CROATIA

CULTURE OF PEACEART

CHILDRENCOMMUNITY

Objectives

General objective

. To create capacities in vulnerable individuals or groups of individuals promoting a culture of peace through the use of creative processes

General objective

. To create capacities in vulnerable individuals or groups of individuals promoting a culture of peace through the use of creative processes

Specific objective 1

Encourage concepts of culture of peace in Central America by educating children and women

Specific objective 1

Encourage concepts of culture of peace in Central America by educating children and women

Specific objective 2

Encourage the use of necessary tools promoting community development

Specific objective 2

Encourage the use of necessary tools promoting community development

Specific objective 3

Stimulate capacities of individuals by the use of artistic processes

Specific objective 3

Stimulate capacities of individuals by the use of artistic processes

Use of art therapy toWork with children victims of abuse orin social risk

Community development thatPromotes a Peace culture

Trainings and workshops of young leaders,Tutors and volunteers

Refe

ren

tial fra

me

mission

vision

Strategicprofiles

pro

jects

ANTECEDENCE RESULTS

programs

mission

ASART mission is to create capacities in vulnerable indivuals or groups of individuals in Central America with the objective of enhancing a pacific living through the use of creative proceses.

By pacific living we understand a quality of life that does not demeans society, the harmonious coexistance of all groups that compose it, the values attitudes and behaviors that reject violence and prevent conflict through dialogue, negotiation and respect.

ASART tries to reinforce peace culture concepts through the education of children and women. Our goal is to develop a sense of leadership, discipline, respect , empathy and team work which are the basic tools for an integrated community development

Vision

We seek for a peaceful living in Central America, where children can improve their capabilities and skills in accordance to a healthy and sustainable economic growth.

We want more children in school (less school dropouts), less teenage pregnancies, extra incomes for families in extreme poverty, less polution and more enviromental consciouness (creative and artistic ways to recycle), less domestic violence and less chains of power hierarchies.

Environment Environment

Strategic Alignments

Peace CulturePeace Culture

Equity and Gender

Equity and Gender

Art and Culture Art and Culture

Tranversal A

lign

men

ts

Lineamientos

Public Safety Public Safety

En

viro

nm

enta

l Pro

gra

mE

nvi

ron

men

tal P

rog

ram

Bu

ild

ing

cap

acit

ies

for

wo

men

Bu

ild

ing

cap

acit

ies

for

wo

men

Bu

ildin

g c

apac

itie

s fo

r ch

ildre

n

Bu

ildin

g c

apac

itie

s fo

r ch

ildre

n

Pea

ce P

rog

ram

Pea

ce P

rog

ram

Fam

ily in

con

me

Pro

gra

mF

amily

inco

nm

e P

rog

ram

THE PROBLEM TREE

CAUSES OF LOW SELF-ESTEEM

• A personal judgment of our own selves based on social, cultural, religious, economical, political and historical patterns.

SELF-ESTEEM

• Depression.• Anger towards ourselves

and others• Low self esteem.

ABUSE

Aggressor

Aggressive

regressive

stressed

low self-esteem

anxious

low learning

skills

defensive

impulsive

VICTIMSvictim

agresor

Definition of Culture of Peace

Peace Cultur

e

Culture of

Violence

CHAINS OF VIOLENCE

My father was violent

I learn to live violently

I teach to behave

violently

My violnece will be

inherited

My father beat my mother

My mother beats my brother

My brother beats me And so on…

Another chain of violence

ExtractionProductionDistributionWaste

Proceso de la Economía de la Materia

Des

trut

ion

Pol

lutio

n

Con

sum

ism

Annie Leonard, Story of Stuff. www.storyofstuff.com

Definition or ConceptVALUES

Subjective VisionConsiders that values are not real, it is people who give them value

depending on if they like it or not.

Idealistic Vision

Realistic VisionAffirms that values are real . Everything has a specific value.

All beings have their own value

Believes that values are ideals and objectives; worth regardless of what people estimates.

ValuesValuesSpiritual

Moral

Aesthetic

Intelectual

Afective

Social

Physical

Economic

PEACE

COMMU

NICATION

MURALISM : ACTIVITIES

• Choose a subject, give a speech to the participants in order to make them thinking

• Let the participants paint about the narrated subject or history

• Choose a wall and prepare it • Cuadricular pared y pasar el dibujo• Families, teachers, children and corporate

volunteers help to paint the mural• Duration: 2-4 afternoons according to

extent

GENERAL OBJECTIVE

• The general objective is to create capacities (as leadership, self-love, pride, discipline and teamwork) in vulnerable individuals or groups of people from communities in social risk by the use of creative processes and thus to sustain peace in Centroamerica.

SPECIFIC OBJECTIVES

• When we paint a mural in an extremly poor community we help to beautify the environment but at the same time we give messages, we communicate ideas and ideals.

•  we instill a sense of pride and satisfaction in people that participates through the exposure of their work. 

• Through this activity we reintegrate into the community all the people that participates in an environment full of creativity and camaraderie where we integrate the private sector, public institutions and civil society. It is a celebration of differences and an ideal space full of expressions and understanding.

MURALS

FIRST STEP

• Niños y niñas dibujan sobre un tema previamente escogido: en este caso particular, MI VIDA EN LA ESCUELA.

Extracto de mural Virgen de Fátima 2007

SECOND STEP

• Se elabora un boceto con elementos de todos los dibujos de los niños y niñas participantes.

Extracto de mural Pan y Amor, Nicaragua 2007

THIRD STEP

• Preparar la pared

Se cuadricula la pared Se pasa el dibujo a la pared

FOURTH STEP

MURAL BRITT ABRIL 2011

THEATER OF THE OPPRESSED

The Theater of the Opressed (TOD) is a method developped the brasilian advisor, actor, director and pedagogue Augusto Boal in the 1960s.

The Theater of the Oppressed is about the theater of oppressed social classes and about all oppressed people inside these social classes. The

methods of the Theater of the Opressed are influenced by Bertolt Brechts epic theater and by The Pedagogy of the Oppressed by Paulo Freire. They

contain some initial games for actors and non-actors: the journalistic theater, the rainbow of desire, the legislative theater, the invisible theater, the image

theater and the forum theater – the most famous among them.They are aimed at transforming the observers into protagonists of the dramatic action

and “through this transformation helping the observers to prepare real actions which lead them to their own liberation”. The Aesthetic Eduaction has been

the last method developped by Augosto Boal.

http://es.wikipedia.org/wiki/Teatro_del_oprimido

First workshops of the Theater of the Oppressed on national scale. On this occasion we were instructing young leaders Ocotal, Totogalpa, Yalaguina, Somoto, Matagalpa, La Dalia, Ciudad Darío, Managua, León and Granada.

Project of Save the Children about peace culture on the national scale, Nicaragua, 2008-2009

PEACE CULTURE TRAININGS WITH YOUNG LEADERS SPONSORED BY SAVE THE CHILDREN Nicaragua, 2008

FIRST STAGE FORUM THEATER / COSUDE

ACAHUALINCA, MANAGUA NICARAGUA 2010-2011

SUBJECT VIOLENCE AND ENVIRONMENTAL EDUCATION

LA DALIA , MATAGALPA, NICARAGUA, 2009

OTHER WORKSHOPS: IMAGE THEATER

PUPPET WORKSHOP FACILITATED BY THE FOUNDATION AMANECERES DE PANAMA AND ASART IN PAN Y AMOR SCHOOL OF ORIENTAL MARKET,

MANAGUA NICARAGUA 2009

First play of ASART: Barrio Limpio, Barrio Sano

RECYLCED ART

WORKSHOP FOR MOTHERS IN VIRGEN DE FATIMA SCHOOL IN CARTAGO, COSTA RICA 2010

RECYCLED DRUM, BATUCALATA PROJECT, JANUARY 2011

BENCH MADE WITH ECOLOGICAL BRICKS, COSTA RICA 2010

CONSTRUCTION OF A SUPPLY CENTER WITH ECOLOGICAL BRICKS IN THE ELEMANTARY SCHOOL OF ACAHUALINCA, 2010-2011, MANAGUA

NICARAGUA, FINANCED BY DANIDA

LOMAS DEL RIO 2, PLAYGROUND, ASART-U VERITAS 2010

ART THERAPY WORKSHOP FOR ABUSED CHILDREN / SELF-PORTRAIT / 6-YEAR-OLD BOY, SEHLTER OF ESCAZU 2008

What cannot be seen at first sight…

… can be seen with light effects in photoshop

Since 2003 approximately 250 art workshop have come into being in shelters for minor abuse victims. Due to legal matters we cannot reveal their identity but we will be able to keep some of the results.

In these self-portraits we can detect characteristics that appear very often in drawings of abused children. Deformed or nonexistent

extremities for exemple, as well as enourmous heads, empty eyes and the utilization of black.

Shelter Escazu, 2006 Self-portraits of 6 and 7 year old children

We denounce aggresors when we have to face cases of abuse in school children like the following case in Los Lagos School, Liberia,

2006.

Alle these drawings are from the same child.

Workshop: Fortification of the self-esteem by the use of art and cooking

Albergue Pavas, 2005

Accredited photography, hidden identities

SHELTER SAN GABRIEL DE DESAMPARADOS, 2005

Fotos autorizadas, identidades borradas

Daily newspaper, Costa Rica, Monday 15th of december, 2003

http://www.aldia.cr/ad_ee/2003/diciembre/16/sociedad1.html

La Prensa, Nicaragua, 1st of april 2008

• Develop a warm and friendly relationship with the child inwhich good rapport is established as soon as possible.

• Accept the child as it is. • Establish a relationship in which the child feels free to express

his feelings completely .• Do not correct absolutely NOTHING .• Praise in moderation. • DO NOT criticize, make no comments or recommendations. • Provide a proper enthusiasm and self confidence. • Do not create dependencies • No preference. • Maintain a great respect for the child's abilities to

solve theirproblems when you have the opportunity.• Let the child lead. You follow. • Set some limits are necessary to help the

child to feel free andsafe at the same time. For example, do not let children sit onthe laps.

RECOMMENDATIONS

Bibliografía• http://www.youtube.com/watch?v=2MvVNLHoAqQ• Nieves Batista Lorenzo ,Directora del Programa Barrio

Activo y Facilitadora del Programa Hacienda Cultural Paz de la ONG Casa Amarilla en Barcelona, España

• EDUCA, Manual para la Formación: Lucha contra el castigo físico, PANIAMOR, Save the Children, UNICEF, CEAPA, CONCAPA.

• Margot Sippel professor at Fanshawe College, London , Ontario

• Karen Gingrich Dr. Expert in aggresors• Breaking the Silence, Cathy Malchiodi, 1997• Story of Stuff