This document summarizes a training course on using the body as a voice that took place in France from May 2-10, 2017. The training included workshops on theater, dance, singing, and group dynamic games. Participants performed the results of their creative work at local festivals. The objectives were to promote access to culture, develop creativity and intercultural understanding. The document provides descriptions of exercises and activities from the training to allow others to reuse them in future workshops.
The Power of Energizers to Moderate a Creative Sessionmagicblends
Creative energy can be contagious ! Experience how energizers can help share energy, build team spirit, sparkle imagination in a playful and dynamic way.
The document provides details about weekly drama activities for two different forms at a school. For Form One, the objectives are to learn about choral speaking and do exercises to improve pronunciation, breathing, trust and teamwork. The activities include games like "Anything Fabric" and tongue twisters. For Form Two/Three, the objectives are to improve teamwork, trust, and understanding of the story "Brackley And The Bed" through activities like tableaus and character building. The same warmup games are outlined for both forms. Several improv games and explanations are also provided.
The power of energizers x magic blendsMagic Blends
Creative energy can be contagious ! The purpose of this expo is to have participants experience how energizers can help share energy, build team spirit, sparkle imagination in a playful and dynamic way.
The document provides guidance for organizing theatre workshops in the classroom. It outlines exercises for four parts of a workshop: getting started, relaxation/concentration, expression, and evaluation. Exercises in getting started are meant to break tension and free the body. Relaxation exercises help quiet the group. Expression exercises explore body language, vocal skills, and improvisation. Evaluation is non-judgmental and focuses on problem-solving. Sample exercises include walking sequences, team photographs, breathing awareness, mirror exercises, telling stories through gestures, and improvising scenarios. The document emphasizes playing, having fun, and building trust between students.
This document outlines various theatre skills and exercises that can be used to teach students about drama, including concentration, observation, imagination, senses, movement, characterization, pantomime, tableau, and generating dialogue. It provides descriptions and instructions for exercises to build trust, focus attention, develop sensory awareness, act out scenarios without words, create frozen scenes, and add language to visual depictions of stories. The goal is to use drama techniques to help students learn about themselves and storytelling through embodiment, visualization, and spontaneous creative play.
The document provides several ideas for morning meetings and energizers for elementary school students. Some of the morning meeting ideas include having students greet each other by trading shoes, using sight words labels on students, and reading books like "Brown Bear, Brown Bear" and replacing words. The energizers include games like "Popcorn's in the Popper" with different movements, "Colour Touch" where students find objects of a called color, "Pass the Squeeze" by passing a hand squeeze around a circle, and "Elephant and Airplane" acting out the two with hand motions.
The document discusses strategies for using games in an educational setting to facilitate learning. It proposes that games can help develop problem-solving skills, communication skills, attention spans, self-awareness, social skills and reinforce classroom concepts. Several specific games are then described that focus on areas like concentration, group cooperation, public speaking skills and narrative development. The games are intended to create an engaging environment where students can learn through play within a structured framework.
This document provides an overview of a drama workshop for elementary school students. It outlines exercises to help students build confidence, develop acting skills, and learn about different theatre roles. The workshop begins with warm-up games to build spontaneity and group cohesion. Students then participate in improvisation exercises to explore character and status. They work in pairs and groups to mime scenarios and portray characters. The goal is for students to create and present short original plays, gaining experience in roles like protagonist, antagonist and different performance responsibilities.
The Power of Energizers to Moderate a Creative Sessionmagicblends
Creative energy can be contagious ! Experience how energizers can help share energy, build team spirit, sparkle imagination in a playful and dynamic way.
The document provides details about weekly drama activities for two different forms at a school. For Form One, the objectives are to learn about choral speaking and do exercises to improve pronunciation, breathing, trust and teamwork. The activities include games like "Anything Fabric" and tongue twisters. For Form Two/Three, the objectives are to improve teamwork, trust, and understanding of the story "Brackley And The Bed" through activities like tableaus and character building. The same warmup games are outlined for both forms. Several improv games and explanations are also provided.
The power of energizers x magic blendsMagic Blends
Creative energy can be contagious ! The purpose of this expo is to have participants experience how energizers can help share energy, build team spirit, sparkle imagination in a playful and dynamic way.
The document provides guidance for organizing theatre workshops in the classroom. It outlines exercises for four parts of a workshop: getting started, relaxation/concentration, expression, and evaluation. Exercises in getting started are meant to break tension and free the body. Relaxation exercises help quiet the group. Expression exercises explore body language, vocal skills, and improvisation. Evaluation is non-judgmental and focuses on problem-solving. Sample exercises include walking sequences, team photographs, breathing awareness, mirror exercises, telling stories through gestures, and improvising scenarios. The document emphasizes playing, having fun, and building trust between students.
This document outlines various theatre skills and exercises that can be used to teach students about drama, including concentration, observation, imagination, senses, movement, characterization, pantomime, tableau, and generating dialogue. It provides descriptions and instructions for exercises to build trust, focus attention, develop sensory awareness, act out scenarios without words, create frozen scenes, and add language to visual depictions of stories. The goal is to use drama techniques to help students learn about themselves and storytelling through embodiment, visualization, and spontaneous creative play.
The document provides several ideas for morning meetings and energizers for elementary school students. Some of the morning meeting ideas include having students greet each other by trading shoes, using sight words labels on students, and reading books like "Brown Bear, Brown Bear" and replacing words. The energizers include games like "Popcorn's in the Popper" with different movements, "Colour Touch" where students find objects of a called color, "Pass the Squeeze" by passing a hand squeeze around a circle, and "Elephant and Airplane" acting out the two with hand motions.
The document discusses strategies for using games in an educational setting to facilitate learning. It proposes that games can help develop problem-solving skills, communication skills, attention spans, self-awareness, social skills and reinforce classroom concepts. Several specific games are then described that focus on areas like concentration, group cooperation, public speaking skills and narrative development. The games are intended to create an engaging environment where students can learn through play within a structured framework.
This document provides an overview of a drama workshop for elementary school students. It outlines exercises to help students build confidence, develop acting skills, and learn about different theatre roles. The workshop begins with warm-up games to build spontaneity and group cohesion. Students then participate in improvisation exercises to explore character and status. They work in pairs and groups to mime scenarios and portray characters. The goal is for students to create and present short original plays, gaining experience in roles like protagonist, antagonist and different performance responsibilities.
This document provides guidance for facilitating games aimed at building trust, encouraging risk-taking, and fostering inclusion. It lists over 20 games with brief descriptions and notes on logistics. The games are meant to break the ice, build physical and emotional trust, and get participants out of their comfort zones through fun, low-risk activities requiring cooperation and communication. Facilitators are advised to model investment, keep rules minimal, encourage fair participation, and emphasize competing against oneself rather than others.
Raemer An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom ETAI 2010
Theatre games can be used in the EFL classroom to practice skills like group cooperation, improvisation, awareness of others, and having a sense of humor. Some suggested theatre games include Zip Zap Zop where students pass a word around a circle, Anything Fabric where students imagine what a piece of fabric could be, and storytelling games where students take turns adding one word to a story. The document provides descriptions of sample warm-up games and theatre games that develop skills through movement, dialogue, and scene work.
1) Students will participate in introductory icebreaker activities including Fruit Bowl to encourage interaction. Ground rules around respect will be established.
2) A "Clumping" activity will have students move around the space and form groups based on shared interests.
3) Small group discussions will allow students to get to know each other and share favorite performances/characters as an introduction to drama. Project requirements will also be outlined.
The document contains instructions for various energizer activities that can be done in a group setting. The activities include games like passing a ring between participants without being detected, discussing life experiences based on prompts, remembering lists of words or numbers, interpreting common phrases, and more. The instructions provide clear directions for setting up and playing each game or activity in a participatory way to energize a group.
The document provides instructions for several icebreaker activities that can be used to help groups get acquainted, including having members find others who fit different categories and labeling them, playing games to learn names like World Trip and The Name of the Game, and energizing activities like Be It and Move to the Spot that involve acting out movements or objects. The activities are designed to promote mixing, provide opportunities for self-disclosure, build memory and focus, and help group members feel more comfortable with each other.
This document outlines various icebreaker and team-building activities that can be done virtually using video conferencing. It provides instructions for 14 different activities in both French and English. The activities are designed to help participants get to know each other, express themselves, focus/concentrate, energize/re-energize the group, and work together to co-create something. Some example activities include finding commonalities, mirroring movements, charades to portray different emotions, observing details about each other within a time limit, coming up with cries of war or sounds to create a soundtrack without words. Times of 5-10 minutes are allocated for each activity.
This document describes several team-building activities including the Helium Stick, Toxic Waste, Minefield, and Warp Speed. The Helium Stick involves a group working together to lower a lightweight pole resting on their fingers to the ground without breaking contact. Toxic Waste challenges a group to transfer "toxic waste" between buckets within a time limit using only provided equipment while maintaining a safe distance. Minefield is an activity where partners take turns guiding each other blindfolded through an obstacle course using only verbal instructions. Warp Speed extends the group juggling icebreaker to a speed challenge where groups tender and attempt to beat a time for passing an object around the circle.
We cover an introductions to WordPress, Wordpress dashboards, themes, how to post, and how to add media to your WordPress site. We also have set time aside each day for students to work on their typing skills.
These are minute-by-minute guides on teaching the youth. If you want to start your own Youth-Led Tech program, this is the place to start. At Smart Chicago, we are dedicated to sharing all of our methods. Not just code published to Github (though we do that, too), but whole swaths of templates, resources, and guides that help spread the practice of community technology.
The document discusses several activities, including:
1) An activity where students work in pairs to match vocabulary words by sound. One student chooses a word and the other tries to find their matching "twin" word.
2) An activity where students sit in a circle and take turns adding to a collaborative story about a holiday travel by creating the next sentence in the story.
3) The document asks questions about the number of people involved and what activities they do. It also discusses using signal words to understand the sequence of events in a story.
This document provides instructions for several icebreaker and team-building activities:
1. "Animal Noises" is a large group activity where participants are assigned animal names and must communicate through making the corresponding noises without speaking.
2. "Train Game" is played in a circle, where one person in the middle tries to catch the "train" as it moves around the circle by people squeezing each other's hands.
3. "Memory Game" divides a group into small teams to test their memory by looking at objects under a blanket and then writing or drawing what they saw.
This document provides instructions for several icebreaker and team-building activities:
1. "Animal Noises" is a large group activity where participants are assigned animal names and must communicate only through the noises of their assigned animal to find their matching pairs.
2. "Train Game" is a circle activity where one person in the middle tries to catch the "train" as it moves around the circle through hand squeezes, with some appointed as "stations" and "crossings" to direct the train.
3. "Memory Game" is done in small teams where objects are placed under a blanket for participants to view and then recall individually and as a team, checking accuracy against the actual items. It tests
Yes, AND Facilitate! by Raju Mandhyan for IAF PhilippinesRaju Mandhyan
How you can use the art, the science and the fun behind Improv / Improvisation to process meeting facilitation in a fun, fast and flexible way.
This session responds to two core competencies of the International Association of Facilitation.
Conducted by Raju Mandhyan.
Supported by Team, IAF Philippines
with some counsel by Paul Z. Jackson.
Teacher Michele Martyn taught a 7th grade movement class that lasted 1 hour and 42 minutes. The lesson introduced students to various movement techniques including moving individual body parts, creating shapes with their bodies, and interpreting words and sentences into movements. Students practiced moving to music and performing movement sequences. Assessments included classroom observation of students' ability to discover movement potential, create images with their bodies, and interpret sentences into movement. The class provided students with their first experience moving expressively and performing for others.
This document outlines lessons for a drama movement unit. It includes 5 lessons with objectives, activities, and assessments for each. Lesson 1 has students respond to narratives and images through movement. Lesson 2 focuses on interpreting music into movement. In Lesson 3, students practice exaggerated slow motion movements and create an original narrative. Lesson 4 is spent planning a movement piece set to music representing their narrative. The unit concludes in Lesson 5 with students performing their completed movement pieces.
The document provides a weekly home learning plan for Grade 1 students with activities scheduled each day from Monday to Tuesday. On Monday, activities include personal hygiene lessons on handwashing and toothbrushing. A psychosocial activity focuses on feelings of safety through drawing favorite animals. On Tuesday, activities continue with personal hygiene lessons on posture and a psychosocial activity using voice to demonstrate high, low and loud sounds.
The document introduces drama to students and guides them through some introductory drama exercises. It begins by asking students to think about and define drama, their prior experiences with it, and their feelings about studying it. Students then pair up to share their answers. Two drama exercises follow - the first involves students mirroring their partner's movements without speaking, and the second has students taking turns portraying different characters by moving around the circle. At the end, students provide feedback on post-it notes about what they discovered, difficulties they faced, and what they enjoyed from the lesson.
Muller Lilia - Didactic Unit 1 - Into the WildLiliaMuller
The document contains a lesson plan for a unit on describing animals. The plan includes 4 activities over 4 weeks:
1) Students will watch videos and complete activities to identify wild animals and learn where they live. They will also play puzzles and name the animals.
2) Students will watch a movie trailer, recognize animals, and discuss their favorite animals and friends of Mowgli from The Jungle Book.
3) Students will listen to a song about animal abilities, draw what animals can't do, and write sentences about animal abilities.
4) Students will guess animals from clues, make cardboard roll crafts of animals, and describe their crafted animal.
The lesson aims to help students
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
This document provides guidance for facilitating games aimed at building trust, encouraging risk-taking, and fostering inclusion. It lists over 20 games with brief descriptions and notes on logistics. The games are meant to break the ice, build physical and emotional trust, and get participants out of their comfort zones through fun, low-risk activities requiring cooperation and communication. Facilitators are advised to model investment, keep rules minimal, encourage fair participation, and emphasize competing against oneself rather than others.
Raemer An Adventure in Drama: Take 1 – Improvisation in the EFL Classroom ETAI 2010
Theatre games can be used in the EFL classroom to practice skills like group cooperation, improvisation, awareness of others, and having a sense of humor. Some suggested theatre games include Zip Zap Zop where students pass a word around a circle, Anything Fabric where students imagine what a piece of fabric could be, and storytelling games where students take turns adding one word to a story. The document provides descriptions of sample warm-up games and theatre games that develop skills through movement, dialogue, and scene work.
1) Students will participate in introductory icebreaker activities including Fruit Bowl to encourage interaction. Ground rules around respect will be established.
2) A "Clumping" activity will have students move around the space and form groups based on shared interests.
3) Small group discussions will allow students to get to know each other and share favorite performances/characters as an introduction to drama. Project requirements will also be outlined.
The document contains instructions for various energizer activities that can be done in a group setting. The activities include games like passing a ring between participants without being detected, discussing life experiences based on prompts, remembering lists of words or numbers, interpreting common phrases, and more. The instructions provide clear directions for setting up and playing each game or activity in a participatory way to energize a group.
The document provides instructions for several icebreaker activities that can be used to help groups get acquainted, including having members find others who fit different categories and labeling them, playing games to learn names like World Trip and The Name of the Game, and energizing activities like Be It and Move to the Spot that involve acting out movements or objects. The activities are designed to promote mixing, provide opportunities for self-disclosure, build memory and focus, and help group members feel more comfortable with each other.
This document outlines various icebreaker and team-building activities that can be done virtually using video conferencing. It provides instructions for 14 different activities in both French and English. The activities are designed to help participants get to know each other, express themselves, focus/concentrate, energize/re-energize the group, and work together to co-create something. Some example activities include finding commonalities, mirroring movements, charades to portray different emotions, observing details about each other within a time limit, coming up with cries of war or sounds to create a soundtrack without words. Times of 5-10 minutes are allocated for each activity.
This document describes several team-building activities including the Helium Stick, Toxic Waste, Minefield, and Warp Speed. The Helium Stick involves a group working together to lower a lightweight pole resting on their fingers to the ground without breaking contact. Toxic Waste challenges a group to transfer "toxic waste" between buckets within a time limit using only provided equipment while maintaining a safe distance. Minefield is an activity where partners take turns guiding each other blindfolded through an obstacle course using only verbal instructions. Warp Speed extends the group juggling icebreaker to a speed challenge where groups tender and attempt to beat a time for passing an object around the circle.
We cover an introductions to WordPress, Wordpress dashboards, themes, how to post, and how to add media to your WordPress site. We also have set time aside each day for students to work on their typing skills.
These are minute-by-minute guides on teaching the youth. If you want to start your own Youth-Led Tech program, this is the place to start. At Smart Chicago, we are dedicated to sharing all of our methods. Not just code published to Github (though we do that, too), but whole swaths of templates, resources, and guides that help spread the practice of community technology.
The document discusses several activities, including:
1) An activity where students work in pairs to match vocabulary words by sound. One student chooses a word and the other tries to find their matching "twin" word.
2) An activity where students sit in a circle and take turns adding to a collaborative story about a holiday travel by creating the next sentence in the story.
3) The document asks questions about the number of people involved and what activities they do. It also discusses using signal words to understand the sequence of events in a story.
This document provides instructions for several icebreaker and team-building activities:
1. "Animal Noises" is a large group activity where participants are assigned animal names and must communicate through making the corresponding noises without speaking.
2. "Train Game" is played in a circle, where one person in the middle tries to catch the "train" as it moves around the circle by people squeezing each other's hands.
3. "Memory Game" divides a group into small teams to test their memory by looking at objects under a blanket and then writing or drawing what they saw.
This document provides instructions for several icebreaker and team-building activities:
1. "Animal Noises" is a large group activity where participants are assigned animal names and must communicate only through the noises of their assigned animal to find their matching pairs.
2. "Train Game" is a circle activity where one person in the middle tries to catch the "train" as it moves around the circle through hand squeezes, with some appointed as "stations" and "crossings" to direct the train.
3. "Memory Game" is done in small teams where objects are placed under a blanket for participants to view and then recall individually and as a team, checking accuracy against the actual items. It tests
Yes, AND Facilitate! by Raju Mandhyan for IAF PhilippinesRaju Mandhyan
How you can use the art, the science and the fun behind Improv / Improvisation to process meeting facilitation in a fun, fast and flexible way.
This session responds to two core competencies of the International Association of Facilitation.
Conducted by Raju Mandhyan.
Supported by Team, IAF Philippines
with some counsel by Paul Z. Jackson.
Teacher Michele Martyn taught a 7th grade movement class that lasted 1 hour and 42 minutes. The lesson introduced students to various movement techniques including moving individual body parts, creating shapes with their bodies, and interpreting words and sentences into movements. Students practiced moving to music and performing movement sequences. Assessments included classroom observation of students' ability to discover movement potential, create images with their bodies, and interpret sentences into movement. The class provided students with their first experience moving expressively and performing for others.
This document outlines lessons for a drama movement unit. It includes 5 lessons with objectives, activities, and assessments for each. Lesson 1 has students respond to narratives and images through movement. Lesson 2 focuses on interpreting music into movement. In Lesson 3, students practice exaggerated slow motion movements and create an original narrative. Lesson 4 is spent planning a movement piece set to music representing their narrative. The unit concludes in Lesson 5 with students performing their completed movement pieces.
The document provides a weekly home learning plan for Grade 1 students with activities scheduled each day from Monday to Tuesday. On Monday, activities include personal hygiene lessons on handwashing and toothbrushing. A psychosocial activity focuses on feelings of safety through drawing favorite animals. On Tuesday, activities continue with personal hygiene lessons on posture and a psychosocial activity using voice to demonstrate high, low and loud sounds.
The document introduces drama to students and guides them through some introductory drama exercises. It begins by asking students to think about and define drama, their prior experiences with it, and their feelings about studying it. Students then pair up to share their answers. Two drama exercises follow - the first involves students mirroring their partner's movements without speaking, and the second has students taking turns portraying different characters by moving around the circle. At the end, students provide feedback on post-it notes about what they discovered, difficulties they faced, and what they enjoyed from the lesson.
Muller Lilia - Didactic Unit 1 - Into the WildLiliaMuller
The document contains a lesson plan for a unit on describing animals. The plan includes 4 activities over 4 weeks:
1) Students will watch videos and complete activities to identify wild animals and learn where they live. They will also play puzzles and name the animals.
2) Students will watch a movie trailer, recognize animals, and discuss their favorite animals and friends of Mowgli from The Jungle Book.
3) Students will listen to a song about animal abilities, draw what animals can't do, and write sentences about animal abilities.
4) Students will guess animals from clues, make cardboard roll crafts of animals, and describe their crafted animal.
The lesson aims to help students
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. From the training course "Your Body Is a Voice II"
May 2 01 7 In - Ganties - France.
1
2. C O N T E N T S P A G E S
p. 1 - 2
2
p. 3 - 5
p. 6 - 8
p. 9 - 1 0
p. 1 1 - 1 2
p. 1 2 - 14
p. 1 5
PRESENTATION ................................................................................................
THEATER ........................................................................................................
DANCE ........................................................................................................
SINGING ........................................................................................................
THE GAME BOX ................................................................................................
TOOLS TO EVALUATE .........................................................................................
GROUPE PICTURE .........................................................................................
THANKS ......................................................................................................... p. 1 6
3. Solafrika, the organiser, works on social
proj ects in France throughout workcamps
with local teenagers facing social
difficulties. We also organised
international youth-camps, training
courses and awareness workshops about
ecological practices. In N-W Africa, Solaf
has exchanged ecological practices with
fruits drying and wood cooker devices and
sustains the development of mangos
drying cooperatives in Mali.
6 international partners and countries
3
Continuous action - Estonia
http: //www. continuousaction. ee/
Center for Intercultural Dialogue -
Macedonia
http: //cid.mk/new/
European Youth center Breclav - Czech
Republic
www. eycb. eu
Theatre ect. - Cyrpus
www. theatretc. com
Regionalne Centrum Młodzieży (Regional
youth center) - Poland
Group of the European Youth for Change -
Romania
http: //www. geyc. ro/
4. In Ganties, France where we shared this
experience, we spent 1 0 days experiencing body
langage. We practiced dance, singing and theatre.
We performed the result of our creation in the
Ti' Stival Festival in Castillon
and in the city center of Toulouse.
We practiced the workshop we had prepared with
the pupils from Gantie' s school.
The objectives of this training course were:
* Promoting the access to culture for everyone,
* Developping the creativity, communication and expression of european
young people by training youth workers.
* Practicing interculturality and living together.
4
This technical booklet has been done by
participants, facilitators and trainers of the
European proj ect "Your Body is a Voice II" . It
represents a gathering of the activities
experimented during the training and that could be
re-used by anyone in other workshops.
Please help us to
share this booklet
as much as possible
to use and spread
the activities
around.
5. Groupe dynamic
games
Human Bingo
It has the purpose
for the participants
to get to know
each other and
their names. It is a
fun icebraker.
Lucky luke
To learn the names
of the others. It
also develops your
concentration and
it makes everyone
focused.
Everyone is in a
big circle.
Everyone says
their names one
after the other.
Then the game
leader is in the
middle, turning
around and
pointing to
different persons.
When someone is
pointed at, he has
to go down and
his/her neighbour
has to say quickly
his/her name. The
one who doesn' t
remember the
name goes out of
the circle.
The last two
persons have to
be some steps
away from each
other. The game
leader says a
story and when
he/she says a
specific word
(that has been
chosen before),
the two have to
say quickly the
other one' s name.
Who says it the
first, is the
winner.
5
6. 6
Secret friend
To act friendly and
to make little
unexpected
surprises.
The game lasts
during all the
training.
To prepare it, the
game leader has to
write down the
names of
participants on
little papers, fold
them and gather
them in one place.
Then every
participant takes
one and no one can
reveal their secret
friends to anyone.
Every day during
the proj ect you
should do small
surprises to make
your secret friend
happier in the way
he/she would not
have any clue who
it is.
In the end of the
proj ect everyone
will discover who
was their secret
friend.
Way to end the secret friend: Make a circle
with every one. One person is coming in the
middle, is closing her/his eyes and wait for
her/his secret friend to come. When the SF
is here the person can touch the face to
guess who is her/his SF. Three try, if not then
she/he can open her/his eyes and recognise
the person.
1minute
question
to warm-up and
also to get to know
other people
better.
The game leader
gives 1 minute to
participants, they
should move
around, should talk
to different people
and should get to
know as many
things as possible
about people AND
memorize it.
Then after some
time (it can be 1 0
minutes or longer
time) all
participants will
stand in the circle
and one by one
they can say what
and how much
they remember
from asking
questions.
7. 7
Exercices
1minute death
This activity is
teaching, how to
trust yourself, your
partner and how to
play certain scenes
without any words.
So, with this you can
learn to trust and
listen to your body
to give your message
with your body.
The game leader
explains the
activity and divides
participants into
pairs. The task for
partners is to
create a 1 -minute-
long scene that
ends with death (at
least one partner
has to die in the
end). Pairs have 1 5
minutes to prepare
the story. The
scene must be
without words.
After the
preparation time
all pairs will
perform to the rest
of the group one by
one.
Then the game
leader asks the
participants to
repeat, but this
time (s)he secretly
tells to pairs, which
one goes next to
perform and some
pairs have to
repeat their story
now with words.
Also, some pairs
may have to
perform at the
same time and it
might create some
new situations.
It last 45 minutes,
it is suitable with
any ages.
8. Mirror g a m e
Everyone into
pairs for an
exercise that
trains sharing
focus, taking
focus and
physical
listening.
One of the players in
the pair begins to
gradually move. The
other player mirrors
his/her movements .
Initially one player is
leading the other and
then the lead
switches. Eventually
there is no way to tell
which player is
leading the exercise
the focus is being
shared rather than
taken by one player or
the other.
The obj ect is not to
screw up the other
player, but to make the
reality of the mirror
the priority.
8
9. Te m p o
The rate or speed at
which a movement
occurs; how fast or
slow something
happens on stage.
D u r a t i o n
How long a movement
or sequence of
movements continues.
R e p e t i t i o n
Repeating something
on stage. It can be an
exact copy or it could
be a variation.
Variations on
repetition: Exact
Tr a n s f e r
(a movement or
gesture is applied to
another person or
context)
Transform (a
movement is
transformed into
something different
but from the same
source idea e. g. the
action of bouncing a
ball becomes the
action of fingers
running through mud)
Recycling ( repeating
a moment, movement
or gesture later in the
Viewpoints session
-serves as a unique
vocabulary for the
session)
View point K i n a e s t h e t i c
R e s p o n s e
A spontaneous
physical reaction to
something which
occurs outside you;
the impulsive mov-
ement which occurs
from stimulation of the
senses.
Consider: this
viewpoint holds the
viewpoints
improvisation together
by Anne
Bogart
To learn move and
behave in space like a
professional
actor/dancer. It is an
improvisational
system that trains
actors to use their
body in time and
space to create
meaning.
Principles of the
viewpoints
S p a t i a l
R e l a t i o n s h i p s
The distance between
things on stage,
between one body and
another or between a
body and an obj ect or
piece of architecture.
Consider: groupings
extremes of proximity
9
10. Theater of the
object
find a way to create a
dialogue between your
body and the obj ect
without using words
the participants
were asked to
bring an obj ect
(either personal or
not) and with it to
create 5 different
movements. Then
we chose together
one movement
which they had to
repeat.
Through this
physical movement
they had to
connect with the
space and their
action by using
external
transformation as
a tool.
10
11. Beyond
words, movement is
another powerful tool of expression
and communication. With the workshop
we have learnt how to give voice
to our body through
movement.
Warming up games
m a s s a g e in pairs/warming up
the body
*Rub people' s back, shoulders, neck and
arms (warm up the body)
*Cover the other' s eyes and then ears,
put pressure and then release fast
*2 fingers across the spine –good when
someone has a fever
*Pressing the nails one by one – good
when someone is sleepy/ fainting or needs
the circulation restored
*Gentle circle rub the lower part of the
back – good for the kidneys
Eye contact g a m e
Make the participants walk
through the room. Tell them to
do firstly obvious eye contact
with someone. Let them live it
for a while, keeping on walking
but never losing the other
person with your eyes. Then ask
them to keep on walking,
stoping gazing at the person but
always knowing where is this
person watching from far. Make
people change directions fast
without touching eachother.
' Detective' game –Ask the
participant to follow somebody
from a distance without the
person knowing. Then ask them
to follow the person just behind
her. End the exercize when
everyone is stuck .
11
'This is IT' g a m e
Name someone or two (depend of how many
people you are) who will be the hunter. He
will have to touch someone who has to
freeze, his aim is to freeze a maximum of
persons. All the other participants can free
them only by crossing between their legs.
It' s a good game to force people to use all the
space.
12. 12
Group focusing games
'Follow the leader'
g a m e
Ask the participants to
make squares of 4 and
one person in the middle.
The 4 have to be orbiting
around the leader,
following every move.
The leader can choose
the rythm (to walk, run,
crawl) the height and the
direction. He always has
to take care of the others
around because, they are
following whatever is
happening. If the one in
the middle is going left
all the group is following,
even changing sense in
order to face the middle
one.
The goal is to constitute
a solid group which is
evoluating together in
one shape. The aim to
make the participant
being kind to eachother
and listen what' s
happening between them.
'Catch the leader' g a m e
In the same shape, of 5 people,
the leader this time is trying to
escape the square. The
obj ective of the others is to stop
him, by catching him with their
arms, using the balance of their
body to receive him and giving
the power to jump back in the
middle.
This is an exercice to develop
the porté and make the group
being very kind, listening and
learning how to use your body
weigh to jump higher.
'Choreography building'
Ask each participant to walk in the space using all of
it. Then ask them to dance using one part of their body.
The movement has to be really precise, we must be able
to obviously see that the person is using one specific
part of her body. They also have to take into account few
dance' s rules: the rythm (fast, slow. . . ) the height
(j umping, to the floor, sit down), the breathing (on
which movment do I breath?) and the look.
Ask them to name the bodypart when they use it and say
out loud. Make them change the body part.
Finaly ask them to choose 5 body parts and 5
movements linked to it. Ask them to create a movement
chain that they can repeat until they feel confortable
with it.
After a while ask them to form group of three and tell
them to combine all their movment chains, in order to
create the choreography. Each of them has to explain
which part of the body is used and what is the speed, the
level etc.
13. 13
Pina Bausch
4 season marche
The 4 seasons walk
Each season is represented by a movement really simple
and really precise. Practicing it you have to combine the
movements with rythm of your steps because it is a walk.
All the dancers have to be in the same rythm of steps and
movements. Repeating the 4 movment until the end of the
song.
You can see filmed explanation of it with this l i n k
Pina Baush
She is a famous german
dancer and
choreographer. Born in
July 27th 1940 and dead
in June 30th 2 009, she is
considered as one of the
principal name of
contemporary dance and
dance theater.
14. 14
Exercices
In our body it' s the
diaphragm which makes
all our breathing
possible. By speaking or
singing we usually are
not aware of it but, this
muscle is working all the
time.
First of all before singing
you have to focus on your
breathing. Feel the air
coming inside and
outside, which way is it
taking?
Warming up:
To warm up your voice
you have to make it
step by step.
Slowly making a big
smile and slowly
closing it again. (Do it
several time to strech
you mouth).
Slowly opening a
mouth like yawning,
and slowly close it.
Breathing. .. listening
the breathing while
making noises with
different S sounds.
With you hand you
write you name in the
air while saying it
loud with an S sound
(like bees).
Warrior game:
To make your body being more flexible
and you voice ready:
Every body is standing in a circle.
There is 3 postures : 1 sender, 1 receiver
and 2 cutters
The goal : send a sound very short and
very strong between people
The sender chooses the receiver by eye
contact and makes a sound together with
a body movement
Silence
The receiver makes a sound together with
a body movement
Silence
The 2 cutters are on the
2 sides of the receiver
and they' re synchronised
and they cut at the same
time with a sound and a
body movement
Silence
Then the receiver
become the sender and
you do it until every one
has done recever and
sendes.
15. The two polyphonique songs from the
training
« La novia »
La novia a nau brilhants suu cap (x2)
Nau brilhants suu cap, L'anèth au dit. (x2)
Uèit, Sèt, Shéis, Cinc, Tres, Dus, Un
(Eight) (Seven) (Six) (Five) (Three) (Two) (One)
You repeat those lyrics replacing the "Nau" (which
mean nine) by the other numbers one by one.
"Nau Goiatas a castethnau"
Nau goiatas a Castèthnau (x4)
Eras que volerén dançar
Mes los goiats que cèrçan l' ombra
Eras que volerén dançar
Mes los goiats n' ac volon pas
Uèit, Sèt, Shéis, Cinc, Tres, Dus, Un
(Eight) (Seven) (Six) (Five) (Three) (Two) (One)
You repeat those lyrics replacing the "Nau" (which
means nine) by the other numbers one by one.
You can hear them on the video on this link. 15
16. DIXIT game or other artistic cards :
Ask to participants to choose one or
several cards and explain their
feelings
about an activity or a situation by
describing the cards
16
20. 20
Trainers and facilitators :
Julie Klapczynski and Maëva Giubilei
from Solafrika
Hélène Lafont
from Pollen Association
and
Angélique Danguy
from the dance school Les 3A
Maria Varnakkidou
from Théâtre Ect. (Cyprus)
The team from the Ti' Stival in
Castillon
Partner organisations :
GEYC - Romania
Continuous Action - Estonia
RCM - Polland
Theatre ect. - Cyprus
EYCB - Czech Republic
CID - Macedonia
Participants
Marj aa
Jane
Stefan
Nalalija
Davor
Karol
Dorota
Klaudia
Monika
Ondrej
Daniel
Jack
Cristina
Anto
Adina
Annie
Athena
Lisa
Rocio
Simon
. . . and you !Please, if you use one of these workshops, send us an email at solafrika@yahoo. fr
with the obj ect "Your body is a voice II !afterparty" to share your experience with us and around.
Estonia ->
Romania ->
Czech
Republic ->
France ->
< -Polland