Report of the activities held on April 10th, 2014 at KDM

April 10th  

How to handle anger

 

Participants: 20 Kids of the Yellow class 

 

Trainers: Sara, Benedetta, Nancy, Ue, Sotar

 

 

What we needed:

 

•

Five A4 sheets with a drawing and a description in each of them:



Tenderness



Merry



Stormy



Confused (bingun)



Melancholy

•

Guitar and violin and music stand

•

Old newspapers (Sotar)

 

 

Write in a poster the nonviolent solution (translated inbahasa):

 

If you feel hurt:

 

1)

Tell the person what she/he did to hurt you

2)

Tell your feelings about it

3)

Tell what you would have prefered she/he to have done

 

Don’t use the "YOU" statement but the "I" statement."

 

 

----

 

 

1: FIGURE OUT A SAFE WAY TO EXPRESS YOUR ANGER

 

Start with Prokofiev Sonata

1st movement, pick the emotion that you are

Feeling (Pictures of emotions on the wall)

7 minutes

 

 

Kids followed instructions well. Mood seemed a bit muted. Usually there's a lot of giggling when they walk around, but at that moment they were a bit quiet.

Especially the girls were not as bubbly as usual.

Di, S, A and M stuck together a lot.

 

Sara noted that it was very interesting to observe how the change of

"Emotion" position described exactly the structure of the composition she was playing.

Sotar observed that a few kids moved into the"confused" picture, as, in his opinion, they didn’t understand completely what they were feeling. He noted that there is still work to do on their "awareness" and authenticity, about what they feel.

 

- The little green frog song

5 min

 

 

Mood improved a bit.

They like the song and they like the different ways inwhich the song is sung.

 

 

 

 

We sat in a circle:

Today talked about dealing with anger.

Everyone had the right to be angry, and it is very normal to have angry feelings

 

(Don’t feel guilty if you are).

Only, respect the three golden rules.

5 min

 

- Each of us had different ways to feel anger in our body

(Remember the poster with body shape?)

 

Different way to express it:

•

If you feel it in your foot you would prefer to kick.

•

If you feel it in your hands you would prefer to punch.

 

 

So, now let's think:

How could you make express anger, going outsafely?

10 min

 

Think of something that makes you really angry.

Be all in a line:

 

•

Made tight balls with newspapers

•

At the signal, they threw it on the other side of the room

•

At the signal, half of them run to get the ball

•

After a while the second half did it

•

After this, they did the same by kicking the ball to the other side of the room (in two turns)

•

Then the paper has been unfolded and ripped in many pieces

 

They sat in a circle and they were debriefed.

 

Questions:

What did you feel?

What worked best for you?

 

For everyone there is a different way to express anger in order to feel relieved.

 

Would that be other safe options for you to express anger?

30 min

 

 

 

Making and throwing paper balls:

Kids really enjoyed this exercise. They were messing around a bit at first until Sotar said that they couldn't do the exercise unless they were serious.

When they were making the paper balls, L, I and Epressed very hard and they made an angry face. Eeven jumped on the paper. J was very focused inmaking a tight ball. R was hanging over the table,displaying his back to us.

Some of the boys aimed over the wall.

 

Some of them liked more to kick, others to throw, many to rip it of.

Some of them ripped the paper very carefully, in hundreds of pieces.

I remember I said that while she was ripping the paper she was thinking to the face of somebody. She was very angry, but controlling "ferociously" her anger.

I saw E and J openly expressing their "stormy" feelings.

S was didn’t show his feelings; he seemed to be a little bit confused.

 

 

Ripping newspapers:

Ar ripped with strong movements

R had the paper under his legs and ripped it there

S: relaxed movements

N: asked why they had to rip the paper

T and S were joking around with each other

E and Fe put the pieces on their head

 

What is their safe way to express anger?

Da: scream

I: eat more

J: cry

T: stay in her room, she wants to be alone

P: want to be alone

N: down

Di and Ar: share feeling with friends

S: mess up her room

Di: suicide

J: bang things

P: sing

I: walk outside

 

 

- Anger pose (dance freely)

3 min

 

 

They threw around paper shreds.

We used the paper as confetti to conclude the first part of the session in a light and happy mood.

 

It worked.

 

---

 

SNACK

 

---

 

2: FIGURE OUT HOW TO REACT TO OTHER PEOPLE ANGER

 

 

Small drama:

 

Sotar, Nancy and U

Sotar is writing something, U passes by and grabs his pen.

Nancy saw what happened and she doesn’t do anything.

Sotar claims back the pen; U claims that the pen is hers.

They start fighting, Nancy still observes.

 

 

Try to ask children to find other solutions.

15 min

 

 

Discussion about what happened in the drama. The drama was repeated several times.

Ma and R stayed apart from the others

Finding a solution for the problem in the drama was difficult for the kids.

 

Kids can enter the drama after Sara sayed 'stop', andsubsequently try to find a solution.

U and I ended up fighting and struggling

E walked around U and Sotar, at first she didn’t really do anything.

Eventually she started to talk to them proposing turns.

 

Ar: talked to U and Sotar.

Then gave a second pencil to U.

 

 

 

 

We talked about nonviolence scheme (showedbanner), and ask to make a drama with it:

 

•

Tell the person what she/he did to you

•

Tell your feelings

•

Tell what you would have preferred she/he haddone

 

30 min

 

Drama:

1)

E, Ma, N, Di, Ma, L, S, A, Ar

 

Di was a teacher, the rest of the kids had to read something

 

Ma was trying to teach Fa how to read. Fa keptreading a word incorrectly and Ma got upset and insulted Fa. E told Ma he had to be patient.

 

2)

Fe, J, I, T, R, S, P, Da, M

 

A group of kids was singing and playing the guitar. When they got hungry they left, but they forgot the guitar. A second group came and started to play the guitar. When the first group returned, they had an argument regarding the guitar. Eventually they sat and played together.

 

We have to improve their capacity to use the nonviolent scheme.

 

 

 

Musica musica

5 min

 

 

Emoticons:

L:

1. happy

2. tired

I:

1. tired

2. happy

Di:

1+2 all coloured

Da:

1. tired

2. tired

S:

1. shy

2.tired

JesI: 1. tired

2. tired and happy

M:

1. sad+shy

2. tired+very happy+ happy

A:

1. sad,

2. tired

P:

1. tired+sad

2. sad

T:

1. sad

2.tired

Ar:

1. angry

2.angry

S:

1. angry

2. tired

E:

1. tired,

2. happy

R:

1. tired,

2. tired

N:

1. tired+sad,

2.tired+happy

 

Only 1 emoticons:

Febry: angry

Fa: happy

 

Wearing the glasses of the emotions - April 24th, 2014 at KDM

Report of the activities held on March 14th, 2014, at KDM - Street Children World Cup 2014

Friday 14th, March - Workshop for the streetchildren joining the World Cup 2014, in Brazil

Educators: Nancy, Susanne, Benedetta, Sotar and Jessica and Natalia

Participants: 30 kids trained for the soccer world cup

what to bring: 

- props for the  work group (carnival mask, djembe, ..) (Susanne, Nancy, Jessica)

- informations about the 5 Countries  (Susanne, Nancy, Jessica)

- Stickers with names (Jessica) 

- print lyrics of Indonesia Raya in 10 sheets (Jessica)

- put on banner of golden rules and non  verbal communication (Jessica)

- white board marker (to write on the board) (Nancy)

- Speakers to make the song Ya Sudalah be heard at a good volume (Jessica)

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

Activities:

·      Rhythmical circle

5 min

At first kids seemed to be a bit uncomfortable, but after a few minutes they seem to like it. It was funny when we made the rhythm very fast.

·      Introduce our selves singing a typical Dutch/ Italian song in funny ways:

The kids can guess

5 min

 

·      The kids sing Indonesian Raya and watch the video about the games and sing with the song.

5 min

Kids were watching very intently to the video. 

- Expectations

hang a big sheet on the wall and ask them good and bad expectations, and write it down, and be prepared.

15 min

They all were cooperative. It took a while before all the notes were done. Some were discussing it with their friends.

The way the behaved looked like they could get along with each other quite well. Lot of physical contact, hanging against each other.

Expectations:

- meet new friends

- visit the Jesus statue, on the Corcovado

- play soccer

- meet tall people

- meet different kinds of people: language, appearance etc

- make Indonesia proud

- meet famous soccer players

- stay in a hotel

-  go to a real stadium

- meet Brazilians

- see Rio de Janeiro

- win the game

scared:

- plane crash

- no rice

- weather

- afraid they lose

 

(- Talking about diversity / cultures ; talking about differences : do they notice difference in bodylanguage, tone of voice, facial expression.

5 min)

They expect they will be able to communicate with the people they will meet.

Explain verbal - nonverbal communication 

Watch video about communication

 

·      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, christians

Kenya: percussion, open, loud, fast, christian religian

India: more internalise emotions, lots of respect for the other, no touch, softer tone of voice, kind , polite, smile, muslim/ budhist

England: direct, drinking alcohol, loud, more individualist, technical soccer player, no specific religion.

 US: voice tone, confident, ambitious, everything is very big

Groups work on typical ways of behavior with educator. 

4 groups are sitting, 1 group plays. 

They have to make a scene of something happening in that Country.

45min

Kids were very fast and very confident in making and presenting something about the country they picked

Especially with the props they had a lot of fun. Eventhough it was a bit noisy, most of the kids paid attention to the group who presented their country.

 

SNACK

 

 ·      Greetings: bow , hugging, shaking hands, kisses

- clashes of culture when greeting in different ways

7 min

video 

 

-      Non verbal communication/ How to behave : play to laugh at people, wisper, to point, meaning of handsign/ bodylanguage.

 make a scene, Becky, Susanne and Nancy play a scene about someone who gets laughed about because of the colour of their skin

...

 15 min

Explain that while Indonesians find it acceptable to compare the skin colour or make comments about it, for other cultures it's offensive

 

- Finish with Ya Sudalah (ask for speakers at KDM)

Nancy will start a coreography in a circle, and then each kid will propose a movement that the others will copy.

Everybody joined to sing the song

Overall: it was a bit chaotic because of the size of the group, we didn't know most of the kids, and we weren't sure how well informed the kids already were. But the atmosphere was very good. Kids were cooperative and asked questions.

Report of the activities held on April 3rd, 2014 at KDM Jakarta - Working on anger

 

April 3th, 2014 at KDM: workshop on anger, with the actress Indi

 

Trainers: Sara, Susanne, Indi, Benedetta, Mara

 

15 Kids joined:

The whole yellow class and 3 kids of blue class

- - -

 

Green frog song;

The kids like the song, they all joined

Singing with 2 " voices" was difficult but with some practice we were able to perform it better.

 Explained the meaning of the song.

 

Circle of emotions: passing emotions on face in circle;

Anger: some of the kids started to laugh and they had difficulties passing the "angry face."

"Crying face"

"Laughing face": they loved it

 

Then emotion circle; "change"

You Can change the emotion you received

 

Introduction of Indi

 

Indi showed 4 emotions

Indi played an angry face to M., who just joined the group, and he wasnt understanding, and was scared and impressed. We tried to reassure him.

The Kids were all looking and listening very carefully. They seemed to be impressed.

Indi then displayed sadness.

 

Kids were really interested, they liked joining. Indi asked who wanted to act it out.

Indi explained the feelings in the body and the breathing process

 

J tried to act sadness: she focused on a sad event and then was very intense, until she was crying. She was really sad because she was not selected in the team going to Brazil. (Susanne believe this could be seen as her real emotion instead of the act of performing)

Then I tried acting pretending to be sad.... She didn't show too much facial expression...  she said she was disturbed in her focusing by the other kids chit-chat.

 

Indi explained a bit regarding the body-language: pointing with the finger when angry, open body when happy, closing when being shy.

M and M were not listening too much. 

 

J performed again: she was less expressive, compared to the first small play.

 

Circle; the kids imitated Indi: shy, impatient, angry, annoyed.

D guessed

 

We freely divided the kids in groups. 

They were told to make a drama on anger, like they did last week. 

First they did a rehearsal.

 

L wants to be with Sara again

Boys made a big group all together.

 

Group 1) Benedetta and Mara were angry.

Benedetta was protecting.

They were Fighting for a paper.

 

Group 2): J; 2 young boys fighting in Class.

J became angry (R, J, M)

 

Group 3)

I with the small girl;

Angry at a coloring girl (Febri)

 

Group 4) 2 boys, 1 girl, playing, running.

(S, F, A)

 

Group 5)

Boys group; lots of laughing... (D, S)

Group 6)

L and Sara:

They pretended to be mother and daughter.

The Mother was angry and she was shouting, L was beaten up by the mother.

 ---

 

Break

 

---

Singing accompanied by the guitar: they liked it 

 

Indi; circle of emotion: imitation of the emotion; copy Indi.

Happy, tired, hot, sticky. Scared for an animal...

They really liked and even yelled.

 

Indi talked about how to act in an angry way, showing the poster with the body shape on which they had written where they were feeling the anger one week ago.

D gets pain in belly when Angry.

E gets pain in His heart.

I in her head.

Em in her hand; She wants to hit.

Nanda; wants to hit

 

Depending on where you feel the emotion, is your behavior:  if you wish to stamp with your feet, or squeeze something in your hand.

 

Explained how to express your emotions: could be yelling, hitting the box-ball, hitting pillow...

 

J explained that she wanted to kick and subsequently she felt sick and she run throughout the room and she finally cried. 

 

Sara played music, kids walked around, when she stopped they had to greet the closest mate pretending to be: two cats, two presidents, Sotar and Ulie, mother and child, football champions.

 

Musica musica song.

 

End and goodbye.

 

Report of the activities held at KDM on March 27th, 2014 - Anger

Plan for March 27th at KDM

Workshop on anger 

Note:

Unfortunately three kids left the group.

 Trainers: Sara, Nancy, Natalia, Benedetta with Matteo and Pietro, Mara 

Kids:

Participants: 12 kids of the Yellow class

 

 Tools:

- Lyrics of the “green frog song” (Nancy)

- Shape of a body where the kids drew upon with markers (Nancy)

- Violin and guitar (Sara)

 

----------

 Warming up game:

1. Claps

Rules:

Double clap: reverse the direction

Say “BOEING while jumping: skip one person

5 min

The clap game went ok, including double clap (after we practiced a few times). Kids seemed to enjoy the game. But the 'Boeing jumping' part was a bit confusing.

We had to make it competitive in order to make it more challenging, but kids lost a bit their interest.

 

2. The little green frog song

5 min

After we explained the song, kids participated very well.

The gestures with the songs made them laugh.

 

3. Introducing Pietro and Matteo.

Kids had to guess where they’re from and then asked a few questions regarding their age, which school they attend, what they want to be in their future and so on.

4. Dance:

Angry dance along with music

1. In circle: it didn’t work

2. In couples: it worked better

 

5. Circle: discussion

Questions:

How do the kids feel now that some of their friends have left? What do they think?

 

• E: a bit happy, a bit sad

• A: sad

• N + T: too quiet

• T: they probably miss the streets

• A: maybe they quit because they didn’t like the way the staff waked them up in the morning

• E: There are many enemies on the streets. 

• T: she is afraid of what can happen on the streets. Some kids were even murdered. 

 

6. Drama about anger

15 min

 

group 1: E, R, A, T

T, R, A are students. E is an angry teacher. She sent R out of the classroom, but the other students protested telling her to go out herself, and eventually they all went out.

Feelings when angry: desire to punch, disappointment

group 2: I, L, Mara, Benedetta, Matteo 

I and L were fighting, Mara told them they shouldn't fight. She ended up fighting with Benedetta. The others try to stop them, Benedetta and Mara walked in the opposite directions one to each other.

Feelings: the body becomes stiff, disappointment, shaking, excitement, tension, aggressive behavior aroused, desire to kick/throw, punch

group 3: Sy, Pietro, De, S, E

Pietro is a staff member who tried to wake up the kids. But he did it roughly and all the kids are annoyed. They refused to wash; eventually they apologized to each other.

Feelings: aggressive behavior, desire to kick/hit, annoyed, shivering, desire to shout

Sy said he's never angry, the other kids protested.

group 4: Sara, L

L was writing. Sara passed by and grabbed L's pen. They fought about whose pen it is. (Actually, L said that this is a true story, happened with E who had claimed that the pen belonged to her, while L said that it never belonged to her - by the way, L arrived recently at KDM and she is not yet really integrated in the group: Sara noticed that some kids didn’t want to hold her hands while in circle, and that she feels a bit apart).

Feelings: shaking, heart beats fast, heavy feelings in body, feels stronger and desire to explode

 

8. Poster with outline body. 

Sara played twice Vivaldi’s Thunderstorm

- Asked them what emotion they had felt.

 Kids listened very carefully

Situations when angry:

• N: A girl made a comment and she wanted to hit her

• I: didn't know the answer to a question of one of her friend. Her friend got annoyed and he subsequently kicked a dog. I got angry

Then kids wrote/drew on the outline body what they had felt in their body when they had started to get angry

We had to give clearer instructions; kids sometimes don't understand what we want.

• E: painted the fingers: when she's angry she wants to punch

• I: drew fire on the head: he wants to punch someone in the head. He wants to cry.

• R: painted on the foot. When he’s angry he feels like kicking someone. 

• De: different scribbles on the stomach; they symbolizes a Stomach-ache

• T: painted on red the feet. She gets numb feeling in the feet.

• Di: blue scribbles on the stomach. He Gets hungry when angry.

• A: red scribbles on the shoulder. The shoulders start shaking

• Sy: green scribbles on the arm. (We couldn’t hear what he said)

• L: blue on the arm. She feels scared and shaky

• S: yellow on the hand

• N: blue on the hand .

• E: different scribbles on heart. He tells himself he has to be patient.

 

We noticed that most of the kids were still not fully aware of their body reactions when angry (breath, heartbeat, muscular tension), they mostly noticed only the body "reaction"  (desire to kick and/or to punch, were the most popular)

 

SNACK time

 

9 - The green frog 

We tried to teach the song better, but they still didn’t know it.

10 min

 

 10- Game on “accepting, ignoring or refusing” other people.

All the participants walked around within the room, randomly, and whenever a participant feels like it or when s/he meets somebody s/he could:

     - Open the arms and smile

     - Close the arms seriously

     - Look somewhere else ignoring who is in front of you

 

 A lot of giggling. Didn’t seem that the kids took it very seriously. But when we asked them their feelings they had shown a good understanding and awareness.

 

11- Game

Saying NO (Nga), while the partner says quietly YES.

They enjoyed it, even if they didn’t put too much intensity in the game.

 

12. Inner circle+ outer circle moved in opposite directions.

Sara played the guitar, when she stopped, the kids had to open their arms and say loud: ya!

Kids were very enthusiastic. A lot of hugs. Having music while doing exercises motivate them more.

13 – “Musica musica” song

5 min

 

They really liked singing musica musica, with the bass voice. They asked to do it again.