Conceptual Map – 3D

Conceptual Map – 3D

Activity number: Type of skills: Competences (21st century skills) covered: 3

Cultural

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

(natural and urban), using our perception and tools to create representations of how we see the world (including the others). Objectives To develop Critical thinking and Problem-solving competences. Target group Adults or youngsters: 5 to 15 Duration 2 h 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 Duration The role of the trainer The role of the participants Requirements

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. 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

20’ The trainer will be focus to help who are “stuck” Learners should create a list of words.

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

Self-assessment and evaluation

Suggested resources Handouts / References

c) 3D Assemblage If they gathered objects, it is possible to make a composition with those objects, using glue to fix it. 50´ The trainer will be focus to help who are “stuck”

d) They give a title to their assemblages. Then each learner tells the story behind his/her assemblage to the group. e) The trainer has a conversation about the experience. f) 11 papers will be exposed on 4th day of training 5´

5´

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