CROATIA

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POWERPOINT PRESENTATION FOR SPEECH FOR UNIVERSITY OF ZAGREB. INVITATION TO PARTICIPATE AT INTERNATIONAL ART THERAPY SYMPOSIUM IN CROATIA.

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  • TITLE OF PRESENTATION IS: ART IN SOCIAL TRANSFORMATION: TOWARDS A CULTURE OF PEACE!
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CROATIA

  1. 1. CULTURE OF PEACEARTCHILDRENCOMMUNITY<br />
  2. 2. Objectives<br />General objective<br />.To create capacities in vulnerable individuals or groups of individuals promoting a culture of peace through the use of creative processes<br />Specific objective 1<br />Encourage concepts of culture of peace in Central America by educating children and women<br />Specific objective 2<br />Encourage the use of necessary tools promoting community development<br />Specific objective 3<br />Stimulate capacities of individuals by the use of artistic processes<br />
  3. 3. ANTECEDENCE<br />RESULTS<br />Use of art therapy to<br />Work with children <br />victims of abuse or<br />in social risk<br />projects<br />mission<br />Referential frame<br />vision<br />Community development that<br />Promotes a Peace culture <br />Strategic<br />profiles<br />Trainings and workshops of<br /> young leaders,<br />Tutors and volunteers <br />programs<br />
  4. 4. mission<br />ASART mission is to create capacities in vulnerable indivuals or groups of individuals in Central America with the objective of enhancing a pacific living through the use of creative proceses.<br />By pacific living we understand a quality of life that does not demeans society, the harmonious coexistance of all groups that compose it, the values attitudes and behaviors that reject violence and prevent conflict through dialogue, negotiation and respect. <br />ASART tries to reinforce peace culture concepts through the education of children and women. Our goal is to develop a sense of leadership, discipline, respect , empathy and team work which are the basic tools for an integrated community development<br />
  5. 5. Vision <br />We seek for a peaceful living in Central America, where children can improve their capabilities and skills in accordance to a healthy and sustainable economic growth. <br />We want more children in school (less school dropouts), less teenage pregnancies, extra incomes for families in extreme poverty, less polution and more enviromental consciouness (creative and artistic ways to recycle), less domestic violence and less chains of power hierarchies.<br />
  6. 6. Strategic Alignments<br />Environment <br />Peace Culture<br />Environmental Program<br />Family inconme Program<br />Building capacities forwomen<br />Peace Program<br />Building capacities for children <br /> Tranversal Alignments<br />Equity and Gender<br />Art and Culture<br />Public Safety<br />Lineamientos<br />
  7. 7. THE PROBLEM TREE<br />
  8. 8. SELF-ESTEEM<br />A personal judgment of our own selves based on social, cultural, religious, economical, political and historical patterns.<br />CAUSES OF LOW SELF-ESTEEM<br /><ul><li>Depression.
  9. 9. Anger towards ourselves and others
  10. 10. Low self esteem.</li></ul>ABUSE<br />
  11. 11.
  12. 12.
  13. 13.
  14. 14. Definition of Culture of Peace<br />
  15. 15. CHAINS OF VIOLENCE<br />
  16. 16. Anotherchain of violence<br />Proceso de la Economía de la Materia<br />Pollution<br />Destrution<br />Consumism<br />Annie Leonard, Story of Stuff. www.storyofstuff.com<br />
  17. 17. Definitionor Concept<br />
  18. 18. Values<br />
  19. 19.
  20. 20. MURALISM : ACTIVITIES<br />Choose a subject, give a speech to the participants in order to make them thinking<br />Let the participants paint about the narrated subject or history<br />Choose a wall and prepare it <br />Cuadricular pared y pasar el dibujo<br />Families, teachers, children and corporate volunteers help to paint the mural<br />Duration: 2-4 afternoons according to extent<br />
  21. 21. GENERAL OBJECTIVE <br />The general objective is to create capacities (as leadership, self-love, pride, discipline and teamwork) in vulnerable individuals or groups of people from communities in social risk by the use of creative processes and thus to sustain peace in Centroamerica.<br />
  22. 22. SPECIFIC OBJECTIVES<br />When we paint a mural in an extremly poor community we help to beautify the environment but at the same time we give messages, we communicate ideas and ideals.<br /> we instill a sense of pride and satisfaction in people that participates through the exposure of their work. <br />Through this activity we reintegrate into the community all the people that participates in an environment full of creativity and camaraderie where we integrate the private sector, public institutions and civil society. It is a celebration of differences and an ideal space full of expressions and understanding.<br />
  23. 23. MURALS<br />
  24. 24. FIRST STEP<br /><ul><li>Niños y niñas dibujan sobre un tema previamente escogido: en este caso particular, MI VIDA EN LA ESCUELA.</li></ul>Extracto de mural Virgen de Fátima 2007<br />
  25. 25. SECOND STEP<br />Se elabora un boceto con elementos de todos los dibujos de los niños y niñas participantes.<br />Extracto de mural Pan y Amor, Nicaragua 2007<br />
  26. 26. THIRD STEP<br />Preparar la pared<br />
  27. 27. Se cuadricula la pared<br />Se pasa el dibujo a la pared <br />FOURTH STEP <br />MURAL BRITT ABRIL 2011<br />
  28. 28.
  29. 29. THEATER OF THE OPPRESSED<br />The Theater of the Opressed (TOD) is a method developped the brasilian advisor, actor, director and pedagogue Augusto Boal in the 1960s.<br /> The Theater of the Oppressed is about the theater of oppressed social classes and about all oppressed people inside these social classes. The methods of the Theater of the Opressed are influenced by Bertolt Brechts epic theater and by The Pedagogy of the Oppressed by Paulo Freire. They contain some initial games for actors and non-actors: the journalistic theater, the rainbow of desire, the legislative theater, the invisible theater, the image theater and the forum theater – the most famous among them.They are aimed at transforming the observers into protagonists of the dramatic action and “through this transformation helping the observers to prepare real actions which lead them to their own liberation”. The Aesthetic Eduaction has been the last method developped by Augosto Boal.<br />http://es.wikipedia.org/wiki/Teatro_del_oprimido<br />
  30. 30. PEACE CULTURE TRAININGS WITH YOUNG LEADERS SPONSORED BY SAVE THE CHILDREN Nicaragua, 2008<br />First workshops of the Theater of the Oppressed on national scale. On this occasion we were instructing young leaders Ocotal, Totogalpa, Yalaguina, Somoto, Matagalpa, La Dalia, Ciudad Darío, Managua, León and Granada.Project of Save the Children about peace culture on the national scale, Nicaragua, 2008-2009<br />
  31. 31. FIRST STAGE FORUM THEATER / COSUDE<br />ACAHUALINCA, MANAGUA NICARAGUA 2010-2011<br />SUBJECT VIOLENCE AND ENVIRONMENTAL EDUCATION<br />
  32. 32. LA DALIA , MATAGALPA, NICARAGUA, 2009<br />OTHER WORKSHOPS: IMAGE THEATER<br />
  33. 33. PUPPET WORKSHOP FACILITATED BY THE FOUNDATION AMANECERES DE PANAMA AND ASART IN PAN Y AMOR SCHOOL OF ORIENTAL MARKET, MANAGUA NICARAGUA 2009<br />
  34. 34. First play of ASART: Barrio Limpio, Barrio Sano<br />
  35. 35. RECYLCED ART<br />
  36. 36. WORKSHOP FOR MOTHERS IN VIRGEN DE FATIMA SCHOOL IN CARTAGO, COSTA RICA 2010<br />
  37. 37.
  38. 38. RECYCLED DRUM, BATUCALATA PROJECT, JANUARY 2011<br />
  39. 39. BENCH MADE WITH ECOLOGICAL BRICKS, COSTA RICA 2010<br />
  40. 40. CONSTRUCTION OF A SUPPLY CENTER WITH ECOLOGICAL BRICKS IN THE ELEMANTARY SCHOOL OF ACAHUALINCA, 2010-2011, MANAGUA NICARAGUA, FINANCED BY DANIDA<br />
  41. 41.
  42. 42.
  43. 43. LOMAS DEL RIO 2, PLAYGROUND, ASART-U VERITAS 2010<br />
  44. 44.
  45. 45.
  46. 46. ART THERAPY WORKSHOP FOR ABUSED CHILDREN / SELF-PORTRAIT / 6-YEAR-OLD BOY, SEHLTER OF ESCAZU 2008<br />What cannot be seen at first sight…<br />… can be seen with light effects in photoshop<br />Since 2003 approximately 250 art workshop have come into being in shelters for minor abuse victims. Due to legal matters we cannot reveal their identity but we will be able to keep some of the results. <br />
  47. 47. Shelter Escazu, 2006 <br />Self-portraits of 6 and 7 year old children<br />In these self-portraits we can detect characteristics that appear very often in drawings of abused children. Deformed or nonexistent extremities for exemple, as well as enourmous heads, empty eyes and the utilization of black.<br />
  48. 48. We denounce aggresors when we have to face cases of abuse in school children like the following case in Los Lagos School, Liberia, 2006.<br />
  49. 49. Alle these drawings are from the same child.<br />
  50. 50. Workshop: Fortification of the self-esteem by the use of art and cooking<br />Albergue Pavas, 2005<br />Accredited photography, hidden identities<br />
  51. 51. SHELTER SAN GABRIEL DE DESAMPARADOS, 2005<br />Fotos autorizadas, identidades borradas<br />
  52. 52. Daily newspaper, Costa Rica, Monday 15th of december, 2003<br />http://www.aldia.cr/ad_ee/2003/diciembre/16/sociedad1.html<br />
  53. 53. La Prensa, Nicaragua, 1st of april 2008<br />
  54. 54. RECOMMENDATIONS<br />Develop a warm and friendly relationship with the child inwhich good rapport is established as soon as possible. <br />Accept the child as it is. <br />Establish a relationship in which the child feels free to express his feelings completely .<br />Do not correct absolutely NOTHING .<br />Praise in moderation. <br />DO NOT criticize, make no comments or recommendations. <br />Provide a proper enthusiasm and self confidence. <br />Do not create dependencies <br />No preference. <br />Maintain a great respect for the child's abilities to solve theirproblems when you have the opportunity.<br />Let the child lead. You follow. <br />Set some limits are necessary to help the child to feel free andsafe at the same time. For example, do not let children sit onthe laps. <br />
  55. 55. Bibliografía<br />http://www.youtube.com/watch?v=2MvVNLHoAqQ<br />Nieves Batista Lorenzo ,Directora del Programa Barrio Activo y Facilitadora del Programa Hacienda Cultural Paz de la ONG Casa Amarilla en Barcelona, España<br />EDUCA, Manual para la Formación: Lucha contra el castigo físico, PANIAMOR, Save the Children, UNICEF, CEAPA, CONCAPA.<br />Margot Sippel professor at Fanshawe College, London , Ontario<br />Karen Gingrich Dr. Expert in aggresors<br />Breaking the Silence, Cathy Malchiodi, 1997<br />Story of Stuff<br />

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