MASK OF CONFLICT

An European course on Gestalt Theatre for trainers

Big image

Trailer of the next MASK OF CONFLICT in IRELAND! in 2016

Trailer MASK OF CONFLICT II AUTUMN 2016

What is the mask of conflict?

It is an international training course, organized by the cultural organization CONFLICARTE, on Gestalt Theatre for Trainers. It is about developing the competences of experienced trainers in Europe on the conflict resolution and empathic communication through Gestalt Theatre and Gestalt approaches.


The objectives of this course are:


1. Introduce and further develop the participants' capacity to solve potential interpersonal conflicts as well as to develop their self awareness as persons and trainers.

2. To explore the potentials of improvisation as a way for self discovery and creativity development.

3. To help participants to understand the group dynamics taking place in a group of participants and to better facilitate the group process from a Gestaltic perspective.

4. To facilitate the exchange of experience from participants regarding their previous work in theatre in training courses with young people.


Activities:

The program flow will consist in different sessions on: Gestalt dynamics and process, Gestaltic cycle, Gestalt Theatre & Improvisation, Body based approaches (Bioenergetics, Authentic Movement, Contact, "Passing Through")


Duration & Dates:

7 working days + 2 traveling days

FINAL CONFIRMED DATES: 2nd to 10th October 2015


Economic conditions:

Erasmus Plus Programme rules are applicable + participation fee of 120 Euros/participant.

Learning Goals

As a result of this training participants will:

1) Develop their social competence, in particular, their ability to deal with inter/intra-personal conflicts in an effective way.

2) Improve their ability to empathize with other people with whom they can be involved in a conflict.

3) Acquire new skills and tools when it comes to the facilitation of educational or socio-therapeutic activities that have connection with conflict type of work at inter/intra-personal level.

4) Get a new perspective of the educational and training work in the field of conflict more in connection with the field of emotional education.

5) Become more aware of themselves as persons and about their own emotions and how express them in an assertive and healthy way while learning new ways/tools/approaches to do so.

6) Develop their sense of spontaneity, capacity to be creative and their intuition when it comes to work in conflicts in training situations, through supervision and Gestalt Theatre but also via other techniques such as Bioenergetics and other body based approaches (“contact” or “authentic movement”)

The Team

VENUE

Results of the project

MAIN LEARNING POINTS IN THIS TRAINING:

· Know myself deeper

· New and useful activities

· Conflict as a source of learning

· Better understanding of what is behind drama exercises

· Stay strong while being in the process

· Learn more techniques to work with in trainings

· Some ideas are out-dated and can be modified

· I must express my needs and feelings

· The magic of synergies in a group

· That Non Formal Learning is even more important to have in primary school than formal things

· Recognize the real feeling and express it!

· Self-Responsibility!

· Listen to yourself more!

· Learning to put in words my emotions

· Dealing with conflict in different ways

· Magnification of dramatizing “experiential”

· To feel

· How my body is connected to emotions and viceversa

· Better understanding of group’s dynamics

· Take care of myself

· How to follow my needs

· Listen to others: recognize and respect each process

· A better understanding of yourself leads to a stronger more capable leader. What we project will dictate the dynamic of the workshop space.

· The real you. I know thyself: Know when to wear the mask, know which mask is suitable, know when to get off the stage (and be with your real life).

· The mask is a safety to survive

GROUP PROCESS – What is important to have on mind as a trainer/youth worker?

· Take into consideration the past/background of youngsters

· Time for debriefing (make sure objectives have been clear/feedback/opportunity to learn about yourself)

· Diary

· Involve everyone inside the group (curtains up!)

· Choice – Personal responsibility

· Working with different groups

· Integration groups

· What are the needs?

· Taking into consideration the synchronization of the group member (understanding the process of coming together)

· Establish written/unwritten group rules (work out/agreements)

· Free time to steam off! Breaks are important

· Be aware of the different needs within the group

· To get to know your participants before the training (form)

· Connecting the learning to your practice

· Be able to read the group and prevent over domination & support and encourage the quitter members of the group

· Have a diversity of methodologies for a diversity of learners: learning styles and multiple intelligences!

· Encourage responsibility in the group.

· Implicit or explicit context of training activities?

· Balance mind & body

· Vary between individual work and group work

· Support and build dynamic of mutual support within the group (eg. best friend)

· Vary indoor and outdoor activities

· Close what you open

· Accept and give space to emotions

· Don’t give advices: be a supporter

· Listen

· Be flexible (work on the needs of the group)

· Time management

· Plan risk management

· Humour: let’s laugh together (and let’s cry together)

ROLE AND COMPETENCES TRAINERS SHOULD HAVE


· Able to deliver theoretical concepts

· Take care of yourself

· Active listening skills

· Have in mind the past and the feelings of the members of the group.

· Developing a safe space /non judgemental

· Say YES /Say NO

· Project management’s skills

· Be open

· Motivate people to express themselves

· Flexibility: go with the flow of the group

· Ability to create exercises/games including all learning styles

· Constructive feedback

· Accept the differences

· Dealing with uncertainty

· Be able to develop a programme where an activity is built on the previous one

· Strictly follow the timetable

· To be an authentic trainer

· Giving examples on certain theories

· Facilitation skills

· Ability to deal with difficult emotions (culturally and emotionally intelligent)

· Be inclusive in your practice

· Nurture the group to grow/ be responsible

· To help the group come up with its answer

· Empathy

· Coach/mentor

· Good cooperation with co-trainers

· When you are opening the youngsters personal doors remember to be sure that the youngsters are safe in the situation before saying goodbye for today

· The number of facilitators in relation of the number of participants has to be appropriate to the activities

· Balance of activities

· Trainers need to have experienced and understood the exercises for themselves first

· Give very clear concise instructions and check everybody has understood

· Skills to create nice visual flipcharts

· Ability to motivate & inspire others

· Skills to read a group

· Language skills

· Be aware!

· Be brave to confront the participants and yourself

· Use music to create a good learning space

· Vary methodologies

Gallery

Big image

Testimonies from participants

Testimonies Mask of Conflict

Dissemination of the project

Find in this attachment a link to Dropbox where we have included a Dissemination Report of the project


https://www.dropbox.com/sh/yax6l1vr71e39sx/AABfBUVHKfBb-v__k5V028BFa?dl=0

FUNDED BY

Big image

Con la colaboración de: