TASKs for democracy

Step 2 (acting – 30 minutes)
1. Without talking about the video, ask your participants to form micro-groups of three or four.
2. Ask each group to form a monument with their own bodies, giving the monument a name or title which
will summarise what they have seen.
3. When the groups are ready to show their monument, ask them to do so one by one for the whole class
to see.
4. The others watching the monument should try to guess the name of the monument.
5. The group stops being a monument and reveals its name.
6. The next group presents its monument to the whole class, the others guess what the title might be, and
so on.
7. The activity goes on until every group has shown their monument to the whole class.
8. Finally, ask each participant to write again about the feelings they had when they formed the monument.
They should write on the same sheet they used in Step 1.
Step 3 (debriefing/reflecting – 20 minutes)
1. After having finished Steps 1 and 2 you can start reflecting by asking each participant to tell the whole
class what feelings they described after watching the video, and while forming the monuments, using
some of the following questions.
What would you have called the monument if you had to name it yourself?
Have you have felt this way before in your life?
Do you have students who might feel the same way in your classrooms?
How would you react and what would you do if someone in your class was excluded?
2. Before finishing the activity warn them that this video may not be suitable for very young learners.
Step 4 (creative illustrations – 30 minutes)
1. Ask participants to form groups of three or four or if you know them well, then group them yourself as
you see fit from a team-building point of view.
2. Give each group a flip chart sheet with a picture showing an unpleasant scene where someone is different
and sticks out from a group.
3. Ask them to change the unhappy situation in the picture. In other words, each group should turn the
picture into a happy situation by drawing, colouring or using any other creative method on the poster.
They can also do this by writing on the posters. Allow them 15 minutes.
4. You can walk around while the groups are working and give ideas if they cannot get started by themselves.
5. When the time is up, ask the groups to show their posters and explain how they turned the sad world
into a happy one.
6. Then you can show on screen, or as a printout, some more pleasant pictures depicting inclusion and
diversity.
7. Allow participants to enjoy the happy side of inclusion.
Step 5 (debriefing/reflecting – 20 minutes)
Hold a whole group discussion based on some of the following questions.
Do you have similarly unhappy situations in your classrooms?
How can you use these pictures in the classroom? (e.g. they could show these pictures to children, post
them on the walls, and ask them to go to the pictures they like most. Then the children could explain
why they chose a certain picture and could perhaps also talk about similar personal experiences.)
TASKs for democracy Page 156