The formats included in this handbook aims to be used with a group of students as a tool to reflect on cyberbullying through a creative and ludic process.
The formats were developed during the Summer Campus which took place in August 2015 in Udine, Italy. The Campus was one of the activities of the project “Joining forces to combat cyber bullying in schools” that aims to provide students with competent ways of handling digital media.
The Campus focused on the development of activities to carry out in schools and other educational institutions. The goal was to develop creative tools that can be used to raise the awareness for the topic of cyber bullying. One main point of the workshops was to reflect about the creative and competent handling of digital media and a responsible interaction on new social network platforms. The idea was to get a fresh look on the comprehensive topics cyber bullying and violence in social networks. During the Campus, creativity groups elaborated different contents in form of formats to promote a positive use of social media. This handbook provides some practical creative formats that can be applied in class. The formats were tested in classes of the partner countries.
Category: Chapter 9: Creativity
9.2 A question of perspective
New technologies bring with them familiar problems society faces, but they are appearing in new forms. Cyber bullying is one of these phenomena. In order to fight it, we need new ways of handling its problems and dangers. It is important to understand and grasp the complexity of virtual reality, the positive as well as the negative sides it is offering to users. When interacting and dealing with the topic of cyberbullying, and finally trying to bring about a change, it is crucial to open up a new perspective on the issue. Through the creative approach, the project aims to address a large audience from students to teachers and parents.
The developed formats are games to do in class. Games are characterized by collective activity and fulfill an important and useful social function. By following certain action processes and by taking the role of another person, students will get a new perspective on different ways of behavior, empathy and social roles. With creative contributions, students can be supported to acquire important skills in order to combat cyber bullying.
9.3 Creativity as an educational tool
Creativity in its various forms is a powerful resource to promote social change since a long time and can be described as an important tool and decisive factor when it comes to handling new phenomena on social networks like cyber bullying.
Projects promoting a creative approach encourage a deeper participation of students in a certain process. They learn to communicate about and deal with complex topics in a fun and playful way. Creative projects have the potential to reach and influence students in an easy way and set free a positive way of interaction with tools like social networks.
Furthermore, the transfer action is an important factor. Through producing creative content, one can reach peer groups in an entertaining way and transport a serious and important message through new forms.
An innovative, playful approach equips students with the capacity to open the point of view for other sides and possibilities, and they can imagine other contexts. Through this creative involvement, the critical thinking of students can be spread amongst friends and throughout the web. Therefore the creative approach can be described an important medium for dealing with social and cultural changes.
9.4 Preparing students for the workshops
In the practical work during the Summer Campus it became obvious that it is important to invest some time before the format is implemented in class in order to prepare the students for the activity.
We advise you to divide the class into different creativity groups in order to make sure that all student groups know their tasks and responsibilities. You can prepare the content for each group before the class is held. Obviously you can adapt all formats to your individual ideas and needs.
9.6 Format’s toolkit
9.5 How to organise the creativity groups in class
Each creative format takes about two hours and is divided in different phases, each phase building on the previous step: after an introduction to the topic of the format, students elaborate their tasks in group work. They produce the content and finally all together you discuss, summarize and reflect on the elaborated results.
Before you will carry out the formats in class, you should take one lesson to contextualize the activity and introduce the topic of cyber bullying. Inform the students about the content and the results you want to obtain through elaborating the formats. Another lesson should be added after the implementation in class in order to draw a comprehensive summary and talk about the lesson learnt generally on the topic of cyber bullying.
Format n. 01 Mean comments
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Aim: Emphasize that cyber bullying is a serious matter, which has to be taken into consideration |
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Target group: School class, pupils between 14 and 16 years old |
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Time: 2 h |
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Instructions: 1) Firstly, the pupils will be shown some similar videos on the topic. Then they decide on different locations where they would like to act and do their own videos. The pupils will create comments that will be read out loud in these videos.2) The multipliers will oversee the activity in the different locations at the same time, in order to reduce the duration of the activity. 3) In the end, we will share our experiences and emotions in a big circle and will watch the new videos together. |
| Schedule: 0 – 15 min: Introduction of the work, showing the “kids read mean tweets” video 15 – 30 min: Decide on the comments and the surroundings for video 30 – 80 min: Shoot the videos (in several places at once) 80 – 105 min: Edit the videos 105 – 115 min: Screening of the video |
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| Multipliers: At leat 2 |
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| Preparation: Decide on the places for video recording, prepare comments, prepare technical resources |
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Equipment: Several smartphones, one computer |
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PRO – Students can decide on the places (this emphasizes that bullying happens everywhere, not only in school) – Can be funny at the beginning, but serious at the endCONTRA – Several smartphones are necessary – Insults can be quite rude |
Format n. 02 Screenplaying lab #1
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Aim:
Make students understand that it is important to think over what they express in social networks, because this action has an impact on the others. |
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Target group:
School class, pupils between 15 and 16 year old. |
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Time:2 h |
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Instructions:
1) The multiplier shows the video that has been prepared during the workshop. 2) Then 3 groups will be created. The groups decide on the storyline and the script, and they can also choose the characters they will interpret. Then, with the ezvid program they create their videos. It might be necessary to shoot the video several times in order to succeed. 3) After that, the whole class sits in a circle, and pupils share their experiences and emotions. One member of each group edits the video, and at the end, we watch all the created videos together. |
| Schedule:
0 – 15 min: Introduction of the work 15 – 30 min: Decide on the storyline and the script, choose different roles 30 – 60 min: Acting 60 – 90 min: Discussion about experiences, during that one member of each groups edits the video 90 – 110 min: Showing of the video |
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| Multipliers:At least 2 | |
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Download “ezvid” (editing program) to the computers, create a fake Facebook account |
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Equipment:
As many computers as groups are created, a few smartphones |
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PRO – All students can take part- The program can be used easily- Interesting CONTRA– Students have to use their own Facebook accounts- The video can be edited only by a few people |
Format n. 03 Angel & devil
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Aim: The aim is to make pupils reflect about different situations and consider various aspects, to make them realise that cyber bullying is not at all a fun thing |
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Target group: School class, pupils between 13 and 17 years old (adapt the seriousness of the questions to age) |
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Time: 2 h |
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Instructions: 1) First, the pupils will watch a short video prepared by the multiplier B in advance. 2) After that, the group will discuss the video in small groups, trying to make every participant speak and take part in an active way. 3) The most important part of the seminar will be the Angel/Devil game, where students will be given a situation, like: your friend asks you to break a classmates’ fb account just for fun. One part of the class will have to support this idea, trying to convince the others, while the second group has to come up with the drawbacks of the idea. 4) In the end the pupils will have to decide together which group is right, why and to what extent; they will be asked to evaluate the benefit of the game. |
| Schedule: 0 – 5 min: Introduction 5 – 10 min: Video (made by multiplier) – interview with questions 10 – 35 min: Group conversations – 3 groups with prepared questions 35 – 75 min: Situational games: “Convince the person to…”; aim: to create situations arousing different emotions based on questions such as “Should I break in someone’s Facebook account just for fun?” etc. 75 – 90 min: Conclusion and evaluation with the whole class: what was good/ bad/useful |
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| Multipliers: At least 2 |
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| Preparation: Preparation of questions, different situations and video |
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Equipment: Camera / smartphones |
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PRO – Active involvement of pupils- Funny game – Vivid discussion CONTRA – A lot of preparation needed -The “devil” part could be the most enjoyable one (but this opens also interesting debates) |
Format n. 04 Reality vs facebook
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Aim: The goal is to emphasize the different ways in which people can act on Facebook and in real life |
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Target group: School class, pupils between 13 and 14 years old |
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Time: 2 h |
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Instructions: 1) First, the pupils will be given a picture which they shall describe to a classmate who cannot see it. After that, this classmate has to draw what he heard. The next one describes it again to another classmate, and so on. In the end, it is likely that the last picture will be very different from the original one.2) In the next activity, the pupils create a Facebook account and another one which represents real life. Both of them will be created on paper, to reflect on how people show another image of themselves online. They can create the two accounts next to each other in order to visualize the differences clearly. After discussing the experiences, the pupils will be given emoticons, which they can hand out to their peers. |
| Schedule: 0 – 5 min: Introduction of the first game 5 – 30 min: Play the first game, drawing of the topic they heard, and describe these pictures (during the drawing part, multipliers could start making the emoticon pictures with the other students to use this time) 30 – 75 min: Start the second game, create two accounts on paper 75 – 90 min: Finish accounts, evaluate them together, talk about experiences |
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| Multipliers: At least 2 |
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| Preparation: Printing emoticons for students |
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Equipment: Printed emoticons, bringing paper, pens, pencils etc |
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PRO – Fun action – Interactive for students – Pictures can be used in social media campaignCONTRA – While someone is drawing, others can get bored – Preparation of accounts can take a lot of time |
Format n. 05 Tunnel
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Aim: Increase the empathy towards the topic of bullying, e.g. by experiencing the uncertainty of the role of the victim in a classroom. Enhance a positive climate and communication through experience of positive opposite of victim-role |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 2h |
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Instructions: 1) Give each student a paper with “real” negative examples of chats, comments and posts found on social media. 2) Then the students face each other in pairs, lined up in the fashion of a tunnel (with a gap of approx. 1m). 3) Afterwards there will be time to discuss the information and discover further info about the topic of social media and cyberbullying and the experiences of the students. 4) Next, the pupils will have time to prepare a positive comment for EACH of their classmates by themselves (short but personal). As an orientation, the multipliers will provide some examples. |
| Schedule: 0 – 10 min: Introduction10 – 15 min: showing comments 15 – 20 min: Tunnel-Game 20 – 45min: Discussion, sharing of feedback 45 – 60 min: talk about social media and own experiences 60 – 85 min: prepare positive comments 85 – 90 min: play again 90 105 min: final discussion and overall feedback |
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| Multipliers: At least 1 (+ 1 assistent) |
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| Preparation: Pen and paper |
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Equipment: Printed emoticons, bringing paper, pens, pencils etc |
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PRO – Easy to implement for all kind of classes, groups and ages- Little efforts (little preparation, little material) – Everybody experiences the role of bully and victim -> experience builds up awareness and sensitivity and may even change some behavior – Great effect of second positive tunnel: for each single student, for the relationships as well as for the climate within the class CONTRA -Challenge to accompany action in a professional and empathic way -> multipliers need to be really fit and have a lot of patience and empathy |
Format n. 06 Guess who?
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Aim: 10 1. Students reflect on how they want to present themselves in social networks and how others might see them. |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 3h, better would be dividing it on more days |
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Instructions: The workshop is divided in 3 different steps: 1) Warm Up 2) Group work and presentation of results 3)discussion/evaluation.1) Warm-Up: – Photo shoot with different materials (moustache, glasses, figs, hats, etc.); Question: how do you want to look like? Which image do you want to give? – After the photo shoot, other mates comment (prepared comments available or blank paper) or give a like (prepared “thumb up”) and stick it to the person – Sharing of experiences: Everybody says in one word/sentence what he/she wanted to express with the new look and how it was seen by the others2) Group work (differentiated learning): students can choose freely which small group they would like to attend. If there is one group many students want to join, it is possible that two small groups work on the same topic. If one group is of no interest for anyone, simply leave it out. – Create a fake profile: *Set up a blank profile; give login data to students who can spread the profile on social media with friends; they could also add things themselves * Only students of that group create a fake profile – Internet research about public figures who shared something and afterwards needed to deal with a “shitstorm” – Photo manipulation: workshop with a simple photo app (to be or to pretend to be) – Journalists: observe the other groups, take pictures, report about their progress After 1 hour, all groups come together again and every group presents their results. The journalists have the role to summarize first, groups add. 3) Discussion |
| Schedule: 0 – 15 min: Welcoming students, Introduction, explanation of warm up15 – 35 min: Warm Up 35 – 45 min: Group work introduction 45 – 105 min: Group work 105 – 135 min: Presentation of results 135 – 150 min: Break 150 – 180 min: Discussion 180 min: Conclusion, summarizing |
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| Multipliers: at least 2, better more |
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| Preparation: Collect materials for photo shoot; preparation of tasks for groups (short summary for every group); create fake profile (only login data); prepare questions for final discussion (open questions, to reflect on process) |
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Equipment: Smartphones/computers, at least one per group; materials for photo shoot (beards, figs, hats, glasses, etc.); cameras for journalists (possible: smartphones); Wi-Fi/hotspot (allow Social Network Sites) |
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PRO – Flexible approach: group work is orientated on interests of students- Interactive: students have an active role and influence the direction – Diverse activities, no boredomCONTRA – Takes a lot of time to prepare as well as in class – More than one room is needed -Workshop depends very much on action of students |
Format n. 07 Show your face
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Aim: Try to raise awareness of pupils and encourage them to share their personal statements against cyber bullying. International level in sharing the final result. Contribution from every pupil to reach the positive outcome. |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 3h, better would be dividing it on more days |
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Instructions: 1) The multiplier(s) gives introduction to the class about the topic and the activities (1h).Interview that asks a concrete question (“What do you do if…”) and gets a direct statement (“I will…”and “I will not…”) as a result. 2) Photo shoot of faces and statements that will be written on boards in the shape of chat bubbles, each one with a different colour. Pupils will have the possibility to express their creativity by organising a workshop (together with their teachers) to create attractive and impressive backgrounds for the shoots. The photos will be collected and set in a form of collage on one or more posters, or including only one person´s face, or faces of the whole class. An extra option could be producing audio/video formats with strong messages related to avoid cyber bullying statements. 3) Pupils will post pictures they made on the German Facebook Page of the project. Pictures and video/audio materials will be used later for social media channels. |
| Schedule: 0 – 60 min: Introduction of the work and topic, interview, workshops 60 – 90 min: Statements and photo shoot90 – 120 min: Photos, posting on the page 120 min: Evaluation, discussion |
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| Multipliers: at least 2 |
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| Preparation: Prepare the introduction of the activities |
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Equipment: Smartphone for each student, if possible professional equipment |
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PRO – Interactive- International- Good for big or small groups – Can go viral CONTRA -Amount of time |
Format n. 08 Developed by: DE Title: social game
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Aim: Try to understand the different roles that occur in a cyber bullying task, enter in empathy in different situations |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 2,5 h |
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Instructions: 1) The multiplier hands out a card to each participant in which his/her character role is described. Then, through a WhatsApp chat, each participant acts his part with the group. Another student will film the display of the mobile. After ten minutes, the roles are changed. 2) In the second part of the lesson there will be a discussion with the multiplier in order to understand what each student felt during the activity. A final video will be edited and presented to the classroom. |
| Schedule: 0 – 15 min: Introduction of the work15 – 30 min: Giving the cards to participants 30 – 45 min: Acting (first part) 45 – 60 min: Acting (second part) 60 – 75 min: Discussion 75 – 105 min: Editing of the video 105 min: Showing of the video |
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| Multipliers: At least 2 |
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| Preparation: Prepare the cards, prepare a pre-edited video template |
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Equipment: Smartphone for each student |
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PRO – Interactive- Including pupils CONTRA -Amount of time |
Format n. Guess who? #1
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Aim: Think about the virtual representation of individuals on profiles of social networks |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 2 h |
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Instructions: The activity aims to reflect on the difference between an individual and its image that his/her social profile gives about him/her, through a practical activity that asks pupils to use some of their recent Facebook posts.1) Firstly, they will transcribe them on paper. 2) Then, the posts will be mixed and each student will have to assign the posts to the matching profile on a board set up in the classroom. Pupils could also assign some “likes” to the posts they prefer. The whole activity is done in an anonymous way, and the pupils don’t really know the author of each post. 3) At the end, the multiplier B will conduct an evaluation of the results to analyze the content, asking the pupils if they feel themselves represented by their profile. |
| Schedule: 0 – 15 min: Introduction of the activity15 – 30 min: Ask each student to copy the last 5 posts of his/her Facebook profile and write them on paper 30 – 45 min: Hand the written post in a closed envelope over to another pupil and ask him to mix in final cards similar to Facebook posts (to maintain anonymity) 45 – 60 min: Give to each participant five posts randomly chosen, asking them to attach to a board connecting them to the profile of each participant 60 – 75 min: Each participant can put five “like” symbols to the posts he prefer (ev. stickers) 75 – 90 min: Short statistic evaluation in order to understand to whom the post on the board belongs to. 90 – 110 min: Final discussion: Do profiles on social network really reflect your personality? |
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| Multipliers: At least 2 |
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| Preparation: Facebook cards, board, “like” – stickers |
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Equipment: Each pupil must have a smartphone |
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PRO – Practical activity- Critical reflection on the content published as a postCONTRA -Risk that some pupils could not have a Facebook profile and they have to invent the posts |
Format n. 10 Radio show
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Aim: Using the audio/radio medium to make pupils think about the topic of cyber bullying in a fun and simple way. |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 2 h |
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Instructions: 1) Give basic information about cyber bullying and understand what they already know about this topic, trough a participative and dynamic way of work. 2) Make a short brainstorming/identikit about the personality of the bully, useful to create a collective story. All the scenes will be used to compose the story of the podcast. Every pupil will have the task to complete the scenes using his/her imagination, using an incipit given by the multiplier.3) Record the story in one take. The story will be told by the voice of the pupils, choose some sound effects and/or a theme song. In the end will be created a live audio editing to improve the pupil’s awareness of the phenomenon. 3) Record the story in one take. The story will be told by the voice of the pupils, choose some sound effects and/or a theme song. In the end will be created a live audio editing to improve the pupil’s awareness of the phenomenon. |
| Schedule: 0 – 20 min: Introduction and brainstorming20 – 35 min: Identikit & brainstorming about the bully 35 – 60 min: Write the story 60 – 70 min: Recording 70 – 90 min: Live audio editing |
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| Multipliers: At least 2 |
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| Preparation: Download the audio software (Audacity or any other), download some sound effects (www.freesound.org), bring paper |
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Equipment: Computer, audio software |
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PRO – Fun activity, easy to involve the pupils- Brainstorming is useful as an ice-breaking activity- Combination of various activities (visual, writing, audio recording)CONTRA – Computer needed, some technical skills needed -Risk to not have enough time |
Format n. 11 From social to visual
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Aim: Focus on the different social network structures and the relational forms that they engage. Develop awareness on the cyber bullying topic. |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 2 h |
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Instructions: 1) The multiplier hands out a script to each participant which has been previously prepared. This script is based on real discussions or posts found in the web (Ask.fm, Facebook). 2) Each pupil gets a script and has to play one of its roles. One pupil will be the cameraman, the others the actors.3) For the ask.fm format there will be one close-up of the actor who has to answer. Behind him the other actors will alternate, and one after the other will read the script. 3) For the ask.fm format there will be one close-up of the actor who has to answer. Behind him the other actors will alternate, and one after the other will read the script. 4) For the Facebook format, in the beginning there will be a close up of the actor who “publishes a post” and then through a tracking shot the other actors (they are standing in front of him) will enter in the framing reading the “comments of the post”. |
| Schedule: 0 – 15 min: Introduction of the work15 – 30 min: Hand over the script to the pupils 30 – 60 min: Acting (Ask.fm format) 60 – 90 min: Acting (Facebook format) 90 – 105 min: Screening the video 105 – 120 min: Discussion |
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| Multipliers: At least 2 |
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| Preparation: Prepare the scripts |
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Equipment: One smartphone and a swivel chair for the tracking shot.A beamer and a computer for the screening. |
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PRO – High interaction between pupils- Improve the awareness on the use of social networks and on the cyber bullying topic- Improvement of the students creative approach through a “translation/ transfer” processCONTRA – Difficulty in keeping an active and concentrated atmosphere -Risk of emulation |
Format n. 12 Social game
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Aim: Try to understand the different roles that emerge in a cyber bullying action, establish empathy with the different actors. |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 2 h (plus 10 min. preparation) |
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Instructions: 1) The multiplier gives a card to each participant on which his/her character is described.Then, through a whatsapp chat, each participant acts individually within the group. Another pupil will film this interaction on the display of the mobile phone. After ten minutes the participants change roles. 2) In the second part of the lesson there will be a discussion with the multiplier in order to discuss together what each pupil felt during the activity.3) A final video that shows the interactions will be edited, cut together and presented to the class 3) A final video that shows the interactions will be edited, cut together and presented to the class |
| Schedule: 0 – 15 min: Introduction of the work15 – 30 min: Give prepared cards to the pupils 30 – 45 min: Acting (first part) 45 – 60 min: Acting (second part) 60 – 80 min: Discussion 80 – 100 min: Edit the video 100 – 120 min: Screen the video |
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| Multipliers: At least 2 |
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| Preparation: Prepare the cards, prepare edited video templates |
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Equipment: A smartphone for each pupil. |
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PRO – Interactive, easy to involve the pupils- Reflect about different positions and power- Improvement of the students creative approach through a “translation/ transfer” processCONTRA Risk of emulation |
Format n. 13 Transfer lab
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Aim: The aim of this exercise is to show participants that anyone can become a victim of cyber bullying and that there doesn’t necessarily have to be a reason for such behavior. |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 2 h |
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Instructions: The participants (separated into groups) will have to search the internet for authentic comments made by “cyber-bullies”. These texts will then be read by each participant (who will play the role of the victim) whilst being recorded. |
| Schedule: 0 – 5 min: Introduction 5 – 25 min: Searching the internet for negative comments and assigning texts per participant 25 – 35 min: Participants will spend this time preparing by memorizing texts (should they be willing) and setting up the scene 35 – 75 min: Recording (we’re assuming that this part may be repeated a couple of times) 75 – 95 min: Post-production (editing the film…) 95 – 110 min: Show time! 110 – 120 min: Discussion about the films made by each and a final reflection of each workshop (this is planned to be the last workshop) |
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| Multipliers: 2 |
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| Preparation: – Prepare an emergency list containing the cyber bullying examples – Point out to the participants that they will be recorded (possibly gain parental consent before this workshop) |
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Equipment: – Recording device (camera, mobile phone…) – Computer with a projector – IT room |
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PRO – Participants can enter this role and develop a deeper understanding of the situation from the victims’ point of view CONTRA – It is almost certain that vulgar phrases will be found-Limited time frame |
Format n. 14 Screenplaying lab #2
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Aim: Through role playing, the participants will draw conclusions of how to react in a situation in which cyber bullying occurs. |
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Target group: School class, pupils between 13 and 16 years old |
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Time: 2h |
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Instructions: The participants are split into different groups where they will be assigned particular roles (victim, bully or observer). The participants will then have to create a fake profile on paper. Next, the participants will perform the situation, using post-it notes as a conversation between the different roles. |
| Schedule: 0 – 20 min: Introduction 20 – 30 min: Splitting into groups, assigning into roles and creating the fake profiles 30 – 60 min: Preparing the „conversation” 60 – 90 min: Recording each “conversation” and watching each film 90 – 110 min: Discussion – the participants will be asked to see when the hurtful comments started 110 – 120 min: Conclusion – discussion of how to avoid such scenarios |
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| Multipliers: 2 (possibly more) |
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| Preparation: Point out to the participants that they will be recorded (possibly gain parental consent before this workshop) |
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Equipment: – Post-it notes- Pens & paper- Recording device (camera…) – Projector |
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PRO – Allows the participants to be creativeCONTRA –The workshop doesn’t completely reflect the reality of cyber bullying in social |
Format n. 15 Audio lab #1
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Aim: 20 This workshop is aimed to raise the participants’ awareness of the problems created through cyber bullying and to make each participant reflect upon the matter. The final aim is for each participant to come up with their own definition of cyberbullying. |
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Target group: School class, pupils between 13 and 16 years old |
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Time: 2h |
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Instructions: 1) One activity will involve splitting the participants into groups and having them throw a ball between them. The person who catches the ball has to come up with a word/phrase involving cyberbullying. From these words, a Mindmap will be created (ideally, each word/phrase will be classified into a certain category). 2) The participants will be split into groups. Within these groups, they will be asked to come up with questions involving cyberbullying. Next, the participants will be recorded as each group asks the others their questions (similar to the way reporters ask questions). |
| Schedule: 0 – 10 min: Introduction 10 – 20 min: Warm up: throw the ball and come up with words/phrases that involve cyberbullying 20 – 40 min: Create the Mindmap 40 – 60 min: Split the participants into 2 groups where they will formulate questions for the “interview” 60 – 80 min: Record the responses to different questions 80 – 100 min: Replay the answers back to the participants 100 – 120 min: Discussion and conclusion |
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| Multipliers: 2 |
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| Preparation: Possibly prepare categories in order to classify words/phrases |
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Equipment: – Ball(s) – Paper for the Mindmap & pens – Recording device |
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PRO – Role-playing – The answers could be shared with the general public CONTRA -The amount of time spent on each activity depends on the dynamic of each group and the enthusiasm of the participants |
Format n. 16 Guess who #2
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Aim: The aim of this exercise is to remove stereotypes, whilst showing the participants how social portals such as Facebook or Twitter can create an illusion. |
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Target group: School class, pupils between 13 and 16 years old |
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Time: 2h |
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Instructions: 1) The participants are divided into groups, where they will be assigned particular figures (eg. The Barbie Doll, The Sportsperson…). 2) Each group has to create a fake profile for their figure, posting photos/ films/comments… 3) The groups will then switch profiles, discussing whether they believe the profile is realistic or not – this should provoke a discussion as the Multipliers B will suggest other reasons for a person to present themselves in a particular way (perhaps the Sportsperson isn’t physically active and just holds a great interest in Sports/Healthy lifestyle…) |
| Schedule: 0 – 10 min: Introduction 10 – 20 min: Divide participants into groups and assign them particular characters 20 – 50 min: Participants create the fake profiles 50 – 75 min: Switch profiles and analyse them 75 – 100 min: Discussion 100 – 120 min: Conclusion |
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| Multipliers: 2 |
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| Preparation: The different personality types need to be prepared – the number of figures depends on the number of groups. |
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Equipment: Computers |
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PRO – This workshop allows the participants to work within teams, whilst being creative- It also allows the participants to reflect upon the reality of social profiles CONTRA -Participants may assume that everything/everyone in social profiles is false |
Format n. 17 Post-it film
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Aim: The aim is to understand the different roles that exist in cyber bullying, to develop empathy in different situations, to use creative writing and develop an artistic use of multimedia to reflect on difficulties that youth faces, and to gain new competences |
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Target group: School class, pupils between 11 and 16 years old |
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Time: 2h |
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Instructions: 1) Start with showing a motivational video and a short explanation about the format. 2) Then the pupils put together a story, using the word-collage game (through brainstorming).3) The pupils afterwards write the dialogues based on the game results, and write down the posts on post-its. 4) The preparation for the video recording follows: select the appropriate music, logistics on film-set (defining roles, stick post-its on the wall). 5) Recording with photo camera, add music. 6) Final discussion after screening of the produced video. |
| Schedule: 0 – 10 min: Introduction: motivational video and short explanation 10 – 30 min: Word collage – putting together a story 30 – 45 min: Writing post-its, using the story created in the game 45 – 55 min: Preparing of the video recording – division of different roles, select appropriate music 55 – 75 min: Discussion 75 – 90 min: Filming 90 – 105 min: Presentation of the video 105 – 120 min: Discussion |
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| Multipliers: At least 2 |
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| Preparation: Bring post-its, define some key words for game |
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Equipment: Computers |
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PRO – Simple, not too much technology needed- Fun- Use of all senses – Can be done quickly CONTRA |
Format n. 18 Guess who #3
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Aim: Make the students aware of the visual manipulation through media |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 2h |
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Instructions: 1) Introduction 2) Puzzle (jigsaw) – Confrontation of two pictures of the same person: one with make-up/photo shopped, the other one without make up/not photoshopped. This confrontation will help pupils to understand the common use of visual manipulation of reality in media 3) Pictionary: in groups of 4, the students draw the picture of a profile. In the end of the activity, they compare the original with the edited results. Understanding that everyone has a different perception, distortion of reality through different media 4) Conclusion with a final discussion sitting in a circle where everyone shares their impressions, while multiplier B moderates the process |
| Schedule: 0 – 10 min: Introduction 10 – 40 min: Puzzle – photoshopped and not photoshopped pictures 40 – 85 min: Pictionary- understanding that everyone has different perceptions, distortion of reality through different media 85 – 100 min: Final discussion: sitting in a circle – everyone shares their impressions |
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| Multipliers: At least 2 |
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| Preparation: Photoshopped pictures, searching images |
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Equipment: Computer, Program Photoshop, paper, pencils, printed edited and non-edited pictures of celebrities |
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PRO – Flexible- Interactive- It can be upgraded by making a stop-motion version of putting the puzzles togetherCONTRA -If warm up is not effective there will be a problem understanding the aim |
Format n. 19 Audio lab #2
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Aim: Try to recompose a song with new lyrics with an anti cyber bullying content; pupils become more involved and empathetic with the victims of cyber bulling.Achieve through this action a critical reflection on society, where an individual can be cast into shame because of his diversity. |
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Target group: School class, pupils between 12 and 16 years old |
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Time: 2h |
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Instructions: 1) Brainstorming: Two groups of pupils reflect about social media, record the process2) Story: creating a story one word at a time on the topic of cyber bullying in groups of five people each3) Create a poem about the bully/victim 4) Song lyrics – famous song with the words changed 5) Audio story |
| Schedule: 0 – 10 min: Warm-up and getting to know each other through a game (creating meaningful creative sentences in a way that everybody says one word) 10 – 20 min: Introduction into topic of cyber bullying (show motivational video + PPT on topic) 20 – 25 min: Divide class into groups, instructions for the groups 25 – 50 min: Groups select one piece of music from Karaoke list that they like or find funny; write lyrics; adapt lyrics so that it reflects on why youngsters use cyber conversation and show what can happen when doing that 50 – 60 min: Record the song 60 – 75 min: Edit the song 75 – 90 min: Listen to all songs and comment on the results 90 – 105 min: Final discussion on the outcomes and the cyber bullying topic |
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| Multipliers: At least 2 |
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| Preparation: Research on modern music, Karaoke list, short presentation on cyber bulling |
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Equipment: Computer or projector for screening of video, internet, recording device, papers, pencils |
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PRO – Encourages critical observation, imagination, music and writing skills- The lyrics can avoid using defamatory language by finding other, more poetic solutions for describing the victim CONTRA |