Shaping and initiating the first workshop was quite a task. Logically, I consulted experienced individuals (Aditya Vaishampayan, Rajendra Bendre, Pascal, Kiran, MP Ranjan, Biren bhai, Neeraj) to guide me with the workshop. A suggestion was made that I approach an educator and a human design thinker to aboard the team, but according to my understanding at this stage of uncertainty it would be unfair to ask Kiran and Pascal for their time. Perhaps, after a customary outline is defined for the workshop they would have a solid ground to work upon.
Excavating my brain for workshop ideas and activities gave me an epiphany. I had decided to confine the workshop in three hours but as I sat there scratching my head it became abundantly clear that three hours would just serve as a starter. The fundamentals would be getting to know the children because being a child is the only way to connect with them to the core. Structuring and categorizing the education system into do’s and don’t is tried and tested. In fact it has become the conventional schooling way. Limiting the workshop to activities would be repeating the same mistake; it would have been impossible to lay down the roots for the kids to flower into creators. Hence, firstly I had to match with the kids’ potential, secondly engage with them to discuss venturing possibilities and finally channeling those possibilities, via a fun-filled activity session, into tangible output. Such procession would take some time, so it was decided that the workshop would be divided into three sessions.
“Keep the directions and instructions to the minimum,” Biren bhai suggested. This did not sound appealing to me at first but having thought of it from a child’s perspective the idea seemed effective – it might be a fundamental necessity that needs implementation. The triple session workshop was to be concluded in three days; a session a day.
Day One: Observing the kids without interacting with them would be the required prerequisite for me to understand them better.
Day Two: Conversing with the kids and letting them venture possible concepts which would help surface their creative confidence.
Day Three: Shaping the concepts into tangibility through fun-filled activities.
This way they can find their own interests, figure out how to channel their interest into a market function, learn through trial and error, and develop self efficacy.
Nine kids, aged nine to twelve, belonging to an NGO called Shwas, eagerly participated in the workshop.
Day one gave me a good insight into these kids. Despite belonging to the slums they have a decent grip over English. Humane values like gratitude, willingness, sincerity and hardworking spirit have descended quite nicely upon them. Their devotion to a group prayer before starting work displayed a sense of oneness. They were not much different from what we were during our school days. As a result of the conventional education system, I was not surprised to find that the kids were attached to a doctrine of do’s and don’ts. Likewise they were subjected to imposed learning, and an authoritative environment seemed to prevail which places the teacher above the children. Students seem to reach out for approval which portrays a lack of self confidence.
On the second day they were assigned the Shwas space for spilling their creativity. Three groups of three were formed and they soon set to work: conceptualizing an item to be worked upon the next day. They came up with three ideas – Dustbin, Notebook and Floor mat. A bit of structuring had to be introduced to help keep the children motivated and inspire values like community work, innovation, etc. Sadly, the obvious competitiveness birthed by the competitions of conventional schooling was seen.
On the third day, prior to creating their chosen object, they were asked to ponder its usefulness. They were expected to draw and visualize the outcome before fashioning the items. But of course, kids don’t do boring – they set out straight to crafting; no brainstorming, no drawing and no designing. The need of a guiding hand for the kids was realized at this point. Setting of the room could have made a significant difference in their approach to the project: colors, music, etc.
There is a dire need of consistency with projects such as these to eradicate the vulnerability and victimization observed in kids; and to shape them as the creators rather than the followers. This can be achieved rapidly by introducing such ways to the current schooling system. I feel I have evolved a step through the workshop. Children are undoubtedly the most generous teachers.
Author - Anuja Agarwal
For more details contact me at caanujaatwork@gmail.com
Excavating my brain for workshop ideas and activities gave me an epiphany. I had decided to confine the workshop in three hours but as I sat there scratching my head it became abundantly clear that three hours would just serve as a starter. The fundamentals would be getting to know the children because being a child is the only way to connect with them to the core. Structuring and categorizing the education system into do’s and don’t is tried and tested. In fact it has become the conventional schooling way. Limiting the workshop to activities would be repeating the same mistake; it would have been impossible to lay down the roots for the kids to flower into creators. Hence, firstly I had to match with the kids’ potential, secondly engage with them to discuss venturing possibilities and finally channeling those possibilities, via a fun-filled activity session, into tangible output. Such procession would take some time, so it was decided that the workshop would be divided into three sessions.
“Keep the directions and instructions to the minimum,” Biren bhai suggested. This did not sound appealing to me at first but having thought of it from a child’s perspective the idea seemed effective – it might be a fundamental necessity that needs implementation. The triple session workshop was to be concluded in three days; a session a day.
Day One: Observing the kids without interacting with them would be the required prerequisite for me to understand them better.
Day Two: Conversing with the kids and letting them venture possible concepts which would help surface their creative confidence.
Day Three: Shaping the concepts into tangibility through fun-filled activities.
This way they can find their own interests, figure out how to channel their interest into a market function, learn through trial and error, and develop self efficacy.
Nine kids, aged nine to twelve, belonging to an NGO called Shwas, eagerly participated in the workshop.
Day one gave me a good insight into these kids. Despite belonging to the slums they have a decent grip over English. Humane values like gratitude, willingness, sincerity and hardworking spirit have descended quite nicely upon them. Their devotion to a group prayer before starting work displayed a sense of oneness. They were not much different from what we were during our school days. As a result of the conventional education system, I was not surprised to find that the kids were attached to a doctrine of do’s and don’ts. Likewise they were subjected to imposed learning, and an authoritative environment seemed to prevail which places the teacher above the children. Students seem to reach out for approval which portrays a lack of self confidence.
On the second day they were assigned the Shwas space for spilling their creativity. Three groups of three were formed and they soon set to work: conceptualizing an item to be worked upon the next day. They came up with three ideas – Dustbin, Notebook and Floor mat. A bit of structuring had to be introduced to help keep the children motivated and inspire values like community work, innovation, etc. Sadly, the obvious competitiveness birthed by the competitions of conventional schooling was seen.
On the third day, prior to creating their chosen object, they were asked to ponder its usefulness. They were expected to draw and visualize the outcome before fashioning the items. But of course, kids don’t do boring – they set out straight to crafting; no brainstorming, no drawing and no designing. The need of a guiding hand for the kids was realized at this point. Setting of the room could have made a significant difference in their approach to the project: colors, music, etc.
There is a dire need of consistency with projects such as these to eradicate the vulnerability and victimization observed in kids; and to shape them as the creators rather than the followers. This can be achieved rapidly by introducing such ways to the current schooling system. I feel I have evolved a step through the workshop. Children are undoubtedly the most generous teachers.
Author - Anuja Agarwal
For more details contact me at caanujaatwork@gmail.com
