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In 19/10/2023 we applied in a professional dance group what we have learned about kinesthetic learning in Kocēni, Latvia. During the Erasmus+ Training Course "Move, Connect and Engage!", we experienced excersices and developed tools in order to enrich pedagogical sessions with kinaisthetic practises. That's what we mostly did here in Athens, a session full of teamwork and creativity using theatrical and kinaisthetic tools that ended up with sharing through drawing and freewriting. The experience fullfilled our ambition to bring joy and knowledge and got us together. What else to ask for?

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The most impoartant part in every E+ project in the youth field is LEARNING. During the training course mostly we will use NON-FORMAL LEARNING approach, nevertheless also through interaction with each other and all experiences in Georgia, you will for sure gain also some INFORMAL learning outcomes.

At the end of the project you will be expected to sum up your learning outcomes by defining what competences: knowledge and awareness + skills + values / attitudes did you develop during this traininng.

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This is an invitation to observe movement in a detailed way. This opens perspective and let us dive into pool of exciting world of movement.

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All movements can be and have been analyzed in terms of body, action, space, time and energy. Together these elements differentiate one movement from another and give each a unique identity. Depending on the nature of the movement one element can predominate, but others always contribute by supporting and refining the movement: in finger tapping, the primary time element is augmented by the direct use of confined space and a light degree of energy. Some divide movement even in smaller details.

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In youth work and Erasmus+ projects the learning is happening both non-formally (planned, structured and facilitated process) and informally (learning that "just happens" - without intention...).

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SALTO Training and Cooperation Resource Centre

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Find tools - method descriptions, manuals on many different topics...

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Created to help you find and share useful training Tools, the Toolbox for training is an online catalogue you can browse through freely or even contribute to!

Remember that tools alone have no influence. It is your task to adapt them to your objectives, context and target group, but most importantly to YOUR OWN SKILLS to turn them into something powerful...

The Toolbox wants to be a learning community for trainers and youth workers in order to share, debate and increase the quality of educational methods in their daily work.

Please give our help pages a careful read before you start. You will find plenty of tips on how to share your tools for learning.

More about tools for learning

* you need a registered MySALTO account if you want to share tools via the Toolbox. After you click "Manage", you can login to your existing account or create a new one.

All new tools in your inbox

Be the first to know about new tools for learning with our e-mail notifications.

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SALTO-YOUTH - Toolbox - Tool for youth work and projects - or recruit participants

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Created to help you find and share useful training Tools, the Toolbox for training is an online catalogue you can browse through freely or even contribute to!

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From SALTO Tool Fairs

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This multilingual educational portal is intended for all youth actors with no language or cultural barrier. It was developed by the SALTO-YOUTH EuroMed and Good Practices Resource Centre in the framework of the European programme "Erasmus + Youth in Action" on behalf of the SALTO network

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How to develop Non Formal Education activities | Tips and Tricks for trainers

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There is also online learning course materials about Youth Work available: https://pjp-eu.coe.int/en/web/youth-partnership/mooc-on-youth-work

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MOOC on Essentials of Youth Work: promotional video

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Competence Model for International Youth Workers 

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Competence Model for International Youth Workers 

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Here also other short videos: https://www.youthpass.eu/en/about-youthpass/video/

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SALTO Training and Cooperation Resource Centre

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Using Youthpass can add value to the youth projects where it is used, in several ways:

Through the Youthpass process, reflection on learning becomes more structured and the educational value of the project is strengthened. It makes the learning of the participants more conscious. Being more aware of their competences, it gets easier for the participants to make use of them in the future. Thus, Youthpass supports the future pathways of the young people.

By putting emphasis on the learning processes and outcomes in youth work, using Youthpass helps to increase the so-called Learning to Learn competence. It raises the participants' awareness of learning in a diversity of contexts and helps them to reflect on their learning wishes and needs.

The description of competences developed by participating in the youth projects also helps to increase the visibility of the value of youth work - of your work!

a process of reflection that helps to define and describe learning outcomes in a youth project, leading to a certificate that documents these learning outcomes

something which gives any rights to the holder

a confirmation of participation by the organisers of a specific activity

a formal accreditation of competences

a description of the activity where the person participated

a replacement for any formal qualifications

an individualised description of the specific activities undertaken and of the learning outcomes

available to demonstrate learning outcomes from activities undertaken in the YOUTH programme (which came to an end in 2006)

a certificate for people participating in the activities supported by the Erasmus+: Youth in Action programmes and the European Solidarity Corps

a tool which puts the Key competences for Lifelong Learning into practice

firmly based on principles of non-formal education and learning

a way of improving visibility of learning in youth and solidarity projects

Why should participants choose to use Youthpass?

They can describe what they have done and learned in a project

They learn to find appropriate words to describe their competences

They become better aware of the competences they have

They become better aware about the different contexts and ways how people learn

They can show and explain their competences better to others, for example in a job interview, at school or for further projects

They can make further plans about what they would still like to learn and how

They will have an official confirmation about their participation in a project

They can show it off to their friends and family!

You can watch the 'My Youthpass Experience' testimonial videos prepared by the Croatian National Agency on YouTube:

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Using Youthpass can add value to the youth projects where it is used, in several ways: Through the Youthpass process, reflection on learning becomes more structured and the educational value of the project is strengthened. It makes the learning of the participants more conscious.

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More extended publications about Learning and Youthpass 

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More extended publications about Learning and Youthpass 

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Also - many great tools

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Helpful books and booklets for implementing Youthpass and striving towards the recognition of youth work and non-formal learning.

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The 11 European Youth Goals summarise the issues that affect young people in Europe and the political priorities that are important to them. The Youth Goals show in which areas change still has to happen so that young people in Europe can use their full potential.

The EU Youth Dialogue works on the implementation of the Youth Goals. At European, national and regional level, the EU Youth Dialogue works with the Youth Goals to shape policy in the interests of young people.

Around 50,000 young people took part in a Europe-wide survey in 2018. Based on this survey, the 11 Youth Goals were formulated with concrete sub-goals under scientific supervision. All EU countries were involved in the development of the Youth Goals and support them. The Youth Goals have been included in the EU Youth Strategy.
The Youth Goals have been translated into different language versions. You can find them below.

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Youth Goals The 11 European Youth Goals summarise the issues that affect young people in Europe and the political priorities that are important to them. The Youth Goals show in which areas change still has to happen so that young people in Europe can use their full potential.

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2nd info pack Move, Connect, Engage - Latvia, September 2023.pdf

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Infopack 1 - Move, Connect and Engage! - training Latvia.pdf

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Digital methodological materials for dance teachers and youth workers on kinesthetic learning for youth empowerment. Developed within E+ long-term project "The Key to Connection"

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Tools for development of soft skills via embodiment and somatics

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Tools for development of soft skills via embodiment and somatics

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Leading trainings and facilitating groups is an art. Facilitators are continuously looking for tools and solutions to issues that show up during sessions. This handbook offer guidelines to facilitate groups through embodied experiences and towards developing soft skills.

Working with soft skills can be challenging due to their subjective nature and participants' lack of familiarity with embodied approaches. This handbook, together with the Soft Skills Mapping Tool and the Exercise Database provide a framework and method for creating successful and effective soft skills training.

Embodied Soft Skills Training handbook is for educators who want to put themselves in the frontier of the soft skills training landscape. The handbook uses clear language to support you in each aspect of facilitating groups.

Embodiment and somatics are the perfect match for facilitating development of soft skills. Use this material together with the accompanying Exercise Database to build great experiences which people both enjoy and learn from.

Accept the invitation and dive deeper into embodied practices to develop your own soft skills while supporting others to do the same.

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Moving into Soft Skills offer innovative and adaptable tools and training programmes for developing soft skills via embodiment and somatics, bridging the needs of our society with practical and proven methods.

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Website with activity descriptions to explore and develop creativity in nature

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Digital Toolbox for youth workers and camp organisers to borrow ideas for creative activities in nature. This page was created during the Erasmus+ partnership project #Creativity @Outdoors.

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Why kinesthetic learning is so effective? 

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Why kinesthetic learning is so effective? 

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That I am a part of the earth my feet know perfectly

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Touch as powerful tool to learn listening, sensitivity and trust.

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Touch as powerful tool to learn listening, sensitivity and trust.

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Contact Improvisation is a great form of dance what opens space to learn about self in connection with another

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The poetics of touch: NANCY STARK SMITH, a pathway into contact improvisation

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When energy and space in contact is in your focus…

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When energy and space in contact is in your focus…

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David Zambrano is one of most remarkable dance artists who has his own technique called Flying Low. Great teacher and great performer.

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COUPLE DANCING by David Zambrano | TicTac Art Centre 2018

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Do you want to learn more about Site Specific work?

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Do you want to learn more about Site Specific work?

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Site Specific dance can easily become one of forms what you use in your work. It develops observation skills, spontanity as well as awareness about being a part of the nature.

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Creating Site Specific Dance and Performance Works with Stephan Koplowitz

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Inspirational example from Neues Museum in Berlin

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Inspirational example from Neues Museum in Berlin

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Sasha Waltz is a real worldwide dance celebrity whose talent has been compared with that of legendary Pina Bausch.

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Site Specific dance festival in Latvia "Vides Deja"

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Site Specific dance festival in Latvia "Vides Deja"

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Every year in a different place. Gathered both professional dancers together with people who want to try. There were classes, laboratories, performances.

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CONTEMPORARY DANCE FESTIVAL " VIDES DEJA" , ROPAŽI, LATVIA, 2015

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-Maro, Anastasia, Alicia

Our activity is about connection through movement. We start with two fun energizers that promote team work. We continue with an eye contact-ice breaker activity, where different speeds are explored. The next thing we do is to invite participants to find a partner and build trust within their duo. This is done by closing one partner's eye while the other leads. After that, we change partners and continue with mirroring movement and then a moving-dancing "dialogue" between the partners (music included).
The activity is completed by a kineasthetic reflection where people discuss their preferences and challenges while in the workshop.

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Cicek, sude, elina
#creativity #selfexpression #performance

Welcome everyone introduce urself then the 3 main values/topics for the workshop:

-there is no Wrong way of doing something do it how you feel right now what feels good for you
- Do it your Way
- feel your feelings and the feelings of others

Ask for people in the group with any injuries to explain and tell them to be careful, tell others to be carful and mindful with them as well in partner work during the upcoming session

Warm up:
Circle everyone introduce themselves with their name and show something thru movement about themselves what they love (can be a body feature, personality, laugh, smile etc)
You allways have to repeat movement and name of the 2 people before you

Everyone is getting a small note with empowering messages or sweet task that will make them and others feel good for the session for example:
We appricate you for being here! You inspire us.
We love to see you dance and shine.
Smile at others sometimes and see how it feels.
Say a compliment during the session to a person u dont know so well. And se ehow their reaction makes you feel.
We invite you to be ur true self today and feel no pressure! You never know who you might inspire today with being just the way you are.
Etc

People should read by their own and keep the message.

Main activity:
1 part: Movements
Concept:people stand at one end of the room. You show one movement moving thru the room. (allways repeat same movement)
Others should copy you  in a way that feels good to them. (across the floor)
Second time they do their own way of this movement. Make examples to show how free the task is... How diffrent movements can look

You do this a few times with Introducing diffrent movements to the group each time for example: walk, roll, waves, jump, slide etc....

Next activity:
Quality of movements:
People find a partner
One person will move freely the other person will copy the person who is showing the moves like a mirror.  With music. After 1.30min  the other person do moves and other person copy so just switch

First round focus on levels ( high, low, middle etc)

Second round focus on speed  (slow fast, playing with diffrent speeds)

Third round focus on balance ( no mirror anymore what ever your partner will interpret as being you balance partner is correct, can play with the room, distances, balance of ur own body etc)

Break: let everyone breath and silently think about everything they have learned today

The short session 2min let the whole group do freestyle together in the space with all movements and ways of moving, mirroring what ever they want.

Divide group in two.
1 group will observe other group will perform in space for 5 min. Without music because people should depending on their mood and their own story/identity /personality choose their own music in their head. Same rules... Just use what you learned today totally free... Express yourself. Group who watches should feel the feelings of performance and see what they are telling.
You will tell at 4.30 to come slowly to an end of the performance

The  groups change others observe now same thing.

Reflection time:
Small papers again for everyone with questions like:
How do ur body feels? What was the favorite moment of the session? What was the favorite moment during the performance? What was challenging for you? Etc

U give a paper to everyone and colorful pencils

People can deside what they will draw/write if they wanna answer to the questions or they wanna work with the little note from the beginning or just express what ever they feel right now on the paper.

After tht ask if  someone wanna share something about what they draw/wrote and why.

Ask for feedback and finish❤️❤️❤️❤️ have fun

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Valeria, Rūta and Anneta

"Explore yourself through movement" is a laboratory that focuses on the exploration of different qualities of dance movement and yourself in/trough them.

Our lab proposal was built up in a way to bring people to safe environment, connect with each other/themselves and follow the impulses of learning through movement.

* The lab began with an introduction of each other by a little check in and the theme.
First thing that we thought that is important to do - is that everyone would share their names and do a little 'check in' in the scale of 0-10: 0 being the lowest and 10 being the highest. To reflect on how a person feels and how is the energy of the person today.
* To bring people to a playful and active energy and also warm up - we decided to propose a tagger game with names. One person starts and tries to catch someone, and if they do - then that person becomes the tagger. In case tagger approaches someone, then that person has a possibility to call out the name of someone else. So then, that person becomes the tagger.
* The main activity of the lab was focused on the topic of qualities. We decided to introduce different movement qualities in dance: soft, sharp, bouncy, slow-motion, shaking, slide, very big movement, very small movement, heavy, forward feeling, spiralling. We started by proposing those qualities and letting people move across the floor and find their own versions of these qualities. We tried to bring real life examples of those qualities, that it would work as imaginational inspiration.
The main activity developed into a group work. Now the participants had the possibility to propose qualities to the space by offering something to the space. They could play around with those movements and qualities: take from each other, offer someone a movement quality, loop, oppose, follow etc.
From the group work they went into working in pairs and doing the same thing one on one. One leader of qualities and the other person following, supporting and playing around with the quality that has been proposed (1min per person and then switching roles). As the final round they did it together, constantly changing roles and not agreeing on the change verbally.

* The final part of the lab was reflection time. We built up the reflection part in 3 parts.
1 - free-flow writing: about anything that comes to the mind of a participant, reflecting without judgment. It was also possible to draw in case someone did not feel like writing.
2 - we proposed them to find a partner and discuss/share based on certain questions: which quality represents you the most and why? (The way you move/everyday life)
Which quality did you feel the most comfortable with and why?
How did you feel overall in this session?
3 - as the last part of our reflection time we proposed each participant to share one keyword that describes one learning outcome that they will take with them into the future.

To conclude the lab, we asked the participants to show by using ''thumbs up'' how the numbers had changed from the beginning of the class (up, the same or down). Everyones numbers had grown and everyone felt more energised.

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Don't sit down, because I have moved your chair.

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Don't sit down, because I have moved your chair.

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don't  sit down, baucause I have moved your chair

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Fantasy and self expression with ADD (Alessio, Lorenzo)

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Fantasy and self expression with ADD (Alessio, Lorenzo)

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- Lorenzo
- Alessio

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Build trust with others via connecting your borders! It works!

Our workshop proposal was structured in a way to bring youngsters, youth workers and dancers into open and safe space where awareness of their bodies and acknowledgement comes into exploration.

Activity description:
Setting: everybody comes into the circle for the warm-up

1) Warm-up  " čik čik namiņā"
2) Who we are? What connects facilitators?
3)MY own borders / discovering steps
4)OUR borders  / comparing steps
5)CONNECTING borders / find a way to connect
6)Trust building

Reflection / Debriefing
Setting: find a comfortable place and position

What was challenging to set borders?
What I can learn from "ball activity" about creating connection?
How we can build up a space to feel good in it?

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-Maro, Anastasia, Alicia

Our activity aims to promote connection  through movement.

Warm up:

-1,2,3: we stand in a circle. The facilitator explains: “when I say 1, everyone takes one step to the right”. Say it about 3 times, playing with the times and way you say it. Then, introduce 2: “when I say 2, everyone takes a step to the left. Okay?”. Then, you start to say 2 and also give sequences of numbers with 1 and 2.
After that, comes the 3: “when I say 3, everyone runs to change position in the circle”. Then, you can stay in silence to add drama, and suddenly say “3!”. After that, play with sequences if you want to. Encourage participants to give instructions (sequences) themselves for the group, so that they lead.

-Raccoon (“The Monster”): similar to play tag, there’s one person that catches and the rest can hug or hold arms up to 10 seconds to be safe from the raccoon.

-Eye contact: we invite participants to walk around in the space, near each other. We can experiment with different speeds. When the facilitator claps once, they have to:
*look at someone in the eyes
*greet them as they usually do, looking in their eyes

*hug them as if it’s someone they love and haven’t met for long

*do the downward dog (or something similar) so that another person can go down or up.

Main activity: dialogue

First of all, invite participants to find a partner. Then, in turns guided by the facilitator, one person moves and their partner mirror them.

After that, put songs (recommendation: choose instrumental songs that provide space to explore different textures/emotions, for ex. classical music, african drums,…) and then a moving-dancing "dialogue" between the partners (music included).

Reflection (using visuals):

Which activities did you like the most? Why?

Which activities did you like the least? Why?

How did you feel while playing the activities?

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Description of kinesthetic activities during the training programme

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Description of kinesthetic activities during the training programme

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Activities are divided in thematic sectors. There is also a description of "Spark or Dive" improvisation score and how the tasks at the creatives laboratories was built.

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PLAY AND CONNECT Marc, Sigita, Carlos and Sara

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Improve your body communication and have fun!

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PLAY AND CONNECT IN SPAIN Alicia, Marc, Carlos and Sara.docx

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In Spain we share our learnings with some children. We´ve been playing and connecting together and throught the movement, exploring our own capacities and having fun.

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In Spain we share our learnings with some children. We´ve been playing and connecting together and throught the movement, exploring our own capacities and having fun.

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Valeria and Rūta "Connect through movement" workshop with Estonian Dance Agency Dance School students

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Valeria and Rūta "Connect through movement" workshop with Estonian Dance Agency Dance School students

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The purpose of the workshop was to offer students of different courses the opportunity to get to know each other and establish contact through movement.
All together 40 students from 3 different courses took part of this workshop. We really enjoyed leading this class and at the end of the workshop students brought up keywords that made us feel that this workshop was needed #trust #cared for #funky in a good way #freeing and free #joy #sense of security #unity #teamwork

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Cicek and Sude facilitated the follow up activity on the first day of GYOP project, with the goal to  bring people closer together. 

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Cicek and Sude facilitated the follow up activity on the first day of GYOP project, with the goal to  bring people closer together. 

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Diana / "Connecting Borders" workshop with Tartu International School Grade 6 students

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Diana / "Connecting Borders" workshop with Tartu International School Grade 6 students

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The purpose of the workshop was to offer students possibility enter safe space (outdoors - outside of the schoolhouse) and be able to connect through movement.

What we did? What did students learnt from the experience?

There were six students in the workshop. Firstly, we had a discussion while creating a circle - why we create a circle and why it is important to feel safe inside of it?

Students shared that it is easier to hear others and for them it is important to be heard between classmates. We started eye contact activity with a tennis ball. This activity consists of eye contact, saying name out loud and throwing the ball to each other. Goal is to keep the eye contact with your classmate and do not throw the ball on the ground. Second activity consisted of students being themselves a ball, thrower and receiver made sure the classmate or "the ball" feel safe and is not being thrown somewhere. This activity added the touch, trust and connecting with others.

During the reflection part everybody had a chance to share what they felt during the activity and after. Highlight of the workshop was the - eye contact, which seemed for them the hardest and felt awkward. We discussed that during PE lessons it is very important to be able have non-verbal communication. One of the quotes from student A "It helps to focus on your body movement and position in the space. " and from student B "It felt awkward to look at others straight in the eyes, although not impossible".

As a facilitator, I felt that exercise was easier to do since they knew each other - they are classmates. That's why it was easier to talk during reflection about what makes them awkward, what felt right and what felt wrong to them.

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Una/ Challenge of safe communication environment  through movement

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Una/ Challenge of safe communication environment  through movement

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I made one workshop for my school youth to focus their attention on a safe environment where they can express themselves, develop an understanding of hearing each other, experience one of the main things that binds people together - eye contact.
A few takeaways from the conversation: "patience is very important in interpersonal communication" "it's important for me to be really listened to" "it's easier to talk if the topic of conversation is interesting" "eye contact and non-verbal communication really works if you want to be have heard".

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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Sigita "Be present" workshop with dance group "Baltā"

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Sigita "Be present" workshop with dance group "Baltā"

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The aim of this workshop was to create a safe space to try something new and to open up. Letting yourself trust your body and establish contact through movement.
In the workshop participated 17 dancers, with different ages (14-23 y.o.). I was amazed by how easy they opened up and started to trust not only themselves, but their partner as well. Some keywords from the dancers were #trust #relaxed #calmness #second breath #inspiring #body freedom #flow #magical

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Elena -  " Move from your chair!" workshop in Esperino EPAL Kerkyras

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Elena -  " Move from your chair!" workshop in Esperino EPAL Kerkyras

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I adapted the Lab-activity we had in Latvia into the real conditions of my class.

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Anastasia Greece: "Connecting to myself and you"

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Anastasia Greece: "Connecting to myself and you"

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Here we collected the links to the posts that have been published about "Move, Connect and Engage!"

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Spanish students have learned more about expressing their feelings through different ways of art.

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Spanish students have learned more about expressing their feelings through different ways of art.

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Marc, Carlos, Alicia and Sara

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Follow up Look for yourself Turkish group❤️❤️❤️

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Follow up Look for yourself Turkish group❤️❤️❤️

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After Kocēni I continued to explore our workshop proposition, where movements were build with and around chairs. I did few workshops with young people from my theatre classes.

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we had this one day event where we presented some of the activities we tried in Latvia to different groups of youngsters and non-youngsters. The day was a full event from the early morning till night. and ended up with a spark or dive session ...