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THE TEN SYMBOLS OF THE PACK METHODOLOGY The methods used in the pack are very simple. They are mostly not difficult and not dangerous. They are, though, harder work for those running them and those participating. They will be for some people a change from what they are used to. (For a description of people's varying reactions to change, see the exercise Change). The following ten symbols explain something about the methods and their rationale. 1. The lecturer or expert style of telling people what they need to know is not encouraged. Nor is sitting in rows or behind desks. Sitting in circles, so that everyone can see each other with no barriers, is encouraged. Also, breaking up into smaller groups of two, three or five people gives everybody the opportunity to contribute, as well as providing variety. Any activity or session or workshop or pack cannot provide everything for people. It is, rather, like building blocks. It can add some more blocks to whatever the individual is building (a wall, a house, a palace etc). Some things can be offered which some people will find useful and others may find less so. Some people may reject any kind of blocks which are different shapes to the ones they expected. Others can transform blocks into shapes suitable for their own building. Although strengths and positive aspects are concentrated on, weaknesses and more negative things should not be ignored. All people can learn new things if they are open to do so. By facing difficulties and problems and less pleasant things about ourselves, we can learn and develop. Any activity/session/course/pack can stay on a safe, secure level and people will, of course, learn and move forward. If, however, things move beneath the surface a little... if some risks are taken.... if participation and dealing with real issues and feelings are promoted, then difficulties and some unhappiness can occur. The chances are much greater though, that real learning and development will take place at a much higher level. If the left-side of the brain only is engaged then learning can only possibly reach a certain level. This side is the logical, rational one that controls reading, writing, number, tasks. If, however, the right-side is also engaged (the side of imagination and feelings and creativity) than the whole person is involved and learning can reach a much higher level. So: color, visual, musical and dramatic aspects; emotions and creativity, should be used and stimulated. The educational theory underlying this work is based on Dale's Cone of Experience. This suggests that people only remember 10 to 20% of what they read or hear. If they see and hear then it approaches 50%. To get higher they need to see, hear, say and do. If they are actively involved they can integrate up to 90%. These methods all involve active participation and experiencing to encourage the greatest learning possible. Sharing and equality are two of the key elements of the approach. Not the patronizing Adult telling Child; Man telling Woman; North telling South; West telling East or Geneva telling everybody, what to do and how to do. Instead, a belief that everybody can learn from each other, if they are open to receive as well as to give. Accepting difference, in the world at large and within the group, are stressed. It means accepting people from different cultures and backgrounds; those with different lifestyles and opinions; those who want to be a part of everything and those who sometimes want to withdraw; that people are individuals as well as members of a Society. It means giving quite a lot of responsibility - including for their own learning or lack of it - to people themselves and not trying to lead, control or shape too much. The hope of this work is that people will feel motivated to do something about it themselves in their own local/personal situation. It can then have a snowball effect. gathering pace and momentum and increasing in size. First comes some awareness and sharing together and then can come some action with solidarity. Like light, weak snowflakes joining together until they form a formidable snowball.
10. People - whether on a course; in school; at work; in a refugee camp; in a relationship etc - can be treated like one of three vegetables. The Green Bean: the grower tightly controls its growth, to make it perfect. The grower knows what size, shape, colour and texture it should be to make it marketable. It becomes perfect but at a cost: no freedom.
Social games for trainings 1 AIESEC Timisoara
People treated this way are controlled to ensure that they have the right/best information, skills, etc. The Mushroom: the grower places them in a dark place (a dungeon, under a box) and leaves them to grow. They might occasionally be given some manure. They grow or they don't. People treated this way are given nothing. They are ignored, not told anything, except on occasions, something useless. The Tomato: the grower prepares the ground well; protects them from birds, waters them and cares for their growth, especially at first. After a while some may grow smaller/larger; greener/redder; sweeter; different shapes etc. All are considered worthwhile. This way of treating people, is to offer some things, especially at first, but then they are free to grow and develop themselves. The whole ethos of this pack is that it is better to try to treat people like tomatoes, rather than green beans or mushrooms. Neither perfection nor total freedom are the goals. The goal is to offer something, to share and to encourage real awareness and responsibility.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Game Getting to know each other Personal shield Human bingo The Treasure, the Pirate and the Key Me and my enemy My hero Human sculpture Identifying needs Humor and stereotypes Media and our lives A child on television Victims In every case Communication without words Hearing and seeing Looking through filtered eyes The Bridge / Derdians Silent Wall / Floor Discussion Page 3 4 6 7 9 10 12 13 14 16 18 20 21 23 25 27 28 31 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. Game Stereotypes Blame Car park Creatures of conflict Underlying anger States of tension Understanding conflict Images of war Boxing match Scarecrow Change Stop! Let’s start again! Taking a stand – Role play The nine year old carousel The 5 senses Analysis and planning The planning tree Zoom – A creativity game Page 32 33 34 36 37 38 39 41 42 43 44 45 46 49 50 51 52 54
Social games for trainings
1. GETTING TO KNOW EACH OTHER Introduction Any work that asks people to look at topics of a controversial kind or to use imagination and explore feelings can only succeed if people feel comfortable with each other. So, time spent on getting to know each other, even if it seems 'wasted' (not on the topic), is actually vitally important. A variety of activities can be used. Only a few of them are mentioned here. Activities 1. First Names Ask each person in turn to come and write their name on the board or paper and tell something about it - the origin; why they are named it; whether they like it; if they prefer. shorter or longer versions etc. Talking in Pairs People are asked to speak with one other person that they don't know, or don't know well, to introduce themselves to each other. They are encouraged to spend five minutes each. It is possible to give more specific questions to talk about. Afterwards each person in the pair could introduce the other to another couple or to the whole group. 3. Ball of wool People stand in a circle. The first person throws a ball of wool to another (anywhere in the circle) saying their first name and where they are from (or any other single thing that you decide on). The next person does the same. The wool should crisscross the circle. A point could be made at the end about the fact that everybody in the group is connected in some way by the wool and their being together right now. What I would rather do Sitting in a circle each person says their name and what they would do with their life Oob perhaps) if they could change. For example: 'llaria - Actress'. The next person then introduces their neighbor, saying their own name and what they would rather do. This continues until the last person introduces everybody and then themselves. This is not only a way for people to learn the names of others but to discover something more about them at the same time. I AM... Each person is given the 'I AM...' sheet (copy attached) and asked to write largely and clearly three things about themselves that are not obvious. So not, I am female or wear spectacles or have red hair. They can be as revealing or ordinary as each person wants them to be. Then they attach the sheet to their front. Stand. Walk around and introduce themselves to all the other participants by shaking hands; exchanging names; looking at the sheet of the other person and briefly commenting or asking a question. This allows a real personal connection between each person at the start.
Conclusion The Personal Shield and Human Bingo, also in the pack, can be used as getting to know each other exercises or later as re-connection ones. The value of all of them is that they stress that each individual matters and is being valued for themselves, before anything is done in groups or on the content. This is essential for this work that looks at respecting others and accepting difference. It sends a very clear signal right from the start.
2. PERSONAL SHIELD Introduction
Social games for trainings
A short exercise for people in a group who do not know each other very well or who have not seen each other for a while. To encourage easier communication between -group members. A B C D MOTTO Each person draws - or makes - their own shield including the following: A B C D Alternatively: 3 Favorite things to do in leisure time (drawn); 3 Ambitions (drawn); 3 People you admire (drawn); 3 Places you like or would like to visit (drawn);
A Three depictions of your family, personal life. B Three depictions of your work or study life. C Three spare time activities. D Three places you like or would like to visit. Other variations are possible. They also adopt a phrase that's applicable to them which will be their motto. Once complete, with a partner each person talks about their shield and motto for ten minutes and then listens as their partner explains their's for ten minutes. They can then be put on the wall of the meeting room for people to look at and guess which belongs to each person or with names on the top.
See picture on next page.
Social games for trainings
Social games for trainings
push chairs away and retain only the Bingo sheet and a pen. after lunch or a break away from each other. Not advised as an icebreaker. In other words. 7he winner is the person who fills all twelve boxes first. At the end. They should do this by mingling. Ask the group to stand.The statements should cover a variety of topics. The leader of the group should usually join in. See enclosed sheet as an example. have a show of hands to test responses to each statement. suitable for the group you are working with. 2. with statements that group members must find the answer to. Conclusion Variations are possible. The object of the game is to get a full house (all twelve boxes completed) by funding one other person from the group for each box. It is suggested that twelve boxes form the grid. although the main aim is as a group-bonding exercise. provocative or risque. 3. There can be more boxes or less. Each person is given a copy of the sheet with the Bingo grid. If they get a positive response they put the name of that person in the box and circulate to find the next positive response.3. The statements can be on a theme. HUMAN BINGO Introduction A game best used as an energizer. Find someone who: KNOWS WHO BARBARA STANWYCK WAS IS A VEGETARIAN IS A CAR-DRIVER HAS BEEN ON HOLIDAY IN THE LAST MONTH HAS A PET IS A SPORTS FAN LIKES THE SAME MUSIC AS YOU IS WEARING WHITE UNDERWEAR IS A PARENT HAS NEVER SMOKED LIKES SCIENCE FICTION FILMS WEARS CONTACT LENSES Social games for trainings 6 AIESEC Timisoara . it can also be used as a discussion starter. to ask one question each way. statements like 'is a woman' or 'is wearing a watch' are not appropriate. It is not allowed to put your own name in any box. If this latter option is chosen. A short. They can be deliberately controversial. as these things can (usually) be clearly seen. forming pairs quickly. then you may need to allow more time to de-brief the exercise afterwards. fun inter-active exercise to help re-establish a sense of being in the group. Therefore. Process 1.
or not. Small groups should be formed (at least three. Conclusion: The discussion will largely depend in the nature of the treasure and the key that you originally chose. THE PIRATE AND THE KEY Introduction: Show a picture of a Treasure Chest being locked by a Pirate. 2. Some points may well apply in every situation: Is it necessary to have a large group key? Or. THE TREASURE. Each group is given one different colored copy of the key. treasure should be seen. someway. In our dissemination work. The seven main things that a human being needs to be content. Human contentment. The key: In these two cases it would be: 1. The treasure: Could be one of the following: 1. the work of the Red Cross and Red Crescent Movement. The keys can then be put on the wall or the seven priorities written on a grid on a large sheet of paper. or not. Each group should be asked: Was it easy or difficult to reach consensus? Did everybody get to express their views? Why did your first choice have top priority? 4. Show some copies of keys drawn on paper (all with seven different sized teeth). as they wish. to prioritize in this way? Are there cultural differences of perspectives involved? How did people feel during the various stages of the task? Can anything be learnt from this exercise about difference and communication as well as the official content? Under no circumstances should the person running the exercise tell the group at the end that they have the one and only correct key to the treasure. reach a group consensus of the seven in order of priority. They are told to somehow. 3. These are possible answers. This would rather ruin the point of the whole exercise. 2. They must put them in order of priority (largest tooth = top priority). 2. each person comes up with the seven most important things that would unlock the treasure. Future generations of young people with an understanding of. and sympathy for. Explain that some treasure is going to be locked inside and that only one key will then be able to open the chest.4. Alone. Give each person a copy of the key and tell them that they will have to design a key that will open the chest. preferably not more than seven). the seven main things young people need to be educated about. The exercise: 1. The clues: Some clues can be written on stickers and placed around the room. Note: Social games for trainings 7 AIESEC Timisoara . Inside. Either the large group should then be encouraged to discuss and come to a large group decision or a general discussion should take place on the issues that arose. Participants can look at them. are the individual and/or small groups ones enough? Will any key work?! Is it useful.
so that others may consume more.organizations working towards conflict prevention and peace. Social games for trainings 8 AIESEC Timisoara . Read widely. like all clues. before doing their own key. These clues should be placed on slips of paper all around the room. and lobby. Gain wider knowledge of people and the world. Actively encourage more equal distribution of the world's resources.Depending on the topic and the structure you choose and the group and the level of discussion this exercise can take a short time (45 minutes minimum) or it can provide the material for a 1/2 day session. fumce or promoting them . Support . Develop empathy and understanding for the views and actions of others. People should be told that. or after. Write to. Complain. Talk about problems rather than hiding from them. march and demonstrate if necessary. Live non-violently and non-aggressively . campaign. Use your own knowledge and skills to convince others in your own life. or not at all.by membership. Pretend it is the problem of everyone else but you. Consume less. Feel it as all hopeless and rum to sex or drugs or materialism or career or. Challenge prejudice and discrimination . they can choose whether to look at them.. Learn to deal with our own anger and fear in a constructive way. Learn to accept differences. Protect yourself and those you care about .even in friends and family. Show tolerance and respect. Support the death penalty for violent criminals and the assassination of religious and political leaders who encourage violence.. politicians and other leaders. An example of the treasure. The seven main things that individuals can do to achieve this. Nobody has to look at them. some may be helpful and others not.be a good example. key and possible clues that could be used follows: The Treasure The Key The Clues A world without violence and war. Boycott companies and governments which actively encourage violence and war.and ignore the chaos and suffering elsewhere.
A good starting point is to look at what we have in common on a practical level. These links can be a good introduction to breaking down some psychological barriers. This list will not be shared with the whole group. In pairs. 3. suggested that we project what we dislike or fear about ourselves onto others and disassociate ourselves from it. an influential psychologist. stating the three things that they dislike about their enemy. they can use as an enemy someone or a group of people they were taught to hate or fear as a child. Ask them to see how many links they can make between the two lists. Some general comments or discussion in the large group should draw out some of the main learning points from the exercise. dreams and children. and would like to be. Then participants should draw up a list of things they dislike about themselves. such as families. thereby creating enemies. Did people find links between what they do not accept in themselves and what their enemies represent? Does this tell them anything about themselves or the nature of "enemies"? What can we learn from facing up to our own fears and hates? It might prove useful to reform the pairs to consider these questions or to ask two pairs to join together to form small groups of four. people are told that they do not have to share all the information they wrote themselves or discussed in pairs. However. or anything they would like to be and are not? Make sure that pairs spend time on the lists of both partners . If they find it impossible to think in those terms. lifestyle. Process 1. Ask all participants to write down three things that they hate or fear about their enemy. Carl Jung.five minutes each. What do their enemies have in common with themselves? Can they see in them anything they reject in themselves. Conclusion Some self-awareness and empathy for others are the main aims of this exercise as is an introduction to the nature of projection. Social games for trainings 9 AIESEC Timisoara . either for themselves or for what they represent. They then add to the list things that they feel they are not. (10 min). (5 min). 4. in the form of hate and fear and prejudice and discrimination could follow. Ask them to find things that they are genuinely uncomfortable about. ME AND MY ENEMY Introduction An activity that looks at links between our "enemies" and ourselves and how our view of our "enemies" can tell us a lot about ourselves. partners look at their lists. Back in the large group. or would really rather not acknowledge. It is a tough concept to apply to ourselves because it requires us to see ways in which our enemies and we are the same. Further exercises on the results of projection. They should try to think of someone or a group of people that they really dislike. (5 min). expectations.5. open out the discussion by asking questions like: 2.
b) 3. For this reason. Viewed from a collective dimension. It is therefore important to realize that hero figures are not 'neutral'. State that: a) A hero (for the purposes of this exercise) could be a real or fictitious character. 4. etc. For this exercise. a hero from a book or film. A few volunteers should be asked to give their definition of a hero. Give out the MY HERO form. e. 2. Process 1. Consciously or unconsciously. Questions that appear critical or threatening should not be allowed. such as a racial or ethnic group or a country. 3. almost everyone has one or more 'hero figures'. Having completed the form. someone with superhuman qualities. Social games for trainings 10 AIESEC Timisoara . the following remarks should be taken into consideration: 1. There should be no communication between people. People should be ready to answer questions asked by their partner. they have a certain image and convey a number of values. This aspect must be carefully taken into account for this exercise. Some of the following aspects may possibly emerge: A hero is: a noble person admired for his or her achievements of noble qualities.6. Hero figures play an important role in the lives of young people since they normally serve as a centre of attraction or as a figure with which to identify and in this way they help young people to adopt a number of values. a popular character from a TV series or commercial. a religious figure. 2 and so on. At what age did you chose your hero? Have you changed your hero figure many tiines? What were the reasons for your choice of hero figure? etc. Don't you think it is wrong for someone to have a war hero? etc. The main aim is to encourage people to realize that other people in the same country. e. 4. community or ethnic group and not recognized by other sectors of the population. someone who has dedicated his or her life to the service of others. but for the purpose of the exercise participants are asked to concentrate on only one hero. someone who has special talents.g. MY HERO Introduction The world of fantasy can be a useful tool in helping young people discover and express their thoughts and feelings. It could be a patriot of the country. They should therefore select the hero who is the most important to them. an historical figure. This will make any comparison easier and keep the dialogue between partners flowing. community or city may have other 'heroes' and to understand and respect their choices. a hero figure can be a most important factor in national unity (when it is shared by the whole population of a country). we will use the notion of the 'hero figure' as another tool for helping young people to look at their personal values in more depth. Each person completes their form individually. etc. Each person may have one or several heroes. 2. each person finds a partner and shares their answers with them. In order to have a clearer understanding of the nature of the activity. but it can also cause division when it is shared by a particular sector of the society.g. but it can and should be adapted to local circumstances. It is not important to give a dictionary definition. 1 before going on to question No. hero figures can also play a very important role in the life of larger communities. Only the general setting is given here. It is recommended that each partner gives their answer to question No.
if you were asked to select ONE hero. The power of these personal and shared values can then be seen. who would you chose? a) What qualities of your hero do you admire the most? Why? b) Are there any qualities/characteristics of your hero that you dislike? Why? 3. It then links this with the effects of hero identification on groups of people and communities. Social games for trainings 11 AIESEC Timisoara . criticism of the choices should not be allowed. Comments can be made about the positive and negative qualities of heroes in general and questions raised about their influence. The names of heroes can be shared. 6. These can be written on a board. Back in the large group ask people to name some of the qualities that their hero has. Points could also be made about the dangers of blindly accepting everything about somebody you admire as opposed to keeping some kind of critical distance from them. both historical and fictitious characters will probably be seen.5. briefly describe the lesson. If this happens. Further work on these aspects and the need to recognize and accept different values can follow. a) Which of your hero's actions gives you the most joy? Why? b) Which of your hero's actions disappoints you the most? Why? Has your hero taught you what you consider to be a very valuable lesson as far as your own life is concerned? If YES. 2. Striking similarities between the qualities of very different heroes. MY HERO 1. Conclusion This activity can prove quite thought-provoking for people as it asks them to reveal a great deal about themselves and their personal values. Discussion can also take place about the value of having hero figures for individuals and communities.
7. The introduction can state this or it can be billed as a warm-up activity or one on a completely different topic. by forming a human sculpture. if anything. these questions could be raised with small groups first before the large group discussion). (Many other questions could be posed depending on the group. They must keep their hand behind their back or in their pocket. situation and your aim). something on the topic you give them. Alternatively they must stand on one leg or stay bent over. depending on the group. difference? 4. The group are told they cannot talk at all during the exercise. Social games for trainings 12 AIESEC Timisoara . The topic can be: • • • • • • the benefit of cooperation accepting the difference of others how this group or class works conflict nightlife in the area cats (Clearly almost any topic can be chosen. they learnt from it. cooperation. Some specific questions should also be posed: What did it feel like working without words? How well did the group work together? What helped or hindered this working together? How did the individual wish the imposed 'disability' feel? How did the group react to this person and how did they feel about them? What did you learn about: human sculptures. 5. how they felt about it and what. 2. Other variations are possible. No reasons are given for this. HUMAN SCULPTURE Introduction An inter-active activity to demonstrate cooperation and acceptance of difference. the topic you were asked to sculpt. They are given a set amount of time and told they will then present their sculpture to all the other groups. Ask people to form groups of three or four. however they must stay this way until the end of the presentations. the time and the nature of your work. Open this out to a general discussion. Conclusion Some difficult issues could arise during this exercise and time will need to be allowed to look at them properly. The leader will probably need to make choices about which questions to focus on. This is often the hidden aim. 3. allow each group some time to talk about what they achieved. or even for smaller ones. Then ask them to demonstrate. After each group has made their presentation. One person in each group is given a 'disability' by the leader. Process 1. Only after this will talking be allowed. For larger groups.
Better standard of housing Sanitation Taken from "Health Care Together" by Mary Johnson and Susan Rifkin (1987). Your Ranking: ----------------------------------------------------------------------------------------------------Land Clean water Shelter Clothing School Fees Money to expand business Educational facilities Food. IDENTIFYING NEEDS Assessing community needs exercise Purpose This exercise is designed to help us see how the priorities set by professional workers and newcomers to a community are not always those that the community members would choose. They then asked the people to rank those problems in order of priority. London. up to 10. Place a number 1 by the one you think they ranked first.000 families in Matliari Valley. Social games for trainings 13 AIESEC Timisoara . second. Write your numbers in the left hand column. published by Macmillan Publishers. etc. Questionnaire Priorities of Mathari Valley People The Nairobi City Council recently made a survey of over 2.8. Instructions: Rank in order of what you think the people in the Valley answered as their first. a number 2 by the one you think they ranked second. They asked the people what problems the people saw as most important in their lives in the valley. third priorities etc.
Then list some of the stereotypes that are frequently used. using a sheet of paper. Why they found it funny? What was it actually about? They should then turn the paper over and think of a time when they didn't find something funny at all. have a discussion on how each group made decisions about what to do and whether they were successful. a drama. Get people to consider what factors they took into account. anything as long as it makes people laugh. 4. In small groups. Many jokes and people's abilities to find things humorous depend on knowing the person or understanding the situation or belonging to a certain group of people. Firstly alone. Look at advertisements. ask groups to consider that stereotypes must be instantly recognizable and allow for no individual differences. consider: What are in jokes? How people not 'in' react to them? What do the mass media have to do to make us laugh at the same time at the same thing? (Consider studio audiences. type of audience. They may prepare a story. Process 1.What makes each of us laugh/smile? . Much humor makes little sense to those who are not 'in' on them. Read some cartoons. but they still laughed or smiled or joined in with the joke. even if it quite difficult.) Secondly. for example. 3.9. upper class women.Are there many different things? . They should then share these two situations with their partner and discuss them a little further. After some planning time. ask people to watch some TV entertainment programs or listen to radio DJ's. Ask each group to prepare something for the other groups.Does it depend on mood? situation? company? . etc. ask people to do the following: Firstly. canned laughter. investigate some of the following: . etc. Back in the large group. get them to think of a time when they found something really funny.Do we laugh at things we are afraid of or don't know anything about? . give each group the opportunity to make the others laugh.. radical trade union leaders. Ask people to form pairs. The aim is to make them laugh. how well they know each other. (Many people may well claim at first not to be able to think of any situation like this. gay men and lesbians or any other groups that you have thought of.Is it easy/difficult to make others laugh? . In small groups. Think about hospital nurses. Then encourage them to discuss the following: How real are the stereotypes? Why do you think that they started? Why are stereotypes sometimes very useful? Social games for trainings 14 AIESEC Timisoara . Following this. If they cannot. stereotypes. Thirdly. ask them to think of a situation where they found something funny and others clearly didn't). HUMOUR AND STEREOTYPES Introduction A few activities to encourage people to consider the nature and power of humor and to look at the necessity and danger of humorous stereotypes. This time they should analyze: why didn't they find it funny? why did they still laugh/smile? who else was there? Encourage people to be honest with this. ask people not to share the situations but any general reflections on what this showed about humor.How do you make others laugh? 2. Ask them to analyze it. a drawing.
as well as possible strategies for changing them. ask groups to choose one group who are shown in a fairly negative. They could think about whether anything could. or should. Social games for trainings 15 AIESEC Timisoara . stereotypical way. They should consider how these stereotypes happened. be done to try to alter the stereotype. Some discussion should take place comparing the types of stereotypes. It also highlights how humor can be used as a propaganda weapon. They should think about how members of this group might feel about it. respecting difference and conflict can benefit from some attention to humor. is something very practical that all individuals can do.How would you feel if you were a member of the group talked about in this way? Or. Becoming conscious of it. They could even ask members of the group or read things from members of the group to see how they feel. Any work on vulnerable groups. and trying to minimize its harmful effects. Conclusion One or all of these activities could be used. rather than rich people or those doing a specific job. like politicians? Fourthly. After some time working on this in small groups they should present/demonstrate their findings to the large group. Their purpose is to get people to think a little bit more about whether some 'harmless fun' really is so harmless if it is directed at certain individuals or groups. and reactions to them. Ask them to collect examples of these stereotypes together. if a member of your family was? How would you be affected if you didn't know anyone who was a member of that group? How might you react if you met or heard of someone in that group after years of listening to the stereotype? Why are some groups singled out for more jokes than others? Why is it more worrying when jokes are directed at a whole community.
rather than undermine or alter existing perceptions. bad times? We are very selective in what we choose to take a photo of initially. "The mass media do not determine attitudes but they do -structure and select information we may use on which to base decisions about what attitude is appropriate. Only sleep takes up more time. Is the album a 'true' record? Does it reflect reality? Why do we rarely keep a record of unpleasantness? To a person that did not know us. funerals. Which you reject . Design a bar graph illustrating the results. As we spend so much time in contact with the media. Social games for trainings 16 AIESEC Timisoara .. This helps shape our attitude to ourselves and the world in which we live.a glance at a poster or a half heard radio program. Oxford Dictionary There is no doubting the power and the influence of the media on most of our lives.” Gajeara Venna. Many of us live in a mediasaturated society. demonstrations. possessions. television) of imparting information to. cultivate and exploit beliefs and attitudes already held. try to remember what happened before and after the photo-was taken. so the media carefully selects the visual images it provides us with. The Black and White Media Book The selection procedures used by the media to determine what we read. values. What you are likely to take pictures of . or your family's photo album. pleasure and meaning. everyday drudgery. The family album In pairs or small groups: Look at your own. it 'naturally' provides us all with a potent source of information. divorces. It has been suggested that the average adult of some countries spends approximately 75 hours per week in contact with the mass media. Note the type of media and the length of time you were in contact with it. marriages and holidays?) How many are there of fights. You and the Media Keep a diary for one week of your own contact with the media. radio. From the moment we wake. It will influence our opinions about: politics. however casual that consumption may be . For a few photos. At night our dreams are touched by the images of the day. the world generally. Talk about some of the events shown with your partner or group.. (this) means that it tends to maintain. strikes. influencing the ideas of. Just as we don't display the photo where we were caught picking our nose. Many governments have statistics showing that children spend more time with the mass media than they do in the classroom.where and when.10. All the visual images we see in the media have been chosen to express a particular point of view and to conform to set patterns. We then select what to put in the album or on display.and why. Consider: What are the photos of ? (Parties. These selection processes will affect the opinions of those receiving the images. The kind used by the mass media is no less so. wealth and poverty. THE MEDIA AND OUR LIVES Mass Media: Means (especially newspapers. enormous number of people. At the end of the week discuss in groups the type and length of media consumption. Which you choose to display or put in an album. our day is penetrated by pictures and sounds from the audio-visual media. how might our selection process for our album affect the way we are viewed? Our own photography is probably conservative and follows a set pattern. hear and see are critical to our own understanding of the reality around us. (Remember you could have contact with several types of media at the same time).
Captioning "The photograph of a couple locked in embrace may be captioned Love or it may be captioned Rape". Process Social games for trainings 17 AIESEC Timisoara . 11. slide. The photograph and text should then be passed to another member of the group who is asked to write a caption interpreting the image from a different point of view. It is also about the importance of education and upbringing in early childhood. Allows consideration of some practical. or still. how responses to images have been 'learned' collectively and how they might be varied Photo analysis Each person has a photograph and a piece of paper.The power of visual images and of the selection processes used by the media will be better understood by attempting some of the following activities: Analysis Using a photograph. Harold Evans Using a selection of photographs students should write a caption to accompany the image. A CHIILD ON TELEVISION Introduction An activity showing the power of the selection of images and words for television. fold the paper and pass it on. This exercise indicates how photographs can be % used'. Then increase to a larger section and finally the whole of it. creative and ethical issues about the Media. When all the group have commented the group should discuss their responses and the reasons for making them. The group should call out what they see and must decide whether they are describing the image (objective) or interpreting it (subjective). noting similarities and differences. Individuals or groups could prepare their own photographs for analysis. They write a brief comment about the image. start by showing a small section of it.
a football match or a prize-winning show? Give a time limit for the group to discuss and prepare. but in older times they were not mentioned).learns trust A child who experiences fair play . estimate the number of seconds and write in any words or sound effects.teams justice A child who feels friendship . advertisement or small feature for television about their six or seven statements by story-boarding. Give some groups the Six Statements and some the Seven Statements. 1. The storyboard shows what pictures the viewer will see at any point during the program or advert and the words and sound effects that will go with the images. Say that they may seem contradictory to some people and complementary to others. The child "Childhood is a time of innocence" "Give me a child until he is seven and I'll create the Man" Say or give out these old quotations about children. Explain that at the end the groups will display their storyboards for others to see and will give other groups a brief description.learns self respect A child who receives care and love . (You can explain that it is about women also.learns to fear and hate Seven Statements A child who meets tolerance . People working on a television program or advertisement use storyboards to organize themselves. Television story-boarding Explain that story-boarding is a planning grid. Images and sounds should match. or show their statements to.learns to condemn A child who is punished .learned to be shy A child who experiences shame . 3.learns to love Ask each group to discuss the meaning of their statements and what they think about them. (Show them the Picture. Six Statements A child who is criticized .learns self-loathing A child who sees loved ones killed . images and timing of a television broadcast). other groups. They can either have many copies of the Picture. four or five. The following points need to be discussed: What do you want to communicate with the audience? What are the three main points you want to make? How are you going to explain what is happening? Are there any images or words you cannot or will not use? How are you going ten keep your audience interested? How can you compete with an action-adventure film.Start either by introducing the topic of the child or by the method of television story-boarding (a plan of the words. An hour or an hour and a half at least. Ask them not to talk with. Time and Sound diagrams from you or create their own. 4. They need to sketch the images. The show Social games for trainings 18 AIESEC Timisoara . Split people in small groups of.]cams to show kindness A child who is accepted . perhaps. The task Explain that each group needs to create a two minute news item.learns patience A child who is encouraged .learns to feel guilt A child who is abused . A useful tip is that it takes about 1 second to say 3 words. Time and Sound diagrams).learns confidence A child who experiences security .learns to fight A child who is insulted . 2.
This would clearly reflect the reality of the media. a front-page of a newspaper could be laid out or a cassette recording of a two-minute radio spot made. especially in relation to vulnerable groups. Famine. In each case some visual or verbal input needs to introduce the topic. 5. Disaster relief. Split people into small groups. Some understanding of this reality can prove useful and illuminating. colored paper. It could be victims of disaster or conflict or circumstance.Put all the sequences on the wall. and think about. Refugees. VICTIMS Introduction An exercise exploring the ways of the Media. Instead of television story-boarding. with four to six in each. ask people if there are any questions they have for a certain group. Have a large and varied collection of newspapers and magazines and/or ask participants to gather some together. could be offered. It might be a good idea to ask people to start with what they understand by the word first. crayons and pens should also be available. Scissors. Gypsies. A small prize. 12. Ensure that some of them have some clear reference to your chosen topic. What something means? Why they chose it? (Ensure that questions are directed at all groups. Social games for trainings 19 AIESEC Timisoara . of some kind. Conclusion Humanitarian work needs the Media and vice versa. They should see if each one makes an impression on them. The relationship between the two is not always easy because they have very different goals and practices. how the Media shows the ”victims". Variations You could make a competition between the groups. Give each group a large sheet of paper. and people's reactions to it. In groups they should look at. The structure of the exercise would be the same. Ask people to look at the storyboards of all other groups. Ask each group whether they were able to agree on their storyboard easily and about their discussion on which images and sounds could be used and how they were going to interest their audience in this topic. tape. Such an exercise can be done with any topic. There can then be a broader discussion on whether any of these sequences would be likely to be broadcast. the difficulty of interesting people in topics like this. Ask them to create a collage of words and images that show how the Media portray "victims". Process 1. The best one being judged on how it grabs and holds the interest of the viewers. They should try to notice if there are similarities and/or differences. You may need to ask someone from each group to read the six and seven. Ask if differences can be seen between the groups who had the six statements and those that had the seven? Consider why this might be. not just one or two). glue. the need for television to be entertaining and whether it is possible to remain true to your principles and to compromise with the reality of the Media. After some time for this.
13. Six or eight for each group. they should discuss their reactions to the word "victims" and the media attitude towards "victims' and why this might be so. the media messages and others in their group. how influential and powerful it is. would be to have the name of a specific group as the title or disasters or conflict or. Each group should be given a set of cards with some statements written on them. and perhaps less controversial. the Red Cross.As well as creating the collage. Some suggestions follow. ask each group to show and explain their collage to everyone else. Open up a general discussion by asking how people reacted to the task. Similarly provocative variations would be to change the title to: vulnerable groups or helping the needy. People should be split into small groups of four or five and given three cards marked: • • • in some cases in most cases in every case They should be placed next to each other with plenty of space underneath them to place other cards. Encourage some analysis of the Media: its ways of working. its views of vulnerable groups. the word. They then put them underneath one of the three headings. Conclusion This is a deliberately provocative exercise to stir up some thoughts and feelings about the influence of the Media on people and the world. Allow time for them to be expressed but also time for some analysis and positive as well as negative aspects to be considered. After a set amount of time.and those of Society in general towards vulnerable groups. In turn they should be turned over and the group should discuss where to place them. More specific. which asks whether there are ways of treating people which are always wrong. 2. IN EVERY CASE Introduction An activity about basic human rights. It also provokes people to consider their own attitudes . Process 1. Social games for trainings 20 AIESEC Timisoara . 2.. how it could be changed or modified. no matter what the situation. maybe thirty minutes. Some strong feelings may also be stirred up. its reasons for being as it is. even. They should be shuffled and placed facing down.
6.e. It is wrong to keep someone as a slave. Social games for trainings 21 AIESEC Timisoara .give each group member two blank cards. Ask them now to write two of their own statements about topics that could be categorized in this way. each group can in turn ask the other any questions they have. the exercise could be used in similar ways about many other topics also. • People in prison should be told why they are being held. when a certain amount of time has passed . They are then read out. whatever religious beliefs they wish. Allow time for groups to look at the responses of remaining groups. (If more than four groups.or when a certain amount of time has passed . People could be asked to do their own cards from the beginning. Conclusion This activity could be used as an introductory one to the theme of human rights. some questions can be asked and comments made. People should be allowed to travel and leave their country if they wish. 4. then pair up groups for this part of the exercise). for example. All people should be treated equally. there will be no Back in original places. discussed and classified as before. Clearly. discussion on this. 7. or not have. They should not move any of this new group's cards.ask the groups to leave their statements on view. Groups could be asked: Was it easy or difficult to reach group agreement? Did they feel that each group member had an equal amount of speaking time? What does this have to say about what are essential (i. Variations are possible. It should not depend on such things as their sex. appearance or the country that they are from. 5. However. The questioning group can then give their viewpoint. Once completed . • Private letters and telephone calls should not be intercepted. People should be allowed to say or write what they wish. If there are only two or three groups. After a certain age people should be able to marry or live with anyone they wish A person accused of crime should be tried by someone who has nothing to do with the case. participatory manner. Its value is in encouraging people to think and talk about an issue in an active. in every circumstance for every person) basic human rights? Does there seem to be agreement about what should be a right in every case? Does this teach anything about the task of defining and promoting human rights? 8. Once completed . People should be allowed to talk to and meet anyone they wish. They should all move round to look at a neighboring group's responses.3. The group who placed the cards should explain their thinking. Possible Statements • • • • • • • • • • • Killing is wrong People should be allowed to criticize the government Torture is wrong. It is wrong to force a person to work. but make a note of any points they want to question.or again. Within their group they can discuss whether there are any things they would not agree with. They should place them face down and shuffle. • People should be allowed to have.
At one end is January and the other December. They must prepare without words and demonstrate without words also. (Variations can be: first letter of first name. They should not speak. Non-verbal communication can be powerful at any time. when working with those for whom language is difficult. They are then told to form a line. Activities 1. Then ask them to take one step back from that position. Ask them to stay in that position for 15 seconds to see how it feels. COMMUNICATION WITHOUT WORDS Introduction Several exercises exist which can help people to consider some of the ways of communicating without words. It becomes all the more important when working in an inter-cultural or multi-cultural context. Also. It can be a real revelation for some people to see the usefulness and power of such communication. They should Social games for trainings 22 AIESEC Timisoara . etc). 3. from one end of the room to the other. Tell them to walk towards each other and stop at a point that feels comfortable in relation to each other. based on their birthday. Walking together Ask each person to find a partner. Star sign act People should form groups based on their astrological sign.maybe three to five minutes . (Variations are possible: people from the same region perhaps). 2. Birthday line Ask people to stand. Then ask them to stand at opposite sides of the room from each other. They have to do this without speaking in any language. They are given a set amount of time . Some people are very aware of it and for others it is quite unconscious.to prepare a ten to twenty second demonstration of some characteristic of their sign. place of birth or living place: north to south.14. They should concentrate on their partner and not on any other people.
so that the positions are reversed. CARD A Please talk for the next three minutes to your partner about your most recent holiday. person B. culture affect the feelings? What was the eye contact and body language like? You should then make some comments based on what you observed. Give person A card 1 and person B card 2. they should read it but not show or tell their partner. then discussion. Please talk to your partner for the next three minutes about a film. Explain that you will give a card to each person.group and ask for any reflections. friendship. if not you may like to raise them. After some time. body language. Do not ask too many other questions at this time. For example: Were both people comfortable with the first position? Did height. Three minutes. individual and cultural differences and whether one can observe and interpret correctly. please show nonverbally (without speaking) these two things: 2. back in the large group. At the end. Further discussion can take place on what has been learned about eye contact. One person in each pair is person A and the other. 4. come back together as a large. Stand in that position for 15 seconds and see how it feels. (About half the time showing each one) While your partner speaks to you for the next three minutes. ask for any general reflections and comments. Follow the same procedure. if it was comfortable or not and anything else that they noticed. CARD B While your partner speaks to you for the next three minutes. that you like them very much and that you are sad 1. or a book.stand for 15 more seconds to see how that feels. 3. 4. They will then do what is on the card. that you like very much. please show nonverbally (without speaking) these two things: Nervousness And Anger (About half the time showing each one) At the end of the three minutes ask people to stop and talk with each other about how they both felt and whether they could work out what was happening. Some points to draw out include: Is it easy or difficult to correctly see how another person is feeling? 23 AIESEC Timisoara Social games for trainings . Many issues will probably be raised. Then ask them to sit with their partner and discuss what it felt like. Then ask them to move forward to where they were before and then take another step closer to each other. gender. Then give person A card 4 and person B card 3. The Three Minute Story Ask people to form pairs.
of course. so you should get people to de-role (talk about something from their own life.of this form of communication. They do highlight the impact that non-verbal signals have on people and therefore the importance of striving to understand them. Conclusion These are just four exercises amongst many on communication without words. Social games for trainings 24 AIESEC Timisoara . They can raise many thoughts on the usefulness . be changed.and limitations . do a lighthearted exercise and/or talk to a partner about these feelings to clear them). without words? Does gender or culture affect any of these things? Can people learn to be more observant of non-verbal signals or is it intuitive? Some people may well still be stuck with some of the feelings they had during the exercise. These cards can. However less dm three minutes is not advised as real feelings cannot then arise. Can things be expressed non-verbally. move around and sit in a different place.
(No further writing is allowed). Ask each pair to sit away from other people.15. drugs. ask them to turn back to back and give them the Observation Sheet. about the same topic. Do not allow people to turn around or to talk. You should chose the topic and tell them what it will be. They can correct some things and discuss. your childhood etc. Tell them when two minutes has passed and when to finish after four minutes. It could be: your last holiday. refugees. 5. In a simple way it makes some very strong points about what we see and hear and what we don't and why that might be so. 4. Do not alert people at the start to the nature of the exercise or they will not behave in a natural 2. Process 1. Ask each person in turn to talk for TWO minutes. without interruption. At the end. way. 6. your favorite film. what your journey was like today. HEARING AND SEEING Introduction An exercise designed to consider how much we really see of another person or hear from them and how much we are influenced by our own preconceptions and preoccupations. Time the exercise. Ask people to form pairs. why might that have been? Was it easy to talk for two minutes without interruption? Was it easy to listen for that long without interrupting? What does the exercise say about the value of real listening and real seeing? What conclusions about personal inter-actions could be make? Social games for trainings 25 AIESEC Timisoara . Conclusion This exercise is a good introduction to any work on conflict or communication or any other topic relating to people and inter-actions. Back in the large group ask some questions: How many correct answers did most people get? Were some things generally easier for people to see than others? Do they think they noticed more or less than they usually do this time? If so. Allow time to complete the form. 3. Ask people to stop writing and either stay back to back and tell each other how they have answered each question or turn and face each other and do the same.
do not turn around and look at your partner. Social games for trainings 26 AIESEC Timisoara .Hearing and Seeing Observation exercise What did I observe when listening to my partner? Fill in the answers to the following questions. 5. describe the change as well as how they were sitting. Describe the tone of voice and anything you noticed about their use of voice. 7. say what. 3. What color were their eyes? What kind of shoes were they wearing? What color were their socks? How were they sitting? Did they change position? If so. 8. 6. 9. Describe any jewellery your partner was wearing. 2. Did you notice any facial mannerisms? 4. What color was your partners hair? What length was his/her hair? Did you notice anything about what your partner did with his/her hands? If yes. 1. do this on your own.
they could be done individually and then shared in small groups. Explain that the purpose of the activity is to draw a mental map which will generate discussion about why we have different impressions of places. 2. THE BRIDGE / DERDIANS Introduction Social games for trainings 27 AIESEC Timisoara . the country you are in. All groups should be given the same task. like the one enclosed here or one of your own making.. Then it may be possible to ask each person to draw an individual pair of glasses on large sheets of paper. Our eyes are our filter through which we see the world. 5. Split into small groups of three or four who should complete the task together. use the experience of doing these drawing to discuss why different people see the same things differently. 3. for example. Conclusion This exercise can be used as an introductory one or after doing some other work on images and perceptions. LOOKING THROUGH FILTERED EYES Introduction An activity to get people thinking about and questioning some of their own perceptions. ask each group to draw a map from memory of: a) b) c) d) a named country in the world. Once completed. experience family background culture beliefs priorities personality age media etc. instead of doing the maps in groups. Process 1. Within the lenses of the glasses they should write what affects their own point of view. They should then discuss what differences they noticed and why there were such differences. This acknowledges the fact that we each have our own perceptions. Variations are possible. Depending on the-group. not different maps. You may choose to show them an example. get groups to circulate to look at the maps of other groups. 17. Back in the large group. Some of the possible reasons are: • • • • • • • • • 6.16. 4. the area within a kilometer of the room you are in. 7. a named place that people have some knowledge of. It could also be used on its own as a trigger for people to consider some of the ways in which they view the world.
It should be strictly timed.A complex and interesting exercise that asks people to do a practical activity in groups to explore some issues of communication and group dynamics. Two separate rooms are needed and a third neutral place. You shall not talk to the participants or anyone else or answer any questions they may put to you. Social games for trainings 28 AIESEC Timisoara . It is recommended that you take notes. The two halves of the bridge must meet in the middle of the bridge span. One person should lead. Volunteers are asked for. Only the leader may attend this meeting. Process 1. The observers will be there to observe how the task is completed and how people interact. The Building: Ninety minutes is needed for the exercise and sixty minutes for the feedback and discussion. preferably four to seven people in each. It shall hold a pencil laid in the middle. The quality of the bridge will be judged according to its stability. one or two in each team. good or bad way of doing this and that people will not be judged. People are split into two teams. You have 90 minutes to do this exercise. The bridge span must be at least 15 cm long. beauty and creativity. to be observers. You can not put questions to the observers or the leaders of the exercise. each team will build one half of it. When the two halves are put together it will not be possible to use glue or any kind of material to stick them together. They can have 3 meetings in total. You can only use the materials which are on your table. Contacts between the two teams can be made by a delegate of each team. Together you must build one bridge. The two teams will work in two separate rooms and will not see each other. When a delegate wants to meet another he/she must announce him/herself by knocking at the door or at the wall of the other team or by asking the leader of the exercise to arrange the meeting. At the end of the exercise we will put the two halves together to make the bridge. The two delegates will meet in a neutral place for 3 minutes maximum. The observers You will observe one team. Explain the rules. explain that there is no right or wrong. The rules The players You will work in two different teams. Each team or room is equipped with: • • • • • • • • • • • One ruler One pair of scissors One roll of tape One stick of glue Several sheets of White Paper Several small sheets of card (varied thickness and colors) An old newspaper Some colored crayons or pencils Two or three buttons (or other round objects) A pencil A small piece of colored material Just before giving the instructions.
then their observers. Start by asking one team to speak. A thirty minute break is recommended before proceeding to the feedback and discussion. proposes solutions or consensus? How are the tasks shared? Is everybody doing something? Are there people who are not interested or have nothing to do/to say? At the end of the ninety minutes announce that the Bridge will be put together. do you think? Observers How did you feel as observers? Social games for trainings 29 AIESEC Timisoara . Working together) Do you think you were a good team? Did you each share? Did someone lead? Did anyone withdraw? Say nothing? Did different people have different roles? and tasks? Who started things? How was the delegate chosen? Did anybody watch time? Who proposed solutions/compromises? Was anybody bored or disinterested? Did you focus on task all the time or ever talk about relationships? Was communication good? Were there arguments? Were you pleased with the end result? Was it a success? Why. then the other team and observers. The questions should follow this kind of pattern: Individuals in each team How did it feel? (Being asked to do. in two minutes. 2. The Feedback: At the start stress again that judgments of good/bad and right/wrong are not the aim. or someone who moderates the discussion. Put it together and test with a pencil. in the neutral place.Observe in particular the following: How did the group start its work? Who took the initiative? How was the delegate chosen? How does the group manage time? Who keeps track of the watch? Is there a facilitator in the group. Doing. This feedback needs to be fairly tightly structured. Finally open to a broader discussion.
providing people with motivation to explore some of the issues further. 18. Variations are possible. working as a team etc? Eye contact? Body language? Did you try to be involved and a part of things even though you couldn't speak? General How much time was spent planning? How much time was spent constructing/doing? How much time was spent evaluating/assessing? Have you learnt anything about: yourself? others in your group? group dynamics? exercises like this? being observed? Conclusion Encouraging people to be honest about their reactions to the exercise and to others will not only make the feedback more interesting but will bring to life the whole point of the activity. even if it is difficult is vital in the exercise. Much may well be stirred up by this exercise. a group or a society. others followers. about the diversity of individual needs and skills and reactions and how these can be blended together or not . Some may become leaders. An image or cartoon or photograph is placed in the center. People are told to react to it in any way they wish to. Really accepting difference. These may change over a period of time. communication. thirty maybe. Social games for trainings 30 AIESEC Timisoara . With larger groups. but also in Society at large. Different people have different roles. others outsiders. SILENT WALL OR FLOOR DISCUSSION Introduction A way of getting a group to consider some issues by interacting with each other without talking. two groups should be formed with a leader for each and then two teams created within each group. The task can be different.What did you observe about group dynamics. More than seven working as a team and two observing is not recommended. Task Everybody sits in a U-form in front of the paper on the wall or in a circle around the paper on the floor. otherwise it becomes just a task and the relationships and group dynamics cannot develop. It can be a very useful introductory exercise to a topic.in a team. The time should not be shortened. This exercise can be especially helpful for people who take some time to consider their reactions or for whom speaking in a large group is difficult.
After the silent session it is possible to continue by a verbal discussion. You can give counter-arguments. ask questions etc. paper tape. You can also respond to something that has been written by somebody else. afterwards. If you want to express an opinion you have to do this in writing. make links. etc. slogan. thick markers or pens. These can explore the topic of the session and people's thoughts and feelings about it and/or their thoughts and feelings about the silent discussion approach. Indicate that the discussion ends after ten minutes or at the moment that nobody is writing any more. opinions. cartoon or some other stimulus to discussion. It is alright if two or more people are writing at the same time. All your ideas. Put the image/cartoon/quotation in the center.After the explanation everybody is silent. Task of facilitator Explain the aim and the method. Social games for trainings 31 AIESEC Timisoara . and a verbal discussion could take place. The ground rule is: Nobody speaks! Material large pieces of cardboard or paper. have to be put on paper. For example: child soldier photograph or integration cartoon Conclusion Some questions can be posed. photograph.
to encourage a flow of opinions in the group. Stereotypes of Minorities in your home country. A time where you felt as a minority and how did it make you feel. Participants are then asked to write down four items relating to Cultural Differences. For example: Conclusion Some further investigation of the power of stereotypes and the feelings of a minority group can follow. It is important to draw out positive aspects and to develop ideas for improvements as well as looking at the difficulties and problems. a. Also to consider something of the feelings minority and majority groupings may have in relation to these stereotypes. Back in the large group some general feedback can be taken and/or a few questions could be posed. What might be the root of stereotypes? Do they have any validity? What are the positive and negative results of them? Can minorities and majorities learn anything from the way the other group feels? How can communication between groups be improved? 3. The group should be asked to take a sheet of paper each and divide it into four squares. Stereotypes and Minorities. People can ask further questions of each other if they wish. Social games for trainings 32 AIESEC Timisoara . b. A time when you felt like a majority (and there were minorities present) and how did that make you feel. then part b) etc. Suggest that maybe each person should do part a) first. Process 1. perhaps focusing specifically on one minority group as an example. d. c. STEREOTYPES Introduction An activity designed to allow people to consider the power and influence of stereotypes as well as their legitimacy. 2.19. Stereotypes of 'majority' people(s) in your home country. Ask people to form small working groups of 3 or 4 people to share and discuss their answers to these questions.
could be shown for pair or small group or large group discussion. must act out the situation clearly enough for people to see what is happening. Introduction An example. exploring the consequences of blaming others. from the Federation Youth Department pack: 'What have 1 done to deserve this?'. could be given to introduce the topic of blame.such as 'Us and Them' . to be told to the rest of the group. Afterwards. Activity 2: The story of blame Pairs should be formed and given five or ten minutes to prepare a one minute story. Activity 1: The silent Act Small groups .20. All answers are written down on a board or sheets. The story should describe a situation in which someone or some people are blamed for something. Group members themselves should be encouraged to do this. as clues to the type of consequences that could result. A poster or image . Inter-linking discussion Some questions could be asked: Which groups of people are most likely to be blamed for problems in this locality/region/country/other countries? What might be the consequences of constant blaming? This could be done in the form of a brainstorm. Each pair should be allowed to make their presentation of their story in turn. Images like 'Us and Them' could be used to stimulate further discussion. school or youth group situation. Some links could also be made to the larger-scale problem of blaming in the national or global context. They. without discussion. some points could be made about the types of consequences illustrated by the stories.of 3 to 5 people . Social games for trainings 33 AIESEC Timisoara . It should focus mostly on the consequences of the blaming. They will have to give a 1-2 minute presentation with no talking. therefore. Time should be available for all pairs to do their one minute. for things that go wrong. it could be done in the form of an open discussion in the large group or smaller ones. that link together. perhaps from a family.should be formed. Each group is asked to prepare a short presentation . Some pairs may wish to dramatize their stories. BLAME Two participative exercises. A sheet of images like the Sheet of Blame. Conclusion These two activities could open the way for some further exploration about the treatment of minority groups and the roots of conflict. or a group of people repeatedly. may also be given out at this time. Alternatively. This may involve blaming an individual continually.or act to everyone else of a situation from ordinary life that shows something of a person or group of people being blamed unfairly. Ten to fifteen minutes should be enough for the preparation time. Following the presentations some points could be made about the type of situations shown.
If "no" they are to remain where they are. them. In this context it addresses issues specifically related to HIV infection and sexual orientation. and give each participant a card on which is written one of the following roles. CAR PARK Introduction This exercise is designed to explore the ways in which prejudice affects our options in everyday life. They are not to disclose this until the end of the exercise. a gay man who is HIV antibody positive a gay man with AIDS a 34 year old male white wealthy occasional cocaine user a 32 year old white female prostitute who is HIV antibody positive a heterosexual married man a heterosexual married woman a 24 year old black female prostitute a lesbian a pregnant HIV antibody positive woman a pregnant woman an IRV antibody positive bisexual married man a single woman with AIDS When they are lined up and in role.21. Social games for trainings 34 AIESEC Timisoara . You may also ask if there were any particular questions which struck them or made them feel something in particular. Suggested questions Are you able to: join a health insurance scheme? become a political candidate? obtain life insurance? expect sympathy from your doctor when you are ill? lead an active social life? adopt a child? go abroad on holiday? work abroad? obtain a loan to buy a house? expect fair treatment from the police? work in a children's nursery? have the sex you want when you want it? kiss your lover in public? plan 20 years ahead? get medical help when you need it? feel safe walking the streets after dark? get support from society? get free condoms if you want them? have a home help if you need one? expect sympathy from your family? be honest with your colleagues? have security in your employments plan a family? get dental care when you want it? marry your partner? expect to die where and as you would like? Stay in role and in place. One by one ask participants to disclose the role they had assumed and to talk about how they felt. They must answer "yes" or no. read out each of the following questions explaining that if they can answer "yes" to that question they are to take one step forward. Methods In a large room or car park (hence the title) ask participants to line up. About themselves and about the people in front of. and behind.
Variations are possible: the characters and questions can change according to the group and what you are trying to achieve. it could focus more on racism or disability for example. 22. The following could be discussed: How different people react to similar circumstances and why. open to a broader discussion. back in seats. What they have learned about the restrictions imposed on individuals by sexual orientation and HIV infection. The restrictions imposed on them by those roles defined in terms of sexual orientation and HIV infection. The Exercise: Social games for trainings 35 AIESEC Timisoara . This one focuses on HIV/AIDS. CREATURES OF CONFLICT Introduction: The word conflict means many different things to different people. Conclusion This can be a powerful awareness-raising exercise on disadvantage and discrimination.Allow some time to de-role (see Communication without words) and then. This exercise will help to see what it means to people here.
however.' (2 min). This exercise should precede an exercise looking at strategies for action. Back in the large group. Encourage people to use their imagination. glue. UNDERLYING ANGER Introduction A written exercise about what underlies anger. etc. To encourage participants to consider and express what lay beneath an instance of personal anger. They should try not to think too much about it but just do something and see what happens. positive as well as negative forms of conflict. Ask everyone to write down (in one sentence) a situation in their life where they felt really angry. Various paints.) 3. They should. 23. Ask everyone to write a sentence about the hurt behind their anger in the instance they have thought of. For example: 'I felt angry when my contribution in a meeting was ignored. (People can show their creatures if they so wish). Once complete. It should not stand alone. magazines. Show the group the other creatures and ask them whether they can see how each creature might say something about conflict. Conclusion Some of the issues to raise include: the broad meaning of the word. (They do not have to be artists and they will not have to show their creations to everyone). Explain that a layer of hurt very often underlies anger. creativity. 2. newspapers. Each person should be given a large (flipchart size) sheet of paper. It can be a real or imaginary creature. pencils. 5. form pairs. crayons. pens. some general questions can be asked: How did it feel being asked to do the task? How did it feel doing it? How did it feel talking/sharing about it? How many had positive and negative elements in their creatures? What insights do you now have about conflict and yourself'.1. should be placed in the middle of the room. People can choose whether to show their creature to their partners or not. (This can also be done in pairs or maybe small groups of three or four people). how we each respond to conflict situations and what can reasonably be done in a conflict situation. 2. Process 1. discuss what images came to mind and what feelings it brought up for them. 36 AIESEC Timisoara Social games for trainings . 4. They can then go on to discuss what thoughts this leads them to have about conflict. personal and global conflict. feelings to create an image of a creature that represents how they see conflict.
(10 min). needs and fears underlying a personal experience of extreme anger. 3. b. their partner can help them unravel their feelings. Social games for trainings 37 AIESEC Timisoara . For example: 'I need to be accepted and valued by my colleagues. 4. just about awake but unable to move or speak clearly. 5. Using the least energy possible for the situation: slow speech and movement. To explore the range of energy levels any individual can utilize. Alongside the need are often fears. Participants turn to a partner and share their sentences with them.' (2 min). and how these levels can change the way people respond to us. and exploring levels that we find difficult to reach. that link personal reflection with broader issues can be a useful tool in developing some empathy for the situation of others as well as offering people a chance to look a little more deeply at some of the roots of conflict. For example: 'I have a fear that 1 won't be able to win my colleagues' respect. The reason for the hurt is often an unmet need.' (2 min). we can begin addressing those fears rather than remaining caught up in the outward emotion). LAID BACK/VERY COOL. either our own or that of others. Conclusion Exercises.' (2 min). 6. If we can identify the fears that lie at the roots of anger. Process 1. (Anger and hurt are often two sides of the same coin. STATES OF TENSION Introduction Individual.Example: 'I felt hurt because it seemed that nobody valued my opinion. A state of no energy. pair and group work exploring how situations are influenced by personal energy levels. Ask everyone to write a sentence covering their needs in the same instance. 24. It is an important step in facing the anger of others to know what lies beneath our own anger. Ask participants to think about what fears might have been behind their anger and write a sentence about them. If anyone has had difficulty with the exercise. SLOTH/COLLAPSE. To look at ways of using the energy we have. This exercise is a way of discovering some of the hurt. Introduce the purpose of this exercise and describe the six different levels of tension: a. Some questions can be posed afterwards: What is the value of understanding the substructure of anger? In what ways could it help you? How might communities or groups have the same sub-structure of anger? (15 min). like this one.
PANIC/HYPERACTIVITY. each using a different energy level. (The last three are included in the pack). scissors. UNDERSTANDING CONFLICT A short introductory exercise to the theme of conflict. the participants are given a line on a card . The group decides what level of tension each character is at and gives them a situation in which to interact. e.nothing unusual about you at all.of how an individual conflict can escalate from very small beginnings. EVERYDAY/ONE OF THE CROWD. This exercise can be developed further by considering. It should show how silent dislike. Ask each participant to explore for themselves what their idea of each level is. Small groups could be asked to prepare and show a situation where different energy levels produce different reactions and end results. lack of understanding or disrespect can gradually develop. or acting out. Using all the space.for example. from ignoring someone. the Iceberg. An-example should be given .pulling out all the stops. BUSINESSLIKE/ORGANISED. Conclusion These states of tension are often noticed subconsciously by people and they can produce remarkably different effects. Materials Colored paper. Slightly un-relaxed. f. 25. to talking about them or arguing with them. Start from level a. little creatures and conflict statements. slight panic creeping in: things are not going according to plan. such as standing in a queue hoping to get tickets. WORRY/TENSION. A "normal" energy level: you wouldn't be noticed walking down the street .c. whether on a personal or local level or on a group or international one. "what do you think you are doing?" In turn they enter the space and say the line. During the role-play. get the group to stand up and give them a specific task such as walking to the station to catch a train. tape. to physical Social games for trainings 38 AIESEC Timisoara . envelopes. Any communication between people can be improved by some understanding of these forces. some of the positive and negative aspects and possible ways of reacting. the group can freeze the actors and change the tension levels. depending on confidence levels. including some of the broad dynamics of conflict. and remind them of each level as you slowly take them through to f. d. 3. large sheets. Growing into real panic . In groups of six. In groups of six or as the whole group. 2. Process 1. Un-relaxed and tense. Feedback and discussion: What moods came across using the same line six times? What effect could energy levels have on a specific situation? When are certain levels more appropriate than others? Try to find out which levels people found easiest to use. and why they found certain levels difficult to reach or uncomfortable to use. There are no rights or wrongs. Introduction This activity combines some imaginative elements with other more theoretical inputs as a way of getting a group to start understanding conflict. then unfreeze them and observe what effect the change has. ask two volunteers to role-play to the rest. slight tension: going about a task that needs to be completed. looking at some of the underlying causes.or asked for from the group . how people's response may be different according to the energy level used. Different people will have different ideas about each energy level and what it means to them.
Watch carefully how people react and behave. If any ways of reacting to conflict were highlighted. Finally. Whether any positive aspects of conflict emerged. An imaginary example could start from somebody disliking someone based on the clothes they wear or the color of their hair. during the exercise. It should contain: one sheet of colored paper. and languages commonly used by. The ease . jealousy. lack of knowledge. The Iceberg of conflict should be shown. one of the thirteen little creatures (these should be used in pairs . At the end of the time. 8. drawing etc) that says something about one of the things that are beneath the surface of conflict. A broader discussion on some of these issues could follow. fear. Also. You will need to time it and ensure that the rules are kept. 2. to choose Statement 1 or--2 and sign your name under 1 or 2 on a sheet with these numbers written on the wall. to drawing others in on either side. 7. People are asked not to open the envelope until all the instructions have been given. to look at your little creature and think what it says to you about conflict.if there are 12 participants. These are: a) to create a shape with the piece of paper (by cutting. folding. Then show Statements 1 and 2 in their own language(s) .and ask why people signed for each. if necessary . 4. ask whether anyone thought of looking in one of the extra envelopes at the front? Remind them that there were only three rules . These could include comments on the variety of shapes (and reasons for them). The feelings associated with not understanding words/statements/tasks. This should then be attached to a sheet on the wall. An envelope should be given to each person. Then the three rules are explained.nothing said they couldn't look at each others statements or in the spare envelopes!). set attitudes and behavior. Conclusion Many issues could be raised here that could be developed further. to solid. The usefulness of using imaginative processes as well as more rational ones. some explanation should be given that only if the things beneath the surface are looked at will there be a real chance of resolving the conflict. etc.and explain their meaning. Social games for trainings 39 AIESEC Timisoara . hurt.or not of communicating without words. ask whether people were able to understand their partner(s) explanation of the creature and whether it was easy or hard to connect it with conflict and explain it without words? Ask for some reflections on the exercise and make some yourself. The three tasks are explained. ask each person in turn to come and show their shape and in one sentence explain its meaning for them. all thirteen should be used and four extra ones) and Statements 1 and 2 in two different languages (the mother tongue of. in any language. the participants should not be used). Then to find the other one or two people with the same creature and explain to them your thinking about it. tearing. b) c) 5.attack. six creatures should be used. The iceberg represents the fact that for every incident of conflict the causes are often hidden beneath the surface. At least two spare envelopes should be casually placed on the front table. everybody in the room must take part. Ten minutes should be allowed for the exercise. Please note that task 2 will prove difficult because nobody has the statements in their own language and task 3 because they must find ' their partner(s) and explain their thinking without talking. 6. all three tasks must be completed in ten minutes. 3. The group should be asked what the causes might be. at any time. They are: a) b) c) there is to be no talking. especially in the areas of conflict prevention or conflict resolution. A list including the following will probably result: anger. (You could also comment on whether people looked at the Statements of others or shared them or just struggled on their own. if there are 30 participants.
The choice is theirs. ask people to consider some of the following questions: What is happening in the image? What do you think happened before? What do you think should happen now? Imagine yourself in the situation of one of the characters involved. IMAGES OF WAR Introduction An activity to stimulate thinking and discussion about some of the things that could happen in a war situation and some of the ways an individual or an organization can react to them. you could use the Silent Discussion technique explained earlier. like the ones shown here or others that you have gathered. Process Have a selection of pictures or photographs.26. story. They can do this by description. After some time in pairs or small groups ask each group to explain something of their image and their thinking to the rest of the group. writing on a board or something more dramatic or creative. the group and the nature of the issues you are trying to deal with. Whichever option you choose. Either ask people to form pairs or trio's and give each group some different images to look at and discuss. A broader discussion on the issues raised can follow. what might your feelings and thoughts be? What might an individual or an organization be able to do to ensure fair treatment? Other questions could be raised depending on the image. (They should have been told at the start that they would be asked to do this). ready to use to trigger some thoughts. Alternatively. Social games for trainings 40 AIESEC Timisoara . this time with people working silently in small groups or allowing people to move around the room looking at five or six images and discussion sheets.
to stimulate discussion on specific issues. on flipchart sheets and place one in each Referee Second (man who mops the brow of the boxer between rounds) Cleaner (who washes and cleans the ring afterwards) Anti-boxing agitator 2. Write each of the corner. though if this not possible. They must make a decision.This could lead into getting people to consider what rules or regulations might be helpful in this situation. (his has as the four choices: Agree strongly. Disagree a little and Disagree strongly). 4. concerned with Boxing. before learning which rules already exist. It is possible. Although elements of all four may seem relevant. Process 1. and interest in. When everyone has selected their corner. then to ask one representative from each corner to explain briefly their choice to others. 27. Get them to discuss with their partner why they think their choice of role to be most appropriate. them. The four are: four roles of characters. back as a whole group. and even come to start thinking what they might be for themselves. Explain the roles to the group in simple terms if necessary. preferably with someone from another corner. Further discussion at this time is also possible. A variety of statements can be used on the theme of the role of the Red Cross. but should focus on their own decision). Other statements could be: The Movement should much more actively try to prevent wars and disasters as well as react to them. However it is suggested that four to six statements are more than enough for a session. 41 AIESEC Timisoara Social games for trainings . ask them to form pairs. Nobody can stand in the middle or hover between positions. Then ask them which of these four characters most represents the role they think the Red Cross should take in a time of conflict. This trigger to thinking on the issue can be followed by supplementary statements being read following the usual Four Corners format. Conclusion An activity like this has the advantage of allowing people to connect themselves with a situation or some individuals before investigating legalities and rules. then they will feel far more connection with. Ask everyone to stand in the middle of the room. 3. someone from their own corner. they must opt for one of the four as the most appropriate. Mey can also consider why others may have opted for their corner. Agree a little. 5. This should not be a test of their knowledge of what already exists but should arise from the discussions that have already taken place. If they come to see that legalities and rules might be necessary. BOXING MATCH Introduction A variation on the Four Corners activity.
The ICRC should speak out to get prisoners released if it feels they were wrongly imprisoned. The ICRC should concern itself with conflicts and leave the Federation and National Societies to do disaster and development work.creative and imaginative . messages. of course.element to this exercise. The ICRC should go public if it knows horrific war crimes are being committed and nobody else knows about them. visiting and relief). or it will become a relic of the past. emblem protection etc) more than any of its other actions (tracing. The public should be made aware of the differences between the ICRC. The most important work of the ICRC is promoting the rules of war (i.must change according to needs and circumstances or the times. Federation and National Societies and not to be allowed to think of the Movement as one.and the whole Movement . Conclusion The Boxing Match analogy adds another .e. The ICRC . 6. Some further reflection on the usefulness of thinking more creatively about issues or the appropriateness of the boxing analogy specifically could also take place. be on any topic or range of topics and should be adapted for the particular group that you are working with. Social games for trainings 42 AIESEC Timisoara . Geneva Conventions. Protocols. The statements can.
rights and responsibilities. that describe important elements of the work of the Movement or of humanitarian education work in general. Some cultures may not have scarecrows. Teddy Bear. For example: conflict. Individuals are asked to consider what comes to mind for them when they see a scarecrow. They should then split the letters up and find words. Examples could be: Owl. They should then broaden and think how it could be linked to humanitarian education work.28. knowledge. Social games for trainings 43 AIESEC Timisoara . Dove. The topic they are asked to think about could be one of many. This should bring out points about the essential elements of humanitarian education work and/or the work of the Movement. SCARECROW Have an image of a Scarecrow for all to see. could be chosen. 3. so some explanation will need to be given of its basic function. not a Scarecrow. 4. Form pairs to discuss their images and thoughts and explain their words. etc. Some sharing of this could then take place in the big group. Phoenix. 1. prevention. Variations are possible: a) b) Another creature. starting with each letter. 2. Lioness. Translate into other languages to have a collection of words describing the Scarecrow. the world etc. maybe putting words on paper on the wall. Each person should take small cards with the letters of SCARECROW printed on them (or the word in their own language).
People could be encouraged to think about their own organization or group and consider how people may be reacting in these ways. 6. 3. 2. so that they cannot see their partner. Methods 1. Follow up Tell people . They also won't necessarily happen in any order. 2. Allow enough time for all individuals to complete this. 30. They should put down papers. People are at different levels of readiness for change. ask people to turn back to back again in the same pairs and to change five more things about their appearance. the same change. They are asked to change five things about their appearance. These could be demonstrated or developed. Strategies could be developed that could help people to manage change. Once complete. They are told to turn back to back. react more strongly to some parts than others. Once complete. ask people to turn back to back again in the same pairs and to change five more things about their appearance. 5. 4. Discussions could take place on other exercises that get across complex processes in simple. These state that in any circumstance where people are required to change (whether in their personal life or within an organization) they will go through seven reactions. 5. This might simply be to recognize their own behavior. 3.29. and people will revert back to old behavior. 6. They are told to stand opposite each other to look at the other person and notice things about them. It might also be to develop strategies for developing alternatives. skill.that they demonstrated within the exercise the seven dynamics of change. People will think about what they have to give up (more than they will about what they might gain). They then turn to face each other again and discover what their partner changed. People will feel alone even if everyone else is going through. active demonstration of the effects of change on people. 4. Some people will.if it is true. Each person turns back to their partner and has to discover the five things the other person changed. So called. from a 1970's psychological/sociological study. 7. Take the pressure off. money. Ask people to form pairs. 7. and it usually is . CHANGE Introduction An exercise that provides a short. The seven dynamics are: 1. ill-at-ease and self-conscious. Too much change at once and people will rebel or give up. Further Development In pairs or small groups. people could be encouraged to think about their own "patterns' of reacting to change. People will be concerned that they don't have enough resources (time. pens etc and move to an open space. STOP! LETS START AGAIN! Introduction Social games for trainings 44 AIESEC Timisoara . light-hearted and active ways. etc). Stop the exercise and tell them that you were only joking about changing yet again! Allow everyone to return to normal and their seats. Allow enough time for each person. of course. People will feel awkward.
maybe in advance . Three or four people should be asked . Social games for trainings 45 AIESEC Timisoara . stop the play and open to a general discussion. At. what do you think happened to cause Did any particular behaviors change events? How do you think each character behaved? Would you have behaved like that in this situation? Are there any learning points from this about individual perspectives. The sketch then has to be played with this change.An activity that recreates some situations from real life and explores how we see things from different perspectives. developed from the ideas of the Argentinean Augusto Boal. though not the exact words and actions. It then goes on to look at how some changes of behavior could completely change the end result. Topics outside the experience of the participants could be used. simple sketch (or play) of a situation from their own experience to show something of the way people who are different. It is. one point you. The situation however needs to remain the same. 5. (Alternatively. 3. The sketch should be presented to the others in the group. or somebody in the group. A brief sketch can be presented first. It can really help people to start viewing things from the perspective of others and to encourage them to look at the effects of their own actions. A member from the audience can volunteer to take the place of one of the actors. therefore. with one or two changes and then one from the lives of the participants developed. Process 1. and then they can create from there). Then it stops and you. Conclusion This type of drama or theatre. After this another person can volunteer to take the place of an actor. The same situation is then re-played with some changes by the new actor. or someone else. The following questions may be helpful: that? Were there changes to the end result each time? If so. (Only one should change at this time). 4.to make up a short. It should only take a minute or two. you can suggest in some way the situation. Variations are. very suitable for work on any topic connected with the vulnerable or accepting difference. who become the audience. 2. the way people inter-act or anything else? 6. says that we can start again if you did not like the words or actions in the situation of some of the characters. This exercise can either be done in small groups or in one big group. are treated. originated from a desire to show the behavior of the oppressed and the oppressors. After a certain amount of time or after enthusiasm fades away. Small groups could develop their own sketches and present them to the other groups. Many other adaptations are possible. of course. After a few times it is possible to change two or three actors at the same time. can add one small change to the situation. A particular topic could be stressed. possible.
three people receive the Role A card to read. 1: The Computer Class Role A: You are the director of a youth group that has program for boys and girls. The boys who come to your youth group need skills that will help them get jobs. to encourage young people to practice the skills of standing up for their own rights. This course would give them both skills and self-confidence. Maybe in the future you could organize a computer class for girls. Step 3: Have young people select someone from their group of three to play the role described. Be aware that some situations of rights denials which young people may be familiar with will be too sensitive to discuss or role-play in a group (for example sexual abuse or torture). But girls in your community are far more likely to get married while in their teens. discuss with the wide group: (For the person whose role was to deny a child's rights) What was easy or difficult about your role? (For the person whose role was to defend the child's rights) What was easy or difficult about your role? What ways of defending rights seemed to work best? Were any strategies used that did not seem to work very well? Have you ever encountered situations like these in your own life? In real life. have children. Social games for trainings 46 AIESEC Timisoara . Follow-up: When planning an action project. Step 2: Within each group of six. TAKING A STAND – ROLE PLAYS Purpose: To make young people more aware of instances in daily life in which children's rights may need to be defended. few teenage boys have jobs. so only five youth group members can go. role-plays can be used to practice how young people might respond to opposition to their project. or those of someone else? Variation: Young people can be asked to write their own role-play situations relevant to their own lives. The chosen actor may request one or both of the remaining members of the group to play a 'supporting' role.31. You know that some girls are interested in learning about computers. some of the parents might feel that using computers is not the kind of work girls should do. The college has only five computers available. discussing the situation and what the character described might do and say. d necessary. for the entire group to see. Step 5: After each role-play. In your community. Assign each group to one of the three role-play scenarios. As and B's read over their cards separately. would it be possible to stand up for your rights as in the role-play? Was it easier to defend your own rights. too. You feet that boys should be given first chance to go to this class. Role Play Scenario No. Besides. and wants to go. Everyone in the youth group is very excited about the class. Materials: Copies of the Taking a Stand role cards Procedure: Step 1: Have young people form groups of six. Step 4: Each scenario is acted out. and work in the home. and three receive the Role B card (from the same scenario). You have arranged to bring a group of young people to a six-session class on using computers at a local college. one at a time. You must decide who goes. arid the rights of others.
Let this person know that you have asked him because you feel he is honest and will not run away with the money. Promise this person that you will protect him from other drug dealers in the area. You want to get your friend to stop acting this way. Role B: You are a student at a secondary school. and from the police. Role B: Social games for trainings 47 AIESEC Timisoara . Note: Role B may be played by either a girl or a boy. they should try to be like everyone else here. You think that if they want to live in your country. You are trying to convince a teenager to sell drugs for you. You would like to get to know these students. You can't understand them and you think that they might be talking about you. You have just found out that the director of the youth group is going to let boys sign up for the class first. You especially don't like it when they sit together at lunch and speak their own language. You don't like these students. Their customs seem strange to you. and at the end of the day. they will never have an equal chance of getting jobs that pay well. They speak a different language from the language of your country. more and more women are doing this type of work. and telling them they should go back to where they came from. you want them to join you in teasing these students about the way they speak. You think that it is interesting to have students from another country at your school. You will also give him drugs to use from time to time. Five members of the group will have the chance to go to a computer class at a local college. and sometimes miss school because of their religious holidays. or how he could help to support the family with the money made from selling drugs. But one of your friends wants you to join in teasing them. Role Play No. some students from another country have enrolled at your school. You explain to this person that you will give him a certain amount of drugs to sell each day. You will then give him a percentage of the profit. and having a special skill would be a big help. interrupting them when they are eating lunch. 2: Differences Role A: You are a student at a secondary school. Unless girls get the same training as boys. You try to get some of your friends to make these students sit separately at lunch. They have a different religion. and maybe even to learn a few words of their language. to learn about their country. and sometimes miss school because of their religious holidays. 3: Selling Drugs Role A: You are a drug dealer. and telling them to leave the country. but you think that the teasing isn't fair. even d one could be found. he is to bring you all the money. some students from another country have enrolled at your school. and you would like to find a way to become friends with them. They speak a different language from the language of your country. The amount of money to be made selling drugs is far more than he could make by working at a low-paying job. Recently. It is difficult for teenagers to find jobs in your city. You don't want to spoil the friendship. Get him to think about the things that he could buy with the extra money. They have a different religion. Recently. Remind him how difficult it is for young people to find jobs in this poor neighborhood. Both boys and girls need job skills to be able to support themselves and their families. You think this is unfair.Role B: You are a member of a youth group that has program for boys and girls. While most of the people who work with computers in your community are men. Everyone is excited about the course. Role Play Scenario No.
A drug dealer is trying to convince you to work for her selling drugs to other young people in your neighborhood. THE NINE YEAR OLD CAROUSEL Introduction An activity to get people to consider how they can explain difficult concepts to younger people. threaten you. but you don’t want to start using drugs or selling them. Even if you can get out of this situation right now. You want to say no to this drug dealer. you are afraid and might need protection in the future. 32.You are 16 years old. either now or later. People should sit facing opposite another person. If there is an odd number of people one chair is put slightly outside the circle for a person to sit on. You are afraid that she might get angry. An inner circle facing outward and an outer circle facing inward. You also know of people who have been lolled in arguments over drug deals. You are also worried about what your friends will say or do if you refuse to sell drugs. so that they can concentrate on their partner and not on other people. Chairs should be placed in two circles facing each other. Each pair should not be too close to the others. You have learned about how dangerous they are for your health. Some of them already work for this drug dealer. The exercise also allows for one to one communication with a large number of different people in a short space of time. Process 1. Social games for trainings 48 AIESEC Timisoara . You need the money. But you are also afraid of what her reaction will be if you say no. and get away from her as quickly as possible. or hurt you in some way.
Continue with these questions: Do you see what I see? Do you hear what I hear? Do you say what I say? Do you smell what 1 smell? Do you feel what I feel? Social games for trainings 49 AIESEC Timisoara . 33. could take place. Conclusion This exercise can be good as a starting point to consider the complexity of some issues or it can also be useful near the end. 7.to understand? Then ask people to consider what sort of answers children usually receive to these kind of questions and what the effects of that are? Some general discussion on what we .2. 6. I wish I could be like you. 4. ask the inner and outer people to swap places. The following are some suggestions: Why do people fight and kill each other? What is racism? Why does it say 'Blacks go home' on the wall? Why is that man kissing another man? Are gypsies really dirty and dangerous? Why won't my parents let me have a toy gun? Are we better than those other 'people') (or the name of a group could be given). The questions can vary according to the topic you are working on and the age and level of the group. Ten to twelve questions altogether are probably enough.to answer the questions? And if they censored anything? Also. Variations are possible. an activity. especially if people are planning to spread their ideas further. It is a very useful way of showing the strong influence of messages received in childhood from family. For the last one or two question ask the inner circle 'child' to make up their own questions to get an answer. 5. with changes of place. Describe also that although most of us have these five senses. Explain the five (physical) senses: seeing. You will call out the question each time. All questions could be on one topic. touching. After five or six questions like this.might do about that. should take place. Why are girls different to boys? That strange boy hates me! I don't understand why. By this stage they have an idea of the game and the type of questions. After each question and two minute conversation the people on the outside are asked to stand and move to the right. stories. It could be five or seven or twelve year olds instead.as individuals and society . Is that right? Why does everybody say (name a group) are our enemies? 3. They are told that they will move around. and arry out. so they will not only speak to the person opposite them now.in the outer circle . The inner circle people are told that they are to be nine year olds. not everybody does. The outer ones move inside and become the nine year olds. Then they do the second question there. or smaller parts of it.in the inner circle . heroes etc. Process 1. friends. THE FIVE SENSES Introduction An activity that gives the whole group. Each time the inner circle 'child' will ask the older person to explain something to them. by conversations or peer education or other kinds of action. hearing. Another five or six questions. Only one question could be given to start the carousel and then inner circle 'children' think of their own questions. media. The outer circle are themselves. Will you help me to be? My sister says drug addicts are sick and we should feel sorry for them. They will have two minutes each time to speak to someone. the responsibility to design. ask if it was possible . smelling and speaking. At the end ask people generally whether it was easy .
Give all groups a set amount of time to prepare. that people's perspectives can vary for a multitude of reasons. achievable. For example. Some will be more involved than others. 3. It may also be a good idea to give them a time limit for their two activities. The activities should be short and creative. Give each of them one of the senses and the corresponding question. whether social. The S. Content S. Ask them to design two short activities. Social games for trainings 50 AIESEC Timisoara . from the other groups on their senses. groups of people.T. Analysis is one such method. community.W. and accepting. like choosing a different topic to prepare the activities on or only asking for one activity to be developed. ideally the analysis should first be done by individuals. explain the reasons). The advantage of this topic is that it can clearly draw out some issues of understanding. therefore. (Don't however.O. stands for: Strengths Weaknesses Opportunities Threats It can be used by individuals to consider their professional or personal situation especially at points of crisis or decision. about themselves and working in groups and generally about how different people or groups of people experience the world in different ways. The activity mirrors itself! 34. The advantage of the method is that people learn this by doing and experiencing. ANALYSIS AND PLANNING Introduction There are many different ways of getting individuals. are possible. The first should be about being without their physical sense. Method Even when used with groups or organizations. Conclusion Variations.O. Split the group into five smaller groups. but this practically demonstrates that the same situation will produce different reactions on different people for different reasons.W. The activities by each group can be followed by some discussion on what they learned: in the preparation and demonstration on their sense.Make the point that not everybody who hears something hears the same as their neighbor for a variety of reasons. being told. It can likewise be used within organizations to assess circumstances and assist in future planning. which they will demonstrate on the rest of the groups. 2. groups or organizations to assess their current situation in order that future plans can be made which are realistic and. temporary or work based can explore their position. Perhaps thirty minutes or less. rather than. The second should get people to consider how others may perceive things and react in different ways. Similarly. depending on your group and your time constraints.T. hearing something quite different to their neighbor.
On the large paper. A tree diagram is used because the impact of a project can grow in many directions. 2.people who might be affected by this project. both positive and negative. It should also be timed so that each person has a fair share of the time available. of course. They are about to create a "Planning Tree" to look more closely at those consequences. glue. This could he done based on their individual S. blue. of potential action projects. brainstorm a list of all the possible 'impact groups' . 1. Form working groups of four.O. Groups and organizations can similarly benefit from this. 4. business people religious leaders local media producers health care personnel 51 AIESEC Timisoara . Then get people in pairs or small groups to share their thoughts and feelings on this. both positive and negative. this S. after some other work has taken place. 3.T. (It is possible.'s affecting the group or organization. 4. to consider both).W. Explain to the group that carrying out an action project can have many consequences. THE PLANNING TREE Introduction To help people anticipate the consequences. This should be on the S. like the branches of a tree. Conclusion This is a good method for really getting people to think about themselves and what they can achieve and what they may need to help them. Process You will need a large sheet of paper and pens for each group of four. 3. Large group discussion should then take place with all pairs or small groups sharing their perspectives. have the groups sketch the trunk of a tree.'s or those they see affecting the group or organization. Next.T. On the tree-trunk.T. Each person is asked to think about or write or give visual or physical expression to the four aspects of the analysis.1. green and yellow cards. trying to spend an equal amount of time on each of the four aspects. Ask each group to select one possible action project that they would like to consider carrying out.W.O.O. Analysis can form a useful base on which to build strategies for future development.W. 35. These could include: children parents teachers elected officials Social games for trainings 2. on a number of different groups of people. rather than those of the individual. Either at this point or later. they write a few words summarizing the action project they are going to consider.
Sometimes however. Give each working group twelve green cards.police 5. the cards should be placed on the paper at the end of the appropriate branch. immediate consequences of the action project for that group. elected officials. this time looking at each blue card. negative or neutral. Then distribute a number of blue cards to each group. Finally. It can help ensure that idealistic ideas have a practical and realistic root. Social games for trainings 52 AIESEC Timisoara . Stress that the consequences can be either positive. Give the working groups time for reflection and discussion on their planning trees. The planning tree can extend indefinitely. Tell them to look at each immediate consequence (the green cards) and decide on at least one secondary consequence that would arise from it. Allow people to move around the room to look at all the planning trees. They draw four short branches radiating from the trunk of their tree. open up for general discussion if you feel that useful points could be made about some of the things shown. Ask them to focus on one impact group at a time and think of at least one. beyond three levels of consequences. 12. Small groups can be assigned only one branch of the tree (parents. When this is done. they can simply draw the consequences onto the large paper. Variations are possible. or as many as three. The blue cards are then laid on the paper with a branching line connecting them to the corresponding green cards. distribute the yellow cards. If cards are in short supply. Conclusion A Planning Tree is a complex activity to describe and carry out. 10. The number of branches of the tree need not be limited to four. the work in the small groups and the observation of the other trees is enough by itself. Once this is done. 7. They may stick down their cards with glue if each group member is satisfied with the arrangement. social workers Have them select the four impact groups that they feel would be most significantly affected by this project. 8. so that they are prepared and may already have planned some strategies for dealing with the situation. health personnel. 9. teachers. etc. These represent third order consequences. They may draw dotted lines between consequences from different branches that seem to be related to each other. Groups can then combine their work to make one large collaborative planning tree. and write the name of one of these groups on each branch. 11. Each secondary consequence should be written on a blue card. and laying it on the planning tree with a branching connecting it to a blue card. 6. Have the young people follow the same procedure. deciding on a third order consequence that could arise from it. Its value is in getting people to consider what may happen with their plans.) to work on.
The most specific question (the original question) should be at the bottom of this packet of question cards. More Creativity Games. Ask them to convert this opportunity or problem into a question. Original question: In what ways might we sell books to professionals on the Internet? Question at the next higher level: In what ways might we sell books on the Internet? Question at the next higher level: In what ways might we sell things on the Internet? Question at the next higher level: In what ways might we sell things? Question at the next higher level: In what ways might we persuade and influence the others? Distribute five index cards and a rubber band to each team. .) Ask the teams to read the question on the top card and spend 3 minutes brainstorming alternative responses. Here's one that I use: In what ways might we sell books to professionals on the internet? 3. Creativity Games. using the format suggested by Van Gundy: In what ways might we . team members should brainstorm alternative responses for this question for the next 3 minutes. 5. Ask the team to transform this question into four higher levels of abstraction. The teams should review the responses.) Social games for trainings 53 AIESEC Timisoara . Ask the teams to place a rubber band around the packet of question cards. Ask the teams to return their packet of question cards along with the lists of brainstormed responses to the appropriate teams. one on each card. 9. and integrate them into an action plan. At the end of 3 minutes. Give an example such as this: 4. You will find a model for the creativity process and several games for profiting from opportunities and solving problems in Thiagi's earlier book. The most abstract question should be visible on the top card and the other questions should be hidden below. Divide the participants into two or more teams of three to seven members each. (No two teams may exchange their packets with one another. give the packet to another team and receive a packet from yet another team. The team should record its answers on a flip chart or a piece of paper. one level at a time. 6. Repeat this procedure two more times to end with responses to the most specific form of the question. . select the most useful ideas.36. 7. ? Give an example to illustrate the task. ZOOM – A CREATIVITY GAME 1. (ZOOM is one of the games from Thiagi's forthcoming book. ask the teams to read and respond to the question on the next card. 8. Ask the teams to write their five questions. ask the teams to remove the top card and to read the question on the next card. Then ask them to put the question cards on top of each other. After 3 minutes. Ask each team to identify an opportunity or a problem. building on the earlier responses. 2. with the question sides on top. As before.
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