Stages TOOLKIT

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2nd Workshop

Workshop 2:

 

Aims

To explore the 10 stages of Genocide and how they are relevant in national, regional and local communities

To encourage participants to explore their views on controversial issues and to consider personal prejudices and preconceptions

 

Learning Outcomes

 

On completion of the drama workshop participants have knowledge of:

· Sectarianism and prejudices

· Commonalities and defining factors of identity

Circle word

The group form a circle with everyone looking out of the circle, eyes closed. The instructor calls out a word, like family, fear, discrimination, home, outsider etc. At each word the instructor calls out, the individual group members turn around into the circle and freeze into a gesture that depicts their understanding and interpretation of that given word. They keep their eyes closed so they do not subconsciously mimic anyone else in the circle. The instructor asks the group to open their eyes when they have all frozen into their chosen gesture and observe and discuss each person’s frozen image.

Commonality parts

Facilitator calls out identifying factors like hair colour, gender etc and the group hold hands if they are a part of that factor. They can also link feet, elbows, knees etc.

I am …

Instructor reads out a list of statements. Indicate that one side of the room is ‘agree’ and the other side is ‘disagree’. Responding to each statement, participants are to move towards either ‘agree’ or ‘disagree’. After all the statements have been read out, you then have a discussion. Ask the group if anyone would like to talk about why they choose to agree/disagree with any of the statements. The comments should refer to each person’s own choices and ask the group to avoid commenting on other people’s choices.

 

Sample of statements:

I am tired

I am 16

I am a minority

I am left-handed

I am young

I am musical

I am British

I am happy

I am open-minded

I am a girl

I am intelligent

I am proud of myself

I am from a big family

I am rich

I avoid conflict

I am smart

I drink alcohol

I am privileged

I know what I want

I am a woman

I like conflict

I am religious

I smoke

I am a good person

I am attractive

I am brave

I enjoy school

 

This exercise allows us to be brave and controversial in public without any need for vocal defence of our opinions while allowing us to explain our choices during discussion. Conversation should bring up various opinions and attitudes towards oneself and others, and towards themes such as religion, socialising, mental health, etc.

Localised stages

The group get into partners and enact a localised version of one of the stages. The most common of these in the UK (or at least with this group) would be classification, symbolization and discrimination, as well as polarization and denial.

 

First thoughts

The facilitator calls out a selection of the words listed below and asks the group to call out the first word that comes to mind.

2. The facilitator writes a selection of the words on the flipchart.

3. When the facilitator has finished calling out all the words ask the group for comment and feedback.

 

List of words:

British

English

Terrorism

Migration

Refugees

Minorities

Foreigner

 

Word association game

Place on a flip chart paper each of the letters that spell GENOCIDE and ask the group to write as many words as they can that are associated to the stages, beginning with that letter. For example:

G – gender, geography, genocide, generalized … etc

 

Once each lettered sheet is full of words, the group must decide collectively three words from each heading that are a priority for them. There is, inevitably, a discussion that will take place about what the priority words could be and why.

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