There are "Talking Flowers" at Stepney Community Trust

The 15th of April  2016 I had the privilege to start the project "Talking Flowers" at Stepney Community Trust, a charity set up to "respond to the severe levels of housing and social deprivation existing in the area " . The women participating at the activity are from Bangladesh. When I go to Stepney Community Trust and I meet the ladies, I realize how, sometimes, reality can be better than the dream. A project, basically is this, an  idea almost similar to a waking dream to be realized in the real world, shared with real people.

It may happen that an idea, once fell into reality, get altered, changed, losing its original mining, but not in this case.

What happens when our little group meets is always a wonderful surprise; our willingness to understand each other goes beyond the language itself; when the language it is not enough,  there are  the looks, the expressions, even hugs and blessings.

The path of knowledge we are sharing is the real purpose of this project, that will become knowledge to share, later, with "the rest of the world".

The last step will be the creation of a series of animations; images of flowers will be animated, each flower will tell a story with the real voice of the ladies.
In this way, the telling of stories related to our lives as immigrants will takes a universal character; will allows those who are not directly involved in the activity to meet the reality that we are describing with our telling,  becoming a tool for sharing, knowledge and, therefore, also social integration.

I take this opportunity to thank Ms.Syeda Ambeah Rahman who, not only believed in the project but actively strives to the activities to be successful with its organizing skills and also covering the role of interpreter . 

Thanks Ambeah! Thanks to Stepney Community Trust and thanks to all the ladies who welcome me and share with me their stories.

Grazie. Sabrina

Talking flowers: The telling as tool for social integration

Talking Flowers

The telling as tool for social integration

Ricoeur: "The understanding that each has of himself is narrative: I cannot understand myself outside of time and therefore outside of the story(...)”

Being an immigrant woman can mean many things, each story is unique, as every person; speaking in general it is possible to affirm that many women face similar problems:  women immigrants are often involved in the care of others “forgetting” their own needs; many women live only a domestic dimension, that creates difficulties in integrating in the new socio-cultural context, and, in some cases,  they “simply” continue to have relations only with people of their social group.   

 Result: Immigrant women face many obstacles, often in solitude

With this project I want to help women to share their story as immigrants in London and allow them to express themselves, telling about their dreams, hopes, expectations, victories and disappointments... .  

Every woman, in this project, is considered as a flower, a beautiful flower that has faced a journey, sometime a very long journey, to arrive here in London and to “take root” in this new land.

Why a flower? It is very common that the woman is compared to a flower, and I like this comparison; the flower not only attracts with its beauty, but surprises us by its strength and endurance, to be born overcomes earth and is resistant to rain, wind and sun. There are flowers that are born in the snow, others bloom in the most arid deserts, that is why, comparing the woman to a flower, for me, can be considered appropriate.

The flower is a perfect alter ego, an avatar would say today, able to make easier, for the ladies, to tell about themselves.

Each woman will choose her flower, and the flower, at the end, will tell her story; the cathartic, liberating value of this passage is evident.

Thanks to a specific program it is possible to animate images of flowers and make them talk with women's voices telling their story.

The animation of the images (the flowers), in this context, is a new and funny way to facilitate the telling.

 The goal is to promote the integration processes helping  people knowing each other better by encouraging a deeper understanding of the “other”,  in a friendly environment

Other goals: self-confidence, language development, a new social network of reference 

Self-confidence: public speaking is not easy and to talk about themselves in public is even harder; overcome this challenge, that for some is very hard,  helps to gain self-confidence.

Language development: The project provides, in addition to the “telling”, a step in which it is required to write and read. For those who have difficulty in express themselves in English, will be an opportunity to practice the language in a nice and friendly setting, having the opportunity to gain greater linguistic competence.

Social networking: The project aims to give the possibility to the ladies to make friends, building relationships that will continue after the end of activities.

This is only the abstract of the project. Those interested in the project proposal please contact me at this email address: sabrinavprojects@gmail.com

Progetto Hopeball: Il sogno di un ragazzo

• I am very proud to host in my blog the project of an Italian boy, Gian Marco Duina, known in London now living  in Zambia to achieve his dream: The project "Hopeball"  (The post is in Italian) 
• 
  
• "Il progetto Hopeball nasce nel 2016 in collaborazione con "Whanau Onlus" seguendo l`intento di trasmettere nelle aree più povere del Pianeta una passione che sappia dare speranza.
  UN PROGETTO EDUCATIVO SPORTIVO
  cosa significa e perchè proponiamo un progetto educativo sportivo?
  PROGETTO
  Il raggiungimento di qualsiasi obiettivo necessita di una solida progettazione; nel caso di un progetto educativo sportivo essa è eseguita da un allenatore che assume dunque anche il ruolo di educatore/orientatore.
  La nostra progettazione nasce dall’intenzionalità educativa,ovvero dalla ricerca scientifica di obiettivi, metodi,e strumenti che promuovano l’emancipazione e l’espressione dell’individualità dei soggetti,consentendogli di vivere un’esperienza di apprendimento intensa non solo sul piano prestazionale, ma soprattutto su quello identitario, sostenendo e sviluppando le sue capacità e sollecitandolo alla sperimentazione di nuove.
  Seguendo questo progetto dunque, lo sport (come vedremo in seguito) si puo presentare come un dispositivo di formazione in grado di sollecitare positivamente la crescita e lo sviluppo dei soggetti.
  EDUCATIVO
  L’aspetto educativo è l’aspetto principale del nostro progetto: “si educa perchè non ci si accontenta dello stato presente,ma si tende a superare tale stato per realizzare un livello di vita superiore”
  Vivere il progetto sportivo in chiave educativa significa far esprimere il soggetto nella sua totalità,favorendo i processi di costruzione identitaria e la valorizzazione della persona; l’ allenatore (educatore) attiva percorsi di apprendimento concentrandosi sugli aspetti di personalità,sulle dinamiche di vita,sulla corporeità e,quindi, sulle storie personali dei soggetti,nell’ottica di uno sviluppo emancipativo dei soggetti in quanto persone, stimolando costantemente l’esercizio della libertà e creatività individuale.
  SPORTIVO
  Perchè abbiamo scelto di concentrare il nostro progetto educativo proprio sullo sport? Prima di analizzarne gli aspetti educativi partiamo dal significato della parola stessa.
  E’ curioso ed emblematico come dal semplice punto di vista lessicale la parola sport è uno di quei rari termini che non presenta delle traduzioni nelle varie lingue, dandone la definizione universale di -un insieme di attività complesse sul piano psico-fisico finalizzate al raggiungimento di un risultato conseguibile attraverso lo spirito agonistico-.
  E’ in chiave educativa che va letto il termine agonistico in quanto esso caratterizza la situazione nella quale i contendenti non si comportano da nemici ma da “avversari” cercando di superarsi reciprocamente secondo modalità stabilite e precedentemente accettate: in quest`ottica l`avversario è il mezzo fondamentale per misurarsi in un comune accordo di osservazione delle regole e di rispetto, confrontandosi in un`ottica costruttiva ed emancipativa,sperimentandosi in maniera critica nel rispetto del fair play: ecco come lo sport permette di sperimentare e rafforzare una moltitudine di competenze trasversali che possono essere utilizzate anche in altri ambiti di vita, prima tra tutte l`imparare a fronteggiare i problemi in maniera efficace.
  Alla luce di queste considerazioni lo sport è inteso come un percorso che permette di sperimentarsi,di sbagliare senza la preoccupazione di subire gravi conseguenze, di vivere un contesto teso alla sfida continua ,non solo con l`altro ma con se stessi,in ottica emancipativa.
  All’interno del gruppo sportivo i soggetti sperimentano competenze sociali tra cui la tolleranza,il rispetto, la collaborazione e l’interiorizzazione della norma.
  Lo sport,da questa prospettiva diventa esperienza,formazione identitaria, strumento veicolatore di cultura e momento di socialità.
  In conclusione dunque,sollecitando i soggetti e seguendo il progetto educativo,lo sport permette la sperimentazione libera e l’apprendimento di una serie di risorse cognitive e comportamentali funzionali al processo di crescita, di costruzione e al consolidamento di un immagine personale e sociale del Sè
  DIMENSIONI DEL PROGETTO
  Il nostro progetto educativo sportivo si concentra su 3 dimensioni
  –Dimensione democratica: L’allenatore si impegna a far sviluppare il confronto tra gli atleti,sollecitando cosi la conoscenza di sè attraverso la comprensione dell’altro e la valorizzazione del diverso. Creare un contesto e una atmosfera democratica permette a chiunque di sperimentarsi liberamente prendendo consapevolezza delle proprie capacita e dei propri limiti.
  –Dimensione interculturale: L’allenatore si impegna a rendere lo sport uno strumento di valori universalmente condivisibili progettando percorsi di educazione alla pace,alla solidarietà,al rispetto dell’uomo,della vita e delle diversità.
  –Dimensione ludica: L’allenatore si impegna a mantenere costantemente presente l’aspetto ludico; esso permette di creare un luogo di gioia,spensieratezza e piacere creando ruoli e relazioni sociali diversi da quelli comuni: la dimensione ludica dello sport permette di vivere stati d’animo quotidiani con maggiore leggerezza (gioia per una vittoria e dolore per una sconfitta). Rivalità,forza,coraggio,vittoria,sconfitta,competizione e collaborazione diventano dunque occasione di una presa di coscienza delle molte facce di sè."
  
  
  
  

Conversation and Animation

Conversation and Animation 

Slogan: Think simple and speak slowly!

This new project is aimed specifically at adults who are beginning the study of the English language or who have only basic language skills, especially suitable for those who have just arrived in Britain.

The basic idea is to provide an opportunity to use the linguistic skills possessed and implement them practicing conversations in English simulating everyday life situations : at the doctor, in a store (to buy clothes, vegetables, etc. .), at  the metro or bus station and so on.
In this way, in addition to learning the language, students will learn about the customs and norms about their country of adoption.

The two objectives: on one hand to learn and use adequately basic linguistic skills and, on the other hand, promote an understanding of the new social context.

The facilitator / animator (and teacher) and teacher of English: the project involves the presence of two figures, a mediator / facilitator, able to use theatrical techniques skills capable of creating the "conversational occasions" taking,  as inspiration,  the real life situation, and the English teacher, have to be able to teach the language but also to "play the game" and became part of the "representation"of the everyday life situations represented.

It is expected that the mediator / animator is also a foreigner while the English teacher should be a UK native; the animator, as a foreigner, is aware about the linguistic and social learning needs of the participants and, the English teacher is not only "the teacher par excellence" of the English language, but also "The English", the native, the person that we, the foreigners, we have come to meet, the one we want to know.

The result of the relationship between the facilitator / mediator and the English teacher is expected to be funny, even comical.

The fun is the key to play down the condition of emigrant and relieve the effort of learning (that is why the  name of the project include the term "animation" that  refers to the theatre and to "the fun").


I take this opportunity to thank Laura Marziale (Community Education & Employment Coordinator), Bianca Galluccio and the whole staff of Migrants Resource Centre

The activity took place at the Migrants Resource Centre (Migrants Resource Centre

24 Churton Street London, SW1V 2LP) from November 2015 until April 2016,  every Friday from 13:00 to 15:00. The experience is now concluded. 

PorTraits my second project in London

PorTraits

Art and technology as tools to facilitate the learning of a new language

After the experience of Strange(R)Faces occurred to me that such activities, with the necessary modifications, could be useful as a tool to improve language skills.

Learning English is, for many immigrants, a journey that will last the entire life (I am one of them);  the difficulties faced by adults, is that, for them, it is necessary to overcome the linguistic "impasse" as quick as possible.

One of the biggest difficulties that I met since I came to London was that it was almost impossible for me to practice English because,  in my work environment , everyone speaks Spanish or Portuguese (and not only in my work environment). I soon realized that the problem was not only mine, many people remain "trapped" in their social context in which the main language (or even the only) remains that of the country of origin.

If many immigrants, like me, start from the countries of origin with basic language skills, others arrive without knowing anything but their own language and start here to learn English. 

In London there is an abundance of courses, but few opportunities for many people to practice the language.

The Migrants Resource Centre had been the first organization I had contacted as a costumer on my arrival in London (April 2014); I was able to take advantage of their guidance, help in drafting the C.V. and cover letter, and I could also participate at  theater workshops, also very useful to practice English

This project had been, for me, fundamental to understanding how to achieve my current project Conversation and Animation.

I take this opportunity toto express my gratitude to  Laura Marziale (Community Education & Employment Co-ordinator), for believing in my ideas and  for giving me the opportunity to develop it, Bianca Galluccio and the whole start working at the  Migrants Resourse Centre.

The idea:  to create a conversation class open to all levels of language proficiency

The artistic activity, in this context, has two purposes: "break the ice" favoring communication, and carry of a talking picture to use as a tool able to help the verification of the results.
People were asked to record a message at the beginning of the conversation sessions and then, later, in the end, in order to check the linguistic progress.
Why to use the animations? Because the effect on people is amazing, extremely funny. A factor that is often not considered is the stress for an adults to learn a new language, but also related to  the status of immigrant , and and how this two elements affects learning.
Listen their voice and articulated sounds in a language is certainly useful but can also be, for some, a frustrating experience. In my experience this negative effect is virtually eliminated by the use of talking pictures (the plan was to use not only portraits but whatever image the person was found to represent the fun).

I want to thanks Ricardo for giving me the permission to publish the letter he wrote about the experience he had during my workshop

Strange(R)Faces: my first project in London

Strange(R)Faces 

Experimental project for integration in a multicultural and multiethnic context

(My first project in London)

Premise

In August 2014, four months after my arrival in London, I had the opportunity to carry out voluntary activities at  Simple Gifts, in quality of playworker on the occasion of the activities planned for the After-School Club.
Was participating at the After School Club activities that came to my mind the idea of ​​using animated pictures as a tool to facilitate mutual knowledge, in the past I had used the arts as a tool to facilitate communication and I also the animations for the realization of a theater representation but I had not with me the necessary tools to realize my purpose (It was all in Italy).
I bought a second hand portable PC  (100 pound), I returned to Italy, I loaded the necessary programs on my laptop and I returned to London waiting for the right opportunity to present my idea. I will always remember the day when Ann Howell and Rob Gregson asked if, among the volunteers, there were people who wanted to realize some activities. I was there, ready. There was, among the volunteers,  Andrea Alves, a young portuguese artist, to whom I asked if she wanted to participate in the realization of the project. Her contribution had been crucial at the time of realization of the portraits.

The IDEA 

(Art and technology as tools for social integration)

The basic idea is very simple but complex in its implementation. It involves portrait and animation techniques as tools for social integration.

The first step: two people sit facing each other, they are asked to make a portrait of each other and, at the same time, to ask simple questions like "where are you from or what is your favorite color ...", just to help breaking the ice; if on one hand you have the opportunity to observe the person in front of you,  staring him or her into your memory, on the other hand you have  the opportunity to strike up a conversation with someone who you  still do not know or, simply,  have an occasion for a deepen knowledge.
Once the portrait is done, is asked to the artist to write down what he/her think to know about the person portrayed.



The second step: in this phase the portraits became alive; thanks to an animation  program the images of the faces portrayed became cartoons, faces narrating a story; here is the particularity of the project, the faces do not speak with the voice of the model represented but with the voice of the artist who designed the face because, that face, is not and cannot be the represented but the idea the artist has about the person represented. What the face tells is what the artist believe to know about the person represented.





The last step: is about the creation and projection of a real film composed of all the "talking faces" in a sequence. The screening is a crucial moment, and not only for the group of participants at the activity, but also for those who did not participate at this specific project but take part at other activities at Simple Gifts as volunteers or clients. This is a good occasion to learn more about the others, to have a new perspective about the people "you think you know" or simply, you still do not know.

The socio-cultural integration starts here, by knowledge, by the exchange, the communication, in a welcoming, pleasant and even funny environment,

The activity was attended by adults and children from different parts of the world: Italy, Portugal, Turkey, Bangladesh, North America and many more,  and of any age from 6 to 60... .

The  movie is visible on the Simple Gifts website