1.0C.A.R.E.https://www.care-platform.eu/adminhttps://www.care-platform.eu/index.php/author/tourniss_sq4t7cxk/rich600338<blockquote class="wp-embedded-content" data-secret="X07Rr7SUKb"><a href="https://www.care-platform.eu/index.php/lesson/introduction-2/">Introduction</a></blockquote><iframe sandbox="allow-scripts" security="restricted" src="https://www.care-platform.eu/index.php/lesson/introduction-2/embed/#?secret=X07Rr7SUKb" width="600" height="338" title="“Introduction” — C.A.R.E." data-secret="X07Rr7SUKb" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" class="wp-embedded-content"></iframe><script> /*! This file is auto-generated */ !function(d,l){"use strict";l.querySelector&&d.addEventListener&&"undefined"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!/[^a-zA-Z0-9]/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret="'+t.secret+'"]'),o=l.querySelectorAll('blockquote[data-secret="'+t.secret+'"]'),c=new RegExp("^https?:$","i"),i=0;i<o.length;i++)o[i].style.display="none";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute("style"),"height"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):"link"===t.message&&(r=new URL(s.getAttribute("src")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener("message",d.wp.receiveEmbedMessage,!1),l.addEventListener("DOMContentLoaded",function(){for(var e,t,s=l.querySelectorAll("iframe.wp-embedded-content"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute("data-secret"))||(t=Math.random().toString(36).substring(2,12),e.src+="#?secret="+t,e.setAttribute("data-secret",t)),e.contentWindow.postMessage({message:"ready",secret:t},"*")},!1)))}(window,document); //# sourceURL=https://www.care-platform.eu/wp-includes/js/wp-embed.min.js </script> 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