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A 36 games collection (1)

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1. Social GamesTHE TEN SYMBOLS OF THE PACK METHODOLOGYThe methods used in the pack are very simple. They are mostly not difficult and not dangerous. They are,…
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  • 1. Social GamesTHE TEN SYMBOLS OF THE PACK METHODOLOGYThe methods used in the pack are very simple. They are mostly not difficult and not dangerous. They are, though,harder work for those running them and those participating. They will be for some people a change from whatthey are used to. (For a description of peoples varying reactions to change, see the exercise Change). Thefollowing ten symbols explain something about the methods and their rationale.1. The lecturer or expert style of telling people what they need to know is not encouraged. Nor is sitting inrows or behind desks. Sitting in circles, so that everyone can see each other with no barriers, isencouraged. Also, breaking up into smaller groups of two, three or five people gives everybody theopportunity to contribute, as well as providing variety.2. Any activity or session or workshop or pack cannot provide everything for people. It is, rather, likebuilding blocks. It can add some more blocks to whatever the individual is building (a wall, a house, apalace etc). Some things can be offered which some people will find useful and others may find less so.Some people may reject any kind of blocks which are different shapes to the ones they expected. Otherscan transform blocks into shapes suitable for their own building.3. Although strengths and positive aspects are concentrated on, weaknesses and more negative things shouldnot be ignored. All people can learn new things if they are open to do so. By facing difficulties andproblems and less pleasant things about ourselves, we can learn and develop.4. Any activity/session/course/pack can stay on a safe, secure level and people will, of course, learn andmove forward. If, however, things move beneath the surface a little... if some risks are taken.... ifparticipation and dealing with real issues and feelings are promoted, then difficulties and someunhappiness can occur. The chances are much greater though, that real learning and development willtake place at a much higher level.5. If the left-side of the brain only is engaged then learning can only possibly reach a certain level. This sideis the logical, rational one that controls reading, writing, number, tasks. If, however, the right-side is alsoengaged (the side of imagination and feelings and creativity) than the whole person is involved andlearning can reach a much higher level. So: color, visual, musical and dramatic aspects; emotions andcreativity, should be used and stimulated.6. The educational theory underlying this work is based on Dales Cone of Experience. This suggests thatpeople only remember 10 to 20% of what they read or hear. If they see and hear then it approaches 50%.To get higher they need to see, hear, say and do. If they are actively involved they can integrate up to90%. These methods all involve active participation and experiencing to encourage the greatest learningpossible.7. Sharing and equality are two of the key elements of the approach. Not the patronizing Adult telling Child;Man telling Woman; North telling South; West telling East or Geneva telling everybody, what to do andhow to do. Instead, a belief that everybody can learn from each other, if they are open to receive as well asto give.8. Accepting difference, in the world at large and within the group, are stressed. It means accepting peoplefrom different cultures and backgrounds; those with different lifestyles and opinions; those who want to bea part of everything and those who sometimes want to withdraw; that people are individuals as well asmembers of a Society. It means giving quite a lot of responsibility - including for their own learning orlack of it - to people themselves and not trying to lead, control or shape too much.9. The hope of this work is that people will feel motivated to do something about it themselves in their ownlocal/personal situation. It can then have a snowball effect. gathering pace and momentum and increasingin size. First comes some awareness and sharing together and then can come some action with solidarity.Like light, weak snowflakes joining together until they form a formidable snowball.10. People - whether on a course; in school; at work; in a refugee camp; in a relationship etc - can be treatedlike one of three vegetables.The Green Bean: the grower tightly controls its growth, to make it perfect. The grower knows what size,shape, colour and texture it should be to make it marketable. It becomes perfect but at a cost: no freedom.Social games for trainings 1 AIESEC Timisoara
  • 2. People treated this way are controlled to ensure that they have the right/best information, skills, etc.The Mushroom: the grower places them in a dark place (a dungeon, under a box) and leaves them togrow. They might occasionally be given some manure. They grow or they dont.People treated this way are given nothing. They are ignored, not told anything, except on occasions,something useless.The Tomato: the grower prepares the ground well; protects them from birds, waters them and cares fortheir growth, especially at first. After a while some may grow smaller/larger; greener/redder; sweeter;different shapes etc. All are considered worthwhile.This way of treating people, is to offer some things, especially at first, but then they are free to grow anddevelop themselves.The whole ethos of this pack is that it is better to try to treat people like tomatoes, rather than green beansor mushrooms. Neither perfection nor total freedom are the goals. The goal is to offer something, to shareand to encourage real awareness and responsibility.ContentGame Page Game Page1. Getting to know each other2. Personal shield3. Human bingo4. The Treasure, the Pirate and the Key5. Me and my enemy6. My hero7. Human sculpture8. Identifying needs9. Humor and stereotypes10. Media and our lives11. A child on television12. Victims13. In every case14. Communication without words15. Hearing and seeing16. Looking through filtered eyes17. The Bridge / Derdians18. Silent Wall / Floor Discussion346791012131416182021232527283119. Stereotypes20. Blame21. Car park22. Creatures of conflict23. Underlying anger24. States of tension25. Understanding conflict26. Images of war27. Boxing match28. Scarecrow29. Change30. Stop! Let’s start again!31. Taking a stand – Role play32. The nine year old carousel33. The 5 senses34. Analysis and planning35. The planning tree36. Zoom – A creativity game323334363738394142434445464950515254Social games for trainings 2 AIESEC Timisoara
  • 3. 1. GETTING TO KNOW EACH OTHERIntroductionAny work that asks people to look at topics of a controversial kind or to use imagination and explore feelings canonly succeed if people feel comfortable with each other. So, time spent on getting to know each other, even if itseems wasted (not on the topic), is actually vitally important. A variety of activities can be used. Only a few ofthem are mentioned here.Activities1. First NamesAsk each person in turn to come and write their name on the board or paper and tell something about it - theorigin; why they are named it; whether they like it; if they prefer. shorter or longer versions etc.2. Talking in PairsPeople are asked to speak with one other person that they dont know, or dont know well, to introducethemselves to each other. They are encouraged to spend five minutes each. It is possible to give more specificquestions to talk about.Afterwards each person in the pair could introduce the other to another couple or to the whole group.3. Ball of woolPeople stand in a circle. The first person throws a ball of wool to another (anywhere in the circle) saying theirfirst name and where they are from (or any other single thing that you decide on). The next person does thesame. The wool should crisscross the circle. A point could be made at the end about the fact that everybody inthe group is connected in some way by the wool and their being together right now.4. What I would rather doSitting in a circle each person says their name and what they would do with their life Oob perhaps) if theycould change. For example: llaria - Actress. The next person then introduces their neighbor, saying their ownname and what they would rather do. This continues until the last person introduces everybody and thenthemselves. This is not only a way for people to learn the names of others but to discover something moreabout them at the same time.5. I AM...Each person is given the I AM... sheet (copy attached) and asked to write largely and clearly three thingsabout themselves that are not obvious. So not, I am female or wear spectacles or have red hair. They can be asrevealing or ordinary as each person wants them to be. Then they attach the sheet to their front. Stand. Walkaround and introduce themselves to all the other participants by shaking hands; exchanging names; looking atthe sheet of the other person and briefly commenting or asking a question. This allows a real personalconnection between each person at the start.ConclusionThe Personal Shield and Human Bingo, also in the pack, can be used as getting to know each other exercises orlater as re-connection ones. The value of all of them is that they stress that each individual matters and is beingvalued for themselves, before anything is done in groups or on the content. This is essential for this work that looksat respecting others and accepting difference. It sends a very clear signal right from the start.2. PERSONAL SHIELDIntroductionSocial games for trainings 3 AIESEC Timisoara
  • 4. A short exercise for people in a group who do not know each other very well or who have not seen each other for awhile. To encourage easier communication between -group members.ABCDMOTTOEach person draws - or makes - their own shield including the following:A 3 Favorite things to do in leisure time (drawn);B 3 Ambitions (drawn);C 3 People you admire (drawn);D 3 Places you like or would like to visit (drawn);Alternatively: A Three depictions of your family, personal life.B Three depictions of your work or study life.C Three spare time activities.D Three places you like or would like to visit.Other variations are possible.They also adopt a phrase thats applicable to them which will be their motto.Once complete, with a partner each person talks about their shield and motto for ten minutes and then listens astheir partner explains theirs for ten minutes.They can then be put on the wall of the meeting room for people to look at and guess which belongs to each personor with names on the top.See picture on next page.Social games for trainings 4 AIESEC Timisoara
  • 5. Social games for trainings 5 AIESEC TimisoaraA BC DMOTTO:
  • 6. 3. HUMAN BINGOIntroductionA game best used as an energizer, after lunch or a break away from each other. Not advised as an icebreaker. Ashort, fun inter-active exercise to help re-establish a sense of being in the group.Process1. Each person is given a copy of the sheet with the Bingo grid. It is suggested that twelve boxes form the grid,with statements that group members must find the answer to. Therefore, statements like is a woman or is wearinga watch are not appropriate, as these things can (usually) be clearly seen.The statements should cover a variety oftopics, suitable for the group you are working with. See enclosed sheet as an example.2. Ask the group to stand, push chairs away and retain only the Bingo sheet and a pen. The object of the game is toget a full house (all twelve boxes completed) by funding one other person from the group for each box. They shoulddo this by mingling, forming pairs quickly, to ask one question each way. If they get a positive response they putthe name of that person in the box and circulate to find the next positive response.3. 7he winner is the person who fills all twelve boxes first. It is not allowed to put your own name in any box. Atthe end, have a show of hands to test responses to each statement. The leader of the group should usually join in.ConclusionVariations are possible. There can be more boxes or less. The statements can be on a theme. They can bedeliberately controversial, provocative or risque. If this latter option is chosen, then you may need to allow moretime to de-brief the exercise afterwards. In other words, although the main aim is as a group-bonding exercise, itcan also be used as a discussion starter.Find someone who:KNOWS WHO BARBARASTANWYCK WASIS A CAR-DRIVER HAS BEEN ON HOLIDAY INTHE LAST MONTHIS A VEGETARIAN IS A SPORTS FAN HAS A PETLIKES THE SAME MUSIC ASYOUIS A PARENT HAS NEVER SMOKEDIS WEARING WHITEUNDERWEARLIKES SCIENCEFICTION FILMSWEARS CONTACTLENSESSocial games for trainings 6 AIESEC Timisoara
  • 7. 4. THE TREASURE, THE PIRATE AND THE KEYIntroduction:Show a picture of a Treasure Chest being locked by a Pirate. Inside, treasure should be seen.Explain that some treasure is going to be locked inside and that only one key will then be able to open the chest.Show some copies of keys drawn on paper (all with seven different sized teeth). Give each person a copy of the keyand tell them that they will have to design a key that will open the chest.The treasure:Could be one of the following:1. Future generations of young people with an understanding of, and sympathy for, the work of the RedCross and Red Crescent Movement.2. Human contentment.The key:In these two cases it would be:1. In our dissemination work, the seven main things young people need to be educated about.2. The seven main things that a human being needs to be content.The clues:Some clues can be written on stickers and placed around the room. These are possible answers. Participants canlook at them, or not, as they wish.The exercise:1. Alone, each person comes up with the seven most important things that would unlock the treasure. Theymust put them in order of priority (largest tooth = top priority).2. Small groups should be formed (at least three, preferably not more than seven). Each group is given onedifferent colored copy of the key. They are told to somehow, someway, reach a group consensus of theseven in order of priority.3. The keys can then be put on the wall or the seven priorities written on a grid on a large sheet of paper.Each group should be asked:Was it easy or difficult to reach consensus?Did everybody get to express their views?Why did your first choice have top priority?4. Either the large group should then be encouraged to discuss and come to a large group decision or ageneral discussion should take place on the issues that arose.Conclusion:The discussion will largely depend in the nature of the treasure and the key that you originally chose. Some pointsmay well apply in every situation:Is it necessary to have a large group key? Or, are the individual and/or small groups ones enough? Will any keywork?!Is it useful, or not, to prioritize in this way?Are there cultural differences of perspectives involved?How did people feel during the various stages of the task?Can anything be learnt from this exercise about difference and communication as well as the official content?Under no circumstances should the person running the exercise tell the group at the end that they have the one andonly correct key to the treasure. This would rather ruin the point of the whole exercise.Note:Social games for trainings 7 AIESEC Timisoara
  • 8. Depending on the topic and the structure you choose and the group and the level of discussion this exercise cantake a short time (45 minutes minimum) or it can provide the material for a 1/2 day session.An example of the treasure, key and possible clues that could be used follows:The Treasure A world without violence and war.The Key The seven main things that individuals can do to achieve this.The Clues Learn to accept differences;Gain wider knowledge of people and the world;Show tolerance and respect;Develop empathy and understanding for the views and actions of others; Read widely;Challenge prejudice and discrimination - even in friends and family;Write to, and lobby, politicians and other leaders;Actively encourage more equal distribution of the worlds resources; Consume less, sothat others may consume more;Learn to deal with our own anger and fear in a constructive way;Talk about problems rather than hiding from them;Live non-violently and non-aggressively - be a good example;Pretend it is the problem of everyone else but you;Use your own knowledge and skills to convince others in your own life;Support - by membership, fumce or promoting them - organizations working towardsconflict prevention and peace;Complain, campaign, march and demonstrate if necessary;Boycott companies and governments which actively encourage violence and war;Support the death penalty for violent criminals and the assassination of religious andpolitical leaders who encourage violence;Protect yourself and those you care about - and ignore the chaos and sufferingelsewhere;Feel it as all hopeless and rum to sex or drugs or materialism or career or...These clues should be placed on slips of paper all around the room. People should be told that, like all clues, somemay be helpful and others not. Nobody has to look at them, they can choose whether to look at them, before doingtheir own key, or after, or not at all.Social games for trainings 8 AIESEC Timisoara
  • 9. 5. ME AND MY ENEMYIntroductionAn activity that looks at links between our "enemies" and ourselves and how our view of our "enemies" can tell usa lot about ourselves.Process1. Ask all participants to write down three things that they hate or fear about their enemy. They should tryto think of someone or a group of people that they really dislike, either for themselves or for what theyrepresent. If they find it impossible to think in those terms, they can use as an enemy someone or agroup of people they were taught to hate or fear as a child. (5 min).2. Then participants should draw up a list of things they dislike about themselves. Ask them to find thingsthat they are genuinely uncomfortable about, or would really rather not acknowledge. They then add tothe list things that they feel they are not, and would like to be. This list will not be shared with thewhole group. (5 min).3. In pairs, partners look at their lists, stating the three things that they dislike about their enemy. Askthem to see how many links they can make between the two lists. What do their enemies have incommon with themselves? Can they see in them anything they reject in themselves, or anything theywould like to be and are not? Make sure that pairs spend time on the lists of both partners - five minuteseach. (10 min).4. Back in the large group, people are told that they do not have to share all the information they wrotethemselves or discussed in pairs. However, open out the discussion by asking questions like:Did people find links between what they do not accept in themselves and what their enemies represent? Does thistell them anything about themselves or the nature of "enemies"? What can we learn from facing up to our ownfears and hates?It might prove useful to reform the pairs to consider these questions or to ask two pairs to join together to formsmall groups of four. Some general comments or discussion in the large group should draw out some of the mainlearning points from the exercise.ConclusionSome self-awareness and empathy for others are the main aims of this exercise as is an introduction to the natureof projection.Carl Jung, an influential psychologist, suggested that we project what we dislike or fear about ourselves onto othersand disassociate ourselves from it, thereby creating enemies. It is a tough concept to apply to ourselves because itrequires us to see ways in which our enemies and we are the same. A good starting point is to look at what wehave in common on a practical level, such as families, lifestyle, expectations, dreams and children. These linkscan be a good introduction to breaking down
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