The Gateless Gate
Psychomotricity
‘Order manages chaos, emptiness or supreme abundance, to the point of making it a land of possession or a homeland. For only if we have a world can we take root in the land and in the community and generate faith. The world is not founded once and for all, it is the result of a continuous and permanent effort, renewed without ceasing. Because because of entropy, any order tends towards disorder, any cosmos imperceptibly slides towards its dissolution into uniformity and amorphousness.When our world no longer serves us, when it loses meaningful power, it is necessary to throw it away and invent another one’.
G. SCHEINES, ‘Innocent games, terrible games’.
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The Discovery of Chaos
A workshop for children aged 6 to 12, where through expression and free movement we can help children to get to know themselves better, discover their abilities and face their fears, all through play. Recycled material such as boxes, traplines and newspapers will be used, which can be broken down, modified and recreated at will.
The workshop lasts 2 hours, with the idea of developing a project with several sessions, depending on the age of the group or class, 4 to 10 meetings can be made. Recommended for primary and secondary school classes or for groups that meet frequently.
The workshop is designed to foster group development and help each participant find their place through play. Structured in three phases, it begins with careful observation, continues with psychomotor activity and concludes with a collective discussion to assess the dynamics and identify areas for change.
Relational Psychomotricity
Workshop for children aged 2 to 7 years, where the principles of Bernard Aucouturier's psychomotor practice are followed.
The session lasts 60 to 90 minutes developed in a project of 6 to 10 sessions. An educational report will be given at the end of the course. Children will have the opportunity to discover themselves through play without the pressure of time or duty. It will be a space of exploration with the aim of helping children to see a part of themselves that they do not yet know.
The session begins with a greeting, which takes place in a circle, during which the children can freely express their feelings. This is followed by a ‘motor and symbolic space’ in which the children can identify with themselves and the rest of the group. At the end, the group gathers in a circle to draw or tell a story, thus expressing their feelings in a calm and spontaneous way, should they feel the need to do so.
Fundamentals
Psychomotor Practice offers the educator the possibility of leading the child to be the key character in his full relationship with the outside world, helping him to develop this maturation through an educational pedagogical strategy consistent with his psychobiological evolution and his understanding of his desire and pleasure of communicating, creating, operating. Play is the most immediate means with which the child communicates about himself, his embodied experiences and his means at levels of symbolization, through which he accesses the mentalization of the experience. Originality and uniqueness are the characteristics that distinguish the child person. He is the bearer of a particular relationship history, which forms an original baggage of unconscious images and interaction engrams, constituent of that unique history. Through play, therefore, the child has the opportunity to talk about himself, about his emotions; therefore, it is necessary that the child has the freedom to act in a context of containment and reassurance.
The child invests in the material, transforms it, acts to seek reassurance, accompanied by an operator who also takes on the function of symbolic partner. Through the way of the body, therefore, the child narrates about his own internal world, about his own experience with respect to the parental figures, with respect to the absence of the primary object; he speaks to us of his anguish of loss, of his means of reassurance by staging everything that is within himself
Objectives:
Creative experimentation of the body.
Promote conscious, purposeful and creative use of space and objects.
Expression and exploration of emotional content through bodily experience and sharing.
Stimulate the relationship with others in order to broaden each other's knowledge and collaborative skills.
Promote group belonging and self-esteem.
Welcoming of the individual into the group - Sense of cohesion, belonging:
Achieve a better understanding of your body AND yourself
Exploration of emotions and manifestation in the group
Relating to reality
Develop relationships within the group based on mutual acceptance and respect
These are the objectives that will be developed during the sessions and then specifically a couple of the most important objectives for the class will be explored in depth, discussed and agreed with the class teacher.