Era Booklet by Taulant Bytyqi

Environmentally Responsible Action

Handbook Organizing Summer Camps 2011

? 1. Why to organize multiday outdoor programs and summer camps?

ERA has organized summer camps for children and youth since 2006. The initiative started by organizing one camp per summer, and has steadily grown to have three camps a summer for different age groups. Still the demand is higher than ERA can offer. Every summer number of interested youth is multiple compared to places offered. ERA organizes environmental educational summer camps to raise awareness of children and youth about environmental issues and to get them closer to the nature, giving children and youth an opportunity to feel connected to the nature through outdoor experience. We provide a safe learning environment where children and youth can explore, experience and sense the surrounding nature, to become attached to the nature.

2. Program

First thing to decide when starting to plan multiday activities is why you want to organize the activity. What do you try to achieve by organizing a summer camp or an expedition? By defining the main ultimate goal of the activity it is easier to decide also a theme, and activities that support the theme. Many activities work best when the number of participants is big enough. However, there should be always enough leaders (staff, volunteers) for participants. As a rule of thumb we can say that there should be one leader for seven participants. Flow of the days and the whole program

Alternate high-energy activities and running games with calm activities and sessions where participants need to think, talk pr reflect. The older participants are, the more you can give them intellectual stimulation but donâ&#x20AC;&#x2122;t forget that running games, fun activities and energizers work for all age groups. Different age groups have different needs.

When planning the program and activities take into consideration the age of the target group. The reality shows that there is not an ideal course. There is usually something that is not ready, that could be prepared better… so do not worry if you do not manage prepare something. It is a reality and you will have to improvise. You will have to improvise anyway, because the reality is mostly somewhat different from the picture/plan you create. Prep meetings (Theory of Outdoor Experiential Courses by Outward Bound Czech Republic) Sometimes, teams would start their work 8-10 months prior to the course and they would have up to 6 weekend meetings. On the other hand there might be a team working for 4-5 month, having 2 meetings + some work to be done at home. All depends on the time, capacity and experience of the team members. However, there are couple of objectives of the prep meeting, thanks to which a course can become successfull.

Objectives of the meetings: 1. A team to become a team – team members are going to work in tough conditions, exhausted, needing to rely on each other, support each other… Therefore, there is certain time devoted to getting to know each other, to create relationships, for the vibes of the team will radiate to the participants during the course. If something is not good, it can be perceived. 2. Create a scenario – following the rules of dramaturgy, you start from ideas and themes, to get to a final scenario with programs having, each having a guarantee – responsible person for the program. 3. T ake care of production – here falls all the logistics, like finding a place and agree on conditions with the owner, creating a leaflet and distribute it, communicate with participants, keeping a track of finance, get the equipment you need and a way to transport it, etc.

Tips and tricks to enhance your team becoming a team • Find a time to share your motives to join the team • Share your expectations of the course – what do you want to get out of the course? • What do you want to give to the course? • Share about your personalities – what do you need on a team? How can other support you? What makes you angry/happy? What would be good for others to know about you? • H ave a common experience – do something together, it helps connecting with others. Notes on production • O ne of the most important tasks is promotion, for which you need to have a leaflet, for which you need know what the course will be about and who do you want to get as participants. This means you need to have your first meeting several months prior to the course! • For some production roles, it is 8

possible to use outside people. There are people who are not a team, but who are willing to help with a little thing in the preparation. • I deally, you have enough time for meetings, your ideal place if free and provides everything you need, you have all the equipment needed, etc. Practically, compromises are always needed and it is good to be ready for them. General notes on meetings • I t is advisable to have at least one meeting at the place, so that everybody knows the limits and possibilities of it when creating scenario. • I t is worth to keep records of the meeting and writing tasks for the next meetings. Creating a scenario – Dramaturgy before the course The experience or meaning behind the experience is the central in experiential learning. Experiences form through a combination of following resources: people

in the group, natural environment, self reflection, and activities/games designed by dramaturgical principles and enhanced with various expressive tools. Themes – aims – programs The core of dramaturgy/ a course design is to identifying themes and aims and turn them into programs. Themes – are the „big words“, should be actual, attractive, interesting, e.g. time, encounters, imprints, home… Aims/goals – are trying to make the „big words“ more concrete, e.g. „to enable experience the value of one hour“, „to have an opportunity to meet an inner self“, „to experience how differente people perceive their homes“. It is noticable, that you do not find many SMART goals. They are rather in the form of creating or opening a space for some kind of experience, with open outcome, enabling active involvement of participants. Programs – It is the final step (the hardest) to find suitable programmes that have the

potential to provide the experience defined in themes and goals. In general terms, finding a program means finding a suitable form for a content of the themes. Some programs are used from previous courses, some programs are created as a new ones. The final product of preparation is a scenario – a timetable filled with programs, where each program has its purpose in the whole and each program has responsible guarantee. Guarantee – is a person, who is in charge of a program. This does not mean that he/she needs to do everything by him/ herself, but is responsible for ensuring that everything for the program is prepared. Dramaturgy – is a method of how to choose single programmes and build them into higher thematic units (programme blocks), with the aim to reach the highest possible effect in the limited time of the course. (Zuzana Paulusova) You can also think of a course as a theatre play or a movie. 9

There some characters playing various roles, in certain situations. The play has some pace and a rhythm, some themes of the characters rise up now and then. And it also has a thread (central idea) around which everything flows. The difference between watching a movie and being on the course is that on the course you are both, actor and spectator at the same time, and you are actively involved in development of the story. Principles of dramaturgy – how to put programs into a scenario There are several criteria according to which you can create/evaluate a scenario: • Unity with the themes – are the programs purposeful/ in line with the themes, especially with the „red thread“ – the main developing theme? • Pace and rhythm - is the pace and rhythm of the course balanced? (slow x fast, etc.) Sometimes people talk about dramaturgy 10

waves. • D iversity – are there programs for everybody? (physical, social, creative, psychological, intellectual, adventurous, etc.) • P eaks – are there programs that can be highlights of the course? Are they at the right places of the scenario? • G roup development – are the programs in tune with the natural development of the group dynamics (e.g. get to know each other, opening up, creating some level of trust…)? Tips and tricks for creating a scenario • E xcept of themes and natural group development, you can consider/create other guidelines that can help you to give a shape, e.g. „the program should be challenging“, „we want to focus on developing the sence of the place“, „the program should be confrontional“, etc. • I f you cannot tackle it from one side, go from another one. Every person is different,

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some people like to go from the whole to details, some vice versa. Consider capabilities and limitations of your team. (If nobody of you can dance, do not put a dancing workshop in the scenario.) Think of a „wet option“ – what if the weather is not suitable for your program. It is o.k. to have an empty place in the scenario. You can add a program according to group development. It is advisable to have backup programmes. You never know, when you are forced to change a program for whatever reason. Have one person as a guarantee for each program. It is better than to have none or two. Details – once you have all the big things settled, focus on details. They are like spices that give the course a special taste. These are little things like speakers corner, newspaper, surprising sunday morning breakfast served to bed, a little gift, etc. Expressive tools – Even at this phase, it is worth looking

for tools that can create stronger expressions (a big mask on the wall, costumes, certain decoration in the meeting room, music, etc.) • „ Dramatic arch“ – is a connection between events, programs that does not have to be very obvious, but may create a click in the experience, or tie some experiences together, e.g. starting and ending at the same place, meeting some character in a costume several times during the course, etc.) • a ntithemes – sometimes it is good to meet a theme by experiencing an antitheme, e.g. get more aware of feeling of home through being homeless for two days. Always have backup plans and extra activities! Children tend to be faster in accomplishing tasks than you think – and eager to do next ones. So prepare yourself to be ready to lead some extra running games, puzzles and other activities.

3. Preparing for the camp

Advertising the camp For implementing the camp you need participants, and for successful camp you hope for motivated participants. (Though also those who are not motivated can be engaged to activities, it just needs extra effort from the leaders.) Already when planning the program you thought about the target group age. In Advertising find the suitable channels for the target age group you aim. Food Ok, now you have a program and participants. One of the most important aspects in multiday program to take into consideration is food â&#x20AC;&#x201C; what, how much, who and how? Calculate how much you will need Make sure you have enough but try to calculate food needed so you donâ&#x20AC;&#x2122;t have to carry extra in vain. Select food that is light to carry but is not filled with empty calories. You

will need food that is rich in nutrition and diverse. Take also something sweet (chocolate – Snicker bars are good) and snacks for hikes. How and who? This is an important question how do you want to prepare the food and especially who should do that. For older participants learning how to prepare food outdoor is an educational activity itself. You can make cooking groups taking turns, or to divide participants in smaller groups (tent groups work well naturally). Giving responsibility of preparing food to participants gives them important lesson about camping and is away from your workload. Someone still has to be with participants when they prepare food so it won’t be your free time in any case. If you decide to use the opportunity to use this part of outdoor experience in educational purposes – which is highly recommended! – be

prepared to cooking taking longer than usually, and don’t expect participants to be master chefs. You need to teach and show them safe use of camping stoves, and how to prepare food. Remember hygiene! COOKING & DISHWASHING LESSON 1. W ash your hands with soap 2. W ash the vegetables 3. P repare a cooking space – gather your needed supplies: knife, spoons, pots & pans 4. Layout your food supplies 5. U nderstand the order you need to do things in… timing is crucial 6. T aste before serving to make sure it is seasoned properly 7. S erve Equally – so everyone gets same amount, and allow for seconds if people are still hungry 8. Cook Eats LAST 9. Cook does not do the dishes! But prepares the dishes to be washed, and 13

checks them after theyare washed to make sure dishwasher did a good job a. (ie. Soaks pots and pans, gathers all knives, spoons, etc.) 10. Clean Up Kitchen – put away all food, organize all supplies to dry, stormproof your kitchen! For younger participants it may be wise to prepare food to them by yourself. However it is important that you don’t use all your human resources while you are preparing the meals. Someone has to continue running activities with the participants! Too much free time results bored participants. You can also give them small tasks “in the kitchen”: cutting vegetables (supervision needed for safety), carrying and cutting bread, making juice from juice powder etc. Hygiene! Remind everyone to wash their hands before eating (and preparing food). Gear Another extremely important 14

aspect in multiday programs is gear. In the best case it supports your activities and makes the outdoor experience enjoyable, but in the worst case lack of or wrong type of gear may make the experience miserable, or even dangerous. -

Shoes Tents Sleeping bags Headlights First aid kit

Resources – what do I need to run a multi-day program? Before setting of, make sure that you have answered to all these questions: - P articipants – Do you have a group of participants who know all the information they need to know (dates, times, things to take with, some idea what to expect…)? - H uman resources – Do you have enough leaders and assisting staff/volunteers? Rule of thumb is that there should be at least 1 leader to 7 participants. Are the

roles and responsibilities of the team clear? Outdoor gear – Do all participants have necessary gear? If not, what do you need to provide to the participants? Where to get the necessary gear? Is the group gear (tents, cooking utilities etc. whole and in good shape? Make a list of everything you take with and check you return everything back. First aid and safety – Are there people with first aid training in your team? Have you mapped the most potential risks? Do you have clear plan that everyone in your team knows if such incident occurs? Equipment for activities – Do you have all materials for games and activities you have planned? Food – Do you have enough food for the whole duration of the program? Is the food healthy, diverse and contains enough energy? Do you have contact numbers of participants’ parents in case of emergency? Have all

parents signed the parental form? Do they have your contact number in case they want to check how their children are doing? - L ogistics – all the logistics should be taken care of (having equipment, having a transportation in case of need, budget under control, an emergency plan) - P rogram – is the program prepared to a maximum, is there a scenario with a wet option and backup activities?

4. During the camp

Dramaturgy on the course On the course, your plan meets with the group of participants and they start interacting, creating the story of the course. Every group is different, and you would not find two courses with the same scenario to be alike. Dramaturgy on the course consists of reflecting the development of the group dynamics and individuals during the program. Usually, every evening after program, all leaders meet to evaluate the day, share their observations and thoughts. Based on that program for the next day might be adjusted according the needs of the group (e.g. they are too tired, so 3-hour running does not seem to be a good idea, there is a conflict arising â&#x20AC;&#x201C; what are we going to do about it?, etc.) Rules It is important that participants follow some basic rules during the program, for their safety. Set the rules at the

beginning of the camp and write them down together with participants, based on their understanding what should be common rules, adding important ones only if they miss some. Try to avoid making a long list – a few rules are enough. Try to avoid also don’ts and no’s but make positive examples. Hygiene In the beginning tell about importance of hygiene in outdoors and camping conditions. Discuss with the group where the toilet area is and how to act when using the ‘outdoor bathroom”. Emphasize the importance of washing hands. Everyone should also take care and wash their utensils, plates and cups. Even youngest participants are able to do this (supervise and check when needed). If you decide to have kitchen groups or cooking in tent teams, participants should also help washing the group dishes. Be equal when sharing the tasks. Discuss and agree about the “Leave No Trace”-

ideology. Show good example by your own actions. Running the activities There are various types of activities that can be used on the course: • P hysical – physically demanding activities • Creative – art, drama, music • I ntellectual – strategic games, problem solving • P sychological/Emotional – programs touching deeper levels of personality • D iscussions – communication programs, discussions with a guest • R elaxation – mediation, massage, etc. to recover • R eflection – individual, in a group • S ocial events – often low structured programs (with open rules) – often connected with role playing It is possible to divide each activity into several phases (not all activities have all of them, but if you go through them during your prep, you may be sure not to omit anything). 17

• Preparation - preparing the rules, equipment, dividing roles • Intro – to enhance motivation, there are several ways of starting the game used – a skit, a legend, music, even a game itself can be an intro to another game • Explanation of rules – clear and understandable • Division into teams – there are various ways how to divide people, it is worth not doing it the same way every time. Sometimes it is worth to think, if you need to have some people together or apart. • The game – during the game, one person is the chief, everybody else from the team has a given role • Evaluation of the results – if there are any results, usually it is best to evaluate the game straight away. • Review – as needed, note that not all programs need review. As some programs can serve as intro to other, some programs may serve for reflections on the previous ones. 18

Informal evening programs

It is important to build a trust relationship with participants. This can happen by spending informal time with participants. Campfire is an atmospheric space to share stories, tell jokes and poems, sing, and share dreams and experiences, to give information or to talk about serious topics. This is a great opportunity to get closer to your participants and to build trust. Tips: You can have nice common activity with children/ youth to toast marshmallows in sticks at the campfire.

FIRE MAKING LESSON 1. Select your Fit Pit location – ensure no risk of fire escaping (Beware of wind direction and strength) 2. Gather your firewood…paper, kindling, small wood, big wood (pile by size, make sure enough) a. Gather dry wood only, pile wet wood so it will dry, pine as a natural firestarter 3. Build your teepee…paper first, small kindling, small wood (take your time, do it right) 4. Select a “poker” stick for fire management, never use bare hands or boots/shoes 5. Light the paper in several places and allow it the time to catch the small wood before adding more small wood, and then eventually big wood…DO NOT add too much too fast 6. Maintain the fire over time, use the poker to move it around, give it oxygen, try to keep the Teepee shape, select the right time to add more wood Hiking Observe participants and carefully estimate their abilities when making final selection of the hiking route. Take into consideration length and degree of difficulty of the trail and weather conditions. In the summer in clear day sunrays are very strong. Before leaving, check that each participant carries with them enough water and

proper clothing. In addition to individual gear, carry with you snacks, first aid kit, sun lotion and a mobile phone with enough battery and credit. Pack with: - Participants: • O wn water bottle • Raincoat - Group gear: • S nacks for the breaks (snickers, cookies/ cake) • First aid kit • Sun lotion 19

• Mobile phone It is not failure to turn back or to change the route! Safety of you and participants is always the highest priority. Sometimes it is better not to tell too detailed about hike or bigger activity that you are planning to have during the camp. Disappointment may be huge if hearing that the hike to the peak everyone has waited has changed to hike in the forest. Don’t advertise the main hike too much – but tell them that if everything goes well there will be a big hike. Tell them also reason for changing the plans.

Moments of reflection at the camp Give enough time for participants to reflect their experiences and to share their feelings. Create safe space to do this. - R eflection after each (educational) activity: what happened, why, what are the things participants learned? - D aily reflection/evaluation in small groups: reflection groups are facilitated by the leaders. They serve as safe space to tell about anything that is in participants’ minds. You can try different techniques to facilitate the sessions. - F inal evaluation (oral/ written): this is important for future – feedback is from where we as leaders can learn to improve ourselves and our programs.

5. After the camp

Clean-up Clean the campsite before leaving home. Bring back all the materials and gear you took to the camp. At the office: - C lean and dry camping gear. Open and hang the tents and sleeping bags to dry! - After drying pack them again and store properly. - Wash the cooking utensils, dry and store. - Declare any damaged or lost gear. - Share the leftover food or store if possible for future use. Evaluation After course It is end of the course, participants left for home and you are at the place with the team, cleaning and packingâ&#x20AC;Ś Before you leave for couple of days of recovery and sleeping, there is time for evaluation and reflection. Course wise â&#x20AC;˘ I t is possible to look at the scenario and compare the 21

planned one, the real one and try to think of the ideal one. • If needed, a final report of the course is written, pictures developed, etc. • Finance need to be put in order. • At some courses, there is a follow up with the same group.

any energy left) at the end. • A fter sleeping for a week J, you may start thinking of a next course… a NEW STORY.

People wise

Write a report of your activity. The report should contain:

• At the end it is good to remind that it is a part of life people invest in the course, and it is worth sharing and reflecting what has it brought into individuals life. • It is also time for personal feedback, for most people are working on their facilitating improvement. Feedback is provided during the course, but usualy there is a big one (if

Sit down with your leader team to reflect what happened during the camp. Reporting

• • • •

d aily program p articipant list Major success stories C hallenges and how did you deal with them

Upload photos to internet, organize and exhibition, organize a gathering for the participants…

6. Creating a game

There are thousands of games described in various books. However, it is very beneficial for your course, if you know how to design a game best suiting to the needs of your course. How to do it: Linear analytic people step by step, divergent intuitive people any way that works for them. J Anyway, there are things to consider. Context: How big is the group? What is the character of the group? What limitations do you have? (place, time, equipment, people…) What are the goals/themes of the course? What is the purpose/goal of this particular game? (an important question worth spending time with to have a clear answer – e.g. Is it to open a theme? Is it to solve group issues? Is it to challenge people‘s values?…) Group of participants: Who are they? What do they want/do not 23

want? Which themes might be interesting for them? How open and personal might they be? Are there any physical, mental limitations you need to consider? Themes: From the context of the group and characteristics of the group, you will come up with couple of themes. Then, you start looking at how they are connected to each other, what subthemes are hidden in them, why are they interesting for the group? After that, there is a time to look for how to project the themes into a game. Creating a game: Principle + form + content (there might be different terms used, the most important question is into which form you will wrap the content?) Reduction of reality – reality is too complex and it is impossible to simulate everything in one game. It is 24

necessary to choose some point of view, part of the whole and focus on it. Looking for the form – which will be most appropriate – an initiative, role play, discussion, creative game, running, … Content – trying to find what is the most interesting/important for participants. Rules – write it down if possible, it helps to cover all details that might appear Set up – motivational intro, division into teams, etc. Review – will there be any? You may think of some themes/questions you would like to direct the review to, unless there are any more important for the group. Annex 1. Example activities from the ERA’s Summer Camps “Barefoot route” Type: educational, senses Venue: any (preferably various surfaces – rocky area, grass, etc.

Number of participants: any Duration: 15 min Materials: logs, sawdust, other materials that are safe to walk on. Preparations: Prepare the route participants are going to walk through. Select route that alternates various surfaces, and add your own spice to what is already there. E.g. set a log so participants will walk on that for a short time and/ or make a pile of sawdust (if available). Clean the route from sharp objectives or plants if needed. The trail does not have to be long but it should contain of a few different surfaces. Description: Explain participants about different senses. Ask participants to form a queue. Then ask them to take off their shoes and socks. Walk in front of the queue leading participants to walk barefoot on different surfaces – grass, rocks, logs, sawdust. At the end, ask how they felt. What was the nicest, what was the least favorite? Why? Combine with other

sense activities to handle all senses. “Smell cocktail” Type: educational, senses Venue: anywhere (along the hike) Number of participants: any Duration: 40-60 min Materials: Mugs or plastic cups enough for each participant. Preparations: Get the necessary materials. Description: Give each participant a mug or plastic cup. Tell them that you are going to have a cocktail party to celebrate (whatever you want to celebrate, the group, the camp…) and ask participants to prepare a smell cocktail. Each participant makes their own cocktail by picking plants, flowers or anything they find from the nature. You can have a small walk in the nature and ask participants to prepare their cocktail on the way, or have the activity during break time of a hike. After participants have made their cocktails, gather together in a circle and 25

let everyone present and give a name for their cocktail, and let everyone to smell each cocktail.

and forth keeping his/her body as straight as possible. Others catch him/her and send back to the other direction.

“The Bell”

“Sitting circle” Type: trust game Venue: any Number of participants: at least 10, preferably more Duration: 15 minutes Materials: none Preparation: none Description: Participants stand in a circle, facing each other’s back (all face to same direction). Ask participants to take a step (or two, if needed) towards the center of the circle. Try all to sit at the same time so person sits on a lap of the person behind him/her. If you manage to balance in the circle, try the same without hands, or try to even rotate the circle by walking a few steps.

Type: trust game Venue: any (preferably flat area) Number of participants: any, divided by groups of three Duration: 15-20 minutes Materials: none Preparations: none Description: One person of the team of three is in the middle of other two, facing one and back to other. The person in the middle starts leaning back 26

“Tunnel” Type: trust game Venue: field, flat area without rocks Number of participants: any Duration: 10 minutes Materials: none Preparations: none

Description: All the members of a group except one create a tunnel by lying on the ground next to each other in push-up position. One person crawls under the members through the tunnel. When s/he exits the tunnel, s/he becomes the last part of the tunnel and the first participant of the tunnel starts crawling through the tunnel. The game ends when everyone has crawled through the tunnel. “Rock n’ Log challenge” Type: teamwork, communication

Venue: a log on flat area Number of participants: 5-15 Duration: 30-40 min

Materials: log / rock Preparations: none Description: Ask participants to form a line on a log. Then ask them to organize themselves in order from youngest to oldest/ shortest to tallest/ according to birthday etc. without touching the ground. If someone falls, they have to start from the beginning. If the task seems to be too hard, you can make it easier. The task should be challenging but not impossible. Another variation is to ask participants to get to a rock that no part of them touches the ground. You can start with a big rock and after participants succeed on that rock to move to smaller. “Building a bird nest” Theme: animals Type: art/crafts Venue: any Number of participants: any Duration: 30-45 minutes Materials: natural materials from the nature Preparations: none Description: Divide participants in groups of 3-5 people. Tell participants about birds and 27

how they nest. Each group’s task is to build a bird nest from natural materials that they can find around them in the nature, and to place it somewhere in the nature. As birds use only those materials that they can gather participants should not cut any branches from living trees or stems of plants and flowers. After all groups have finished the whole group gathers together and walks to each nest and the group that built the nest explains what they did and for which bird it will be. After the activity bird nests are left in the nature. “Ecosystem Trail” Type: educational activity Venue: any (along the hike) Number of participants: any Duration: 10-15 minutes Materials: none Preparations: none Description: In this activity participants learn about ecosystems and xxx. Discuss Ecosystems: what is an ecosystem? Compare the urban ecosystems with the mountain ecosystems. Identify human impact and basic biodiversity – 28

local flora and fauna. challenges confronting Kosovo. Participants explore the similarities and differences between the urban ecosystem of Peja with the mountain ecosystem. Participants experience first hand the logging and grazing human impact in the area. At the beginning of a hike introduce the concept of ecosystem and biodiversity to participants by asking them what the terms mean and discussing some examples. Divide participants in small groups of 3-4 and ask them to gather one wild flower specimin per group of all the different species they could find. These flowers they will later use in the following activity “Ecosystem Map.” Mental mapping of Ecosystem trail. Ask participants to pay attention to following things along the hike: 1. Landmarks 2. Terrain 3. Elevation change 4. Flora & Fauna 5. Human Impacts

“Ecosystem Map” Type: educational activity Venue: any (at the camp) Number of participants: any Duration: 10-15 minutes Materials: Flipchart paper, markers of many colors Preparations: accomplish the “Ecosystem hike” before doing this activity Description: In this activity participants do visual mapping of the ecosystems and trail that they experienced in the “Ecosystem Trail”. The goal of the mapping is to improve awareness of surroundings. Complete each step before explaining the next step. STEP 1 - Draw the visual map of the Ecosystem we hiked through. STEP 2 – Draw the trail in the Ecosystem. STEP 3 – Draw and label Landmarks, Terrain, Elevation change, Flora & Fauna, Human Impacts. Attach flowers you picked to ecosystem they were growing. STEP 4 – Present your map to the whole group.

“Pooping cones” Type: running game / fun activity Venue: field, flat area Number of participants: any Duration: 10-15 minutes Materials: cones, two pots, rope or similar to mark the start line Preparations: Collect materials. Set the start line and pots/buckets for cones. Description: Divide participants in two teams. Both teams form a queue behind the start line. Give a cone for the first ones in the queues. The task is to carry the cone to the pot by carrying it between legs. If they drop the cone they return back. Next one in the queue continues when the first is back and goes as the last one in the queue. Game can end either after certain time or when everyone has “pooped” at least one cone. In the end, count which team got more cones in the pot. “Weather massage” Type: relaxation, physical contact, energizer Venue: any 29

Number of participants: any Duration: 5-10 minutes Materials: none Preparations: none Description: participants stand in a circle. They turn right so they face next one’s back. Ask participants put their hands on the shoulder of the person standing in front of them. Start a story about weather, doing shoulder and back massage. Variations: pizza massage (do in pairs, second round the first receiving massage thanks the other one by giving the same treatment).

dragon; the last one attaches a blindfold or a piece of rope to their back but not tying so it hangs loose. Each team starts from different spot in the field. Their aim is to collect as many dragon tails as possible, without breaking the queue or losing their own tail. “Feely-bag” Type: senses Venue: any Duration: 15 minutes

“Dragon-tail catching” Theme: any Type: running game Venue: field, flat area Duration: 10-15 minutes Materials: pieces of rope or blindfold for each group of 5-6 participants Preparations: get the materials Description: Divide participants in groups of 5-6. Each group will stand in a queue hands on each other’s shoulders, in their own spot in the field. The first one in a queue is a mouth of a 30

Materials: A fabric bag that you can close, materials inside the feely bag, e.g. a pine cone, stone, piece of wood, bark or lichen, stuffed animal, pen, battery, etc.

Preparations: get the materials Description: Everybody is in a circle (sitting or standing, sitting is easier), closed eyes. Pass around at least five objects (both natural and artificial). Participants try to guess what the items are by touching them. They should not speak but to remember in which order what items passed the circle. At the end let people guess what the items were (and show them). It’s fun to have something surprising, e.g. a stuffed animal, as one item. “Mother-deer and babydeer”

Type: educational game Venue: field, flat area Duration: 15-20 min + background information Materials: blindfolds (preferred) Preparations: get materials Description: Divide participants in pairs. Let each pair decide which animal they are. Divide roles of pairs. One will be a baby-animal and the other mother-animal. All mother-animals will form a line and baby-animals will be form a line a bit far away from the mother-animals. The babyanimals will be blindfolded. At this point, mix the order of mother-animals. Motheranimals start making noise depending on which animals they are and baby-animals try to find their pairs based on noise. Leaders should take care of safety and that participants don’t exit the game area. Game ends when all baby-animals find their mothers. Before ort after this activity you can discuss about senses and how animals communicate with each other and with their descendants. 31

“Nature Art Exhibition” Type: art/crafts Venue: any Duration: 40-60 min Materials: Participants use materials they find in the nature. Preparations: none Description: Divide participants into smaller groups if needed. (This activity can be done either in smaller groups up to 10 participants or the whole group together). Instruct participants that they should create a piece of art using materials that they can find in the nature. Tell them not to cut branches from living trees, rip the moss or destroy the soil. Group should work together and make the art without speaking. Everyone should bring something to the art piece, but no one should take anything away that someone else had brought. To the art piece, one can only give. After participants have finished, they should decide the name of their art piece and you can have an exhibition. Tell that after the exhibition you will leave all art pieces to the nature where they will stay for other hikers and animals to see. 32

“Scavenger’s hunt” Type: observing the nature Venue: any Duration: 20-30 min Materials: Participants use materials they find in the nature. Preparations: none Description: No Divide participants in groups of max. three people. Give them a task to search objectives in the nature. Give instructions to groups to get objectives e.g.: -

s omething with blue color something rectangular something with spiral shape something small something alive

Come back together and go through what groups found. “Treasure Hunt” Type: orienteering/outdoor skills/running Venue: any, preferably diverse Duration: 60+ min Materials: Maps, bags and materials for checkpoints. Preparations: Walk around the area to find suitable spots for checkpoints. Choose different types of spots, e.g.

at a big rock, curve of a path etc. Prepare the bags for the checkpoints, e.g. pieces of a puzzle that in the end groups try to solve. Draw the maps. Description: Divide participants in small groups of 3-4 people. Give each group a map with checkpoints and give directions to get to each checkpoint (decide if it can be done in any order or if they should go to checkpoints in specific order. One option for checkpoints if to have e.g. color marked pieces of puzzle in a bag, and each group takes one item and leaves the rest at the checkpoint, or alternatively you can make only one group to go to one checkpoint and ask them to bring back everything from the checkpoint. Collect any left items from the checkpoints after the activity. This is a good opportunity to also talk about orienteering, maps, compass and how to take directions from nature. This can be also used as transition to search and rescue.

“Looking to the future” Theme: sustainability, Type: sustainability Number of participants: any (individual work) Venue: any Duration: 60 min Materials: papers, pencils Preparations: none Description: Give each participant a paper and a pencil. Give them two (max. 3) questions to answer. Participants write their answers individually to the paper. You may give some inspirational words if needed, but do not guide them to any direction. Give them enough time not just to come up with obvious ideas but also to dig deeper. At the end, sit in a circle and ask participants to share what they wrote, if they want. Give each participant space to be heard, and give also an option not to share if s/he doesn’t want to. Questions (e.g.): – How can I protect the nature? – Which activities would I like to do in/for nature?

Annex 2. Program from summer camps I & III/2011 in Hajla Mountain, Peja, Kosovo. Camp I Camp leaders: Elina, Kushtrim, Ardit Participants: 13 participants aged 13 to 16 years Day 1

Day 2

Day 3

wake up

9:30 gather at the mill

BREAKFAST

10:00 departure to the campsite

Opening of the day Morning exercise (Elina)

Opening of the day - Morning exercise (Ardit)

choosing the campsite

Team building activities (log)

Cooperation game Siamese twins

Hygiene lesson

Team building activity, labyrinth (Elina)

Meditation/Solo time (Ardit)

Preparing lunch

LUNCH (sandwitches)

LUNCH

Ice-breakers / name games, interview, compulsory choice (Ardit)

Ecosystem trail - hike (Qakrri, Elina, Ardit)

Tree search (Elina) + tree ages/other info…

Dividing into tent groups and setting the tents

Ecosystem mapping - at the camp

other sense game (feely bag? If time)

preparing for dinner

DINNER

cleaning and dishwashing

closing the day - circle

Campfire

night hike

(trainers’ meeting)

Day 4

Day 5

wake up

BREAKFAST

Opening of the day - Morning exercise (Qakrri)

Idea workshop for future activities/ projects

Treasure hunt (orienteering)

(additional game) Evaluation

Preparing lunch

LUNCH

Nature Art (public art), something you can use

Packing and cleaning

Hike back preparing for dinner DINNER cleaning and dishwashing closing the day - circle Campfire (trainersâ&#x20AC;&#x2122; meeting) 35

Camp III Camp Leaders: Kushtrim, Elina, Andrea, Astrit (ERA) and Professor and Director of the primary school Participants: 26 pupils from Klina. Age: 12 to 14 years. Tuesday July 19th

Wednesday July 20th

Thursday July 21st

Friday July 22nd

Breakfast

Preparation at ERA Office (Mill) 11:00 departure by Truck Bus Jeep

Stretching Runninggame: „hunting star“ Trust games: the bell, sitting circle, tunnel. Birdnest building 30min freetime

Massage with different weather 2hours hike to the „little peak“ - photos with ERA flag.

Stretching Packing luggage and tents.

Lunchbreak: Hamburger

Lunch: Sandwiches, apple, juice

Lunch: Sandwiches, watermelon, juice

Hike to the campsite. Namegame how to put a tent? Walking the borders of the campsite Senses: barfootroute

Eco-system-Hike (rainy) drawing maps and presentation teacher talks about compass „shitting cones“

Runninggame: Dragontrail-catching Senses: Feel-bag Break and changing of clothes Senses: mother-deer and baby-deer Trust: Sitting circle advanced (walking) Runninggame: Cowtail-hunting Natureart in 2 groups (no talking) + presentation

Hike down to the street. Break and snickers. Evaluation (oral) and many „falemenderit’s“ Travel back by foot Landrover Truck Bus in Rugova directly to Klina. Teamevaluation with coffee in Rugova (Astrit, Elina, Andrea, Kushtrim)

Pasta and washing dishes

Minestrone, bread, yoghurt.

Barbeque, Peppersauce, bread, apple

Campfire and songs and poesie

Campfire and songs, questions about Austria

Campfire and songs

Future Activity: - How can I protect the nature? - Which activities would I like to do?

Annex 3. Example of a letter for parents and a packing list Informacione dhe Marrëveshje për/më prindërit rreth kampeve që organizon ERA group (19 - 22 Korrik 2011, nga dita e Martë Premtë) Informacione shkurt rreth kampeve: Kampet organizohen në Bjeshkët e Rugovës – Hajla - nga ERA group dhe kanë qëllim edukues, janë pjesë e programeve që zhvillohen në shkolla, jashtë shkolle. Që konsiderohet një eksperiencë direkte në natyrë, ku preket, shihet dhe jetohet natyra. Është viti i gjashtë që ERA group organizon kampe verore më/për të rinjë. Të rinjë do të vendosën në tenda, ku përfshihet ushqimi, ujë, gjërat e nevojshme. Transporti mbulohet nga ERA. Environmentally Responsible Action group, është themeluar në vitin 2003, puna e saj fokus ka fushën e mjedisit. Ndërsa, për cdo gjë, kontaktoni në: 044 xxx xxx – Labinot Krasniqi.

Aktivitetet: Të rinjtë, gjatë kohës së qendrimit në Hajla do të jenë nën kujdesin e ERA group, vullnetarëve dhe trajnerët, do të kenë mundësinë e ecjes në natyrë, mësim për natyren, malet e kësaj ane, kafshët dhe shpëzet, lojëra të ndryshme, forma edukuese në mënyrë jo formale, vënja e ideve ne letër, së cka ata mund të bëjnë në ambientet e tyre. Çfarë duhet fëmijët të marrin më vehte: - M bulojat e gjumit (Nëse keni pikërisht, elementet për kamping); - Qantë shpine; - Këpuca që ju lejojnë të ecni në natyrë; - Rroba për të ndërruar për ditët me diell, të nxehta, si edhe rroba për mbrëmjet, që mund të jenë të freskëta; - Jakne në rast shiu; - Kapele, për shkak të diellit; - Vajra të ndryshme, nëse e vlerësoni; - Pantollona të gjatë dhe të shkurtë; - Rroba gjumi; 37

- S hishe uji plastike (nëse keni nga to); - Nëse keni barrna përsonale, duhet ti merrni më vehte; - Qorapa, më shumë se sa një palë; - Rroba të mbrenshme; - Syze dielli, e preferueshme; - Bluza më mëngë të shkurta

dhe të gjata; - P eshqirë të vogël, gjëra përsonale, brusha për dhembë, pasta për dhëmbë; - G jëra përsonale të tjera të nevojshme – të veqanta apo të përgjithëshme.

I nderuar prind, Ju lutem, si formë mbështetje dhe të marrëveshjes së ndërsjellë shënoni të dhënat e kërkuara, duke nënshkruar këto të dhëna të rëndësishme për pajtueshmërinë tuaj për lëjimin e fëmiut tuaj në programet edukuese të ERA-s (Kampin veror në Rugovë), dhe ja jepni fëmiut të dërgoj në shkollë deri të premten, më 17.06.2011. Ndërsa, për cdo gjë, kontaktoni në: 044 xxx xxx – Labinot Krasniqi. Emri i fëmiut:

,mosha

Emri dhe Mbiemri i prindit: Adresa: Nr. i telefonit të prindit:

Nënshkrimi

Annex 4. Shopping list for the summer camp II/2011 (16 participants + 4 leaders) Food

Quantity

Misc

Bread

for 4 days

gas for stoves

pashteta

1-2 / pax

milk

juice powder

soap dishwashing detergent candles matches

spread cheese

first aid kit

jam

plastic bags

chocolate /snickers

tape

yellow cheese

rende

white cheese coffee

peppers apples

cucumbers pasta, spiral

red sauce

raisins

nuts smoky meat suxhuk 40

beans?