8. THE VILLAGE PROGRAMME.
The activities undertaken in a Village are based on the following:
- Providing a chance to actually live in a peaceful society where the participants can learn the values of consideration for, and co-operation with, others.
- Providing the opportunity to participate creatively in decision making.
- Using the Village as a place for learning to understand and appreciate different cultures.
8.1. Principles.
The questions - What shall we do_ Where shall we do it_ When shall we do it_ are to be considered when planning the Village programme.
A good programme:
a) Is balanced. Planning should provide an equal mix between the following type of activities:
- active and quiet
- individual and group
- big and small groupings
- outdoor and indoor
- special and regular
- educational and fun
- camp privacy and community involvement;
b) Presents opportunities for cultural exchange;
c) Contains activities consistent with CISV goals;
d) Considers health and safety;
e) Takes into account universal appeal as against necessity.
All told, the staff must look at the Village programme from a broader perspective: how a day relates to the entire Village period; how one activity relates to other activities.
Organised activities used to bring the children together and mix up delegations include: dancing, sports, informal games, art and craft work, hiking, etc. Swimming, music and singing are some of the social activities. Where facilities exist and staff are experienced, more specialised activities may occur. The emphasis is never on competition.
Free time to enable individual contacts to be made and friendships deepen is scheduled on several occasions each day. A rest time at mid/day permits a quiet break for personal chores to be undertaken, away from the hectic round of formal and informal activities.
Whenever possible, members of one delegation are discouraged from being together at meal times, in activities, in free times, etc. Children are often allocated rooms where they are the only member of their delegation. However, it is important that each day some time is given when a delegation can meet together with their Adult Delegate to share successes, problems, experiences, in their own language.
Checklist for Village Staff: The value of any Village activity depends entirely upon the way it is introduced and
handled.
Does the staff make sure that everyone understands what is going to happen?
Is the staff sensitive towards possible cultural offence that an activity might create
Do they ensure that the activity does not stigmatise a single child in front of the rest of the group?
Do they get everyone actively involved?
Are all the children able to participate on their own terms without fear?
Do they take care of the insecure or lonely?
Do they notice and take care of the child that otherwise seems unable to cope?
8.2. Special Events.
A. Other customary special events held during the Village are a Dedication Day *when dignitaries from the local community and Village benefactors can be invited( and/or an Open Day when all members of the local population can visit the Village and be made aware of the CISV aims and goals and make practical support for future Villages easier to achieve. Such days avoid interruption by visitors at other times, and reduce disruption of the intimate atmosphere of the Village.
B. Special events and chapter planned activities and/or meals for the Village Staff during family weekends should be covered within the Village budget. In no case should this be charged to Adult Delegates and ICs.
8.3. Excursions.
A limited number of excursions to places of interest in the locality should be arranged. Too many excursions tend to disrupt the close communication of Village life and create the impression that CISV is a touristic programme.
It is of utmost importance that the safety of all Village participants should be the first consideration in the arrangements for excursions, particularly in terms of transportation and choice of activities.
8.4. Typical Daily Schedule.
It is difficult to describe precisely how days will be run during a Village. Here are a variety of functions and concepts which might be met during the Village.
Example of a Daily programme:
8:00 Wake up
8:20 Flag time
8:30 Breakfast
Cleaning
10:00 activity period I
10:45 activity period II
11:45 Free time
12:30 Lunch
Shop Open
Rest Period
14: 15 activity period III
15:15 activity period IV
16:30 Free time
Leaders- meeting (programme planning)
18:00 Dinner
19:00 Delegation time
19:30 Evening programme
Flag time
20:45 Snack time
21 :00 Bedtime
22:00 Good night, lights out (see 6.2.6)
The activity periods may be planned in various ways:
A. The traditional way is to divide the children into 4 groups with the following activities: sports, music, arts and craft, drama. The 4 groups go through all 4 activities during a day. Later in the Village, children may choose their own groupings and activities.
B. Another possibility is to make activities concerning a special topic so that the activity programme is project oriented and runs for one day or a week. This method includes some qualities which make the activities meaningful and not too short nor controlled.
It is very important that Adult Delegates are prepared to arrange different activities. The staff expect them to be inspiring and creative in relation to the form and content of activities.
8.5. Themes
In order to make the Village programmes serve the CISV goals, it is reasonable to choose some themes or a general theme with the supporting sub/themes.
Announcing the themes in advance gives an opportunity to the Adult Delegate to get prepared in the home country. Possibilities are numerous such as "People to People", "Water", "Handicaps", etc. In applying the themes into any reality, one must present them in a way that it is easy for 11 year olds to comprehend.
8.6. Sample of activities.
Peace starts between two individual persons. It must be a basic goal in the CISV programme to teach this through activities. It is important to clearly distinguish attitudes and activities that are peace fostering from those that create conflict.
Many traditional CISV activities are peace/fostering in a more or less wide sense if a little more effort is put on preparation and follow/up.
Here are some concrete examples to show how this can be done. They all have at least one thing in common: they are based upon co/operation rather than competition.
Hello Ole! This is a name game.
Everybody lies down on their back in a circle (feet towards the centre). One persons sits up and shouts: "My name is Olle!", and lies down. Then all the people in the circle sit up and shout: "Hello Olle!", and lie down. The person next to Olle sits up and shouts: "My name is Manuel!" and the other persons sit up and shout: "Hello Manuel!" and so on all around the circle.
This is a good way of introducing all Village participants and may be followed by other name games.
Sculpture.
Time needed: about 30 minutes.
Each group consists of 5/7 persons. Each person is given a number. Number I makes a sculpture of himself. Number 2 connects himself to number I and number 3 connects himself to the two persons and so on.
When the last person is connected, number I changes position in the group/sculpture, etc.
Variation: One group builds a sculpture with their bodies. Another group carefully watches. The second group-s task is to move the sculpture and rebuild it in another place in the room. The first group must not help while moving.
Comments: Girls in skirts might feel uncomfortable. It is best if all participants wear long trousers. Sculptures that are too difficult should be avoided and most important: everyone should treat each other very carefully!
The Tangle.
Time needed: 5 to 10 minutes
The purpose of this game is to make people get closer while co/operating.
Six persons in each group. Participants form a circle and each one grabs two different persons- hands. A participant should not cross his own hands! Then all try to unknot the tangle so a circle is formed. Everyone should hold hands all throughout the game and be careful and gentle.
This game can also be played with eyes closed. It can be tried a couple of times both with eyes opened an closed.
Make different shapes.
Twenty (20) to twenty/five (25) persons hold hands and form a circle. The task is to form different shapes while holding hands. For example a heart, a square, a triangle, a map of Italy, etc.
Observe the participants. How is the group succeeding? Who is the leader? Discuss afterwards.
Variation: Everybody check which person is opposite in the circle. Everybody closes their eyes and tries to change places with the opposite person. Everybody does it at the same time.
Changing Shoes.
Make groups containing 5 to 7 participants. Everybody takes off one shoe and puts it in a pile. Each one takes somebody else-s shoe in the hand. The group from a circle and hold hands without dropping the shoes.
The task is to find the owner of each shoe. When everybody has their own shoe (holding hands all the time) the game is started all over again.
8.C Sample of Activities, continued
Interviewing Each Other.
A common and good activity in Villages is to let two children speaking different languages interview each other. To make this as valuable as possible, the Adult Delegates might, during delegation time, give the children ideas on what to find out about each other.
The children are paired so that the possibility to understand each other-s language is limited to a minimum. Reporting can be done by drawing the findings. The drawings are pinned up on a wall and children guess who is who.
Make a Fantasy Land.
Participants: four (4) to five (5) in each group.
This activity can last for several hours. It is important to really inspire the participants to use their fantasy.
The children are divided into groups. Each group makes up:
i) Name of the country
ii) Map
iii) Flag
iv) Capital
v) Government
vi) National song and dance
vii) National costume
viii) National dish
ix) Export and import
x) Famous persons
xi) History of the country
xii) National resources etc.
Afterwards the groups present their "countries" to each other by a performance and/or an exhibition.
Follow up: ( Discussions in language groups)
Do you think these countries can live in peace?
Are they dependent on each other?
Can they benefit from each other?
What conflicts can occur?
How can they be solved?
Planetarians.
Participants: at least three (3) groups with a least five (5) participants in each group; maximum of five (5) groups with at least five (5) participants in each group; one experienced leader in the planetarian group; one observer in each visiting group.
Time needed: 10 minutes for dividing into groups; S minutes for preparation of the groups; 3 x I minute for each group visiting; at least 30 minutes for follow/up discussion.
Space needed: enough place for the planetarian group and the visiting group so they do not disturb each other.
One group consisting of at least S persons are the Planetarians. Their task is to create a completely new culture. It consists of four (4) to six (6) significant culturegrams, for example language, communication, custom, feelings. The time for preparation should be about S minutes depending on the group. More time can be given, if needed.
The rest of the participants are divided into two groups of five (S) persons with one observer. These are the visiting groups. Their task is to make up a strategy on how to approach and learn to know and understand the Planetarians. This is made while the Planetarians are preparing themselves. The observer watches the group-s behaviour and strategy.
8.6 Sample of Activities/Planetarians, continued
The visiting groups visit the Planetarians for one minute, (one group at a time) on three (3) different occasions.
First occasion: observation
Second occasion: observation and/or contact
Third occasion: all possible strategies
The leader should check afterwards that the groups are satisfied with the time and number of visits
Follow-up: each group explains what they have found out about the Planetarians and their culture.
The Planetarians show their culture again, but this time they explain it in the visitors language.
The observers tell what they have observed.
Discussion follows:
How did you feel?
How was the contact with the Planetarians?
How was the discussion in their own group?
Do they recognise the feelings from other situations?
Comments: it is important to get the participants in the right mood. One way is to start by telling a story of how the Planetarians came to visit a Village. It is necessary that one leader has played this before. The leader can try to help the Planetarians to use concrete messages as their culturegrams.
More follow-up: for adults this activity is a good inspiration for further discussions about cultural awareness.
LITERATURE
Peace Book by Bemard Benson*
Peace Bird by Bemard Benson
The Peace Book is available in several languages. The Adult Delegate and IC-s are asked to read it before The Village.
It can be read for children in language groups, three (3) to four (4) evenings at the Village. Whatever the children want to bring up should be discussed at once.
The discussions will certainly provide ideas for drama, and other activities.
The whole book can be made into a theatrical production (where everybody can join). Different sections can be staged in different languages or no language at all. The children can then perform in public on Open Day and/or for people living close to the Village site.
* If it is difficult to get hold of copies, orders can be placed through "Association du la Paix", Rue Ber tulot 21, B-1000 Bruxelles, Belgium.
The New State of the World Atlas by Kidron & Segal (Simon & Schuster, NY 1987)
Some good books for game ideas are Everybody Wins by Terry Orlick, the New Game Book and More New Games (Dolphin Books/Doubleday & Co.) New Games Foundation, P.O. Box 7901 San Francisco, CA 94120 USA, for non-competitive activities, A Handbook of Games by Neva L. Boyd, Children-s Games from Many Lands, by Nina Millen.
Homo Sapiens. (Bokforlaget Corona, Box 5, S-201 20 Malmo, Sweden).
The book consists of 27 sentences in 15 different languages where every sentence is illustrated by a drawing.
Some sentences are chosen and the children have a discussion about the meaning. They can make posters, carry them and then show them as a drama-activity.
An example of some sentences are:
1...people are of different shape,
2...some are big,
3...others are small,
8.C Literature &Homo Sapiens, continued
4...some are colourful, full of fantasy,
S...some are hard and stubborn,
6...a few are soft and easy to shape,
7...some fit together,
8...a few look as so they fit together, but they don-t,
9...instead of everybody being different, they are looked upon as if they were all the same.
The idea is presented to the Adult Delegates and they discuss how "A train of people" can be carried out, by delegation or in language groups. Some sentences are very abstract and must be made more easier for the children.
When all children know and understand the text, they can work in different groups (for instance four groups). They can make posters showing the contents of the text. They can also write the sentence in their own language and the language of the host country. A show may be presented for visitors. Where the participants can also read, show peace symbols,and sing.
ARTS AND CRAFTS
Peace as the theme.
The wish for peace may be shown in as many ways as possible:
i)design a stamp (ideas might be sent to the Postal Authority of the country)
ii) design a postcard
iii) design a flag
iv) design peace symbols
v) make posters
vi) make peace doves
vii) make greetings to other Villages with a peace message
viii) illustrate the Peace Book (B. Benson)
ix) illustrate poems
x) illustrate songs
PROJECTS
If the idea arises at the Village that the children feel like helping our "broken world" a neutral project can be carriedout with the caution that a Village must not embarrass any particular nation.
Some neutral "world projects" are: help to animals that are threatened, planting trees, etc.
GAMES
Games should be planned which create co/operation rather than competition.
Volleyball, Badminton, Tabletennis: The group tries to get the ball over the net as many times as possible. They then try to beat their own record.
Tunnelball: The children stand in a row with their legs apart. They pass the ball between their legs from the first to the last person. The last one runs to the front and starts over again. Count how many times the ball get through in two (2) minutes. Do it a second time and try to beat the record.
Towel/ball: Two people hold a bath towel. Then they try to pass on a soft ball onto another couple-s towel etc.
Cooperation is needed in this game.
8.6 Samples of Activities/Games, continued
The Safety Game: A group of four (4) to six (6) persons can play it. The aim of the game is that the group collect as many points as possible together. When they play again, they must try to get better results.
During the game, the players will learn that they often get more points by giving them away to other players. A dice, playing stones, and a playing chart are needed. When you reach a safety circle throw the dice.
Safety 1: Knowledge
4,5, or 6 gives 3 points
1,2, or 3 gives 1 point
Safety 2:/ To trust one another
2,3,4, or 5 gives yourself 3 points
1 or 6 gives you 5 points each
Safety 3: Togethemess/groupf eeling
5 gives 5 points
Other numbers on the dice give you 2 points. If you give away your points to any of the others in the group, you may double your own points at the next safety/stop.
Safety 4: To know what is happening around you.
You get as many points as the dice shows,
Safety 5: To care about one another.
4 or 5 gives you 2 points
2 or 3 gives you 1 point
If you get I or a 6 you get 3 points, if you wait here for the next person.
Safety 6: Friendship
2,4, or 6 gives you 4 points
1,3, or 5 gives you 3 points
If you want, you may throw the dice once more. If you throw the same number again, all your friends get 6 points each. If you get another number, you lose all your points at this station.
Safety 7: Cooperation
If you get 1,3, or 5 you may choose between keeping 6 points yourself or giving 3 points to each of your fiends.
If you get 2,4, or 6 you get nothing.
(For playing chart please see Appendix 10.10)
8.7. The In/Village Calendar.
The calendar (for samples, please refer to Appendix 10.11) is prepared by the host Staff in close coordination with the Village Committee. It includes set events which need arrangements prior to the Village. It is then discussed during the planning time with the Adult Delegates before the arrival of the children.
At the pre/planning meeting, changes may be made and program ideas introduced. Where prior arrangements have been made such as homestays, trips outside the Village, etc., care should be taken that these are considered during the planning time. Please refer to the Appendix for examples of a completed calendar completed with the suggestions of the village staff and program planning committees.
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geocities.com/heartland)