1. Introduction (5 mins): Explain the purpose of the activity (dance improvisation, self-expression, human rights, relationship between self and society).
2. Breaking the ice (25 min): If the group is meeting for the first time or consists of mixed participants, begin with a preparatory activity such as a name game. It’s also important to include a body scan, grounding exercise, or warm-up to help participants relax and connect with their bodies, the floor, to breathe and let go of all the worries. You can also use 1-2 introduction activities from the additional chapter at the end of the Toolbox, based on your needs.
3. Visualization and flow writing (30 min): Participants are invited to find a spot in the room and a comfortable position (they can sit, lay down on the floor, but should take a relaxed body position). The facilitator then leads a visualisation exercise to imagine for instance a happy place in nature, or an ideal city/community/world, depending on a topic or question (e.g. “How would a world with complete equality/inclusion/sustainability look like?”). The participants visualize it using all the senses in their imagination and to connect with feelings (“How does this place/world make you feel? What are the textures/colours/shapes that you see? What are the sounds, the smells?”). Then, they are invited to come back to the present, but with the visualization in mind. The facilitator hands out papers and pens and invites the participants to engage in ‘flow writing’, related to their visualization. That is, they can write freely their flow of thoughts without worrying too much about whether the text is coherent or structured. The important thing is that they try to unwind and write down their thoughts and feelings as freely as possible, without judgement, letting the flow take over. They can write whatever comes to mind—how they’re feeling right now, what they’ve been thinking about in the visualization, what did the world they imagined look like, what problems do they see related to the topic/question in the real world compared to the imagined world, or just anything that’s on their mind. This should last for 10 to 15 minutes. In the end, they are asked to circle out three key words from what they’ve written: a noun, verb and adjective (if possible). Provide an explanation with examples if some participants don’t understand these words.
4. Dance improvisation (35 min): Now the participants are given the task to create a small improvisation dance based on their three key words. The facilitator begins with a quick warming-up in a circle, and gradually lets the participants slip into their own movement. Their three key words are serving them as guide and inspiration for the movement, while music is played. The participants are encouraged to explore the movement and exercise their improvisation until they have a fixed small choreography. This part should last about 10-15 minutes. If there is time left, half the group can show their choreographies by performing for the other half as the audience, and vice versa. Afterward, the group gathers in a circle to share how it felt, what the key words were, and how they translated them into movement/dance.
5. Reflection and evaluation (15 min): The participants sit in a circle and reflect about how the activity was for them, sharing thoughts and discussing.

Reflection Questions:

• • How was the exercise for you?
  • What feelings emerged in the visualization?
  • Was it difficult to translate the words into movement?
  • Do you think such a place/community/world is possible? If not, why? If yes, what should happen to direct us towards this vision?

For evaluation, observe participant engagement and mood, the way they move and what they share in the reflection/discussion. Collect feedback verbally, via a quick survey or through association

1. Introduction (5 min): Explain the purpose of the activity.
2. Simple rhythm game (15min): Facilitator encourages the group to remember rhythm games they played as children with one another, using hands for clapping with other people in pairs or groups. The facilitator goes first and shows the game with the group, demonstrating with one or multiple people from the group. The rest of the group is encouraged to form their own pairs or smaller groups and follow the facilitator’s group. Then, volunteers are called to share with the group. They demonstrate and the rest of the group follows. Optional: Facilitators share a rhythm game done in a pair, and then encourage volunteers to show games done in bigger and bigger groups, finishing in a big circle.
3. Rhythmic movement (15min): The facilitator explains the point of the exercise – to follow another’s movement with rhythm. Participants are split in pairs. Each person has 5 minutes for rhythmic movement, and the task of their pair is to follow their movement with rhythm produced in a way they wish – with hands, on objects, with simple percussion instruments (if available). The rhythm should try to match the other persons’ movement as best as possible. Then, the roles are switched. If there are visually impaired people, instead of movement the other person can use the voice or their own rhythm.
4. Dancing to the beat (35min): The group is split in two. The first group sits in a circle and develops their own rhythmic concert, using their body, objects, floor, or instruments. The facilitator explains that they should improvise, but also listen to each other and try to explore together. The second group is the audience and after some time, the facilitator encourages them to get up and start dancing to the music. Then, the groups switch roles.
5. Reflection and evaluation (10 min): Participants sit in a circle and share thoughts on how the activity was for them.

Reflection Questions:

• • What was this experience like for you?
  • How did you feel with the rhythm? Was it easy or hard for you to complete the tasks?
  • Was there something that surprised you? Which part of the experience was the most impactful for you?
  • Did you learn something new about yourself and others during the activities?

For evaluation, observe participant engagement and mood, the way they react to the assignment and how they collaborate in groups. Collect feedback verbally, via a quick survey or through associative cards.

1. Introduction (5 min): Explain the purpose of the activity (exploring materials and textures though sound, recycled crafting, jointly music making).
2. The sound of textures (15 min): At the beginning of the activity, participants are introduced to the concept, importance, and various types of textures. Textures refer to the perceived quality of an object, experienced through sight or touch. The facilitator explains the difference between visual textures (such as color arrangements, intensities, and brushstroke qualities) and tactile or surface textures (how something feels to the touch), discussing their roles in art, design, and everyday life. Participants then observe and explore various materials by touch, describing their textures using adjectives like smooth, soft, rough, coarse, or glassy. Following this, they are invited to explore how different textures can produce different sounds and how these sounds can be used to express different moods. Each participant demonstrates a texture-related sound, and the group discusses the materials used, how the textures affect us, and how we can creatively use them.
3. Crafting recycled instruments (60 min): Participants are divided into small groups of three and tasked with creating simple percussion instruments using various textures and recycled materials. While each participant builds their own instrument, they collaborate and support one another within their group. The facilitator guides them through the entire process—from brainstorming and design to construction and decoration—encouraging creativity and teamwork throughout.
4. Presentation and jam session (60 min): In this part of the activity, participants present their instruments and demonstrate the sounds they produce. They are encouraged to share their creative process, including which materials they chose and why. They reflect about the used materials, noticing the differences of sound based on texture and how the instrument is played. Following the presentations, the entire group explores their collective sound and engages in a jam session, experimenting with rhythm and attempting to find a shared groove. The facilitator records the session to capture the group’s unique musical expression.
5. Reflection and evaluation (10 min): At the end of the activity, the group gathers in a circle to share their thoughts and reflections. The facilitator poses guiding questions, and participants are invited to raise their hands if they wish to share. To conclude, the facilitator leads a final round in which each participant sums up their experience in one word and/or shares what they are taking away from the activity—what they learned or found meaningful. Participants may take their instruments home or keep them for use in future activities.

Reflection Questions:

• • Was this an interesting way to learn about textures?
  • What was the most interesting part?

For evaluation, observe participant engagement and mood, the way they react to the assignment and how they collaborate in groups. Collect feedback verbally, via a quick survey online or through association cards.