooked spaghetti, masking tape, string, marshmallow

Innovation Session

Activity number:

2

Type of skills:

Cultural

Competences (21st century skills) covered:

Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving [Cultural]

Activity title: “Innovation session” Type of activity Abstract

Workshop •

We often see and consider things from a thinking system. A thinking system that allows us to learn very quickly through the stability of quickly built patterns. As a result we build a set of successful patterns of thinking and acting that we have made our own. But this thinking system, which draws its strength from the stability of patterns and habits, is by definition also

Objectives

difficult to break and to enable creative thinking • Creative thinking is a set of thinking attitudes, thinking skills, thinking techniques and thinking processes that increase the chance of pattern breaking, making new connections in our brains.

• Creative basic skills are: ❖ Creative observation ( I can associate milk with…) ❖ Postponement of judgment ( listening, accepting, exploring, judge) ❖ Flexible association (dissociation and reassociation) ❖ Divergence (Ideas dump, flower association,, superheroes, etc.) ❖ Development of imagination (the skill of using images instead of verbs/ picture thinking) TIP: In addition to being able to conduct an innovation session with a homogeneous group such as young people, it is advisable, when you want to tackle a problem of an organizational nature that appears to be difficult to solve, to choose your participants from: 1) PROFESSIONALS: direct colleagues from your own field ( 60% participation) 2) GENERALISTS: colleagues from your own organization but not belonging to your field (20% participation) 3) WILD GEESE: participants who are not working within your organization(20% participation) In the innovation session we focus on basic creative skills that can help us break through our thinking patterns such as: creative observation, delay of judgement, flexible association, diverge and converge and develop imagination.

Is part of the theme: “Knowing myself: Better understanding of ourselves/ More awareness of the way we view things”

Target group

Youngsters between 16- 27 years

Duration

3 hours

Venue

Room where there is enough space to walk around, to put papers on the wall and chairs that can be put in half a circle

Requirements

flipover/10 post-its / 4 (A5) paper on the wall / 3 posters (A5) with the 3 cocd boxes ( yellow, blue and red ideas) / laptop / ballpoints / colored small round stickers (needed\: red /yellow and blue) / photos ot al list (with superhero’s / or objects) / markers (red /blue and black) / for each participant a sheet with the same 8 words / for each participant a sheet with the names of superheroes and super companies /small ball

Goal

Content Description of each phase/part of the activity Preparing the space and all the necessary tools and handouts,

Duration The role of the trainer 45 min

Getting things ready

The role of the participants n/a

Requirements See above

laptop, screen, power point presentation, flip overs, the COCD box, ballpoints, paper, small ball, etc.

Welcome and general explanation about the workshop

10 min

➢ Introduces him- or herself ➢ Explains the purpose and duration of the workshop related to the theme “Knowing myself”. (Do not tell the content of the workshop here yet. This is discussed in detail in the power point presentation)

Listening

Getting to know each other

10 min

Introducing exercise: Find the similarities (2 minutes) ➢ All participants receive an A4 with 8 words on it. Everyone has the same words; ➢ Participants start a conversation with someone to find a word with which they both 'have something in common'; ➢ When the pair have a word, they write each other's name next to that word and quickly move on to meet others.

The goal is to get as many names as possible for all words.

Participants look each other up and start to talk to each other trying to reach as many as possible other participants.

Sheets for every participant with the same 8 words on each sheet. Choice of words can be different. See the handout as an example. In any case concepts that participants can discuss with each other.

PowerPoint presentation Innovation Session

30 min

Presents the PowerPoint presentation

Listening and interacting with the

Projector/laptop and projection

Briefing

10 min

Tip: as a trainer, look in advance for a problem that the participants have in common and for which you can use the innovation session. You can do this, for example, by sending a short questionnaire in advance as homework that the participants have to fill in. These can be questions about their areas of life, problems they encounter, goals they want to achieve, motivation, etc. Collect those answers and look at the common denominator( s) and chose 2/ 3 possible problems to work on. ➢ At the beginning of the workshop, presents ( already written on a flip chart) a maximum of 2/3 problems you choose prior to the workshop ➢ Discusses with the participants the starting question (problem) on the flipchart ➢ Reformulates the question with: “How can we …?“ and check whether everyone agrees with the starting question for the session ➢ Writes the reformulated question on another sheet of the flip chart.

trainer.

Interact with trainer, discussing about defining and reformulating the starting question.

screen/loudspeakers Flipchart/markers (black/ red and blue)

Diverging phase

2 min

Before the start of the diverging phase, shares a pile of post-its and a pen to each participant

Diverging phase: 1. THE IDEA DUMP

10 min

➢ Asks the participants to write possible ideas/solutions that could solve the problem and write them down on a post-it and to hand them over to the trainer and at the same time say out loud what they have come up with. ➢ Gathers and numbers all post-it and put them on a large white paper (no. 1)

Participants try to write individually as many ideas as possible and hand them to the trainer.

Diverging phase: 2. THE FLOWER ASSOCIATION

15 min

➢ Draws on the flipchart a flower with a heart surrounded by three or four rows of petals and ask the participants to choose a keyword from the starting question to put in the heart of the flower ➢ Asks the participant to name terms that can be associated with the keyword and write them in the first circle of leaves surrounding the heart of the flower until all leaves have been filled in with a word ➢ Asks now to choice one word from one of the petals and to put it in

Participants discuss with each other and the trainer about the choice for the keyword Participants name associated terms Participants chose one word and to start associate with the term Participants chose one word and to start associate with the

Flipchart / markers / post-its / ballpoints

➢

➢

➢

➢ ➢

Diverging phase: 3. SUPERHERO 4. SUPER COMPANY

10 min

the second row of petals and to associate terms with that second chosen word until all the petals are filled here too Repeats the operations again to fill a third or even a fourth row with petals. Until the named terms are far away from the keyword in the middle in terms of association Asks the participants to choose one word from the outer ring with petals Asks the question: How can “that chosen term” solve the initial question/ problem and asks the participants to write their answers on post-its, to hand them over to the trainer and at the same time say out loud what they have come up with Encourages the participants to give as many answers as possible Numbers all post-it and put them on another large white paper (no.

2)

Tip: you can do superheroes and super companies together in 1 exercise or separately in 2 exercises.

term Participants chose 1 word Participants start to write answers and handle them over to the trainer while saying what they wrote

Participants share which hero they choose Participants write their ideas on

A4 with names of some male and female superhero’s / super companies

➢ Asks the participants to choose a the post-its and give them to the trainer superhero or a super company ➢ Asks the participants how their hero would solve the problem, to write it on a post-it and hand it over to him while telling what they wrote ➢ Numbers all post-it and put it them another white paper (no. 3) If you choose to separate superhero and super company in 2 exercises you will need an extra white large paper (no. 4) Converging phase: The COCD BOX

5 min

2 min 10 min

5 min

➢ Explains COCD box again: ❖ Blue are the ideas easy to implement immediately ❖ Red innovative ideas feasible to be implemented tomorrow ❖ Yellow ideas not yet feasible but for the future) ➢ Gives each participant 3 yellow, 3 blue and 3 red stickers ➢ Asks all participants to put their stickers on the ideas on the different flipcharts according to their conception whether these are red, blue or yellow ideas ➢ Chooses the stickers with the most

Participants start to overview all ideas on the flipchart and divide their stickers over the various participants post-its Participants help the trainer to choose the right stickers

10 min

Converging phase: ELABORATING A CHOSEN IDEA/SOLUTION IN GROUPS

2 min

10 min 20 min

Pitches

votes in the blue, yellow or red color and place them in the corresponding colored COCD box ➢ Concentrates on the red quadrant in the COCD box and choose with the group 2 or 3 ideas ➢ Splits the participants in two or three groups ( depending on how may ideas were chosen in the red quadrant) ➢ Asks each group to choose 1 idea that they would like to work out ➢ Gives them the assignment to work out the chosen idea concretely on the basis of the following questions: 1. Why...? 2.

What...? 3. Who...? 4. Where...? 5.

How...? 6. How much/may...? and also indicate the plusses and the minus of this idea.

2 min ➢ Asks each group to pitch their idea per in front of the others group (6 ➢ Asks the group which pitched idea min is the best to continue further total) elaboration ➢ Makes follow-up appointments to elaborate more the chosen idea TIP: Instead of pitching, you could ask

Each group choose an idea Each group starts to work on the assignment

Each group pitches their idea Participants opt for 1 the best pitched idea

the groups to show their effect in the form of a movie scene, a poem (rhyme. haiku or limerick), a song or a rap, a TED talk, a theater play, etc.)

Self-assessment and evaluation

Evaluation

15 min

➢ Asks the participants to stand in a circle, takes a small ball and throws it to a person and asks them to describe in 1 sentence what his or her experiences were with the workshop. Then this person throws the ball to another participant who in turn tells her experience in 1 sentence. This until all participants have had their turn, including the trainer ➢ Shares his own experience and give feedback to the group ➢ Thanks the participants for their effort

Participants form a circle and start throwing the ball to each other and naming their experience with the workshop

Suggested resources

https://www.tuzzit.com/en/canvas/COCD_box http://meetingsift.com/innovation-meetings/ https://ynnovate.it/about-ynnovate/

Handouts / References

All attachments are in the Section ”Attachments” – see the Section or click the hyperlinks below: 1. EIGHT CONCEPTS 2. SUPERHEROES AND SUPERCOMPANIES 3. Sheet COCD YELLOW box How Ideas (to be print on A5) 4. Sheet COCD BLUE box Now Ideas (to be print on A5) 5. Sheet COCD RED box Wow Ideas (to be print on A5) 6. Mindmap 7. Idea format for PitchING

I see myself

Activity number:

3

Type of skills:

Cultural

Competences (21st century skills) covered:

Collaboration / Communication [Cultural]

Activity title: “I see myself” Type of activity

Workshop

Abstract

This activity is to let people get to know each other from the point of view of a story or experience attached to a specific image. Trust and accomplishing common goals have taken humanity to levels of development that no one could have achieved being isolated. We intend to explore Collaboration for constructive purposes. Artistic team experiences give us the possibility to take risks without judgements or serious consequences, to connect and expose ourselves in a safe environment.

Knowing myself: Through some activities from the handbooks, which have the intention to develop competences, we want to explore

Goal

Objectives

the inner world, knowing that first of all we need to know ourselves first in order to understand others.

To develop collaboration and communication competences

Target group

Adults and youngsters: 5 to 15

Duration

50’

Venue

Room for projection of photos; chairs

Requirements

Projector; printer; A5 photosprinted; colorfulpapers

Content

Description of each phase/part of the activity a) The trainer projects a selection of photos to the audience

Duration The role of the trainer

The role of the participants Watch those photos

Requirements

5’

The trainer shows photos in total silence

b) The trainer shows again the same sequence of images but, this time, asks youngsters to select one

5’

After the instruction, the trainer shows photos in total silence

Watch and select one

Projector Photos

c) Then, each person shares which one they have chosen and explain why

15’

Trainer makes questions to help the participants if they need to develop more their opinions about the photo

Explain why

Projector Photos

d) The trainer shows printed learner’s photos

5’

The trainer shows photos in total silence

Watch and select one

A5 photo; colorful papers

e) The trainer invites learners to find common elements and establish links among all photos until create a panel

20’

Helps to facilitate the creation of the links, finding also common links if needed

Pick one photo and make links with colorful papers

A5 photo; colorful papers

Projector Photos

f) The final panel will be exposed on 4thday of training Self-assessment and evaluation

The activity will be successful if youngsters can identify one image and open a discussion about what that photo refers to.

Suggested resources

Guideline in the field of Arts: handbook, page 15.

Handouts / References

QUIZ for the trainers Photos; printed photos A5; colorful papers Quiz can be seen in the Section ”Attachments” – see the Section or click the hyperlink above.

Expressionist activity

Activity number:

4

Type of skills:

Cultural

Competences (21st century skills) covered:

Collaboration / Communication [Cultural]

Activity title: “Expressionist activity” Type of activity

Workshop

Abstract

This activity is to give several possibilities to self-express through Arts. Using specific music, the participants are invited to share their emotions in order to produce expressionist paintings that will reveal who they are.

Knowing myself: Through some activities from the handbooks, which have the intention to develop competences, we want to explore the inner world, knowing that first of all we need to know ourselves first in order to understand others.

Goal

Objectives

To develop collaboration and communication competences

Target group

Adults and youngsters: 5 to 15

Duration

60’

Venue

A room with tables, chairs for 15 persons (+-); tap water and place to clean brushes; Internet, video projector; audio equipment

Requirements

Projector; A4 paper; pencils; 11 A1 papers for liquid painting; Brushes; water based-paints (primary colors+ white and black, 1kg each); Cleanning cloths; water; brooms (3)

Content Description of each phase/part of the activity a) The trainer projects images from Expressionist works of Art and have a short conversation about it

Duration

The role of the trainer

15’

The trainer shows images and comment

b) The trainer explains the rules of the activity: - Selected music will be listened by the participants; - Each time there is silence, participants have to paint on their own A1 paper

5’

The trainer explains the rules of the activity and answer the questions

c) The trainer uses the audio equipment

30’

The trainer will be focus in the dynamic of the group in order to give the right time for music, kind of music and silence.

Moments of silence should be enough to give time for learners to express themselves

The role of the participants Participants watch those images and participate with opinions, questions Participate with questions

Requirements

Participants listen the music and move through the room; during moments of silence paint on the A1 paper using hands, brushes or brooms

Audio equipment 11 A1 papers for liquid painting; Brushes; water basedpaints (primary colors+ white and black, 1kg each); Cleaning cloths; water; brooms (3)

Projector Images

d) The trainer has a conversation about the experience. Invite participants to give titles to their paintings

10’

Participants gives titles to their own painting

e) 11 papers will be exposed on 4th day of training Self-assessment and evaluation

The activity will be successful if youngsters/learners can conclude the painting and give it a title.

Suggested resources

Guideline in the field of Arts: handbook.

Handouts / References

QUIZ for the trainers Images; music Quiz can be seen in the Section ”Attachments” – see the Section or click the hyperlink above.

Paper and pencil

Training Day 2: Knowing the World

Session Plan Session number

Session title

Date and time

Number of hours

Session 3 Aims of the Session

Training Day 2. Knowing the world 21 April 2022, 9:00-16:00/18:00 7/9 hours (6/8h training + 1h lunch) Using the same strategy as the first day, we want to explore activities that are related to the environment (natural and urban), using our perception and tools to create representations of how we see the world (including the others)

Type and skills covered

Cultural: Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving Physical: Flexibility / Initiative / Social skills

st

Time

Activity type / title

Aim and assessment of the activity

Type and skills covered

Requirements

Duration Partner / Trainer

9:00

Warm-up

Cultural: Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving; Physical: Flexibility / Initiative

- A big empty room where there is space for the group to move or a outdoor space with clear “borders” (a line on the ground, signs or rope to build a rectangle big enough to let the people move inside it), - Post-it, pens, ropes, small mirrors (all materials one for each participant).

30-60’

Palazzo Strozzi

9:30

Outside is more than exercise

Aims to: - Explore the space around us from different prospectives, - Use the body and not verbal communication as a resource of reflections, - Reflects about the “performance space” and the artistic representations' frames.

- to learn about benefits of moving in nature, - to develop different ways to show your emotions, - to learn more about your own body, - to enjoy being outside.

Cultural: Creativity and Innovation / Collaboration / Communication; Physical: Flexibility / Initiative / Social skills

Proper clothes for being outside for few hours, phones for photographs, a list of task for photos, equipment to pick up the trash.

3h-3h 30’

Espoo

13:00

Lunch

14:00

Conceptual map – 3D

16:00 16:15

End of the day Evaluation (focus group) with the first group of trainers

18:00

End of the evaluation

This activity is to reveal the dreams, needs, difficulties or other individual aspects that youngsters/learners are not fully aware of.

The activity will be successful if the youngster/learner concretizes/specifies: - a list of words, - an assemblage, - a title and a story behind the work (even if it is a short narrative).

Cultural: Critical thinking and Problem solving

- A room with tables, chairs for 15 persons (+-), - tap water and place to clean brushes, - Internet, video projector, audio equipment, personal smartphones, - wire, glue, glue tape, hot glue, scissors, reusable materials that were collected during the morning, ropes, 11xA3 canvas, brushes, water based-paints (primary colors+ white and black, 1kg each), pencils, white oil pencils, needles, threads, spray various colors, cloths, water, containers, old magazines.

2h

Musa

Aims to investigate the effectiveness of the activities implemented to achieve the objectives of the project and to respond to the needs of the organizations involved.

Assessment includes group techniques related to non‐standard social research.

n/a

Flip chart, markers, a room with mobile chairs to settle in a circle

1h 45’

CNR

Activity Plans Warm-up

Activity number:

1

Type of skills:

Cultural & Physical

Competences (21st century skills) covered:

Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving [Cultural] Flexibility / Initiative [Physical]

Activity title: “Warm-up” Type of activity

Warm-up

Abstract

The activity is a warm-up for the upcoming activities of the day and aims to explore the room with different ways, in order to be more confident with the learning environment and starting to connect with the others using the body, usually freeze and constricted in a limited space.

Goal

• • •

Connect with the others in a shared space Explore our freedom and boundaries in a shared space Experience Art as an opportunity to reflect about our relationship with ourself and the world

Target group

• Explore the space around us from different prospectives • Use the body and not verbal communication as a resource of reflections • Reflects about the “performance space” and the artistic representations' frames A group of adults or youngsters up to 30

Duration

30’ / 60'

Venue

big empty room where there is space for the group to move or a outdoor space with clear “borders” (a line on the ground, signs or rope to build a rectangle big enough to let the people move inside it) Post-it, pens, ropes, small mirrors (all materials one for each participant)

Objectives

Requirements Content

The activity takes inspiration from performance art and bio-dance and especially from the exercises the performers do to prepare themselves, activating connections with themselves and the environment. Even if we live in a place, it doesn't necessary mean we know the place. This reflection could be applied to a room where educational activities take place: really often our eyes are not enough to explore the space around us. Thanks to some physical and not verbally exercises, both individual and in group, each participant will be part of the space itself, crossing the boundary of the world of art.

The trainer will be the facilitator, guiding the group following some instructions where the participants are free to interpret.

Evaluation will follow each part of the activity, because the trainer will check all the movement and reactions to the target tasks.

Description of each phase/part of the activity

Duration

Introduction - Be part of the common space. The participants close their eyes. The trainer asks some basic questions about the shape/colors/numbers of the

5

The role of the trainer The trainer introduces the activity facilitating

The role of the participants The participants reflect individually on the facilitator's

Requirements

objects in the common space, e.g.: • Where are we now? Different answers prove the different perspective of each one (Earth, the country, the city, a room...)

• What's the walls'color? How many tables? What's the room's shape?).

After the first observation of the space, everybody find his/her favorite space and “frame it” with a piece of a rope.

Initial reflection. The trainer asks to all the participants to write down a word or a small sentence to describe their first glance about the space: it could be an impression, a feeling, an observation. Live free the participants to interpret the task. They will write the answers on the post-it without writing their name.

Transition: Sometime our eyes are not so accurate, that's why we need to explore the space around us in multiple ways.

The raft. The group walk quietly in the selected space maintaining the same speed. Moving in silence, each one should keep walking occupying the empty spaces of the imaginary raft to find a general balance, without touching anyone.

• After a couple of minutes, when the group found a movement synergy, the speed has to slow down. After other 2 minutes, the group should slow down more. At the end of the exercise, the group will keep back to the initial “regular” speed.

• Imagination. Give to the participants a setting and they have to imagine to be in that specific situation and space (outside in a garden with a lot of snow, on the

with some questions

5

The trainer give the instruction and give the right time, space and privacy to the participants in order to write on the post-it

15

The trainer guides the exercise, giving instructions and creating a safe and free environment

inputs

The participants take part at the exercise, involving their body movements, hearing with different feelings

One small mirror for each participant

worm hurting sand at the beach, under the rain...)

• Raft with mirrors. The group explore the space with a different prospective: everyone looks the reflections in its small mirror to move in the space, avoiding obstacles.

During this activity the participants are invited to observe the space around them with multiple senses.

Transition: Since we explored this closed and limited space with our body and senses we can try to be part of the space, becoming a work of art in this selected space! (explanation of the task) Becoming a work of art: the frame. How do we understand when our word finish and when the world of art starts? Usually (not always!), in a museum we know it thanks to a frame or a pedestal/base. This is a clear separation of our world and the art world. Can we become a work of art? There are some artists who become a work of art , after a lot of exercises, even if they are people – the performers. Thanks to the past exercises and those “museum tools”, the group will try to become a work of art using the body. Everyone will take place in a frame (a piece of rope) as a preparation to the next exercise, choosing the same spot of the beginning or changing it. Knowing a space thanks to an active observation can change our relationship with the space, so the participants can move and find a better place for them.

Transition: Inside the frame everyone will try to be something different, connecting with the space around.

Becoming a work of art: represent the space around

5

The trainer explains and facilitates the reflection

The participants reflect individually on the facilitator's inputs

10

The trainer gives

The participants

A piece of rope for each participant

you. After a quick individual overview of the space around, everyone choose a detail that he/she sees (a furniture, the air, something outside the window) and inspires her/himself. It needs to stay focus, think about the object/element shape, how we see it, how we use it or how we feel in front of the chosen detail. Everyone take place in the room, considering the best position for his/her chosen detail. Everyone starts to perform the element/object. (If somebody doesn't feel good to take part of this could be the public/observer.) Keeping the eyes close could be a strategy in order to let the participants to be more free in expressing themselves.

Let the people feel free to move beyond their frame, the frame is just the “basement”, then everybody can express his/herself in freedom.

The first experience of performance art is done, the group represents the all room.

Final Reflection.

Did the feelings/impressions/observations change after the exercises?

They will write the answers on the post-it without writing their name.

[OPTIONAL] Conclusion. Group performance.

All the ropes will create one big frame. The last exercise is the harder one, because it needs to be done together and in silence. All the participants will create a

10

[5]

the instructions and facilitate the activity giving feedbacks to the participants

experience actively

The trainer asks to all the participants to write down a word or a small sentence to answer the question.

The trainer read the “first glance” words and then the second The trainer facilitates the last exercise giving not verbally feedbacks

The participants reflects and write down their answers.

When the words are told aloud by the trainer the participants can comment or rest in silence The participants collaborate with the others using a not verbal communication

collective composition suggested by the trainer (“A cosy/comfortable space”/ “our space”/ “space of everybody”...). No communication admitted but deep observation to the others in order to take part of the performance. → picture and clap Self-assessment and evaluation

The trainer will be an active observer in order to facilitate and settle up the warm-up.

Suggested resources

The activity can continues with the activity with the hats, illustrated in the handbook.

Handouts / References

n/a

Introduction/explaining the tasks

Giving the personal rope for the frame

Raft with mirrors

Becoming a work of art. Feel free to “Move beyond the frame”

Reading the post-its

Outside is more than exercise

Activity number:

2

Type of skills:

Cultural & Physical

Competences (21st century skills) covered:

Creativity and Innovation / Collaboration / Communication [Cultural] Flexibility / Initiative / Social skills [Physical]

Activity title: “Outside is more than exercise” Type of activity

Workshop

Abstract

During this activity the group will walk along with the leader for few kilometers. During this walk the group will have a chance to learn about the benefits of physical activity by learning and doing different physical activities along with the leader. Also during this walk the group will take photos according to specific instructions and pick up trash along the way to be used later during the training.

Goal

To learn about benefits of moving in nature, to develop different ways to show your emotions, to learn more about your own body.

Objectives

After this activity the members of the group will have new different ways to enjoy being outside.

Target group

Everyone, as long as they’re able to walk a few kilometers. The group can be sized from a couple of people to 20.

Duration

3 to 3,5 hours

Venue

Outside

Requirements

Proper clothes for being outside for few hours, phones for photographs, a list of task for photos, equipment to pick up the trash

Content Description of each phase/part of the activity A short introduction on the benefits of physical activity in nature and basic knowledge of one’s body. If possible, have a photographer expert give a short introduction on how to take good photos.

Giving instructions for the walk: 1) form pairs 2) give tasks regarding photographs (as described on the handout-box) 3) inform the group to pick up trash to be used later, hand out the equipment

Duration The role of the trainer 15’

To give instructions

The role of the participants To listen and learn

10’

To give instructions

To listen and learn

Take the walk. During the walk point at various interesting things and remind the group of their tasks regarding photographs and trash. If the walk gets boring, you can have a short play of rock/paper/scissors or something along the way. Use your imagination to keep it interesting!

2,5 hours

Evaluation

15’

Requirements

Task list for photos, equipment for picking up the trash

Basic information to be shared

Self-assessment and evaluation

Suggested resources Handouts / References

After you have finished you can have a talk with the group and look at photos. Concentrate on following questions: 1. How did it feel? was walking difficult?

2. Was there any kind of improvement on one’s mood during this session? If there was, you can remind that walking in nature has many benefits.

3. Look at photos and ask the group to describe their photos.

4. Ask questions on the framing and topics of photos: why did you take this photo? what is the feeling you’re trying to convey?

The guidebook regarding physical activity.

Photograph tasks: Every pair needs to take one photo of each of the following. They can decide how to approach the task by themselves.

Take a photo of: 1. meeting your best friend after long absence 2. feeling alone 3. finally accomplishing something that you have craved for many years 4. the feeling you had when starting this exercise 5. the feeling you had at the end of the exercise 6. something beautiful you see during this session

Conceptual Map – 3D

Activity number:

3

Type of skills:

Cultural

Competences (21st century skills) covered:

Critical thinking and Problem solving [Cultural]

Activity title: “CONCEPTUAL MAP – 3D ” Type of activity

Workshop

Abstract

This activity is to reveal the dreams, needs, difficulties or other individual aspects that youngsters/learners are not fully aware of. It is also made to achieve more self-knowledge, building a narrative after the work done. Learners will be invited to create an assemblage, to build a visual composition with his/her personal point of view about the world.

Goal

Knowing the world: Using the same strategy as the first day, we want to explore activities that are related to the environment

Objectives

(natural and urban), using our perception and tools to create representations of how we see the world (including the others).

To develop Critical thinking and Problem-solving competences.

Target group

Adults or youngsters: 5 to 15

Duration

2h

Venue

A room with tables, chairs for 15 persons (+-), tap water and place to clean brushes; Internet, video projector, audio equipment, personal smartphones.

Requirements

Wire, glue, glue tape, hot glue, scissors, reusable materials that were collected during the morning, ropes, 11xA3 canvas, brushes, water based-paints (primary colors+ white and black, 1kg each), pencils, white oil pencils, needles, threads, spray various colors, cloths, water, containers, old magazines.

Content Description of each phase/part of the activity a) The trainer starts the conversation with a personal story about his/her character traits, after which he/she presents the objectives of the activity and its phases. Learners should create a list of words using challenging questions/requests, like this: Write three words about: - personal characteristics; - what you like to do most; - moments of happiness; - moments of fear; - things you want to do in ten years.

They then identify the five most important aspects from the list and add objects/pictures that represent those words. b) Learners select those pictures from magazines, cut them and make a photomontage using words too.

Duration The role of the trainer 20’ The trainer starts the conversation with a personal story about his/her character traits, after which he/she presents the objectives of the activity and its phases

The role of the participants

Requirements

Learners should create a list of words.

20’

Learners select those pictures from magazines, cut them and make a

Wire, glue, glue tape, hot glue, scissors, reusable materials that were collected during the morning, ropes, 11xA3 canvas, brushes, water based-paints (primary colors+ white and black, 1kg each), pencils, white oil pencils, needles, threads (linhas), spray

The trainer will be focus to help who are “stuck”

c) 3D Assemblage If they gathered objects, it is possible to make a composition with those objects, using glue to fix it.

Self-assessment and evaluation

Suggested resources Handouts / References

50´

The trainer will be focus to help who are “stuck”

d) They give a title to their assemblages.

5´ Then each learner tells the story behind his/her assemblage to the group. e) The trainer has a conversation about the 5´ experience. f) 11 papers will be exposed on 4th day of training The activity will be successful if the youngster/learner concretizes/specifies: - a list of words; - an assemblage; - a title and a story behind the work (even if it is a short narrative).

Guideline in the field of Arts: handbook.

Images; small objects.

photomontage using words too.

Participants use images and objects to build their own composition.

various colors, cloths, water, containers; old magazines

Participants give titles to Their own assemblages (visual compositions).

Learners participate actively during the conversation.

Paper and pencil

Evaluation

Activity number:

4

Type of skills:

n/a

Competences (21st century skills) covered:

n/a

Activity title: “Evaluation” Type of activity

Evaluation

Abstract

The evaluation will consist of two moments: 1. a participatory observation that will be conducted over the four days of the train to trainers 2. the administration of two focus groups to investigate the effectiveness of the activities implemented to achieve the objectives of the project and to respond to the needs of the organizations involved.

Goal

Evaluate the activities implemented in order to reach the project’s general objectives

Objectives

Achievement of the project’s goals; Testing the effectiveness of the activities implemented during the meeting

Target group

Trainers, educators, and professionals participating at the train to trainers

Duration Venue

1. The participatory observation will take place during all the activity -20th- 23 of Apri-l (whole day) 2. The focus group will be administrated the 21st and 22nd of April (2 hours each day) Room

Requirements

For the focus groups we need a flip chart, markers, and a room with mobile chairs to settle in a circle

Content Description of each phase/part of the activity Introduction

Duration The role of the trainer 10’

Introduces to the activity

Breaking ice activity

10’

Makes sure everyone feels comfortable

Active participants

Discussion on contents

90’

Actively asks questions and listens

Active participants

Conclusions

10’

Summarizes

Listeners/ active participants

Self-assessment and evaluation

Group techniques related to non-standard social research.

Suggested resources

None.

Handouts / References

/

The role of the participants Listeners

Requirements Flip chart, markers, a room with mobile chairs to settle in a circle

Training Day 3: Knowing myself in the world

Session Plan Session number

Session title

Date and time

Number of hours

Session 4 Aims of the Session

Training Day 3. Knowing the world 22 April 2022, 9:00-16:00/18:00 7/9 hours (6/8h training + 1h lunch) The third day is to connect experiences and creations made on the first and the second day in order to work on a personal narrative. Working on the profile of the trainer

Type and skills covered

Cultural: Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving Physical: Flexibility / Initiative / Leadership

nd

Time

Activity type / title

Aim and assessment of the activity

Type and skills covered

Requirements

Duration Partner / Trainer

9:00

Warm-up: Be In The Flow

Cultural: Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving

Lego Kit for every participant (1 creative suitcase, 1 base); post-it; pens; Bluetooth speaker for the music; hand sanitizer

30’

Piazza dei Mestieri

9:30

Theatrical activity

The aim of the activity is to allowing young people to become protagonists, through a methodology that brings attention to details and to the contents pushing participants to think with their hands (the concepts are anchored to something physical, which can be expressed by Lego constructions).

To increase awareness of physical and mental awareness, discovering one’s own strength, being able to express emotions, giving feedback.

Cultural: Collaboration / Communication; Physical: Flexibility / Initiative / Leadership

A quite place and enough chairs

3h-3h 30’

WeenerXL / Natasja d’Armagnac

13:00 14:00

Lunch Into the culture

- to know better culture and language of your own or foreign

Cultural: Collaboration / Communication

2h

IRIS

- smartphones (to make photos and record videos),

country; - to improve social skills, leadership and communication; - to increase self-confidence; - to become more creative, active, flexible and develop imagination; - to develop perceptiveness, spatial thinking and remembering; - overcoming intimidation, arousing curiosity.

16:00 16:15

18:00

End of the day Evaluation (focus group) with the first group of trainers

Aims to investigate the effectiveness of the activities implemented to achieve the objectives of the project and to respond to the needs of the organizations involved.

Assessment includes group techniques related to non‐standard social research.

End of the evaluation

Physical: Flexibility / Initiative / Social skills / Leadership

n/a

- piece of paper and pen (you can use notes in your phone) to write down new words and tongue breakers, - additionally, some funny gadgets to be used during videos.

Flip chart, markers, a room with mobile chairs to settle in a circle

1h 45’

CNR

Activity Plans Warm-up

Activity number:

1

Type of skills:

Cultural

Competences (21st century skills) covered:

Creativity and Innovation / Collaboration / Communication / Interpersonal relationships

Lesson title: “BE IN THE FLOW: Using Lego Serious Play methodology” Introduction

The aim of the activity is to allowing young people to become protagonists, through a methodology that brings attention to details

Aims/Objectives Target group Duration Venue Requirements Content

and to the contents pushing participants to think with their hands (the concepts are anchored to something physical, which can be expressed by Lego constructions).

The wake-up activity that we propose for the training follows the Lego Serious Play methodology using the simplicity of the game and the methodology of learning by doing to reach educational goals. The idea is to stimulate the sharing and the exchange through the release of creativity.

The activity is an exercise of storytelling process carried out through manual skills and construction. Lego are used as tools to represent the experience or the story that we want to tell.

The activity is made for 15 trainers 20 – 30 minutes Room/classroom with an individual desk for every participant Materials needed: Lego Kit for every participant (1 creative suitcase, 1 base); post-it; pens; Bluetooth speaker for the music; hand sanitizer Each participant will use the Lego kit following trainer’s recommendations. First of all we will pay attention to the concept of “trust” compared to the entire activity. Moreover, it will be provide a quick explanation about key concept of the Lego Serious Play methodology (10 min.)

Activity development (20 min.): The basis of the activity is about a presentation of myself. To do that, everyone takes the small base inside the creative suitcase and try to build a model that answers to the main question: “Think about the most beautiful situation that has ever happened to you in your work. What made you feel good?”

The participants have to build a model that tries to explain this situation, using music to mark the working time. At the end of two pieces of music, the time for building ends. Everyone must stop building, even if the work is not finish yet. After that, the trainer passes by each of every participant to share and tell the story of the model.

Conclusive debriefing with some typical questions (Remember! Questions depend on the groups, on the time you have, and on the result you want to obtain in your session) 1.

2.

3.

4.

1.Tell me something about the story of your model 2.Why this aspect is important for you?

3.Why it made you feel good?

4.Are you satisfied of your building?

5. If you are not, choose another brick and put it on your model: what is this? Are you satisfied now?

Summary Learning Outcomes

Self-assessment and evaluation Suggested resources Handouts / References

Motivate participants through an apparently playful approach, capable to release and open their minds, stimulating creativity and mental openness.

Key elements of the Lego Serious Play: - Ability to think and express with our own hands; - Analysis of the ability of taking decisions and to think critically - It will also be shortly illustrated how the proposed activity could be integrated with other steps carried out with small groups.

Conclusive debriefing // //

Theatrical activity

Activity number:

2

Type of skills:

Cultural & Physical

Competences (21st century skills) covered:

Collaboration / Communication [Cultural] Flexibility / Initiative / Leadership [Physical]

Lesson title: “BE IN THE FLOW: Using Lego Serious Play methodology” Introduction

The activity will focus on: • Physical awareness: listen to one’s body and being able to represent it theatrically, detaching from physical blockages without judging ourselves; • Emotional awareness: by playing out simple desires, finding out what one looks for or what can cause blockages.

Aims/Objectives Target group Duration Venue Requirements Content

To increase awareness of physical and mental awareness, discovering one’s own strength, being able to express emotions, giving feedback.

Youngsters / trainers 3h-3h 30’ Big room/space A quite place and enough chairs Description of each phase/part of the activity 1. Start to meet: - Everybody is in a circle - Everybody says their name AND a strange fact about themselves.

- Stretch a little bit

Duration Requirements 20’ A quite place and enough chairs

2. Meet yourself : - Participants walk in the space .

- Notice how you feel ( tired, happy, stressed…etc) and don’t judge yourself.

- Move and walk like you feel. And make it very very big. Like a cartoon figure.

- Walk neutral again.

- Move and walk in the opposite how you feel and make it very very big again.

20’

3. Meet the space : Look the space ( every little details ) What is in the space, who is in the space.

- Participants stand still and close their eyes. The coach appoint a object or colour and participants have to point to that object or colour. Repeat and make it more difficult.

- Participants stand still in the space. Coach is asking : What if you have to be for an hour on one spot in the space, which spot you will choose ?

- Participants are goingto that spot . The coach askabout the choices.

- Then the same with the most dislike spot in the space.

30’

4. Meet the other/ desires / The chair of Stanislavski : - Make pairs. Each pair have one chair. One of the two is sitting on the chair.The other one wants to

30’

sit on the chair and have to convince the other to stand up. But the ‘chair sitter’ wants to stay on the chair. This practice is about convincing the other with emotions and credibility. Only when the person is very credible he/she gets the chair. The coach urges to make the emotions big.

- Then the other way around.

- The coach ask the participants what makes someone to stand up or not.

5. Meet yourself in the space with the others.

30’ - Participants are sitting on the ground. One participant have to convince the group that they have to leave the room because there is a bomb. When the sitting participants belief the person they are going to stand. This practice is about to belief the imagined circumstances. So you can empathize every situation and person. ( Stanislavski ) The coach is asking about experiences.

6. Meet the other in the world : - Make pairs. Each person tells 5 minutes about a little or big dream to the other. The other listen to the message but ALSO listen and look at the way of talking . ( slow, fast , gestures etc..)

- So each have 10 a 15 min. Then they come back andtell AND perform the story from the other.

The coach ask how it feels telling someone else telling your story and making your gestures. This practice is about really listening and observing the other.

30’

7. A little step further 20’ - In the same pairs from above they talk 10 min. Each person of the couple give the other a ( little) assignment what is related to a dream.. This assignment must be done in the next few days.

Come again in the circle and each person tells their ( little ) assignment.

Self-assessment and evaluation Summary Learning Outcomes Self-assessment and evaluation

15’

// Become aware physical and mental, and emotional • • •

asks the participants to stand in a circle to describe in 1 sentence what his or her experiences were with the workshop; shares his own experience and give feedback to the group; thanks the participants for their effort.

Suggested resources Handouts / References

// //

Activity number:

3

Type of skills:

Cultural & Physical

Competences (21st century skills) covered:

Collaboration / Communication [Cultural] Flexibility / Initiative / Social skills / Leadership [Physical]

Activity title: “Into the Culture” Type of activity Abstract

Goal Objectives

Workshop When group is abroad or in their country, but exploring some other city or place (although it can also run in their mother town) the participants will know better culture and language of their own or foreign country and improve social skills, leadership and communication.

To connect experiences and creations made on the first and the second day in order to work on a personal narrative.

- to know better culture and language of your own or foreign country,

Target group Duration Venue Requirements

to improve social skills, leadership and communication, to increase self-confidence, to become more creative, active, flexible and develop imagination, to develop perceptiveness, spatial thinking and remembering, overcoming intimidation, arousing curiosity.

No limit of participants From 2 to even 4 hours depending on the complexity City/town - smartphones (to make photos and record videos), - piece of paper and pen (you can use notes in your phone) to write down new words and tongue breakers, - additionally, some funny gadgets to be used during videos.

Content Description of each phase/part of the activity 1. Divide into smaller groups (3-5 youngsters). Go into the city, find some local people and ask them what this city/place is famous for.

Duration The role of the trainer

2. Talking to locals try to find out what places / monuments / buildings / etc. are worth visiting in this city/place (at least 3 ones). If it is possible try to find and reach them.

(If it is too far you can plan a trip for the next day with all groups together agreeing on which places from your lists you will choose.)

1h

3. Find some locals and take a selfie with them (or record a short video), but do something more creative, active and

30’

45’

Prepare an introduction, present the objectives of the activity and its phases.

Divide youngsters into groups of 3-5.

Explain what youth needs to achieve, what they will share with each other at the end of the day, present some topics/questions you will ask them later on.

If it is possible, monitor the development of work,

The role of the participants Discover other culture, surroundings, locals, places worth visiting and possibilities around them.

Find out that it is fun to be more confident, creative, active and talkative

Ask questions, listen, participate actively in the discussions, learn from and

Requirements - smartphones (to make photos and record videos), - piece of paper and pen (you can use notes in your phone) to write down new words and tongue breakers, - additionally, some funny gadgets to be used during videos.

spontaneous (standing only on one leg, jumping, etc.). Later you will share it with other groups.

4. Learn 3 new words in a foreign language (if 45’ you are abroad or by asking locals if they know some foreign languages) or learn 3 words which are characteristic to the region you are in. If it is possible also learn a foreign tongue breaker.

5. Play a theatrical mini etude/performance 1h 30’ in some characteristic place of this city (it should be funny, but you can decide to make it more serious). Make a recording on your phone. Invite some locals to participate in it.

You can use some funny gadgets if you have them 6. Meet with all groups and discuss about 1h 30’ what you have learnt, what are your observations when it comes to culture, language, locals. Share your photos and videos. Teach each other new words and tongue twisters you have learnt.

Self-assessment and evaluation Suggested resources Handouts / References

although because you are split in a bigger area you will probably make only a phone contact. Check it every 1 h.

Ensure that everyone is able to complete all tasks.

teach each other

Prepare a computer on which youth can share their photos and videos.

Record everything on their phones

Conduct a discussion about what youngsters have learnt, ask questions about their observations

Share photos and videos, teach others new words and tongue twisters.

See and notice more around and feel pleasure while working

- smartphones (to make photos and record videos), - piece of paper and pen (you can use notes in your phone) to write down new words and tongue breakers, - additionally, some funny gadgets to be used during videos.

Trainer will monitor and evaluate the development of work, check it every 1 h and ensure that everyone is able to complete all tasks.

At the end all groups will meet and discuss about what they have learnt, what are their observations when it comes to culture, language, locals. They will share photos and videos and teach each other new words and tongue breakers. n/a Printed list of questions or tasks Example list can be seen in the Section ”Attachments” – see the Section or click the hyperlink above.

Evaluation

Activity number:

4

Type of skills:

n/a

Competences (21st century skills) covered:

n/a

Activity title: “Evaluation” Type of activity

Evaluation

Abstract

The evaluation will consist of two moments: 3. a participatory observation that will be conducted over the four days of the train to trainers 4. the administration of two focus groups to investigate the effectiveness of the activities implemented to achieve the objectives of the project and to respond to the needs of the organizations involved.

Goal

Evaluate the activities implemented in order to reach the project’s general objectives

Objectives

Achievement of the project’s goals; Testing the effectiveness of the activities implemented during the meeting

Target group

Trainers, educators, and professionals participating at the train to trainers

Duration Venue

3. The participatory observation will take place during all the activity -20th- 23 of Apri-l (whole day) 4. The focus group will be administrated the 21st and 22nd of April (2 hours each day) Room

Requirements

For the focus groups we need a flip chart, markers, and a room with mobile chairs to settle in a circle

Content Description of each phase/part of the activity Introduction

Duration The role of the trainer 10’

Introduces to the activity

Breaking ice activity

10’

Makes sure everyone feels comfortable

Active participants

Discussion on contents

90’

Actively asks questions and listens

Active participants

Conclusions

10’

Summarizes

Listeners/ active participants

Self-assessment and evaluation

Group techniques related to non-standard social research.

Suggested resources

None.

Handouts / References

/

The role of the participants Listeners

Requirements Flip chart, markers, a room with mobile chairs to settle in a circle

Training Day 4: Giving to the world

Warm-up

Activity number:

1

Type of skills:

Physical

Competences (21st century skills) covered:

Initiative / Social skills / Leadership

Activity title: “The communication game” Type of activity Abstract Goal

Warm-up The communication game presents an activity that can improve participants’ ability to exchange information. The purpose of this activity is to show the importance of clear communication and to strengthen one’s verbal and nonverbal conversation skills The main goal of „The communication game“is to display the importance of proper communication and demonstrate how the same message might be converted in so many different ways while traveling from the source to the destination.

This activity represents a great example of how communication can go wrong if someone misinterprets the things that have been told to him. The activity makes the team practice better communication and supports participants to find a way to bridge a gap between themselves and any person they come in contact with.

Objectives Target group Duration Venue Requirements

Content

The specific objectivesare focused to develop how we relate to one another, including how we share information and get along. they help us develop our interpersonal skills and improve our capacity to relate.

Adults and youngsters; the minimum number is 3, the maximum 20 participants 5-10 minutes (depends on the size of the group) Anywhere, it can be played inside or outside Optional: A device for recording the activity (smartphone, camera, tablet…etc) *An observer can record the whole activity and show it to the participants in the end Description of the activity, approximately 1-2 pages; after general description use the table to introduce all the phases within the activity, time and requirements needed for each phase/part of the activity, the role of the trainer and the role of the participants: Description of each phase/part of the activity 1. An observer can record the whole activity and show it to the participants in the end 2. The trainer comes up with an idea/item/object/term or short sentence that he wants to describe by using non-verbal techniques (pantomime, gesture or mimics, or any physical movement)

3. The trainer needs to form a line, in which every participant is facing the back of the participant in front of him

Duration The role of the trainer

1-2 min

1-3 min

The trainer needs to come up with the item/term/object or idea that he is going to present to the first participant, only by using nonverbal/physical movements The trainer needs to help the participants to form a line, in which every

The role of the participants

Requirements

/

/

Participants need to form a line, one participant is standing in a line behind the participant in front of

/

4. When the line of participants has 5-10 been adequately formed, the trainer minutes comes to the last participant, taps him on the shoulder (from the backside), and reveals to him the clue, using only charades rules (no talking allowed no noises only acting/pantomime). The second person then taps the third person and acts out his or her understanding of what was acted out. This continues until it reaches the last person in line, who must guess what the action is.

participant is facing the back of the participant in front of him The trainer comes to the last participant, taps him on the shoulder (from the backside), and reveals to him the clue, using only charades rules (no talking allowed no noises only acting/pantomime).

him. The point is not to have any eye contact

The trainer reveals the term he initially thought of and explains where the “communication” went wrong if they didn’t manage to guess his clue

The participants should talk to each other about how they understood the clue demonstrated by their colleagues / other participants and connect if to reality, how in reality the message can be falsely transferred or

After the trainer has revealed through the charade methods the clue to the first participant, the first participant then turns and taps the next participant on the shoulder and shows him what he understood from the trainer, again, only by using charades rules (no talking allowed no noises only acting/pantomime).

This game is funny because the action mutates and changes based on each person’s interpretation of what is going on, often leading to confusion and silly motions.

When the first clue has been “guessed” by the last participant, the trainer reveals the term he initially thought of.

1-3 min

misunderstood

Self-assessment and evaluation

Suggested resources Handouts / References

The trainer needs to think of a second term and repeat the whole activity once again by shuffling/reordering the places of participants The participants should talk to each other about how they understood the clue demonstrated by their colleagues / other participants and connect if to reality, how in reality the message can be falsely transferred or misunderstood. The activity will be considered as successful if the participant understood the importance of proper and clear communication and how the same message might be converted in so many different ways while traveling from the source to the destination. https://www.youtube.com/watch?v=muhb97Bh4rk NA

Prepare an exhibition

Activity number:

2

Type of skills:

Cultural

Competences (21st century skills) covered:

Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving

Activity title: “Prepare an exhibition” Type of activity

Workshop

Abstract

Goal

The workshop will give some inspirations to the participants in order to built together an exhibition to show the products made in the previous days of the training. Sharing ideas and perspectives based on the group discussion will lead the trainers to give a meaning to the objects they created presenting a unique story told by many voices.

Express yourself and the group collaboration with objects.

Objectives

Find a group meaning for the pieces made by the trainers; Interpret the meaning results planning an exhibition; Built a participatory

Target group

exhibition.

The trainers who participate to the previous sessions

Duration

3h 30’

Venue

A place for projecting a Presentation for the first part and then a big empty space to discuss together and observe the creations from different point of views.

Projector, laptop, the outcome objects/work of art, different colors papers, white/black cardboards different colors papers, white/black cardboards and different colors pencils for the labels.

Understanding how an exhibition built by the artists' their-self and with the educators/students/trainers participation is the starting point of the activity. Some experiences will eventually inspire or giving ideas to the participants who will have the active role of building their own exhibition for their own products.

Requirements Content

Description of each phase/part of the activity Introduction.

Recalling what the participants had done in the previous days, the trainer will present the agenda for the workshop, to clarify the timing.

Participatory Exhibition presentation.

Fondazione Palazzo Strozzi Educational Department planned and organized several exhibitions or specific experiences in big exposition involving students, educators and trainers. The presentation will help understand the participants how can this experience can be organize and which kind of exhibition can take place.

Site inspection.

In order to plan the exhibition it's

Duration

The role of the trainer

5’

The trainer introduces the activity

30’

The trainer show some practical examples using images

30’

The trainer facilitates and guides the observation of

The role of the participants The participants will acknowledge about the workshop's schedule The participants reflect individually on the facilitator's inputs and ask for more details and/or doubts

Requirements

The participants observe actively

Time to reach and come back from the

-

Projector, laptop, presentation

important to know the space. Using the strategies experienced the previous days the participants will explore the place, understanding the sizes and the potentials spots for the objects to display.

Discussion.

The group will collaborate to find and choose a common idea in order to exhibit their works of art, strictly connecting to the setting.

Hands on.

With the material disposal, the group will decide how to use it to display their works of art and practically build a “fil rouge” (common thread)for their exhibition in theory and practice.

30’

30’

the setting, suggesting ideas, asking questions useful for planning the exhibition

and take notes (written or audio) to remember what they see

The trainer facilitates and guides the discussion, suggesting ideas, asking questions useful for planning the exhibition The trainer facilitates and guides the experimentation, suggesting ideas, asking questions useful for planning the exhibition

The participants discuss and interact with the others

Different colors papers, white/black cardboards and different colors pencils for the labels The participants A sheet of paper for discuss and interact the list of tasks and with the others, groups' assignments first all together and then in small groups The participants will set-up the exhibition

Labels.

Once every decision is made, the group will decide how build the label and what to write/draw/show on them.

30’

The trainer facilitates and guides the discussion, suggesting ideas.

Final Organization The group will list all the tasks to accomplish in order to build the exhibition, assigning the tasks in small groups

15’

The trainer facilitates and guides the discussion both in big and small group

Museum set-up.

All the outcomes objects/works of art will find their finalized place as

45’

The trainer observes and helps the participants but without substitute the

The participants discuss and interact with the others, experimenting and exploring the materials and the objects to display The participants discuss and interact with the others

workshop room and the exhibition setting

Objects to display, several materials

discussed previously, with their labels/captions and descriptions.

participants!

Self-assessment and evaluation

Observation during the activity and the exhibition itself will be the outcome to observe in order to self-assestment of the activity and the evaluation itself.

Suggested resources

//

Handouts / References

The presentation with Palazzo Strozzi's experiences with all the website links.

Exhibition: Presentation of the works

Template of Activity Plan

Activity Plan Training title:

Train the Trainer

Session/Day: Type: Competences (21st century skills) covered:

Session 2/Day 1 Activity number: 1 Cultural / Physical / Cultural & Physical Creativity and Innovation / Collaboration / Communication / Critical thinking and Problem solving [Cultural] Flexibility / Initiative / Social skills / Leadership [Physical]

Activity title: “title” Type of activity Abstract Goal

Warm-up / workshop / other Every activity starts with a short introductory description (What is it about? For what situation/problem is this activity made? How is it useful – examples of use in practice), just a short paragraph with description of the activity: 3-5 sentences The goal should be consistent with Session Plan

Objectives Target group Duration Venue Requirements Content

The specific objectives should be consistent with the main goal Information about the target group the activity is made for and their minimum and maximum number Approximate time to go through the activity Place or space needed to conduct the activity Equipment, resources and materials needed Description of the activity, approximately 1-2 pages; after general description use the table to introduce all the phases within the activity, time and requirements needed for each phase/part of the activity, the role of the trainer and the role of the participants: Description of each phase/part of the activity

Self-assessment and evaluation Suggested resources Handouts / References

Duration The role of the trainer

The role of the participants

Requirements

Do not forget about fixed activity elements like: introduction to the activity, ice breaker, explanation of tasks, warm up/energizer, evaluation methods, etc.

It should include discussion, close and open questions as well as rating scales and other features. Try to use creative methods of evaluation and interactive tools.

Types of questions: True or False / Choose the right option / Fill in the gap, etc.

Here the learner will be able to find further resources on the topic Materials prepared to conduct the activity (in the form of separate attachments or some text below, add images, ready-to-use exercises/tasks or other documents), possibly also linking to resources used to develop the lesson

Notes

Attachments

Innovation session 1. Eight Concepts

2. Superheroes and Supercompanies

3. Sheet COCD YELLOW box How Ideas (to be print on A5)

4. Sheet COCD BLUE box Now Ideas (to be print on A5)

5. Sheet COCD RED box Wow Ideas (to be print on A5)

6. Mindmap

7. Idea format for PitchING

I see myself & Expressionist activity QUIZ for the trainers

1. Name and surname: 1.1. Name of your organisation: 2. Do you have experience working with youngsters (between 16 and 26 years old): Yes/No 2.1. Since when you have started working with youngsters: 2.2. What kind of activities: 3. Indicate, please, your academic education/formal education or professional education: 4. Indicate the most significant difficulties in dealing with youngsters: 5. Indicate a wish you would like to fulfill as a trainer/coach/psychologist concerning youngsters?

6. Due to the analyzes you did while reading the “Theoretical guideline of a training in the field of cultural activities”, indicate one or two activities that you would like to experience: 7. Looking into the same Theoretical guideline, indicate which activities are familiar or you have done before: 8.Indicate one music (or song) you had heard with pleasure when you were 18 years old. Please, indicate the title, musician and year.

9. Indicate at least one work of art or creation you have done already (can be a creation that is not a work of art). Describe it.

10. Indicate one work of art (painting, drawing, photography, sculpture, architecture,…) who somehow has provoked you. Please, explain why.

11. Indicate one work of art who has given you joy.

12. Indicate one work of art who represents sadness.

13. Indicate one which you would like to achieve in your life (as a person not as a professional): 14. Deliver one image from the place you are living and one image from the place you were born.

Into the Culture List of questions or tasks

Go into the city, find some local people and: 1. Asks them: What Espoo is famous for? When talking to locals, try to find out what places/monuments/buildings are worth visiting in here (at least 3). If possible and not too far, try to find and visit the place.

2. Take a selfie or record a short video with locals, but in a creative, active and spontaneous way. You might use some inspirations from today’s Theatrical activity or yesterday’s physical activities.

3. Learn 3 new words in Finnish. Try to learn one Finnish tongue-twister!

You need to complete all tasks with at least 3 people / 3 groups of people.