Project MOVE BEYOND No. ID 2019-1-NL01KA204-060534
1.Introduction 3 2.Methodology...........................................................................................................................................................4 3.Art-Educationactivities.....................................................................................................................................5 3.1.Warm-in(Collaboration) 7 3.1.1.ImpersonatingAnimals.....................................................................................................................7 3.1.2.OutsideIsMoreThanExercise.......................................................................................................9 3.1.3.LearningbyDoing 10 3.1.4.Home......................................................................................................................................................12 3.1.5.AllHumans..........................................................................................................................................13 3.1.6.ISeeMyselfin 14 3.1.7.TinyEscape.........................................................................................................................................15 3.2.Diveintotheocean(Criticalthinking)..............................................................................................20 3.2.1.TheOracle 22 3.2.2.TheInnovationMethod..................................................................................................................23 3.2.3.ValuesasaSteppingStone(WeenerXL–TheNetherlands)...........................................28 3.2.4.Brainstorming–OsbornMethod 31 3.2.5.3DConceptualMap..........................................................................................................................32 3.3.Justdoit(Creativityandinnovation)................................................................................................34 3.3.1.Artflow 34 3.3.2.RelaxwithArt.....................................................................................................................................37 3.3.3.Art,theSourceofHappiness 39 3.3.4.ReleasetheMonster........................................................................................................................41 3.3.5.CoveredandRevealed.....................................................................................................................43 3.4.Partytime(Communication) 44 3.4.1.IntotheCulture..................................................................................................................................44 3.4.2.Never-Rarely-Often-Always..........................................................................................................45 3.4.3.UrbanSketch 47 3.4.4.PrepareanExhibition.....................................................................................................................48 4. Evaluationtools.............................................................................................................................................48 4.1Example 49
Project MOVE BEYOND
No. ID 2019-1-NL01KA204-060534
“Eachtimesomeonecallsmeanartist,it'sasifI'mbeingslappedintheface.[…]Whatmattersistobe aperson,ahumanbeing.”1 ArturCruzeiroSeixas
1. Introduction
ConformingtotheprioritiesoftheMOVEBeyondproject,thishandbookaimstosupportthe setting up of, and access to, upskilling pathways in Adult Education as its most relevant sectoralpriority.2
Wewanttoincrease,inanalternativeway,themotivationofyouthinthefieldofnon-formal education.Theroleofthetrainerinthisiscrucial.Therefore,thishandbookfor trainersisa practicaltoolwithseveralactivitiestobeexploredwith vulnerable youngstersbetween the agesof16and27.ItisaguidelineforatrainingprogrammeinthefieldofArt.
AswecanreadintheMOVEBeyondproject,weintendtouseart-educationaltools,through creativity and culture, in order to boost our trainers/teachers/coaches who do not have trainingintheartisticfieldbygivingthemalternativeandinnovativestrategiestodevelopthe vulnerableyoungsters’competences:
Criticalthinking,Creativity,CommunicationandCollaboration(the4Cs).
Wewanttomakeclearthatthiscontentdoesnotgiveamagicalrecipetosolveallproblems withyouth.Itgives,nonetheless,creativesuggestionsofhowtrainerscaninvolveyoungsters andmakethemthinksothattheycandevelopprojectsthroughtheirself-expression.Wedon’t want to prepare specialists in Art nor turn people into artists. That is why this theoretical guidelineforatrainingprogrammeinthefieldofArtisundertheSocialReconstructionistand the Formalist approaches. This means that all activities are related to social or individual
1 Free translation of the quote: Quando me designam como artista é como se me dessem uma bofetada.[…] O que interessa é ser uma pessoa, um ser humano. By Artur Cruzeiro Seixas, the last Portuguese surrealist, when interviewed for Revista Expresso in December 2020.
2 Please see page 65 of the MOVE Beyond project.
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issues,usingProjectBasedLearning(PBL)throughArtForminaconceptual,critical,playful and expressionist way. Expressionism, as strategy in the education field, cares less about formalresults(artisticqualities)andmoreabouttheprocessortheexperience.
The artistic-expressive activities carried out during the training programme stimulate youngsters’lifeskillsinordertotriggeraprocessofawarenessandpersonalre-motivation.
2. Methodology
Althoughweintendthishandbooktobeapracticalresourcefortrainers,weneedtohighlight some principles that guide several activities shared forward. Carl De Meester made a translatedsummaryofthebook Kunst Theorie en Praktijk Erfgoededucatie,wherewefindvery clearlythemainpointsofConstructivism,basedonthenotionsofwhatknowledgeandtheory oflearningare: There is only the knowledge that we construct ourselves based on our practical experience (interaction) and putting our ideas into practice.
Oneofthecrucialelementsconcerningknowledgeisthattheactiveparticipationoftheperson learningisnecessary.Theintentionisnottoreachthecorrectconclusions Thereisnoexternal normortruthonthesubjectagainstwhichtheconventionalinterpretationsmustbetested They must be meaningful within the experience of the person himself and useful to base actionson.WithinConstructivism,anargumentisonlywrongifitdoesnotcorrespondtothe existingevidence. Thosewhoopt for suchan educationaltheory focusonlearnersand ona learning environment in which everyone is challenged and stimulated appropriately, an environment in which a person can experience, manipulate, experiment, theorise, verify, conclude,think,doandfeel,andthusshapetheirlearning.
InthecontextofConstructivism,wewillusetheproblem-basedlearning(PBLmethod3 ofthe SocialReconstructionistapproachfromEfland’sTheory4,inordertoprovidestructureinthe artisticresolutionofanissueandasubject.Socialandindividualconcernsareincluded,sothe
3 PBL: a student-centered approach in which students learn about a subject by working in groups to solve an openended problem. This problem is what drives the motivation and the learning.
4 Artur Efland – Change in the conceptions of Art Teaching
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projecthasaninterventionalcharacter.TheFormalist(Cognitivisttheory)approachisalsothe mainbackgroundforouractivities,usingartisticliteracyandtheGestalttheory(perception pointofview).
Piazzadei Mestieri, oneofourpartners, have saidthat thebest waytomotivate youngsters and create meaningful learning is “learning by doing”, in which it is possible to generate a theoreticalandpracticalgrowthpathamongyoungsters.
Therefore, in the next chapter we will propose several activities, under the 4 Cs (Critical thinking;Creativity;CommunicationandCollaboration).
Trainers will be able to choose which activities might be implemented in their own pilots. ThoseactivitiesshouldbearticulatedbyusingthefollowingProjectBasedLearningsteps: 1.Question/Problemtosolve/Challenge
ItispossibletoapplyPBLstepswhenthetrainer/teacher/coachusesanactivityasaproject to be developed (one project, one activity) or when he/she uses an articulated cluster of activities(oneproject,severalactivities).
3. Art-Education activities
This handbook will not give trainers a certification in Arts, but it does provide several possibilitiesthatanytrainercandowiththeiryoungsterswithoutbeinganartistorateacher of Arts. We shouldnot forget that artistic expression belongs to human nature, so if we can
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learn to speak or write a language, why not learning to express ourselves using other languages,suchasvisualorphysicalones?Althoughweneededthecollaborationofspecialists inArt-Educationtobuildthishandbook,itcontainsaselectionofactivitiesthataretechnically easy to put into practice. On the other hand, it is possible that one trainer will feel more comfortabletoexplore someandnot all activities, whichisunderstandable. That iswhy we presentavarietyofstrategies,inordertorespondtothosedifferentneeds.
Wewanttohighlightsomeoftheprincipalcharacteristicsbywhichwechosetheactivitiesin this handbook. Although presented separately, they should be used under a larger plan, a project, connected in a logical way with other activities. In this sense, we ought to ask ourselves,“WhydoIwanttousethisactivity?”Itisessentialtoconceptualisethework–doing withoutmeaningisanemptyexperience.
Another important criterion is that the trainer/teacher/coach has to experiment before implementing,becausesurprisesalwayshappen,someissuesmayhavetobesolved,andthe trainerhastobeawareofthatinadvance.
Thebestwaytointegratevulnerableyoungstersistoincreaseinnermotivationbyawakening their curiosity and their pleasure to learn. And the best way to achieve this is to develop competences, a cluster of skills, attitudes and knowledge, especially the cultural awareness andexpressioncompetence,butalsothepersonal,socialandlearningtolearnones,aswellas thecitizenshipcompetence.5
TheapproachoftheMOVEBeyondprojectistouseartistic/culturaltoolsinordertodevelop the4Cswhich,amongthoseabove,werepreviouslyidentifiedaskeycompetences.Therefore, itislogicaltoorganisetheproposalofactivitiesinfoursectors:
Warm-in(Collaboration)
Diveintotheocean(Criticalthinking/problemsolving)
Justdoit(Creativityandinnovation)
Partytime(Communication) 5 Please see Key competences for lifelong learning, European Commission
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Itisimportanttoclarifythatthisisjustastructuretohelptrainerschooseactivitiesfortheir own pilots with youngsters, because those competences are often explored together or in connection with one another. Nevertheless, we can identify the main competence that each activityaimstodevelop.
3.1. Warm-in (Collaboration)
Warm-in boy istheglassproductionjobtitleof“whoreheatsglasswareinafurnaceandpasses ittothenextworkerforfurtherprocessing”6
No one can do everything alone. Through Collaboration, individuals develop complex networks of interaction that promote thedevelopment of societies. Harari’s theory explains how important it is to build confidence between people. Trust and accomplishing common goals have taken humanity to levels of development that no one could have achieved being isolated.7 We intend to explore Collaboration for constructive purposes. Artistic team experiencesgiveusthepossibilitytotakeriskswithoutjudgementsorseriousconsequences, toconnectandexposeourselvesinasafeenvironment. Warm-inismostlyaboutgamesand teamworkactivities,usingmovementandthebody.
3.1.1. Impersonating Animals
What problem/situation is it intended for?
Itismadetoincreaseyoungsters’self-esteem,aswellastoencouragethemtobemoreactive andcreative Italsoaimstodevelopsocialskillsandleadership.
a) Youngsters and the trainer stand in a circle. Youngsters talk about animals and their features,andtheysaywhichanimalstheythinktheyaresimilarto.
b) Eachyoungsterisaskedtopretendtobeoneoftheanimals(fromthediscussionora completelydifferentone).Ananimalcanonlybechosenonce:ifsomebodyhasthought ofaspecificanimalbutsomeoneelseshowsit,thentheyneedtothinkofandshowa differentone.Theotherstrytoguesswhatanimalitis.
6 “Warm-in boy.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriamwebster.com/dictionary/warm-in%20boy. last visited 31 Mar. 2021.
7 In 21 Lessons for the 21st Century, 2018
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c) Whilestandinginthecircle,youngstersturntooneanothertomakepairs.Ifthereisan oddnumberofparticipants,oneamongthemwon ’tbeabletopairup Inthatcase,the trainershouldparticipate.Nowtheirtaskistopretendtobeoneanimaltogether.Again, ananimalcanonlybechosenonce:eveniftheanimalwaschoseninthefirstround,it cannotberepeated Theotherstrytoguesswhatanimalitis.
d) Depending on how many youngsters are participating in the activity, the trainer redivides the group by first joining pairs together in groups of four; then joining those foursomes in groups of eight; and go on re-grouping until there are only two groups left.Ineachstep,theyoungsters’taskisthesame–theyneedtodiscussandcooperate with each other to pretend to be one animal together. None of the animals chosen beforecanberepeated:iftherewasananimalselectedinthepreviousrounds,itcannot beshownagain.Theotherstrytoguesswhatanimalitis.
e) Thefinalstageiswhentheyneedtopretendtobeananimalalltogether.Eachonehas todiscussandcooperatewiththewholegrouptoachieveacommongoal:chooseand impersonate an animal in which everybody is a part of. Again, previously selected animalscannotbechosen.Thistimeitisthetrainerwhotriestoguesswhatanimalit is.
Time 1h30min
Resources trainer;youngsters(themorethebetter);areawhereeverybodycanmovefreely.Itwouldbe nicetohaveanadditionalpersontotakephotosorrecordtheactivity.
Aim of the activity
The activity will achieve the desired aim and result if all youngsters, and all groups, succeed in pretending to be animals in a creative, improvised and cooperative way. There will be a short discussion at the end of the activity concerning the self-awareness of young people’s achievements during this activity.
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3.1.2. Outside Is More Than Exercise
What problem/situation is it intended for?
Thisactivityaimstocreateachanceforyoungpeopletotalkabouttheirlivesinaninformal setting;toprovideyoungsterswithanopportunitytorepresentthemselvesandexpresstheir feelingstoothers;tolowerthethresholdofphysicalexercise;andtomakegoingoutdoorsa positiveexperience.
a) Thetrainerinstructsyoungstershowtotakephotoswiththeirsmartphones,ofnature orofsomethingtheyareinterestedin.Theobjectiveistohaveatleastonephotofrom everyoneinthegroupforthefinalsession.Thenthetrainerdescribestheactivityand, whenneeded, helpsyoungsters tofindsomethingtheywouldbeinterestedin taking photosof.Theobjectivemightberelatedtotheoverallaimofthegroup:maybethere is a theme the trainer wants to explore via those photos, or the trainer may want to documenttheissuesyoungpeoplearefacingintheirlives Theimportantpartistolet young people decide. If the trainer wants something simple, he/she might instruct youngsterstotakephotosofthealphabet–ie.aphotowithan“A”,anotherwitha“B”, andsoon–,thusencouragingteamworkandcommunication.
b) The trainer takes the group outdoors. He/she should give them some time to walk around, and encourage them to explore their surroundings instead of just taking a photoofthefirstthingtheysee.Thetrainermightusetheopportunitytotalkcasually withyoungstersabouttheirlives.
c) Upon return, youngsters present their photos to the group. The trainer should help themout,ifpresentingstressesthem.Afterthepresentation,thegrouptalksaboutthe dayandthetimespentoutdoors.Thetrainermaystartthediscussionwithquestions likethese:Haveyounoticedsomethingyounormallywouldnothave?Howdidyoufind expressingyourfeelingsviaanothermedium?Wouldphotographybesomething you mightbeinterestedindoingmoreofteninthefuture?
d) Futureideasthetrainermightuse:
- Contactthelocallibraryandarrangeanexhibitionofthephotostakenbyyoung people.
- Invitealocalphotographertoinstructyoungstersintakingphotos.
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- Make a visit to a photography studio with the young people who were responsive, to see whether they would be interested in photography as a professionand/orprovidethemwithachancetodotrainingthere.
Time 6hours
Resources trainer;youngsters;camerasforeveryyoungster(theymostprobablyhaveasuitablecamera intheirsmartphonesalready);projector;ascreentopresentthephotographs.Preferably, selectmorethanoneleader,especiallywhenworkingwithlargergroups.
Aim of the activity
Theactivitywillbesuccessfulifeverybodyreactssatisfactorilyandyoungsterscan expresstheiropinionstoopenadiscussionaboutwhatthatphotosrefersto.
3.1.3. Learning by Doing
What problem/situation is it intended for?
Thisactivityissetupthroughanexperientialteachingmethod,whichrequiresthepresence ofanexpertteacherandaskillcoachtrainedintheobservationoflifeskills.Thistypeofaction responds to the requirement of intervening on life skills as an opportunity for personal replacement and re-motivation. The activity has the general objective of enhancing the life skillsrecognitionprocess, afterwhicheachyoungsterwillreceiveasummarysheet of what emerged from observation. This activity intends above all to allow the identification of the mosteffectivestrategiesfortheconstruction ofapathin line withtheinclinationsofyoung people, acting on the individual in a holistic way, succeeding in combining the emotionalrelational-socialaspects,andthetechnicalones.
Theactivityhastwoprofessionaltrainersparticipating:theexpertteacherandtheskillcoach. Thetrainers’maintasksarethestimulation(throughartisticexpression)andthemobilisation ofsomelifeskills,inparticularreferringtotheOECDmapofskills:collaboration,motivation, criticalthinking,self-efficacy,curiosity,creativityandtolerance.
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No. ID 2019-1-NL01KA204-060534
Theactivitywillbestructuredasfollows:
a) Both trainers meet with the youngsters involved in order to give them information concerningthegoals:halfanhourpresentationofthehostingplaceandtheyoungsters throughanice-breakinggame,i.e.thetrainersprovideyoungsterswithscratchsheets, onwhichtodrawlinesandcoloursthatgiveanimageofthemselves(answering“Which figurerepresentsmebetter?”).
b) Thetrainersintroducethemselvesandtheirfunctionswithintheprocess,anddescribe theactivitiesandlifeskillsthataretakenintoconsiderationduringtheactivity.
c) Theexpertteacherusesacanvas(orasupportthatallowscollaborativework,likeabig sheet or a board) and asks youngsters to go around it with available instruments (markers,brushes,colouredglues,rawmaterials,andsoon.)imprintingsomelinesand forms every time they feel the need. The result of this creative moment will be the observationofthefinalproduct,afterwhichtheprofessionalaskseveryyoungsterto markthestructuredfigurestheyseeemergedfromthechaos.
d) The skill coach films the entire module, in addition to taking notes on interventions, content and emerging behaviours, in order to analyse their life skills, which will contributetothereturnoftheresults.
Time 4hours Resources
expert teacher; skill coach; youngsters; small instruments; gowns; mouth and head caps for protection;sheets;cloth;markers;pens;ampleroomsandIfpossibilityworkoutside.
Aim of the activity
The activity will succeed if every participant is actively involved in the making of the final work,andtheentiregroupisstimulatedtoconfronttheirpeers,whichisafundamentalaspect of artistic-expressive laboratories. Young people will be stimulated to try to get out of their comfortzonetoreachthegoalsset Observationwillbetheinstrumentthatleadsyoungsters
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toself-analysis,butitwillalsobenecessaryfortheskillcoachtoanalysewhatemergedduring theactivity.
3.1.4. Home
What problem/situation is it intended for?
Home is an ice-breaking game, promoting teamwork in a playful way, but also demanding participantstobefocused Therefore,itisalsogoodtostartaproject.
a) Thetrainerstartsbyaskingyoungsterstoformacirclesothateverybodyseeseveryone else.Thenthetrainerexplainstherulesofthegame.
b) Youngstersformgroupsofthreepeople.Eachgroupchoosestwomemberstorepresent a house together, by standing up and making a roof joining their pairs of hands. The othermemberrepresentsapersoninsidethehouseandstaysonhis/herkneesunder theroof.Oneyoungsterissupposedtobeleftoutandgoestothecentreofthecircle.If thatisnotpossible,thenthetrainermayparticipate.
c) Whenthegamebegins,theyoungsterinthecentrecallsouteither“people”or “storm”
If the others hear “people”, the ones representing a person inside the house have to move and find another house to live. The “roofs” stay in the same place, but the youngsterin thecentre triestofindahouse forhimor herself,leavingsomeone else out.Iftheyhear“storm”,everybodyhastochangehis/herposition,eitherbyfindinga newhouse,becomingpartofarooforbymakinganewroofwithsomebodyelse.The objectiveisalwaysnottobeleftoutinthecentreofthecircle.
Time 0h20min
Resources
trainer;youngsters;comfortableclothestomovefreely.
Aim of the activity
The activity will be successful if everybody reacts satisfactorily, smiling and having fun, in ordertocreate a good atmosphereforstartingaprojectoran activity in a moreconceptual way.
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3.1.5. All Humans
What problem/situation is it intended for?
AllHumansisan activitythat worksasagame targetedtoexploretheperceptionswehave abouttheothersandaboutourselves Soitisanactivityforopeningagroupdiscussionabout socialstereotypes,racismorgenderissues,orindividualissues,forexample.
a) Thetrainerasksthegroup of youngsterstoforman opencircle. Thetrainerexplains thatthisactivityisintendedtoopenadiscussionabouthowweseeeachotherandwhat we think about ourselves, and to create opportunities for exchanging thoughts, opinionsandideaswiththegroup.Whatissaidandsharedwithinthegroupremains withinthegroup.
b) The activity begins with a warm-up game. The trainer first asks youngsters to walk criss-crossthroughtheroomwithoutstoppingandwithouttouchingoneanother.Then thetrainerasksyoungsterstopursueapersonthatwearssomethingyellow(oranother colour), without touching them or stopping the criss-cross walk. Subsequently, youngstersmaybeaskedtopursuepeoplewhohaveboots(orsneakers);topursuethe tallestboy;theblondgirl;andsoon
c) After the warm-up game, the trainer asks youngsters to form a circle It is helpful to drawacircleonthefloor.ifpossible.Theintentionisthattheystepintothecircleevery timeaquestionorrequestaskedbythetrainerrelatestothem.Thentheystepbackto thecirclelineafterasignfromthetrainer.
d) Questions/requestsmaybethefollowing:
- stepforwardifyouareagirl
- stepforwardifyoulovepopmusic(theymayanswerwhichband)
- stepforwardifyouhaveasister(theymaysayhernameandage)
- stepforwardifyoulikeschool(youmayletthemsaywhichsubjects,wherethey studiedorstillstudy)
- stepforwardifyoufeelhappy(youmayletthemsaysomethingaboutitornot)
- stepforwardifyouarefeelinglonely(youmayletthemsaysomethingaboutit ornot)
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- stepforwardifyoufeelinlove(youmayletthemsaysomethingaboutitornot)
- stepforwardifyouwerebullied(theymaysaysomethingornot)
- stepforwardifyouliketoreadbooks(theymaysaysomethingaboutitornot)
- stepforwardifyoulikejazzmusic(theymaysaysomethingaboutitornot)
Time
0h40min
Resources
trainer;atleast12youngsters;comfortableclothestomovefreely.
The aim of the activity
Theactivitywillbesuccessfulifeverybodygetstoknoweachotherabitbetter,andittriggers empathicreactionsbetweenthem.
3.1.6. I See Myself in
What problem/situation is it intended for?
This activity is to let people get to know each other from the point of view of a story or experienceattachedtoaspecificimage.
a) The trainer selects in advance several photos of different types and subjects, and projectsthemtothegroup;
b) Thetrainershowsagainthesamesequenceofimagesbut,thistime,asksyoungstersto selectone;
c) Then,youngsterssharewhichonetheyhavechosenandexplainwhy.
Time
0h40min
Resources
trainer;atleast12youngsters;projector;photos.
Aim of the activity
Theactivitywillbesuccessfulifyoungsterscanidentifyoneimageandopenadiscussionabout whatthatphotorefersto.
3.1.7.
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Tiny Escape.
What problem/situation is it intended for?
ThisCollaborationchallengeischaracterisedbyexperiencingthepowerofworkingasateam. In addition, youngsters get to know their own skills, as well their shortcomings, concerning Collaboration.Moreover,thismethodrevealsthestrengthsofothersandinspiresyoungsters tolearnfromthem.ItisanapproachtousestrengthandincreasepowerbyCollaboration.
Goal of the Tiny Escape:
Attheend,youngsterswillbeawareoftheirCollaborationskills.Eachyoungsterwillbeable toseeforhimorherselfinwhatwayhe/shehastalenttoplayinateam.Theywillalsobeable toindicatewheretheycandevelopmore,becausetheywilldiscoverinwhichareastheyneed help.Vulnerabilitymakesyoustrong!
Reasons to use the Tiny Escape
1 Know your role in a group, it's your strength!
To fit in and work as a team, it is important to know your strength and weakness, not to competewitheachotherbuttomakeeachotherstronger instead.Forthis,weusetheteam rolesofBelbin:
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MoredetailedexplanationaboutBelbinteamrolesintheselinks: https://youtu.be/jleXGZdIWr8 https://youtu.be/1rKZAd1s6wE
2. Know your power and weaknesses! Itisimportanttounderstandthatyourshortcomings andpitfallsarealsoastrongcomponent.Theyarethe result of core qualities that are taken too far and overshootthemark.So,itisinterestingtoseethereis aqualitybehindallpitfalls.Herewecanusethe“ core quadrant” .
MoreinformationaboutcorequadrantbyDanielOfmanintheselinks: https://youtu.be/gFxr8GBiEoI https://youtu.be/mtRgHQjun0Q
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• Thepuzzlesyoungstersarecreatingareindependentfromeachother.Sotheremust besomesortofleitmotif.Onepuzzlecanleadtoanother,butpuzzlescanalsoleadto apartofawordorcode.
The result of a puzzle can be:
• Acode(foralockorsafe)
• Aletter(collectlettersthatmakeaword)
• Aword(thatleadstoanotherpuzzle)
(Thetrainershoulddiscussthiswithyoungsters)
• Attheendallgroupscombinetheoutcomesoftheirpuzzles.Togethertheycancrack thecode.
• AlsoimportantisthethemeoftheEscapeRoom.Whatisthereasonforbeing“locked up”?Whatisthestorybehindit?
• AndwhatisthetimeframefortheEscapegame?ThetrainercanmakeEscapeRooms of5/10/15/20/25/30/45/60minutes.Thetrainermightassumeabout5minutesper puzzle
ThestorylineoftheTinyEscapeisthemostdifficultthingtocreate.Forthatreason,several scenarioscanbeworkedout.Inthisphase,thetrainerletsyoungsterschooseone.Thereisa varietyofscenariostellingtheshortstoryofdifferentartists,likeasculptor,amusician/DJ,a painter oran actor. Every story involves one artist who has to solvea problem, in a limited periodoftime,toachievesomething.Tobeabletoachievethegoal,he/sheisincontactwith another artist (like Van Gogh wrote letters to his brother). Youngsters build a Tiny Escape aroundthestorylineandusecreativeskillsthatsuittheprofessionoftheartistsmentionedin thestoryline.
Phase 2.
• TheTinyEscapeisplayedintwodifferentgroupswithhalfofthepuzzles,depending onthegroupsize.
• Themostimportantisthatfunandpleasureplayabigpartinthisphase.
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Phase 3. (probablythemostvaluedphase)
Theexperienceisevaluatedwiththegroup:
• Whatdidtheythinkbeforetheystarted?
• Whatdidtheyexperiencewhilecreating?
• Whatdidtheyexperiencewhileresolvingthepuzzles?
• Whatdidtheylearnaboutthemselves?
• Whatdotheywanttodevelop?
Thereisanopportunitytolettheparticipatingyoungstersmonitortheteamthatisplayingthe Escape Room. For example: team A makes a room for team B and vice versa. When team A plays the Escape Room of team B, this team can watch and observe, and vice versa. Observationscanthenbeusedintheevaluation.
Time 3hours
Resources
trainer; youngsters; puzzles; paper clips; paper; pencils; cups
Aim of the activity
The activity will be successful if youngsters will be aware of their Collaboration skills. Each youngsterwillbeabletoseeforhimorherselfinwhatwayhe/shehastalenttoplayinateam. Theywillalsobeabletoindicatewheretheycandevelopmore,becausetheywilldiscoverin whichareastheyneedhelp.Vulnerabilitymakesyoustrong.
3.2. Dive into the ocean (Critical thinking)
The unexamined life is not worth living because we realize that many unexamined lives together result in an uncritical, unjust, dangerous world. (Socraticprinciple)8
Whenweareinanunusualsituation,wehavetoanalyseit,takeadvantageoftheproblemand focusonthesolution.
8 Linda Elder, September, 2007
No. ID 2019-1-NL01KA204-060534
3.2.1. The Oracle
What problem/situation is it intended for?
TheOracleisanactivitycreatedtostartaconversationaroundcomplexthemes/concepts(like thefuture,difficultiesoflife).Itcanbeusedasastandaloneactivityorasastartingpointfor otheractivities.
a) The group of youngsters circles around a large white sheet of canvas. Using a cursor movedbyfourropeswithamarkerinthecentre,fouryoungstersatthesametimehave to move it very carefully to draw marks on the canvas. They can pass the ropes to companions, but in silence. During this phase the trainer can put on some relaxing music.
b) When everyone has created marks on the canvas using the cursor, the trainer asks youngsterstoobservethesketchforafewminutes.Theresultislikelytoresemblea bigdoodle.
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c) Attheendoftheobservation,everyonehastowriteawordonapieceofpaperinspired by the signs on the sheet and/or the collective drawing experience in general. Each pieceofpapermustbepositionedalongtheperimeterofthecanvas.
d) Duringthisstep,thetrainershouldlistenandencouragethecollectiveanalysisofwhat thedifferentyoungstersseeinthedoodle,acceptinganyideaandcreatingconnections betweenthedifferentreadingsandinterpretations.
e) The trainer asks youngsters to associate the written words with their time, with the thingsthatarehappeninginthatperiod,onapersonalorcollectivelevel.
Attheend,wheneveryyoungsterhastoldhis/herwordasaninterpretationofthedoodleand the discussion has come to a conclusion, the trainer asks everyone to link his/her word to a positiveideaforthefuture:HowwhatIsawintheoraclecanberelatedtoabetterfuture?How totransformthewordIproposedintoapositiveomenorapositivepropositionformyfuture life?Howtoturnthispropositionintoaconcreteactiontobecarriedoutinthenextfewhours?
ThetrainercanwritesomeofthereflectionsmadeFORthefutureinthewhite/blankspaces.
Time 1hour
Resources
trainer;youngsters;alargepieceofwhitecanvas(3x4metres);abigblackmarker;4/5thin ropes5metreslongeach;sheetsofpaper;scissors;markers;pens;audioplayer.
Aim of the activity
Theactivitywillbesuccessfulifallyoungstersareproposingreflectionstoanswer thefinalquestions.
3.2.2. The Innovation Method
What problem/situation is it intended for?
The Innovation Method is characterised by letting people reflect on solving bottlenecks through associative thinking (converge and diverge) and jointly come up with innovative solutionsandanewapproach.Forthisweusealotofcreativetechniquesthatnotonlyleadto alotofenergyandpleasure,butalsotoaquickandgoodresult.Itisanapproachthatenables
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us to think and act “out of the box” when facing challenges, difficult assignments or tough problemsthatneedtobesolved.
a) Introduction
• In the introduction, the trainer first explains:
• the goal of the innovation session: to solve a problem or bottleneck through a process of creative and out-of-the-box thinking techniques such as associative thinking(theflowermethod),divergence(generatingasmanyideasaspossible)and convergence(bringingtogetherdifferentideasfromdifferentyoungstersorfieldsto determineasinglebestsolutiontoalucidlydefinedproblem).
• the result of the innovation session: to eventually come up with some concrete ideas (not more than 3 ideas) to tackle the initial problem. Those ideas can be elaboratedinamoredetailedwayinconcreteplansaftertheinnovationsession.
• the “rules” all need to commit themselves to: idea-killersareforbidden (phrases like“itisimpossible” , “stupididea”).Onlytheuseofideaboostersisallowed(phrases like“ yes ”and“let’senrichthisidea”). Itisalsoimportanttoestablishthattherearenostupidorridiculousideas.Aboveall trainersmustencourageyoungsterstobuildontheinputofotherstokeeptheflowof newwildideasgoingbecausethesemaybetheveryideasthatcanbeeye-openers.
• the different phases of the innovation session: 1.Redefiningtheproblem, 2.Diverging, 3.Converging, 4.Finalphase.
• before starting the session, the trainer launches the so-called deviators
When we want to think more creatively, we have to consciously eliminate presuppositions.Onlythencanwebreakthroughthethinkingpatternandlookfornew ways. Deviations are stimuli that urge us to change our thinking; they cause us to change the approaches to the problem/bottleneck differently. Deviators can make youngsters aware of their own presuppositions and fixed thinking patterns. Trainers
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shouldn’ttakemuchtimeforthisexercise:itisjustmeanttogetyoungstersontheright track.
Exampleofadeviation:
Thetrainerasksyoungsterstogiveonlywronganswerstoordinaryquestionshe/she asks,like“Whatdoyouseeinthispicture?”Ifitisapictureofawell-knownactor,young peoplewillfirsthavetomentionnamesofotheractorsorfilms.Thatmeansthatdespite thefactthattheyaregivingwronganswers,theystillremaininarestrictedconceptual frame of thinking (namely thinking of people). So, they should try to go further and respond out of the box with answers that have nothing to do with the person in the picture,suchasnamingacolour,orasmell,orsomethingelse.
b) (Re)defining the problem
The problem/bottleneck to be solved has to be redefined in one sentence answering the question “How can we ?” The trainer leads the discussion and ensures that there is a consensusonthefinalproblemdefinition.
c) Diverging phase:
This phase focuses on providing as many ideas as possible on how to solve the defined problem.
Thetrainerencouragesyoungstersnottobeafraidtobringincrazy,unusualorout-of-the-box ideas.Therearedifferentexercisesthatcanbeused.Theintentionistouseseveralexercises duringthedivergingphaseandnottostickjusttooneactivity.
1. Idea-dump: all youngsters come up with as many ideas/solutions as they can, by writingeachoftheirideasonaseparatepost-itandhandingitovertothetrainer.The trainershareseachsubmittedideawiththewholegroupbyreadingitoutloudlyfirst, andthensticksittoabigwhitesheetonthewall.TheIdea-dumpendswhenyoungsters arenolongerabletocomeupwithideas.
2. Flower association: thetrainerdrawsasunfloweronabigwhitesheet.Initscentre, hewritesthekeywordoutoftheproblemdefinition.Thenthetrainerasksyoungsters to associate other concepts with this keyword and to put those in the petals surrounding the centre. Add petals to continue the association as long as needed in
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ordertogetasfurtherfromthekeywordaspossible.Thisenablesthemindtoperceive from a totally different point of view. Then youngsters select one associative word/conceptfromone
ofthepetalsinthe outer edge of the flower. The trainer then asks how that word can solve the defined problem. He/she collects the written ideas onthepost-itsand puts them on another flip-over sheetonthewall.
3. Using super companies, superheroes, role models (you could also use images of artists) towonderhowtheywouldsolvetheproblem.WhatwouldGoogle,Superman, anartistdo?Thetrainerputspostcardsonthegroundwithimagesofsuperheroes,role models and super companies, lets youngsters pick out one card and invites them to explainwhyandhowtheircardchoicewouldsolvethedefinedproblem.Allyoungsters puttheiridea(s)onanotherwhitesheetofpaper
d) Converging phase:
• Selecting the best ideas. Thisphaseiscalledtheconvergingphase.Thetrainerputsthree largesheetsonthewallwiththetitlesHOW,WOWandNOW.Heexplainsto youngsters themeaningofthecorrespondingcolours:
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those questions. At the end, the trainer asks each group to pitch their idea in two or threeminutestotherestoftheyoungsters.
e) Final phase:
Thewhole group voteswhichideathey willpickuprightaway, keepingin mindthat the othertwoideasaretobeelaboratedinthenearfuture.
Time 3to4hours
Resources
1 or 2 trainers; flipcharts; cards with images of super companies; superheroes and role models;post-its;littleroundstickersin3colours(red,blueandyellow);ballpens;paper;COCD box.
Aim of the activity
Ifthegroupcomesupwithalotofideasandasatisfactoryresult/solution,andthereissome positive energy during the session as well, the trainer will consider it successful. Feedback/Evaluationofthetrainerincollaborationwithyoungstershasalwaysaddedvalue, ofcourse
3.2.3. Values as a Stepping Stone (Weener XL – The Netherlands)
What problem/situation is it intended for?
Thisactivityismadeforallsituationsandcasesindailylifeinwhichitishardforyoungsters tomakeadecisionorinwhichayoungstercannottendtowhatisreallyimportanttohim/her and,therefore,cannotmakeplansorsetpriorities.Also,forallsituationsandcasesinwhich youngsterskeeponshilly-shallying,hinderingthemfromgoingintoaction
Phase 1. Awareness.
Youngstersdiscovertheirfivemainpersonalvaluesbychoosingthoseoutofagivensetofsic cardswhichare: certainty, variety, significance, love/connection, growth and contribution. Homework: they verify the weight of each value in their daily life for a week, by exploring pictures,filmsordrawingsofsituations,places,areasorpeoplethatmeanalottothem.
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Phase 2. Sharing and exchanging.
Backinthelearningarea,theyshareandexchangetheresultsoftheirresearch.Theyreceive questionsandcomplimentsfromtheothers, ingroupsofthree orfour. Inturns, eachgroup sharestheirresultswiththetrainer.
Phase 3. Creating.
Withhelpfromthetrainers,theycheck(ingroupsofthreeorfour)iftheir“working”valuesin their daily life are sufficient for making their life as a whole meaningful and worthwhile. “Whichvaluesarenotpartofmydailylifeyet,butwouldcontributegreatlytomywell-being and happiness once I perceived them?” (Examples of unexpected values: perseverance, courage,carefulness,creativity,independence,sportsmanship.)
Itwouldbeveryhelpfultomakeanoverall mood board ofvalues,withprintedpictures,small drawings, statements, landscapes, to include the values they would like to develop and comprehendaswell. Homework.theycheckthe mood board withdailyreality,includingaimsandwishes.
Phase 4. Developing.
Eachyoungsterchoosesavaluehe/shewantstogivemoreprioritytoinhis/herlife.Withhelp from the other youngsters, each youngster finds out which concrete action of his/her life comeswithvalue.Forinstance,ifIwant perseverance tobepartofmylife,itwillimplythatI keepontrainingformyexamnomatterwhat,evenifadversityortemptationholdsmeback, likeacrashedcomputerorbegfriends.Withhelpfromtheotheryoungsters,theychoosean adequatesituationingroupsofthreeorfourpeople
Phase 5. Exercising.
Ayoungsterstandsinthemiddleoftheroomholdingthecentreofaruggedropeofcircafive metres with both hands. The trainer speaks out clearly both the situation and the difficult choice the youngster has to make. Two pairs of other youngsters hold the ends of the rope, representing as a pair the decision the youngster has to make and the action he/she must undertake. Using different expressions, each pair utters the importance and interest of the actionandthevaluetheystandfor–whilepullingtherope.Itisnecessarythattheyoungster holdingtheropefeelsthepressureinhis/herhandsandbody.Please,notethatthissituation
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cansometimescauseemotionalmomentsforallyoungsters,especiallywhenthepairsbegin totightentherope. Iftheyoungsterstilldoesn’treactandstaysunaffected,thenthenumber of opponents on the rope can be extended. Two others may also help the youngster by expressingcomfortingphrasestovalidatethevaluewhichhe/shewantstodevelop. The youngster eventually makes his/her choice by moving towards the pair of youngsters representingtheaction/valuehe/shechooses.He/shetellsthegroupwhatmadehim/heract likethisandwhatroletheotheryoungstersandthetrainerhadforhim/her. Thetrainerhelpstheyoungstersinvolvedshareandappraisetheirexperiences,thoughtsand feelingsduringtheactivity.Allyoungsterstaketurnstoexperienceholdingtherope.
Example:ayoungsterhadtomakeaverydifficultchoiceforhim,betweenstayinginhissafe environmentwithhisfamily,friendsandschoolandthechallengeofgoingtoaninspiringwork trainingplaceontheothersideoftheworld(adivingschoolattheNingalooReefinAustralia, inwhichhecouldbeateachertraineeforoneyear).Theboyknewthatitwouldcosthimalot toleave,forhecalledhimselfa“familyminion”andbeinglovedand connectedmeantalotto him. But he also knew that growing and developing was one of the values he wanted to enhance but(had)alwaysstayedawayfrom. Having consideredhisdilemma, hediscovered that in this decision-making certainty and love/connection played an important role on one hand,and variety, significance and growth aswellontheother.Or,ashecalledit, I’m looking into ‘a deep cave of uncertainty’ once I have left my family behind,notbeingsureifandhowlove, friendship,connectionbutalsocourage,freedomanddevelopmentwereguaranteedoreven wouldlookinhisnewenvironment.
After finishing the activity, which was very impressive because of the seriousness his peers lookedathisproblem,hetoldthegroup,andespeciallytheonesthatrepresentedthevalueof connection and love,thathehadfelttheircravingandbeggingandwantinghimtostaydeeply. Butinsteadoflikingfeelingsofbeingwarmedandcaressed,hehadfeltthatpullingoftherope asanoose,whichwouldsuffocatehimifhedidn’tloosenhimselfoutofit.So,whenweasked himthequestion“Whatdoesthatmeantoyou?”,heansweredconvincingly,“There’snoother waytoarriveat growth and development thanoptingfor uncertainty;withoutfearordespair, butjustwiththeattitudelet’ sseewhathappens.”
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The activity may be extended with homework, for youngsters to train these kinds of “going intoaction”situations.
Evaluationofimpacttakesplacein thelongterm:overallappreciationduringan evaluation meetingafter3-6weeks,inwhichallthenewexperiencescometogethertobeappraisedand appreciated.
Time
8h(trainingroom)+4h(homework)
Resources
1or2trainers;6-8youngsters;setofvalues(24)(phase1);(smartphone)camera;magazines; colouredpencils(homework);A3sheetsofpaperadequateformaking mood boards (phase3); ruggedropeof5metres(phase5);flip-overs;post-its;ballpens;paper
Aim of the activity
Evaluationofimpacttakesplaceinthelongterm:overallappreciationduringan evaluationmeetingafter3-6weeks,inwhichallthenewexperiencescometogether tobeappraisedandappreciated.
3.2.4. Brainstorming – Osborn Method
What problem/situation is it intended for?
AlexanderOsbornwasacreativeadvertisingexecutive,whointhe1950sbroughttothedesign thinkingandbusinessfieldatechniquetothinkfreely,withoutprejudiceorvaluejudgements, toproposegoodsolutionsandsolveproblems,andwhichiseasytoremember.Brainstorming isanactivitythatcanrefreshteamworkbythinkingoutoftheboxinordertogettoknowthe subject/problembetter.
a)Thetrainerneedsawhiteboardorverticalnotebookandstartsbywritingthequestionthat isthechallengeortheproblemthegroupwantstosolve. Forexample:“Whatisahumanbody?”
b)Then,thetraineropensthediscussionandaskswhatthemainconcept/keywordis.Inthe previousexample,itwouldbe“humanbody”.So,thetrainercreatesaballooninthecentreof theboardandwritesthatconcept/word.
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a) Thetrainer,assistedbyanobserver,startstheconversationwithapersonalstoryabout his/hercharactertraits,afterwhichhe/shepresentstheobjectivesoftheactivityand its phases.Youngsters should create a list of words using challenging questions/requests,likethis:
Writethreewordsabout:
• personalcharacteristics;
• whatyouliketodomost;
• momentsofhappiness;
• momentsoffear;
• thingsyouwanttodointenyears.
They then identify the five most important aspects from the list and add objects/picturesthatrepresentthosewords.
b)
Plan/project
Youngstersselectthosepicturesfrommagazines,cutthemandmakeaphotomontage usingwordstoo.
c)
3DAssemblage
Theygatherobjectsandmakeacompositionwiththoseobjects,usinggluetofixit.
d) Theygiveatitletotheirassemblages.
Theneachyoungstertellsthestorybehindhis/herassemblagetothegroup.
Time 3hours
Resources
1 trainer; 1 observer; youngsters; tables; chairs; paper; pencils; magazines; scissors; glue; severallittleobjects;canvas;wire;nails,lines,ropes;ink;paints.
Aim of the activity
Theactivitywillbesuccessfuliftheyoungsterconcretizes/specifies:
• alistofwords;
• aphotomontage;
• anassemblage;
• atitleandastorybehindthework(evenifitisashortnarrative).
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Therewillbeashortquestionnaireconcerningtheyoungster’ ssatisfaction.
3.3. Just do it (Creativity and innovation)
SeveraltheorieshavebeenwrittenaboutCreativity,especiallyinthePsychologyfield.Wecan describe Creativity as the capacity to use imagination and find ways to do something new. FrankMiltnerandKlausKolbhavesaidthatcreativepeopletendtobehappierthanothers, buteverybodyhascreativepotential.WhenitcomestodefiningCreativitythereareseveral theories.Wemayidentifytwoofthem:CreativityasacapacitytosolveproblemsandCreativity asacapacitytocreateartisticproductions. We may also see Creativity from the perspective of the process or concerning the production/result.Acreativeproducthastohavethreecriteria:
• itshouldbenewanddifferent;
• itaimstosurpriseandprovoke;
• itoughttobemeaningfulforothers.
Fromthepointofviewofthecreativeprocess,itdemandsfoursteps:
1. Challenge/problem situation (tension); 2. Sleep on the problem (wehavetowaitandlettheunconsciouslevelofourmindwork onit); 3. Inspiration/idea (euphoria); 4. Confirmation and execution (Aftertheeuphoria,ithastobethoughtagain,analysed inallaspectsoftheidea,usingwritingordrawing,forexample.Aplanhastobemade andimplemented.)
3.3.1. Art flow
What problem/situation is it intended for?
GoodVibesareaseriesofArtTherapyactivities.Itdealswithemotionslikeangerandsadness through helpful exercises, in which youngsters think about their feelings by using colours, shapes and symbols. Good Vibes helps to focus on good thoughts and making young people happy.Theseactivitiesaredirectedtodevelopyoungsters’positivethinking.
a) Draw your emotions. In this activity, youngsters focus entirely on expressing their emotions through drawing. They can be abstract in their drawings, use symbolism or be realistic.Theycanuseanytooltodraw:regularpensorpencils,graphitepencilsorcrayons. b) Make a meditative painting. Nopaintingskillorexperienceisnecessaryforthisactivity–onlyadesiretorelaxandbecomemorecreative.Ameditativepaintingisrecommendedtobe as abstract or messy as possible, with no restrictions. Youngsters can use their hands, their fingers,brushesorothertoolstopaint.Dependingonthepaintofchoice, youngsterschoose theadequatematerialtopainton.Itcanbecanvas(foroilandacrylicpaint),paper(forwater paintingorcrayons),textile(forfabricpaintoracrylicpaint)orevenwood.Theyshouldfocus on positive emotions during all the painting. This can help them remember those feelings whenevertheyseethatpaintingagain c) Draw your Heart. This activity consists of youngsters drawing their feelings in a heart shape They write words that express themselves, their feelings, their vision, their desires, making sure those words fill in a heart shape. They may use bigger or smaller fonts, and different shapes for those words, depending on how impactful those feelings are for them Afterwards,theydrawanotherheartusingnegativewords–theirfears,theirself-doubts,their darkfeelings–andattheendofthesessiontheyburnitupandthrowtheashesfromawindow orintoarivernearby.Thisstepmustfollowsafetyprocedures.Iffireisrisky,thenthesame stepcanbereplacedbytearingthepaperinpiecesandthenthrowingthemaway.Theheart withpositivefeelingsshouldbekeptinyoungsters’bags,intheirwalletsorontheirwallsto remind themselves that they are able to follow their positive emotions and overcome the negativeones.
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d) Explore puppet therapy. Puppetsaren’tjustforkidsandcanbeanexcellenttherapy In thisactivity,youngstersmaketheirownpuppets.Theycancreateapuppetwithanythingthey like:asock,origami,orbysewingclothes.Thentheyhavethepuppetsactoutscenesthatmake themupsetfortherapeuticpurposes.
e) Use line art. Lineisoneofthesimplestandmostbasicaspectsofart,butitcanalsocontain a lot of emotion. Youngsters may use simple line art to demonstrate visually how they are feeling,asshownhere:https://www.youtube.com/watch?v=q9aTKCpKi0
f) Design a postcard you will never send. Whenpeoplearestillangryorupsetwithsomeone intheirlife,expressingtheirfeelingsmayhelpthemdealwiththesituationandmoveon,even when they cannot confront that person. In this activity, youngsters create a postcard that expressesthosefeelings,tohaveclosure,thoughtheydon’thavetoeversendit.
g) Create a family tree or sculpture. Forthisactivity,youngstersmakearepresentationof each family member – mother, father, siblings, and any other close or influential family members–toexploreemotionaldynamicsandroleswithintheirfamily.
h) Paint a mountain and a valley. Inthisactivity,youngsterspaintamountain,torepresent atimewhentheywerehappy,andavalley,torepresentwhentheyweresad.Theyshouldadd elementsthatreflectspecificeventsaswell.
i) Attach a drawing or message to a balloon. Asameanstosendawaynegativeemotionsor tospreadpositiveones,youngstersmakeadrawingorwriteanote,accordingly. Then,they attachittoaballoonandsetitfree.
Time 2h(Eachactivityneedsatleast2hoursaday)
Resources
trainer; youngsters; papers; markers; felt-tip pen; flip charts; paints; materials for making puppets;line;pencils;balloons;postcards.
Aim of the activity
Youngsters feel happy to draw their emotions. They relax when they make meditative paintingsandtheyfocusonpositivethinkingwhentheyhavedealtwiththeirnegativefeelings. So,theactivitieswillbesuccessfulifyoungsterscanexpresstheiremotionsclearly.
No. ID 2019-1-NL01KA204-060534
3.3.2. Relax with Art
What problem/situation is it intended for?
Art is a relaxation vehicle. Through these different joyful activities, youngsters experience relaxation.Theyfocusonrelaxingbypaintinganddrawing.
a) Paint to music. Inthisactivity,youngstersletcreativityflowinresponsetomusic.Itisa greatwaytoletouttheirfeelingsandjustrelax.
b) Make a scribble drawing. With this activity, youngsters turn a simple scribble into somethingbeautiful,byusinglines,coloursandtheircreativity.
c) Finger paint. Finger painting isn’t just fun for kids – young adults can enjoy it as well. Youngstersshouldgettheirhandsmessyandreallytrytohavefunspreadingthepaintaround.
d) Make a mandala. Youngsters may use the traditional sand mandala or drawoneontheirown.Eitherway,theideaisthatthismeditativesymbol caneasilyhelpthemtoloosenup.
e) Draw with your eyes closed. In this activity, youngsters experience drawingwiththeireyesclosed.Notbeingabletoseewhattheyaredrawingintensifiesfluidity, intuition,touchandsensitivity.
f) Draw something huge. Youngsters try to draw something huge, by getting their body involved and moving around. That can help release emotion as theyare drawing. They may useawhiteorablackboard,oranoldbedsheet.
g) Use colour blocks. Youngsters start by cutting out pieces of small colourful paper from magazines or art papersheets to make paint chips. Then they chooseseveral of those paint chipstoworkwithandcollage,paintandglueuntiltheyhavecreatedacolourfulmasterpiece.
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Resources
trainer;youngsters;paints;markers;papers;audioequipment;white/blackboardoroldbed sheet;magazines;artpapersheets;felt-tippens;pencils;sand;glue;colouringbooks;printed samplesofmandalasandZentangles(SamplescanbefoundonlinewithasimpleGoogleimage search).
Aim of the activity
Theactivitieswillbesuccessfulifyoungstersarehappywhenpaintinganddrawingfor relaxation.Whentheymaketheircreativeandjoyfulpaintingsordrawings,theywillfeel relaxed.
3.3.3. Art, the Source of Happiness
What problem/situation is it intended for?
Happiness can be achieved through various artistic pursuits. Youngsters may not be able to drawhappiness,buttheycanbehappywithart.Theseactivitiesarehelpfulinprovidingways todealwithsorrowandsadness,andtransformnegativefeelingsintohappiness.
a) Collage your vision of a perfect day. Youngstersthinkaboutwhat constitutesa perfect daytothemandcollagetheirvisionofit.Theystartbycuttingoutpicturesofthingstheylove. Thentheyarrangethepicturesandpastethemonpaper.Theresultofthecollagemightserve asavisionboardforfutureplans.Itspurposeistodepictandleadyoungsterstotheirdesired future.Towardstheendofthesession,eachyoungstershareshis/hervisionofaperfectday withothermembersofthegroup.Besidessharing,thegoalisalsotofindoutwhohassimilar dreamsandvisionsaboutthefuture.
b) Take photographs of things you think are beautiful. Youngsterschooseobjects,people, nature,scenesorscenariostheyconsiderbeautifultophotograph Nooneelsehastolikethem but the youngster who chose them Then they print and frame the photos to have constant remindersofthebeautifulthingsinlife.
c) Make a collage related to a quote you like. This activity can bedone on paper or on a smartphone by using one of the “quote maker” applications (for example, https://play.google.com/store/apps/details?id=com.ist.quotescreator&hl=enUS&gl=US).
Youngsterstakethewordsofwisdomfromsomeonethatinspiresthem,ortheirown,andturn themintosomethingvisuallyinspiring.Iftheyareworkingonpaper,theycaneithermakea
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collage or paint. If theyare working on their smartphones, theycan pick an inspiring photo online(usingwebsitesthatallowfreedownload,suchasPixabay),addtheirquotetothephoto intheirownstyleandpostitontheirsocialmediaasaself-manifestation.Youngsterscanuse theirownwords,aswellastheirverypersonalwritingstyle.
d) Create a drawing that represents freedom. TheSurrealistsembracedautomaticdrawing as a way to incorporate randomness and the subconscious into their drawings, and to free themselvesfromartisticconventionsandeverydaythinking.Inthisactivity,youngsterstryto dothesameandcreateadrawingthatrepresentsfreedomforthem.
e) Document a spiritual experience. If youngsters have ever had a spiritual experience in theirlife,theycanpaintintuitivelywhatitfeltlike.
f) Make a stuffed animal. Soft,cuddlyobjectscanbeverycomforting.Thisactivitycouldbe usedtocreateanimaginaryanimalfromyoungsters’intuitivedrawings.
g) Textile art as therapy and self-expression. Inthisactivity,youngstersworkwithtextiles, embroideryandcosymaterialswhichremindthemofchildhood.Bychoosingtodealwiththe memoriesfromthepast,theycancreateacorrelationwiththewaytheystrivetoperceivetheir lifeandexpectations.Youngstersshouldcreateimageswiththesematerialsandexplainhow theylinkthoseimageswiththeirperceptionofthepast,presentandfuture.
h) Build a “home” . This activity has youngsters creating a safe, warm place that feels like home to them. They should first ponder on what home means to them. Then they make a maquettemodelofahome,orsimplydraworpaintitonapaper.
i) Document an experience where you did something you didn’t think you could do. This activityistobeusedasachanceforyoungsterstodocumentandcommemorateamemorable accomplishmentintheirlives,butonethattheywerescaredorunsureof,anddiditanyway.
j) Destroy your negativity and borders. Youngstersgetapieceofplywoodordrywoodofa maximumof8mmthick,aminimumof40cmlargeand40cmlength.Onthepieceofwood, theywritetheemotionsormemoriesthat theyfeelare limitingthemorholdingthemback. Then they put the piece of wood supported on two chairs or desks. They focus on those negativitiesonelasttime,takefivedeepbreathsandbreakthewoodlikeakaratemaster.
k) Make a wishing star. Thetrainerteachesyoungstershowtomakeanorigamiwishingstar withcolouredpapers.Youngsterspicktheirfavouritecoloursandmakepaperstripsforthe origamistar.Theywritetheirwishes,orwhattheyaregratefulfor,ononesideofthepaper
a) The trainer talks about emotions and asks youngsters what an emotion is, what kind of emotions we can feel, what positive or negative emotions are. The group may talk about a concreteexperiencethatsomeyoungsterscouldtell.
b) Then, the trainer focuses on the emotion that is more important to each of them, asking themtowriteitonasheetofpaper
c
)Thetrainerasks“Ifthatemotionwasacreature,whatkindofcreaturewouldthatbe?”and invitesyoungsterstodrawit.
d) In the middle of the room there are several kinds of objects from garbage (reusable materialslikebottles,packages,paperplates,andsuch).Thetrainerchallengesyoungstersto builda3Drepresentationoftheircreature,explainingthepossibilitiestoadddifferenttypes ofshapesormaterials,usingwire,glue,gluetape,hotglueorwhatevertheyfeelnecessary.
e)Listeningtomusic,youngstersbuildtheirowncreaturesandgivethemnames.Theycan’t forgettoaddatleastaneyeandotherfaceelements.
f)Eachyoungsterpresentshis/hercreature.
Time 3hours
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Time
2hours
Resources
trainer;youngsters;whitewaxcrayon;oilpastel;ink;watercolour;paper;pencils.
Aim of the activity
Theactivitywillbesuccessfulifeverybodycreateshis/herownpaintingusingthefirstor secondoptionandgivesitatitle.
3.4. Party time (Communication)
TheCommunicationcompetencemaybedescribedasknowinghowweshouldspeaktoothers in different situations or settings. It is crucial to learn how to convey ideas effectively to different personality types. That has the potential to eliminate confusion when people communicate poorly and whole projects fall apart. Related Communication skills are: active listening;confidence;conflictresolution;organisationandsocial/culturalskills.
From the perspective of Art-Education, especially through visual arts strategies, Communicationisthewayofsharingandmakingartisticcreationvisible.Forexample, without anexhibitionopentothepublic,itisasifanartist’sworkdidnotexist.Artlivesofsharingand has a social role. Therefore, in Art-Education the idea about Communication is similar: the feedbackcreatedbythevisibilityoftheprocessandtheworkmadebyyoungsters(expressed bythem)isdecisiveforthelearningprocess.
3.4.1. Into the Culture
What problem/situation is it intended for?
Thisactivityisagoodwaytoknowbetterthecultureandlanguageofaforeigncountryoreven yourown,whenyouareabroadorinyourcountrybutexploringsomeothercityorotherplace thanyourhometown(althoughitcanalsobeinyourhometown),aswellastoimprovesocial skills,leadershipandCommunication.
a) Thetrainerdividesyoungstersintosmallergroups(ofthreetofivemembers).Eachgroup goes into the city, finds some local people and asks them what that city/place is famous for.
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b) Whentalkingtolocals,theytrytofindoutwhatplaces/monuments/buildingsareworth visitinginthatcity/place(atleastthree).Ifpossible,theyshouldtrytofindandvisitthem. Ifitistoofar,theycanplanatripforthedayafter,withallthegroupstogether,agreeing onwhichplacesfromthevariousliststheywillactuallyvisit.
c) Then,theyoughttofindsomelocalsandtakeaselfiewiththem(orrecordashortvideo), butinamorecreative,activeandspontaneousway,likestandingonlyononeleg,jumping, orsomethingelse.Latertheywillshareitwiththeothergroups.
d) Eachgrouphastolearnthreenewwordsintheforeignlanguageifabroad(orbyasking localsiftheyknowsomeforeignlanguages)orlearnthreewordswhicharecharacteristic totheregionyouarein.Ifitispossible,theyshouldalsolearnaforeigntongue-twister.
e) The groups play a theatrical mini-étude/performance in some characteristic place of the city. It ought to be funny, but they can decide to make it more serious. They make a recording of the performance on their smartphones Then they invite some locals to participateinit Theycanusesomefunnygadgetsiftheyhavethem.
f) Thetrainergathersallthegroupssothattheycandiscusswhattheyhavelearnt,andwhat their observations are when it comes to culture, language and locals. The groups share theirphotosandvideos. Theyteacheachother the newwordsandtongue-twistersthey havelearnt.
Time 6hours
Resources
trainer;youngstersdividedintogroupsof3-5;locals;smartphones(totakephotosandrecord videos);piecesofpaperandpens(theycanalsousenotesintheirsmartphones)towritedown newwordsandtongue-twisters;somefunnygadgetstobeusedduringperformances.
Aim of the activity
Theactivitywillbesuccessfulifyoungstersteacheachotherthenewwordsand tongue-twisterstheyhavelearnt.
3.4.2. Never-Rarely-Often-Always
What problem/situation is it intended for?
Project MOVE BEYOND
No. ID 2019-1-NL01KA204-060534
Itismeanttotalkaboutdifferentcultures,discrimination,stereotypesandprejudices.Itaims toshowthateverybodyisanindividualandweshouldnotjudgepeoplebytheir nationality, culture,religion,race,nordiscriminateagainsttheminanyotherway.Itmotivatesyoungsters tobeopentonewnessandotherness,aswellastootherpeople’sopinion.
a) Thetrainerspreads foursheetsof paperonthefloor titled“Never”, “Rarely”, “Often” and“Always”.Thesheetsshouldbespreadatadistanceofabout twotothreemetres fromeachother.
b) Thetrainergivessomeactions/sentences,like“Iamlateforschool”.Thetaskofeach youngsteristoplacethemselvesnexttoapieceofpaperthatbestdescribeshowoften theyperformtheactiongiven.Examplesofactions/sentences:
- Itelljokes.
- Idon’tdomyhomework.
- IspendmyholidaysthewayIlike
- Ilikenatureandanimals
- Iamlazy.
c) Thenextstepisaddingaculturaldimensiontothetask.Nowthesentencesarelike:
- Italiansspendeveningsathome
- Polestravelabroad
- Spaniardsaregoodatcooking.
- Germansspeakloudly.
- Dutchmenridebikes.
d) Discussion –youngstersshare theirstereotypeopinions orprejudices andtalkabout whytheythinklikethat.Theobjectiveistoshowthateverybodyisanindividualand we should not judge people by their nationality, culture, religion or race, nor discriminateagainsttheminanyotherway.
Time 1hour
Resources
trainer;youngsters;4sheetsofpaper;marker.
Project MOVE BEYOND
No. ID 2019-1-NL01KA204-060534
Aim of the activity
The activity will succeed if youngsters discuss what they have learnt and what their observationsarewhenitcomestootherculturesandpeoplewithdifferentbackgrounds.They oughttosharetheirstereotypeopinionsorprejudices,talkaboutwhytheythinklikethatand whytheyshouldreflectontheiropinionandthinkthroughitagain
3.4.3. Urban Sketch
What problem/situation is it intended for?
Drawingwhatwesee whilewevisitthecityisan excellent waytoknowtheplace,improve visualperceptionandcollectgraphicmemoriesthatcanbeusefulforcreativework,toreveal hiddenaspectsorforyoungsterstosharetheirpointofview.
a) Youngstersmayproduceasketchbookthemselvesorbuyone,whichshouldbesmall enoughtobecomfortabletocarrybutbigenoughtodraw.ItmaybeA5orA4;it’supto eachonetodecide.Itcanhavewhiteorblacksheets.
b) The trainer will give some challenges so that young people look around more consciouslywhilewalkingaroundthecity Forexample:
- Findanddrawatree;aflower;ananimal
- Drawanoldbuilding;amodernbuilding
- Drawaperson.
- Writewordsorsentencesthatrepresentwhatcomestoyourmindwhilelookingat theplace.
- Gluephotos,tickets,partsofflyersaboutthecitythatyoufindinteresting.
c) Comingbackfromthevisit,youngstersmayincludemoredrawingsorotheritems.
d) Eachyoungsterthensharestheir“graphicjourney”withthegroup.
Time 3hours
Resources trainer;youngsters;sketchbook;crayons
Aim of the activity
Theactivitywillbesuccessfulifeverybodydoessomedrawingsonthesketchbookandshares someexperiencethroughthat.
Project MOVE BEYOND
No. ID 2019-1-NL01KA204-060534
3.4.4. Prepare an Exhibition
What problem/situation is it intended for?
Anexhibitionisagreatwaytoshareandcommunicatethepointofviewofyoungstersabout some subject, using artistic tools such as posters, photos, paintings, lettering, flyers, videos, music,andsoon.Oftenitisthefinalstepofaprojectandithelpstosynthesiseallprocesses, revealingthemainconceptsthatshouldbeshowntothecommunity.
a) In the space or room where the exhibition will take place, the trainer discusses with youngstersthetitle,thecontentoftheexhibitionandthewayinwhichtheywillpresent theirworks.
b) Afterthat,thegroupselectstheworksanddecideshowtheycanbeexhibited.
c) It is important to prepare: subtitles for the artworks; the lettering of the title for the entrance;lights;placesforthepublictosit;andflyerstopublicisetheevent.
d) Itisalsoimportanttocreateanactivitythatinvolvesthepublicintothecontentofthe exhibition.
e) Thepublicshouldbegiventheopportunitytoexpresstheiropinionsinaguestbook.
Time 6 hours
Resources trainer;youngsters;works;supportfortheworks;toolstofixorglue;paper;printer.
Aim of the activity
Theactivitywillbesuccessfuliftheexhibitionhappensandreceivespublicparticipation.
4. Evaluation tools
In this chapter we intend to contribute to the monitorization of the teaching-learning experienceinthefieldofArt-Educationbydeliveringexamplesoftoolsconcerningresultsand self-assessment.
Considerthattoevaluateistocollectimportantinformationtodeterminetheefficiencyofthe activity. We do not want to evaluateeverything at thesame time. We have to select what is importantinthefirstplaceandbestricttoit.
Project MOVE BEYOND
No. ID 2019-1-NL01KA204-060534
2. Dart Board
Give each youngster an A5 sheet drawn up with a Dart Board that looks like this:
3. Open answers
Whatarethebestthingsthathavehappenedduringthisactivity?
Whatwouldyouchangeifyoucould? ……………………………………………………………………………………………………………………………………….
Project MOVE BEYOND No. ID 2019-1-NL01KA204-060534
5. References
Carita,A.(2020). Entrevista a Artur Cruzeiro Seixas.RevistaExpresso,dezembro2020
Efland,Arthur(1995) Change in the conceptions of art teaching inNEPERUD,RonaldW.(ed.)–Context, content and community in Art Education: beyond post modernism. New York: TeachersCollegePress,pp.25-40
EuropeanCommission(2019) Key Competences for Lifelong Learning.pp.16ISBN978-92-7600476-9
Judkins,Rod(2015) A Arte do Pensamento Criativo CírculodeLeitores.pp.312
Miltner,Frank;Kolb,Klaus(2001) Aumente a sua criatividade.CírculodeLeitores.pp.95
MOOSS(2013) Kunst Theorie en Praktijk Erfgoededucatie.ISBN978-90-3348938-9
WeenerXL(2019) MOVE Beyond project application.Call2019FormKA204-A77E5E41.NL01 NationalAgencyErasmus+
EdwardM.Glaser(1941) An Experiment in the Development of Critical Thinking, Teacher’s College,ColumbiaUniversity
https://www.criticalthinking.org/pages/defining-critical-thinking/766,lastvisitedon
Merriam-Webster.comDictionary,Merriam-Webster,https://www.merriamwebster.com/dictionary/warm-in%20boy,lastvisitedonMarch2021
YouTubevideos,lastvisitedonMarch2021