 | Creative Training - A User's Guide (IIRR, 1998) |
 |  | (introduction...) |
|  | How was this user's guide to creative training produced? |
| | (introduction...) |
| | Workshop objectives |
| | The workshop process |
| | It came one night... |
| | Basic facilitation skills |
| | (introduction...) |
| | 10 handy tips |
| | Training needs assessment |
| | (introduction...) |
| | Purpose |
| | Materials |
| | Suggested approach |
| | WII-FM (what's in it for me?) |
| | Evaluation techniques |
| | (introduction...) |
| | Purpose |
| | Method |
| | Are we on target? |
| | Tell me... |
| | Complete the sentence |
| | Other methods |
| | Developing questionnaires |
| | Energizers |
| | (introduction...) |
| | Purpose |
| | Forming groups |
| | Creative congratulations |
| | Relaxers |
| | Mood setting exercises |
| | (introduction...) |
| | My posture, my thinking |
| | Put your worries aside |
| | Creating a positive state of mind |
| | Lectures |
| | (introduction...) |
| | Strengths |
| | Limitations |
| | Suggested approach |
| | Outcome |
| | Developing the lecture method further |
| | Mind mapping |
| | Creative use of overhead projectors |
| | Slide/photo presentations |
| | Visual spicers |
| | Posters as problem-posing materials |
| | Drawing and chalk talk |
| | (introduction...) |
| | Chalk talk |
| | Comic love |
| | Self-expression through pictures |
| | (introduction...) |
| | Variation 1: Printing from objects |
| | Variation 2: Printing from erasers/vegetables |
| | Variation 3: Collage |
| | Body language |
| | Visual gestural communication |
| | Shadow plays |
| | Easy puppets |
| | Basic theater skills |
| | Role play |
| | Animated comics role play activity |
| | Folkstorytelling: Stories come alive! |
| | Oral testimonies |
| | Lifeline |
| | Timelines |
| | Map-making |
| | Making and using case studies |
| | (introduction...) |
| | Making a case study |
| | Using a case study |
| | Action research |
| | Field trips |
| | (introduction...) |
| | Cross tripping/comparing environments |
| | Physical activities as educational tools |
| | (introduction...) |
| | Illustrating facts or theories |
| | Promoting attitude change |
| | Games |
| | (introduction...) |
| | Snakes and ladders |
| | Health snap |
| | Bangko-bangko |
| | Contact organizations |
| | Workshop participants |
| | Workshop production staff |
Variation 2: Printing from erasers/vegetables
Materials
· erasers and/or 2 cm thick slices of potatoes or any other
vegetable that can be cut to give a hard, smooth surface.
·
cutters
· paper
· stamp pads of different colored ink
|
Note Printing from natural objects is particularly effective when the
theme you want to explore is how participants perceive the natural
environment. |
Suggested approach
1. Ask the participants to cut designs out of erasers or potatoes. If using erasers, all six sides can be used. Encourage participants to explore using different widths of cut. Tell them to press the eraser/potato into the ink and print from it.
2. Allow 30 minutes for this variation, because practising how to make the cuts takes time.
3. Then follow steps 3-5 in the main method.
Figure
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