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List of activities useful for participatory video work

Exercises for participatory video processes Compiled by Ivet Pieper – consultant youth, social change and video

For feedback, additions and questions, please mail ivet.pieper@gmail.com

Activity Objectives How does it work? Time span Material

Getting to know/working with video equipment in a playful manner

Name game Ice breaker, introduce equipment, experiential learning, handing over control, equalizer, overcoming fear of using camera

Everyone sits in a circle; person A gets the camera and is explained how to turn it on, and to ask the person opposite 2 questions. Then person A turns the camera off, hands it to person B and explains how it works, etc. everyone films and everyone appears on screen. Watch back straight away and draw lessons. To draw lessons: Appreciative enquiry and critical reflection – what did you like, what would you do differently and what would you stop doing? Focus on all the good stuff!

30 minutes Video camera, microphone, TV monitor, AV lead

Disappearing game Have fun, group building, learn how to record and pause

Stop-motion: One by one the participants leave the frame and film for 4 seconds. Play fast and backward to make people laugh.

20 minutes Video camera, TV monitor, tripod, AV lead

Something beautiful Enhance ability to observe and shoot, collect material for editing

Participants are asked in groups to take 8 shots (4 seconds each) of beautiful things. Eyes, something moving, color, elements. Watch back and collectively draw lessons.

30 minutes Video camera, microphone, TV monitor, AV lead

Shot type challenge Working with 5 different shot types (extreme close up, close up, mid shot, long shot, extreme long shot/camera angles)

Give each group 1 object and 6 shots of 4 seconds. The object needs to be included each of the shots. Participants draw a storyboard and change roles. Watch back and collectively draw lessons.

30 minutes Video camera, microphone, TV monitor, AV lead

Framing and composition challenge

Learning framing and composition (rule of the third, lighting in a frame, head space and look space)

Explain the basic framing and composition rules, and then participants are asked in groups to make shots. Watch back and collectively draw lessons.

30 minutes Video camera, microphone, TV monitor, AV lead

Show and tell exercise Learning by doing, in at the deep end. Draw out lessons (panning, zooming, etc).

Each group chooses an object to present in a 2 minute film. Film yourself leaving and arriving, change roles. Watch back and collectively draw lessons.

15 minutes Video camera, microphone, TV monitor, AV

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2nd option: do the exercise again and add interview and/or different mic and/or without tripod, and/or…

lead, objects

Interviewing (journalist method)

Learning how to interview (open questions, eye contact, framing, light, sound)

Participants go out and do 2 short interviews (What are the local ideas, perceptions solutions?). Then watch back material and let participants analyze footage.

40 minutes Video camera, microphone, TV monitor, AV lead

Comic strip Appreciate the power of clean simple shots

6 shots, plan first, no sound/movement in the shots. Watch back and collectively draw lessons.

20 minutes Video camera, microphone, TV monitor, AV lead

Beauty in photos

Learning about framing, lighting, composition

Participants pick photos from magazines and analyze them collectively. Then they go out and take 4 beautiful shots and show them. Watch back and collectively draw lessons.

20 minutes Video camera, microphone, TV monitor, AV lead, magazines

Storytelling – drawing out the significant stories

Brainstorm Purpose

This tool can be used to gather many ideas quickly from a group of people by letting them freely express their creativity and critical thoughts. It can be often used as a first step in a discussion that is then followed by other methods. In principle, brainstorming can be done individually or in a group.

Tips / Comments

Note that this method does not, on its own, suffice as a data gathering or analysis method

The method can work with small or larger groups and can take as little as five minutes,

Steps

1. Define the problem you want to solve clearly and ask the group to think of as many ideas as they can about the topic in question. You can give them several minutes for this.

2. Go around the group asking each person to briefly state his/her idea. The ideas can be captured using rich pictures, nominal group technique, mindmapping or card techniques. Everybody’s ideas should be treated equally at this stage. Do not let people start debating each other’s ideas.

3. Once all of the ideas have been noted somewhere visible to everyone (e.g., on a flip chart or chalkboard), then there can be some analysis.

4. The emerging issues, topics and questions can later be grouped, sorted and prioritised.

1 hour

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depending on the subject, detail needed and number of people. A brainstorming session should not take very long, as it really is only meant to get out ideas that can be discussed in detail later.

Tips

People find it very difficult not to comment or evaluate when ideas are generated in a brainstorm. Set a rule at the beginning that all judgements made during the brainstorm will be ruled out until a later discussion. As with most group discussion methods, some participants may dominate. To avoid this problem, you can distribute cards to all individuals on which they brainstorm their thoughts or ask them to brainstorm in sub-groups.

To avoid that only a few people getting involved, you can include some individual thinking time before the brainstorming session starts.

Mind mapping Purpose

To cluster similar ideas, to see links between them and to pick out the most important issues when discussing or brainstorming. As in rich picturing, this is a good way of making sure all aspects of a situation have been considered.

Description

On butchers paper or a whiteboard, start with the central issue or question and then build a dendrogram (like a tree) of ideas from the central question. You can put down the most important or higher order things first and then build on these.

Card techniques Purpose

Card techniques are used to organize, cluster and rank information, also called Delphi technique or metaplanning. This is one of the most useful and widely used techniques in workshop settings because of the ease with which many ideas can be quickly collated and organised.

Steps

1. Ask the participants to put each idea, issue or piece of information on a card (or sticky note) which come up concerning the subject or question put forward.

2. Then, group connected items together and give a name or description to each cluster.

3. Having done this, it is possible to rank each cluster. There are many different ways of organising this activity.

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Tips / Comments

The card technique is generally used in a small group or workshop although it can be used by an individual trying to analyze information.

Make sure that everybody has the same understanding of the items put forward on the cards.

Buzzing Purpose

Buzz groups allow for everybody to express their opinion and therefore generate many ideas, comments and opinions. While buzzing, participants are able to exchange ideas and draw on their wide collective experience. Buzz groups can be in pairs, trios or more depending on the activity.

Tips / Comments

Feedback may take time. One way to shorten this is to encourage participants to shout out key suggestions and ideas randomly in plenary. Another way is to have one group present their ideas with other groups only contributing new ideas avoiding any repetition.

Steps

Put the subject or question forward and ask the participants to form subgroups in order to discuss the item for a certain time period. Ask a representative of each group to put forward the results of the discussion and ask the other groups for feedback.

10 minutes

Problem tree Purpose

To identify a core problem and its effects and root causes, and to clarify and come to an agreement on core objectives and necessary activities to tackle the

Steps

1. Start with a brainstorm on all major problems existing within the framework of the situation analysis. With the group, decide which is to be the starter problem. This does not mean discarding the others but simply selecting one as

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problem. The method helps initiate the process of producing or revising a logframe matrix in a participatory and understandable way. From an M&E perspective, this method is critical at project start-up to revise the existing logframe and reach clarity about the precise objectives and outputs that will be monitored. (The problem tree is a core tool in the Logical Framework Approach.)

Tips / Comments

The two "trees" provide a comprehensive though simplified view of cause and effect relationships. In this way, the process of creating a logical framework can become more accessible to primary (and other) stakeholders, making it easier to involve them in revising the project design or developing their own activities.

Linkages are represented with lines or arrows. If arrows are to be used, make sure that everyone is clear about what arrows mean as they are not a universally understood symbol.

a core problem. This is often formulated in quite general terms, for example, "deforestation" or "decreasing food security".

2. Draw a tree and write the starter problem on the trunk. If you want to look at more than one problem, then you will need to draw one tree per problem. Each tree requires considerable time.

3. Encourage people to brainstorm on the causes of the starter problem. Ask for major problems that cause the starter problem. Alternatively, to avoid a few people dominating, hand out three to five blank cards per person and ask everyone to write down one idea per card. Present the cards and use them as the basis for the discussion on prioritising problems.

4. To focus on the root causes of the problem, discuss the factors that are possibly contributing to it. Examine each factor in relation to each of the other factors and ask, "Is it caused by or a cause of the other factor?" If it is caused by the other factor, draw a line with an inward arrow between the pair. If it is the cause of the other item, draw a line with an outward arrow between the pair. Draw the arrow only in the direction of the strongest effect. Do not use two-way arrows. If there is no interrelationship do not draw a line between them at all. When you are finished, the factors with the most outward arrows will generally be the factors that will drive change - the root causes.

5. Focus attention on these root causes and write them onto the roots of the "tree".

6. For each root cause, write down its causes on roots lower down. Use the brainstormed ideas for this.

7. Following the same procedure as in Steps 2 and 3, look at what the effects/impacts of the problem are and write down the primary effects on the branches of the tree.

8. For each effect, write down its secondary effects on secondary branches higher up to obtain cause-effect chains.

9. Follow this exercise with an "objectives tree" to identify

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what actions are needed to tackle the (causes of the) problems as expressed in the problem tree.(objectives tree)

Rich picture

Purpose

To make a pictorial representation of the elements that need to be considered or are important to a particular (project) situation, including stakeholders and issues, and the interactions and connections between them.

Tips / Comments

A rich picture helps to open discussion and come to a broad, shared understanding of a situation. It does not tell you what has changed, although this may come up in discussion.

Think carefully about whom to include in a group. If you want to have a representative picture, then the composition of the group will be different than if you want to have focused perspectives to compare.

You can also use an existing map of the micro region, in order to draw the different items / pictures in.

Steps

1. Using a large sheet of paper and symbols, pictures and words, draw a "picture" (or "mind map") of the situation (project/group) that you wish to discuss.

2. Start by asking people to draw all the physical entities involved, for example, the critical people, organisations or aspects of the landscape.

3. Ask people to present their rich picture by describing the key elements and key linkages between them.

4. If there is more than one group, compare their pictures and cluster the ideas that are similar and those that diverge. In this way you can identify the most important issues to discuss, such as critical topics to focus on or key stakeholders to include in.

30 minutes Fip charts, crayons, markers

Swot analysis Purpose Description

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To identify the Strengths, Weaknesses, Opportunities and Threats (SWOT) in relation to a project or group.

This can be done as a brainstorm in a small group or workshop setting or it can be done as an analysis and synthesis of other information. If asking a small group to do a SWOT analysis, about three-quarters of an hour will be required.

Strengths: Those things that are working well in a project or situation. The aspects people are proud to talk about. Weaknesses: Those things that have not worked so well. Opportunities: Ideas on how to overcome weaknesses and build on strengths. Threats: The things that constrain or threaten the range of opportunities for change.

Objectives tree Purpose

An objectives tree is a hierachic flowchart of objectives. Within the Logical Framework Approach, this is the positive opposite of the problem tree.

1. a universally understood symbol.

The IFAD Guide on project M&E shows the following 'mirrored' problem and

Steps

1. Taking the problem tree as your base, invert all the problems in order to make them into objectives. This process then leads into an "objectives tree" with the central objective simply being the inverse of the central problem. Ask participants then to look at these objectives and discuss which of these can be tackled by the project. The problem and objectives trees are a first step towards producing a logical framework matrix Tips / Comments

2. The problem and objectives tree provide a comprehensive

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objectives tree (enlarge when needed):

though simplified view of cause and effect relationships. In this way, the process of creating a logical framework can become more accessible to primary (and other) stakeholders, making it easier to involve them in revising the project design or developing their own activities.

Linkages are represented with lines or arrows. If arrows are to be used, make sure that everyone is clear about what arrows mean as they are not

Time line Purpose

Timeline is a widely used participatory tool to understand a kind of history of a community. It gives a quick impression of the community how it is moving forward or what history has been carried by the community. It generates information of the major events (e.g, earthquake, epidemic, landslide, flood, new school building, electricity, new road built, new technology etc) of the

How to do it

Identify the Key Informant in the community (in many cases old knowledgeable people would be the Key person for the historical events)

Clarify the objective of using this tool to the community

Ask them to tell about the past major events happened the community that has certain impact and they still remember it.

Facilitate to explain about only one event at a time with date so that you can note down the information

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community which has a certain impact in the society.

This tool is useful to build rapport in the community as well. Without good rapport building there is not possible to apply participatory tool in the communities. It is a very easy tool to apply and makes the key informant happy to tell about their story/history which helps to build rapport.

Make a simple format containing columns of Date, Major events, Impact and record the information

This tool is also very useful to understand and analyse the conflict situation on how the conflict evolved and came to the present situation. It generates information from the conflicting parties that according to them what happened in different time interval.

Role play Purpose

To encourage groups of people to get into the roles of different stakeholders, trying to reach consensus and common action, while optimizing the individual interests. This is a way to experience what issues come up in real life multi-stakeholder processes, which can be discussed and analysed it afterwards.

Tips

Sometimes information can be drawn from drama or role plays in a cutting and satirical way, revealing things that would not come out through more formal methods. This method is an interesting way to monitor group interactions and perceptions of key problems.

Some cultures are entirely at ease with drama as a form of communication but

Description

Describe a situation (fiction or real) in which different stakeholders with different interests are involved. Hand-out individual role descriptions to each person that will play a stakeholder role, and ask the others to be the guardian angel of an individual stakeholder, or observers of the whole process. The role play starts when the stakeholders come together in a setting where the issue needs to be discussed. It can go on from 15 minutes to 1 hour and be discussed afterwards

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for others, it is uncomfortable. Do consider the cultural appropriateness of this method. Also, it is highly qualitative and so would not be suited for precise information needs.

Storyboard technique Develop participants’ confidence and control over the process; build group working skills, share roles, learn to tell a story with images

Draw 4-6 boxes, ask participants what they want to film: - 1st scene: how introduce story - 6th scene: how end story Tasks, cut away shots A storyboard should convey: • What characters are in the frame and how they are moving • What the characters are saying to each other, if anything • How much time has passed between the previous frame of the storyboard and the current one • Where the camera is in the scene (shot size and camera movement) Group takes the storyboard and shoots it. The facilitator keeps a distance. Watch back and collectively draw lessons. Groups decide whether the story is told well, to add shots, elements and/or reshoot elements. Feedback & learning loop.

1- 3 hours Something to draw on, video camera, tripod, microphone, AV lead, TV

Story building

Develop participants’ confidence to share personal experiences, learn about story telling

Have a few themes prepared beforehand (love, happiness, anger, etc.), Groups pick one theme, and brainstorm/pair a personal story or incident to represent that theme. Ask them to storyboard that story.

2 hours

Editing

Teaching editing Step 1: group discussion

Purpose Establishing a basic understanding of editing on a deeper level. Draw from participants: e.g discussing in pairs, then group discussion

Use analogies to make what editing is understandable:

It’s like making a nice suit out of cloth. You go to the market, buy cloth you like, buy the zipper, the buttons, etc. Then you decide on the model. You take the scissors and cut what you don’t want, and sow the suit together. The cutting and sowing is the editing.

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Possible topics to draw out. Editing is: - making sense, reorganizing,

ordering priorities, giving structure, pace, timing accuracy

- to create a narrative - add feel and emotion to a story - split audio from video - shorten time - show things together - thinking critically, what should be in

and what should be out?

It’s like making a birdhouse out of bits and pieces of material you have in your backyard. You think about the model of the birdhouse you desire, you select the material, get your tools, chop, connect etc.

Teaching editing Step 2: showing the editing tool on paper

Purpose Establishing a first understanding of the workflow of an editing program.

1. Put up a flip chart showing the basic editing flow 2. Show paper representations of the most important tools

available: a. Arrow b. Hand c. >|< d. Razor

Final Cut X

Events/everything will be there

Output

Timeline: timeline is like the eye and the ears.

- Eyes see from the top - Ears hear all

Move the tools over the flipchart explaining the basic work flow.

Teaching editing Step 3: practice with

Purpose Participants practice with the program

Preparations: - Make a stack of cards with instructions - Get a project up

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beamer

on beamer, enabling group learning on the basic process.

Have a pile of tasks written on paper cards, each participant takes one card after the other an performs the task:

1. Move timeline viewer 2. Mark in (i) and out (o) point 3. Layer a cutaway 4. Remove sound from clip [-12 to -0 is best]. Two options:

a. Go to line, look at shape arrow, bring the volume down

b. Disconnect sound and image, by right click -> detach

Explain with two post-its: audio and video are friends -> separate them and destroy one

5. Zoom in and out on timeline Explain clicks/draw out different clicks from participants

- Double click - Right click - Click hold drag - Single click

6. Stretch and shrink a clip

Explain with post its

Take the post its to the timeline and explain: ‘the clip has not forgotten the rest’. Explain/talk about:

- Yellow when clip is selected. - Edit undo. Explain how to use. - Why use blade/why use stretch and shrink?

Step 4: practice with paper editing in pairs/threes

Preparations: - Set a project up with interviews about a venue and shots

of the venue (some shots badly) - Give everyone post its/paper cards in 2 colors

Exercise 1, step 1: 1. Watch the footage

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2. Pick 5 phrases you like from the interview. Write those 5 sentences on yellow cards.

3. Pick 6 cut away shots 1 for start, 1 for end and 4 to cover the gaps/cuts. Draw these on the cards.

4. Make a paper edit timeline. Each group explains their paper edit timeline. Feedback and discussion.

Exercise 1, step 2: Edit the paper edit timeline on the computer. Watch and solicit feedback & compliments. Have a group discussion about the power of editing.

Step 5: Manipulation

Purpose Help participants understand the power of editing.

Preparations: have a paragraph of transcript interview on blackboard. “Hello, my name is….” Make several silly sentences from the text. Give people the marker and ask them to make sentences. Question: is that fair? Questions for further probing:

- Would you want to be portrayed like this? - What if they meet the person? - What would this little lie mean for the film?

Generating meaning where there is no meaning. This weakens the whole film. When it’s there, it’s there. When it’s not there, it’s not there.

Demonstration of video editing

Description: Show the participants the following processes: • How to connect the cable to the computer • How to open the video editing software you are using • How to create a project • How to create a file and folder (stress the importance of saving their work in the right place) • How to capture video (explain that the video is being copied through the cable into the computer)

2 hours

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• How to save the video • How to drag footage onto the timeline • How to cut and select bites • How to use the different tracks Explain the process: - Log footage - Paper edit - Import/capture footage - Assembly edit - Edit - Fine Edit - Export/burn DVD

Concept of editing

Note to Trainer: You will need to shoot footage yourself in preparation for teaching the participants editing so they have good, manageable footage to work with. You need good b-roll establishing shots, good interviews along with covering b-roll, and some observational documentary-style footage. You should be gathering this yourself with one of the cameras alongside the training. Please also note that workshop participants tend to accidentally delete files and sometimes whole projects. It is very important that they understand the importance of saving footage in the right file/folder and also keeping backups of their projects on some other hard disk or partition.

Explain the concept of editing to the participants. Explain that editing allows them to take recorded sounds and pictures and rearrange them to create a clearer and more interesting narrative. It is a process that is about order, priorities, structure, pace, timing, and accuracy. It means knowing on what frame to start a scene and on what frame to end it. Editing is where the participants give the final feel and emotion to the film. The following points may be helpful in explaining editing to participants with little or no computer experience: • In editing, order makes the meaning. Editing allows you to move things around and change the beginning to the end and the end to the beginning. It allows you to make a story by deciding what footage and interviews go where, and there are a million possibilities. • Editing is about selecting what’s best. Editing is about taking 1 hour of footage and making it 5 minutes. It is like going into a store and saying, “Out of these 20 dresses, I want this one.” • Editing allows you to separate audio and video so pictures and words represent different things. This means that you can take what one person says and put a different picture over what she is saying. • Transitions separate one section from another. You need to make smooth transitions in editing, as one does when sewing different

4 hours

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pieces of cloth together to make a dress. • Editing is about making decisions and selecting. Therefore, editing is the part of filmmaking that most requires critical thinking. • Editing is about the collapse of time and the compression of time.

Logging material Getting good overview of material Each group watches the material either on a TV or on the computer whilst capturing. The group takes notes on a A4 what’s what and where’s what.

Depending on material

Log sheet

Create paper edit Creating a edit on paper to understand the process and choices

Each group draws the key scenes on separate papers, and orders the papers in a way the story will be told/edited. The story board can serve as a basis. - Green papers for key scenes - Bleu papers for cut aways - Yellow papers for sound

Ordering photos * part of concept of editing

teaches participants that different meanings are created depending on where in a sequence each piece of video is placed

Participants cut out 5 photographs; Put the photos in a straight line and ask one of the participants to make a story going from the 1st picture to the last. • Now give the set of photos to the next participant. Move the 1rst photo to the 5fth position and ask the participant to tell the story. • Keep going around until each participant has told a different story, each time with the photos in a different position. • Help them draw this conclusion from the exercise: If you move the photos around, you get a completely different story. [e same raw footage—the same photos—can tell lots of different stories. As an editor, you decide where the photos should go to make the meaning you.

Creating sound bites * part of concept of editing

Is also a good exercise for understanding paper edits. Getting a feel for meaning.

Give the participants raw footage from an interview. You can either use your own personal footage or footage from a tape the NGO may have made at some point, or you can have the participants interview each other to create this footage. Have them select the 5 most interesting sentences and write each sentence on a card. Ask them to put the 5 cards in a particular order and explain why they chose that order. Then have them

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rearrange the cards in a different order and read out the audio bites, explaining what different meaning is created.

Chase sequence and time collapse Duration Description: slower cuts give a slower pace.

learn how to create space and time jumps when editing a sequence

During this session, the participants will shoot and edit a “chase sequence” to learn how they can create space and time jumps when editing a sequence. Have the participants make up a story about someone who is running and being chased by someone else; for instance, a story about a thief who is being chased by a police officer. One participant works the camera, and two act out the story. Remind the participant who has the camera that she has to shoot many angles: top angle, low angle, close-ups, frontal, from the back, eyes, legs, artistic shots. After the filming is complete, have all the participants edit the chase sequence, and show them how they can increase pace through different shots; for instance, quick cuts increase the pace, while slower cuts give a slower pace.

3 hours Make use of editing clock, colors per participant and allocated time slots for controlling the computer.

Create the Final cut

Learn the tools and techniques needed in creating a final cut

Introduce the tools and techniques needed in creating a final cut. Show the participants how to: • Use the text tool to create titles, title cards, subtitles, and credits • Use audio and video transitions/fades • Import music and mix audio levels

4 hours

Screening of videos by others

Getting to know video styles, get an idea of what it is that the group wants to make

30 minutes

Private screening of videos made by participants -> feedback loop -> then public screening to larger audience

Learn from how others see the video, share meaning; solicit feedback for a new process.

- Do you understand the film? - What would you change? - Who has other perspectives? - Is there another side?

Discussion/agreement on informed consent

Realize shared understanding about risks and opportunities facing video.

Who may watch? Who have copies? Who keeps originals?

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Written/filmed consent?

Holding the process

Evaluation

Purpose

Evaluate different aspects in a visual way.

Steps

1. Decide upon criteria for evaluating (not too many) 2. Ask each individual to draw a wheel with the same number

of spokes as criteria chosen. The spokes should be marked with the various criteria. The spokes represent a scale with low or zero at the centre and high or 10 at the edge.

3. Individuals should assess the process according to the various criteria and score each criterion by marking the spoke at the right point along the scale.

Example

Joint drawing Purpose Experience that group work can lead to unexpected results. Tip: Especially useful leading up to group editing in PV workshops.

Steps:

Give every participant a sheet of drawing paper and sufficient colored crayons.

Either sit as model, or set a ‘still life’. Ask the participants to draw the model or still life in 5 minutes.

After 5 minutes, ask the participants to move their paper to the person sitting to their right.

Each participant draws for 5 minutes on the ‘new’ paper.

Repeat until the picture is done, or all participants have drawn on one paper.

Draw the lessons

30 minutes Drawing paper Crayons Model or ‘still life’

Recap Purpose Steps:

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Deepen learning

Prepare papers with themes/activities/words about the previous day

Stick the papers under the chairs of the participants

Invite the participants to take a paper, and tell/share what they have learnt/experiences/felt/seen the dey before about what’s on the paper.

Margolis wheel Purpose Organize discussion amongst participants

This enables participants to share and

receive advice on real problems and

opportunities. It reinforces solidarity and

mutual support. It can also surprise

people with their own ability to counsel

others.

You need four-six pairs of chairs, facing each other, arranged in a

circle. As many circles of pairs of chairs as fit the number taking

part. Allow ten minutes for briefing and reflection, plus:

4 pairs of chairs – 25-30 minutes

5 paris of chairs – 30-35 minutes

6 pairs of chairs – 35-40 minutes

1. Ask participants to reflect and choose a problem or opportunity

they face or will face. This can be in their work and/or when they

return to their institutions, or be any personal problem on which

they would like advice. Stress that everything that passes is in

confidence between friends.

2. Ask everyone to sit in a chair, any chair. Those on the inner ring are

counsellors, and those on the outer ring their clients. There are

three minutes only for each round of advice, roughly one minute for

posing the problem, and two minutes for the advice.

3. After two minutes warn that only one minute is left. After three

minutes, all the outer ring (clients) move one seat in the same

direction. The inner ring (counsellors) stays put. Repeat the

procedure.

4. When the outer ring has gone round, counsellors and clients swap

seats. The process is repeated with the roles changed.

Tips and Options

Encourage note-taking, otherwise much will be forgotten. Notes can

be taken on the run, or two minutes or so can be set aside at the

end of each full circuit for making a personal record.

It may be wise to place people from the same organization or

department into different clusters of chairs.

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Sources: Insights into Participatory Video: A Handbook for the Field. By Nick & Chris Lunch.

http://insightshare.org/resources/pv-handbook Participatory Workshops: A Sourcebook of 21 Sets of Ideas and Activities. By Robert Chambers.

http://www.amazon.com/gp/product/1853838632?ie=UTF8&tag=athought-20&linkCode=as2&camp=1789&creative=9325&creativeASIN=1853838632 Videoactive girls; Projecting Girl Power. A Toolkit Produced by Video Volunteers for The Global Fund for Children. A Comprehensive Training Guide.

http://www.projectinggirlpower.org/IndiaToolkit.pdf Multi Stakeholder Resource Portal. On this portal you can find practical information on how to facilitate participatory learning processes with various stakeholders. It provides theoretical foundations, methods and tools to create learning processes, facilitation tips, examples, literature and links.

http://portals.wi.wur.nl/msp/?page=1180 For feedback, additions, questions, please contact: Ivet.pieper@gmail.com

If numbers do not fit, facilitators can take part, or volunteers can sit

out and observe, or an extra pair of chairs can be added to one or

more circles (in which case stop the bigger circles when the smaller

circles have finished their round).

Write down the times when change-overs must take place.

(Otherwise it is easy to mess up the timing).