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ACTIVITY TITLE Conducting Market Research for a New Product AIM Ceramics provides a platform for creativity, skill development, and entrepreneurship for many young people and it can offer different job opportunities. The aim of this activity is for participants, involved in ceramic workshops, to better understand how to conduct market research to identify potential customers, understand their needs and assess the competition for a new ceramic product in order to reach a wider audience. TRAINEE(S) PROFILE(S) Young people involved in ceramic workshops LEARNING OBJECTIVES (min. 3) Define the concept of market research and its importance in product development. Identify the target market for a new ceramic product and gather relevant data using primary and secondary research methods. Analyse market research data to identify key insights about potential customers and competitors. Apply market research findings to develop effective marketing strategies for a new product. TEACHING METHOD(S) Non formal education N° OF PARTICIPANTS 10 DURATION (in minutes) 3.5 hours MATERIALS NEEDED Pen and paper for taking notes Online access to research tools such as Google Trends, social media, and industry reports A list of questions for conducting customer surveys or interviews PREPARATION STEPS Prepare a list of questions for customer surveys or interviews. E.g.: What products do you currently use that are similar to the new product we are developing? What features do you value most in the products you use? How often do you buy products like the one we are developing? What would you expect to pay for a product like this? What factors would influence your decision to purchase a product like this? (Price, convenience, quality, brand, etc.) Gather relevant industry reports and market data. Set up access to online research tools. IMPLEMENTATION STEPS Introduction: Introduce the concept of market research and its importance in product development. Discuss the different types of market research, such as primary and secondary research, and their respective advantages and disadvantages. Define the target market: Have participants identify the target market for their new product. Encourage them to be as specific as possible, considering factors such as age, gender, income, location, and lifestyle. Gather secondary data: Using online research tools such as Google Trends, social media, and industry reports, have participants gather secondary data related to their target market and competitors. Ask them to take notes on relevant trends, demographics, consumer behaviour, and market size. Conduct customer surveys or interviews: Provide participants with a list of questions to ask potential ceramics customers in order to gather primary data on their needs, preferences, and buying behaviour. Encourage participants to conduct surveys or interviews in person, over the phone, or online. Analyse the data: Have participants analyse the data they have gathered and identify key insights about their target market, such as their needs, preferences, and buying behaviour. Encourage them to compare this data with information about their competitors to identify gaps in the market and potential opportunities. Present the findings: Ask participants to present their findings to the group, highlighting the key insights they have identified about the ceramic market and competitors. Encourage them to discuss the implications of their findings for their new product, such as potential marketing strategies, pricing, and product features. DEBRIEFING/REFLECTION Discuss the challenges and opportunities that participants encountered during the market research process. Reflect on the key insights and how they can be applied to future product development. TIPS AND HINTS Encourage participants to be creative and think outside the box when gathering data and analysing findings. Remind participants to consider ethical considerations and privacy concerns when conducting customer surveys or interviews. INNOVATION/ADDED VALUE This activity provides hands-on experience in conducting market research, which is a crucial aspect of developing a successful product. SUGGESTED READINGS “Marketing Research: An Applied Orientation” by Naresh K. Malhotra. “Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers” by Alexander Osterwalder and Yves Pigneur REFERENCES AND SOURCES Aaker, David. 1996. Building Strong Brands. Simon; Schuster. Batra, Rajeev, and Pamela Miles Homer. 2004. “The Situational Impact of Brand Image Beliefs.” Journal of Consumer Psychology 14 (3): 318–30. Lamberton, Cait, and Andrew T. Stephen. 2016. “A Thematic Exploration of Digital, Social Media, and Mobile Marketing: Research Evolution from 2000 to 2015 and an Agenda for Future Inquiry.” Journal of Marketing 80 (6): 146–72.     ACTIVITY TITLE Business Planning for Ceramic AIM The aim of this activity is to help participants develop a business plan outlining their vision, objectives, strategies and financial forecasts. This will improve their entrepreneurial skills in the field of ceramics. TRAINEE(S) PROFILE(S) Young people involved in ceramic workshops LEARNING OBJECTIVES (min. 3) To understand the importance of having a business plan. To develop a clear vision and mission statement for a business. To identify goals and objectives for a ceramic business. To develop strategies for achieving ceramic business goals. To create a financial projection for a ceramic business. TEACHING METHOD(S) Non formal education N° OF PARTICIPANTS 10 DURATION (in minutes) 4 hours MATERIALS NEEDED Pen and paper for taking notes Whiteboard and markers Business planning templates or worksheets Calculator PREPARATION STEPS Prepare a presentation on the importance of business planning, including the benefits of having a business plan and the key components of a business plan. Create a list of questions and prompts to guide participants through the process of developing a business plan, such as: What is the purpose of your business? What are your values and mission? Who is your target market? What products or services will you offer? How will you market your business? What are your short-term and long-term goals? What is your pricing strategy? What are your start-up costs and ongoing expenses? How much revenue do you expect to generate? How will you finance your business? IMPLEMENTATION STEPS 1. Introduction: Begin by introducing the concept of business planning and its importance in starting and running a successful business. Discuss the key components of a business plan, including the executive summary, company overview, market analysis, product or service description, marketing and sales strategies, management team, financial projections,

ACTIVITY TITLE  Safety @ceramic studio : general rules AIM The aim of this activity is to introduce participants to the general security measures to be taken during the implementation of ceramic workshops TRAINEE(S) PROFILE(S) Participants, Trainers, Assistants LEARNING OBJECTIVES (min. 3) Understanding the general rules of conduct, possible behaviors to be adopted in order not to incur risks for the person and for the places when implementing ceramic workshops Understanding the safety of materials and their intended use Assessing the safety and compliance of a laboratory, a workspace Understanding the safety conditions to be ensured indoors, specifically within ceramic laboratories. TEACHING METHOD(S) Informative and introductory plenary session with all participants N° OF PARTICIPANTS 10-15 DURATION (in minutes) 3 hrs MATERIALS NEEDED Paper, pen, pencil for taking notes. PREPARATION STEPS The trainer introduces the topic of safety in a ceramic workshop, using a PowerPoint presentation that is easy for learners to understand. The presentation will deal with main aspects related to the safety of the place as well as the correct use of materials (being present in ceramic laboratories different chemical and even toxic materials, such as coloured powders) The correct information of learners on safety measures is an initial and fundamental precondition for the implementation of any ceramic workshops and so to avoid potential risks. Clear and precise instructions must also be provided, so as to know how to manage possible incidents and anomalies that put safety at risk IMPLEMENTATION STEPS Introduction Specific risks to people’s health and safety may also arise during ceramic workshops, in relation to the nature of the exercises, the hazardous nature of the equipment and materials used and possible exposure to physical, chemical and biological agents. Artists, artisans, designers, trainers and trainees in general are exposed to a number of potentially hazardous materials and processes in the ceramic studios. Knowledge of hazards and proper studio procedures, coupled with an attitude of respect and mental alertness, will ensure that our workspaces are safe and healthy. Both the trainers and the trainees have the responsibility to be physically and mentally alert when managing clay, aware of safety and health issues, follow rules and procedures designed to protect them, and report all incidents or accidents so that steps may be taken to prevent recurrence.   General rules and main procedures Both the trainers and the trainees review, discuss, and follow the rules and procedures outlined in this lesson plan Personal protective equipment will be explained and demonstrated at the beginning of each ceramic workshop, if needed All ceramic workshops shall keep appropriate First Aid equipment and supplies Both the trainers and the trainees shall wear hearing, eye, face, and personal protective equipment Within a ceramic workshops, all installations and devices, should undergo regular technical maintenance in order to eliminate, as quickly as possible, any defects detected which may affect the safety and health of both the trainers and the trainees   Manage emergencies In the event of an emergency, call the police or other emergency numbers In the event of fire: sound the alarm, contain, or fight the fire only if possible and practical to do so, evacuate yourself and others from the building. All accidents, including those which result in injuries requiring only First Aid or those which only involve property damage shall be reported to faculty members in each ceramic workshop verbally as well as using the Incident & Accident Form Any illness or physical impairment which may be related to your artwork (e.g. skin problem, headaches, nausea, etc.) shall be reported to your tutor immediately.   Ensure safety for participants with disabilities During ceramic workshops, we must ensure that floors, in general, are fixed, stable and non-slip as well as free of protuberances, hollows or dangerous inclined planes, where spills of liquids or putrescible substances are routinely expected the surface must be even impermeable and with a sufficient slope to quickly direct liquids towards the collection and drainage points; if they remain wet, they must be permanently equipped with pallets or grating (if workers are not provided with suitable waterproof footwear). Windows, skylights, and ventilation devices in general should be safely opened, closed, adjusted and secured by workers.   Other factors to be taken into consideration to ensure safety during ceramic workshops Clear instructions on where the emergency exits are located must be provided to all participants in the ceramics workshop. Emergency exits must be clearly indicated by emergency signals and panels Clear instructions on how to provide first aid in the event of accidents must be provided to all participants in pottery workshops. Possible accidents involve burns, cuts and more serious injuries. Its best to have a first aid kit in your studio, and can even be mounted in the wall. To avoid potential risks, protect both your hands and your feets. It is highly recommended to handle wear gloves when handling clay or glaze Adequate ventilation conditions of the spaces must be ensured, being exposed to the high temperatures of the kilns during ceramic workshops. Also to take into account the level of humidity of the rooms Take into account the lighting conditions of the rooms, trying to prefer natural lighting over artificial lighting DEBRIEFING/REFLECTION Trainers have the responsibility to describe the working area, going through the laboratory and showing to the trainees all safety protocols and emergency tools.  TIPS AND HINTS Trainers can distribute a hand-on printed manual and/or printed PPT slides to the participants before starting the activities SAFETY MEASURES All the above REFERENCES AND SOURCES https://sites.ed.gov/backtoschool/health-safety/ https://ceramic.school/how-to-organize-your-pottery-studio/ https://www.firstaidforschools.com/first-aid-in-schools/     ACTIVITY TITLE Safety @ceramic studio – manage and prevent hazard during ceramic workshops AIM The aim of this activity is to provide knowledge and useful information on how to manage and prevent specific risks regarding materials and products for ceramic processing (including risks arising from the reaction of such products with air, fire, etc.) as well as preventing different types of hazards that may occur. TRAINEE(S) PROFILE(S) Participants, Trainers, Assistants LEARNING OBJECTIVES (min. 3) Be able to prevent and

ACTIVITY TITLE Plate AIM The aim of this activity is to increase participants’ skills on rolling pin method. TRAINEE(S) PROFILE(S) Any, with hand movement ability. LEARNING OBJECTIVES(min. 3) Improve motor skills.Get familiar with the use of a rolling pin. Exhibit patience and persistence. TEACHING METHOD(S) Guided activity N° OF PARTICIPANTS 6 DURATION (in minutes) 120 minutes MATERIALS NEEDED Per participant:1 piece of clay Per participant (or per 2):1 rolling pin1 plastic card1 knife or pin toolSome water PREPARATION STEPS 1.      Prepare clay and tools.2.      Provide a rolling pin to each participant or per 2 IMPLEMENTATION STEPS 1.      Provide a handful of clay to each participant.2.      By rolling the pin on the clay make sure that the thickness of clay is equally distributed. 3.      Try to keep a thickness of 2 cm. 4.      Smooth both sides with a plastic card. 5.      Decide the form and size of the plate and cut it with a knife or pin tool accordingly. You can use another object as mold by putting it on the top of the clay sheet and cut it around it. 6.      Cut slits to help remove the clay smoothly. 7.      Use the rest of the clay to build up the edges of the plate. 8.      While turning the plate around, build up the edges. By placing the plate on a paper sheet, it will make it easier to turn it around. 9.      Curve the edges up. 10.   Smooth the edges by using a small piece of wet clay. DEBRIEFING/REFLECTION Participants reflecting on what was easy or difficult on this activity TIPS AND HINTS To distribute the thickness of the clay evenly, participants may use wooden “Slab Thickness Sticks for Clay”.If they are not familiar with rolling pin use, dedicate some minutes to let them practise with rolling on the desk. SAFETY MEASURES Make sure there is enough room around each student to roll without hurting each other. INNOVATION/ADDED VALUE Creating their own household utensil builds self-confidence of the participants. VARIANT Furthermore, participants can decorate the plate by creating textures by adding clay in coils or by drawing and pinching. SUGGESTED READINGS https://www.wikihow.com/Slab-Clay REFERENCES AND SOURCES https://youtu.be/8XH7Eak44Qohttps://www.instructables.com/Slab-Thickness-Sticks-for-Clay/ ACTIVITY TITLE Tile AIM The aim of this activity is to increase participants’ skills on creating ceramics using a frame. TRAINEE(S) PROFILE(S) Any, with hand movement ability. LEARNING OBJECTIVES(min. 3) Learn about ceramic tiles history.Learn how to handle trimming tools. Experiment decoration techniques on clay. TEACHING METHOD(S) Guided exploration N° OF PARTICIPANTS 10 DURATION (in minutes) 120 minutes MATERIALS NEEDED Board approx. 15×15 cm per participantWooden trimming tool Wooden modelling toolsLoop toolPotter’s Needles PREPARATION STEPS 1.     Brief introduction of ceramic tiles history, focus on traditional craft.2.      Prepare a thin wooden board or cardboard for each participant approx. 15×15 cm, each. IMPLEMENTATION STEPS 1.     Create a thick slab of clay 3-5 cm. 2.     With the use of the board make the tile even by cutting the slab into tiles. 3.      Decorate or draw the surface of the tile with any tool. (You may suggest a specific subject e.g. retrieved from local traditions) 4.     In case of installing the tile on the wall make sure to carve in some lines on the back surface if the tile is thick or scratch the surface if the tile is thin. In case of hanging the tile on the wall with a mechanism, with the use of a modelling tool press down and forward to create a notch hole. DEBRIEFING/REFLECTION Where would you like to place your tile? Do you imagine the group’s tiles to co-exist somewhere? TIPS AND HINTS In case you want to create a unified installation with all the tiles make sure that the participants will have the same board and slab size. SAFETY MEASURES Explain how to use the trimming tools. It’s better to use wooden tools. INNOVATION/ADDED VALUE Relate how people used to make ceramic tiles in the past and appreciate how technology has advanced to produce industrial ceramic tiles for usage in buildings and beyond. VARIANT Participants can create more than one tile using a bigger slab and board and then cut smaller tiles with the use of smaller boards. For example, in order to create 9 slabs, use 1 big board and the 1/3 board to divide the slab into 3 horizontal and vertical. SUGGESTED READINGS https://www.britannica.com/art/azulejo REFERENCES AND SOURCES https://youtu.be/gLpW7YIdwzA ACTIVITY TITLE Slab building sculpture AIM The aim of this activity is to increase participants’ skills in creating a slab- built pot. TRAINEE(S) PROFILE(S) Any, with hand movement ability. LEARNING OBJECTIVES(min. 3) Increase knowledge of the timeless slab-pottery history, from ancient to contemporary times.Understand the concept of creating geometric forms. Express artistically by designing a unique geometrical ceramic piece.Demonstrate appropriate use of art materials and supplies. TEACHING METHOD(S) Guided exploration N° OF PARTICIPANTS 6 DURATION (in minutes) 240 minutes MATERIALS NEEDED ClayLarge canvas board Slab rollerSpray bottleScoring tool PREPARATION STEPS Present the slab pottery technique and history. Slab pots are typically more angular pieces with geometric forms. You may show photographs or present ceramic pieces live. IMPLEMENTATION STEPS 1.      Sketch a slab-built pot on paper.2.      Take a prepared piece of clay and form it into a cube or cylinder. 3.      Start with your palm on top of the cube or cylinder. Then, lean on top of the clay slowly to compress or flatten. 4.      Flip the clay to the other side and repeat the process (approx. 4 times). 5.      The clay will start taking the form of a slab. Work the body of the clay until it is about 2-3 cm. 6.      Even the thickness with a slab roller. 7.      Create as many slabs needed for the project. 8.      Prop the slab into what will be its final resting place. 9.      Slip and score the edges of the slabs with some water to join the parts together. 10.   Attach the bottom 11.   Cut out the excess clay from the bottom slab. DEBRIEFING/REFLECTION Present the piece to the group by describing the process of creating this artwork (your inspiration, the concept,

The practice of ceramics can develop the emotional intelligence of young people, strengthening their self-esteem and improving the way they interact with themselves and with others. Through the manipulation of clay, young people learn to express their emotions even in a non-verbal way and therefore represent a very particular way to explore inner feeling and emotions. The use of the senses, in particular touch, is also very important to involve any young people with visual impairment experiencing isolation and social marginality. Some of the recognized benefits in terms of emotional intelligence development are: self-awareness as working with clay encourage introspection and self-reflection; emotion regulation as clay can be used as a mindfulness practice helping individuals focus their attention on the present moment; empathy as individuals interpret each other’s clay creations and they can better understand the emotions and experiences of their peers; promoting interpersonal relationships and social skills, as working together on creative artworks encourages communication and team building among young people. In general, therefore, ceramic processing provides a truly holistic approach to personal emotional healing and growth. The processing of ceramics also has countless benefits for the development of the psychomotor skills of young people and particularly, the sensory capacity is stimulated, especially touch. The processing of ceramics also requires good manual coordination and in general, promotes greater control and strengthening of the muscles in the hands, fingers, and wrists. It also improves motor precision and has many benefits in terms of posture and ergonomics. In the context of non-formal education, ceramic processing can be used as a group activity to foster team building and therefore improves the relational and interpersonal skills of young people in terms of communication and collaboration through assisting each other to solve better problems, conflict resolution through managing disagreements and keeping a harmonious working atmosphere. Many other skills are also developed, including entrepreneurial skills, where young people employed in ceramic workshops will strengthen their ability to generate creative and innovative ideas, take a decision, face challenges and setbacks, solve a problem, work in teams, networking etc. thus acquiring important skills both for personal and professional life. Finally, ceramics as an art form and craft can offer various employment opportunities for young people in different sectors of activity. Young people who have an interest in ceramics can become future artisans and craftsmen, designing their products, and selling them in the market. Ceramic products, being of various uses, can be sold to different customers in different sectors, from catering to tourism etc. but also for example to make components for sanitaryware, electronics etc. Moreover, ceramics can be a rewarding and fulfilling career path for young people, allowing them to combine their creativity with entrepreneurship and contribute to the preservation of traditional craftsmanship in their countries. It is also important to experiment with new types of ceramics and new materials so as to always offer modern and cutting-edge products but also to explore sustainable and eco-friendly practices in ceramics (e.g., how to convert a product into a new product, how to choose natural and low- toxic-colored powders etc.) In this Manual, partners in C.A.R.E highlighted all these positive aspects, both on psycho-physical well-being, on mental and individual well-being, and on well-being in the workplace as results of an increasingly holistic approach to the art of ceramics. Ceramics also promotes several transversal skills and is therefore a very innovative non-formal learning practice, allowing young people with disabilities to be involved too.

ACTIVITY TITLE Generate your own idea: feel your inner self AIM Ceramic workshops allow you to express your personal emotions, your most intimate feelings, giving space to your imagination and creativity. They promote the development of young people’s socio-emotional skills, both intrapersonal (linked to the self) and interpersonal ones (linked to the relationship with others) and so as to combat exclusion and promote social integration. During this initial workshop, the goal is therefore to promote individual expressiveness and enhance one’s creativity (need to nurture your creativity and your inner artist) TRAINEE(S) PROFILE(S) Participants, Trainers, Assistants LEARNING  OBJECTIVES (min. 3) Feel your emotions Enhance the ability to explore oneself deeply (digging deeper into your mindset)Be able to express your emotions, in a non-verbal way and through artistic-manual practiceEnhance creativity, working on imagination, ideation, development of ideasEncourage artistic expression TEACHING METHOD(S) The trainer helps the learner to reflect on himself/herself, inviting them to think of an object, to imagine an object that will then be reproduced with clay. What form will this object take? What will it be used for? Why this object? What does it mean for you? DURATION (in minutes) 2 hours MATERIALS NEEDED Paper sheets Colors PREPARATION STEPS Each participant will be provided with a paper sheet and some colours to start elaborating a sketch of the artwork IMPLEMENTATION STEPS 1.      Ideate: think about the object, imagine it mentally, generate the idea on a mental level before sketching 2.      Draw: start drawing the sketch and with the help of some markers and erasers try to reproduce your object. Using different colors, you can express your inner feelings and emotions 3.      Practice: better define the shape, improve the quality of the sketch, and add any additional elements, including decorative ones. 4.      Finalize: finalize your sketch. Later, from this sketch you will realize your handmade artwork with the use of the clay. DEBRIEFING/REFLECTION For the trainer: ask the participants what their feelings and emotions are when sketching. Do you like your sketch? What would you like to improve? Remember: drawing and sketching should be a relaxing moment, thus avoiding stress. The goal is not to get a perfect and impressive sketch.For the participant: try to boost your imagination, starting from very abstract things, for example: how would you represent the waves of the sea? What form do they have? How would you represent the breath of the wind? What form does it have? And the flap of a flame? A mountain? TIPS AND HINTS For the trainer: promote individual creativity and avoid any comments or corrections about the quality of the drawing/sketch. It’s a very intimate and individual phase, whose goal is to allow the participant to express innate feelings and emotions freely and without constraints. Some suggestions for the participants: Use your imagination Map your emotions Don’t be afraid to make mistakes Have fun Find your inner self and your own mantra INNOVATION/ADDED VALUE Verbal language is replaced by artistic practice as main form of individual expression. The artistic practice becomes part of a pedagogical pathway, where the individual learns to discover himself/herself and to tell others about himself/herself ACTIVITY TITLE Haptic perception: let’s discover the clay! AIM In this phase, participants have a very first contact with the clay. As a participant, you start exploring the clay and begin manipulating it, while studying its consistency, its texture etc. It is a very exploratory phase where the participant uses the 5 senses (specifically touch). TRAINEE(S) PROFILE(S) Participants, Trainers, Assistants LEARNING OBJECTIVES (min. 3) Enhance sensorially, mainly touch Generating surprise in front of something unknown (it’s a very first contact with the clay) Encourage the participant to explore, experiment, manipulate and shape without being afraid of making mistakes TEACHING METHOD(S) In this phase, the trainer leaves the participant free to explore the clay, inviting him/her to perceive the consistency, the sense of heat or cold (temperature, etc.), and the texture of the clay. It is a truly experimental and exploratory phase. DURATION (in minutes) 2 hours MATERIALS NEEDED 1 piece of clay (white, black, red, as needed) Water (to be able to shape the clay) PREPARATION STEPS Get a worktable (a surface where to work). NB. choose a porous and not smooth worktable, to prevent the clay from sticking as it is damp originally. Therefore, avoid plastic worktables and prefer wooden or marble ones Find the materials: remember that there are two main types of clay available on the market, the white and the red. If you combine red and white clay, the object will already be originally colored (even if the final effect is seen only after firing). IMPLEMENTATION STEPS During this workshop you start exploring the clay with its characteristics, it is an exploratory phase. Very important is the exercise, the practice: focus on the realization phase, where you model, you give the shape, you change the shape, you develop your manual skills. You can also make some mistakes. If you fail, don’t worry, and try again. Shaping: start shaping from very simple objects. Try to manipulate and shape small clay balls and try to reproduce very simple objects (an animal, a flower, a glass etc.) Improving: through exercise and shaping more and more times, you will eventually obtain a homogeneous mass (a clay free of any impurities) ready to be processed in the following phases. TIPS AND HINTS Some technical tips: When shaping the clay, be careful about how much water you need. The more you manipulate/shape with your hands, the more the clay in contact with the air tends to dry quickly Be careful that: the more you manipulate and touch the clay, the more the clay will be malleable and easy to manipulate, as it dries out very easily by evaporating the water INNOVATION/ADDED VALUE This activity is based on direct experimentation by the individual and on learning by doing. SUGGESTED READINGS https://www.youtube.com/watch?v=48HW9kQXL64 ACTIVITY TITLE Clay modelling: improve your manual and artistic skills AIM The objective of this activity is to explore the different steps

ACTIVITY TITLE Meet the space AIM The aim of this activity is to familiarize participants with the workshop environment, including the ceramic room and the tools and objects within it. This activity allows participants to feel safe and confident by providing them with an opportunity to explore the space, become comfortable with the tools, and understand how to effectively use the clay. It aims to create a conducive and supportive atmosphere for their active participation in the workshop. TRAINEE(S) PROFILE(S) Participants, Trainers, Assistances LEARNING OBJECTIVES (min. 3) Familiarise participants with the workshop environment and its physical elements. Understand the purpose and impact of the tools used in the workshop. Learn about the handling and characteristics of clay, including appropriate techniques and drying processes. Build confidence, comfort, and a sense of safety in the workshop setting. TEACHING METHOD(S) Verbal communication Tactile experiences N° OF PARTICIPANTS 90+ participants, due to lack of space they will be divided into groups of 10 or more people per time DURATION (in minutes) 2 -2,5 hours MATERIALS NEEDED None PREPARATION STEPS Participants and attendees will receive an introduction to the workshop area. If necessary, they will be divided into groups. A brief verbal explanation will be given about the space and the specific actions they will be required to perform. IMPLEMENTATION STEPS 1.      Gather all participants in the workshop area. 2.      Introducing the different areas of space, including the main work area, restrooms, and storage areas. 3.       Divide participants into groups if necessary for a more organized exploration. 4.       Provide a verbal introduction to each specific area, starting with the main work area. Explain the layout, pointing out the location of tables, chairs, and clay supplies. 5.       Allow participants to explore the main work area with their assistance, touching and examining the tables, chairs, and other objects to familiarize themselves with the space and feel more secure. 6.       Guide participants to the restrooms, highlighting their location and accessibility for their convenience. 7.       Direct participants to the storage areas where clay, tools, and other materials are kept. Explain how to access and return items properly. 8.       Offer specific instructions to each team member about the tools they will be using. Explain the purpose of each tool and how it affects the clay, emphasizing any safety precautions or techniques to consider. 9.       Discuss the proper use of the ovens for baking clay. 10.    Explain the process, including the recommended temperature, time, and placement of objects inside the ovens. 11.    Address any questions or concerns raised by participants regarding the space, tools, or other areas. 12.    Reiterate the importance of feeling comfortable and knowledgeable about the space, tools, and equipment for a successful workshop experience. TIPS AND HINTS In any case, the participants will always be guided and cared for by their assistants, in order to feel comfortable and understand the space. SAFETY MEASURES To prevent overcrowding, participants will be grouped accordingly. The objects and tools utilized will be blunt and non-sharp. All questions will be addressed to ensure that all participants have a clear understanding of the space and the tools. INNOVATION/ADDED VALUE The significance of this activity lies in its ability to provide participants with a comprehensive understanding of the workshop space, foster a sense of comfort and camaraderie among attendees, address any queries they may have regarding the space and tools, and ultimately instill a sense of confidence in their ability to create and exchange experiences. SUGGESTED READINGS https://www.youtube.com/watch?v=1n7apcgQiz0     ACTIVITY TITLE Sensory clay play AIM The aim of this activity is to improve visual-motor coordination and gross motor skills through hands-on clay work. Participants will engage in kneading and controlling the clay, enhancing their physical energy, dexterity, and fine motor abilities. By actively manipulating the clay, they will strengthen hand-feeling coordination, grip strength, and overall motor control, fostering the development of essential skills. TRAINEE(S) PROFILE(S) Participants, Trainers, Assistances LEARNING OBJECTIVES (min. 3) Foster creativity, problem-solving skills, and sensory development through tactile engagement with clay. Cultivate patience, focus, and perseverance while exploring different clay sculpting techniques and self-expression. TEACHING METHOD(S) Verbal communication Tactile experiences N° OF PARTICIPANTS Due to lack of space, they will be divided in groups of 10 or more people per time DURATION                (in minutes) 30 minutes – 1 hour MATERIALS NEEDED 1 piece of clay per participant 1 button per participant 1 pencil unused (not sharp) per participant PREPARATION STEPS 1.      The participants will gather around the table, and if space is limited, they may stand with the table in front of them. 2.     Pieces of clay will be divided and distributed among the participants. 3.      Tools such as pencils (unused, not sharp) and buttons will be provided for participants for creating various textures on their clay. IMPLEMENTATION STEPS 1.     Take a palm-sized piece of clay into your hand. 2.      Observe and feel its shape, paying attention to its texture, scent, and temperature. 3.      Drop the clay onto the table from above and listen to the resulting sound, noticing how its shape alters. 4.     Knead the clay with your fingers, shaping it into a ball. 5.     Flatten the clay, transforming it into a thin sheet. 6.      Use the button or the pencil to create different textiles on the surface of the clay. 7.     Feel the different textures and create a piece of your liking. 8.     Press your hand against the clay, experiencing the tactile sensation. 9.     Lift the clay, cut it with your hands into smaller pieces, and stack them together to create a structure as tall as you can. TIPS AND HINTS In case of participants with special needs who cannot use the clay efficiently, ask a collaborator to help them out and to guide them appropriately. SAFETY MEASURES There will be a safety distance between participants depending on the space There will be assistance throughout the whole duration of the activity. There will be supervision of the tools used by participants to avoid any injuries. INNOVATION/ADDED VALUE Working with clay boosts

ACTIVITY TITLE The experience of empathy AIM The purpose of this activity is to increase participants’ willingness to listen to other people’s opinions, views and feelings TRAINEE(S) PROFILE(S) The trainer should have basic clay processing skills LEARNING OBJECTIVES (min. 3) Ability to listen to another point of view Training to exchange ideas Training in tolerance and empathy TEACHING METHOD(S) Manual skills of clay, discussion on the importance of tolerance and empathy N° OF PARTICIPANTS 5-10 DURATION (in minutes) First meeting 90 minutes, 2nd meeting after the participants’ works have dried – sanding 30 minutes, 3rd meeting after burning the works of the participants discussing works, discussion in the topic of empathy 60 minutes, total 180 minutes. MATERIALS NEEDED Figure (a model) to be reproduced by participants (sculpture, mug, bowl as a pattern to be made in max 1 hour for a beginner artist) Clay Pad Roller Clay tools Sandpaper (meeting 2 sanding works) Workshop without glazing PREPARATION STEPS It is necessary to prepare 3 meetings. The first meeting is to work with clay to reproduce the figurine/sculpture. The second meeting, after the work dries, is related to sanding the work. The last meeting is focused on discussion, watching the work of other participants and discussing the importance of tolerance and empathy in everyday life. IMPLEMENTATION STEPS 1.     Participants are given a MODEL which they are to reproduce it can be a bowl, for example, or a relatively simple sculpture, preferably after firing but without glaze, which can interfere with perception by touch. Time about 90 minutes. 2.     The products are left to dry (time up to two weeks). 3.     After the work of the participants has dried (time up to two weeks),the participants once again work with the pattern and grind their products according to the pattern. Time about 30 minutes. 4.    After the works/products are sanded, they are burned, and then the works of all participants are compared, each gets one of the works of another participant and the pattern in turn. The other participant’s work and the pattern can also compare with their own work and evaluate whether the works are similar, what they like about the works, what surprised them in the works of other participants. Evaluation, conversation and discussion of different points of view of the same subject, Time about 60 minutes DEBRIEFING/REFLECTION The trainer must be prepared to lead a discussion on tolerance of others’ opinions, feelings and emotions in a way that allows for a free exchange of ideas. SAFETY MEASURES At the beginning of the meetings with manual processing of clay each time there should be 15 minutes of introduction, indication of dangerous tools, arrangement of tools and explanation of the rules of work and at the end, there is 15 minutes of cleaning and arrangement of tools. INNOVATION/ADDED VALUE Combination of manual and mental work (reflection, discussion). VARIANT The design of the figurine/sculpture to be reproduced by the participants can be any and must depend on their ceramic working skills.     ACTIVITY TITLE “Shaping” your emotions AIM The purpose of this activity is to increase participants’ expressing of one’s emotions, talking about one’s emotions and being ready to tolerate them in life, and determining ways to express them TRAINEE(S) PROFILE(S) The trainer should have basic clay processing skills LEARNING OBJECTIVES (min. 3) Ability to listen to other ways of expressing emotions Training to exchange ideas Training in tolerance and empathy TEACHING METHOD(S) Manual skills of clay, to lead discussions about the nature of emotions, ways of expressing them, negotiating forms of expressing emotions N° OF PARTICIPANTS 5-10 DURATION (in minutes) First meeting 90 minutes, 2nd meeting after the participants’ works have dried 30 minutes, 3rd meeting after burning the works of the participants sanding and glaze application 60 minutes, fourth meeting discussing works, discussion in the topic of emotions – 60 minutes, total 240 minutes. MATERIALS NEEDED 10 tiles of different shapes. Different patterns and different glazes, clay, pad, roller, clay tools, sandpaper (meeting 2 sanding works), molds and tools for extruding patterns, glazes. Workshop with glazing. PREPARATION STEPS It is necessary to prepare 3 meetings. The first meeting is to work with clay to prepare work that express emotions. The second meeting, after the work dries, is related to sanding the work and glaze application. The last meeting is focused on discussion, watching the work of other participants and discussing the importance of emotions in everyday life. IMPLEMENTATION STEPS 1.      Each participant prepares 4 flat shapes symbolizing emotions: joy, peace, anger, sadness. Each flat piece of clay is decorated with chosen techniques: pressing, sticking, scratching, and cutting according to the appropriate vision of the emotion. Time: 90 minutes. 2.      After drying, the work is sanded according to the vision of the given emotion. Time: 30 minutes. 3.      After firing, the participant decorates the bas relief with glaze (of different textures). Time: 60 minutes. 4.     The finished beliefs are discussed in a group class, along with a discussion of individual interpretations. Time: 60 minutes. DEBRIEFING/REFLECTION The trainer must be prepared to lead a discussion on tolerance of others’ opinions, feelings and emotions in a way that allows for a free exchange of ideas. SAFETY MEASURES At the beginning of the meetings with manual processing of clay each time there should be 15 minutes of introduction, indication of dangerous tools, arrangement of tools and explanation of the rules of work at the end 15 minutes of cleaning and arrangement of tools. INNOVATION/ADDED VALUE Combination of manual and mental work (reflection, discussion). VARIANT The design of the figurine/sculpture to be reproduced by the participants can be any and must depend on their ceramic working skills. REFERENCES AND SOURCES Facebook   Example of craftwork from the lesson plan “shaping your emotions”                 ACTIVITY TITLE Unlock your creativity AIM The purpose of this activity is to increase participants’ willingness to listen to other people’s opinions, views and feelings and develop creativity TRAINEE(S) PROFILE(S) The trainer should

Executive Summary The aim of the Manual on how to start ceramic workshops for the development of psychomotor skills, in the frame of C.A.R.E., is to analyze how ceramic processing and the implementation of ceramic workshops can boost both the psycho and the psychomotor wellbeing of young people in Europe. Recent studies have shown that ceramic processing and the so called “Clay Art Therapy” improve the psycho-emotional state of those who practice it, raising awareness of their personal value and abilities. Ceramic has a lot of neurological effects (linked for example to the development of concentration and self-reflection using hands and touch) and neuromotor effects too (related to motor coordination, posture and ergonomics, the use of limbs), thus increasing the motivation and self-esteem of individuals. The implementation of ceramic workshops for young people also represents an excellent opportunity to strengthen team building and collaboration, thus developing not only technical and manual skills (related to the processing of ceramics) but also social skills, linked to interaction with others. Particular attention will be paid to how visually impaired young people can be involved in ceramic workshops, in order to develop their artistic-manual skills and at the same time promote their social integration and personal fulfilment. The processing of ceramics will allow them to increase their sense of self-esteem and autonomy, fighting anxiety and insecurity. Ceramics is in fact a very innovative means of communication to bring feelings and emotions from individuals, in a non-verbal way. However, the Manual is intended for a wider audience and therefore for young people in general, regardless of their specific conditions or visual impairment. Specifically, it will include and merge the results of three main activities carried out by all partners in C.A.R.E.: Ceramic making methodologies in the European Union: a comparative study. This is a comparative study at European level, aimed at analyzing how the role of artistic disciplines and ceramics is widespread and promoted in the different countries. Specifically, the comparative study focuses on the different training programs on ceramics existing in various countries and how these national programs and initiatives (specific for ceramics) can promote the social and labor integration of young people. Moreover, the study summarizes the results of two types of research: desk research and fieldwork research that the partners carried out individually, by conducting interviews with different professionals, psychologists, social workers and ceramics experts who provided useful feedback on how to implement non-formal activities with young people based on artistic practice and pottery. Definition of criteria and selection of approaches and adaptation into methodologies and activities to strengthen. The partners elaborated and collected a series of lesson plans, containing detailed and step- by-step instructions on how to carry out 100 hours of ceramic workshops. The collection includes various lesson plans, divided into macro thematic areas focusing on how to improve personal and professional skills when shaping clay. Collection of non-formal education practices for the development of interpersonal and personal skills. The partners collected a series of non-formal and informal activities aimed at increasing cooperation and team building among young people, thus increasing dialogue and trust in These activities can be easily integrated into ceramic workshops and pottery processing. Ceramic activities promote learning by doing and they can be carried out in groups, thus stimulating the sharing of experience and active learning by young people. The latter will become the direct explorers in a learning path based on exploration and cooperation with their peers. To facilitate the implementation of ceramic workshop for young people, the partners in C.A.R.E drawn up a series of lesson plans including 5 macro thematic areas (1. mind; 2.body; 3.ceramic & hands- on technical skills; 4. professional artistry; 5. safety at work; 6. labor market integration opportunities) and related subtopics including activities and detailed step-by-step lesson plans. These lesson plans have been designed to cover 100 hours of ceramic workshops with young people. These workshops will be implemented from February 2024 in all partner countries in C.A.R.E and they could be reproduced in other formal and non-formal educational contexts and in other countries too. In this regard, the manual contains a series of practical instructions, tips and recommendations (what to do or not to do) that can help teachers, educators or other stakeholders to implement tailored ceramic workshops for young people. Table 1. List of lesson plans Macro Area Topics Mind Psychological aspects, cognitive health, and soft skills Body Posture, movement, perception of space, touch (tactile sensations) and other senses Ceramic (hands-on technical skills) materials and tools, composition and chemistry, environmental sustainability Professional Artistry Creative habits, identity, statement of purpose, usefulness of the artwork, forms and aesthetics, rethinking objects Safety at work risk assessment, prevention, problem solving Labor market integration opportunities Entrepreneurship and employability Introduction to the lesson plans Mind: this thematic area has been explored by FRAME (Poland) as part of its contribution to the following manual within C.A.R.E. Specifically, a series of lesson plans have been developed whose objective is to understand how ceramic processing helps to know oneself better (explore one’s feelings, values, and one’s perception of identity), developing a series of positive perceptions and emotions, on a mental level. The processing of ceramics also helps the development of specific mental faculties such as imagination and creativity. Body: this thematic area has been explored by SIGMA (Greece) as part of its contribution to the following manual within C.A.R.E. Specifically, a series of lesson plans and proposals for tailored activities have been developed on the following aspects: 1. Perception of one’s own body, 2. Use and development of one’s own senses, 3. Perception of emotions, emotional intelligence and how to express emotions using one’s own body, while shaping ceramics (including the development of manual skills). All the psychophysical and psychomotor benefits that can be developed during the implementation of ceramic workshops are therefore analyzed in detail. Aspects such as: perception and orientation in space, posture and ergonomics are explored more under the thematic area “body”. Ceramic (hands-on technical skills): this thematic area has been explored