Report of the activities held at KDM on March 13th, 2014

March 13th, 2014 - Report

 

Self-conscious feelings:

Blamed, uncovered, uncomfortable, hesitant, confident, dishonored, confused, exposed, satisfied, ashamed, fulfilled, awkward, humiliated, inhibited, special

 

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Kids: 12 kids of the Yellow class

 

Educators: Sara, Nancy, Susanne, Uli, Sotar,Jolande

 

Cello player: Christy Oscar

 

Materials:

- Guitar (Sara)

- Violin (Sara)

- 30 faces to be colored (Nancy)

- Sheets and pens and colors (Natalia)

- A ball/something funny to throw (Nancy)

 

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•

   Ask them to draw the faces according to their actual mood

5 min

 

• 

  Teach them the new song:

 

"dihina dan malu-malu  ragù-ragù yakin  ragù-ragùyakin

dihina dan malu-malu ragù-ragù yakin seganbingung

diper-malukan kikuk disalakhan puas yakin spesialpuas yakin spesial

diper-malukan kikuk disalakhan puas yakin spesialpuas yakin"

 

(Meaning: "humiliated and inhibited, hesitant, confident

humiliated and inhibited, hesitant, reticent, confused

dishonored, awkward, blamed, satisfied, confident, special

dishonored, awkward, blamed, satisfied, confident)

This is a way to teach them a wider vocabulary to express themselves.

 

The kids were a bit confused; they said: “it's difficult to follow.”

(But at the end they very much liked the song).

 

We then taught them how to breathe together.

10 min

 

Kids displayed more engagement during this exercise.

 

• quick Introduction of Christy quickly, and then she started playing Bach Bouree I and II.

 

Christy introduced herself and the kids askedquestions.

10-15 min

 

Everybody listened very carefully while Christy was playing. They observed every movement.

Especially Ar seemed absorbed into the music.

During the question round, they asked her many questions, from “how long she’s been practicing” to“how old she is” and “how long her education takes.”

 

Question: how violin and cello are different?

All kids were genuinely interested and they made remarks while asking questions. 

 

Christy, played Bach a second time, and thekids had to write/draw what they thought she was feeling.

5 min

 See attachments: drawings

All of them agreed there are parts in the music that are happy, sad, or even a bit scary.

 

° TANPA PERASAAN (Impassive game)

 

Christy played again and the kids had to try to distract her from her playing, but she had to continue.

2 min

 

In first place the kids were a bit shy, they didn't really know what to do. 

After a few minutes, especially when thier teacher Uli started to play too,  they started to have more fun, they moved in a circle around Christy in order to make funny faces. But they still looked awkward.

E and Al hid behind the tables, they didn't want to join.

 

  

 

   

 

5 min

 

° Song "Dihina..." with two voices (Canon)

Kids seemed to enjoy the song more now.

 

Sara played the song “Beautiful - Cherry Bell”, orJangan Menyerah, and subsequently she mademistakes, she apologized, and then we asked:“what is Sara feeling?”

(Ashamed, blamed, embarrassed, angry on myself)

And “what will she feel if she plays well and you all enjoy the music?

(Proud, happy, confident, special, fulfilled, etc.)

5 min

 

Kids observed carefully, they had fun to guess the feeling.

 

 

• One of the self-conscious feelings on the banner has been picked and they made a drama on something that happened to them.

 

 

We tried to divide them in three groups of 4 kids.

15 min

 

1. Al, E, De, L

E and L are a couple. Al comes in and chats. De throws stuff at E and L and he starts teasing them.

Show: feeling special (boy/girlfriend), confused (who's throwing things at them)

 

 

2. Ar, Di. T, Jolande

Ar, Di and T are the audience. Jolande is a pianist, but while she is playing the kids shouted and covered their ears. Jolande walked away embarrassed.

 

3. S, Sy, N, I

Sy and N sat on a bench

I and S checked the work they've done. Sy got a compliment, but N got shouted at.

They subsequently left, but I had forgot her phone.N took it and she hid it.

They checked Sy and N's pockets. N is very embarrassed.

 

 

•

Sharing of 'shame' story

Talked about shame, and that you can laugh at yourself

Sara shared an ashamed situation with them and she explained how she had coped.

She asked Natalia or Sotar if they wanted also to share.

5 min

Sara, Sotar, Nancy shared a story. 

 

Relax in circle: remembering the feeling of pride; Associate a gesture to that feeling; when you feel discouraged or humiliated, recover the gesture and feeling of that moment.

De: When during a soccer match he made a good shot he got a compliment

 

 

 

• 

  

Ball and compliments game

5 min

E: smiled

Al: likes laughing

L: nice smile

S: funny

T: when they tease her she shouts

Nancy: likes laughing

Dian: expressive

Jolande: makes everyone happy

I: she's very welcoming, I remembered her name

Becky: likes playing with the little ones

N: beautiful smile

Uli: beautiful

Di: responsible

Sara: makes everyone happy

 

The session today was very intense and at the same time cheerful and participated.

Cellist miss Christy Oscar playing Bach for the kids, March 13th, 2014

The kids were drawing the emotions that they saw on miss Christy's face, while she was playing Bach.

Video by UNTV on the project is online!

The video shooted by the United Nations television is online!

http://www.unmultimedia.org/tv/21stcentury/detail/3372855121001.html

Report of the activities held on March 6th, 2014 at KDM

Theme of the day: Emotions provoked by being either impolite or polite

 

Participants: 12 kids of the Yellow class

Trainers: Sara, Nancy, Susanne, Uli, Jolanda

 

Materials needed:

- 10 hats (Nancy)

- Violin (Sara)

- 18 pieces of paper and pencils (Nancy)

- Banners (U)

- Emoticons to color at the beginning and at the endof the session

 

- Nancy had to invent the choreography of the first part of the Qua qua Dance.

 

* * *

* Warming up game, detangling knot

5 min

They liked the game, even though the "energy" level of the group was not high at the beginning of the session. Some of the kids appeared to be tired or worried.

 

 

*  Impolite game:

Divide them in two groups and tell the first group to be impolite and the second group to be polite. Put the hat on the impolite kids.

Played music and walked pretending to be on the street; when music stopped they interacted with the closer person in their given way:

RULES:

- Cannot say bad words

- Cannot hurt themselves or ruin things

- The polite persons will react politely

reminded them that this is just a game.

5 min

 

* Swap roles

5 min

The first 2 attempts didn't work, it was a bit chaotic. At the third attempt, we made groups of 2 (one polite, one not), and that worked much better.

Then, they switched roles.

During the 4th attempt, we arranged the kids into 2 rows (they had to exchange roles being polite/impolite), this worked very well. Roles of the different characters were clearer to the kids. 

There was a lot of touching: slapping/jokingly pushing

 

Mini Drama in pairs, exchanged roles from situation 1: one person polite, the other one impolite.

 

* Sat down, introduced Jolanda, and asked what they had felt while being both impolite and polite (irritation, anger, fear, revenge, sadness, depend on the person and on my mood, annoyed, bothered, disappointed)

 

Drama: Divided them in pairs and asked them to act a real situation out in which they were impolitetowards someone or somebody was impolitetowards them.

20 min

 

What do we feel when people are not polite to us?

- Ek (paired with Di): He didn't like it when Di was teasing him. He was annoyed

- Di: he felt worried 

 

- Em (paired with L): she became angry when Lmocked her

- L: irritated

Then they were polite to each other. Some of the boys said that “polite” is boring.

 

- I (paired with Jolande) Jolande was trying to make friends with I. I didn't want to because she didn't know Jolande. 

 

- De: annoyed and happy. Happy because “impolite”can be turned into “polite”. He wasn’t happy because “polite” can be turned into “impolite.”

 

- U: got irritated with impolite people

 

- A: didn’t like impolite people, he got annoyed

 

- T: in the drama she got pushed into getting a nap. She didn't like it.

 

- Sy: felt annoyed

 

- Jolande: she was not happy. She doesn't like herself when she is impolite.

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What emotion do they feel when they're impolite?

 

- I: annoyed

- Ar: annoyed

- S: annoyed

- A: as usual

- Ek: not happy

- Susanne: angry with other person and not happy with herself

- Di: disturbed

- Em: annoyed

- L: annoyed, uncomfortable

- Sara: sad, but in beginning powerful

 

 

2 situations were written down:

When people are polite towards you.

When people are impolite towards you.

Ibu U read and kids have to guess. They liked this game. A lot of cheering when they guessed correctly. Find below their writings.

 

---Break----

 

* Dance 

On "ballo del qua qua" music, they had to follow Nancy doing impolite movements during the first part of the music, and they had to dance in pairs nicely on the second part.

A:

impolite movement

4 beats

4 beats

4 beats

rotation

 

B:

4 beats

4 beats

4 beats

rotation

 

A-B: repeat the same movements

 

C: danced together hooking their arms, rotating and swapping partner

 

Twice the whole thing.

The kids had a lot of fun. When the music went faster they had to laugh when they tried to keep up.

 

* A Toss Up

A game  in order to help teens to get to know one another. 

The number of questions per participants was checked so it was for all the same. They tried to include questions about a favorite color, ideal vacation spot or future career choice, and cut each question out and then they were taped to a large ball. The group was asked to stand in a circle and then toss the ball to a member within the group. The group member should have answered one of the questions, thenremoved it from the ball and then tossed the ball to a new member. The process was repeated until everyone had answered a question.

They seemed to like this game. The only problem was that they read the questions before pick one. Next time we should stick questions so that they can't read them.

- U: What makes you scared? *Heights

- De: What makes you laugh? * Funny videos

- R: Where would you like to go on holiday? *Bali

- Ek: What work would you like to do in the future?*Farmer

- Di: What is your favourite smell? *Perfume

- T: What is your favourite colour? *Black

- Sy: What is your favourite sport? *Soccer

- L: What is your favourite animal? *cat

- I: What is special about her? * she can study well

- S: Does she bite pencils? * yes

- Em: Who is your favourite superhero? *batman

- Ar: What would you do when you were invisible for 1 day? *play at warnet

 

 

 Sara then played the bumble-bee flight, by Rimsky-Korsakov, on her violin (but we didnt tell them the title of the music).

 

What did they feel when listening to the music?

- Em: stand in front of a cave. She is scared

- Di :bees chased him

- S: made a mistake, she is helped by someone but still scared

- Ar: chased by people

- U: stuck in traffic and in a hurry. When the music eases it's like having a break

- T: drowning in the sea

- Ek: in a train, the police is chasing him

- I: confused

- R: scary music. He plays at sea, he wants to swim but is scared of the waves

- L: chased by a dog

- Sy: climbs on a mountain and goes very fast down

 

Sara explained the theme of the day: polite/impolite

Sara explained with a smile that the music, “The Flight Of The Bumblebee” can be annoying as much as unpolite behaviours could be to us.

 

Dance in pairs: 1 bumblebee, one person. While Sara played the violin, the person chased the bumblebee and when the music stopped, the bumblebee dropped down.

They had a lot of fun with this exercise.

 

 

*Remark: 

The kids were very particular in picking a colourpencil fro, colouring the emoticons and writing down stuff.

Some of them didn't want to take a pencil that I offered, but they wanted to pick another colour.`

 

Result of the Emoticons (how they were feeling at the beginning and then at the end of the workshop):

A: 1: smile (he only joined 1st part session, later exchanged with R)

Ariq: 1. Happy (coloured in green, middle part open). 2. Happy (purple, middle part open)

De: 1. Unhappy. 2. Happy

Ek: 1. Happy. 2. Happy

Entis (Sy). 1. Happy. 2. Neutral (with eyes closed, last emoticon)

I. 1. Happy. 2. Neutral (with eyes closed, last emoticon)

T. 1. Happy. 2. Unhappy

Ema. 1. Neutral (emoticon 5), 2. Angry

L. 1. Happy. 2. Unhappy

Di. 1. Unhappy. 2. Angry

S. 1. Angry. 2. Happy

 

 

Kids on situations “polite/impolite people”:

•

One day I met a person who wasn’t nice, because he threw rambutans at me

•

And one day I met a good person, he/she gave me ice

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•

I've beaten good people on the streets and in the KDM, and said bad words.

•

I've met a good person on the streets. I came from the train and fell on the ground. A good person helped me out.

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•

Once, I met a bad person who bullied me. I felt like I should have taken my revenge, but Ididn’t want to.

•

Once my book fell down, a nice person who always helps me gave it to me.

---------------

•

I'm annoyed because I talk to that person who teased me off. The person was not nice andS/he was impatient. So I’m annoyed..

•

I’m happy because I can meet nice people when they say they understand. Good people like helping and respecting their friends.

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•

One Sunday morning I met other children singers who beat me up.

•

One afternoon I met a man on the streets who gave me food.

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•

Once I met a nice person who liked helping meout with a clean up task

•

Once I met an awful person who bullied me when I was happy.

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•

Once, when I went home I didn’t have any money and someone gave me a lift in the car

•

A row in the classroom is dirty

------

•

When I met buskers and beggars they forcedme to give them money in the city bus

•

Once I met someone who needed help with the car when it suddenly had stopped in the middle of the road.

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•

I met a nice person who shared nasi with me and my friends and other people who difficultly shares with others.

•

I met a very bad person. I was on the streets and that person had harassed me. I also met a bad person at KDM

 

•

Once, I met a good person, but I was only a bit happy because that person didn’t have a big temper. That person hit me, but not too hard.

•

Once I met a good person, and I helped him/her. He/she helped me in everything I did.

---------

•

I met a nice person at KDM who helped me when my sandals were on top of the roof.

•

I met a bad person on the streets who annoyed me. That person hit me (with car/motor?) when I was walking on the street.

----------

•

Once I met a bad person who stressed me out. That person liked hitting others. Every time I saw that person, I had ran away because I was afraid.

•

I met siblings when I was on the streets. It was fun to go out together.

Meeting with the kids participating to the Soccer World Cup for street children in Rio de Janeiro

Plan for the session on cultural diversity and respect.

1. Start with video World Cup Streetkids 2014. Sotar said it's possible to make the room dark.
5 min

2. Put name stickers on everyone. Only educators will introduce themselves.
(With the funny role play singing a typical Dutch/ Italian song or saying things in funny way:
The kids can guess
5 min

3. Rhythm circle (cancel clock game)
5 min

Sing Indonesia Raya

4. Expectations: Sotar will provide big board. Kids will write down on post-its a sentence (or more if they want), what their expectations are. 
15 min

5. Show video-pictures about cultural diversity. 
Discuss diversity
10 min

6. Roleplay
Divide in 5 groups – 5 leaders speaking bahasa
first collect what they already know
then give materials about the countries

Brazil: carnaval dancing, very open, high tone of voice, much emotion, fantasy soccer, Christian religion
Kenya: percussion, open, loud, fast, Christian religion
India: more internalise emotions, lots of respect for the other, no touch, softer tone of voice, kind , polite, smile, Hindu-muslim
England: direct, drinking alcohol, loud, more individualist, technical soccer player, multi faith.
 US: voice tone, confident, ambitious, everything is very big, christian

Discussion
20 min
-----
Snack
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7. Expression
Show video on how different cultures greet each other.
Greetings: bow , hugging, shaking hands, kisses
- clashes of culture when greeting in different ways

Groupwork: same 5 groups. Discuss greeting, make drawing-story. Groupleader presents.
20 min

- Non verbal communication/ How to behave (reserve more time)
: play to laugh at people, wisper, to point, meaning of handsign/ bodylanguage.
 make scenes roleplay example:
1. Comparing skin color (indonesians do it a lot), reaction of the other person to that.

2. act as Indian eating with their hands and others will play the Indians laughing at the English kids eating with their forks and spoon.

3. Loud shouting to a friend: 2 different ways, nice, not nice

4. Gesturing to someone to come to you: indonesians do it differently than people from other countries.

- Finish with Ya Sudalah (ask for speakers at KDM). We skip the rap part of the song.
See first what the mood is, if they're ok, we do a circle dance, otherwise just sing in the circle. ( Nancy will start a coreography in a cirlce, and then each kid will propose a movement that the others will copy.)

Report of the activities held at KDM, on February 27th, 2014

February, 27th 2014 Report

Participants: 12 kids of the Yellow class

Educators: Sara, Nancy, Sotar, Susanne, Uli

1. Warm up: Human knot game

During the First 2 attempts the kids were a bit too fast and rough. The Untangling phase didn't work out; they left their friends' hands. The last attempt went well and fast.

They made their own variation and they were eager to show it: standing and facing inwards, holding hands and Moving in such a way that they ended up in a circle again, but facing outward. And then back again, facing inwards.

 

*They cooperated well, and they were very fast, and proud to show the exercise.

 

 

2. Walking with different speeds:

 

• First walk ranging from 1 to 5 (1 slow, 5 fast)

• Sara played the music; kids followed the tempo of the music.

• Subsequently the kids Walked and then, when the music stops, they both greeted and expressed the mood of the music to the person next to them (for example: if the music was sad, s/he can look his/her mate with a very sad expression and cry, if the music conveyed anger, s/he can act pretending to be angry on her/him, and so on, according to what s/he perceived from the music).

 

* They spread out well all over the space available in the room. Nobody walked in groups. They seemed to enjoy the exercise. A lot of laughs.

 

 

3. Recalling emotions

 

Sat in circle and discussed the last session

 

• *M: gembira (excited/very happy)

• Ar: kesal (annoyed), takut (afraid), tegang (tense/nervous)

• Al: marah (angry)

• P: sedih (sad), gila (crazy), anxious, adoration, admire, kesepian (lonely)

• Em: senang (happy)

• Da: malu (shy), sayang (love, careful), stress

• Do: kaget (shocked), egois (selfish).

• Ek: rindu (longing)

• Ul: menang sendiri (selfish).

• So: khawatir/bingung (worry, nervous). galau (nervous;new language)

 

They did pretty well, recalling 23 emotions. 

Discussion:

"Selfish" can be seen as an emotion.

So: selfish can also be expressed in an aggressive/angry way.

 

Have a look at the emotions banner

 

4. Drama:

 

Recognize the characters from the nonverbale language

 Sara and Nancy are talking together about the weather:

1) Nancy is a penbantu of a first lady (Sara), who tries to flatter and adulate Sara.

Sara answers with superiority.

2) Nancy is Sara's mum, and they are going home. Nancy talks in order to console Sara who is too tired to walk.

 

The kids had to guess (they weren’t aware, obviously) who the characters were in the two situations mentioned above, they could only deduce from the non-verbal language.

 

First situation:

• *Em: both want to buy something. They are sisters.

• Do: Sara is an ibu and Nancy the pembantu

• Sy: a rich lady shopping with her servant

 

Second situation:

-Ek: Nancy is a doctor and Sara is a child

-Da: Sara is a street-kid and Nancy a rescuer who tries to persuade Sara to come along.

-M: Sara is a child and Nancy is the nanny. Sara is afraid of the weather.

It  is interesting to observe that they didnt think of a mother with her child.

Question: what is more important: body language or words?

 

-Ar, Em and Rian: words

-M: both

-T: body language and facial expression

-The rest of the kids: body language

 

Explanation of the poster about communication (55% body language, 38% tone of the voice, 7% words) .

The children said that they understood the concept.

 

5. Circle:

 

• Rhythmical circle

• “Pass” the smile, scare, sadness 

• *The kids had a lot of fun. Especially when passing the scare, they ended up giggling and shouting.

 

6. Sara plays Il Carnevale di Venezia, by Paganini.

 

The kids will draw or write anything that makes them excited, joyful or happy, inspired by the music:

 

• *Em, Fe: sat close together

• Al, R: sat together and looked at what the other was doing

• L and Do sat apart from the others (and each other) at the table

• Sy and T sat together

 

Discussion of several drawings:

 

• Em: “falling in love.” The boy gives the girl flowers. Interesting: on the back of the drawing she drew 2 girls holding their hands with text: “tidal usah sedih” (no need to feel sad)

• M: senang (happy). Drawing about a violinist. Text: ibu saya (my mother). He enjoyed the music.

• Do: drawing about mountains/hills and people walking on top, carrying something. It's about holiday: people are carrying gears. Feeling murung (sad) because tired.

• Da: Happy feeling. He wrote a text about praising the lord. According to So, he is very religious and he attends religious classes.

• Ek: Happy because everyone is together and they are all listening to the music. He made a drawing about a house, containing numbers, symbols and text: “I'm happy.”

• P: Drawing about a soccer-field, 2 boys, trees. Text: “Keep your friend. Don't let go.

           Nothing lasts forever in this world and I hope no one can find eternity.

           Let me live alone. In my life and in this world, I don't need to be a friend or have friends.

           Always be a person who is grateful for this life. The tree is my best friend and it is like my father.”

           Feelings: happy and sad at the same time. Happy because the tree is his best friend and it is always with him and sad because nothing is eternal. Your friends may leave you, but you must have your best friend.

• T: feeling sad at the beginning, her father is at the hospital but happy because he can go to the park and relax. Drawing about 2 girls on both the sides of the paper with flowers in the middle. One girl looks happy, the other one doesn't. Text: ”I am a shy person.”

 

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break

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7. Emotion orchestra

 

Kids divided in groups of 4. Sara explained the exercise by first pretending they are a real orchestra and she conducted them. Then, she assigned them different emotions.

• So: conducts.

• Angry: M, Sy, Da

• Happy/laughter: P, T, Ul, Do

• Sad: R, Al, Em, Ek

• Scared: L, Su, Maya

 

*They’ve followed So's interactions very well.

 

8. Sit in circle.

 

Su explained that every piece of music provokes in people different kind of feelings. That's why all the drawings made while Sara was playing are so different from each other.

 

9. Statue emotions in pairs.

 

It was slightly chaotic, but the kids did well and they enjoyed the exercise.

10. Drama in couples:

 

Made a sketch about what makes them happy

 

• So is the presenter

• T and P: Rich and poor people

 

P sits sadly on the floor. T asks if he's hungry and gives him food.

 

• M and Da:

Da is playing with a phone. Ties his shoes up and he walks on, but he forgets his phone. M runs after him to give the phone back. Da asks whether M wants a reward, but he says that he doesn't want anything. Then Da says that he wants to buy M a phone, making him very happy.

 

• Al and Do:

Al sits on a bench; Do goes to him and asks if Al wants to play a video-game with him. They're happy to play together.

 

• R and Ek:

R sits with Ek. Ek offers to bring R to England by plane.

 

• Sy (Entis) and Ar:

Ar is a student; Entis (Sy) gives the homework and then checks it. He says that Ar has got a good score.

 

• L and Em:

They sit together, So goes to them with a note. It's an invitation for a ball at the king's palace. They go to the ball and dance.

 

• Su and Ul:

Ul is the professor and Su is a student. Ul compliments Su for her homework.

 

11. End. Musica Musica

 

Overall there was a good atmosphere during the session. It looked like the kids were eager to follow the exercises and all of them participated well.