Discover diversity through educational games

Discover diversity through educational games A collection of activities for children

“Volunteering, a bridge between ethnic groups�

Cluj-Napoca Volunteer Center

Editor: Cluj-Napoca Volunteer Center Illustrations and graphic design: Cristina Labo Translation: Iulia Dromereschi April 2016

Introduction This leaflet represents a collection of creative activities addressed to children, developed within the project ”Volunteering - Bridge Between Ethnic Groups”, a project following the development of three inter-ethnical rural communities in the county of Cluj, and the stimulation of positive relations between pupils of different ethnicities. The activities described in this leaflet have been tested during an alternative educational program implemented by Centrul de Voluntariat Cluj-Napoca between March 2015 and April 2016. During this time, three teams formed of a community facilitator and four local and international volunteers each have gone weekly to three rural schools in Cluj (Florești, Tureni, and Sînpaul), where they implemented extracurricular activities with pupils from primary school, organized under the umbrella of a multicultural club.

The purpose of this educational program was to create a context to stimulate the positive inter-ethnical relation, by involving children in activities based on non-formal educational methods, activities that targeted raising awareness about the value of human diversity, and accepting existing differences.

During the 14 months of project implementation, 25 club meetings took place in each of the 3 rural communities involved. Of the 25 activities, for this leaflet we selected the 15 most relevant from the point of view of developing understanding and tolerance among pupils.

The educational program was structured in 5 sections, each having a relevant theme for the children to become aware of the cultural differences and the importance of accepting and using them. The 5 themes approached in this leaflet are: knowledge and identity; tolerance and inclusion; celebrations and cultural specifics; cooperation and team work; active participation. The list of activities described in the last two themes has a meaningful track from the point of view of attaining learning objectives, so we suggest implementing them as a whole, in the presented order.

Each of the 15 activities has a description of the learning objectives, of the steps necessary to implement the activity, an estimation of the needed time, a list with suggestions of questions to facilitate learning, a list of the necessary materials, as well as photos that illustrate the products children created. The activities can be implemented with a variable number of children, but we recommend involving a facilitator for each 7 children.

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1. Knowledge and Identity

Leave Your Fingerprint - finger-printed animals necessary time 30`

Learning objectives: Raising awareness of children regarding their own identity, different from the others’.

This aspect is concretized visually, by using individual fingerprints in the process of painting various kinds of animals, but also of observing their diversity and the results each child obtained separately.

Description of the activity: Children are split into groups of 5-7, each group working with a facilitator. (S)He presents the activity and the previously prepared models (according to photo).

The activity starts with a discussion concerning each child’s fingerprints: the children are asked to study their fingerprints and try to figure out if they are or aren’t identical with the colleagues’. To be able to study them closer, each group gets pieces of cardboard and paints, as well as an image with templates of animals made of fingerprints (on which there were added tiny details such as ears, tails, tiny feet, etc.). Each facilitator shows the children in his/her group how to dip a finger in paint, how to smudge

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the paint on the entire finger’s surface, and then to carefully apply the fingerprints on a cardboard piece.

Till the paint dries, the facilitator asks the children to think what animal they would like to create, and what elements they need. For help, children can also see the previously prepared templates. Once the paint has dried, children draw the elements necessary to transform the fingerprint into an animal. The children are encouraged to make more animals.

Suggestions of questions to facilitate learning: How did your own fingerprints seem? But the others’?

Have you noticed the differences between fingerprints? What animals did you draw? Which are the animals that look alike? Which are the elements that differentiate them?

Starting with these questions and the children’s answers, we transfer towards the reality of human variation, with its differences and similarities.

Necessary materials: Gouache colours (liquid, washable, non-toxic), plastic plates, moist napkins, cardboard and animal templates.

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Getting to Know Each Other beyond Masks necessary time 25`

Learning objectives: Raising the quality of children interaction and identifying the things they have in common, and their symbolic transposition on the personal mask.

Description of the activity: At the beginning, the facilitator introduces the manner in which the activity will unfurl, so that children have a generic image about it. Each child receives a white mask, drawn on a cardboard, which (s) he will cut so that (s) he can customize it later.

Customization happens gradually. Children make pairs and talk about things they like.

When they identify common elements, both children will draw a symbol for the found elements on their masks, and then change pairs and restart the process with another partner. The facilitator involved help the children at the beginning to identify common elements, and then encourage them to identify new things when they work with a new pair, to have as many symbols as possible on the mask.

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It’s important that each child works in at least 7 pairs, so that (s) he interacts with children who aren’t part of his/her constant group of friends. According to the group’s dynamics and availability, the activity can be prolonged or shortened. At the end each child gets a piece of rubber band to fix his/her mask on the face.

Suggestions of questions to facilitate learning: How was it to identify common things at the beginning of the exercise? How about at the end? Which were the things you had in common with most children? Have you found common things with children with whom you didn’t spend time?

Necessary materials: Cardboards with a printed mask template, scissors, coloured pencils and rubber bands.

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Introduce The Mascot To Us - Crafting Sock Puppets necessary time 35`

Learning objectives: Developing the children’s ability to express their thoughts, emotions and feelings, by defining the identity of mascots created by each child.

Description of the activity: Children are split in teams of 5-7. The facilitator presents the activity and the model of previously created mascot, in order to help the children imagine the manner in which the activity will take place and its final product.

After dividing the resources necessary to each team, the actual activity starts. The facilitator explains to the children the steps to be followed, and simultaneously creates a mascot. Firstly, each child cuts the mascot’s tongue out of a piece of red cardboard, using a template. Then, (s) he puts textile glue on a side of the cut cardboard.

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Each child receives a sock that he rolls reversely on the hand (s) he is using to work, and applies on the sock (in the palm) the cut tongue, with its tip pointing to the wrist. Then the sock is turned and placed on the other hand.

The decoration and customization of the mascot follow.

This is made dierently by each child, who can use the available resources to customize his/her mascot with eyes, hair, glasses etc. At the end, in groups of 2-3, each child introduces his/her mascot.

Suggestions of questions to facilitate learning: How old is the mascot? What’s its job? What does it like to do?

General talks of this kind are meant to help children build up the mascot’s identity.

Necessary materials: Red cardboard, tongue templates, socks, textile glue, scissors, plastic eyes, wool threads for hair, bubbles and felt wire for glasses, moustache, necklaces etc.

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2. Tolerance and Inclusion

Get Into Your Role - Making Animal Masks necessary time 30`

Learning objectives: Raising children’s awareness about the effects of discrimination and the importance of mutual acceptance, through their transposition in the symbolic environment of a story meant to challenge the children to think about the respective topic.

Description of the activity: 1st stage - In the first part of the activity, the facilitator tells the children the story”The Colourful Penguin”.

The story presents the life of the she-penguin Lia, and the challenges she faces after having been excluded from the group of penguins at the Zoo because she had been painted pink by the monkey Dali, and didn’t look like the other penguins anymore. The story describes how the she-penguin was rejected by the other penguins, but receives help from the other animals - the kangaroo and the elephant. One night they plan a farce: the elephant, using its trunk, sprays the monkey Dali with paint, and she is hence put in a situation similar with that of the she-penguin, she figures out her mistake, and helps her being accepted again by her peers, by painting her back in black and white. This way, the two of them are friends again.

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After the story there is a dialogue between the facilitator and the children, who are asked to tell what they understood from the story, what they felt while hearing it, what characters they liked etc.

2nd stage - After the story children are split into 4 teams, where they work together with the facilitators to create four types of animal masks (penguin, monkey, kangaroo, and elephant). Each group receives the necessary materials and the previously prepared mask template. To make masks we can use cardboard plates as a support.

These are painted and cut according to the templates in the photo. While children work on masks, the facilitator can invite them to reflect to the story message, asking them various questions. After having finished the mas, each child is asked to say what (s) he would do differently in the character’s shoes.

Suggestions of questions to facilitate learning: For 1st stage – How did you feel when you heard the story?

What characters you liked? Why did you like them?

For 2nd stage – Who was your favourite character? What bothered you in the behaviour of the story characters? What would you do differently if you were a story character?

Necessary materials: Round cardboard plates, paints, brushes, plastic cups, scissors, rope or rubber band, stapler, glue, moist napkins.

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What Is Friendship? - making a card with a message necessary time 30`

Learning objectives: Pointing out learning achievements by children based on the story from the previous activity and emphasizing its main message regarding tolerance and avoidance of discriminatory behaviour.

Description of the activity: In the first part of the activity, the children are presented or reminded (according to the situation) the story of the coloured penguin. Then the facilitator introduces the activity and the card template that will be created by each child. Children are split in teams of 5-7 that work with a facilitator each. Materials are given away. Each child gets an A4 cardboard sheet and templates of the animals from the play (penguin and monkey) drawn on paper. Children cut and colour the animals, and then cut the cardboard over the already traced lines, so that when the A4 sheet opens, three bands rise. The children stick every animal on a band, and on the band in the middle they glue a heart or any other symbol they want. While they’re working, the facilitator asks them about the situation in the story, the characters’ reactions, but also the emotions from when they’d listened to the story for the first time. The facilitator stimulates the children to analyse the behaviours of the characters, and how could have they avoided the problems that appeared.

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Using the children’s interventions and the way in which they understand the story’s message, the facilitator asks them to say what could the image glued between the penguin and the monkey mean (i.e. friendship, love), and moreover, to compose a message explaining why friendship is nice, and how can it cross the borders between people.

Suggestions of questions to facilitate learning: What was the action in the story? Why was Lia excluded from the penguin community? What felt Lia when she was alone? What did Dali in the end? What does friendship mean to you? How does a true friend behave?

Necessary materials: A4 cardboard sheets of various colours with the three bands drawn, templates of animals’ faces and the heart’s, scissors, glue, coloured pencils.

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Where Do I Belong?

necessary time 40`

Learning objectives: Raising awareness in children regarding the effects of discrimination and encouraging them to identify the right behaviours to avoid discriminating situations.

Description of the activity: 1st Stage - At the beginning the facilitator tells the children the story ”The Angry Bat”. The story describes moments of a bat’s life. He wanted to make new friends, and all night long he kept his ears perked so that he could find out who is planning what in the forest. One night he found out from a traveling pigeon that all the birds are preparing a great party. Happy, the bat started to get ready for the event. Once at the location, he was met coldly by a flamingo, who asked him what was he doing there, as he didn’t look like a bird. With the wise owl, the flamingo decided that the bat has nothing to do with the birds’ party, because he has no beak and no feathers, and they casted him away. Angry, the bat went home, but on the road he heard from a fox that the mammals were also preparing a great party, so he decided to go there. When he got there, he was greeting by the bear and the rabbit, which looked at him and told him that flying animals have no business to attend the party. Cast away from both sides, angry, the bat hid in a cave and hung upside down. This is how we can still find him today, sad that neither the birds nor the mammals welcomed him.

After the story there will be a discussion with the whole group about the situation in the story. The particularity of the bat, as being the only flying mammal, is revealed to the children. The following discussions refer to identifying solutions to make possible the bat’s integration.

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2nd stage – The facilitator presents to the children the activity of the day, namely to create felt finger puppets (the animals in the story). Then children are split in two teams, and in each team two types of puppets are created (the bat - main character, and the flamingo or the rabbit - supporting character).

Each team receives materials and works step by step to create puppets. In the first phase, starting from a previously prepared template, the shape of the felt puppet and the components are cut and stapled together, so that inside the puppet there is still enough space to put it on the finger.

At the end the puppet is decorated with wings, eyes, and ears - drawn or glued on its body. After creating the two puppets by each child, they are asked to present the way in which the interaction between the two animals could occur, so that the bat isn’t rejected.

Suggestions of questions to facilitate learning: For 1st stage What happened in the story? How do you think the bat felt? Have you ever felt like that? Have you seen anyone upset because (s) he was not accepted in a group? How would you have reacted in the shoes of the birds or animals? Could have the birds or the mammals accept the bat as a special guest? How would have he felt?

For 2nd stage: How would you react if you were the flamingo or the rabbit in the story? What would you tell the bat? What about to the other birds or mammals?

Necessary materials: Felt sheets of various colours, templates with the animal shapes - previously prepared, pencils, scissors, textile glue, eyes, and stapler.

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3. Celebrations and Cultural SpeciďŹ cs

Preparing for holidays - creating a decorated Christmas tree

necessary time 40`

Learning objectives: Developing team work abilities and presenting various approaches in what concerns Christmas in various ethnical communities in Romania and not only.

Description of the activity: The activity begins with a facilitated talk referring to the ways the children’s families prepare for and celebrate Christmas. Based on the ethnical componence of the children and volunteers involves you can talk about various customs occurring in dierent communities (lighting up candles on the Advent circlet, going carolling etc.), and then about the Christmas tree and its decoration. The facilitator then presents the children the activity they will do together, and namely creating, in teams, a paper tree, and decorating it with various types of decorations.

To create the tree, each child receives a green paper (in various shades), in A5 format, where (s) he draws the hand contour and cuts it.

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Each child glues the cut paper on a flipchart sheet, where there are already drawn a tree trunk and a triangular contour. This way, all children contribute to creating the tree. Split into 3 teams, the children work to make decorations (snowflakes, little paper angels, paper bells, stars or any other decorations). At the end each child chooses a decoration to leave for the tree, and the rest are taken home.

Suggestions of questions to facilitate learning: What does Christmas mean? How do you prepare for Christmas (physically, spiritually)? Have you ever heard about other Christmas customs? What have you learned from this activity?

Necessary materials: Coloured paper - various shades of green, a flipchart sheet with a drawn trunk, scissors, glue, pencils, white paper, rope, wire, coloured paper in squares.

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A Holiday Promise

necessary time 30`

Learning objectives: Supporting children to make promises that refer to changing personal behaviour in a positive way, towards the people of dierent ethnicities in the community.

Description of the activity: The children sit in a circle, and the activity starts with a discussion about the holiday customs. The facilitator presents the children the habit to light candles on the Advent circlet in the 4 Sundays before Christmas, about which they’d talked in the previous activity. Starting with this, the facilitator drives the conversation towards the spiritual preparation for Christmas. After talking with the whole group, the facilitator explains the next steps. Each child will make a Christmas card where (s) he will write a personal promise concerning his/her own behaviour during Christmas preparation.

Split into teams of 5-7 people, children work with a facilitator to the eective card making. Each group receives the necessary materials. We use A4 cardboard of various colours that can bend to create the card.

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Then the exterior cover is customized by each child, individually. They can draw or make, for instance, a snowman made of cotton. In each group the facilitator shows the children step by step what they have to do. After making the cards, the children give examples of celebrations in personal life and they think how they could get ready for this holiday. Each child writes inside the card a personal promise that (s) he assumes, concerning the way (s) he could be a better person during Christmas celebrations.

Suggestions of questions to facilitate learning: Why do we have to prepare and be better before Christmas? Do you have concrete examples of gestures you could do to be better? Is it important to be better just before holidays? What have you learned from this activity?

Necessary materials: An Advent circlet, matches, coloured cardboard, scissors, cotton, glue, coloured pencils.

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4. Cooperation and Team Work

The Story of The Bridge Between Villages I Character Creation necessary time

45`

Learning objectives: Raising awareness among children regarding the benefits of team work and the valorisation of individual abilities.

This is achieved through the presentation of a story that reveals the results of team work in comparison to individual work.

Description of the activity: 1st stage - The activity starts with a story that the facilitator tells the children, and namely”The Story of the Bridge Between Villages”. This is about two villages separated by a mighty river, because of which the animal cubs in the two villages cannot meet and play together. To forget this situation, the owl teacher organizes a competition for the squirrel, crocodile and elephant cubs. The first task is to climb a tree as quickly as possible. Without any trouble, the squirrels climb to the top, leaving everyone else behind.

The owl launches the following challenge: the cubs must swim as fast as possible to the other side of the river. This time the crocodiles are those who leave everyone else behind. For the last task, the cubs must carry a heavy weight on a 50-meter distance. Elephants are the only that manage to fulfil the task and manage to carry the weight to the destination.

Seeing that the cubs are disappointed for not having been able to carry on all tasks, the owl teacher decides to launch a common challenge and use everyone’s abilities. She proposes all the cubs to create a bridge to help everyone reach the other side of the river. As said, as done.

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They all gathered the necessary materials and they started working: the elephant cubs carried tree trunks for poles and stuck them into the ground, the squirrel cubs climbed to their top and tied the rope up, and the crocodile cubs carried it on the other side of the river. This way, in a few hours the bridge was ready and the animal cubs could all play together.

After telling the story, the facilitator initiates a discussion with the children, to identify together how the story characters could solve the initial problem.

2nd stage - After telling the story, the facilitator introduces to the children the activity of the day, and moreover, the general context in which it will be integrated, and namely, creating a stop-motion short film to illustrate this story. For this, we need more stages. The first one, and namely creating the story characters (of sour dough), is described in this activity, while the next two stages will be presented afterwards.

The children are split into 3 groups. The first group receives materials and will model one type of animal cub each (squirrel, crocodile, elephant). In the first phase the place will be prepared, the tables are covered in order not to become dirty - preferably with shiny paper, and then we put some flour on each sheet and the previously prepared dough is divided.

Starting from a template available for each group and working together step by step with the facilitators, the children start modelling their animal each. After realizing the template with the help of a toothpick, the children decorate their animal (colour the skin, fur, eyes etc.). At the end the facilitators talk with the children in the working groups about situations in which it was easier for them to do something in a team.

Suggestions of questions to facilitate learning: For the 1st stage: What was the challenge the story characters faced? What knew the squirrel, crocodile and elephant cubs do? How did they manage to solve the problem? What do you think the cubs learned from the whole experience? What have you learned from this story?

For the 2nd stage: Do you like working in a team? Why? Do you have examples of situations in which it was easier for you to work in team?

Necessary materials: Old posters and large shiny sheets, adhesive tape to fix the sheets, sour dough, tooth27 picks.

The Story of The Bridge Between Villages II Painting Characters and Creating The Scenery necessary time 35`

Learning objectives: The children understand team work by creating products impossible to create individually.

Description of the activity: At the beginning of the activity, the facilitator asks the children to try and remember the story �The Bridge Between Villages�, and encourage them to tell fragments, one by one. Then the children are split into working groups again (based on the animals they created), and each gets his/her animal, which has dried in the meanwhile. Each group receives the necessary colours for the decoration of the created animals, and the children start painting.

After ďŹ nishing the animals, in the same team, the children start working on the necessary scenery to set up the story.

For this, a part of the children handles clouds (made of cardboard and cotton), trees (toilet paper cores and coloured paper), or waves for the river.

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At the end, all scenery elements are put together on the previously set background, so that the children can notice the results of their team work.

Afterwards there is a discussion with the children about team work eďŹƒciency.

Suggestions of questions to facilitate learning: Do you like how the scenery looks like? How was it possible to make so many elements in such a short time? What have you learned out of this activity?

Necessary materials: watercolours/gouache, brushing, plastic cups, large sheets of paper painted blue (sky) and brown (land) to create the generic background, paper sheet, coloured and white cardboard, scissors, glue.

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The Story of The Bridge Between Villages IIISeeing The Animation and Creating The Bridge necessary time 35`

Learning objectives: Developing working abilities in teams for children, through group tasks in a competitive context.

Description of the activity: 1st stage - The activity starts with seeing the animation created by the facilitators (The animation realized within the project is available, for inspiration, on the link: http://tinyurl.com/podul-dintre-sate, if the context allows it, it can be realized with the children). Then we have a talk about the entire process of creating the animation.

2nd stage - Children are split into 5-people teams, who work with a facilitator. Each team gets the same resources, of which they must create, in 15 minutes, the most stable bridge to unite two cardboard boxes. The boxes are put at a distance of approximately 40 cm, and in the end the created bridges are tested to see if they’re sturdy enough, by placing something heavy on them.

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The challenge is thought to put the children in a similar situation with that presented in animation, and to oer them the chance to transfer the learning outputs from the animation into real life. The facilitators of each group will manage the process through which the children identify the working strategy and the way to use resources, and ensure that all children are involved in the process.

Suggestions of questions to facilitate learning: For the 1st stage: What was your favourite scene in the animation? Why was it important for the cubs to work together? What would have happened to the bridge if the squirrel cubs didn’t want to help? When was the last time when it was important for you to get help from someone in your class?

For the 2nd stage: Are you happy with the bridge you created? How was it to work together? Who decided how to build the bridge? It there something you would do dierently if it were for you to build the bridge again?

Necessary materials: cardboard boxes, paper tape, cardboard strips, straws, scissors, plastic cups

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5. Involvement In The Community

What Is Happening In Our Community?

necessary time 35’

Learning objectives: Preparing the children for the introduction of Photovoice and identifying together with them the positive and negative aspects of their community.

Description of the activity: 1st stage - The activity starts with The Wizard’s Story, that the facilitator tells the children. This is about two siblings who went on a trip through the woods, without knowing that it will transform into an adventure. While walking, without noticing, time flew and darkness fell gradually. The children started to be cold and scared. While they huddled together, they heard a voice saying: - I would like to help you go back home. But to do that, you need to help me too.

- Of course! We’ll do anything! - the children cried.

The voice told them that it belonged to a wizard who had lost his human body year after year, because people didn’t have time anymore to do good deeds. He also told them that, once he’d recover his human form, he could tell them the road home. But for that the children needed to follow the voice, to look carefully around them, and to try and change the unpleasant things around them.

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Hence, led by the bodiless voice, the two siblings started their adventure to discover things they could change into good, in order to help the wizard get back his body, so that he could bring them back home. The two siblings have now stopped in our village as well, and if you want to help them you need to think about the things that would need changing here.

At the end of the story, discuss with the children the good deeds they think they could do in their community.

2nd stage –Each child receives a sheet of paper where he is asked to paint how should dierent places in the village look, after all children will start doing good deeds. After they ďŹ nish painting, each child gets a sheet of coloured cardboard which (s)he uses as a frame.

Suggestions of questions to facilitate learning: For the 1st stage: What happened to the children in the story? What type of good deeds you think they could do to help the wizard get his body back? What good deeds would you do in the community? / If you were the mair for a week, what would you change in your community?

For the 2nd stage: What places have you chosen to paint? Why? Necessary materials: paper to paint on, paints, coloured cardboard, scissors, glue.

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How Does Our Community Look Like?

necessary time 40’

Learning objectives: Children learn about the Photovoice method and they’re prepared to get out on the field and take photos.

Description of the activity: 1st stage - In the first part of the activity, the facilitator helps the children to remember the story from the previous meeting, but also the things that could be improved in their community. Then the facilitator presents the children the Photovoice method, and how it will be implemented by the group. The children learn about the next steps: in the next meeting the whole group will get out in the community to take pictures of the positive aspects (beautiful places), but also of the aspects that need improvement.

For this it’s necessary the identification of places that the children would like to take photos of (together with them).

2nd stage - In order to build up a clearer idea, the children are divided into groups of 5-7, working with a facilitator. Each group receives a map of their community, previously drawn on a flipchart sheet, with the main streets and a couple of known objectives (church, school, cemetery etc.), marked thereon.

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Each child is asked to mark on the map the place where (s)he lives and to present the location to the others in the group.

Children pick up a village area where they want to take pictures, and they colour it.

Then the children receive pieces of coloured modelling clay and they make houses of it, in order to create the most suggestive map of their community.

In the end, each child is asked to present the area where (s)he wants to take photos, and the reason for which (s)he chose the respective area.

Suggestions of questions to facilitate learning: For 1st stage - What happened in the story from last time?

How could the children help the wizard get his body back? Which things should be changed in your community?

For 2nd stage – Where would you like to take photos? Why? What do you want to show in these photos?

Necessary materials: Flipchart sheets with the community maps, coloured pencils, paints, plastic cups, stickers, coloured modelling clay.

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Photovoice In The Community

necessary time 90`-120` (based on the chosen track)

Learning objectives: Developing the children’s abilities to identify positive aspects and aspects to be improved within the local community, by taking suggestive photos Description of the activity: At the beginning of the activity there is a short recap of the preparation activities realized during the last meetings. Then facilitator presents to the children the way of functioning of the disposable cameras (the flash button and the film pulling trigger), but also the rules of the activity (the limited number of photos that each child can take, the importance to capture positive aspects, but also aspects that need improvement, the way of dividing children, and the importance of keeping teams during the whole activity).

The children will be split in teams of 2-3 who will work with a facilitator during the whole activity. Each team will have a camera and a table where the facilitator will write down the names and a short description of each photo taken, so that they can be identified later.

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Each facilitator will talk to the children which are the interest areas for them, and together they will go, in turn, to all the destinations, and take pictures. The facilitators will help the children choose the most suggestive positions to take photos and will discuss with them the reasons for which they chose to take each photo.

Suggestions of questions to facilitate learning: What would you like to show in this picture? How do you think one could improve the situation presented in the picture? Do you think that you personally could do something about this?

Necessary materials: Disposable cameras (one for 2-3 children), tables to identify photos, pens

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Preparing the Exhibition

necessary time 30`

Learning objectives: Identifying and formulating messages to be sent by children through the photos they previously took.

Description of the activity: At the beginning of the activity the children are grouped in the teams in which they worked to take the pictures. Each child receives the bunch of photos (s)he took, printed in A6 format. Then in the formed groups, with the help of facilitators, each child chooses one/two photo(s) that (s)he considers to be the best for the message they transmit. Then with the sorted photos the children gather in groups of 8-10 where they also present to the others the chosen photos, as well as the message they transmit. After each presentation, the other children in the group are asked if they want to add something. A facilitator writes down the presented ideas and the completion brought by the children for each photo, and then gives the children who presented the image a sheet with notes.

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After all the children in the group present their images to their colleagues and get their notes, they stick the photos on small coloured supports and note on these the message, starting from the notes the facilitator took.

In the end, all photos are put on the tables, and the children are invited to see the mini-exhibition. The facilitator explains that the photos they chose will be printed in a larger format, and publicly exposed in a public place within the community.

Suggestions of questions to facilitate learning: Why have you chosen this photo? What do you think it’s its message? To whom would you like to send this message? What would you like to do/How would you like to react those who see your photo?

Necessary materials: printed photos in A6, coloured cardboard, pens.

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Pictures from the multicultural clubs in Florești, Tureni and Sînpaul

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Puppets made of Socks - Florești

The Map of the Village - Sînpaul

About Friendship - Tureni

The Story of the Bat - Sînpaul

A Holiday Promise - Florești

The Crocodile - Sînpaul

The Bridge between Villages - Tureni

Making the masks - Florești

Making the Bridge - Florești

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Project financed through SEE Grants 2009-2014, by NGO Fund in Romania

The contents of this material does not necessarily reflect the official position of the EEA Grants 2009-2014