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close this bookCreative Training - A User's Guide (IIRR, 1998)
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close this folderHow was this user's guide to creative training produced?
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View the documentWorkshop objectives
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close this folderBasic facilitation skills
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View the document10 handy tips
close this folderTraining needs assessment
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close this folderEvaluation techniques
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View the documentComplete the sentence
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close this folderEnergizers
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close this folderMood setting exercises
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View the documentMy posture, my thinking
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close this folderLectures
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View the documentMind mapping
View the documentCreative use of overhead projectors
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close this folderDrawing and chalk talk
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View the documentChalk talk
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close this folderSelf-expression through pictures
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View the documentVariation 1: Printing from objects
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View the documentBody language
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View the documentAnimated comics role play activity
View the documentFolkstorytelling: Stories come alive!
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close this folderMaking and using case studies
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close this folderField trips
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close this folderGames
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(introduction...)

· any time during the training
· Needs space and tables

A means by which participants any kind of training explore, express and share their personal perspective by crystallizing this in a picture.


Figure

Purpose

This can be done:

· at the beginning of a training so that participants and facilitators gain an early understanding of their own and each others' perspectives, and of the issues that are important to them. This can then be explored in greater depth in the training.

· whenever a new 'theme' is introduced as an energizer.

· at the end of a training for participants and facilitators to reflect on what they have learnt from the training. (If this had been also done at the beginning, it is interesting to compare their pictures to see if and how the participants' perspective has changed).

Materials

· pencils (Hb and/or B)
· paper
· erasers
· colored crayons (optional)

People

· best with up to 20 participants
· Facilitators - ideally with some flair for art and design.

Suggested approach (using drawing techniques)

1. Ask the participants to fill a piece of paper with wild, bold lines and squiggles. The aim of this is to 'loosen up' their hands, as inexperienced drawers tend to draw in a cramped way. Encourage them to hold the pencil at different angles in order to explore different thicknesses of lines.

2. Let the participants take 10 minutes to produce a drawing on a particular theme (see example 1). Encourage them to draw big and not to worry about their "artistic skill'; this is about their ideas and expression. Discourage them from using the erasers too much. Do a drawing yourself.

3. Ask each participant to explain their picture to the rest of the group, and encourage the others to give feedback after each one. (If the participants are hesitant to start, 'break the ice' by going first yourself.)

4. Once everyone has described their own pictures, ask the group if they can see any links or contrasts in the various pictures.

5. Pin the pictures up on the wall to liven up the surroundings for the rest of the training, and for reviewing later.


Figure