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Exercise description

The participants are split into two groups of seven people and they work in separate spaces. Two or three people are observers in each group (depending on the total number of participants). Slowly and clearly read the story about the context for the exercise, at least twice.

Story:

“You are two rival humanitarian organisations working with children. Both your organisations currently work on multiple important projects planned for the upcoming two years (one of the main projects is procurement of aids for children with disabilities). One officer from each of the two organisations has been arrested for using the privileges given to humanitarian organisations for personal gain (evasion of customs taxes). Importing technical equipment was at issue. All the other employees (all of you) knew about this but turned a blind eye. The public prosecutor suspects that the two officers cooperated in these illegal activities.

You are faced with the question: Is your organisation guilty as a whole?

The group votes by secret ballot and the decision is made by simple majority vote.”

The two groups then go work in separate spaces. It is important that they are in different room so that they cannot overhear each other.

It is explained to each group that the outcome of the vote on whether they are guilty as an organisation will have different illustrates the different outcomes:

Possible voting outcomes:

• If both organisations admit their guilt, they will be banned from working for 7 months.
• If both organisations deny their guilt, they will be banned from working for two months.
• If one organisation admits to being guilty, but the other does not, the organisation that admitted its guilt will be banned from working for one month, and the organisation that did not will be banned from working for 10 months.

You can download the voting outcomes chart suitable for printing on A4 paper

Voting plan:

1st round: Everyone receives a ballot paper to enter their vote (“Guilty” or “Not Guilty”). Everyone votes individually, without consultations within the group. The trainer delivers the verdict based on the results of the vote on both groups (to each group) and the corresponding punishment, as well as specifically how the other group voted. She writes this on the chart on the flipchart paper.

Example chart for recording the votes:

Each group receives a copy of the chart.

2nd round: Voting takes place again without prior consultation and the results are given to both groups. Only then does each group get five minutes to confer and nominate a negotiator to go negotiate with the other group. After negotiations, they again have a short time (two minutes or so) to confer within the group and then they vote. The trainer again delivers the verdict based on the results of the vote of both groups (to each group) and the corresponding punishment, as well as specifically how the other group voted. If from this point the voting results remain the same three times in a row and the same sanction is pronounced, whatever the ration of votes, the exercise ends.

If the exercise does not end by the fifth round of voting, the trainer announces that the next round will be the last. The negotiators should have a chance to meet again, and a short time to confer within the groups, followed by the final round of voting and the end of the exercise.

Some people may decline to vote during the exercise, which can lead to the vote being tied. If the results of the vote within the group are tied, the following rule is applied: the result will be determined in relation to the previous vote by making the tied vote opposite to the previous vote (if the results of the previous vote were “Not Guilty” then the result of the tied vote will be “Guilty” and vice versa).

Exercise evaluation

Suggested questions to evaluate the exercise:

How did you vote? How satisfied are you with the result?

How satisfied are you with the process? What did the observers notice?

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Exercise description

Introductory directions: “Find a pair for this experiential exercise, which is challenging and might be difficult. Take a piece of paper and a pencil and group yourselves into pairs.”

Each pair is given a stack of newspapers or masking tape and their task is to make a stick. The pairs will agree on who will be Person A and who will be Person B.

Step 1. Person A should beat Person B for 30 seconds. Person B is supposed to run away from Person A. Before beginning, they should write down on a piece of paper the thoughts/feelings/ questions they have going into the exercise. After the exercise, each person should briefly describe their experience in writing.

Step 2. Person A should beat Person B for 30 seconds. Person B should defend themselves so that as few blows as possible land. Before they begin, they should write down the thoughts/feelings/ questions they have going into this exercise. After the exercise, each person should briefly describe their experience in writing.

Step 3. Person A should beat Person B for 30 seconds. Person B should use a new strategy that wasn’t used in the first two steps but without using violence. Before they begin, they should write down the thoughts/feelings/questions they have going into this exercise. After the exercise, each person should briefly describe their experience in writing.

Person A and Person B exchange roles and the steps are repeated.

Evaluation

Suggested questions for evaluating the exercise:

• How do you feel now?
• How did other people’s reactions influence you?
• What did you write down?
• What does this experience remind you of?

* Bittl-Drempetic. Gewaltfrei Handeln, p. 378.

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Set of Introductory Exercises for the Theatre of the Oppressed

Duration: 20 minutes. Descriptions of the exercises are given here.

Perpetrator, Victim, Observer

Type of exercise: Work in small groups Duration: 25 minutes Materials: Flipchart paper, markers Split into three groups. (You can use one of the creative division methods: see the section on Creative Division into Small Groups or Pairs on p. 259.) Each group is given one of the topics: perpetrator, victim, or observer. The groups are tasked with analysing these roles and preparing wall newspapers around the following questions: ͳ What does the perpetrator/victim/observer look like? (each group deals only with the role they were assigned) ͳ What are their characteristics? ͳ How do they make me feel? ͳ What are the strengths of this role?

• What does the perpetrator/victim/observer look like? (each group deals only with the role they were assigned)
• What are their characteristics?
• How do they make me feel?
• What are the strengths of this role?

Setting the Statues

Duration: 30–45 minutes

The participants remain in the same groups as for the wall newspaper. Each group is tasked with setting up a statue of the victim, perpetrator or observer (the same role they analysed previously).

Display, Analysis and Changes to the Statues

Duration: 225 minutes

Step 1. Display the statue of the perpetrator. The rest of the participants are the audience.

Step 2. The participants from the audience are asked: “What did you see?”

Step 3. The performers clarify what they wanted to show and answer the question: “What was it like playing that role?”

Step4. The performers present the wall newspaper they prepared in the first part of the workshop. (You will need about 40 minutes for steps 1 to 4)

Step 5. Then the next statue is presented, first the one of the victim, and then of the observer, and steps 2 to 4 are repeated.

Step 6. When all the statues have been presented and analysed, possible changes are considered. Theperpetrator statue is displayed again..

Step 7. The audience is asked to think about possible changes that could contribute to reducing violence and to try to replace one of the roles. (Do not replace the roles that are the source of the violence.) The other performers respond to the change and form a statue to accommodate the change and show their response.

Step8. All those on stage are asked: “How did you feel? What happened?” (start from the person whose role was most affected by the change)

Step9. Question for the audience: “What did you notice?”

Step 10. If there are more ideas, do a few more changes. For each change, repeat steps 8 and 9. Step 11. A round of applause for all who participated in the original statue and its changes. Make sure to have a break before

you move on to the next statue.

Step12. Move on to making changes to the other statues – first that of the victim and then the observer. For each statue, go through steps 7 to 11.

Evaluation

Suggested questions for the evaluation:

What was it like? What new questions opened up for you? What did you get out of this exercise?

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The participants split into two female and two male groups. Each group should prepare a statue, but the topic for one female and one male group is Women, while the topic for the other female and male group is Type of exercise: Theatre of the Oppressed Duration: 120 minutes Men. The groups should be separated spatially so that they can work independently (for about 30 minutes).

Displaying the Women statue (45 minutes): First the male group sets up the statue they prepared, and then the female group, so that the rest can see both statues at the same time. Then the “male” statue is removed so that its participants can see the “female” statue.

Ask the audience: “What did you see? What did the actors of the statues want to show? What are the differences/similarities between the statue set up by men and the one set up by women?”

Then ask the actors of the statues: “What did you want to show? What was it like playing the roles?” Short discussion in the plenary: insights, comments.

Displaying the Men statue (45 minutes): First the female group sets up the statue they prepared, and then the male group, so that the rest can see both statues at the same time. Then the “female” statue is removed so that its participants can see the “male” statue.

Just as before, the audience is asked questions, and then the actors of the statue.

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Step 1: View of the conflict from the perspective of group A – others speaking

Place two chairs in front of the others and invite two people who are not of nationality A, but belong to the “opposing” ethnic group B or are neither A nor B, to sit in them. Their task is to put themselves in the shoes of someone who is of nationality A and try to answer the following questions:

–     What problems and difficulties do you face (because of your nationality)?

–     What fears do you have?

–     What injustices pain you?

–     What are your needs?

–     What do you hope for?

The key terms for the exercise – fears, injustices, needs, hopes – are written on four pieces of paper as a reminder.

Step 2: View of the conflict from the perspective of group A – group A speaking

Then persons who are of nationality A get a turn to add to what was said, but they are asked not to correct what was already said and to focus only on adding.

Step 3: View of the conflict from the perspective of group B – others speaking

The exercise is repeated, but now the two chairs are meant for persons that do not belong to ethnic group B (if possible, it would be best if they were from the opposing ethnic group A). Their task is to try to put themselves in the shoes of people of nationality B and try to answer the same questions.

Step 4: View of the conflict from the perspective of group B – group B speaking

Then persons who are of nationality B can add to what was said.

Evaluation

If needed, the above steps can be followed by feedback about the exercise in plenary: What was it like? What struck you?

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Large pieces of paper, markers

Exercise description

Division into small three groups.

Step 1. Question: What would those who are against these kinds of meetings say to us? List and wrote on large pieces of paper, without any discussion.

Step 2. Each group receives one topic and writes down pros and cons relating to it. The topics are:

–     Forgive but never forget.

–     The people are to blame for the war.

–     Those who fought in the war are today working on reconciliation.

A presentation of the wall newspapers created in step 1 follows and then of the wall newspapers created in step two of the exercise. These presentations inform the discussion in plenary.

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Participants are divided into four groups (of four or five participants). They have 10 minutes to come up with a short conflict role play. It would be best to do something from personal experience – a situation

where they were bothered by the manner of communication.

Step 1 – Everyone goes back to the plenary and the first group does their role play.

Step 2 – Brief discussion in the plenary: What did you not like in the role play?

Step 3– Switch-around. Invite the people who watched the role play to think about whose role they could take on and try to use a new way of communicating to change the role play. If only one or two roles communicate in an unpleasant or conflictual way, do not change those roles in the beginning.

Step 4 – Evaluation of switch-around: What changed in the attitude of the persons involved? What did the observers notice? How did a change in behaviour affect the person whose communication was unpleasant? What was it like for the others in the role play?

Then the next group does their role play and steps 1 through 4 are repeated until all groups have had their turn.

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Exercise description

Step 1. Three participants from different communities  are  given  a  task  beforehand  (a  few days)  to  prepare  a  presentation  in  order  to  make other  participants more  familiar  with  the  issues  in their communities (those relevant to the work of peacebuilding). They present what they have prepared and others have the opportunity to ask questions and get clarification.

Step 2. Participants choose one of the presented communities. Three working groups are formed according to chosen local communities (it would be good to have a more or less equal number of participants in each group). They should imagine that they live in the chosen community. Their task is to choose one specific issue relevant to the work of peacebuilding and to develop an approach relating to the issue. Each group receives a handout outlining the task and a series of questions that can help in the course of the work:

“Your task is to choose an issue you will focus on and to develop an approach relevant to this issue.”

Handout with guiding questions:

1. How do you decide on what is the issue? (Why this specifically?)
2. What are your goals?
3. Define the principles of your actions.
4. What are your strengths/weaknesses? Which capacities are you missing?
5. What resources do you use in order to get to know the environment?
6. With whom is it important to establish cooperation? In what way are you doing that? (Who are your potential allies?)
7. How do you want the community to see you? (What kind of image do you want to project?)
8. What are the possible negative side-effects?
9. What concrete steps are you able to carry out? Why these?
10. Three issues that matter to you and are not on the list.

The handout for printing on A4 format is available for downloading here.

Step 3. After completing the work, groups take their place in the hot seat one by one, and present what they did, while the rest of the group asks questions and provides feedback.

Step 4. Everyone has the opportunity to reflect and write down on post-its: What was difficult for you in this task? What dilemmas do you have? Questions that are left unanswered? A brief discussion in plenary follows.

Step 5. Wall newspaper: What insights did you gain about the work in the local community? The wall newspaper is made in the plenary.

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At the start of the exercise, invite all those with an idea for discussion to briefly present what their group would discuss. Each topic or memorable keyword should be written on a separate sheet of paper. These should be put up on the wall. Then do a quick survey to see how many participants are interested in each topic. Write the number of participants on each paper, but note that each person should only select three or four topics.

Those who initiated and presented the ideas are the “topic leaders” and are responsible for organising the discussion as they had planned it (other participants may help in facilitating and implementing the exercise in general). They cannot leave the group until the discussion is completed or the time runs out. The other participants can decide to participate in the work of one working group from beginning to end or to go and see what is being done in other groups whenever they choose.

If there is enough time to do two consecutive rounds, it should be announced that there will be two rounds with each lasting 60 minutes. The first round will start as soon as the groups are set up and the second after the first finishes and a short break is taken. Divide up the topics so that one set is done in the first round and the other in the second round. It is best to split the two topics for which there is most interest into the two rounds. Once the topics are divided among the first and second round, invite the participants to write their names on the papers of the discussions they want to participate in. Once people have selected the topics, check whether it might be a good idea to swap places for some topics (from the first to the second round or vice versa). Topics that no one selects need not be implemented and their leaders can join any of the other groups.

It would be useful to have two separate rooms or a larger room so that the groups can work without disturbing each other.

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