On the first day of the CIT Creativity and Change Programme, the group got to know each other through activities that warmed up the conceptual and creative senses.
One of the first activities was based in the medium of clay. The group split into two teams to create two collaborative pieces whilst responding to music. Both teams responded to the same music, varied and lively instrumental songs, which allowed for both teams to come up with open-ended and organic formations from the blocks of clay.
Unintentionally, the two teams created clay works that seemed to exhibit juxtaposing themes, simultaneously. For example, individually and collectively the works had qualities that seemed open and closed; organic and man-made; orderly and chaotic; sheltered and unsheltered. The group was able to point out these thematic occurrences in discussion after the activity.
From this activity, the group asked, "What kind of teamwork supports our learning?" To which the group offered ideas like, creative communication, playfulness, respect, appreciation of what others have to offer, vulnerability... and others pictured, here. These were traits we had realized we had embodied during the team-based clay activity.
After brief discussion, we were presented with a wall full of quotes from past students of the programme. Individuals picked one quote that particularly resonated with their intentions for the programme--a quote we could foresee ourselves saying at the end of the programme. Some members shared quotes, as their intentions agreed! The activity spurred insight as to where individuals of the group come from--and where they would like to go with work in Development Education and Creativity and Change.
To familiarize ourselves with a spectrum of concepts relevant to existing work associated with Development Education and Creativity and Change, we followed this colorful chart provided. We shared aloud our previous conceptions of some terms like Values, The World Around Us, Info Design, Future Thinking, and other areas we might not have been discussed seriously, before. This spectrum associated to Development Education and Creativity and Change is a sort of guideline to us now, with a correlating list of published works and resources.
From these topics, it was necessary to reflect on the general types of education, today--and be aware of the education we set out to give and receive. As a group of individuals who work in many areas involved in these areas of education (Formal, Non-Formal, and Informal), we shared the similarities and differences between the types. We discussed which aspects may be more conducive to encouraging Development Education and Creativity and Change in our respective areas.
(Non-formal education involves "Inclusion, critical thinking, obtaining knowledge, inspiration, Facilitators rather than Teachers, different facilities and resources than the Formal classroom, etc.")
(Informal education involves "Media, people you meet, experience, personal reflection, direct environment, and 'It just happens'.")
Collectively, the group thought Informal education was a type of education that constantly happens--an experience-based education that occurs simply by living. Also, the group discussed Informal education as the opposite of Formal education, in a way. Formal education involves "Structure, Curriculum, Discussion/Debate, Linear ness, Exclusivity" and other factors more restricting than those of Informal education. Some members of the group were more familiar with types of education than others, which was helpful for everyone to understand each other better.
In the last activity before lunch, the group illustrated on chronological timelines the stages of their developing interests in topics related to Development Education and Creativity and Change. Many members began at the very beginning with their childhoods and explained significant steps and events along the way. To see our developing interests related to Creativity and Change as marked from a young age was moving, overall. This activity was based in very personal reflection, as it generally demanded thoughtful excavating of our memories.
A lot of the day's discussion led up to the defining of a Global Citizen. Through a drawing, we focused on associating traits related to the Head, Heart, and Hand that make a (possibly ideal) Global Citizen. Traits like "Listening, practical, reflective, reading," and others tied to the Head. For the Heart, "Values, empathy, emotional, passion, purpose" and others... For the Hand, "Skill, experienced, tangible"... And even for the Feet, we mentioned that "Travelling" could make up a Global Citizen. This activity involving drawing and critical thinking was a constructive start to the following brainstorming of what traits make a Global Citizen, and how we could all strive to embody such traits--and encourage others to do so, as well.
