1. Warm-up (15 minutes)

• Short round of introductions: each participant shares their name (if needed) and one word that represents “community” or “living together” for them.
• Give a short explanation of what stop-motion is: e.g. “Stop-motion is a way of making a video by taking lots of pictures of objects or drawings and then playing them quickly one after another, so it looks like they are moving.”
• Show short examples of stop-motion films (e.g. LEGO or paper-based animations) to inspire participants. You’ll find many examples on YouTube.
• Highlight that participants can use LEGO, blocks, figurines, or simple paper drawings to create their own animations.

2. Story Development in Small Groups (60 minutes)

• In groups of 3–4, participants brainstorm a short story related to a chosen theme that can be anything related to “community”.
• They sketch the main scenes on a storyboard template (3-5 key scenes are enough).
• Decide on the characters (objects), props, and settings needed.
• Groups create the sets and characters using LEGO/objects.
• They rehearse moving characters and testing camera placement.

3. Stop-Motion Filming (40–50 minutes)

• Groups animate and capture their stories scene by scene.
• Each participant takes a role (animating, taking photos, directing, narrating, etc).
• The facilitator provides technical support and time checks.

4. Editing (45-60 minutes)

• After shooting, each group reviews their captured frames and decides how to assemble them into a short film.
• Participants can use simple editing apps (e.g. Stop Motion Studio, iMovie, CapCut) to adjust timing, add transitions, titles, or background music.
• Encourage them to include narration or subtitles if they want to make the message clearer across languages.
• The facilitator supports the process.

5. Screening & Sharing (20–30 minutes)

• Groups present their finished stop-motion clips.
• First screening: participants watch silently.
• Second viewing: creators explain what they wanted to express; others share their interpretations.
• Afterward, invite the audience to respond: they can share what the story meant to them, ask questions to the creators, or reflect on similarities/differences with their own experiences.
• Encourage focusing on meaning and feelings rather than technical quality.

6. Sharing Beyond the Group (Optional)

• If participants feel comfortable, invite them to share their finished stop-motion films on social media or community platforms.
• Discuss briefly how sharing creative work publicly can foster dialogue, raise awareness, and celebrate multicultural perspectives.

1. Introduction (10 mins):

• You can ask the participants to bring beforehand an object that represents home to them and everyone will introduce themselves and share about their object and why it is important to them. In this way you start exploring the topic of home/belonging and how the participants relate to it, what does it mean to them.
• Mention that anything can be meaningful, there is no wrong or right answer. If the participants feel shy to open up, you can start as a facilitator or give examples.

2. Exploring and filming (30-40 min)

• Invite the participants to go around the neighbourhood and take 2 short videos (10-20 sec maxim) of something that represents home to them and brings them the feeling of belonging to a place. They would have 20-30 min to do this, depending on how big the area is.
• This part can be extended to a few days, if you are working with a group for a longer time and you can invite them to document their everyday life and the moments they feel like home or like belonging to a place.

3. Watching and analysing the videos(20-30 min)

• When the participants come back, ask them to send you all the videos to a common DRIVE or transfer them with a USB cable to your computer and project them in a random order.
• Watch the videos together firstly without any comments asking the participants to think in silence what they think the author wanted to share. They can take notes here, but not speak.
• Watch the videos a second time, this time asking the authors to share their thoughts and the rest of the participants their interpretations.

Invite the participants to avoid words saying if they like it, if it is a good material or not, we are not concentrating on this, but rather how it makes them feel, what do they see and what do they think it represents.

4. Creating a film together (30-60 min)

• Invite participants to think about how they want to tell a story of belonging or “home” that represents their group, using the videos everyone has shared.
• Divide participants into small teams to plan the video. Each group can focus on:
  • Story/script – Decide the order of the videos, what message they want to communicate, and whether they want to cut or add any parts. You can provide a simple video script template, or let them plan it more organically depending on the group.
  • Music and sound – Choose appropriate music or sounds that fit the story.
  • Technical editing – If someone in the group has the skills, they can edit on a phone using apps like CapCut or iMovie (iPhone). On a computer, they can use CapCut for desktop, Adobe Premiere, or Canva. If no one has editing experience, you can do the technical part while following the group’s instructions: they decide the order of clips, any cuts, transitions, and music.
• Once the video is finished, watch it together on a big screen. Use this as a starting point for debriefing and evaluation.

1. Introduce the theme(10-15 min):

• What can nature teach us about diversity and migration/being different?
• Explain the steps of the workshop, first we would go together for a walk in the park/nature and collect natural elements/materials and then come back and do botanical paintings together
• Emphasize respect for nature—only collect fallen or abundant items.

2. Nature walk and discussion (30+ min depending how far is the place you take the participants to)

• Ask the participants to pair up and tell them that they would change their pair for each reflection question, trying to speak with people they didn’t spoken to before
• While they will be walking and talking through the park/forest, they would also look for leaves, flowers that they would later use for their painting
• Give each pair a small bag or basket to collect natural items.

Provide reflection questions to discuss during the walk:

• Look at the plants around you and observe the differences and similarities. What do you observe?
• How do plants grow together even when they are different?
• How can you make someone feel welcome in a new place?
• Have you ever moved from one place to another? What helped you feel welcome?/ If you never moved, what would you do to make someone feel welcome in your hometown/home place?

3. Lead the participants back to the workshop room and while everyone is there, ask the participants:

• To share something about the things they collected and why.
• What did you notice about the diversity of plants?
• Can you make a parallel between people and plants you’ve observed today?

4. Getting into botanical printing/painting (20-30 min)

• First demonstrate how to do it, would be good to have an example with you as well, looks something like this:

• On a separate piece of paper, you would use the rolling pin with paint over the leaf/flower and then arrange it and press it on your main paper. You can use another clean paper to press the plant
• Invite the participants to try and arrange their plants with the idea of migration, diversity and belonging in mind
• They can also add words or sentences with the markers around the printed plants

5. Invite participants to share their artwork and what it represents. (20 min)

Ask:

• What does your print say about you or your journey?
• How do you see diversity in your artwork?
• What did you learn from nature today?

1. Introduction (10-15 min)

Briefly introduce the theme: Begin with a short brainstorming session. Ask:

• Do you know what “inclusion” means?
• What words or ideas come to mind when you hear it?

Write down their answers on a flipchart or board. After a few minutes, sum up by explaining the term: e.g.: “Inclusion means that everyone belongs and feels valued. It’s about making sure that all people – no matter their background, abilities, or differences – have equal opportunities to take part and be respected.”

2. Demonstration and brainstorming (10-15 min)

• Share examples of collage art that use mixed media and thread.
• Encourage participants to express their identity, experiences, and hopes.

Let participants explore the materials.

• Demonstrate safe use of scissors, needles, and glue.
• Show how to sew or stitch through paper (optional for those interested).

Ask participants to sketch or brainstorm their collage idea.

• Prompt questions:
• What makes you feel included?
• What do you want others to understand about you?
• What could your threads connect to? People, ideas, feelings?

3. Collage Creation (30 min)

Invite the participants to start creating their collage. The following indications can be mentioned, but not obligatory, mostly if you feel that the participants are unsure how to start.

• Choose and cut photos, newspaper clippings, or shapes.
• Use markers to draw or write on the photos.
• Sew or glue threads to connect elements or highlight areas.
• Combine materials to create depth and meaning.
• Offer help with sewing or cutting if needed.

4. Closing (20 min)

• Invite participants to share their collage and the story behind it.
• Encourage respectful listening and affirming feedback.
• Option: Create a collective wall or gallery of all collages.

1. Introduction (10-15 min)

• Introduce the participants to the activities and inform them about the rules such as:
• Drawing in silence, no speaking
• Choosing one colour
• Selecting one segment of the paper

2. Split the participants in smaller groups of min 3 and give a flipchart or A2 paper to each group. (20-25 min)

• Participants collaborate on a collective drawing without speaking in groups of 3.
• They work on large flipchart papers divided by 3 themes (1 for each participant), for example: ‘Our ideal community’, ‘Our home’, ‘Our common roots’ (themes can be adapted to suit the group’s context).
• In the beginning, each participant selects one colour and one segment of a paper and begins by adding a single visual element to it.
• After 8-10 minutes, they silently switch places with another group member and add one new element to a different segment. This silent rotation continues until everyone has contributed to each section.

3. Closing (10 min)

• After finishing, the small groups takes a look at their creations and have some minutes to discuss what they see, clarify some details.

1. Collection, selection, and organization of materials (15 min.)

• Organization: materials should be organized in small boxes or trays, placed near the work area for easy access.
• Selection and grouping: sort the materials by size, color, or type.
• Distribution: arrange the materials in concentric circles around the work area, starting from the center and moving outward.

2. Group discussion for composing the mandala (15 min.)

• Gather participants in a circle.
• Provide a brief explanation about mandalas, their symbolism, and their significance in various cultures.
• Explain how land art as a visual expression is sustainable because of its ephemeral nature and how it is allowed to decay and return to the environment
• Encourage participants to share their ideas on what they want to express through their mandalas.

3. Choosing the place and progressive design of the shape (20 min.)

• Each participant selects their spot within the designated circle or space.
• Participants begin creating their mandalas progressively, starting from the center and moving outward, following the logic of concentric circles.

4. Visualization, feedback and sharing (20 min.)

• Organize a visualization session where participants can present their mandalas to the group.
• Encourage dialogue and constructive feedback among all participants.
• Record the mandala (with a smartphone or camera) so that it can be shown later without having to keep it intact in nature.

1. Introduction and delegation of functions if necessary (10 min.)

• Introduce the activity: “Imagine that light is an extension of yourself, which you can shape and direct through your movements. How does an emotion feel when it becomes a line of light? Today, we will explore the power of light to embody what we cannot see, but what we feel. Through your movements, emotions will be transformed into ephemeral, unique and energetic drawings.”

2. Technical setup (10 min.)

• Set up the camera
• Place it on a tripod or stable surface and frame the scene well.
• Adjust the focus
• Focus on an object at the same distance where you will be painting and switch to manual focus mode.
  • Use the Bacon Camera or Camera FV5 app if you have Android to set your mobile phone camera to manual mode. If you have an IOS phone we recommend LightRoom Mobile, Camera+.
• Set the parameters:
  • Manual mode
  • Close aperture (f/8 or f/11)
  • Low ISO (100-200) or medium (640-1000 if you want the surroundings to show)
  • Shutter speed: Bulb mode if possible, or set the estimated time

3. Prepare the space (10 min.)

• Darken the room completely and eliminate any external light sources.

4. Paint with light (30 min.)

• Open the shutter, paint with your chosen light source (torches, LEDs, laser pointers, LED rings, glow sticks, mobile phone screen), and close it when finished.
• Check and adjust
• If too dark: raise the ISO or paint slower
• If too bright: lower the ISO, use higher f or paint faster

5. Final reflection (10 min.)

• Look at the images together and share impressions.

1. Preparing materials (5 min.)

• Place all materials within reach of participants on the table: cardboard, scissors, paints, palettes, and supports (cardboard or thick paper)

2. Making templates (5 min.)

• Cut out shapes or templates from cardboard using scissors

3. Preparing the paint (5 min.)

• Arrange the paint on palettes, assigning a space for each colour

4. Printing with stencils (10min)

• Load the cardboard stencil with paint by pressing it onto the palette.
• Place the stencil on the backing and press firmly to transfer the colour.
• Repeat the process with a second shape and a different colour

5. Lines with the edge of the cardboard (10min)

• Test on a sheet of paper first and then apply to the support to add linear details

6. Creative repetition (10min)

• Participants can repeat the procedure, combining shapes and colours to complete their design

7. Sharing (10min)

• Each participant shares their work with the group, explaining what they have painted and why

1. Introduction (10 min)

• The facilitator presents clay as a versatile material that accompanies creative processes with children, young people, and adults. It is explained that its flexibility and malleability makes it a medium that connects with a primary creative level. Clay allows for tactile and kinesthetic experiences to bring people closer to their emotions. Next, the group is invited to experiment with their eyes closed in a first guided approach, accompanied by music.

2. Sensory exploration (25 min)

With their eyes closed, participants place their hands on the clay to focus on the sensations. The facilitator guides them step by step:

• • Notice the texture: smooth, rough, hard, soft.
  • Grab and hold: light, heavy.
  • Pinch and press with different parts of the hand: knuckles, palm, back of the hand.
  • Squeeze and smooth to notice how the clay changes.
  • Make a hole through it and feel the outline of the hole.
  • Form a ball and recognize its softness.
  • Tear off large and small pieces.
  • Make a “churro” or snake by stretching the material.

The goal is to awaken sensations, release tension, and allow the hands to dialogue with the material.

3. Free Creation (40 min)

Each participant creates an artwork from their own piece of clay while keeping their eyes closed. They are encouraged to:

• • Feel whether the clay suggests its own movement or whether the participant guides it.
  • Allow the shape to emerge without prior planning.
  • Let themselves be surprised by what appears.

4. Observation and retouches (15 min)

• Participants open their eyes and observe their creation from different angles. They can make small adjustments without transforming the essence of the piece, preserving the spontaneity of the initial process.

5. Reflection and writing (20 min)

Each person writes down words, feelings, or phrases that answer questions such as:

• • How did you feel when you touched the clay?
  • What sensations arose?
  • What feelings came up?
  • What did it mean to express something without using words?
  • Were you surprised by your creation when you opened your eyes?
  • What did you observe in the work of others?

6. Sharing (10 min)

• Invite participants to (voluntarily) explain their clay work and name it.