2.3.1 The InCrea+ activities' list: Challenge to Inclusion: SOCIAL

2.3.1 The InCrea+ activities' list

3. Challenge to Inclusion: SOCIAL

ACTIVITY 1: ONE WORD STORIES

TITLE	One Word Stories
GOAL	The aim of this activity is to encourage creative collaboration between classmates. Students work together in groups to collectively tell a story while moving away from individual ideas and respecting the input of their partners. This is a great activity for breaking down social barriers to inclusion and facilitates creativity, collaboration and problem solving by getting all students positively engaged, participating, and supporting each other in the development of unique and interesting stories.
ART DOMAIN	Performance Art
DURATION	15 minutes for just the story 60+ minutes for the story and follow up activities.
STEP BY STEP INSTRUCTIONS	The teacher explains that students are going to create a story in groups but that each student can only contribute one word at a time. The teacher can give a title or a topic or theme to give the students some guidance or it can be left completely to the imagination of the students Students are put into groups of 4 or 5 students and sit together in a circle The first student starts by saying one word with the student to their left adding the next and continuing around in a circle. The story ends when it comes to a reasonable conclusion or if necessary the teacher can prompt “ you have 15 more words to finish your stories”, for example. A follow up activity can involve getting the groups to share their story with the other groups in the class. This can be done as a short summary of the story or created into a play, comic strip, film etc. depending on the interests of the students and school resources.
MATERIALS & ADDITIONAL RESOURCES	No materials required for initial activity Additional resources may be required if follow up activity is facilitated
EVALUATION	Have students collaborated together to create a unique story Have students respected the input from all of their teammates To what extent have students positively engaged and participated in the activity?
SOURCE	N.A.

ACTIVITY 2: CHAIN OF DIVERSITY

TITLE

Chain of diversity

GOAL

The objective of this activity is to bring students together through creativity. Students will participate in a full class artistic project where they will get to share things that make them unique and things that they have in common with their classmates. This activity enables students to learn about their similarities and differences and see all of them as something positive. It helps to reduce social barriers to inclusion and provides participants with an opportunity to enhance their communication skills, their empathy and understanding, and their sense of belonging in the class.

ART DOMAIN

fine art

DURATION

30 minutes

STEP BY STEP INSTRUCTIONS

Teacher explains that students will be working on a creative activity linked to our similarities and differences. Give students some time to contemplate some of their own ideas.

Give 6 strips of coloured card to each student and ask them to write 1similarity and 1 difference they have with their classmates on each card. Students can also draw their ideas if prefered.

Each student will share the content of 2 of their cards i.e two ways that they are similar to their classmates and 2 ways that they are unique and different.

Once a student has shared their work, they can start to create the chain. Glue the ends of the first strip together to create a loop. Then continue adding and glueing the strips to create a chain. Each student can add their strips once they have shared their ideas.

The chain can then be displayed in the classroom as a reminder of how they are all connected by their similarities and differences.

MATERIALS & ADDITIONAL RESOURCES

6 strips of coloured card or paper per student, pens, pencils, glue.

EVALUATION

Have all students participated in sharing their ideas about how they are similar and how they are unique?
To what extent do students feel they have learned things about their classmates?
To what extent do students feel a stronger sense of belonging in the class?

SOURCE

https://www.uh.edu/cdi/diversity_education/resources/_files/_activities/diversity-activities-for-youth-and-adults.pdf p.10

ACTIVITY 3: THAT'S MY ORANGE!

TITLE

That's my orange!

GOAL of the ACTIVITY

Understanding diversity illustrate characteristics of diversity by creating a life story recognise that whilst we have many differences, we also share basic similarities

CHALLENGE to INCLUSION ADDRESSED

Social

ART DOMAIN

Performance Art

DURATION

50 min

STEP BY STEP INSTRUCTIONS

Organise the class into groups of three.

Give each group an orange

Ask each group to inspect their orange carefully and notice the orange’s characteristics such as bumps, markings, spots etc.

Now ask each group to give their orange a name and make up a life story for it as if it were a person, e.g. how old it is, how many brothers and sisters it has, what it does for fun, what food it likes and dislikes, its favourite colour etc, dress it up (with sticks, colours, feathers, pieces of paper etc). They can be as creative as they like in their story.

Ask each group to choose a representative which has to share the story of their orange’s life

Collect all the oranges and peel them

Put them in the middle of the room and ask each group to find and identify their orange. The pupils should find this a hard challenge!

Finally ask them a series of questions

Is it difficult to identify your orange? If so, why?
What does this tell us about oranges? (The point here is that even though they are diverse, they are all oranges and therefore share common similarities and needs)
Does what we have found out about oranges also apply to human beings?
We have already seen we are unique and this makes the world diverse, but do we also have some shared basic needs? If so, what might these be?

MATERIALS & ADDITIONAL RESOURCES

- one orange for each group of three, make these as similar to each other as possible in terms of size, shape.
- sticks, colours, feathers, pieces of paper etc

EVALUATION

To what extent do students feel more included having participated in the activity?
Have students collaborated together to create a unique story?
To what extent have students learned about the lives of others?
Have all students participated in sharing their ideas about how they are similar and how they are unique?

SOURCE

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ACTIVITY 4: BODY FURNITURE

TITLE

Body Furniture

GOAL of the ACTIVITY

The general purpose of this activity is to achieve integration with elements of corporal and visual expression and implicit integration of pupils into the group.
The main challenges to be addressed are:
- The exploration of the possibilities of the body and space;
- Building a dramatic scene that makes sense
The main aims to achieve are:
- Integration;
- Positive relationship building;

- To foster the feelings to agree with and accept the others;
- To encourage body and ideas expression;
- To develop group cohesion with a game where each person needs the support of the others;
- To follow the rules for the creative development of the activity.

This activity focuses on the experimentation of body movements in spaces either free or scheduled; on the construction of spaces and on developing imagination from spatial stimuli.

CHALLENGE to INCLUSION ADDRESSED

Talent, Social

ART DOMAIN

Performance Art

DURATION

40 minutes

STEP BY STEP INSTRUCTIONS

The activity starts with the teacher dividing the pupils into two groups. Two groups of no more than 12 students

The teacher makes sure that each student has enough space to develop his/her idea of furniture and that students do not bump into one another while constructing the furniture. Ensures student safety in that space and creates a suitable atmosphere for them to imagine the life of people living in houses with that furniture.

The teacher explains the rules of the activity and states the main aim simply.

The integration with elements of corporal and visual expression towards the integration of pupils into the group:

One of the groups will create furniture and objects with their bodies - there can be individual or group work. When all the members have formed the furniture, it will be distributed in the place creating particular spaces, e.g. a bedroom, a dining room.
The second group will make the description of the imaginative life that the people - dwellers in that space - live.
This description acts also as a reflection of the physical activity developed in the first step.

Students of the second group are asked to imagine and describe what happens in that room, who lives in it, how people use that furniture, what the furniture tells them about those people’s life.
Final Debriefing

What purpose do you give to your piece of furniture?

Did you think of that piece of furniture as if people living in the house couldn’t do without it?
Did you work well together? Do you think you could furnish an entire house?

MATERIALS & ADDITIONAL RESOURCES

Outdoors on a safe surface or on grass OR
Indoors in an empty room.
No equipment is needed, just plain, comfortable clothes and shoes.

EVALUATION

To what extent do students feel more included having participated in the activity?
To what extent have students positively engaged and participated in the activity?
Have all students participated in sharing their ideas about how we need others in order to live in a community?

SOURCE

https://off-book.pixel-online.org/files/guidelines/TG04/Body/Body_ENG.pdf

ACTIVITY 5: SIGNIFICANT SELF-PORTRAITS

TITLE	Significant SELF-PORTRAITS
GOAL of the ACTIVITY	Talent, Social, Cultural, Socio-economic Challenges Self-portraits and Selfies are a great teaching opportunity. Every student is strong, powerful, and their portraits need to be viewed from their own perspectives rather than the negative stereotypes that pervade our society.
CHALLENGE to INCLUSION ADDRESSED	Talent, Social, Cultural, Socio-economic Challenges
ART DOMAIN	Visual Art
DURATION	50 minutes per Day
STEP BY STEP INSTRUCTIONS	Day One: Portrait Studies Students walk into the class and see three self-portraits on the front wall/screen/board. Choose underrepresented minority portraits, socially disadvantaged portraits and others. In groups of no more than 3 students, ask them to write three things that are similar in the portraits, three things that are different. For the rest of the class period, students work in groups to study the photos and write down their observations. Day Two: Self description Hand each student a sheet with questions prompting them to think about their personalities: “What is one word that you would use to describe yourself?” “What is your favourite piece of clothing that you own?” “Where do you feel like you are in your element?” Then give them more portraits (on video projector) and learn about easy photography terms, such as composition, arrangement, close-up, balance, space, and simplicity. Day Three: Developing Hashtags On the third day, students must develop a hashtag for the political issue they are interested in. Some examples of hashtags can be: #StopDomesticViolence, #IAmNotAStatistic, #BlackLivesMatter, and #BuildBridgesNotWalls. They must create their own hashtag. Then they have to make a plan to take their own portraits, including clothing, setting, background, facial expression, pose, and distance from the camera, Hashtags to use. Day Four: Students take turns using the camera, or phones, to take the photos, with the help of the others. Day Five: Display of the photos on digital format, and discussion on the chosen Hashtags and image. Or School Gallery display.
MATERIALS & ADDITIONAL RESOURCES	3 Printed Portraits or selfies White papers Photo camera or/and phone camera Video projector
EVALUATION	Has each student created a visual representation of something significant to them? Has each student briefly shared the significance of their creation with their classmates? To what extent do students feel more included having participated in the activity? To what extent have students positively engaged and participated in the activity? To what extent have students learned about the lives of their classmates? Have all students participated in sharing their ideas about how they are unique?
SOURCE	https://www.davisart.com/sites/default/assets/File/high-school-art-students-break-stigmas-and-negative-stereotypes.pdf

ACTIVITY 6: SOUVENIR CHRISTMAS DECORATION

Title	Element of interior construction materials. Topic of the class: souvenir Christmas decoration.
Aim	In the class of spatial expression, 13 students take part. The topic of the class is discussed, the sequence of work is determined, technical performance and the combination (compatibility) of decorative elements is overviewed. Aim: into the process of purposeful creative artistic manifestation denoted by correct technical implementation, to involve a student with special needs who shall be assisted by his classmate sitting at the same desk as their relationship is fairly good. The student is extremely withdrawn and sensitive, his interaction with classmates is extremely limited. The principle of mutual assistance and cooperation was used. Behavioural and social skills were developed. Criterion of success: positive work when being aware of the sequence of work and the nuances of technical performance.
Challenge(s) to inclusion addressed	Behavioural and social challenges.
Type of art	Spatial expression Handicrafts
Duration	45 minutes
Instruction step-by-step	Step 1. To create two sketches of a Christmas decoration; Step 2. To select the sketch which is more interesting and more appropriate (in terms of technical implementation); Step 3. Technical implementation of the task (with the assistance and advice of a classmate); Step 4. To apply a decorative element (by attuning the emphasis of glitter); Step 5. Discussion of the work (whether success was achieved or not, and what could be altered next time.
Materials and additional resources	Materials – cardboard and flax rope (or another type of fairly strong rope). Additional resources – a ruler, a pencil, an artist brush, glue, scissors.
Evaluation	The objectives of the activity were achieved: 1. Work with the assistance of the classmate sharing the desk was deemed successful. The student with special needs was more confident in himself and in his skills because of the possibility of seeking advice. 2.Skills of cooperation, mutual assistance and independence were developed. 3.The attitudes ‘I can’ and ‘I shall succeed’ were being formed. Attention was focused on the positivity of performance of creative and technical work.

ACTIVITY 7: POETS GROUP

TITLE	Poets Group
GOAL	To guide students to write poetry while expressing thoughts and feelings on a subject and to make them love poetry.
ART DOMAIN	Performance
DURATION	40 minutes
STEP BY STEP INSTRUCTIONS	First of all, groups of 4-6 people are formed in the classroom. Each group is given an A4 copy paper and told to wait. The subject of the poem is given by watching the video "Let's be a forest" on YouTube channel. Each student is asked to write a quatrain on the topic. An average of 5 minutes is given. The student who has finished writing a quatrain gives the paper on which the poem is written to the other student in his group. The other student, who takes the paper on which the poem is written, reads the previous quatrain(s) and writes his own quatrain. When all the students in the group write a quatrain, the group's poem is completed. At the end of the lesson, each group reads their own poem. Poems are posted on the classroom board.
MATERIALS & ADDITIONAL RESOURCES	A4 copy paper Smart board "Our Shared Home World" video
EVALUATION	1.Which group has a different emotion from other groups in their poetry? 2. Is there harmony between the quatrains in the poems in terms of handling feelings and thoughts? 3. Are similar feelings and thoughts expressed using different words, word groups, idioms or proverbs?
SOURCE	“Let's Become a Forest” video from YouTube channel

ACTIVITY 8: MY NATIONAL HERO

TITLE	My national hero
GOAL of the ACTIVITY	To popularise knowledge about the history of the country To form patriotic attitudes and national identity of children and youth To inspire young people to be creative.
CHALLENGE(S) to INCLUSION ADDRESSED	Social, civic challenge (civilization)
ART DOMAIN	Graphics, ICT
DURATION	3 lessons: 45 min + 45 min + 45 min
STEP BY STEP INSTRUCTIONS	1 lesson 1. Students complete a pre-prepared questionnaire “Recognize a Patriot” (once we know what students really know and think about love for their homeland (their country), it will be easier to arouse their interest in the topic). 2. Thoughts are used to express what heroism is and give examples from life, books, movies. What qualities does a hero usually have? 3. Divide the class into groups of four. 4. Each group discusses and chooses the national hero they like best. 5. Introduces the technique of creating comics and how they made it. 2 lesson 1. Students create a comic using for e.g. Toontastic 3D program. 2. Groups present their comics. 3. Talk about the work process. 3 lesson 1. Students have to graphically express their views on the homeland. 2. An exhibition of drawings is organised in the classroom. 3. Joseph Campbell's quote "The cave you are afraid to enter has the treasure you are looking for" is used to discuss the drawings. What could this "cave" be for us? 4. At the end, students assign a positive skill to each letter of their name. The class helps students with special needs to find positive qualities that begin with the appropriate letter. For e.g. Angelica – artistic, natural, gratitude, (empathic, energetic charming), loyal, instinctive (compassionate, communicative, confident), apologising.
MATERIALS & ADDITIONAL RESOURCES	Drawing tools: pencils, markers, paper, computers, tablets, mobile phones.
EVALUATION	At the end of the lesson, students should answer the following questions: Is love of homeland something important in a person’s life or not? How can art and creativity contribute to solving life’s problems? How did you manage to work in groups? Did the students collaborate to create the comic? To what extent were students positively involved and involved in the activity?
SOURCE	https://toontastic.withgoogle.com/