UNIT 4
The concepts of remaking, recycling, reusing, repurposing is key.
This activity builds on the existing concepts participants have about their needs and help them think about in a more concrete way, and to take steps towards personal development.
In the first part (role-play) they are encouraged to articulate their wishes related to the group’s goals like job seeking.
The second part (collage-making) they use existing materials (newspaper pictures) and reorganize these elements to create a new meaning from them (upcycling) to deepen their understanding of their needs.
Duration
1h workshop + 30 min debriefing is suggested (1h 30 min in total to deliver your workshop during the training).
This process should take 1,5 h without the debriefing part (intro, role-plays and collage-making), with the debriefing and reflection I calculate 2h.
Objective of the workshop
allowing participants to gain awareness about their needs.
Concretizing these needs, take initial decisions on how to move towards them.
The activity can be used generally with self-knowledge purposes, or adapted to specific contexts (e.g. job search, facilitation, social skills etc).
Materials: A4 sheets; paper glue; scissors; magazines, newspapers.
Description of the activity
1. Preparation
Setting up the scene for a shop. A table as a counter is enough, and any object that is around can be used as products, but it’s not necessary. The group is sitting in a semi-circle, the shop is in front of them. Materials (magazines, scissors etc) are prepared on the side. After a warm up, the facilitator tells the group that she/he is opening a magical shop where they can buy anything they might need (to get a job or be a great facilitator etc). The price of the items in this shop is not paid with money, but with a barter. One volunteer is chosen for the demonstration, who is the customer, the facilitator is the shopkeepers.
2. Development
STEP 1
Demo roleplay
The facilitator invites the customer into the shop, and asks questions about what they are interested in buying, paying attention to concretize further what the customer wants.
E.g. the customer says they need self-confidence, the shopkeeper can say they have this product range, but needs to know what kind of self-confidence? When does the customer want to use it most? Etc.
After choosing the exact product (e.g. self-confidence when speaking in front of a group of strangers), time to come up with a price: what are you willing to give for it? The facilitator should negotiate, not accept the first answer if that’s a too low price.
In the above example the customer might pay this way: ‘I will practice 2x a week in front of a mirror’ and ‘The next week I’ll look for a group where I have the opportunity to speak, like a language exchange’.
STEP 2
role-play in pairs
After the scene, the facilitator says that now they have seen this business model, they can open their own shops. Participants are put in pairs. One is the shopkeeper, the other is the customer. They repeat the scene, buying and selling skills, attitudes etc. After 5-10 minutes they reverse roles. After the second round everyone can share what they bought and at what price, this is optional. Group members can say if they already have items others bought (and shared it with the group), and how they acquired them.
STEP 3
collage making
Every participant is given a blank paper, a pair of scissors and paper glue. There are a lot of magazines prepared with pictures on them they can use to create a collage.
The college will show them, after having paid the price of their ‘goods’ and they are in full possession of them.
At the end, everyone can put their own artwork on the ground and the participants observe each other without commenting.
Closing round
What has been the most significant for you in this activity? Is there anything you are happy/unhappy about?