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Title: Getting to know each other and past, present and future self

Prepared by: Megan, Clodagh, and Michela

Aims and objectives:

To explore emotions and feelings in a supportive environment

To engage with the other participants

To be self-expressive

Group: A group of children between the ages of 10-16.

Introduction: The introduction to this activity was a game where everyone was handed a sheet of paper that had a list of questions on it. The questions were random and varied. The aim was to find the answer to the questions by talking to everyone in the group. The group was not to share the answers out loud with other members. The aim of this was to encourage the participants to get to know each other and have a conversation with one another.

Timing: This activity took a total of 10 minutes.

Materials/resources used: A piece of paper with a list of questions for every participant and a timer.

Main body: The main body of this activity was the creation of three different ‘self-portraits'. These pictures were to show what the individual viewed as their past self, what their current self's life looks like, and their future self. There was an array of markers, templates of different-sized people, and coloured paper for the participants to choose from. Once everyone had created their image the group went one by one to explain one of their pictures to the rest of the group, this acted as a cooldown and reflection.

Timing: This activity took approximately 40 minutes, and the cleanup took a further 10 minutes.

Materials/resources used: coloured paper, templates of people in varying sizes and genders, glue, and markers – in varying colourers.

Reflection: I found these activities particularly enjoyable. I felt that I was being provided the opportunity and environment to allow me to express myself and reflect on my past and present and plan and set goals for my future while getting to know the other participants and opening conversation and communication with others.

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Celebrity guess who and Christmas ornaments

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Celebrity guess who and Christmas ornaments

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Title: Christmas ornaments and celebrity guess who

Prepared by: Emma Doyle, Kiersha Doran, Shane McLaughlin and Niall Harvey

Aims and objectives:

To encourage creativity

To encourage sharing emotions and feelings

To explore new textures

And to experience a sense of pride

Group: Children under 12 in a children's residential home.

Introduction: the introduction to this activity involved the group being split into groups of pairs. The groups were then handed a sticky note with the name of a celebrity on the sticky note. The individual without looking at the sticky note would place it on their head and ask questions in turn with their partner about who they were. This game was successful and positive feedback was given about the activity. The groups had the option to get more than one try as there were many sticky notes available.

Timing: This activity took 10 minutes and involved very little clean up.

Materials/resources used: The materials needed for this game included sticky notes, a marker, and an adequately sized room.

Main body: The main body consisted of creating Christmas ornaments. These were provided through the option of three different Christmas related templates. The goal of this activity was to encourage positive Christmas memories and to have the children become fully involved in the creation process. This was achieved using finger painting. Gloves were provided to support anyone who did not enjoy the feel of paint on their fingers. Many of the group did not opt to use gloves and found the texture nice and soothing. The group were provided with wipes to clean their fingers before changing colour with the paint. Once the designs were completed the group cut out their pictures, some with assistance, and a ribbon was tied around the top to act to hang the ornament once dry. The second stage in this activity involved coloured cards being provided to the individuals and they were encouraged to create a Christmas card using the finger-painting technique. This card could follow any theme they wanted and was to be left to dry and then wrote to a family member, friend, or staff member as a Christmas card.

Timing: This activity took an hour altogether. The icebreaker took 10 minutes, and the main body took 45. The remaining time was used to clean up the paint, the participants' hands and the work area.

Materials/resources used: paint, paint trays, coloured card, gloves, scissors, wipes and templates.

Reflection: I felt this activity went well and reached the outcomes that were hoped for. I felt the group enjoyed this task and enjoyed embracing a messier side to art.

Evaluation: I would use this activity in my work and on placement, if the group was suitable.

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Title: Behind the mask and clay world

Prepared by: Dr Denise Lyons

Aims and objectives:

To explore mental health.

To engage in self-discovery.

To explore emotions in a safe and supportive environment.

To experience textures and allow the mind to relax.

Group: The group that this activity is intended for is people experiencing mental health struggles.

Introduction: The introduction to this activity was behind the mask. This activity involved the participants using a face template and creating sections on the face, then the face was filled with pictures, designs, and drawings that would represent the individual's feelings and emotions about themselves. This activity involved the participants working alone, this was to encourage a judgement-free zone where they could be open and honest with what they created. The use of different colouring pencils and markers allowed the participants to create using colours they felt linked best with the images.

Timing: This activity took about 15 minutes all together and required little clean-up and preparation.

Materials/resources used: The materials and resources used included different coloured pencils and markers, a template of the face on paper, and an open room where the participants could find a spot where they felt comfortable in.

Main body: The main body of this activity is called clay world. This activity involved the participants working with air-drying clay and clay tools. To begin the participants were invited to use a wire clay cutter to slice off a section of clay for them to work with. To begin working the clay, the participants were required to knead and roll out the clay. This encouraged them to get everyone to become used to the texture of the clay and how to work the clay. The next step was to allow the individuals to create different objects and creations using clay and their imagination. Once everyone had adjusted to the feel of the clay, they were guided through a meditation like experience, this involved everyone following the instructions of the class guide. These instructions included prompts such as closing your eyes and allowing your hands to work the clay in a way that feels relaxed and natural. The participants were encouraged to become focused on the clay and nothing else. This is a highly relaxing experience and encourages the participants to become calm and peaceful. The next step in this process was to allow the participants to again cut a piece of clay using the wire clay cutter and create a design and scene on the surface of the clay. This could be anything that interested the individual. This is where the use of clay tools became integrated into the work. Once everyone had completed the work, everyone was asked to explain their scene to the other members. This acted as a cool down for this activity.

Timing: This section took about 50 minutes altogether; the first section of the activity took about 20 minutes while the second section took about 25 minutes to complete. The cool down took a further 5 minutes and clean up was relatively quick.

Materials/resources used: The materials used in the main body included air drying clay, clay tools, paper to protect the counter tops, and a wire clay cutter.

Reflection: I found when part-taking in this particular activity, I felt uncomfortable to begin with. The ice breaker made me think and reflect on my emotions and feelings which was uncomfortable and difficult to do at the beginning. The clay work was difficult to allow myself to relax and allow my body to work with the clay in a freeway. Overall, I enjoyed the experience and the outcomes of the activity and left the session feeling more relaxed and with a sense of self-discovery.

Evaluation: I would use this activity in my work. I would try to use the clay work with a younger group as I feel it would be beneficial for them to do and allow them to be exposed to a new experience.

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Title: Twisters and stop motions

Prepared by: Dr.Denise Lyons

Aims and objectives of the session:

To engage the participants and to allow the participants to come together using art.

To encourage group bonding.

To allow for teamwork and communication to occur.

The use of fine motor skills to be developed.

Group: This activity would be best suited for children between the ages of 6-13. The ice breaker involves the use of scissors and fine motor skills when cutting and tying the string.

While the main body requires the use of effective communication and teamwork in order to complete the task. The use of technology is also involved in this task, which may be better suited to an older group of children.

These activities can be altered to be used with clients who are younger children and to people in the intellectual disability services.

Introduction: The ice breaker that was used in this session was called twisters. This was a hands-on task which required focus and concentration. This took place on an individual basis but was completed together in a group setting. The aim of this ice breaker was to allow the group to create something that could be physically used/played with. The creation involved lots of colour, which can be altered to the person's liking, while it also provided mental stimulation through the act of playing with the chimes and physical movement as it is required to use your arms to experience the chimes.

To begin this Ice breaker, we were provided with the required materials and instruction. The first step taken was to create a pouch stuffed with crepe paper, this created the base of the chime. The next step involved using a piece of string arm's length to tie the pouch closed, creating a ghost like shape. Next, we used long, thin rolls of crepe paper to create the flying element of the wind chimes. This was completed by holding the ends of the crepe paper together and twisting them until a string like end was made. This end was then wrapped around the base of the pouch and tied securely. Once this step was completed the twisters were ready to use. These wind chimes were activated by the person swinging their arm in a circular motion and the long lengths of crepe paper would follow, creating a visually pleasing colourful display.

Timing: This ice breaker took around 10-15 minutes to assemble and a further 10 minutes was spent playing with the twisters.

Materials/resources used: scissors, string (an arm's length), cloth material (roughly a 20cm square), couloured crepe paper in rolls and crepe paper scrunched.

The use of a visual demonstration and large open area are also required to aid in making the windchimes and playing with them.

Main body: stop motion movie

To complete this task the groups created characters out of materials of their choosing. They had free rein in the making of their creations. While the group is creating their characters, it is a good idea to use them as conversation starters. This can include asking what their character is and what the interests and hobbies of the character are, this develops conversational skills, verbal skills, conversation cues, and imagination. Once the characters are created the group of service users are split into groups, in these groups they will come up with a storyline and decide on their roles within the filming process. The filming process will take place on an app called StopMotion. When using this app, the social care worker may step in to help but not become involved in the creative process. This encourages the group to work together. The group are then provided with time to develop a storyline and create a scene/story. The stories are then presented to other members of the class.

Timing: This activity took about 40 minutes in total; 20 minutes were spent creating the models/ characters for the movie and the following 20 were spent designing the movie and creating the stop motion. This activity can be longer, if possible, to facilitate.

Materials/ resources used: play dough, pipe cleaners, scissors and a phone (stop motion app).

This task requires a large clear area for the filming to take place, as well as an area that facilitates clear communication (a large room/ desks together).

Reflection: I found the creation of the wind chimes slightly challenging at times due to the enclosed space, I feel looking back on this it would be more engaging if it was carried out in a larger open space, a sports hall/ outside, as it would have allowed me to experience the windchimes with no space restrictions.

Other than the space, I found this task enjoyable, and it allowed me to experience play, which I have not experienced in many years. It gave me an insight into how art and creativity can allow you to express yourself and provide a sense of pride due to creating something myself.

For the main body I found the experience quite relaxing, although I found that creating the video the most challenging as I oversaw the recording. Whilst I didn’t find that I thrived under the pressure of having to create the final product that would satisfy the group I was working with. I did, however, find the task helped open some communication between the group as it encouraged us to discuss what our movie's theme would be and what everyone's character was based off.

Timing: the ice breaker and the main body took a total of just over an hour, these timings can be adjusted based on the needs of the group and the level of engagement from the group.

Evaluation: These tasks were relatively easy to complete and met the aims of this session. The tasks provided a chance to work alone and as part of a group. The outcome of the two tasks can be considered successful and provided an open dialogue for communication to occur within.