3.1.10. Draw a Rounded House

3.1.10. Type Objectives

Duration Draw a Rounded House

Group discussion, team building, reflection

The activity aims to raise questions and encourage assumptions by participants and essentially enable creativity. 30min

Group size Materials Description

Debriefing & Reflection

5-10 participants A4 paper & markers Each participant has to draw a round-wall house as he or she imagines, having A4 sheets and coloured pencils. The facilitators are not allowed to answer any questions, make clarifications or let the participants speak or inspire each other. After everyone finishes drawing in his/her own way, the facilitators ask the participants to stick the sheets onto the wall and then explain how the drawing was thought. The facilitators collect their answers on the flip chart one by one. Examples of answers: ● You can’t draw such a thing, this was my first thought. ● I drew a sphere. A sphere that looks like a face. A face which does not roll. I made a sphere and then I put a door on it. I thought of a castle, as they have round towers. and have no corners! I thought it had to be inhabited. Be realistic. I mean, the transparency ... must have many windows! Two circles and a pyramid. And the architectural lines must be seen. The debriefing follows. What did you think? How do we think and how do we understand the information? How do we interpret it? How do we communicate? Why is it difficult when things are not very specific or clear? Are there such topics / subjects in the public space that we do not have enough information about?

We all interpret things in our own way, and when it comes to general topics, sensitive topics, controversial topics, topics that may not even have a specific answer ... then things can get really complicated. But whatever the theme or subject we adopt some behaviours (conscious or not - as was the actual drawing) and behind these behaviours there is not the information we have received, but the arguments we have built ourselves, which seem normal to us and in which we believe. And for

Learning outcomes

Additional comments Resources

whom we are sometimes willing to argue! Can you please name some controversial topics you are aware of? Give some examples. Decisions are easy to take and things are easy to separate when it comes to good or bad. But in real life we often talk about shades that are hard to separate, good and better or bad and worse. And things get even more complicated when it comes to news, information, data which is also invented, falsified, truncated or machined. Learning to learn: Taking up a learning opportunity even if at first the terms are unfavourable or frustrating. The debriefing supports individual and collective learning process

Social and civic competences: Understanding the importance of interpretation and different perceptions of things. Also, learning the importance of trust in the value of what you are telling when you are talking or teaching to someone else.

Cultural awareness and expression: Using personal insight and imagination to describe the same thing, highlights each person’s uniqueness and the importance of respect to diversity.