We believe that individuals and groups have their process, as does conflict resolution, and you need to take a few steps. We like to talk about the construction of a staircase, and not because of using any simile, but because in it, each step is based on the construction of the previous ones and this is something very important. We cannot build a sixth step if we have not built the previous five. This is why we sometimes have great failures, trying to start with the problems without having built the group.
In this sense, in this file we find that at the beginning it speaks to us in the first sections of group construction, trying to favor it in a dynamic, playful and participatory way. It is about helping to form a group in which people know their names, get to know each other, have confidence in themselves and in others, know how to value themselves and find the positive values of others, and are able to contribute all of this in one solidary and balanced way to enrich the group.
It is a first phase to create a good atmosphere, but it does not have to be something fictitious, flattering and heavenly.
Once the group is formed, which is more than just the sum of individualities, we can consider continuing to climb that ladder that we mentioned.
Why some chips?… They are not recipes to apply mechanically in the group and achieve the proposed objectives. Using the games requires group knowledge and minimal experience.
We have chosen to do this work in the form of index cards, due to the ease of use and classifying effort of what different types of techniques entail. And this is not due to an interest in classifying, but rather responds to different moments and experiences of the group, in which the techniques can have a greater application and meaning.
Scheme:
The cards are made on the basis of five points, trying to collect all the aspects of interest that each technique offers in a clear way. So you can easily remember, select or discover new aspects.
The five points on which the techniques are based are:
- Denomination Objective Development Material Observations
Classification of animation techniques:
Understanding that the ASC is communication, which means that the animator is a communicator, communication can be divided into two dimensions.
- Material: content of the communication Formal: relationship or process through which the contents are imitated.
In every dimension there is an orientation: the material is task-oriented and the formal is relationship-oriented.
Each dimension has an objective: the material to the performance of the group using different techniques in group relationships, and the formal to the maintenance of communication in the group.
Performance-oriented techniques:
Attend to performance-oriented technical content and task. The animator has to pursue the group to work.
- Animation techniques for analyzing reality Animation techniques for planning Animation techniques applied to intervention and monitoring Techniques to animate animation
Maintenance-oriented techniques:
Attending to relationship processes.
Stages:
- Beginning of rumps: (members do not know each other)
- Techniques to encourage the initiation and presentation of groups. Techniques to generate group knowledge and trust.
- Techniques to encourage communication Motivation, relaxation and climate creation techniques
- Techniques to encourage creativity Prospecting, innovation and consulting techniques.
Maintenance-oriented animation techniques
- Techniques for INITIATION AND PRESENTATION OF GROUPSTechniques to generate GROUP KNOWLEDGE AND CONFIDENCETechniques to encourage COMMUNICATIONTechniques of MOTIVATION, DISTENSION AND CREATION OF CLIMATETechniques to encourage CREATIVITYPROSPECTION, INNOVATION AND ADVICE TECHNIQUES
TAM 1. Initiation and Presentation of groups
TAM 1.1. "Look for someone who…"
TAM 1.2. "Sayings"
TAM 1.3. "Riot Basket"
TAM 1.4. "My name is… It's called…"
These are very simple games that allow a first approach and contact. Fundamentally, these are games to learn the names and some minimal characteristics.
When the participants do not know each other, it is the first moment to start creating the foundations of a group that works dynamically, horizontally and relaxed.
Normally the evaluation is not necessary, except to note, in the end, the difference between this way of making contact with a group and the coldness of other ways of starting sessions or introducing ourselves.
At this stage it is necessary that the animator: create a climate of acceptance, closeness, joy; start a process of mutual knowledge; make possible the relationship of everyone with everyone by creating an affective current; avoid "cuts" that inhibit personal expression.
TAM 1.1.
Name: "Look for someone who…"
Objective: Help a group to present themselves dynamically.
Development: The animator will give the following instructions; To fill out a form that I am going to give you, you must search among the group members for one that meets the characteristics requested in the question. It will not be possible to repeat a name twice, nor to consult with the interested party the answer. If you already know something, it is preferable not to put the name and discover another with the same characteristics.
Material: Form and pen.
Observations: This technique can refer to multiple characteristics depending on the situation.
TAM 1.2.
Denomination: "The sayings"
Objective: To help the people in a group learn the names of the components.
Development: A saying is written on a card divided in half (on one part a piece and on the other the following part). Then the chips are mixed and distributed throughout the group, which will now have to find who has the other half of the saying that has been given. In this way they are grouped in pairs and the presentation begins.
Material: index cards and pen.
Observations: After having introduced themselves, it is convenient for each one to present their partner to the rest of the group.
TAM 1.3.
Denomination: "The revolving basket"
Objective: Help the presentation of the group of people who do not know each other in a fun and active way.
Development: People are placed in a circle and the animator is placed in the middle. This one addresses one of the participants, if he says: "lemon" he will have to say the name of his partner on his left. If it says: "orange" it will say the name of the one on your right and if it says: "basket revolt" everyone will change places. The last one to sit down will come to occupy the center. There are chairs for each participant except for the one in the center.
Material: Chairs
Observations: Different variations can be made.
TAM 1.4.
Denomination: "My name is… it's called…"
Objective: To help people to present themselves in a group relatively quickly and eliminating resistance as much as possible.
Development: In large group. In a large circle the animator stands at the beginning and says: "My name is… (gives his name), the next will say:" My name is…, his name is… ", the third will say his name and that of the previous two and so on. To make it more dynamic, a body expression gesture can be incorporated. Eg "My name is…, and I like… (staging it)". You can not repeat any gesture of the previous ones.
Material:
Observations: To create a more relaxed atmosphere, you can include paying for a garment, telling a joke, etc. To the one who is wrong.
TAM 2. To generate knowledge and trust.
TAM 2.1. "The bundle or the crazy bottle"
TAM 2.2. "Rocker"
TAM 2.3. "Get out of the circle"
TAM 2.4. "A dog and a cat"
TAM 2.5. "The conductor of the orchestra"
TAM 2.6. "The wink"
TAM 2.7. "The star"
They are techniques designed to allow participants in a session or meeting to get to know each other.
It is about achieving a higher degree in the presentation, gradually reaching a deeper and more vital knowledge.
Before starting the technique, make sure that the starting instructions have been well understood. Otherwise, the techniques are very simple, but they facilitate creating a positive atmosphere in the group, especially when the participants do not know each other.
In some, the evaluation is not necessary, but in games of deeper knowledge, it is useful to do it by asking the participants how they have lived the technique.
It is interesting that the evaluation prolongs the participation of all, which has occurred in the dynamics, making, for example, a turn to speak by means of a wheel, destined to allow each one to express themselves. It may be useful later, depending on the group, to make a brief general discussion about the scope of these dynamics.
Building trust involves creating a favorable climate, in which knowledge and affirmation give way to a feeling of correspondence.
The diverse degree or nuances of that trust, implies a configuration of interrelationships between each participant and the others, and the group as such.
TAM 2.1.
Denomination: "Crazy bottle"
Objective: To generate knowledge and trust in the group.
Development: People stand in small circles shoulder to shoulder. One of the participants stands in the center of the circle and with his eyes closed and his feet together he drops onto the others, they have to catch him and throw him over another of the circle.
Material:
Observations: Afterwards, it is positive that the person launched explains his feelings, if he has been afraid, insecure, etc…
The conditions for this technique to be well done are:
- People should drop into each other's arms. Don't play pranks. The group should be together.
TAM 2.2.
Denomination: "The rocker"
Objective: To develop the knowledge and confidence of a group through relaxation.
Development: People are placed in pairs. You have to stand back together at the wrists and with straight arms. While one flexes the knees, the other stretches and as the other person climbs they bend.
Material:
Observations: Before people are placed in pairs, it is necessary to warn them that they have approximately the same weight.
TAM 2.3.
Name: "Get out of the circle"
Objective: To develop group confidence.
Development: All the people are placed in a circle and holding hands. A person will stand inside the circle and try to get out of it. The rest of the group must prevent it, stooping, gathering, etc… but without moving their feet from the ground.
Material:
Observations: This technique is also used to avoid tensions in the group. You have to get on or open depending on the characteristics of the people you are working with.
TAM 2.4.
Denomination: "The dog and the cat"
Objective: Build trust in the people of a group.
Development: People are placed in a circle. The animator will have two objects. Pass one of the objects to the person on his right, and he will say: "This is a dog", and he will say: "what?" And the entertainer answers "a dog", and then he passes it to the next saying the same thing, but now, when the third asks him what, the second asks the entertainer and when he gives the answer "a dog ”this will tell the third party, and so on. By the other direction of the circle, we will do the same, but saying "This is a cat", and passing the other object.
Material: Two objects.
Observations: This technique also serves to create relaxation and avoid the tense atmosphere in the group.
TAM 2.5.
Name: "Conductor"
Objective: Get to know the group.
Development: One person from the group goes out of the room, the others will choose a conductor who will choose the movements that the rest of the group must perform, when they will have to guess who the conductor is, if they do, the conductor will be the one to go outside.
Material:
Observations: It is a technique that encourages the group.
TAM 2.6.
Denomination: "The wink"
Objective: Build trust in the group.
Development: Two groups of equal numbers of people are formed, one inside and one outside create circles; except one from the outer circle that has no partner. This one has to guide one of the inner circle who are seated to go to her place. Your partner from outside has to stop her from getting up and leaving.
Material: Chairs
Observations: Take care that no component is damaged.
TAM 2.7.
Denomination: "The Star"
Objective: Build trust in the group.
Development: In a circle all holding hands and feet together we are numbered: 1,2,1,2…
When the animator says 1, those with this number put their bodies forward without moving their feet and the numbers back. When the number changes it will be done in reverse.
Material:
Observations: Motivates towards trust among the group.
TAM 3. To encourage communication.
TAM 3.1. "Group massage"
TAM 3.2. "Objective and subjective description of an object"
TAM 3.3. "The rumor"
TAM 3.4. "Blocking factors in communications"
TAM 3.5. "Language of the face"
TAM 3.6. "List of behaviors"
TAM 3.7. "Solving a riddle"
They are techniques that seek to stimulate communication between the participants and try to break the unidirectionality of verbal communication in the group in which very specific roles are normally established. These techniques are intended to promote active listening in verbal communication and, on the other hand, to stimulate non-verbal communication (gestural expression, physical contact, gaze,…), to promote new communication possibilities. The dynamics will offer for this, a new space with new channels of expression of feelings towards the other and the relationship in the group. The dynamics also break communication stereotypes, favoring closer and more open relationships.
Communication dynamics have their own value according to the group process, prior knowledge between the participants and the environment. The dynamics of communication are always different and, therefore, playing games at different times can bring numerous enriching experiences to the group.
The evaluation of communication games is especially interesting to do in pairs or subgroups, although later it is done in a large group. It is about evaluating the precision of communication, gestures, etc. but to leave space for the expression of feelings and discoveries.
TAM 3.1.
Denomination: "Group massage"
Objective: To develop group confidence and start the communication process.
Development: The large group is divided into two concentric circles. Some will turn to one side and others to the other side with their eyes closed. When the entertainer tells them to stop, they should massage the person in front of the neck, shoulders and neck, the eyes will be closed on the couple. The action will be repeated as many times as necessary. In the end they should recognize the person who has given them the massage and those who have given it to themselves.
Material:
Observations: The technique may vary changing to give massage to other parts of the body
TAM 3.2.
Name: "Subjective and objective description of an object"
Objective: To develop communication by learning to discriminate subjective and objective language.
Development: With any object, a volunteer is asked to describe it. Then the adjectives used to describe the object will be analyzed; if they were objective or subjective and the difference was explained in order to recognize that these two dimensions exist in the communication process.
Material: Any object and blackboard or cardboard.
Observations: A variation on the technique may be that a person with his back to the person describing the object draws it according to the description. At first you will not be able to ask any kind of question. When choosing the object you have to take into account the age, the context,…
TAM 3.3.
Denomination: “The rumor”
Objective: To understand how communication is blocked and distorted according to the interpretations one makes of it.
Development: A group of six people go outside. The animator will read a text (previously prepared, with a lot of information in a few lines) to the first volunteer. This will tell (what is agreed) to the second participant, who will have to tell the third,… and so on until reaching the sixth. We will check that the message has been reduced and even new data will have been added.
Material: Text.
Observations: This technique helps us understand the effects of rumors in a group, causing unfounded judgments, prejudices, etc.
When you have to say something to someone, you have to tell them directly, not through an interlocutor because otherwise the message is distorted.
TAM 3.4.
Denomination: "Communication blocking factors"
Objective: To understand the factors that block communication in life
everyday and contrast the most important.
Development: Self-diagnosis: Reading the inventory and pointing out the questions that each one experiences or believes makes communication difficult. Then we will analyze which of these factors must be taken into account when working in a group. Compare the five factors that the group has brought up with your personal one at the end of the dynamic.
Material: Inventory and pen.
Observations: A case could be staged in everyday life and these blocking factors could be directly verified.
TAM 3.5.
Name: "Language on the face"
Objective: Discover the importance of language on the face.
Development: You have to try to qualify each of the facial expressions that appear in the photocopy and assign the most appropriate adjective to the relationship that appears.
Material: Photocopy and pen.
Observations: The same face can have different interpretations.
TAM 3.6.
Name: "List of behaviors"
Objective: To understand through a diagnosis of your communication, how its behavior affects in order to enhance and correct it.
Development: The animator will distribute a photocopy. Each will have to self-evaluate against a list of behaviors. Then the score will be added in order to be located around two concepts that determine communication styles: Dominance and Sociability (high and low).
Material: Photocopy and pen.
Observations: This technique is used rather to carry out a self-evaluation of one's own communication than to observe that of a group. (However, it is important for a group to reflect on this eg: in the case of being a dominant group, etc.)
TAM 3.7.
Name: "Solving a riddle"
Objective: To develop communication between members of a group and encourage
the creativity.
Development: They must explain a story rationally. The large group will be divided into two groups. One will be that of the discoverers and the other that of the observers (they will have previous indicators)
The sphinx will answer yes / no / don't know, to the questions of the discoverers.
Material: Photocopy of history and indicators.
Observations: It can be applied to many ages.
TAM 4. Motivation techniques, relaxation and climate creation.
TAM 4.1. "The boats"
TAM 4.2. "The postman"
TAM 4.3. "Giraffes and Elephants"
TAM 4.4. "Pious Chicken"
Although the dimension of “relaxation” as the creation of a new space of reality is common to the essence of the game, we have tried to include, under this heading, games that fundamentally serve to release energy, make people laugh, stimulate movement, etc. … in the group.
Movement and laughter act in these games, as mechanisms of psychological and physical relaxation in all their interrelationships.
Relaxation games are useful for any occasion, although they can be used for different purposes: "warm up" the group, to make contact between the participants, break a situation of monotony or tension, in the passage from one activity to another, or as the end point of a common work.
They also try to eliminate the aspects of the competitiveness of the games in which fun is done at the expense of one person, to focus on situations in which everyone participates, or there is a continuous change of roles that encourages "expansion". of the group.
Most of the time the evaluation is not necessary, except to verify the effects of the relaxation in the group, or to assess the differences with respect to other types of games.
TAM 4.1.
Denomination: "The boats"
Objective: Create relaxation, motivation and good weather.
Development: All the participants stand up. The monitor then tells a story.
The group then has to form circles in which are the exact number of people that can enter each boat and those participants have to sit down.
Immediately the number of people who can enter each boat is changed: different types of boat are made and the drowned, who form the fish, are alienated. Until a small group of shipwreck survivors remain.
Material:
Observations: The number of participants must be high. It should take a few seconds for the boats to form, before declaring them sunk.
TAM 4.2.
Denomination: "The postman"
Objective: Animation and knowledge of the group.
Development: All the participants sit in a circle in some chairs, one stays in the center and says: "I bring a letter for everyone who has…", they say whatever they want, boots, shirts, shoes, etc… So everyone with that article changes places; whoever runs out of room stays in the center and says the phrase again.
Material:
Observations: We can use it as a presentation technique, but saying eg: "I bring a letter for those who are from Valladolid", that is, using traits that characterize people.
TAM 4.3.
Denomination: "Giraffes and elephants"
Objective: Animation and concentration.
Development: All the participants form a circle, leaving one in the center. The one in the center points to another saying: "giraffe" or "elephant". If it says giraffe, the signaled person must put their hands up and their fellow neighbors must take their feet.
If he says elephant, he will have to simulate a trunk with his hands and his neighbors the ears with his. Who is distracted and does not comply with the indication, will go to the center, pointing to a new partner until one of them is wrong.
Material:
Observations: It can also be done by imitating other animals. The technique is very fun since you have to pay close attention.
TAM 4.4.
Denomination: "Pollo pía"
Objective: As relaxation and element to introduce energy, motivation to the group.
Development: The participants stand in a circle, sitting on chairs; We cover a person's eyes. This person has to sit on top of someone and say: "pía chicken", the one underneath has to chirp and the person sitting on top has to guess who it is. It also touches her.
If he guesses who is the one who has tweeted, he is put in his place and the one who has tweeted goes to the center; and so on.
Material: Chairs and scarf.
Observations: Instead of chirping, you can sing a song, recite a poem, make the noise of another animal, etc… In this technique, the rest of the participants are relaxed when they see what the partner is doing.
TAM 5. Techniques aimed at developing creativity.
TAM 5.1. "Magic item"
TAM 5.2. "Land, sea and air"
TAM 5.3. "Word Connection"
TAM 5.4. "The telegram"
TAM 5.5. "The accordion"
Objective: To facilitate the development climate of creativity. Encourage group creativity.
Development: An object is passed, this is magical because each one gives it a different utility, representing it by gestures.
Material: Object.
Observations: It can be applied to all kinds of people
TAM 5.2.
Denomination: "Land, sea and air"
Objective: To stimulate creativity through verbal association.
Development: Placed in a circle, the animator in the center throws the ball to a member who has to say an animal, but this one must belong, as the animator says, to the sea, to the air or to the land. If you answer correctly, the animator continues until someone makes a mistake or goes blank, having to go to the center doing the same operation. Animal names cannot be repeated.
Material: Ball.
Observations: A variant is changing the ball for the rhythm of the claps, whistles… This technique is used to work the rhythm.
TAM 5.3.
Name: "Word connection"
Objective: Reading animation and literary creation.
Development: A binomial is given. With these words individually each person in a time limit of five minutes at most, has to generate the largest number of compound words with the letters said above.
Material: Paper and ballpoint pen.
Observations: This technique is more suitable for people who do not like to read as their creativity develops. TAM 5.4.
Name: "The telegram"
Objective: literary creativity.
Development: It consists of creating a telegram in groups for five minutes from a single word. Each group searches first for words that can form a certain word. Then they form sentences.
Material: Paper and ballpoint pen.
Observations: You can use up to twice each letter of the letters that appear to form a telegram.
TAM 5.5.
Denomination: "The accordion"
Objective: To develop creativity, linked to the poetic, to the written language.
Development: With a folio we form as a kind of accordion, to form a collective poem.
Groups are made, each member of the group on a strip "accordion strip" writes two verses, the next sees the last verse written and then writes two other verses, so on.
Once all the members of the group have written, the poem is read aloud.
Material: Paper and ballpoint pen.
Observations: This technique is usually used as a reading animation technique. It can be used for all ages.
TAM 6. Techniques oriented to advice, prospecting and innovation
TAM 6.1. "Group monitoring puzzle"
TAM 6.2. "Areas and modalities of animation"
TAM 6.3. "Tell me what and I'll tell you how"
TAM 6.4. "Signs and letters"
TAM 6.5. "From here to there"
TAM 6.6. "Graduation of utopia"
TAM 6.7. "The Profile"
Among the different purposes that a group has, a very important one is to meet to dialogue, reflect, study and work on a topic of common interest.
The following is a set of techniques that aims to:
- Encourage the active participation of everyone in a job, eliminating the possible passivity of some members who hide behind the work of others. Be effective in group work. Improve the organization as a work group.
The techniques presented here are exclusively focused on the task, knowing that the socio-emotional level is inseparable for it.
The role of the animator must be:
- Know and take on the objectives of each technique himself. Encourage the process of effective participation. Promote everything that increases cohesion in group work. Give precise guidelines.
Similar techniques must be repeated over and over again to avoid wasting time, rambling, ineffectiveness, and consequently a feeling of frustration that loses faith in the value of group and group work itself.
TAM 6.1.
Name: "Group monitoring puzzle"
Objective: It aims to sensitize a group to issues that must be taken into account to develop the ideal participation of the group.
Development: Groups are formed and each one has an envelope with ten appointments, with which we have to form two groups:
- One with quotes that show no participation. Another with quotes that we think have an ideal sense of engagement.
After working it for a time, each group exposes the rest of the classmates.
Material: Envelope with ten quotes.
Observations: It is a good technique to raise awareness of the positive of
participation.
TAM 6.2.
Name: "Scope and modalities of animation"
Objective: Discover the different animation trends.
Development: A list of thirteen actions is given and they must be separated in their corresponding animation section, these are:
- CulturalEducationalSocial
Material: Paper and ballpoint pen.
Observations:
TAM 6.3.
Denomination: "Tell me what and I'll tell you how"
Objective: Discover what kind of animation it belongs to.
Development: A list of nineteen definitions of animation is given and they must be separated into three different parts:
- CulturalEducationalSocial
Material: Ballpoint pen and paper.
Observations:
TAM 6.4.
Denomination: "Signs and Letters"
Objective: Discover different approaches that occur in different societies.
Development: Four chips are given and all possible logical combinations that exist must be discovered and those that are not must be rejected.
Records:
YES
Subordination Society Individual
After making the selection, the four logical combinations are:
SI: Anthropocentric approach. It focuses on the individual and occurs in the Nordic countries.
IS: Sociocentric approach. It focuses on society. It occurs in Eastern Europe and in the former USSR
SI: Eclectic approach. Society and the individual condition each other. It is produced in France and Spain.
I: Psychocentric approach. It is all about the individual. It intervenes to adapt the individual to himself. It is a therapeutic approach. It occurs in the USA
Depending on the approach chosen, the program will be presented in one way or another.
Material: Paper and ballpoint pen.
The four tabs.
Observations:
TAM 6.5.
Denomination: "From here to there"
Objective: To facilitate the prospecting and innovation capacity in a group.
Help a group plan.
Development: This technique consists of applying a template to a specific association or group.
The organization, activities and infrastructures and resources appear on the template.
Each participant must fill out the template, understanding what each section of said template means:
FROM HERE: In what situation is the group.
UP THERE: Where we want to go.
After analyzing the "from here" and the "until there", we must see the difficulties, obstacles that we are going to meet and propose alternatives, solutions.
Material: Pens and stencil.
Observations: This technique serves as a review of an association at a time that can be conflictive.
TAM 6.6.
Denomination: "Graduation of utopia"
Objective: It aims to sensitize a group to issues that must be taken into account to develop participation in a group.
Prioritize needs and make future plans.
Development: A ladder is drawn
Stairs:
- actions that we can tackle now, we cannot immediately but we will reach achievable projects in the medium and long term
Material: Paper and ballpoint pen.
Observations: The group is taught to choose real plans.
TAM 6.7.
Name: "The profile"
Objective: To reflect on future intentions and the level and scope that we would like to work as social educators.
Development: The variables that make up the different professional profiles of social education are explained, and then each student chooses their strategies, levels, recipients and spaces in which they would like to work.
Material: Transparency, paper and pen.
Observations: It makes us reflect on the future of social education.
Performance-oriented animation techniques.
- Techniques for THE ANALYSIS OF REALITY. Techniques for PLANNING. Techniques applied to INTERVENTION AND MONITORING. Techniques to encourage EVALUATION.
TAR 1. Techniques for the analysis of reality.
TAR 1.1. "Incident case"
TAR 1.2. "Facts, opinions and generalizations"
TAR 1.3. "Elephant"
TAR 1.4. "Fish"
TAR 1.5. "Alphabet soup"
TAR 1.6. “Analysis of cases”
TAR 1.7. "Fact, opinion and generalization"
TAR 1.8. “Analysis of cases”
Understand the danger of distorting reality through practical cases while also wanting to discover that each situation has a different analysis. Reflects on the importance of reality analysis before carrying out any project.
TAR 1.1.
Name: "Incident case"
Objective: To understand the danger of distorting reality through practical cases and the importance of an analysis of reality before programming.
Development: The large group is divided into subgroups that will be given a photocopy with four cases.
Then there will be a debate in which you must answer: Why do these problems arise, what actions would you suggest to try to provide a solution, and whether there is a problem common to all four cases.
Material: Photocopy and pen.
Observations: It is important to distribute the time so that they can then present the conclusions to the rest of the large group.
TAR 1.2.
Name: "Facts, opinions and generalizations"
Objective: Recognize generalizations.
Development: The animator provides each of the participants with a list using a photocopy, and it must be said if the generalizations that appear are true or false.
Material: Photocopy and pen.
Observations: It is about differentiating certain statements in an objective way, depending on their own content to distinguish what generalizations are.
TAR 1.3.
Denomination: "The elephant"
Objective: To understand the danger of distorting reality.
Development: Through the story of an elephant and six blind people, it is possible to verify the distortion of reality that is sometimes made. Reality is made up of several parts.
You must cooperate, the truth will depend on our experience and reality will depend on the point of view where you look.
Material: Photocopies.
Observations: It is a fun technique, it relates in a simple way and therefore easy to understand in children.
It can also be applied as a communication technique for group maintenance.
TAR 1.4.
Denomination: "The fish"
Objective: Know which is the section to which each of the resources they present corresponds.
Development: After having made a rod with a clip and a piece of rope we will try to fish the fish (papers where the names of the resources appear) that have been previously placed on the ground.
Material: Thread, clips and folios.
Observations: This technique can be used to organize any type of recognition and grouping of any nature.
TAR 1.5.
Name: "Alphabet soup"
Objective: To promote participation and creativity among members of a group.
Development: The large group is divided into several subgroups. Each subgroup is given a letter envelope with which to find a message. In this case, the message is related to the methodology of sociocultural animation: "you learn from what you do."
Material: Envelopes with the corresponding letters.
Observations: In this case, the message corresponded to the ASC, but you can enter the messages you want depending on the specific objective that is intended, since in general it is that the members of the group participate as such.
TAR 1.6.
Name: "Analysis of incident case"
Objective: To discover what type of group each situation or definition belongs to.
Development: There are a series of conflicts, each of which must be placed in the conflict to which it belongs. There are three:
- Maintenance Production or task Regulation or control
Material: Paper and ballpoint pen.
Observations:
TAR 1.7.
Name: "Fact, opinion and generalization"
Objective: Help to discriminate between facts and opinions. Understand the importance of the power to distort reality.
Development: Photocopies will be passed in which there will be a series of phrases (prejudices, labels,…). A cross should be put if it is a fact and a circle if it is an opinion.
Material: Photocopies and pen.
Observations: This technique is important since many times something is talked about as if it were a verifiable fact and yet it may be generalizing.
TAR 1.8.
Name: "Analysis of incident case"
Objective: To understand and apply the explanation given by the teacher.
Development: It is about ordering a series of fifteen cultural actions within the cultural policy group to which they belong. The three groups they offer are:
- Cultural heritage Heritage democratization Cultural democracy
Then the animation to which it belongs must be recognized.
Material: Paper and ballpoint pen.
Observations:
TAR 2. Animation techniques for planning
TAR 2.1. "The council of the yuyumanos"
TAR 2.2. "Chores"
TAR 2.3. “15 days of vacation”
TAR 2.4. "Gymkana of planning"
The relevance of the logical and practical planning of concrete phenomena is motivated; managing to establish the planning steps.
Carry out a certain objective with the forecast, in a plan, of all or the main factors that are considered important to achieve it.
TAR 2.1.
Denomination: "Council of the yuyumanos"
Objective: To motivate towards the importance of establishing objectives.
Development: Try to discover what are the steps that this tribe has taken to propose certain objectives. It will be done in groups and after an analysis of reality, they will have to plan a series of tasks that will lead to the end pursued by the yuyumanos.
Material: Photocopies and pens.
Observations: It should be put in common to see how each group has planned it.
TAR 2.2.
Name: "Tasks"
Objective: Logically and practically plan specific events.
Development: In a photocopy and in groups, a series of tasks should be organized in such a way as to allow them time. In this case we are given a series of specific places. A man leaves his house at a certain time and does a series of activities in a limited time having to plan his time to do everything.
Material: Mimeographed sheets with copies of the graph and instructions
Pencils.
Large sheet or blackboard where the plan is drawn.
Observations: This technique is quite important when the group must learn to make decisions and solve problems related to their own tasks and activities.
It can also be used to establish and prioritize certain types of action, according to reality or the situation around them.
TAR 2.3.
Name: "15 days of vacation"
Objective: Help execute decision-making in a group.
Development: Individually you take those things that you think are necessary to go on vacation, later they are put in common, you get to a more severe list and you will expose yourself, the group having agreed.
Material: Paper and ballpoint pen.
Observations: Group decision making is difficult.
TAR 2.4.
Name: "The gymkana of planning"
Objective: Discover the planning steps.
Development: The animator distributes to each group envelopes containing the different planning steps. A person from another group acts as a judge to later explain the group's failures. A clue is written on each envelope to make the journey possible.
Steps:
- what is planning to know the reality of the environment objectives that we want to achieve obstacles that we find and resources that we have or will have concrete activities, tasks and methods tasks to develop and how results evaluation will be distributed
Material: Envelopes with instructions.
Pen.
Observations:
TAR 3. Techniques applied to the intervention and follow-up.
TAR 3.1. "The deck of intervention"
TAR 3.2. "Puzzle of sociocultural intervention"
TAR 3.3. "Resource Consulting"
They are games in which collaboration between participants is an essential element. They question the mechanisms of competitive games, creating a relaxed atmosphere favorable to cooperation in the group.
Although on many occasions there is the objective of a common purpose in the game, this does not mean that it is limited to seeking that purpose, but rather to building a space for creative cooperation, in which the game is a playful experience.
The external conditions and the non-human elements that influence the games, in any case, focus on the situation to be overcome. Cooperative games make the most of these factors, reducing competition. It is about everyone having the chance to participate and, in any case, not making exclusion / discrimination the "crux" of the game.
Cooperative play is not a closed experience. That is why in these sheets we have collected numerous notes on variations in the games, many of which have emerged when working with groups of all kinds.
Evaluation in cooperative games is important for:
- let the group express what the collaborative experiences have contributed, assess the cooperation / competition attitudes that may have arisen in the game, its causes and its results, discuss the competitive attitudes / mechanisms in the group and in society.
Carrying out a few games a few times and evaluating them can also make it clear that there is no stereotype of “good” or “bad” player in cooperative games, since the whole group functions as a whole in the that each person can contribute different skills and / or abilities.
Motivate the group when organizing a planning.
Development: Letters are given and you have to choose and organize them in the correct order. This is:
- Knowledge and diagnosis of reality Establishment of information, dissemination and communication channels Motivation and awareness Generate participation processes Training and training of participants Organization of participants Projection and action Coordination, interrelation and interconnection of ongoing initiatives Consolidation and stabilization of the structure
To find out if these points are in order, the puzzle game is performed to check if there have been faults in the previous section. It consists of making a geometric figure that can be read from left to right and vice versa.
Observations: It is easy if the group agrees and has no problem matching each card.
Know the different phases of the sociocultural intervention process.
Development: The large group is divided into small working groups. The animator provides each of them with an envelope in which the pieces form a geometric figure. The different stages of the sociocultural intervention process appear on each of the cards, without knowing what geometric figure they form.
Material: Card stock, envelopes, writing and drawing material.
Observations: Reading the sentences, once the puzzle is formed, is done from the bottom up, and from left to right.
Find the answer to the problem using The Resource Guide.
Development: A problem is communicated to the group. In this case, a retired man for two years who does not adapt. He joins a group of friends and asks them to form an association. It is questioned what to do and where to go to form the association.
You should go to a specialist person or a reference book where they explain the necessary requirements to form the association.
Must be:
- Draft a Foundational Act. Prepare the statutes. Deliver the necessary documentation in triplicate in the National Association Registry of the Ministry of the Interior. Verify the documentation in the corresponding Registry. Minutes and Accounting Books.
Material: Paper and ballpoint pen.
The Resource Guide
Observations:
TAR 4. Techniques to encourage evaluation
TAR 4.1. "The hopscotch of evaluation"
Evaluation is conceived as a process in which information about an activity is systematically collected and analyzed with the intention of using that analysis to improve that activity.
Assessing is an excellent technique for improvement. When a group periodically evaluates its performance, it lays a solid foundation for progress.
What to evaluate?
- As animators we evaluate ourselves (self-evaluation). Group self-evaluation: that the group self-evaluate and be aware of its operation and achievement of goals. A group meeting: collect the global impression and the suggestions after a meeting. It is interesting to make a general evaluation of the group: objectives, processes, rhythms, participation, climate, attitudes and affective dispositions, functioning, results, mistakes made,…
Evaluate not to verify results (that would be too little) but to make a commitment to improve the situation, investigating the causes and consequences that gave rise to remedy, rectify or fully correct.
TAR 4.1.
Name: "Hopscotch of Evaluation"
Objective: To discover the stages, the steps that we have to take into account when making an evaluation.
Development: Paint a structure and order the tasks in teams of eight people. The group will throw an object in the first phase that is created in the evaluation process and with one leg will go to collect the object. The rules of "hopscotch" must be followed. So on, if one group loses the next one will pass.
Material: Chalk to paint the structure and a flat object on the ground.
Observations: The rules of hopscotch will be established so that there are no confusion.
Download the original file
