Handbook Learning by Body

Learning by Body
LLP Grundtvig partnership project
HANDBOOK
Methods, experiences and stories
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Learning by Body
Every little movement has a meaning all its own.
Every thought and feeling by some posture may be shown.
Ted Shawn
"This project has been funded with support from the European
Commission. This publication reflects the views only of the author,
and the Commission cannot be held responsible for any use which
may be made of the information contained therein."
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INDEX
Introduction
Chapter 1 - The project
Paragraph 1- Objectives and results
Paragraph 2- Our maps
Chapter 2 – Practices and Experiences
a. Workshops
Paragraph 1- Expressive activities
Paragraph 2- Wellness activities
Paragraph 3- Games and sport activities
b. SAV Events and Learning by Body Day
Paragraph 1- Sport Against Violence Events
Paragraph 2- Learning by Body Day Events
c. Stories
Paragraph 1- Written stories
Paragraph 2- Interviews and video story telling
Chapter 3 - Work in progress
Paragraph 1- Learning by body training for trainers workshop
Paragraph 2- New “Learning by body” courses
Appendix
Paragraph 1- Partner Organizations.
Paragraph 2- Other organizations
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Introduction
The body has a fundamental importance in the education of adults and children. An importance
that is often overlooked, or not taken enough into account.
It is a statement that implies at least two concepts, two observations regarding the educational
experience.
The first is the observation that every human experience includes bodily experience. We exist, and
we experience ourselves and the world because first of all, "we are a body." This awareness
actually so simple, implies some interesting questions about the educational experience. How the
bodily sensations, emotions, automatic reactions of the body are involved in the educational
process? It's almost embarrassing the ignorance that often accompanies us from this point of view.
As St. Augustine said, “People marvel of mountains, the mighty waves of the sea and the eternal
circuits of the stars, but we do not know ourself”. In the educational work most of us have
experienced a school that relegates children unnaturally sitting in the desks for hours, ignoring the
physiological rhythms between action and rest, but, above all, it seems to ignore that we learn
really only when the experience implies not only the rational level, but also the emotional and
sensorial one. An education that we could define useful to a social system that wants we to
perform certain functions in a manner as impersonal as possible, and not an education for
wellbeing and happiness, capable to help us to discover our inner vocations and potential.
The first side of the link between education and body thus concerns the importance of considering
physicality, emotion, well-being, as essential elements of each educational process.
The second aspect concerns the educational activities related to the body, namely all those
educational activities acting through the body and on the body in a conscious way to produce an
effect of change, improvement of knowledge and well-being. We talk here of a very wide field,
including sporting activities in the classic sense, the meditative disciplines, outdoor activities and
nature, the expressive and artistic activities (just to give you an initial broad classification). These
activities can become occasions that generate important learnings at different levels:
- the knowledge of ourselves, of our inner world, one's own mind (as example the learnings that we
develop thanks to the meditative disciplines);
- the ability to take care of themselves, through diet, massage, holistic approaches;
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- the capacity to develop physical skills, cultivating the qualities that an athletic gesture can have
(strength, beauty, speed, coordination), experimenting the pleasure that comes from the practice of
sport, and enhancing so health and well-being,;
- social skills related to such sports and physical activities that are occasion to meet and cooperate
with other people;
- the learnings related to all those activities that are played in natural environments;
- the expression of creativity, in all those disciplines that support the expression of our creative and
artistic skills and attitudes.
In the project we explored all this filed, comparing different experiences and methodologies.
In particular, some issues were chosen as starting points of our exploration, as described in the
first chapter (“Our maps”), even if the comparison of experiences often went beyond the
boundaries of the chosen themes.
Through this handbook we have tried, at least in part, to make available to others the wealth of
experiences and ideas that emerged. We hope this handbook will be useful for others educator,
teachers and active citizens in order to develop educational activities related to sport and phisical
activities.
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Chapter 1 - The project.
Paragraph 1- Objectives and results
Learning by Body was a project aimed to exchange methodologies and experiences in the field
of sport and physical activities in Adult Education. The partrnership have seen different kind of
organizations, of five different countries: Italy, Portugal, Turkey, France, Romania.
The project has been an important opportunity, for the participants and the organizations, to
increase knowledges and skills. Important achievement have been:
• increased knowledge concerning the important of sport and physical activity in adult education;
• increased knowledge about best practices, organizational models and teaching methods related
to non formal educational physical activities among the partnership.
• opportunities to know each other and to create an informal network among the partner
organization.
The project has been implemented through various activities:
• Transnational meetings: the six project meetings have been important occasions to experiment
different methodologies and to share local experiences;
• Local Activities: to experiment the different approaches in the local contexts, and to disseminate
the project results.
Specific participative methodologies has been used, according to the activity (i.e. cooperative
learning and expressive methods) in order to facilitate the exchange among the participants and to
allow a direct and personal experience of the approaches and methods proposed .
Among the results achieved, we’d like to mention:
• Increased knowledge about physical activity and sport in Adult Education:
• Creation of new courses in sport and physical activity, for learners and teachers.
• Collection of short stories of experiences with sport and physical activities.
• A manual of the project.
• Organization of public events “Learning by Body Day” organized in all partner Countries.
• Creation of a website including information related to the project.
• Creation of a facebook page.
.
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Paragraph 2- Our Maps
Four thematic areas of common interest have been identified from the very first meeting, a
conceptual map that describe some educational aims that we decided to highlight, as
related to education activities by sport and physical activities:
Integrate the differences
This category express the capacity of sport and physical activities to
facilitate the integration of people with different abilities.
Sport, physical activities and social integration
Sport and physical activities can be a good means to enhance social
integration.
Sport and physical activities in family
Educational body activities can be capable to involve all the
family members.
Self organization of citizen in organizing sport and physical
activities
This category express the capacity citizens to self-organize sport and
physical activities.
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Another classification we adopted concern the disciplines and approach related to sport
and physical activities usually proposed in Adult Education. We have identified three
groups of disciplines:
Expressive activities
We find in this category disciplines like dance terapy, theatre, dance,
etc.
Wellness activities
We find in this category disciplines like Yoga, Tai Chi, Massage,
natural approaches for health, gymnastic, etc.
Games and sport activities
We find in this category disciplines like running, athletic, martial arts,
sport games, outdoor activities, etc. We have included traditional
games in this cathegory..
The practices described in this handbook, as part of the methodologies we shared in the
transnational meetings, have been here proposed using this last classification.
In the mean time you will find at the end of each workshop some icons showing the
relation of this practice with the four areas related to the educational contexts:
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Chapter 2 - Practices and
Experiences
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Chapter 2 - Activities and Methodologies
Paragraph 1- Workshops
a. Expressive activities
TITLE: HERE I AM… AND THIS IS MY MOVEMENT!
Themes, aspects we are working on: Everyone can be recognized as part of the
group with his/her own individuality.
Everyone bring his/her own contribute, whatever it is, and this contribute has been
accepted and sustained for what it is.
So every difference has been integrated and shared in the collectivity with its own
individuality. This pedagogical approach can be used with all the different abilities.
Approach or method used: Dance Movement Therapy techniques , like Marian
Chace’s methodology: i. e. mirroring and empathy, which help us to meet the person
where he/she is, both physically and emotionally. This approach allow us to work with all
kind of people, also with people with severe disabilities.
It is difficult, after this, not to see the members of the dance group as people rather than
as patients. (Marian Chace, in an article from the Psychiatric Aide, in 1951)
Type and number of participants: This workshop is open to everyone that wants to
play through movement. Maximum 20/30 participants.
Duration: 45 minutes (including presentation and experiential work)
Space: A gym or a big room without chairs, furniture or other objects.
Any material, tool: Stereo with cd player
Description of the workshop: In a circle, each person says his/her name and
proposes a little movement or a simple gesture that the group repeat together. Repeating
these movements in a sequence we can do a “dance” that is the dance of that group in
that moment.
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Outcomes, expected results: To allow a first knowing and a relationship among the
members of the group.
To facilitate personal expression through movement.
To integrate differences among individuals, to hold them for what they are, to accept them
as a part of the group with their own individuality.
Organization: ASD Università Popolare dello Sport
Teacher: Vittoria la Costa
Describe a simple movement that the participants can play by theyrself. This
will be used to compose a didactic material that can be given to the
participant at the end of the Learning By body Day: You can choose a music that
you like and then try to move freely for 10/15 minutes. Try to do pleasant movements and
let your body move without thinking or trying to do something specifically.
But there are just no words to imparts the measure less sense of joy, the love of life, the
enchantment with existence that envelops the dancing human... Have you danced lately?
(Trudi Schoop – Won’t You Join the Dance? - 1974)
SEE THE VIDEO: https://www.youtube.com/watch?v=Swihk3QMJvQ
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TITLE: THERE ARE ALWAYS A MUSICIAN AND A SINGER INSIDE EACH
ONE OF US… THE FADO EXPERIENCE
Themes: Music is part of daily life, as part of a ritual and of cultural identity. In many
cultures music, played and singed, and dance are directly related, considering that those
areas always have coexisted together at the performance, improvisation and in the
transmission of knowledge from one generation to another. My, your, our bodies make
music…we can sing…we can dance.
Participants: both young and adult learners
Duration: 1hour
Materials: computer, multimedia projector
Description: Music is part of daily life, as part of a ritual and of cultural identity. In many
cultures music, played and singed, and dance are directly related, considering that those
areas always have coexisted together at the performance, improvisation and in the
transmission of knowledge from one generation to another. My, your, our bodies make
music…we can sing…we can dance.
STEPS:
1- Powerpoint presentation: fado - the soul of a people (history, ethimological origin;
the origin – theories; the evolution; Differences between “Fados”...)
2- Workshop:
a) Relax the body and warm up the voice
b) How to keep good posture
c) Breathe deep
d) Release your jaw
e) Work on lip and tongue trills
f) The “hummmmmmmmm” exercise
g) The Fado experience – singing together
Outcomes: Singing can make us more healthy. It helps, for exemple, to keep the heart
healthy. Regular exercising of the vocal cords can even prolong life. It’s a great way to
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keep in shape because we are exercising lungs and heart. Not only that, the body
produces ‘feel good’ hormones called endorphins, which rush around body when we sing.
When we sing, musical vibrations move through the body, altering physical and emotional
state.
Organization: Associação Recreativa Cultural e Social de Silveirinhos .- S. Pedro da
Cova
Teacher: Matilde Monteiro
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TITLE: MEET YOUR CLOWN
Theme: How a clown’s nose makes us a clown?
Participants: Both young and adult learners.
Duration: 40 minutes
Material: Clown’s noses are provided by Babbaluck
Space: A gym or a big room without chairs
Description: Each participant individually stands up face to the public. He has to put his
red nose; this action must take one minute, and one minute more staying with his nose in
front of the public. It is asked to the participants to not talk, thus they can express their
clown sides with a nonverbal communication. Participants will be lead to take aware of
their comic sides through body, personality, character, posture, etc.
Organization: COMPAGNIE BABBALUCK
Teacher: Sergio Longobardi
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TITLE: COLUMBIAN HAND HYPNOSIS
Theme: How can body awareness and trust contribute to social integration
Participants: both young and adult learners
Duration: 15 - 20 minutes
Space: a gym or a big room
Description: This activity involves trust and awareness from all the persons playing. First
divide into pairs and decide who is “A” and “B. A will ‘hypnotise’ B with his hand – B must
imagine that his partner's hand has hypnotized him and that he has to follow it anywhere it
goes keeping the same distance between their face and the hand at all times. A should try
to manipulate B into all sorts of positions, using forgotten muscles, in order to use her body
in a different way. After a set time, switch and let “B” lead.
Variation: Group divides into 3’s. A hypnotises B & C using two hands which may do
entirely different movements at any time.
Processing Points:
• How did it feel to participate in this activity? Did you feel different? In which way?
• What does this activity have to do with trust?
• How does this relate to physical activity and social integration?
Organization: "Prietenia" Foundation
Teacher: Alina Nicola
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TITLE: THE ART OF USING THE HUMAN BODY TO CREATE SOUND AND
RHYTHM - WORKSHOP ON “BODY PERCUSSION”
Themes, aspects we are working on:
1)What is : “Body percussion”
Body percussion is a musical genre that anyone can enjoy. It is use of the human body to
create rhythm and it can include hitting the chest, slapping the thighs, stomping the feet,
clapping. The main sound that head this amazing percussive variety of music are:
stomping, clapping, snapping and patsch. These sounds are produced by the most
accessible musical instrument to us all, the human body.
Body percussion is used extensively in music education, because of its accessibility- the
human body is the original musical instrument and the only instrument that every student
possesses. Using the body in this manner gives people a direct experience of musical
elements, such a beat, rhythm, and metre.
2)The reasons to use body percussion:
There are many reasons why body percussion is a much loved musical form. It is truly
fascinating how the human body can create the most enchanting rhythms imaginable.
It is accessible: everyone can make use of the human body to create sounds, even if he
or she has not had much training in music.
Body percussion is mobile: one may need a little space, but body percussion can be
experienced anywhere, at any time. You only need to move the most mobile musical
instrument of all- yourself.
Body percussion is truly creative expression: one of the most creative forms of
expression is doing things from scratch, and body percussion really involves creating out
of almost nothing.
There are another reasons to use body percussion: body percussion is a therapy activities,
it improves concentration abilities, people love to make sounds with body percussion, it
can be an energetic or emotional release to perform body percussion and using it helps
children to get inside the rhythm.
Participants: This workshop is open to anyone who wants to play this art through simple
exercises and movements using the body.
Maximum 20/ 30 partecipants
Duration: 40 minutes (including presentation and experiential work)
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Space: A gym or a big room without chairs
Materials: blackboard and markers
Description:
1. Presentation of body percussion. The people start to use the human body to produce
sounds.
2. Introduction to the theorical bases of this experience.
3. Body percussion experience- knowledge of the human body using clap, stomp, snap or
patsch. Individual experience and in groups. ( duration 30-35 minutes)
4. Feedback with participants.
Outcomes, expected result:
To facilitate personal expression through movement
To integrate differences among individuals using the human body
Approach or method used: The method used are Orff or Kodaly
Organization: LA FABBRICA DEL SAPERE- Accademia di Formazione, Ricerca e
Sviluppo, ANDRIA (BT) ITALY
Teacher/s: La Fabbrica del Sapere
Describe a simple movement that participants can play by themselves. This
will be used to compose didactic material that can be given to the
participants at the end of the Learning By body Day:
EXERCISES:
1- See the teacher and repeat the movements that he use: snap, clap or stomp.
2- Simple movements using the human body
3- Become confidence with your body
4- In groups: to create movements using the elements( snap, clap, patsch or stomp).
5- The first group show the movements and other group see and listen it.
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TITLE: DRAMA WORKSHOP
Themes: Ice breakers, role play, drama games
Participants: both young and adult learners.
Duration: it could be from 20 minutes to more than an hour, it depends of how many
steps will be and how complex will be the activities.
Materials: Flipchart papers and markers (only for step 4), music
Description:
Step 1 Participants will be divided in two groups: “sculptors” and "clay" . Each "sculptor"
will have a "clay" partner. At the starting point, “the clay” will lay as a ball on the floor.
Sculptor will "sculpt" their partner's body into a statue by showing the "clay" how to stand,
without touching them and without talk. They should manipulate the arms, legs, head and
body of the clay only by placing a hand near the bit of clay they want to move. The
sculptor pays close attention to even small details like facial expression or the position of a
finger. When the "sculpture" is finished, "the clay" freeze. If the position is difficult or
impossible to hold, the "sculpture" may memorized it and then relax until her or his turn in
the "tour" arrives. Finally the facilitator will make a picture with the sculptors and their
works. Then participants will switch the roles: sculptors become clay and viceversa.
Step 2 On the same two groups of “sculptors” and “clays”, one sculptor will shape his/her
clay in a statue. Then another sculptor will add a connected element such as a statute with
two bodies will appear. The third, the fourth and up to 8-10 bodies could be added (for
example first body is a killer with a gun, the second body is the dead victim, the third body
is the policeman etc.)
Step 3 This time participants – divided in groups of 5-6 persons – will be their own “clays”.
The facilitator will announce a theme – for example “market”, “dentist”, “church” etc. One
person will freeze in a position related to the theme. The next person will freeze in another
related position and so on, at the end there will be a “statuary group” of 5-6 persons.
Step 4 The facilitator will announce a category (e.g. famous movies or famous songs —
the more specific the better). All players are then divided into smaller groups (maximum 10
persons) and one team leader is given a pen and paper. Each group brainstorms an idea
that goes along with the topic and each team leader must write down the idea on a sheet
of paper and turn it in to the leader, who checks that the idea is appropriate for use. Each
group then creates a sculpture using their bodies. Every member of the group should
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comprise some part of the entire sculpture. After a predefined time limit (for example, five
minutes), each team looks at each other’s sculpture. Each team is allowed two guesses for
what the other team has formed. Whatever group guesses the the other group’s sculpture
the closest is the winner.
Step 5 Is a more complex version of Step 4: participants – also divided in smaller groups
(maximum 10 persons) will create a “dynamic scultpure”, participants will not simply freeze
in a position but they also execute different motions (like riding a horse, driving a car,
baking a cake etc.)
Outcomes: Participants will become familiar with the way they may use their bodies in
express feelings, attitudes, ideas and communicate in non-verbal language. Debriefing
sessions could also follow each step, in order to ask participants about their feelings (as a
“clay” or a sculptor, as a part of the team etc.)
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b. Wellness activities
TITLE: LAUGHTER YOGA
Themes: laughter , wellness , meditation
Participants: both young and adult learners (including disable and mental illness)
Duration: 2 Hours
Materials: Music player
Description: Laughter Yoga is the relationship between deep breaths exercises and
laughter exercises. we work the interaction between people , eye contact and laughter for
no reason. This process is very entertaining and is divided into several phases , which
includes an active meditation and relaxation exercises that bring numerous benefits.
1st stage - Explanation where is laughter session and then will be performed breathing
exercises.
2sd stage - without cause laughter exercises (because you do not need a reason to
laugh), through everyday situations and playful character exercises.
3rd phase - Relaxation and meditation to conectarmo us with our inner self.
Outcomes: This kind of exercise will allow participants to:
- Strengthen the heart and dilate blood vessels improving breathing ;
- Relax , strengthening the bonds of affection ;
- Overcoming everyday situations of a healthy way ;
- Enhance the feeling of well -being
- Develops sense of humor and self-confidence
- Stimulate the right side of the brain, associated with intuition, with imagination, with the
invention , art, music , creativity and become more comfortable sharing their personal
stories with other participants.
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Cova
TITLE: YOGA AS A MEANS OF RELAXATION
Themes, aspects we are working on: Becoming aware of ourselves to develop the
consciousness of our whole being in relation with our physical body, our energetic body
and our mental body. Observe and guide our breathing to better relax the body and to
calm down the mind. Use of specific sounds to increase relaxation.
Approach or method used: This deep relaxation technique belongs to the Yoga
Therapy tradition as experienced at the SVYASA, Swami Vivekananda Yoga
Anusandhana Samsthana University (Bangalore - India). It is a very beneficial practice
suitable for everybody, including elderly people or people affected by various diseases.
Type and number of participants: This workshop is recommended to everyone who
wishes to relax and to fell more restored and balanced.
Maximum 20/30 participants.
Duration: 40 minutes (including starting presentation and optional warming up section)
Space: please describe the location the workshop need (Gym? Open space?
...)
A yoga studio, a gym or a big empty room. If silent, also an open space in a natural
surrounding could be perfect.
Any material, tool: Optional: computer with a wide screen for initial PowerPoint file
presentation.
Yoga mat, individual blankets and thin pillows if needed.
Description of the workshop:
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Laying down on the floor on the yoga mat in Shavasana (resting position), eyes closed, let
drop the weight of your body toward the ground and start to relax the lower part of your
body first - from toes to waist - in connection with the abdominal breathing. The sound “A”
will allow you to better relax this part of your body. Relax then the middle part of your body
- from waist to neck - being in contact with the thoracic breathing and use the sound “U” to
increase the relaxation of this part. Complete relaxing the upper part of your body
completely; humming the sound “M” to better relax your head. Develop the awareness of
the whole body singing the mantra “AUM” to relax also your mind. Merge in the blue sky
and to end up the practice, slowly come back to body consciousness.
Outcomes, expected results:
• To become aware of any personal physical or mental tension.
• To develop a subtle connection with our breathing process.
• To experiment deep relaxation.
• To share a wonderful feeling of general well being considering that if more relaxed,
each participant can better interact with the rest of the group.
Teacher: Paola Piozzi
Describe a simple movement that the participants can play by their-self.
This will be used to compose a didactic material that can be given to the
participant at the end of the Learning By body Day: Simply lay down in the
relaxing pose of Shavasana, close your eyes and observe your natural breathing. Put your
hands in the abdominal region and develop the abdominal breathing. Move your hands in
the chest region and develop the thoracic breathing. Gently touch your throat and feel the
breathing in this region, then relax your arms and enjoy the flow of the breathing through
all your body relaxing the mind.
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TITLE: THE PLEASURE OF STAYING INSIDE THE WATER -WORKSHOP
ON “ACQUATICITÀ”
Themes, aspects we are working on:
1) What is “Acquaticità”. The “acquaticità” is a natural capacity, a peculiar way to stand in
the water, it is the capacity to think, to stand inside the water naturally, easily and with
calm, being able to move naturally establishing a real contact with the environment were
you are immersed.
The “acquaticità” is not a sport, therefore it should not be confused neither with swimming,
nor with any other water sport, although it is the base of all the sports. An individual
becomes familiar with water not related to what he is able to do in the water, but based on
how he can stand in the water; therefore this implies the ability to listen to the sensations
of his body immersed in water, and what water tells the body immersed in it. This
means being familiar with water.
2) Acquaticità: what is the use of it. The “acquaticità” is used to awake the body's
sensitivity, the awareness of one's water body scheme. Therefore is very different from
other sport and physical activities which are also promoted inside the water, such as
wateraerobics and various forms of water fitness, which are proposed as real sport.
Being “acquatici” means acquiring calm and tranquility useful to perform relaxed
movements , feeling secure of the environment where you are, means listening to your
sensations, develop and improve the sensitivity to the water, it also means to face your
own fear and try to overcome it.
3) Acquaticità: to whom it is dedicated. Stressing again the point that “acquaticità” is a
very important social and human experience , it is accessible to all, it was demonstrated
that it was very useful to various category of people belonging to sports world, as well as
outside it. For example, the “aquaticità” has been included with the programs of sports
club such as water polo, canoa, swimming and diving schools, it is also utilized by medical
staff working with pregnant women, and by teachers and psychologists.
Fundamental elements of this experience are:
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• the simplicity and essentiality of body practices which can be experienced either
in the dry soil and in water; can be addressed to all because there is no need to
have any special ability or to have previous water experience;
• it can be a propedeutic element for inclusion in working groups of people with
disabilities both mental and motor.
• The playful approach which is the basis of this experience, facilitates the positive
and healthy relations within the group; the reproducibility of this experience also in
places not properly structured as water places, points out the peculiarity and
environment respect for the territory such as lake, sea, therme.
Type and number of participants: This workshop is open to anyone who wants to
play through relaxation and simple movements outside and inside water. Maximum 20/30
participants.
Duration: 50/60 minutes (including presentation and experiential work).
Space: Activities outside the water can be implemented in any place indoors or
outdoors. The “acquaticità” experience must be carried out in a safe place, in a swimming
pool, lake or the sea, better if in a thermal area with hot water. For any place chosen, the
obligatory condition is to have water place where you can walk very easily, max depth
1,5m.
Any material, tool: For the activity outside water use comfortable clothing, for the
water activities : swimming bath, headset, bathrobe, and slippers. Floating tubes. A card
with theoretical elements on which this proposal is based will be delivered to
participants, and also a card with some suggestions to facilitate your participation to this
experience.
Description of the workshop:
1. Introduction to the theoretical bases of this experience.
2. Practice outside the water. – body sensibility, breathing and relaxation techniques,
experiments on individual confidence, in couples and in groups (Victoria and Francis)
duration 15 / 20 '.
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3. Thermal water experience - knowledge of the water, breathing and relaxation, individual
experience, in couples, in groups, float slipping and pull, from floating to the depth .
(Francis Joseph) duration 25-30 '.
4. Feedback with participants.
Outcomes, expected results: The body expression is a way to know yourself
because it is based on a group of experiences of great emotional value and aims, through
them, to create a conscience of your body in motion;
The experience of being part of the”water” is exciting, in a learning path the experience of
“the acquaticità”can contribute to self knowledge through the contact with the water and
the movement in deep water.
It is important to underline how this experience can contribute to the acquisition of self
confidence and in relation with the others thanks to various proposals for activities :
individual, in couple and in groups.
It is necessary to be aware of your own capabilities, to overcome the embarrassment
resulting from the contact with another person with whom one has, initially, low confidence;
learn how to trust, get in tune with the other is essential.
The sensation is that water has the silent and discrete power to attract people.
Beyond the fears and difficulties that beginners may encounter, beyond the skepticism
shown by those who seem to have familiarity with the water (such as instructors and
competitive swimmers), it is undeniable the psychological force that water exerts on those
who accepts to surrender in it.
And this is what we want to continue to investigate with the experience of
the”dell'acquaticità”: the psychological force that water has on us: "land animals".
Approach or method used: The water can be a source of great preoccupation; many
people may have different fears connected with this element, making experience with the”
water-activities” means then also get involved,
go back to the origins of your own difficulties, face them and overcome them.
For these reasons it is very important to propose the experience of the “water activities” ,
in a very secure way, in the form of playful and relaxing experience.
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creando così un clima favorevole al confronto e al superamento delle proprie difficoltà.
In fact, during the play it is easier to "get rid of the water," put aside rationality, accept
pleasant sensations, thus creating a favorable climate open to dialogue overcoming your
difficulties.
Organization: ASD Università Popolare dello Sport.
Teacher/s: Vittoria La Costa, Francesco Savastano, Giuseppe D’Agostino
Describe a simple movement that participants can play by themselves. This
will be used to compose didactic material that can be given to the
participants at the end of the Learning By body Day:
EXERCISES ON THE GROUND:
1- by lying inhale and exhale with the mouth;
2- inhale with the mouth and exhale through the nose;
3-with the help of your collaborator relax and abandon your body weight;
3- test of self confidence: two people behind:the third one dropping towards them.
If the situation and listening quality level of the partipants permits, sector relaxation (jacobson
method).
EXERCISES INSIDE WATER:
1- breathing exercises (such as ground) with immersion of the head inside water;
2- in a circle being a group holding hands breathing exercises;
3- slippering with breathing;
4- same exercise with transport and fluctuations;
5- three people, two take the third at the ends, who is relaxed,he is carried and swinging.
If the situation and availability of participants permits, one could play with the twists and in-
depth.
SEE THE VIDEO: https://www.youtube.com/watch?v=rJdw6g7kgNs
27

c. Games and sport activities
TITLE: TRADICIONAL GAMES – A WAY TO INTEGRATE
Themes: Traditional Games / integration of people with disabilities and / or mental
illness / Portuguese culture
Participants: both young and adult learners (including disable and mental illness)
Duration: 2 Hours
Materials: stereo unit , traditional Portuguese games
Description: In a world in which we live , increasingly without borders, ARCSS wants to
support cultural identity while maintaining the traditions and feeling as a priority the
defense of the popular culture of each community and sport for everyone. The traditional
games are therefore a source of inspiration for all people, through their practice not only
develop and maintain their physical health, but also develop their mental capacities,
promoting the integration of people with disabilities and / or mental illness.
Thus, this workshop aims to:
• To promote the integration of people all people ;
• show the importance of physical activity levels to improve the quality of life , through the
use of games ;
• To promote, disseminate and reinforce the importance of traditional games.
• Promoting coexistence and interpersonal relationships;
• Strengthening the cultural, social identity;
Outcomes: This kind of exercise will allow participants to:
• Build capacity of concentration, dialogue, sharing, creativity and imagination,
perception, and motor and manual skills, etc ;
• Encourage community living skills, sharing knowledge and teamwork;
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• Strengthen entertainment capabilities and sense of integration in different cultural and
intercultural groups.
Cova
TITLE: MARTIAL ARTS FOR SELF-DEFENSE: A BETTER WAY TO KNOW
ONESELF AND TO IMPROVE OUR "STAY IN THE WORLD"
The relation between Martial Arts and Body is very strong; martial arts help to Know One-
Self, Know one-self limits & How to try to overcome them; martial arts help to increase
self-esteem, help to know to understand the others and how to move in the world. Finally
they mean to avoid violence learning how to be no more victims of violence as well as hard
target to be reached.
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In a few words traditional martial arts mean wellness and culture; training martial arts in an
earnest way mean to be a part of a worldwide family which give culture, wellness, exercise
and knowledge through the world, through centuries and through an inheritance written by
body movements.
Approach or method used: Body Balance Exercise - to reach a "strong and safe base"
in dangerous situations - and the Release of Wrist Hand-Grip Exercise
This exercise (typical of every self-defense martial arts system), which the bystanders
tried, consists in experiencing to move the body in order to reach what we call the
"STRONG BASE". Having a body strong base allows us not to be pushed away or not to
be pulled towards an unwanted direction while a possible attacker is trying to do that.
Everyone can try this excerise and see how it can be useful.
Type and number of participants: This workshop is open to everyone that wants to
play through movement.
Maximum 20/30 participants.
Space: A gym or a big room without chairs, furniture or other objects. One open space is
ok too.
Description of the workshop: To learn how to reach the strong base, an easy
movement is enough: we first need to place one of our leg in front of the other one
(remember: we never have to stay with open and parallel legs in front of an attacker!), then
we have to deflect a little bit our knees and finally a training partner must try to push us
back or to us pull forward. While we try to apply a light opposition we must find a balance
point for our body, from which the training partner cannot push us away or pull forward.
The next step is another exercise that we will join later to the other. The training partner
must grab one of our wrist, pretending to try to pull us from the same wrist in an
aggression manner. In order to slip from this kind of grip, it is enough to move our arm,
especially our blocked wrist directing it towards the thumb of our pretended attacker. In
this way, moving the wrist and the body weight against the thumb grip, the hand of the
other person will not have any strength to maintain the grip.
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Now it is the time to join the strong base and the wrist exercises: in this way we obtain a
very good method to train our body movements, and we obtain in terms of self-defense, a
good way to train how to get rid from the grappling avoiding a dangerous displacement.
Here is how to train the whole exercise: as soon as we feel the grip, we make the strong
base and we make sure we maintain it; few seconds after we execute the wrist release.
Outcomes, expected results: This simple, basic but useful exercise teaches us a way
to place oneself better in the world, can give us a safer perception of one self, and finally
can give us more attention to dangerous situation which we could fine in the modern cities
we live. The regular repetition of this exercise may help us to improve our body balance
and to increase our reaction instinct to dangerous situations.
Teacher: Federica Caglio
FOR OTHER VIDEOS SEE HERE:
https://www.youtube.com/channel/UCfBOEWYBUUZmeeDtjdc48Qw/videos
32

Paragraph 2- SAV Events and Learning by Body
Day
a. Sport Against Violence SAV Events
UPS, People’s University of Sport, has realized, since many years, the activity “Sport
Against Violence”. The project Learning By Body has been an opportunity to share this
practice among the partners, also in order to develop an European network of this events.
A SAV Event is conceived and built as an occasion for people to meet, do sport,
participate to cultural activities and to promote the civil society’s reflection on social,
political and cultural issues. Our guiding principle is culture & sport for all, intending a
practice that helps you to keep healthy, but much as a powerful educational means. SAV
Event has become, with the passing of the editions (we arrived to the eighth in Rome), an
idea that can be developed through all different practices that reflect the values of
tolerance, respect and peace.
Our work, in Italy and abroad, aims to spread our methodology as much as possible.
We would like to encourage people to develop a civil consciousness and to act for peace,
through the cultural and sport practice. Our methodology is an essential part of our
mission: it uses the concepts of cooperation and involvement, as means to build a network
of people and associations which have put down roots on a certain territory, sharing
common goals and contributing to the network with their own peculiarities and established
practices. In particular, we emphasize the "soft" side of our action methodology, which we
implement through careful mutual listening, open dialogue and shared decisions,
respecting priorities and needs of the communities we operate with. These practices are
funneled into the realization of Sport Against Violence SAV Events - our main
project in the field of international cooperation - combining culture, sport, social reflection
and wellness.
We insert, as example, the description of the SAV edition of 2015, realized by UPS, with
LAR (Free Accadamy of Rome) and Sport Against Violence Association.
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The event have seen the participation of 3.000 persons, and included the final event of the
project LbB.
June 2015, 5 th
h. 17 Opening event: opening the village of the Italian and foreign organizations, with crafts and
bio stands, exhibitions and shows. Wellness Education Center (CEB), treatments and open
lessons of postural and reflexology, yoga, gymnastics and dance.
Presentation delegations of the Project "Learning by Body", with the participation of
representatives of the partner countries France, Portugal, Turkey, Romania, Italy.
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h 21 Concert of the choir "Cantering", directed by Maestro Dodo Versino. The choir, composed
of 50 elements, is born from the desire of some young people to engage in ensemble music. The
passion for dynamism and fun is the predilection of this group.
June 2015, 6 th
h. 10 Opening of the events of the second day: Wellness Education Center, treatments and open
lessons of postural and reflexology, yoga, gymnastics and dance. Soccer tournaments. Green
volley tournament, organized by the Italian Volleyball Federation Fipav..
h. 10 Panel European Project LPP 2013-15 Grundtvig "Learning by Body"
h. 10,00 – 11,00, Italy (Ups - Fabbrica del Sapere) – Food and well being
h. 11 - 12.30, Italy (UP) - Yoga Workshop
h. 16 Guided tour: The "noses" (typical Roman fountains) in the Roman landscape through film,
tour in the heart of the old town. Guided tour with possibility of use of an electric car for the
disabled. By the association Agat.
h 18 Departure of the Relay at night 12 x ½ hour with the participation of NGO, and the Society
Amateur Runners.
h 20 Theatre performance "Between light and shadow", theater-dance by the company of my
size.
h 21 Concert of the group "Rats in the cellar," Mediterranean folk music.
h 22 Concert CRIFIU: Mediterranean Sea between Terre. The CRIFIU are one of the best bands in
the Salento have ever exported all over Italy thanks to an original sound identity (a meeting
between rock, electronic, world music and Mediterranean music). The last cd "Between land
and sea" was welcomed by critics as one of the best albums of the last decade, intelligent in its
original mix of tradition and experimentation.
h 24 closing relay 12 x ½ hour.
June 2015, 7 th
h. 10 Opening of the events of the third day: Wellness Education Center, treatments and open
lessons of postural and reflexology, yoga, gymnastics and dance. Soccer tournaments. Green
volley tournament, organized by the Italian Volleyball Federation Fipav..
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h. 10:00 Panel European Project "Learning by Body", on the exchange of good practices in the
education body. With the participation of representatives of the partner countries France,
Portugal, Tur key, Romania, Italy.
h. 10,00 – 10,30, Turkey – Hand crafts, Wood Burning Machine
h. 10,30 – 11,00, Romania – Video about phisical activity in family.
h. 11 – 12,00, France, laboratory on clownerie.
h. 12-13 Italy, intercultural workshop "The present body", organized by “I Am” Association.
h. 17 Award of the Relay at night 12 x ½ hour.
17.30 h Panel "Sea between the lands: MED MED +, Middle East and Mediterranean".
Narrations and projections on the topic, including history and current events, with Franco
Fatigati Institute of Advanced Studies in Geopolitics and Auxiliary Sciences, contributes and
experiences of NGO and Associations: Children in the desert, mixity, Pizzicarms, Sport Without
Borders, Viandando, Spes contra spem, Agat, the Organizing Committee of the Marathon of
Erbil.
h. 18 Projecting Images "Mediterranean, the sea between the land" created by the students of
the photography courses, by the Director of the magazine Photosophia Silvio Mencarelli.
Delivery of Certificates of courses Photography of LAR recognized by FIAF (Italian Federation of
Photographic Associations).
h 19.30 Farewell dinner
h 21 Concert of the Schola Cantorum of the Free Academy of Rome LAR: "Between Jenkins and
Orff." Concert of Classical Music with influences of rhythms and sounds of the Mediterranean.
The vibrant music and evocative of "A Mass for Peace" composed Jenkins will face the equally
evocative of the Scenic Cantata of "Carmina Burana" by Orff. Interact with the big choir, making
the event unique, the group of Mediterranean sounds "Laura Desideri Ensemble" and the
percussion group of Aquila Conservatory "Alfredo Casella". Concert directed by Maestro John
Gava.
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b. Learning by Body Day Events
Another format that has been created in the frame of the project Learning by Body is the
Learning by Body Day. It consists of in an event of one or two days open to all kind of
participants and aimed to make possible to many participants to know and experiment the
different disciplines and approaches regarding sport and physical activities in adult
education.
The educational path of the Learning by Body day Event is based on Open Flexible
Learning (OFL):
• from observation to participation
• from educational experience to professional training
• from assigned places (closed) to informal places (outdoor)
• from project’s partners to inclusion of external organizations
• from social private bodies to public and institutions
Several Learning by Body day Event have been organized during the project. Particularly:
• "Integrating the differences", Pantin-France March 27 – 30, 2014. LbB Day
organized by Babbaluck.
• "Sport and physical activities in family", " Ramnicu Valcea-Romania May 22-
25, 2014, realized by Fundaţia Cultural Educativă "Prietenia. The LbB
Day in Romania was focused on how to realize educational body activities capable
to involve all the family members.
• “Sport and physical activities and social integration", S. Pedro da Cova-
Portugal October 23-26, 2014, organized by Association for Recreation
Cultural and Social Silveirinhos. The third LbB Day in Portugal "Sport and
physical activities and social integration"Associação Recreativa Cultural e Social de
Silveirinhos, will demonstrate how sports activities related with cultural activities
improve adult learning; promote social inclusion and intergenerational projects in
local community.
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• "Self organization of citizen in organizing sport and physical activities”, organized by
Boyabat-Turkey March 2015, realized by Special Education Practice
School and Work Practice Centre.
Paragraph 3- Stories.
a. Written stories
One important tasks of the project has seen the collection of some life experiences related
to body and learning experiences.
“Try to remember a learning experience of your life connected to the body.
Can be a learning experience linked to sport or other physical disciplines…
Or it may be related to the topic of health (disease-wellness), or to different life
experiences...”
Narration path:
• Try to tell the story ..
• what happened?
• What I learned?
• How did I learn?
• In which way this learning is still important for me...
BACK CHILD-GIRL, by Antonella
I was a little girl, quite shy and little scope for the sport.
The various attempts by my mother to take me to swimming, dancing or in some gym
were resolved in tears hijack and promises never to set foot. For one reason or another,
those gaps had to me the meaning of abandonment in a cold and harsh world in which
just did not want to stay.
I was young once and I happened to see on television games with aerobics. For the first
time I saw something that was called "artistic gymnastics" and I was thunderstruck.
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I would try a few positions, I liked the demonstration of grace and strength together, these
muscles tense up to arching legs and pretty little face impassive.
I decided that somehow I would have done it myself. And so I began my career 12 years
by himself.
I spent at least two years upside down, against walls, sofas, any foothold, trying to collect
all the information, photos, or book that would be useful for my purpose. Become a
gymnast.
My mother, this time, he took me to the gym, did not trust this sudden enthusiasm and
waited to see what would have lasted this obsession.
It lasted a lot instead: I spent a whole summer to train daily on a huge carpet.
Unfortunately after two years I left and completely abandoned the discipline and now I
regret not having continued.
In fact, now I only do long runs to the town park.
However, even today, after 22 years, when I see a photo, a video or a service on
gymnastics, I stop doing what I was doing, I sit down and at that moment I again 12 years.
La Fabbrica del Sapere – Andria - ITALY
GROUNDHOG ZERO, by Carlo
Until about 8 years ago, I practiced sport and physical activity on most days: soccer,
tennis, volleyball, swimming, running and so on...
This made me feel alive because it allowed me to meet new people. I felt good physically,
and this made me feel more fit and healthy.
One day I suffered an injury that drove me away from the motoria psychologically.
Since then, the movement has become my only take the dogs for a walk and / or taking
the stairs of my apartment building. For about the last 8 years, my body and my mind
have enjoyed the benefits of physical aftereffects I was doing.
Today I begin to see in me the need to regenerate my body; I feel that the sedentary
lifestyle that I do and not to practice any movement it makes me unhappy and what i hear
is very bad.
Today I decided to start from scratch and get back to doing what I liked most: Movement
and Sport, because sport take away the tensions of the
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day, puts me in motion, makes me feel alive, it makes me socialize, expels toxins from my
body , rejuvenates me but mostly I've always liked, it makes me entertained and makes
me feel healthy and serene.
LA FABBRICA DEL SAPERE – Andria - ITALY
SSST! MY BODY IS WHISPERING by Alina
It was a time in my life (about six years ago) when I was feeling very tired, although it
didn’t seems to me that I’m doing a big effort. I didn’t think that the fact that I’m
always feeling without energy can have a real reason.
One day I meet a friend that I haven’t seen a long time and at a little talk, I
found out that he had the same problem, but he solve it.
He explained to me that he also try to understand what was the reason of the way he feels
and he asked his doctor.
First, the doctor said that it was necessary to do blood analysis. The results where
good, the doctor said that could be the stress due to the hard work.
After that, I started thinking that I had the same simptoms and so the cause could be the
same. So, I started to rest a lot, to do every day easy physical exercises and
walking along the park in the evening . Also, I change my diet and I had start to eat more
fresh fruits and vegetables.
Now, this is my life style and I‘m feeling like I have 20 years less. What I learned
from this experience? In a short phrase: that I have to listen to my body, because it tells
me everything.
Fundaţia Cultural Educativă "Prietenia"- Ramnicu Valcea - ROMANIA
OUTDOOR EXERCISE by Cristiana
Regardless of age, the sport is welcome in our lives, especially if you spend at least 40
hours a week at the office, like me. I found that the setting on the office chair causes
back pain, additional weight, also it reduces the blood flow, which causes the
accumulation of fluid in the feet, leading to swollen ankles.
Staying in front of the computer screens causes vision problems and headaches as well.
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I am not a very active person, therefore my only moving activity was climbing stairs to the
third floor office. It meant something, but was not enough. Slowly, I started to go more
often to the town park, to make a little sport movement. I have found that low-impact of
aerobic exercise on a machine that simulates walking, running or climbing can decrease
my back pain and stress.
I chose open spaces like parks becouse there I can run or ride a bike and I can use some
of the gymnastics machine as well. Static bikes or different machines work the legs and
thighs and help me to burn calories and stimulate me to do the exercises which I badly
needed after a working week at the office. Moreover, this physical activity has become a
pleasure for me. I trained friends and family and I have never felt that I made a
considerable effort.
I just feel relaxed like after a day spent with closed people out in nature.
Among the obvious advantages of practicing these forms of exercise in parks, i mention
the fact that the use of fitness equipment to the sports fields is free over there, and the fact
that it takes place outdoors, away from pollution and under the wing of trees and plants
everywhere.
Better oxygenation of the brain during the exercises and the fact that everyone in the park
looks relaxed and nobody seems to care about might look silly "pedaling", does nothing
else than motivates me more to continue. In the park I can use whatever I find useful to
train, like an empty bank that becomes my stepper and stretching machine. On the
shaded paths of the park I also can do jogging.
This is the form of exercise that I chose and that suits me best. I have found that each
such output relaxes me and I am disconnected from everyday problems. In the beginning
I did not intend to lose weight, but this sport helps me to maintain my weight, even if
sometimes I make small food abuses.
I have no back problems any more, even if my job is the same, and my mood changed for
the better every time.
CROCUS by Mehmet
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Let’s try to remember a learning experience of your life connected to the body. Can be a
learning experience linked to sport or other physical disciplines... or it may be related to
the topic of health (disease-wellness), or to different life experiences ...
Phases of the narration:
1- tell the story.... what happened?
The year was 2011. I was appointed to the school where I've worked as a teacher. After
active and dynamic life as a teacher, immediately executive desk job seemed strange.
During this work that I couldn’t get used to the life both physically and mentally my
body still stayed inactive. To eliminate this problem I had to do something. Both I should
have fun doing sports and I should be included in my job. I just did not like to walk or
running. I served in Public Education Center. I went through courses likely to open in
Public Education Centre. Among them photography course caught my attention most.
That was how it started
2- What I learned? How did I learn?
With 12 participants the first theoretical lessons were finished. Just then we started
practical lessons. Theoretical courses were given in the Public Education Center. Then in
our district and then across our province course trips were organized to many historical
and tourist areas. In these trips by walking and doing physical activity as well as by
compiling the photos I took and by displaying in various exhibitions, I was relieved
mentally. I learned the intricacies of photographing. I could take more detailed and
different photos.
3- In which way this learning is still important for me...
The photography course I have attended has benefited me in many ways. Firstly for two
days I found opportunity to get rid of inactive business life. Trips for photography near and
far around me gave opportunity to see the many historical and touristic sites. I learned that
I did not know how to take photo. Near-far, balanced, smoky, perspective and not even list
I could take photographs in many features. Because of not doing sports just running or
walking as sports activities, with this photography I was able to create my fitness program.
Also I could exhibit these photos on various web sites. Besides, with the trainees
throughout the county we found the opportunity to express ourselves by organizing a
photo exhibition. The entry photo of my story taken during a trip again is yellow crocus
flower. This photo of yellow crocus sprouting from the dried grass has been a summary of
my life since 2011
45

Boyabat Special Education Practice School and Work Practice Centre –BOYABAT
– TURKEY
FİTNESS by Hüseyin
Let’s try to remember a learning experience of your life connected to the body. Can be a
learning experience linked to sport or other physical disciplines... or it may be related to
the topic of health (disease-wellness), or to different life experiences ...
Phases of the narration:
1- tell the story.... what happened?
When I was at secondary school, I was very weak. You could see all my bone on my
body. It was really embarrassing for me.
Because I felt as if everybody was looking at me to see how I was thin.
My legs were like two sticks. When my relatives came to visit us, they were looking at my
legs and telling me “oh, my god how thin your legs and arms are”. This was killing me.
Therefore I had always been dreaming to have big muscles. I started to build my body
when I was at university. I was 57 kilos and a height of 184 cm. I read the magazines to
learn about how to build and what to get nutrition I needed. Now I’m 43 years old. I go to
the gym in my town 5 days a week. I am 96 kilos and 184 cm tall. I am happy to be fit and
strong. My students are impressed by body they come to the gym and sometimes
we do some sports together.
2-What I learned? How did I learn?
To reach my goal I always read everything related to sports and nutrition. I learnt how to
get nutrition and their function in the body. I achieved what I wanted and learned about
happiness of success of my own. I gained self-confidence.
3-In which way this learning is still important for me...
As I gained self-confidence, I trust myself and I know if I want to get something I can get
it. I can teach my children my experiences to impress them. Everything we learned
with experiences is permanent not forgettable. Learning something with experiencing is a
good way of learning.
Boyabat Special Education Practice School and Work Practice Centre –BOYABAT
– TURKEY
46

THE WAY SPORT HAS CHANGED MY LIFE by Irina
I used to be a good swimmer when I was a kid. Water shapes your body in a smooth
way... Every summer I stayed till late and swam in a lake with a friend of mine. Water is
warmer during the night and the moon glitters on its surface as if it were magic.. I had a
good health then. In winter I didn’t get colds, my hands were warm always and I was very
resistant at weather. Years passed and I started to swim less and less. I didn’t realize that
this was important. Place where we used to go swimming changed by the force of things.
The lake was still there but the place around was invaded by a new built “sport
resort” and I didn’t feel comfortable. I could try to swim into a pool, but I don’t like it so I
couldn’t find another. I prefer wild, wide places. That is. I got married and had children
and I started to be busier than ever. My dad got old and we didn’t go together anymore to
take a swim. After some years, I started to get fat. Stress, lack of peace, too much
domestic work, too much work in general... I didn’t feel well. My feet were swollen, my
breath got heavier. I also smoked. I am still smoking, but at the time this made the things
worse. I tried several “miracle diets” that worked for a while but my body was
misbalanced. After a short time, I was fat again. One day I went to a nutritionist that made
a diet schedule for me and asked me what sport I enjoy. Then....I remembered swimming
and how good I was at it. I replied almost instantly: “I like to swim!” Then she said: “go
back swimming and you’ll see how much you will change” I took it as a command.
Fortunately, it was summer and I could easily find places to swim, but I got back to my
old wild lake.
First time after a swimming session, I felt very tired.. I was determined to loose weigh, so
I continued. Water started to recognize me, finally.. I was glad. This way, I kept going to
swim three times a week. It was a good feeling, like rejuvenating and my mind became
clearer and I was more relaxed. I lost about 25 kilos in a matter of two years. I keep going
to swim whenever I can. I am grateful to the lady from the nutrition center that reminded
me about this wonderful sport.
MY STORY by Noemi (interviewed by Assunta)
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Noemi and her thoughts (incessant and persistent) that follow her day and night as
petulant suitors…
Any intervention has to find a space inside an ordered dimension, guardian of a delicate
balance where even a single caress disturbs the "proximity" of a new emotion. Noemi is
absolute, sometimes severe, you need to be cautious and concerned in order not to
disrupt the atmosphere and run into a storm…....
"I do not want to be “asked”
When you get close, even for a single moment, you establish a neighborhood, you catch
"that caress" as an ecstasy, fleeting but intense.
“My mind is always busy, I always imagine what I have done; I do not have my mind
because it bothers me.
What happened :
When I was a little girl I was dancing by myself, and I was listening to the music which
amused me. Music is so beautiful, I hear loud music, it makes me move, and helps me to
have good and bad thoughts.
One day with Vittoria I worked with both my arms and my hands with slow movements….
Arms are so beautiful to hug people, but it bothers me, so I do it only sometimes……
Then I liked to dance in pairs, but you need to change partner, the dancers do like that!!.
It also happened that we had to say the title of movements, how to make my thoughts
dance, and tell a story; it was a bit difficult because I'm not distracted but I have these
imaginations.
What I learned:
To dance in the shows and I feel excited, on the stage together with the others. I think I
became more good to dance also without shoes.
I like dancing because I feel the music that makes me move throughout the body. My
body is beautiful when I move, when I dance, but it is also nice to sit, a little and a little. I
move as the music moves, and when I go somewhere, also faraway, by plane, I show
them how to do it, the others, because they do not know, but I do.
How I learned it:
With the work and quick dance, with balloons and pirouettes and jumps; I had fun with the
sounds, with the voice; that play of statues and sculptors made me laugh,
to stand still without moving…….. For me it was a great play and a great laugh ... I learned
to dance with the chairs in the show, this was before, long time ago; there were a lot of
48

lights, quite big, changing color, we could see this even on our body. Afterwards I have
been with the others dancing a love poem and it seemed to hug each other…..We danced
whilst listening to it, it was a free dance, it was so beautiful, I was dancing with open arms.
To me it is still important:
Because I feel strong, because I feel excited when I listen to a music that touches me
inside. So for me something has changed……I mean the same movements of when I
was a little girl, when I was dancing. By dancing we make a lots of movements and we tell
stories, like Juliet and Romeo, and I still tell them. During all this time dance thought me
how to dance, how to move: in fact I dance even on the floor. In fact the movement that I
like more is the one I dance in the Swan Lake, it is Odette’s desperation,
betrayed……..Look at this!!!! And… you noted this…!!!! He left Odette by herself, alone
and desperate.
So, you see that by dancing I CAN FEEL EXCITED !!!!??? I feel as strong as a dancer
because I move with the music: slow and strong, with the chairs, rubber bands, balances,
big balls on the floor…... I feel strong….I do not feel precious, I feel special because I am
busy, because I have so many things to do…
ASD Università Popolare dello Sport
MY STORY by Stefano (interviewed by Assunta)
Stefano and his body; "massive and big" driving on the space with the harmony of an
acrobat remaining "on the edge" of a transparency almost magical. A shell where lightness
and fear allow precious proximity with almost a theater knowledge……
So that you can distinguish "that path" where it appears sometimes his dance: “I FEEL
LIKE IN A DANCE !!"
WHAT HAPPENED:
"Sometime ago dance movements where somehow difficult …. Now I move using my
arms, hands, body, feet, and I like to be a dancer……. I like it because I FEEL A PATH
INSIDE ME, INSIDE MY HEART, I feel myself when I close inside me…. The dance is
inside myself…
WHAT I HAVE LEARNED :
Movements have changed a little bit with my body and my head. I learned how to dance
with my body, to pull up my legs, to dance together with the others…. ... You know
49

what??? When I saw the others dancing with their feet, I feel excited; I get moved when
I see the others dancing …... Then I make them laugh, when I play in dancing....
HOW I LEARNED IT :
By large and close movements, same as when we strongly clasp Vittoria’s hands,... you
move and the dance is there……whilst I dance I feel nice and sad because I have some
thoughts. The dance makes me think of life, that a little is good to me. My body when I
dance, is a little bit stiff, because it makes me think of my mind, but I have to remain with
my friends in the show, by using the body is a bit difficult, but I open my arms and turn
around, quickly around, with the dance in side myself…
IN WHICH WAY THIS IS STILL IMPORTANT TO ME:
Because everybody loves me, all my friends. When we go to the theatre, to dance with the
others, the show is like an instrument that plays….
that show where we are inside ... where also am I ... and the audience watches us….
ASD Università Popolare dello Sport
André
What i Learn
My greatest life experience was when I visited the Equestrian Center Gondolândia. In the
first session I had no idea to what was or was aware that consisted, but the expectation
was great. Shortly after the first contact with the horses, I was surprised! It was a unique
experience, is undoubtedly a good experience, which proved good enough for me, comes
out happier, more content, it was a good time for reflection, learning and growth that far
exceeded my expectations.
How did i learn
In several days I visited the riding center, did various activities with horses, like giving
food, clean I prepared the area where they slept and were kept. I also did many activities
with horses and with other young people and children, some with disabilities. Many had
mobility problems and also severe disabilities. The horses helped to calm down, to learn
new things, to live better and to develop new things to life.
There came the equestrian center, had several young men, some of my other younger
age, were doing various activities with plastic balls, which bows and strings, with music. It
was a great feeling, balance, practiced putting arms in the air on a horse. We develop
50

various motor and psychological activities around the animals and felt much better and
more positive.
Association for Recreation Cultural and Social Silveirinhos
In which way this learning is still important for me.
This contact with horses spurred my personality and the development of both personal
and professional skills. I could better control my emotions, limitations, my fears and
beliefs. Developed communication and interpersonal relations network, not only at a
personal level as professional level, particularly in places where work and I relate. I could
see greater openness in relations, greatly enhanced the interaction and relationship,
communication skills and group cohesion, promoting better teamwork, with visible impacts
on the productivity.
Body Learning! Health Learning! (by Nelson)
During my teenage years I used to be an active person, especially in which concerns
sports. I played football, tennis, squash (which I loved) and even, sometimes, basketball.
But, at 18, I entered University and then………all has changed.
Because of studies and academic activities I quitted sports and, at the same time, I
started smoking. This changed my life. In a few months I noticed that my body was
changing. My energy went down, my body changed like feeling being a bit “rusted”. After
some more time I started to gain a bit of weight and feeling more and more running out of
energy and looking at myself being sedentary.
Then I made a decision and started to take care of my body again. I started making sports
again. First walking a bit every day to prepare myself. Then some biking (increasing the
distances of the bike walks week by week) and taking some time three times a week to
practice gymnastics.
Lesson learned! After a few time I started again feeling in shape and feeling healthier.
This was my body learning: I learned that exercise and sports are very important to keep
our physical and even “mental/spiritual” health in good shape.
Association for Recreation Cultural and Social Silveirinhos
51

b. - Interviews and video story telling
The stories has been collected also in video format, using the same narration frame.
Maria Grazia, Italy Idris, Turkey
Huseyin, Turkey Elena, Italy
52

Zenovia, Romania Sanda, Romania
Dorel, Romania Corina, Romania Alina, Romania
53

Chapter 3 - Work in progress.
54

Chapter 3 - Work in progress.
Paragraph 1- Learning by body training for trainers
workshop
One of the project result has been the creation of new courses. In this chapter we are
presenting this results. This first workshop is aimed to help teachers and other operators to
create a course tailored on a specific context using the methodologies presented in this
handbook.
LEARNING BY BODY TRAINING FOR TRAINERS WORKSHOP
Object: Training workshop for social workers. You can adapt the contents in your own
work context.
Duration: 6 hours (one day)
Operating methods:
• Alternation of theory and practice, using active methodologies.
• Research of theoretical references.
Educational aims:
• Learning tools to elaborate a your own proposal for an integrated body-mind activity
• Learning methodologies to facilitate the emersion of exchanging experiences (for
each person in every moment of the work).
• Learning how to empower your own resources while you are respecting your own
limits.
• Learning how to transmit knowledge in an adequate way for the people you are
working with.
• Learning tools to propose your own activity in your territory and social context. This
proposal can be activated into informal places with any social or ethnic preclusion
and will include different abilities.
Experiential contents:
1. Introduction to the work
• sharing the workshop aims
55

• start to create a safe and confidant context to take care of the confidence relations
in order to promote personal development
2. core part
a. you and the whole group
• the trainer will propose exercises to feel yourself and the relation with other people,
relating the experience to the educational aims
• you can learn how to use some techniques of body expression, free movement,
contact improvisation. Methodologies and approaches that we can use:
- Body expression (see workshop Move your attention! A play on moving our body
and our perceptions; Columbian hand hypnosis);
- Contact improvisation (see workshop From me < to you < to us);
- Improvisational Theatre (see workshop Meet your clown; Drama workshop;
Learning and meeting by paper).
- Relaxing techniques in the water (see workshop The pleasure of staying inside the
water ).
b. working in small groups
• to try experiences of doing and observing movements to reinforce what you have
practiced before, in the whole group
• to create your own practical proposal (one lesson, some exercises, a workshop for
your pupils, etc.) and to try it with the other people.
3. conclusion
• you can share your own experience with the whole group
• you can share what you have learned by the workshop
• the trainer give a feedback to the group which can include theoretical references to
the work
• final experience all together
After some month (3, 6, 9, 12, as you prefer)
Follow-up: how the learning are working in your daily practice?
56

Paragraph 2- New “Learning by body” courses
TITLE: TRADITIONAL GAMES – A WAY TO INTEGRATE
Organization: Associação Social de Silveirinhos – Portugal
Short description of the course: Form multipliers agentsin the area of traditional
games:teachers, trainers, educators and technical staff of the social area and health
working with disabled people and socially vulnerable
The aim of this course, it to increase educational activities and body awareness through
the development of non-formal and informal physical activities as a vital contribution to an
optimal state of health and as prevention of diseases. The principal goal is to train the
participants to work with disabled people and socially vulnerable, to promote learning
experiences through the body as a tool of personal and social development and
integration.
This proposal makes use of specific techniques and different participative methodologies,
according to the activity (cooperative learning and expressive methods)which can facilitate
people in the reciprocal exchange of personal related to movement and life.
This course was conducted with specific techniques and different participative
methodologies, according to the activities carried out (demonstrative method, active
method and exhibition method) in order to increase the experiments social learning and
personal and also exchanging personal and professional experiences.
Expected participants: Teachers, trainers, educators and technical staff of the social
area and health working with disabled people and socially vulnerable
Duration: 25h
Space: in ARCSS headquarters
TITLE: FIRST AID SCENARIOS
57

Organization: Boyabat Special Education and Practice School
Short description of the course: This activity is for trainers and teachers of disabled
students and about first aid scenarios. It starts with 25 hours first aid course by Public
Education Center. The people completing both theoretical and practical parts of the course
successfully will share their knowledge with students. To make this sharing more
beneficial, there will be scenarios especially about the injuries and other health problems
in sports courses. For example, one of the scenarios is about what and how to do in case
of sprained ankle.
Thanks to this activity, teachers who will have disabled students do sports activities gain
basic first aid knowledge. They will be able to overcome problems like injuries they come
across during trainings.
Expected participants: The participants will be trainers and teachers of disabled
students and their number will be about 12-17. Then, they will share their knowledge with
20 disabled students.
Duration: The first aid course will be 5 hours a day and it will last for 5 days. So, totally, it
will be 25 hours. The scenarios performed with disabled students will be maximum 25
minutes.
Space: A gym is OK for this course. Materials are First Aid Kit and Dummy Subject.
TITLE: COOKING WITH MUM
Short description of the course: In this activity, disabled students and their families
will have a form to decide what to cook a week ago. After they choose the meals,
necessary kitchen appliances will be ready. The kitchen will be in one of the boarding
schools in the town. Each disabled student with their mother will cook their meal. When
they have cooked, the jury will score the meals under different categories like the most
delicious one, the most presentable one etc.
After the evaluation, all participants will have certificates and students will get medals.
They will have a group photo as a memory. They will take the photos of meals and prepare
58

a booklet with them. Thanks to this activity, disabled students will spend time with their
families and integrate with other families. Also, the booklet and medals will be a nice
memory for them.
Expected participants: 5-10 disabled students and their mothers
Space: A kitchen is OK for this course. Materials are kitchen appliances, serving platter
and camera.
TITLE: ORIENTEERING
Short description of the course: In this activitity, disabled students with someone in
their family will be ready on a racecourse defined before. The racecourse will be on
Kalebağı Park. Disabled people will move on a wheelchair. They will try to solve 5 different
riddles by using compass. The winners will be awarded. Thanks to this activity, people will
see that disabled people on wheelchairs can also do sports. Orienteering sport will be
more familiar to people. Families will integrate with each other.
Expected participants: 5 disabled people on their wheelchairs, one person from each
person’s family and a referee
Duration: 2 hours
Space: A racecourse is OK for this course. Materials are riddle, compass and medals.
TITLE: CHESS AS SPORT AND PHYSICAL ACTIVITIES IN FAMILY”.
Organization: Directorate of Boyabat Special Education and Practice School
Teacher/s: Mr. Mehmet Akkirman-Chess Trainer
59

Type and number of participants: About 20 students and their families took part in
this activity. We completed missing chess pieces with nearby high school students. The
total number of people attending was 40.
Duration: Parents were taught how to play chess for 4 hours every day and totally it took
20 hours. Students were taught how to play chess for 2 hours every day and it continued
for a month. A chess match took 2 hours.
Space:
A large room is needed to teach chess and chess board in suitable width and length is
needed on the school garden.
Any material, tool: A big picture of chess board painted on the school garden before.
Chess sets
Description of the workshop: Within the theme of “sport and physical activities in
family”, we made some planning with disabled students and their families. We provided the
parents of lightly retarded students with 20 hours chess training. Then, we basically taught
our students chess rules. It was based on how chess pieces move and it took a month.
After all, students and their parents played on a chessboard painted on a high school’s
garden in the town. In this match, parents were the players and the students were chess
pieces.
Outcomes, expected results: Thanks to this activity, retarded students had the
opportunity to share what they learnt with their parents at home. Also, parents spent more
time with their children. They met new families. Students were acquainted with chess
which is an indoor sport. They took part in a physical activity while they were chess pieces
during the match.
TITLE: MOTIVATION FOR MOVEMENT AND SOCIALIZATION…..
Short description of the course: The objectives of the course are: to maintain a
healthy lifestyle, to encourage socialization face to face instead watching TV (the leisure
activity that occupied most of the time), to rediscover the connection with nature.
60

The activities will be physical exercises for older adults with an instructor explaining their
benefits for physical and mental health (including easy hiking, walking) and how can help
improve the ability to do the everyday activities you enjoy. Also, we will have breathing
exercises, useful for everyone but essential for the elderly.
During the course the participants will socialize permanently, realising that getting active
with a group stimulates the brain as well as the body.
Regular exercise can help the older adults stay self-confident, mentally capable and
emotionally strong, and performing it with peers can make it more interesting, safe and
stimulating.
Expected participants: We are expecting a number of 10 persons, seniors (age
between 50 and 70 years) especially vulnerable to loneliness and social isolation.
Duration: We will have 6 meetings for 3 months. Every meeting will last 3 hours. So, the
course will last 18 hours.
Space: Open space - nature and places like parks and neighbourhood - hilly areas
Title: THE SPORTING VALUE OF FOOD
Organization: LA FABBRICA DEL SAPERE
Short description of the course: Food after Body-Movement. Health is a puzzle
composed of nutrition education, physical and mental. The course comes from the Project
Learning by Body (LBB).
The objectives of the course are:
• Promote a lifestyle and a proper attitude towards food
• Establish an educational theory and practice
• Learn about foods, their nutritional value
• Knowing the composition of a healthy and balanced diet in relation to health
status and seasonality in keeping with his body and the environment
61

The course will be made with theory and practices lessons with integration between food
and sport.
Expected participants: 15
Duration: 10 lessons – 40 hours
Space: cooking classrooms and gym/open space
FROM BREATH TO MOVEMENT
Teachers: Vittoria La Costa e Roberta Bassani
Short description of the course: Harmonizing body through the integration of
developmental systems motors time to recover body functions and to manage stress.
In everyday life we are to assume bad posture, due to the repetitive nature of the work,
sedentary lifestyle, bad habits. These, in the long run, cause pain and inflammation that
cause discomfort and a quality of life lower than we would like.
Regain possession of their bodies, returning to live there, contact the pain to re-educate
the body to correct posture and movement proper, free, expressive.
The course will address these issues starting with breathing exercises, connection and
activation body. This first phase lays the foundation on which will be built the movement, in
search of his expressive style, with a view of well-being, pleasure and fun.
We are beings in constant motion, so it is essential that the more static work of listening
and body awareness will add the work on dynamic motor, to find the fullness of being and
bring the totality of ourselves in our daily lives.
Expected participants: 15-20
Duration: 30 lessons – 45 hours
Space: A gym or a big room without chairs, furniture or other objects.
62

Appendix
Paragraph 1- Partner Organizations
ASD Università Popolare dello Sport – Roma -ITALY
Peoples University of Sport was born in 1994 to promote physical activity, sport and
wellness in Adult Education and Long Life learning.
Our mission is to spread the meaning of movement as a way to increase individual health,
to think body awareness as a value in personal and social life, to live the environment
respecting nature and biodiversity.
Our activity includes different areas:
1. Classes for all the people without age limits; we provide a wide range of courses and
learning activity. We look at the Long Life learning as an opportunity to live a healthy life
with body awareness, personal wellness and better social relationships.
2. Training Courses: Shiatsu, Yoga, Naturopathy, Reflexology, Sport Management; our
Schools promote a training towards new professions, where natural techniques, wellness,
body movement and prevention are the main goals.
3. Training for trainers; Soft Gym, Postural Gym, BLSD (Basic Life Support Defibrillation),
all proposals for professionals (teachers, social and sport operators etc.) that want to
enrich their knowledge in healthy and wellness disciplines.
4. In-depth Workshops; these courses are an opportunity to integrate our basic courses
with more specific aspects of each discipline.
5. Nature and Environment; We promote trekking, journeys, wellness weeks and other
kind of events aimed at the respect for the environment, nature conservancy and
ecological education. We also offer the opportunity to study and visit archeological and
artistic sites.
64

6. Orientation Services and Counseling; we organize an Open Sport Week with free
lessons and conferences directed to people who want to know more about physical activity
and wish to be oriented in their sporting choice. Our counseling service is opened all the
year.
7. Educational Wellness Center; this is a space for those who want to deepen some
physical and wellness activity in an individual class, which is very useful for focusing
intervention on prevention and individual psyco-physical health.
Project staff:
Pino D’Agostino presidente@universitapopolaredellosport.it
Andrea Ciantar andrea.ciantar@gmail.com
Vittoria la Costa vittlac@gmail.com
Fundaţia Cultural Educativă "Prietenia" (Cultural and Educational Foundation "Friendship")
is a non governmental organization, created in 1990 in order to support education, art,
international cooperation, intercultural learning, social dialog and voluntary work.
We focus on the personal development of children, youth, students, adults and persons of
third age.
Project staff:
Silvia Petre silvia.petre@proxpert.org
Alina Nicola alina78mn@yahoo.com
Associação Recreativa Cultural e Social de Silveirinhos .- S. Pedro da
Cova - PORTUGAL
ARCSS implemented valid structured projects in favor of children, young people and
adults, area with large gaps, whether economic, social.
Project staff:
Nelson Buiça nb73@sapo.pt
65

Matilde Monteiro matildemanuelamonteiro@gmail.com
COMPAGNIE BABBALUCK - Pantin – FRANCE
The Company Babbaluck - founded in 1997 - directed by Sergio Longobardi - currently
identifies new areas of research stage related to the desire to give birth to a theater-life
who engages in the social fabric of the city, on its territory, as experience and independent
set of training. Movement and theatre are currently used for educational activities of elderly
people in suburbs of Paris.
Project staff:
Sergio Longobardi sergiolongobardi@babbaluck.org
Hind Oukerradi hind.oukerradi@gmail.com
LA FABBRICA DEL SAPERE – Andria - ITALY
La Fabbrica del Sapere is an Italian training and research Academy born to create,
develop and disseminate expertise, professionalism and culture both at the local and level.
Project staff:
Carlo Resta carloresta@msn.com
lafabbrica.delsapere@libero.it
Boyabat Special Education Practice School and Work Practice Centre –
BOYABAT – TURKEY
Our school is the coordinator of the two rehabilitation centres in Boyabat and it serves for
817 disabled people. It employs 16 teachers and it provides mentally and physically
retarded people in the town with education. In addition, it sometimes includes people
suffering from social, geographical and cultural hindrances in educational activities. The
school has practice classes, a meeting hall and sports fields. We hold some sports
activities like table tennis, football and bocce with our students. The families of our
66

students may also take part in these activities. By including families, we aim to make the
students express themselves and be social, so they will be able to cling to life strongly. At
the same time, the families do sports, too.
Project staff:
Dilek Çilingir d.cilingir@hotmail.com
Hüseyin KIRIK huseyin5706@yahoo.com
67

Paragraph 2 - Other organizations
ITALY
Compagnia della Mia Misura
La Compagnia della Mia Misura (The Company of My Own Size) worked for years with the
Università Popolare dello Sport, by integrating its own proposals in the UPS educational
and training system. So the Company has actively participated in the project Learning by
Body, through offering workshops, presentation of slides, the presence of its DanceActors
to European meetings.
La Compagnia della Mia Misura (The Company of My Own Size) was founded in 2011 by
an idea of Vittoria La Costa and Roberta Bassani, professionals in the field of Theatre,
Dance and Dance Movement Therapy.
The company’s performances are original choreography based on original texts and
music or freely taken from existing worksThe Company is a group of DanceActors building
together their performances through continued work of research, and improvisation.
Watching their performances it means to live an unforgettable experience emotionally: the
group expresses on stage an extraordinary potential for creativity, aesthetic, vitality and
pathos, involving people of all ages.
We also have a Dance Theatre workshop is a space open to all those who want to give
oneself a challenge with their own different skills
It is based on disciplines such as Dance Movement Therapy, Laban Movement Analysis,
Body Mind Centering and techniques of theater and choreography improvisation.
The work is focused on each person resources catching their characteristic movements,
developing and supporting them through specific exercises, stimulating them with
improvisation and music that enhance the rhythm.
The Company promotes culture, solidarity and diversity of cultures in the social sphere.
It encourages the use of expressive means.
It promotes the development of creative and social potential.
It collaborates with associations and organizations in Italy and Europe for the achievement
of meetings, events and workshops.
68

LAR
Libera Accademia di Roma – LAR (Rome Free Academy – LAR), established in 2011, is
an association of social promotion that works in the fields of training, education and
culture, within the point of view of lifelong learning, informal and non-formal learning.
All the activities, undertaken by LAR, aim to:
Contribute to the growth of social and civic awareness;
Create places where educational and formative actions can occur and where people and
professionals can meet and share experiences;
Promote information, knowledge, wealth and culture;
Encourage the development of proper and sustainable educational mechanisms for people
of all ages.
We work to achieve our aims through the following tools and actions:
Courses and activities to inform and educate people, through a deeper knowledge and
informal and non-formal learning;
Organization, promotion and realization of exhibitions, festivals and cultural, literary,
theatrical, musical events;
Realization of seminars, workshops and stages;
Organization of cultural and study trips and guided tours.
In its action and in the realization of the activities planned and scheduled, LAR works “in
system” and cooperation with ASD Università Popolare dello Sport – UPS (Popular
University of Sport) in order to create, in the city of Rome, a complex and multi-purpose
educational center. The aim of the latter is not only to optimize the available human,
logistics and economic resources, but also to provide a rich educational and cultural plan.
SAV
69

Sport Against Violence (SAV) is both the name of a running club started, in 2007, from the
initiative of a group of people, men and women, sensitive to social and cultural issues and
sport lovers, and of an event, that has been organizing in the city of Rome since 2008.
SAV event is conceived and built as an occasion for people to meet, do sport, participate
to cultural activities and to promote the civil society’s reflection on social, political and
cultural issues. Our guiding principle is “sport for all”, intending sport not just as a
“wellness tool”, a practice that helps you to keep healthy, but much as a powerful
educational means. As an association, SAV carries out cooperation projects with
international and Iraqi association, with the aim of spreading the sports practice as a tool
for people to develop a civil consciousness, to act for peace and to regain the urban space
for their everyday life.
ROMANIA
“Antim Ivireanul" Valcea County Library
Area of social cohesion and conviviality, "Antim Ivireanul" Valcea County Library is a
modern building distinguishing through a unique architecture and a highly remarkable
stained-glass window cupola executed by the local artist, Gheorghe Dican.
The stained glass window, called “Creation of the world” (“Facerea Lumii”), is the largest
one in Romania, being built from 86 modules laid-down on a surface of 142 sqm and being
constructed at approximately 30 m height from the base of the edifice. The colored glass is
handmade with lead fitting, in the ancient techniques of stained glass.
The library provides a learning environment for all ages, by offering continuing education
and by creating a comfortable atmosphere for study.
It has over 400 000 volumes of science, art, criticism, fiction etc. and representative
encyclopedic collections of books, periodicals, graphic and audio-visual. It is visited
annually by over 150 000 users.
Bujoreni Village Museum
Valcea Village Museum has been outlined its topical profile since 1974, like a form of a
village museum destinated to reconstitute, on a 8 hectars area, the functional image of a
traditional rural settlement with all its social - cultural institutions.
In the organization of this museum on an open space, it have been taken in consideration
few constituent factors of a true village – the county relief forms, the village hearth its
70

boundaries with all their elements, according with them having been located the farms and
community buildings, transferred from different localities of Valcea county.
The valuable popular Valcea's art is illustrated inside the museum by inner house's
decorations, by the skilled workshops, rustic furniture, iconography, ceramics, textiles,
wooden and metal pieces.
TURKEY
Boyabat Public Education Centre
Boyabat Public Education Centre is a governmental informal education institution. It offers
vocational and social courses for people from all ages and all parts of society. It performed
many projects, most of which were Grundtvig projects. Also, it organises social and sports
events in cooperation with sports federations and development agancies.
ANDRIA??
FRANCIA??
PORTOGALLO??
71

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