Synthetic
Personality (Self Starter )Development
Through Theater
science
Interactive
Intimate Theatre
"The greatest performers in life have been - self starters who
have made their personal story so beautiful in their lifespan that it
makes us want to do something good every time"
Vision
To be self-starters
& best performers in all areas of life
Mission
Promoting and
exploring Interactive Intimate theatre to convert customized mass as spectator ; spectator as spect actor ;
spect actor as pro-active self-starter & pro-active self-starter as a
creative individual member of pro-active
society ;To make intimate interactive facilitation bigger through understanding of Emotional Quotient, Intelligence Quotient and arrive at Aesthetic
Quotient to address semi-irritant
factors of daily life.
What we do?
using scientific elements of theater as an application tool in Information and Communication Technology, is working towards identifying various target groups like children, working class, housewives, students, youths, senior citizens, corporate, etc and design customized facilitating modules based on the needs of these communities; which focuses on the development of each individual to his highest extent which in turn leads to a self-starting, proactive society.
Although several NGOs
have made notable efforts to bring about changes in the lives of these
communities, but on the other hand they could not move beyond implementing some
time bound projects and schemes like Personality Development, Awareness
programs, Empowerment programs, CSRs, Community development, etc which failed
to bring about any drastic changes in the quality of lives of these
communities. The NGOs which have been implementing several strategies for
the empowerment of these communities
have overlooked the radical need for transforming the social status of these
communities in the society. These
interventions have been largely confined to obtaining petty facilities which
would lead to a rat race in the real time for getting benefits. If conditions
which enable any community to assert their rights are created; it is bound to
help them establish an equal status in the society. This is to say that they
must gain control over the means of production; participation in political
decision making and enhanced bargaining abilities and so on. This is not to say
that the NGOs who are working for this cause are not aware of these facts.
But absence of an
appropriate communication to translate various empowerment components to the
respective communities has proved to be the biggest impediment in the
implementation of various intervention strategies. Normally, the communication
strategies which have been adopted thus far have relied heavily on external
agencies that bring in the conventional means of communication tools which proved
unsuccessful to translate readily themselves into the language of the
community.
All ideas however
realistic are in fact alien to the community we are addressing. Now when these
communities are encouraged through interaction to express their concerns in the
language which is their own; it is bound to bring out the real issues to the
fore. Each community has its own idiosyncratic ways to express, register its
protest against various forms of oppression and demand justice. When we
approach them and infuse ideas which are alien in their lives; it will act as a
major block to the collective expression of the communities concerns.
In the context of the
above scenario; there is an imperative need to bring all the oppressed and the
downtrodden and customised communities
on the basis of key issues.
using Theatre Science
as a communication tool, initiates a process of interaction and collectivization
of the target community, adding strength and capacities to the community
members to address various issues of concern to the community and to explore
solutions to the problems affecting them.
Why intimate & interactive theater?
Audio-visual mediums
of communication are undoubtedly an effective means for conveying ideas. They
have always acted as effective change agents in the society.
Most of our folk traditions are basically a
form of intimate and interactive theatre
which had led to the emergence of various religious, philosophical and
spiritual ideas which had sought to question the existing order of the society.
Though psychology has created
significant milestones in studying, understanding and prediction of human
behaviors, it is finding its way in controlling the same. Theatre Science is one such area where one understands and learns
the control over one’s emotions and behaviors.
Most of the existing
forms of communications like print and electronic media though effective and
may lead to intense debates and have dedicated followers; at the same time they
effectively prevent all possibilities of interaction among the audience and the
readers. In other words they symbolize the one way channel of communication.
Different eras have
thrown up different religious, political, social, philosophical and scientific
ideologies which had radically influenced our society was in fact the result of
interactions with the community
members. Different folk forms like Nautanki, Burrakatha, Dasavani, which were
deeply critical of the existing social order of this country provide us the
best examples of the effectiveness of theatre and interactive initiatives in
the society.
Although, theatre of
roots movement initiated the need to look back at the traditional folk
theatrical forms, it could explore only the peripheral roots of these
traditions; i.e, the playwrights tried to induce the folk techniques into their plays, rather than the form, which made no difference in the form of presentation or the
cause of the movement.
Hence, we would like
to revisit this movement, by
exploring the deep roots of these
folk traditions; which is the communication and interaction within these
traditions.
Why societal face?
Social relation or social interaction is
any relationship between two or more individuals. These relationships gets
stronger and wider through social
interactions. And these social relationships which are derived from individual agency, form the basis of social
structure. Fundamental
accountability of the nature of social relations, communities and societies by collective
consciousness feature in the responsibility of a social actor.
Social
contacts or a pair of social actions, form the
beginning of social interactions or communication. Social interactions in turn
form the basis of social relations.
Symbols or communication
define social relationships. Without symbols or communication, our social life
would be no more sophisticated than that of animals. For example, without
symbols we would have no aunts or uncles, employers or teachers-or even
brothers and sisters.
In sum, Symbolic
integrationists, analyze how social life depends on the ways we define
ourselves and others. We study face-to face interaction, examining how people
make sense out of life, how they determine their relationships.
Misson
to be envisoned
Our mission to envision creation of a distinct
identity for the subjugated and the broken sections (customised) among
different communities in the society by creating opportunities to express their
concerns by applying Theatre Science techniques and establishing a network of intimate interactive training and performance centers or Sociolabs across the globe which serves
as Social laboratories for the above mentioned activities.
Over a period of
time, these intimate centers would serve as nano universities for Human Resource Development and Research
through Theatre Science.
What are Sociolabs?
Sociolabs are
integral part of Theater since operation. These activity centers are
Interactive Intimate Theatres which serves as social laboratories of specific
location or mass.
Each of these activity centers holds the
responsibility for social accountability
within 2kms radius from its point of operation.
IIT performances and
trainings based on the needs and local issues will be held on regular basis at
these sociolabs.
Interactive Intimate Theatre (IIT)
Interactive Intimate
Theatre is one of the powerful Theatre Science based communication tool, which
ultimately converts spectator into spect-actor
(Spect-Actor building technique) and make him express his “hidden stand" on the issues presented in the form of capsule like dramas.
These spect actor
becomes director and script writer and ultimately becomes self made person and
re-enters to the society as self starting proactive individual.
The performance process of Interactive Intimate Theatre
will consist of
three stages:
First stage of IIT
In the first stage,
an issue based drama capsule plot (based on mythic /non mythic/theatrical/non
theatrical characters) will be constructed, and performed (maximum 3 to 5
minutes with 3 to 5 actors) in an intimate theatre atmosphere. (small hall or
small vacant place which can accommodate around 30 to 40 spectators).
As the capsule is
presented (with suggestive set, properties, costume, make-up, music and
scenery) and proceeds, the antagonist characters of the capsule issue (due to its
stand taken based on its belief and convictions) shows differences (verbally and non verbally) with the
stand taken by protagonist characters of the plot. And conflict between both
stands begins and affected character will put into dilemma.
As the capsule
develops, antagonist (anti-issue) characters continues its effort to put
pressure on affected character to yield. Protagonist characters also tries to
convince affected character to come into
their way and accept their stand on the issue.
Affected character of
the capsule, which is pushed into emotional and intellectual dilemma (Emotional intelligence) and finding no-way to
resolve, naturally asks for suggestions from the spectators,(who are witnessing
the plot event intimately and intensively), to show way for coming out from that crisis. (Two way live communication technique)
Second stage of IIT
In the second stage,
Spectators, who already carried away with capsule plot and identified
themselves emotionally with the shown characters, unconsciously starts
responding and suggest solutions (Forced efficiency
principles)
for the protagonist crisis according to the stands and sides taken by them on
the issue focused based on their beliefs and convictions. Thus unknowingly
spectator starts acting out and shifts his role from spectator to actor. (Acquired emotional memory chain)
Third stage of IIT
In the third stage,
the protagonist gradually shift his/her crisis to entire spectators, and
transforms him/herself as the facilitator and act as moderator and lead the
discussion on the presented issue. capsules dramatic plot fades and its issue
remains. (Acting out I.Q. through E.Q
.Experience)
The whole scenario
now shifts from dramatic performance to two way live interactive discussion and
meeting of capsule witnessing stakeholders,
about the issue presented through capsule.
Thus ends the whole
process of IIT.
Interactive Intimate Theatre
performance, acts as a catalyst and
curtain raiser to interactive discussion and meeting. It also sets the
ground for the stakeholder group, to listen and make themselves receptive for
further intervention on the presented issue.
It will be at its
best, when its capsule will be performed in front of issue concerned stake
holders; because, dramatic part of IIT, (Right
brain communication text) attract people by making them involve emotionally in that
performance immediately. When the affected dramatic character invites them for discussion, they naturally
get involved and expresses their hidden stands about the presented issue
unknowingly.[Meta thinking
process- role play and brain storming)]
It will also opens an avenue for spectator to become
constructive –self starting –proactive stake holder. This opportunity
which was opened by IIT will be converted into constructive discussion through proper facilitation.
The solutions given by each of the
spect-actor, (Converting secondary
catharsis experience in to primary catharsis) will be noted along with the name of the person who has given the solution.
At the end of the performance, votes will be
taken for each of the given solution and the maximum voted solution will be accepted and enforced by the whole
group.
1: LIST OF TOPICS {ONE HOUR’S SESSION EACH}:
Day- 1
1)
Purpose
of Theatre (theater as strong catalyst to develop self starter)
(Two
use left and right brain communication strength to reach the unconscious ideas
and find a strong way to act out)
Theater as Right and Left brain synchronization tool
Parent Adult Child Values (PAC)and its effective use in theater
Parent Adult Child Values (PAC)and its effective use in theater
Theater as Lateral
Thinking tool
60 minute’s session
Plus
activity on theater based lateral thinking communication
skill
and
PAC Values
contamination identification and
removal skill
20 minute’s session
2) Essence of IIT
Identify the conflicts in life and its theatrical treatment
Identify quasi irritant factors &
Identify the conflicts in life and its theatrical treatment
Identify quasi irritant factors &
its highlighting methodology in intimate theater
Identify quasi illutional factors and
Identify quasi illutional factors and
its effect in developing communication skill:
Creating the conflicts
and
soughting for solution by specatators.
60 minute’s session
Plus
activity on
identifying and creating conflicts
20 minute’s session
through developing dramatic situations
3)
Why spectator to spec actor
(creating grounds for
self starter)
Building
proactive society
Individual and solutions
One problem has multiple solutions
Owning the responsibility and 60 minute’s session
One problem has multiple solutions
Owning the responsibility and 60 minute’s session
Its power in
finding solutions
Plus
activity on creating situatiion on
” one problem & multiple solutions” 20 minute’s session
DAY-2 :
4)
Difference
between feeling and thinking actor
Roles of the facilitator
Actor facilitator
Script writer – facilitator
Foudations to develop self starter 60
minute’s session
5) Diagrams
Society and Theatre
Society and Theatre
Stack-in- system
20 minute’s session
Plus
Script developing activities (individual and group)
Identification of needs
Situation identification
Conflict identification
Victim identification
Stands identification
60 minute’s session
6)
Right
brain communication – Suchetha
Structure of brain
Features of Left brain and Right brain
Thinking and feeling brain 60
minute’s session
Plus
Single person’s
interactive intimate theater performance :
20 minute’s session
7) Argumentative Theatre – Rakshith
Jurisprudence system of education
Jurisprudence system of education
Story of the king and queen
Taking stands
Facilitator – Spectator 60
minute’s session
Plus
Two & Three
person’s interactive intimate theater performance : 20 minute’s session.
1.
The
Good Samaritan – Luke 10:25-37
A lawyer approached Jesus and asked what he needed to do to
be saved. He was looking for Jesus to approve that he knew the law and had
obeyed it sufficiently to earn his way to heaven.
(jesus asks inter active question to the
spectator can knowing the law and obeying it ,is sufficient to earn way to
heaven?)
Jesus replied that if the man kept the whole law (which
Jesus knew he could not) then he could earn his salvation.
(lawer
asks interactive question can it be
possible for any one to keep whole law? If not why? If yes how?)
The lawyer,
apparently aware that he had not loved other people as he supposedly loved God
asked Jesus to qualify exactly which people he was supposed to love to be
saved.
Jesus answered with the story of the Good Samaritan.
As a man traveled from Jerusalem to Jericho he was robbed,
beaten and left half dead. A priest walked by and saw the man, but passed by on
the other side of the road so as not to be bothered by the man.
(priest asks
interactive question is it necessary to bother about the beaten jewish man?)
Later a Levite did
the same thing.
(lavite asks
the interactive question what is wrong in doing the same thing?)
Finally a Samaritan, who were not loved by the Jews, saw the
Jewish man lying beside the road. The Samaritan bound up the wounds of the man
and carried him to an inn. At the inn he continued to care for the wounded man
until he had to leave. He gave money to the innkeeper to continue to care for
the wounded man.
Jesus then asked the lawyer which of the three men was a
neighbor.
(lawer asks the
interactive question to specatator the same question jesus asked..interaction
continues)
*{ The lawyer
answered that it was the Samaritan who had shown mercy to the wounded man.
Jesus said that the lawyer needed to show that type of mercy and compassion on
all men.}- this portion may not be used.
(Expected out
come of interaction towards:
The teaching is
that to be the right type of neighbor with all those around us, we should show
mercy and compassion on all men.)
2.
The
Hidden Treasure – Matthew 13:44
A single-verse parable teaches the value of the Kingdom of
Heaven.
(interactive
question: what are the values of kingdom of heaven)
This verse says that
the Kingdom of Heaven is like a treasure found in a field. When the person
finds the treasure, he is willing to sell everything he has,…..
(interactive
question: is treasure is more valuble then everything he has?...if not why? If
yes why?) interaction continues…( ..compare the kingdom
of heaven v/s earthly treasure….which
values more and why ?)……interaction
continues……
( so that he can buy the field in which it lay. We should
value God’s Kingdom in the same way.)-this portion may not be used.
3.
The
Pharisee and The Publican – Luke 18:9-14
Two men went into the temple to pray. One was a proud Pharisee
who trusted his own works to declare his righteousness. The other was a
publican, or a tax collector, who knew he had done wrong towards God and
others.
The Pharisee prayed and thanked God that he was not like
other people who needed to come to God and ask for forgiveness.
He felt he was sufficiently self-righteous and had easily
earned his way into Heaven.
(god asks interactive question to the spectator whether
pharisee feeling is right or wrong? And why?)
The publican was a Jewish man who worked with the Romans to
extort taxes from other Jews.
(God asks
interactive question is it wrong in
following occupational demands and do the duty sincerely……if yes or no why ?)
This story does not condemn his occupation,
but it does say that he recognized his sin before the Lord. (interaction
question about occupation v/s accepting the sins)…..
Jesus said that the Pharisee walked away still in his sins. He did not have God’s use… (why?)…..interaction continues…..
Jesus said that the Pharisee walked away still in his sins. He did not have God’s use… (why?)…..interaction continues…..
{Expected mode of discussion: because he refused to
humble himself before God and ask for forgiveness.}
(Jesus asks interactive question: what to do with publican? Is he righteous or
not and why?)……interaction continues……
(Not tobe used; The publican, however, was
declared righteous by Jesus….. because he recognized that)
(Expected out come of interaction:
he could not save
himself and needed the forgiveness of God in his life.)
4. Houses on Rocks and
Sand – Matthew 7:24-27
This parable was spoken by the Lord at the end of the Sermon
on the Mount. Jesus said that we should not only hear His teachings, but also
act upon what we learn.
(Some one asks
the interactive question about the difference between hearing and act upon learning..)
Then Jesus equated
the value of His teachings to the foundations of two different houses.
The one who hears and obeys Jesus’ words is like a wise man
who builds a house on a firm foundation.
(interactive
question what happens when we built house on firm foundation….)
However, the foolish man is one who does not learn from the
teachings of Jesus. The foundation of his life and “house” is not firm.
(Interactive
question from the foolish….what happens when the house is not firm….)interaction
continues…
{Expected
outcome of interaction…
When the storms
of life come beating down upon him he will crumble. He experiences a complete
destruction of his house.}
The Prodigal Son – Luke 15:11-32
This is the third in a series of three parables about lost
items. The first was a lost sheep, the next was a lost coin and this one about
a lost son. All three teach about forgiveness and restoration.
The younger of two sons decided that he was ready to move
away from home and strike out on his own.
(Interactive
question from son…is it wrong to move away from home and strike out on his
own?...)
He asked his father
for his inheritance. The young man went to a far country and quickly made
friends—probably because of his money.
( This portion
may not be expressed:However, the Bible says that when the money was gone so
were his friends.)
(Interactive
question from son why his friends now are not with him….)(what to do next….)
interaction continues..
Without money and food the boy found a job working for a
farmer. His job was to feed the sheep. He became so hungry that he had to eat
with the sheep to survive.
In this awful condition the young man realized that even the
servants in the house of his father lived better than he was living.
(Interactive question
from son…to go back to his father or not …if yes ..why..if no ..why..)
He determined to
return to his father as a servant, not a son.
(interactive
question why he should go as servant …not
as son…..) interaction continues…..
When the young man returned……..
(Interactive question from the father…what to do with
returning son…how to treat…) interaction
continues…..
(This portion
may not be used:
{ he was
surprised to find his father eagerly waiting for him. The young man arrived to
open arms. Though he came home to be a servant, his father gave him a ring, a
robe and a welcoming party.
There are many
applications of this parable. A basic one is
Expected out
come of interaction:
that
as children of God He will welcome us back, with rejoicing, when we stray away
from Him.})
Additional
notes on I.I.T….
EnVision
of the I.I.T
The Interactive Intimate theater concept,
envisions creation of a distinct identity for the subjugated and the broken
sections of the society by creating opportunities to express their concerns by
applying Intimate Interactive Theatre techniques.
Objectives
of the I.I.T
·
To
equip the like minded groups with the necessary IIT skills with a view to
enable them to initiate and facilitate a two-way communication process through
interactive dialogue among the masses by using Intimate, interactive
theatre.
·
To
achieve improvements in the quality of life among the masses especially oppressed communities (social;economical;
emotional; spiritual)
·
To
understand and assess the community’s perception of its conditions
·
Creating
an enabling environment among the communities to articulate their concerns
affecting their lives.
·
To
achieve discernible changes in the quality of life as articulated by the
community.
·
To
promote IIT among the community by identifying suitable volunteer teams who can
conduct IIT performances in their respective areas whenever required.
Role of I.I.T. Facilitator in Work shop
Process:
Session 1 &2
The facilitator explaines about the theoretical
base of intimate interactive theater to the participants.
In
order to make them to understand all the three stages on intimate interactive
theatre's skill, he demonstrates some practical examples of intimate interactive theater.
He
will explain in detail about the elements and factors which works out in the
process of I.I.T. i.e., a) intimacy, b)
interaction and c)theater
He
describes to participants, about the important elements to be observed and practiced in all the three stages of IIT process. They
are as follows:
1)observation 2) Absorbtion 3)concentration 4) imagination and 5)improvisation
.
Above
theatrical elements learning is essential in developing self starter attitude,
which will be used extensively in interactive intimate theater performances..
He
explaines to participants about the method and skill in creating issue based
drama capsules ,where readymade
dialogues are absent and identification of
conflicting protagonist and antagonist stands which are hidden and its
affect on victim who ultimately becomes facilitator and how all this thing will
be expressed by taking the form of roles and enacted.
LEARNINGS FROM SESSION 1&2 :
Participants are expected to understand:
* the process behind developing self
starter attitude.
*
the difference between street
play and Intimate interactive theater.
*
the theoretical background of IIT.
* about the concept of IIT.
* why they are here and what is expected
from them in remaining workshop sessions
Session 3 & 4
In
this sessions facilitator divides the
participants into groups, and starts
giving practical training regarding the IIT performance i.e., creating issue based dramatic capsules and performing
it.
He
will give practical idea about the usage of space in IIT performance, creating
the IIT stage, time management, establishing conflicting characters, non verbal
communication and importance of eye contact,
verbal clarity, and also
introduced the ground rules of the IIT as mentioned below:
1.
Who ( role )
2.Where ( place)
3.What is THE relation between the
actors (protagonist or antagonist character)
4.
What is they going to say.( stand taken about the Issue)
5. role of victim (the person who is
affected and stands in between
protagonist and antagonist characters)
Facilitator instructs to participants,
that while performing capsules, audience to be made understood
clearly about the role which the actor is performing i.e., who is he/she? and where is he/She?and
what is the relation between he/she have with the other actor
who is performing? and for what purpose he/she is there? And the role of
victim in developing and facilitating issue to the spectator.
Based on the above discussions in order to
understand it clearly , participants will be divided into groups and will be
allowed to have practical experience.
groups
will get instructions from the
facilitator to develop some themes of 3 to 5 minutes, on need based issues
and will be asked to perform it and
expected to get feedback from the facilitator.
1.
Learnings of session 3 &4:
Participants are expected to understand
* the theoretical phase of stage one of
IIT
* the mode of developing characters (protagonist
& antagonist & victim ) in intimate interactive theater's dramatic
capsules.
*
facilitator must make sure, that participants wil be careful in deciding who is
protagonist ;antagonist and victim while developing IIT capsules. In IIT
capsule all are dynamic and temporarily static. it considers spectators are
group of Individuals …and they are capable of suggesting their unique solutions for the problem focused to them
through right brain communication form, if the magnanimous platform provided..
IIT acts as such magnanimous platform.
That
is why In IIT capsules protagonist is every character; antagonist is situation
presented; and victim is the character which is forced by situation to make
decision (which is always crucial at that time and like double edged knife).
IIT believes in uniqueness of
every individual..it acts as providing democratic platform to every individual
& expects every individual spectator has his own unique solutions and he
believes in it , and upto his
unconscious convincing is made, he sticks to that belief…
* how to arrange IIT performing stage
and how to use it.
* the different methods of acting in
Intimate Interactive theater capsules.
*about the problems which emerges while
creating IIT capsules and performing it.
.Session 5 & 6 :
Based
on previous session’s learning,
participants will be involved in
developing script (writing and execution) of
Need based scripts are expected to evolve and after that facilitator explains about the principles of
theater and also about the principles of acting.He also draws attention of the participants towards
creating Curiosity.( because it is the main principle to be followed by
actors in theater performance).
Facilitator informs the IIT people about the importance of must
curiosity developing techniques, and adopting those techniques in
capsule creating and in capsule performance. Facilitator will stress on the
point that IIT capsule should maintain
curiosity in the audience not only about
emotional situation but with the issue also.
Facilitator
in this session will provide practical training to participants, regarding the
next step in understanding IIT performance i.e., victimised character or
affected character shifting his/her crisis to spectator and conversion process
of spectator into spect-actor.
He
will also specify about the actor
psychology and stress about the importance of
observing the reactions of
spectator during the performance.
Learnings of session -5 & 6 :
Participants are expected :
* to create capsules of IIT on need based issues and also
to develop confindence in performing it.
* to understand the importance of
affected character in the capsule, and its conversion into facilitator.
*to learn various methods of observation
while performing capsules.
*to understand the importance of second
stage in IIT performance.
*to understand the role of other
characters, when the affected character is converting him/herself as
facilitator.
Impartant points to be learned by participants
Interactive intimate theater at the end
of six sessions
Participants is expected to learn to about the following points , which works out
positively in intimate interactive theatre's capsule performing process:
1. Emotional intelligence
2. Meta thinking process (role play and brain storming)
3. Spect-Actor building technique
4. Forced efficiency principles
5. Right brain communication text
6. Acting out I.Q. through E.Q .Experience
7. Acquired emotional memory chain
8. Time management
9. Two way communication live techenique and
10.
Converting secondary catharsis
experience in to primary catharsis.
11.
Non-verbal communication techniques
(para-language technique)
12.
Self starter skill adoption
Activity-part-1
Listening and Effective verbal communication
Activity–
1
>
Subject:
Develop
better listening skills in classrooms and effective verbal communication.
Ø Duration:
60 minutes.
Ø Background:
·
Effective
listening is one of the areas which every teacher is trying to hold their grips
on, but failing constantly to reach it out to every individual participant in
the class. By making the participants understand the importance and advantages
of effective listening, facilitator encourages the participants to widen their
auditory sense.
·
The
participant while manifesting his area of subject should make it very attractive and interesting to the audience
and not boring. Here, each participant is encouraged to enjoy every moment of
the speech and there by improve their communicating skill.
Ø Objective:
An average human has the capacity of listen 625 words and
can express 125 words in a minute. This has been researched by great psychologists.
When this fact is elaborated, participants will understand their capacity and
improve their skills. While pronouncing the words they should put in different
bhavas (expressions) like love, fear, anger, mirth, grief, etc and different swaras (tones) (volume ups and
downs, low, medium and high pitch) which later on, will be inculcated in the
class rooms. This helps in personal life interactions, interaction with public,
professional interactions and in varied fields. This makes the other person
(who listens) feel attracted and effective communication takes place. Good
interactions lead to increase in the confidence level of the participant.
Ø Method:
Activities,
songs, group discussion, interaction.
Ø Requirements:
Tape
recorder, Text/Tales/Parables
Activity -2
Ø Entry:
200 secs
1.
Freezes
and levels – Participants will be encouraged to move around and explore the
space. On clap, every participant will freeze in their respective positions.
2.
Encourage
the participants to freeze in different levels and take interesting freezes.
Ø Activity-3
300 secs
Participants will be encouraged to recall and identify
different incidents and how they communicate in these circumstances.
Participants will be encouraged to list down the reasons for the same.
Activity-4
100 secs
Phase 1: Facilitator will
divide the target group into 4 divisions.
Phase
2:
Sentences will be given to each target group, based on the selected text.
Activity- 5
300 secs
Phase
3: 1st
group will read the selected text without any variations in the speech.
(Others will listen)
Activity-6
300 secs
Phase
4: 2nd
group will be encouraged to read the same sentence in a colloquial way (Others
will listen)
Activity-7
300 secs
Phase
5: 3rd
group is encouraged to read the same sentence with variations in pitch and pace
of the sentence. (Others will listen)
Activity-8
500 secs
Phase
6: 4th
group is encouraged to read the same sentence with different emotions. Example:
Laughing, crying, angry, happy, sad, scared, etc.
Activity-9
300 secs
Phase
7:
Each group is asked to note the effects and differences between each reading.
Activity-10
900 secs (approx)
Phase
8:
Voice of each participant is recorded, played back and the differences are
noted.
Ø Post-activity results:
·
Participants
understand, how a flat text can be converted, expressed and communicated
clearly and interestingly.
·
Importance
of reading a text, while expressing all the emotions present in the text.
Ø Expected results:
1.
Understand
the importance of Clarity of speech and expressive communication.
2.
Understand
the confidence that an effective communication develops.
3.
Know
the advantages of becoming an attractive speaker.
4.
Understand
how rhythm and clarity of speech effects the communication within the group or
an individual.
5.
Recognize
and understand the strengths and limitations of their voice and speech by
listening to their recorded voices.
Ø Questions for revision:
300 secs
1.
What
are the effects of effective communication?
2.
Difference
between flat reading and expressive reading?
3.
What
is the listening capacity of an average Human being?
4.
What
is the difference between hearing and listening?
Ø Tips for the facilitator:
1.
Facilitator
must not only facilitate effective communication among the group, but also
point out the qualitative factors which are responsible for the building up of
effective communication.
100 secs
Freezes and levels activity could
be repeated at the end of the intervention.
Activity part-2
Observation and non-verbal communication
Activity-1.
Non
verbal grasping and expression skill
Subject: to develop non-verbal communication skill
Back groud : any subject if
it has been grasped thruogh Right brain its memory is last long. According
subject expert 80% of subject will be communicated effectively through
non-verbal communication. They also opine
communication made through
pictures, colors, tunes,postures is always more effective than verbal
communication.
Process:
Entry: facilitator asks the participants to about the incidents they experienced in
the past…appriciating their memory power, facilitator sets a task to find the reasons for having such power and
starts the session’s activity.
Activity:
Step 1: Facilitator devides the participants group in to four.
Step 2: destributes different photos (may be from album or
magzine) to every participants.
Step 3: asks every participants to observe the photo without
blinking the their eye lid up to 9 seconds.
Step 4: than he asks them to close their eyes and ask them to
remember the photo they just observed.
Step 5: he asks them to imagine the photo features,what may be the
situation, what may be the conversation. (in the closed eyed position and allows 60 seconds.
Step 6: than he asks participants to open their eyes and asks them
to write their imagination and submit.
(300 seconds).
Step 7: facilitator asks the participants groups to stand in
different postures(group wise) and asks other groups to observe it and write a
imaginary story about what they observed. (600 seconds).
Expected result:
*participants will have the experince of right brain learning .
*they also experience how to shift this learning in to left brain
learning.
*by developing group discussed imagined story about the group
postures they obseved, they will learn to blend aesthetic quotient for their
expressions.
Questions for revision:
1.
Effects of non verbal observation?
2.
Differece between verbal and non verbal
communication?(300 seconds)
ACTIVITY –PART 3
Synthetic
Personality Development
( Self starter capacity
building)
Intervention 1 -
Capacity Building – Listening
Objective: Develop better
listening skills in Intervention
sessions.
Approach: Activities, Songs,
Drama, Interaction.
Requirements: Any Short
story/tale/parable selected by the facilitator, Voice recorder.
Expected results:
·
Understand
the capacity of one’s listening and importance of listening.
·
Show
better listening skills in class rooms
·
Absorb
the subject better.
Take back:
·
Average
human being can listen__675______ words per minute.
·
Difference
between hearing and listening.
·
Importance
of listening from group.
Intervention 2 -
Capacity Building – Sense and Vision
Objective: Increase the level
of visual (Internal and External) absorption and effective use of sensory
perception i.e.smell,vision,taste,listening and touch.
Approach: Activities, Songs,
Drama, Interaction
Requirements: Any fairy tale
selected by the facilitator, B/W and color pictures of the related incidents.
Expected results:
·
Understand
the importance and results of Observation.
·
Understand
the importance of sensory perception in communicating.
·
Visualize
the subject better.
·
Take back:
·
___9__
seconds of observation is essential to influence the right brain.
·
Importance
of sensory perception in communicating.
Intervention 3 -
Absorbing and communicating – Non-Verbal
Objective: Understand the
importance and use of Non-verbal communication.
Approach: Activities, Dance,
Drama, Interaction
Requirements: B/W and color
pictures of the related incidents.
Expected results:
·
Increase
in the level of guessing non verbal communications.
·
Increase
in usage of non verbal communication.
Take back:
·
Non-verbal
activities communicates ___80 to 90__ % the of message.
·
Different
types of non- verbal communication.
Intervention 4 -
Conversing capacity building
Objective: Communicate more
information in less duration; and develop effective and interesting
conversations.
Approach: Activities, Drama,
Interaction
Requirements: Any fairy tale
selected by the facilitator, Voice recorder.
Expected results:
·
Understand
the importance of voice culturing.
·
Show
better clarity in speech and develop interesting conservations.
·
Experience
the confidence which an interesting conservation results in.
. and .Assess the voice limitations
of each participant.
Take back:
·
An
average Human being can speak _125_______ words per minute.
·
The
voice of an average human being can travel up to _30____ miles.
·
Difference
between flat reading and reading with added emotions.
Intervention 5 -
Incident development and group communicating skill development (intra)
Objective: Increase the level
of preparation needed before facing a situation, group coordination,
creativity, problem solving level.
Approach: Group activities,
Role play, Drama, Interaction
Requirements: Nil
Expected results:
·
Discover
various physical and mental challenges which arises at different situations.
·
Imagine,
discover and experience various techniques which can be adopted to overcome the
challenges.
·
Developing an imaginary incident, imagining various
challenges within the incident, finding the solutions, builds radical thinking
and Intellectual level.
·
Role
playing helps to understand the subject/object in deeper roots.
Take
back:
·
Advantages
of expressing and discovering challenges and solutions to overcome the same.
·
Qualitative
elements discovered while role playing a certain character.
Intervention 6 -
Social interacting personality building (Synthetic personality level -1)
Objective: Increase the problem
owning level and facilitate the participants to identify own the problems which
is not theirs, gain social responsibility.
Approach: Activities, Q &
A, story telling, group interaction
Requirements: Nil
Expected results:
·
Understand
the reality happening around in the society.
·
Need
to discover effective techniques in communicating to address or serve one’s own
purposes.
·
Understand
the need for social interaction and its advantages.
·
Solve
the illusions that one has set to himself and understand the importance of
selfish and selfless thinking.
Take back:
·
Identified
selfish faces in the story.
·
Identified
societal faces in the story.
·
Importance
of listening in class.
Intervention 7 -
Synthetic personality level -2
Objective: Increase the level
of spectatorship and initiation to start a discussion.
Approach: Role play, Drama,
Group interaction
Requirements: Nil.
Expected results:
·
Absorb
the incident and react accordingly.
·
Strong
possession and authority over self beliefs.
·
Healthy
arguments.
Take back:
·
Importance
of interaction.
·
Importance
of intimate space discussions.
·
Respecting
other’s thoughts.
Intervention 8 -
Synthetic personality level -3
Objective: Increase the level
of Aesthetic sense and understand the importance of quasi-irritant factors.
Approach: Role play, Drama,
Group interaction
Requirements: Suggestive
properties and costumes, musical instruments.
Expected results:
·
Learn
to view things in new possible ways.
·
Learn
to appreciate the good elements in any art/things.
·
Identify
quasi-irritant factors in any given incident.
·
Creates
an outlet for acquired emotional memory chain.
Take back:
·
Importance
of Aesthetic quotient.
·
Importance
of quasi-irritant factors in any incident.
·
Solutions
for the given set of problems.
Intervention 9 -
Synthetic personality level -4
Objective: Facilitation
building.
Approach: Activities, Role
play, Drama, Group interaction
Requirements: Suggestive
properties and costumes, musical instruments.
Expected results:
·
Look
at any incident in a facilitators perspective.
·
Techniques
required to be a good facilitator.
·
Become
a better spect-actor.
·
Take back:
·
Difference
between a director and a facilitator.
·
Importance
of thinking actor.
·
Shift
of roles in theatre using “Stalking system” diagram.
Intervention 10 -
Synthetic personality level -5
Objective: Experience a real
time social interaction.
Approach: Role play Drama,
Group interaction, performance.
Requirements: Suggestive
properties and costumes, musical instruments.
Expected results:
·
Confidence
in facing social incidents.
·
Importance
and role of a facilitator.
·
Develop
radical thinking.
·
Importance
of Social acting.
Take back:
·
Importance
and examples for social Actors.
·
The
power of belief.
·
Importance
of Self learning.
·
ACTIVITY PART 4.
PROACTIVE
SOCIAL PERSONALITY BUILDING
&
SOCIAL COMMUNICATION SKILL
DEVELOPMENT ACTIVITY
most of the times, people prefer
individual gains than social gains. If there is no personal risk they respond
to the social cause . other wise they respond to the personal elements. This
activity expects to reverse the attitude of the participants….from personal
preference to social preference and develop
proactive social personality among participants.
Object :
based on different
situations, individuals likes/dislikes different persons and personalities. But
ultimately they love and like themself and their feeling and beliefs only. There is a need to expand this individual’s
behaviour’s strength towards society and social good. This activity intends to
give new perception about social personality among participants.
Method: story narrating with interactive question and discussion
Process:
Entry: facilitator casually questions
participants about the preference they give if they have to opt personal v/s
social cause; selfish v/s self less cause….and the reason for that
discussion….as discussion continues facilitator starts telling a interactive
story to the participants…
Activity:
Step-1:
facilitator asks
participants to imagine there are human beings in planet mars.. (space for
interaction)
Step-2:
if there are there, and if war declared
between them and we the people living on planet earth, he asks participants
that whom they support?...space for interaction)(participants naturally says
they support planet earth..
Step-3 :
facilitator ask participants
why?
Step-4:
participants naturally says because it is
ours….
Step-5:
facilitatior accepting it and tells if there
is a war declared between america and asia continent, who they support?(
interactive space).
Step-6:
participants naturally supports their
continent…
Step-7:
facilitator asks why?..
Step-8:
participants reacts because It is “ours”….
LIKE THIS QUESTION CONTINUES:
IF WAR DECLARED BETWEEN:
a.their nation and other nation;
b.their region and other region;
c.their state and other state;
d.their city/village and other city/village..
e.their street and other street;
f. their house and neigbur house. (..upto this stage normal reaction continues)
g. their father and their
mother……(here dilemma starts in decision making..finally they agree to support
mother)..
h. their mother and
themselves….(here naturally they agree
they support for themselves…)
step-9:
facilitator
agrees, and asks another interactive question, “if make mother, father, neigbour,street people,
area people, city people, like that upto global human being to be come to our
side what should we do..did they come to us or we have to go to
them?”…..interactive discussion continues…..
Expected results:
a.Participants are expected to understand the need
for having societal face in order for survival of their individual face….
b. they are expected to understand, that developing
social personality based on friendship, sympathy towards other and like wise
proactive social feelings and thinking ultimately provides platform to expand
their muted self-starating synthetic personality..and ultimately benefits not
only others , but also themselves.
*********
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