Creative and Theatrical Activities

The "choreography of the self" is a warm-up activity that combines body exploration with self-knowledge through movement. Participants are encouraged to express themselves creatively and non-verbally, fostering group collaboration and co-creation. This activity allows for a deep dive into personal characteristics and how these can be creatively represented and shared through movement.

"movement resonance" is a theatrical warm-up activity designed to deepen the connection between movement and internal exploration among teachers. By engaging with music and allowing it to guide their movements, participants explore personal openness, empathize with others' movement energy, and adapt to a variety of musical stimuli. This activity fosters a group dynamic of mutual understanding and creative expression through movement.

 "walking through life" is a theatrical warm-up activity aimed at enhancing self-awareness and empathy through the observation and imitation of movement. Participants engage in an intrispective journey, exploring new ways of moving and their impact on physical and emotional well-being. This activity encourages participants to deepen their understanding of their own emotions and those of others through empathetic movement.

This activity is designed to explore emotional expression, creativity, and character development through music. Participants are invited to create improvised scenes or characters inspired by music, tapping into a wide range of emotions and narratives evoked by different songs. It encourages participants to explore the connection between music, emotion, and theatrical expression, fostering a deeper understanding of themselves and others.

"warming up the voice," is designed to prepare teachers for theatrical work by warming up their voices while fostering creativity and spontaneity. Through playful vocal exercises, participants will explore the range and versatility of their voices in a relaxed and playful atmosphere, encouraging a sense of ease and readiness for further theatrical engagement.

"Emotional impulse " is a theatrical warm-up activity to allow participants to explore and express their emotional impulses spontaneously. This activity encourages the observation of individual and common emotional patterns within the group, rising a deeper understanding about our sense of spontaneity, comfort area and personal boundaries.

"Masks of emotion" is a theatrical Gestalt activity designed to explore the range of emotions and how they are expressed and perceived. Participants create and use masks representing different emotions, engaging in improvised scenarios to explore the dynamics of emotional expression and reception. This activity facilitates self-awareness, emotional literacy, and empathy by allowing participants to step into different emotional states in a safe and supportive environment.

This is a theatrical improvisation activity focused on practicing spontaneous reactions and adaptability to changing situations, essential for developing the capacity for immediate response and effectively managing unexpected turns in a therapeutic or performance context. This format involves two or more people, where one starts in a neutral position while another enters the scene with a conflict proposal. As the scene concludes, the neutral person exits, and the one who introduced the conflict assumes the neutral role, continuing the cycle with new participants introducing new conflicts.

"Scenes with objects: symbolic interplay" is an activity that merges Gestalt theatre principles with educational goals, tailored specifically for primary and secondary school teachers. This exercise encourages participants to go into the world of metaphorical representation and symbolic communication by personifying inanimate objects. 

This type of technique, utilized in Gestalt theatre, focuses on embodying inanimate objects to explore and express complex human emotions and conflicts through improvisation. It's a creative method that enables participants to project their feelings and situations onto objects, thus making abstract concepts tangible and understandable. This approach encourages empathy, perspective-taking, and deeper emotional insight, making it a valuable tool for educators looking to foster creativity, emotional intelligence, and problem-solving skills in their students.

In a classroom setting, teachers can use this technique to address various topics, from personal feelings and relationships to more abstract themes like conflict resolution and interdependence. It's adaptable, requiring minimal props and preparation, and can be tailored to suit different age groups and learning objectives.

(Example: In a scene between a glass jar and strawberry jam, the jar fears becoming useless if the jam leaves. The jam desires freedom and freshness. This improvised dialogue illustrates the complex interplay between holding on and letting go, making it relatable and accessible for students to understand and discuss, after going through the improv).

"Roles on the floor" is a Gestalt theatre activity tailored for primary and secondary school teachers, focusing on character building and empathy development. Utilizing a variety of roles, emotions, and personal qualities written on paper and placed on cushions around the room, teachers are invited to explore these aspects through improvisation. This activity aims to deepen understanding of diverse perspectives and enhance emotional, cognitive, and physical reactions to embodying different roles, fostering a greater sense of empathy and self-awareness.

"Enacting change" is an activity designed specifically for primary and secondary school teachers to deepen their understanding of bullying through the lens of Gestalt theatre. This exercise brings role-play and improvisation to simulate bullying scenarios, offering teachers a platform to explore empathy, personal boundaries, and responsibility. The goal is to provide insight into the dynamics of bullying, facilitate empathy with victims and aggressors, and develop strategies for intervention and support within the school context.