Step out of your mind animate your life
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A creative toolbox of non-formal education methods
STEP OUT OF YOUR MIND!Animate your life!
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Step Out of Your Mind, Animate Your Life!
A creative toolbox of non-formal education methods
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• ThissmallbrochurehasbeendevelopedintheframeoftheStepOutofYourMind,AnimateYourLife!trainingcourseandcollectsbetweenitscoverstheworkofthe20participantsinvolvedwhoworkedtogetherandcreatedvariousmethodstobeusedinworkingwithyoungpeopleandnotonly.
• ThetrainingcoursetookplaceinBusteni,Romaniaduring23rdofNovemberand1stofDecember2013.Theprojectwasfinancedby theEuropeanCommissionthroughtheYouthinActionProgrammeandgatheredtogether22participantsfrom7countriesalloverEurope:Romania,Ukraine,Spain,Croatia,Latvia,GeorgiaandArmenia.
• TheStepOutofYourMind,AnimateYourLife!projectcreatedthecontextforyouthworkersandyouthleaderstoexploretheircreativepotentialinordertodevelopasetofmethodsandinstrumentsthattheywillusefurtherintheirworktodeveloptheyoungpeople’snaturaltalentsandabilitiesforabetterunderstandingandinte-grationintheworkfield.
• Whathappened there?Theparticipants spentanamazingweek together think-ingaboutthevaluesthatguidethemthroughtheirwork,exploringtheircreativitythroughgamesandplaying,working in teamsandcreatingmagic together.ThesparkleoftheirworkisavailablebothinthisbrochureandonlineontheA.R.T.Fu-sionYoutubechannelwhereyoucancheckthevideoresultsofthetrainingcourse.
• TheprojectwasinitiatedbyA.R.T.FusionAssociationfromRomaniainpartnershipwithYouth InitiativeCenter fromArmenia,Raplection fromCroatia, InternationalCentre forPeaceand Integration fromGeorgia,Society “ERFOLG” fromLatvia,FundacióCatalunyaVoluntàriafromSpainandInstituteofUkrainianStudiesfromUkraine.
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• ThemeSOCIAL BARRIERS FOR TEENAGERS
• Description of the objectives:Selfexplorationbychangingroles
• Materials: Postits/ColoredpapersA4/Markers/Chairs/Apples/String
• Energizers: 1.RamsamsamAiiia
2.AppleQUEST(1biteatleastperperson)
3.TALKINGTRAINPresentationofthestations
STATION1Assigningroles-Conversation-ChangingstationsSTATION2Assigningroles-Conversation-ChangingstationsSTATION3Assigningroles-Conversation-ChangingstationsSTATION4Assigningroles-Conversation-Changingstations
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• ThemeBLIND PATH
• Description of the objectives:Suitableforinsideandoutside.Pathwithobstacles–oneeyefoldedguidedbythegroup2Groups,raceforwhogetsfirst.
• Energizer: Allthegroupsareplacedatsidesofthepaths.
Every group has to guide the eye folded in order to get to theothersideofthedrawnpath.Theguidancewillbemadethroughaninventedlanguage.
The language invented has to be logical and to be composed bysongs, invented words or any sound that should suggest to thefoldedtheproperguidance.
Thegrouphasto“translate”thedirections(forward,backwards,left,right,jump).
BLIND FOLDED IS OUTSIDE OF THE GROUP while they are“translating”.
Eye folded participant CAN’T TOUCH ANY OBJECT and if hetoucheshe’ll/she’llstartfromthebeginning.
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• ThemeMINIMALIST PROBLEM SOLVING
• Description of the objectives:Aconceptofanalternateproblemsolvingmethod,byfocusingonaccomplishingagoalwhileusingasanymeansavailable,givingonlyrestrictionof timeandspace,and regardinganyother informationorinstructionasarestrictioninthepathoffindingasimple,creativemethodtosolvetheproblemathand.
• Energizers: Introduction:
Name:“Oneminutefly”Learning objective: presentingtimeasoneofthebiggestconstraintstoface.Materials: projector, chairs, blankets or some seating places,flipchartandpens.Nr of participants: 5-25Description:The“OneMinutefly”movieisshownandafterwards,usingaclockdrawnpreviouslyon theflipchart, theparticipantsareaskedabouttheir opinionandaboutwhat theyseeas limitations.Then the re-lation isexplainedbetweenthevariousanswersgivenandtime. Itshouldbeexplainwhyandhow,fromahumanperspectivetimeisoneofthebiggestlimitingfactorsinanyactivity.
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• Exercise 1:
Name:Paperretrieval.
Learning obj:Pointingoutthedifferencebetweenactualrestric-tionsandobstaclesthatareonlyassumedtobetruewithoutnecce-sarilybeingso.
Time : ~10min.
Materials: chairs,string,paper,adhesivetape,pensforeachandeveryparticipant,astopwatch.
Nr. of participants: 2-25
Description: Apieceofpaperishangedfromalamp,outofreachofthetallestmembersinthegroup,butwithinreachofthemiftheywouldbesittingonachair.(preferablybeforethestartingofthesession)Acircleismadewiththechairswiththebackstotheinsideofthecircle.Everyparticipantisaskedtostandinsidethecircleandisgivenapen.Theparticipantswilonlybegivenasinformationthetimeframeinwhichtheyhavetoachievethegoal(recoveringthepaperwithoutmovingthelamp)-(10seconds)andtherulethattheymustnotleavethecircle.Nootherinformationshouldbegiven,evenifrequested.
Note:thelampinthisexampleisonlyrequiredsothattoeliminatetheposibilityofparticipantsofjumpingtograbthepaper,forbothsafetyreasonsandfortheunfoldingoftheexercise.Proposed solution: draggingachairinsidethecircleandstandingonit.
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• Exercise 2:
Name: Comparativedrawing
Learning objective: Observingthedifferencesbetweentheresultsofaprocessbothwithandwithoutaclearlydefinedgoal.
Time :~10minutes
Materials:2piecesofpaper,chairsandpensforeveryparticipant
Nr. of participants:5-25
Description: Thechairsareputinthecircle,withthebackstowardstheinside.Theparticipantsareinstrutedtodrawasinglelineeachonthepieceofpaperthenpassitasfastaspossibletothepersonontheirright(orleft).Atimelimitshouldbeimplied,butnotspecified,astomotivatetheparticipantstopassthepaperasfastastheycan.Theroundendswhenthepaperhasmadeafullcircle.Afterthefirstsheetiscollected,asecondoneisgiventothemandtheyareaskedtorepeattheexerciseinsuchawayastheendresulttoresembleacertainthing,preferablyasimpledrawing,suchasasmileyface.
Afterthesecondroundiscompletedtheresultsarecompared,andthe differences are pointed out between them. The usefullnes ofhavingaproperlydefinedgoalbeexplainedifnotalreadyobservedbytheparticipants.
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• Exercise 3:
Name: TheBus.
Learning objective: Offering an situational device based onimprovisation to explore the effects (drawbacks) of overthinking/overcomplicatingasituation.
Time: 10-15minutes
Materials: chairsoranythingthatcouldmarkapathforthegrouptofollow,orcreateobstacles.
Nr. of participants:5-25(ormoredependingonthespaceavailable)
Description:A path ismarkedwith the chairs, then the participants are askedto group and imagine they are inside of a bus. They are taskedwith followingapath,while the trainers createobstaclesandstopthe bus at each of them. Examples: a punctured tire, where theparticipantshavetochangeit.Apersoninawheelchairwhoneedshelptogetinthebus.Apersoncaughtwithoutaticketbythetaxator.Afterovercomingseveralsuchobstacles,theparticipantsareaskedabouttheiropinions,howtheyactedandhowcouldtheyhaveacted.
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PARTICIPANTS step out of your mind, animate your life!
Armenia
Angela Avetisyan
Sahakyan Suzan
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Vardanyan Arsen
Georgia
Nika Markozashvili
Nino Ungiadze
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Ukraine
Olha Krat
Pushahinuska Iryna
Olga Budzhak
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Spain
Elias Escribiano
Lia Ortega
Josep Manuel Muñoz López
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Nazareth Peral
Croatia
Tena Dubcek
Elvira Angyal
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Latvia Svetlana Smirnova
Romania
Cristi Musetescu
Ignat Iulia
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Anca Hurubaru
Ana -Maria Ilie
Staff Support
Alexandra Tomescu
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Trainers Roxana Turcu
Cristina Stan
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Project initiated by
Financially supported by
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Do not forget to Step Out of Your Mind and Animate your
Life every single day!
Thank you! :)