Think. Play. Participate.

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This folder opens now – like a door into a learning space – because a band of four educators from UCN in Denmark went on a journey to the 2012 Per-forming the World conference in New York.

At first it seemed like a traditional learning space: A group of speakers had taken center stage to describe and explain a project, they wanted to start. But then it changed...

We, the four educators, went from being part of the audience to being in direct dialogue with the speakers. As we listened to the project it became clear that they were out- lining an educational pro-ject that has already begun in Scandinavia. The tradi- tional relation between speaker and listener was transformed into an open panel discussion.

We began sharing our experiences from the Social Educator Program-me in Denmark – and continued to talk about the Scandinavian traditions with “performative social pedagogy”. The workshop hosts, and other participants, made this happen through bemused com-ments like, “But is that kind of education really possible?” “This sounds like a dream scenario” and “Ehm, don’t you get fired it you teach like that?”.

Thus we became aware that we were able to contribute with inspiration and know-how that resounded in a meaningful way with educational challenges in The United States.

Outro: How will it become..?

Intro: How this came to be..?

Let’s improvise environments and experiment with possible aproa-ches to creating practices which allow us “to perform from what we know” creating “a new reality containing what we can overcome.” Method wise we call this the R.A.S.E.E.E model

Research: Insert the ingredients nature, works-hop and board game into an edutaining activity. Nature calls for recycling and sustainability. We answer with a workshop for raw materials, tools and imagination, and a board game with an inte-resting game play.

Analyze: Let’s think. What do

children actually know about waste

disposal? How big is the problem of

ignorance when it comes to

recycling?

Evaluate: Finally we look back at the process of creating an edutaining approach to the problem of recycling waste. We have dealt with this with our emotions, our individual and communal values and with the hard data available. Having turned this into a social and holistic experience we are ready to put it into words and concepts.

Explore

Execute

Evaluate

OUR VISION: We strive for the under-standing of human devel-opment in any dialectic aesthetic environment. We seek to support the indi-vidual as well as group le-arning capacities. We per-form approaches to human learning and relations.

So..! How does one create an interactive and

presenting workshop with exploration and

experience? An environment where method

developing activities can actively - on location

- be designed and frame the support and de-

velopment of creative and live skills.

Let’s think, play and participate!

here is an example of how we do it:

Suggest: What if this game play let real pe-ople relate to different kinds of waste dis-posal? Let’s put ourselves into play - role-playing the part of waste and materials.

Explore: A group of children perform

the parts of worn bedspreads, old stinking

stockings, discarded buttons and such.

Another group plays the part of different

waste stands. As the two groups meet, a

dialogue unfolds creating mutual explora-

tion of the dos and dont’s of their current

knowledge of waste disposal.

Execute: Once we have the pieces and the costumes we’re ready to present this game to other people and pedagogical instituti-ons. And we could take the game online.

Execute

Evaluate Analyze

Research

Suggest

So..! How does one create an interactive and

presenting workshop with exploration and

experience? An environment where method

developing activities can actively - on location

- be designed and frame the support and de-

velopment of creative and live skills.

Let’s think, play and participate!

You are here

AURA

SMA

?

are

Can’t you see?nowhere

friend

my

Impulse:All we need is a begin-ning and one possible end. Then we can create the rest of the story ou-rselves. But we can also choose to reach out - to other people and other stories.

TT e l l i n g t h e s t o r y t o g e t h e r

Communal focus:

We enter the world

of dialogue. A com-

munal focus. Cue

words: Hero? Hap-

piness? Adversary?

Companion?

Experiment?

Our senses. So bring-

ing a story to life also

implies moving your

body, your face, and

your tone of voice.

The pairs are invited

to co-create a story.

TT e l l i n g t h e s t o r y t o g e t h e r

Evaluation:with a round of comments?

Presentation:

line up as audience

along the path. Begin

(telling their story)

Exchanging ideas:

teams up with ano-

ther pair to exchange

their two stories in

process.

Experiment?

Our senses. So bring-

ing a story to life also

implies moving your

body, your face, and

your tone of voice.

The pairs are invited

to co-create a story.

Getting it done:either write their sto-

ry down, or orally

add some key words

The aim of this programme is to think, play and participate. You will learn how to do this by training “live skills” in adult education.

You will learn to integrate and apply theory into praxis. The programme strives to teach that theory can never be a recipe for practical work. Therefore the programme does not have a “fixed” curriculum, but as part of the bachelor programme in social education you will work with

Social inclusion and socialization Empowerment and emancipation Citizenship Body, mind and sociality Design and didactics

You may be working with questions such as

How can we inspire children to think differently when they

How does one play environmental awareness unto children?

How can participation be used as a frame of reference when preparing social education?

This strain of thought involves maintaining an open attitude in an educational progression, as well as in the overall development of the educational profession. We try to support spontaneity, while at the same time being aware of intentions and official tasks in relation to legislation, learning, socialising, performing, training, and development.

We encourage and enduce designs of improvised meaningful environments and at the same time expe-riment with possible approaches to creating practices which allow us to perform from what we know. This is set up as a direct transfer into creating a new reality containing what we can overcome (which is actually and potentially a very dramatic process but also immanent when working with creativity!).

What’s it about then?

to

a g

ame, each other and the World?

relate

Th is is where we live on the web!

Denmark

Your notes:

Th inkPlayParticipate-pu@ucn.dk /// (+45) 72 69 05 13

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