ACTIVITY 3
WHAT CAN YOU SEE?
Aim: This activity promotes collaboration and interconnection between participants through creative activities. It helps develop their communication and social skills while allowing each individual to express their unique perspectives and creativity. The activity also creates a space for stress relief and develops observation skills. Through a shared creative process, it contributes to a sense of belonging and integration into the group in a new environment.
Materials: drawings, crayons, natural materials (e.g. leaves, stones, twigs, fruit, moss, etc.)
Number of participants: 10-12
Time: 45 minutes
Variation of implementation: physical only
Materials: drawings, crayons, natural materials (e.g. leaves, stones, twigs, fruit, moss, etc.)
Number of participants: 10-12
Time: 45 minutes
Variation of implementation: physical only
- PREPARATIONThe teacher prepares in advance as many natural materials (e.g. leaves, pebbles, twigs, etc.) as there are participants in the activity.
On each table or place, the participant places a sheet of A4 paper and places one of the prepared natural materials on it. There will also be crayons or other drawing materials that participants will use to capture the natural features on the paper. Everything should be set up so that participants can easily choose their spot and start working immediately.
PROCESS
- IntroductionThe teacher will introduce the participants to the principle of the activity and explain how they will proceed.01
- ProcedureEach participant chooses a place where a natural object is placed and starts to draw it on the drawing for one minute. After one minute, participants move one place to the left and continue the drawing that their predecessor started at that place.02
- Continuation of the activityThis process is repeated several times - after each minute, participants move to the left and add their own elements to the depiction of the natural feature that two or more other participants have already drawn before them. Each natural history drawing thus passes through the hands of all participants in turn, each contributing their own unique style and perspective.
Once everyone has taken a turn at all the natural history pieces, the teacher will decide if another round is needed or if the work is already sufficient. The activity can continue with another round where participants can focus more on details or on developing their drawing.03
REFLEXE
In the next stage, the teacher selects several participants to describe one of the creations they have participated in. They should focus on what interested them in the creation, how they contributed to the depiction of nature, and how they developed the drawing in relation to the work of previous participants. The teacher then asks follow-up questions of other participants who have worked on the artwork to share their impressions and approach to the artwork.
This final step serves not only to reflect on the whole process but also to develop skills of expression, collaboration and sharing. Everyone has the opportunity to reflect on their contribution to the collective work and to appreciate the creativity of others.
When reflecting on the creations, the teacher can use a variety of follow-up questions to encourage participants to think more deeply about their approach, the creative process and collaboration with others. Here are some examples of supplementary questions that may be useful in this activity:
This final step serves not only to reflect on the whole process but also to develop skills of expression, collaboration and sharing. Everyone has the opportunity to reflect on their contribution to the collective work and to appreciate the creativity of others.
When reflecting on the creations, the teacher can use a variety of follow-up questions to encourage participants to think more deeply about their approach, the creative process and collaboration with others. Here are some examples of supplementary questions that may be useful in this activity:
- 1How did you decide what to add to the drawing?This question will help participants reflect on their approach to drawing and their decision-making process. They can also share whether their decision was intuitive or whether they were inspired by what previous participants had drawn.
- 2What was most interesting to you about the drawing you had already started?This question encourages participants to reflect on how they responded to the work of their predecessors and what inspired or motivated them about their drawing.
- 3How did you build on the work of your predecessors? Did you change anything or continue their style?This question helps participants think about the dynamics of group collaboration, how they worked with existing elements of the drawing, and whether they tried to change or develop the original intent.
- 4Did you encounter any challenges or obstacles while drawing? How did you solve it?The question is directed at how participants faced any difficulties, for example if they felt that the drawing was already "finished" or if they had trouble finding a way to add something new.
- 5How do you think the natural history changed during the drawing process? Do you notice anything about it that you wouldn't have expected at the beginning?This question asks participants to reflect on how the drawing evolved through the different approaches of others and how this influenced their own view of the final creation.
- 6How would you describe the difference between how you started the drawing and how it looks now?This question encourages participants to reflect on the entire creative process and to become aware of how their work fit into the group dynamic and how the creation has changed.
- 7What would you do differently if you had the opportunity to work on the creation again?The participant reflects on any changes or improvements they could add to the drawing, which encourages critical thinking and self-reflection.
- 8Do you think the drawing expresses something personal or is it purely an artistic rendering of nature?This question allows participants to think about possible personal expressions within the creative process and how they bring their thoughts or feelings into the drawing.
- 9When drawing, did you feel limited by the work of previous participants or did it inspire you?This explores how participants perceived the group work - whether they perceived previous contributions as inspiration or as a limiting factor.
- 10What did you learn about collaborating with others through this activity?This question aims at a broader reflection about teamwork and collaboration. It allows participants to share what impact co-creating with others has had on them.
These questions help participants not only to reflect on their own creative process, but also to analyse how they collaborated with others and what they learned during the activity. The result is a deeper awareness of the whole experience and the development of critical and creative thinking.