Creative Reviewing

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Alternative names: 
Rewiewing with pictures
Intent or purpose: 
With the aid of this process participants can "see" their experiences and commnunicate them better to others.
Used as component of: 
This process is used at the end of a group activity in order to review the content or atmosphere in a creative and playful way.
Types of Participants: 
Any types of participants can be involved in this process.
Recommended size of group: 
Remarks about group size: 
The group can be of any size.
Optimal amount of time needed: 
The amount of time needed can vary depending on the size of group, and how much time a person is given to present his or her picture.
Usual or Expected Outcomes: 
The tagible outcomes of this process could either be a drawn or painted picture, but also a cartoon, a collage, an existing and choosen picture or a personal activity map.
Level of participation: 
The participants must be willing to take part in the creative process.
Ideal Conditions: 
The enviroment should be in comfort so that people are at ease in order to work creatively.
Potential Pitfalls: 
Due to the versatility of the possible outcomes everybody will find something they can work with, therefore the only pitfall would be a complete lack of willingness to think creatively.
How is success evaluated: 
The process is successful when the participants have a certain product in their hand, that can be used to share their opinion about the preceding process.
Type of Facilitator-Client Relationship: 
A special Facilitator-Client Relationship is not neccesary as the group only needs to be instructed and supervised.
Level of Difficulty to Facilitate: 
Not set
Facilitator Personality Fit: 
The facilitator does not need any particular characteristics, as he/she only needs to supervise the group. A little creativity might help in order to support the participants.
Setting and Materials: 
Needed are tables and chairs, for people to work and sit on, as well as papers of different colors and sizes, pens with various colors, erasers, scissors, glue, pictures, and anything that can be used to produce a creative piece of work.
Resources Needed: 
Computers with internet access and a printer might be helpful for those who can't draw and therefore want to pick an existing picture.
Pre-Work Required: 
The facilitator needs to bring all the material needed, and arrange the room, so as to ensure that the participants can start working directly after a short introduction.

Firstly the facilitator should explain the process to the participants, being that they have to create a picture in any of the ways described in the following paragraphs, and that at the end, they will either present their picture and what it means, or the group can primarily guess the message.
The picture should represent one or more of the following: something important about your experience; your best experience; your worst experience; what you wish it had been like; your part in the activity; what the group was like; your hopes for the next activity.

Choose a picture.

The facilitator should provide a variety of pictures (e.g. magazines, postcards etc.) from which the participants can either individually or as a group pick one or more that describes the mood of the activity.

Make a collage.

A collage can be made from anything that sticks to paper (e.g. coloured papers, little drawings, photographs etc.). Here again they can use the material provided or even search for their own pictures online, and print them.
The collage can either be done individually, in sub-groups or together with the whole group. Here everybody could e.g. add one (two, three..) picture(s) to the collage. After explaining why the person wants these pictures to be on the collage the group gets time to decide on an outline for the final product.

Draw or paint a picture.

As realistic pictures are hard to draw, (mostly time-consuming) and not exactly useful for reviewing, the facilitator can instruct the group to draw an abstract picture. This can be done using expressionistic finger-painting, deliberate symbolism, or flow diagrams. Abstract pictures are also more context-free and easier to produce.

Draw a cartoon.

A cartoon with easy drawings (e.g. stick-figures) can help to analyse the process, problems, display possible improvements etc. of the preceded process. It can either have one main story, or various little ones, that lead to one similar end.

Creating a personal activity map.

The group lists all the activities that have been done, and then might add activities that the different individuals like or dislike in general.
Next, each person draws a large oval, which is representing a top view of their head. With a verdically drawn line they divide the oval into two parts, the left one being for activities they have already done, and the right part for possible future activities. Now each person draws (or writes down) on the left front which activities he/she has already done and liked, and on the left back which activities have been experienced but disliked. On the right side front they write or illustrate activities that have not been experienced yet, but which they want to try, and on the back they will state the activities that they have not done yet, but also don't want to do.
This method will result in a very detailed self-image that tells more that just the history of activities done by each individual.

How flexible is the process?: 
The process is very flexible in terms of the tangible outcome, and the estimated time.
Follow-Up Required: 
The facilitator needs to clean up after the exercise is finished.
Roger Greenaway
1.Creative Art in Groupwork by Jean Campbell (book) 2.Art-Based Games by Don Pavey (book) 3.Art therapy: 4.The Contribution of Documentation to the Quality of Early Childhood Education by Lilian G. Katz and Sylvia C. Chard: 5.Creating Sculpture - Stimulating Learning by Toby Rhodes and Vivien Whitaker: