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eo & Se= p A a p65 “if sys ~l- . >» (Ay & A Me ve = . e nee aa ain Educatie prin arta pentru copiii romi Education through art for Roma kids DIVERSITATI TURA $1 ARTA gee iui cultural european "Sra rimoniu We Qeea OA m— grants ‘iy colors ‘ee ia 16 tineri voluntari, formati in animatie socio- culturala impreuna cu 16 profesionisti din cultura si educatie, formati in competenta de exprimare culturala si 5 oameni colorati si-au pus laolalta cunostintele din educatia nonformala si entuziasmul pentru a oferi timp de 5 luni (aprilie-august) unui numar de 408 copii romi din Garcini - Sacele, jud. Brasov un program educational-cultural din zona artelor vizuale, consténd in mini-tabere de arte vizuale si ateliere de empowerment cultural, desfasurate in Sacele si 2 tabere rezidentiale desfasurate in Ocna Sibiului, jud. Sibiu. In cadrul proiectului au fost folosite 8 metode din zona artelor vizuale (desen, pictura, benzi desenate, instalatii, colaje, ceramica, stencils, arte textile), adaptate nevoilor copiilor, dar si jocuri diverse, activitati sportive si metode din artele spectacolului (muzica, dans, teatru). Brosura contine exemple din activitatile si metodele utilizate in proiect, precum si principalele lectii invatate. 16 youth volunteers, trained in socio-cultural animation with 16 professionals from culture and educational work areas, trained in intercultural competence and 5 colored people put together their knowledge from nonformal education and their enthusiasm to offer during 5 months (April- August) to 408 Roma Children from Garcini - Sacele, Brasov County an educational-cultural program from visual arts area, consisting of visual arts mini- camps and cultural empowerment workshops, implemented in Sacele and 2 residential camps, implemented in Ocna Sibiului, Sibiu County. During the project we used 8 methods from visual arts area (drawing, painting, comic books, installations, collages, ceramics, stencils, textile arts), adaptated to kids’ needs, as well as different games, sport activities and methods from performing arts (music, dance, theater). The brochure shows examples of activities and methods used in the project, as well as the main lessons learnt. Voluntari Volunteers 2A & bobs a eebka ) 2 & @A Sia@held ete Steed set he ie wied fr AAAs i) Reread een Alexandra Trandafir eat 2 hse Sati se 4 a Sic@hink tig Siv@henb tig ¢ aot era has op mn Sd diablo D Arta este pentru oricine. Bune in cadrul proiectului am lucrat cu copii romi, cu tineri animatori si cu profesionisti din cultura si educatie. Toate cele trei grupuri au avut ocazia de a interactiona cu artele vizuale, respectiv cu opere apartinand patrimoniului_ mondial. In acelasi timp voluntarii i-au ghidat pe copii in procesul de creare de opere artistice, cu diferite metode, 0 parte din opere fiind parte a unei expozitii finale. During the project we worked with Roma children, with youth animators and professionals from culture and education. All three groups had the chance to interact with visual arts and works belonging to the world heritage. In the same time the volunteers guided the children through the process of creating artistic works, with different methods, some of the works being part of the final exhibition. Arta dezvolta oameni si comunitati. Copiii din grupuri vulnerabile se pot exprima mai liber atunci cand aleg modalitati artistice, precum pictatul sau desenatul. In felul acesta le putem intelege mai bine nevoile si ii putem ajuta in procesul de acumulare de cunostinte, abilitati si atitudini. si in dezvoltarea lor armonioasa pe termen lung. in plus, copiii romi au un simt extrem de dezvoltat pentru artele spectacolului (muzica, dans, teatru). A-i face constienti de talentul lor nativ si mandri de mostenirea culturala poate fi o modalitate prin care le putem creste stima de sine. Copii armoniosi inseamna si comunitati sanatoase. The children from vulnerable groups can express themselves more freely when they choose artistic ways, like painting or drawing. This way we can understand better their needs and we can help them through the process of gaining knowledge, abilities and attitudes and for their harmonious development on long term. In addition, Roma children have an extremely developed sense for performing arts (music, dance, theatre). Making them aware of their native talent and proud of their cultural heritage can be a tool to increase their self esteem. Harmonious children means also healthy communities. 2 i ie : Arta este o modalitate de a lupta impotriva discriminarii. Art is a way of fighting against discrimination. Bune Copiii romi sunt copii ca oricare alti si ar trebui sa aiba acces la activitati de timp liber si vacanta. De aceea i-am implicat in mini- tabere, in ateliere de weekend si jn tabere rezidentiale, timp de 5 luni (aprilie-august) Practic in fiecare luna copiii au luat parte la cate o activitate de timp liber, cei mai activi fiind selectati pentru taberele de vara de la Ocna Sibiului, artele vizuale fiind scheletul principal al programului. Roma kids are children like any other and they should have access to free time and holiday’ activities. That is why we involved them in mini-camps, weekend workshops and residential camps, during 5 months (April to August). Every month the children attended a free time activity, the most active of them being selected for the summer camps in Ocna Sibiului, visual arts being the main frame of the program. Arta devine mai accesibila prin intermediul voluntarilor si metodelor nonformale. BN Pe parcursul proiectului am lucrat cu doua grupuri diferite de voluntari, tineri pregatiti in animatie socio-culturala si profesionisti in cultura si educatie pregatiti in competenta de exprimare culturala, ambele grupuri avand misiunea de a-i scoate pe copii din mediul lor si de a le facilita procesul de exprimare culturala. Metodele nonformale folosite au combinat artele vizuale cu artele spectacolului si jocuri. During the project we worked with two different groups of volunteers, youngsters prepared in socio-cultural animation and professionals from culture and education, prepared in intercultural competence, both groups having the mission to take out the children from their environment and facilitate their process of cultural expression. The nonformal methods used by us, have blended visual arts with performing arts and games. 12 animalute colorate create de echipa proiectului au avut rolul de a familiariza copii cu o parte din artistii folositi in proiect si de a adapta artele vizuale varstei acestora, fiind folosite pe tot parcursul proiectului Girafa Michi a fost colorata, apoi folosita pentru exercitii de cunoastere care au inclus © prezentare personala a hobby-urilor din zona artistica. 12 colored little animals created by the project team had the role of getting the kids acquainted with some of the artists used in the project and of adapting visual arts to their age, being used throughout the project. Michi the giraffe was colored, then used for “getting to know each other” games that included a personal presentation of hobbies from artistic field. % Soricelul a fost folosit in tabara de vara pentru exercitii de cunoastere si pentru a evalua progresul zilnic al acumularii de cunostinte, abilitati sau atitudini noi. The little mouse was used in the summer camp for “getting to know each other” activities and to evaluate the daily progress of getting new knowledge, abilities or attitudes. Pisicile, decupate si colorate de copii, aufost The cats cut out and colored by kids have folosite in tabara de vara pentru a imparti been used in the summer camp to split up participantii in echipe, a alege un nume al _ participants into teams, to pick up a name for echipei si pentru a facilita organizarea_ the team and to facilitate the administrative administrativa. organization. Benzile desenate au fost folosite pentru a stimula comunicarea verbala si creativitatea. Copiii au construit povesti diferite in jurul animalutelor artist care pleaca in vacanta de Paste. The comic books have been used to stimulate the verbal communication and creativity. The kids have built different stories around the little artist animals leaving for their Easter holiday. Benzile desenate au fost o activitate realizata. The comic books have been an activity in puri mici, stimuland lucrul in echipa. implemented in small groups, stimulating the Coy au invatat sé combine idei si sa team work. The kids have been learnt to imparta materiale. combine ideas and share materials. Sabloanele realizate de echipa proiectului au fost folosite pentru a-i invata pe copii sa creeze felicitari cu tematica de Paste. Stencils created by the project team were used to teach children how to create Easter postcards Sabloanele au fost folosite si pentru a crea Stencils were also used to create colored cosulete colorate de Paste si a exersa Easter baskets and to practice creative abilitati creative si deprinderi motorii. abilities and motor skills. Copiii si-au desenat autoportretul sub forma The kids drew their self-portrait as a de caricatura, metoda care le-a oferit ocazia caricature, the method giving them the de ase prividintr-o alta perspectiva,cuumor. opportunity to humorously see themselves. Desenarea autoportretului sub forma de caricatura a facilitat totodata comunicarea verbal si dezvoltarea abilitatilor de prezentare Drawing the self-portrait as a caricature facilitated in the same time the verbal communication and presentation skills. Crearea unor semne de carte desenate cu simboluri intalnite in Muzeul de etnografie din Sacele sau cu simboluri apartinand culturii rome a reprezentat o activitate de constientizare a copiilor a patrimoniului etnografic din zona in care locuiesc. Creating bookmarks drew with symbols from the Ethnographic Museum from Sacele or with symbols from Roma culture represented an activity which makes kids aware of the ethnographic heritage of the area where they are living. Galeria de arta educationale folosite pentru activitatile din proiect a avut ca rol de a-i familiariza pe copii cu patrimoniul mondial si de a porni o discutie despre lucrurile frumoase si culorile care ne inconjoara. recreata in spatiile The art gallery recreated inside the educational spaces used for the project's activities had the role of getting the kids aware of the world heritage and of starting a discussion about the beautiful things and the colors surrounding us. Galeria de arta a fost si un punct de pornire pentru pictat. Copiii au creat propriile opere de arta, fie reproduceri, fie tablouri inspirate din culori, obiecte, persoane sau stari. The art gallery was also a starting point for painting. The kids created their own art works, being reproductions or paintings inspired by colors, objects, people or emotions. Pictatul a facilitat discutii sumare despre curente artistice (impresionism) dar mai ales despre caracteristicile comunitatii rome in care traiesc copiii si lucrurile interesante care pot fi transpuse artistic in opere de arte vizuale. Painting facilitated short conversations about artistic movements (impressionism) and especially about the characteristics of the Roma community where the kids are living and the interesting things that can be illustrated in an artistic way in a visual work of art. Pictatul i-a ajutat pe copii sa-si dezvolte creativitatea, comunicarea, simtul artistic, s& afle mai multe despre ei si cei din jur si sa invete amestecuri de culori. Painting helped the kids to develop their creativity, communication skills and artistic sense, to find out more about themselves and those around them and to learn how to mix colors. Pictatul a fost folosit si pentru a crea crfi de vizité. Copiii au pictat pe carton cu acuarele folosind modele inspirate din Kandinsky, care au fost apoi taiat sub forma cartilor de vizita Painting was used to create business cards The kids painted on cardboard with watercolors using models inspired by Kandinsky whitch where then cut by the kids as business cards. Cartile de vizita au pornit o discutie despre The visit cards started a conversation about meseriile dorite de copii siimportantaunuiloc occupations wanted by kids and the de munca, dezvoltand totodata comunicarea_ importance of having a job, developing also verbala. the verbal communication skills. Ceramica (figurinele de ipsos) au fost folosite in tabara de vara ca o prima activitate de exersare a pictatului pe alte medii decat cele clasice (hartie, carton) Ceramics (plaster figurines) was used in the summer camp as a first activity of practicing painting on other materials as the classical ones (paper, cardboard). Pictatul in aer liber pe panza de dimensiuni mari (doodle) a constituit 0 modalitate de a crea arta colaborativ. Copii au fost impartiti pe echipe si au pictat pe rand figurine pregatite de voluntari; in total 2 panze de cate 40mp. Painting outdoor on big canvas (doodle) was a way of creating collaborative art. The kids were split into teams and painted in turnes the doodles prepared by the volunteers; they painted 2 canvas of 10 square meters. =. Pictatul pe panze mici cu modele abstracte: a fost modalitatea de a-si confectiona manual suportul pentru o rama foto, o amintire pretioasa de luat acasa din tabara de vara. Painting on small canvas with abstract models: was a way of hand-making the support for a photo frame, a precious memory to take home from the summer camp. Pictatul cu mainile a facilitat intalnirea cu Warhol si miscarea pop-art in cadrul taberei de vara. Painting with hands facilitated the meeting with Warhol and pop-art movement during the summer camp. Colajele folosind reciclarea creativa au fost 0 modalitate de a stimula creativitatea si lucrul in echipa. Collages using creative recycling were a way of stimulating creativity and team work Colajele au fost totodata un prilej de a oferi o alté perspectiva copiilor, prin prisma lui Picasso si a viziunii sale artistice. Collages were also an opportunity of offering kids a different perspective, through Picasso and his artistic vision. in cadrul artelor textile copiii au confectionat masti, folosind totodata sabloane create de voluntari si multe mArgelute sclipitoare. For textile arts the kids made masks, also using stencils created by the volunteers and lots of glittery beads. Mastile au fost folosite in cadrul carnavalului +The masks were used during the carnival and si petrecerii care a marcat finalul activitatilor the party that marked the end of the activities din Sacele. in Sacele. Tot in cadrul artelor textile copii au creat bratari cu bilute colorate, in tabara de vara. Also for the textile arts the kids created bracelets with colored beads, during the summer camp. Instalatiile au fost decoratii create de copii si_ Installations were decorations created by the voluntari pentru petrecerea de la finalul kids and the volunteers for the end of the taberei de vara. summer camp party. Jocurile folosite in cadrul proiectului au fost +The games used during the project were numeroase si din diferite categorii: de _ plenty and of various types: energizers, get to energizare, de cunoastere, de relaxare, know each other, relaxation, boardgames, boardgames, sportive. sport games. Jocurile au stimulat lucrul in echipa si The games stimulated the team work and the coeziunea de grup. group cohesion. Jocurile au dezvoltat abilitatile de The games developed the verbal or non comunicare verbala sau nonverbala, precum verbal communication skills, as well as sicreativitatea. creativity. Jocurile au stimulat spiritul competitiv si au The games stimulated the competitive spirit ocupat energia debordanta a copiilor romi. and kept busy the exuberant energy of the Roma kids. Jocurile de cunoastere au facilitat The get to know each other games facilitated comunicarea intre copii de varste diferite. the communication between kids of different ages. Jocurile de energizare au fost folosite in The energizers were used in different spatii diferite, inclusiv in muzeu, pe plaja sau spaces, including the museum, on the beach ‘in centrul orasului. orin the center of the town. Jocurile sportive (stafete) au stimulat The sport games (relay races) stimulated competitivitatea, spiritul de fair-play, lucrul in competitiveness, the fair play spirit, the team echipa. work. Pe langa jocuri sportive in cadrul proiectului am folosit si alte sporturi, in functie de spatiul si logistica disponibilA, tinand cont ca am lucrat cu un grup de copii hiper activi: baschet, fotbal, badminton, tinte, tenis de masa, volei ete. During the project we used not only sport games but also different sports, considering the available space and logistics and the fact that we worked with a hyper energetic group of kids: basketball, football, badminton, targets, table tennis, volleyball, etc. SA a ee Avand un simt extrem de dezvoltat pentru ritm, am folosit instrumente muzicale reciclate pentru a-i invata pe copii c4ntecul paharelor. Having an extremely developed sense for rhythm, we used recycled musical instruments to teach kids the cup song. in cadrul unui spectacol al talentelor, copiiiau During a talent show the kids worked lucrat impreuna cu voluntarii pentru together with the volunteers for an individual momente de cantat individual. singing moment. O alta modalitate de a construi pe abilitatile | Another way of building on kids' abilities was copiilor a fost de a canta impreuna cAntece _ to sing together their favourite songs, during preferate, in cadrul unui spectacol, in cadrul ashow, the parties or the fire camp. petrecerilor sau la focul de tabara. Scaunele muzicale a fost unul dintre jocurile Musical chairs were one of the most cele mai Solicitate de catre copii, indiferentde | demanded games by the kids, no matter their varsta, potrivit energiei lor si spiritului age, fit to their energy level and competitiv. competiveness. Dansurile de societate au fost o activitate inclusa in agenda proiectului, pentru a creste interactiunea dintre copii si a dobandi cunostinte noi intr-o zona artistica care le pune in valoare simtul dezvoltat pentru ritm. Ballroom dancing in pairs was an activity included in the agenda of the project to increase the interaction between kids and get new knowledge in an artistic area that highlights their developed sense for rhythm. Copiii au avut ocazia de a-si demonstra abilitatile artistice gsi talentul in cadrul dansurilor tiganesti, o modalitate interactiva de a promova o parte din mostenirea culturala. The kids had the opportunity to prove their artistic skills and talent through gipsy dances, an interactive way to promote a part of their cultural heritage. Macarena si alte dansuri in linie sau zumba_ Macarena and other line dances or zumba au fost folosite pentru a ocupa energia were used to respond to the kids' energy in copiilor in momente diferite. different moments Copiii au avut ocazia de a vizionao piesade The kids had the chance to watch a theater teatru pusa in scena de adolescenti implicati play staged by youngsters involved in artistic in activitati artistice multimedia in Sacele. multimedia activities in Sacele. Totodata copiii au lucrat impreuna cu voluntarii din proiect pentru a prezenta scurte momente de teatru in cadrul unui spectacol de talente din cadrul taberei de vara. In the same time the kids worked together with the project volunteers to present short theater moments during a talent show from the summer camp. In cadrul proiectului copii au avut ocazias4 During the project the kids had the viziteze pentru prima data Muzeul de opportunity to visit for the first me Museum Stiintele Naturii din cadrul Muzeul Brukenthal of Nature Science, part of Brukenthal din Sibiu, o experienta inedita. Museum from Sibiu, a unique experience. De asemenea unul empowerment cultural s-a desfasurat in Muzeul de etnografie din Sacele. Copiii au luat parte la un tur ghidat invatand mai multe despre patrimoniul cultural al zonei, despre alte etnii. din atelierele de Also one of the cultural empowerment workshops took place inside the Ethnographic Museum from Sacele. The kids took part in a guided tour learning more about the cultural heritage of the area, about other ethnic groups. O alta activitate a fost vizitarea centrului Sibiului si a principalelor obiective turistice (precum podul mincinosilor), copii fiind pentru prima data in acest oras. Another activity was the visit to the center of Sibiu and the main touristic points (as the liars' bridge), the kids being for the first time in this city. Una dintre activitatile din tabara de vara cu impact maxim asupra copiilor romi, indiferent de varsta lor, a fost vizita la lacurile sarate din Ocna Sibiului. Majoritatea au intrat pentru prima data intr-un lac cu apa sarata, au invatat sa facd pluta cu ajutorul voluntarilor, au dobandit mai multé ‘incredere in ei. One of the summer camp activities with a maxim impact on Roma kids, no matter their age was the visit to the salty lakes from Ocna Sibiului. Most of them entered for the first time in a salty lake, learnt to float in the water with the support of volunteers, achieved self- confidence. in cadrul proiectului am folosit artele vizuale gi alte metode pentru a construi un mediu sigur si relaxant pentru copii, in care s& dobandeasca abilitati sociale (ex comunicare, lucru in echipa), aptitudini de viaté independenta (ex. sa functioneze departe de parinti), sa-si faca prieteni, s4-si creasca nivelul de incredere, construind pe valori pozitive. _d oy During the project we used visual arts and other methods to build a safe and leisure environment for kids, where they can get social abilities (eg. Communication, team work), independent life skills (eg to be autonomous, and less dependant on their parents), to make friends, to increase their trust, building on positive values. invatat copiii? Ce au What did the children learn? ‘Am invatat sa pretuiesc persoanele de langa noi Am invatat sa pictez. Am invatat sa am mai multa incredere. Am invatat sa fac bratari, sa fac tablouri si am dansat muzici tiganesti si manele. M-am distrat si mi-am facut prieteni noi. Am invatat sa prezint in fata celorlalti. Am invatat unde e Ocna Sibiului, am mers la apa sarata, am facut talent show, am vazut dusurile. Am invatat sa ji respect pe cei din jur, am invatat sa nu ma bat. Am invatat sa fac iepurasi, sa joc baschet, sa ma inteleg cu colegii, sa joc fotbal, sa ‘imi fac patul. Am invatat sa nu varsam apa pe jos. ‘Am invatat sa fac pluta si sa joc twister. | learnt how to value the persons around us. I learnt to paint. | learnt to be more confident. | learnt to make bracelets, to make paintings and we dance on gypsy music and manele. | had fun and made friends. | learnt to make a presentation. | learnt where Ocna Sibiului is, went to salty water, made talent show, seen the showers. | learnt to respect those around me, learnt not to fight. | learnt how to draw rabbits, to play basketball, to get along with colleagues, to play football, to make my bed. | learnt not to waste water. | learnt to swim on back and to play twister. Ce au invatat voluntarii? What did the volunteers learn? A fost 0 experienta deosebita sa lucrez cu copiii, am avut multe lucruri de invatat, m-am dezvoltat pe mine ca persoana; plus animatia este 0 calificare pe piata muncii. (Liviu) Este prima experienté, mi-a placut sa descopar jocuri noi si s& lucrez intr-un grup mai mare. (Lori) Activitatile pe care le-am facut aici iti dezvolta mintea; copiii nu fac asa ceva nici acasa, nici la scoala. (Sami) Am invatat sa fiu prietenos, sa ti educ pe cei mici, sa fiu mai bun. (Adi) It was a great experience working with children, | had many things to learn, | have personally developed; plus animation is a qualification on the labor market. (Liviu) It is my first experience, | liked to discover new games and to work in a bigger group. (Lori) Activities that we have done here develop your mind; the kids don't do this at home, nor in school. (Sami) I learnt to be friendly, to teach the younger, to be better. (Adi) Ce au invatat profesionistii? What did the professionals learn? ‘Am invatat s& ma bucur alaturi de copii, s& mA jocalaturi de ei, s4-iinteleg mai bine siam invatat tehnica colajului. (Dana, bibliotecar) Mi-a placut ideea galeriei de arta si mi-am descoperit la randul meu talentul in pictura. (Costina, manager) A fost interesant la muzeu si pt mine, stiam cate ceva despre traditii si zona Sacele, dar nu ataét de multe cate am aflat. (Claudia, bibliotecar) Am invatat foarte multe, pe parte de transmitere de informatii, sa comunic cu copiii, am cunoscut oameni noi si interesanti.(Ramona, specialist comunicare) | learnt to enjoy the time with the children, to play with them, to understand them and the collage technique. (Dana, librarian) | liked the idea of the art gallery and | discovered that | am talented at painting. (Costina, manager) It was interesting at the museum for me as well, | knew some things about traditions and Sacele area but not so many as | found out. (Claudia, librarian) | learnt a lot on how to give information, to communicate with children, | met new and interesting people. (Ramona, communication specialist) “Program de educatie prin arta pentru copii romi” este un proiect cultural din cadrul Programului PA17/RO13 “Promovarea diversitatii in cultura si arta in cadrul patrimoniului cultural european’ finantat prin Granturile SEE 2009-2014 cu suma de 50934 Euro siimplementat de catre Asociatia Colors in parteneriat cu Reteaua CAN. “Program of education through art for Roma children” is a cultural project from PA17/RO13 Program “Promotion of Diversity in Culture and Art within European Cultural Heritage” financed by EEA Grants 2009- 2014 with 50934 Euro and implemented by Colors Association in partnership with CAN Network. colors (G 140-745-052151 © as_colors@yahoo.com ip educatieprinarta plinideidei.ro (fj asociatiacolors | www.eeagrants.org | www.fonduri-diversitate.ro | www.educatieprinarta.plinideidei.ro | Project finantat printr-un Grant oferit de Norvegia, Islanda, Liechtenstein si Guvernul Romai Supported by a grant from Norway, Iceland, Liechtenstein and the Romanian Government.