Activites and games used at the Family Events

This is work in progress - also look at each individual event.

Have you ever game

one large circle.
The instructor explains that he/she will call out different things that may or may not apply to each person. If the item does apply to you, then run into the middle, jump in the air, and do a high 5 with anyone else who runs in.

Have you ever bowed to the buddha rupa?
Have you ever broken a precept?
Have you ever washed a plate?
Have you ever worn a red sock?
Have you ever worn a skirt?
Have you ever seen a caterpillar?
Somebody want to make one up?
Have you ever worn some trousers?
Have you ever sworn?
Have you ever worn a watch?
Have you ever ridden a horse?
Have you ever meet a famous person?
Have you ever kept a precept?
Have you ever seen a polar bear?
Have you ever been to the Buddhist monastery.

ALL RIGHT – OK

Every time you, the facilitator, say "alright," your participants respond with "OK."  Each time you say "OK," your participants respond with "alright."  This game is played for the rest of the progression.

Build a Handshake

No special needs and any number can play (even number of players is best.
Directions: Pair up players and have them create a handshake together that has three parts or “moves” to
it. Have them practice enough so they can teach this handshake to someone else. After a few minutes
ask all the players to find a different partner. These new pairs teach each other their first handshake and
then put the two together creating one long handshake. Have them practice enough so they will be able
to teach this to someone else! After some time ask the players to find a new partner (one they haven’t
worked with). These new pairs share their second handshakes and then…youguessed it….put the two

Interactive game: “YOU DON’T HURT ME!”

– in pairs (for the first precept) Please turn toward each other, so that always two people are facing each other. In our first go, both of you are saying the same 2 sentences to each other: “YOU DON’T HURT ME!” and “I DON’T HURT YOU!” And you both say them simultaneously, while pointing your finger towards your partner when you say “YOU”, and pointing your finger towards yourself while saying “I” and “ME”. (demonstrate this--- Is that clear enough? So you do that for a minute until you hear the bell.

Now in the 2nd go, you say the same 2 sentences to each other, but you reverse the pointing: When you say “YOU”, you point your finger towards yourself, and when you say “I” or “ME”, you point your finger towards the other person. Demonstrate

simultaneously: “YOU (!) DON’T HURT ME (!)” and “I (!) DON’T HURT YOU (!)” One minute again, until you hear the bell. -Bell-

And finally in the 3rd go we do the same as in the beginning: When you say “I” and “ME”, you point towards yourself, and when you say “YOU”, you point towards the other. – Go ahead. -Bell- (short reflection: What effect had this game on you? --- How did it feel to point to yourself when saying “YOU”? – Did it make any sense to you to reverse the pointing? --- What came to your mind with this? ---

Dodgems game (just for fun warm up)

get into groups of four – one is the leader
the leader has to direct the group – so that they dont hit one another – 5 minutes.

Stop and read out instructions. Stop and go game

Then set up a crossroads - 4 older people to be controllers ( see diagram attached)
Everybody else imagine they area a car,van,bicycle, imagine the size and shape...

Controllers show sign red (stop) green go – two way traffic. They have to co-ordinate
Each cross has two traffic lines.

First time do with traffic controllers...
second time do without traffic controllers - negotiate

If we take responsibility for our actions then we can also use the crossroads with out lights. Lets have a try. The controllers can join the vehicle line.

Based on this idea
However, experience in Holland has already proved otherwise.
Two years ago, a province in The Netherlands removed all traffic lights and stop signs from its roads in order to encourage people drive more carefully. And it worked; the changes improved traffic flow and reduced the number of accidents at intersections drastically.
The reason it works is that by relying too heavily on traffic lights and road signs, motorists assume that there is no danger and stop making their own judgements of the potential risks they are taking. When cyclists and pedestrians are in places they shouldn’t be, or motorists jump traffic lights or ignore speed signs, the result can be fatal. However, without traffic lights and signs, motorists, cyclists and pedestrians make common sense decisions to slow down to a safe speed and give-way to other traffic.
In other words, when motorists are expected to make their own choices they start to be more aware of risks involved and act accordingly. This proof of principle illustrates that when individuals are actually expected to think for themselves, they do so much more effectively than when lectured by Nanny.
http://solohq.com/Articles/Bachler/Taking_Responsibility.shtml

group story

small groups – small roll of paper make a story read to group. Each person write a sentence. Then we read story.
Sometime we cant help the story we get what we can do is to be aware of the story

HAMMER OR ANVIL ?

My brother told me recently that, when he was a boy, our grandparents wanted to teach him for life by telling him:
“In this world, either you are a hammer or you are an anvil. So you have to choose – do you want to be hammer or anvil?”
THEY wanted him to be strong and on top, to be hammer and not an anvil which always gets hit by the hammer …

My brother had mixed feelings about this. Of course, he didn’t want to be hit! But neither did he like the idea of being a hammer and let other people suffer.

What about you? – Would you rather be hammer or anvil? ---
Hands up who prefers to be hammer. ---
Hands up who wants to be anvil. ---
Who doesn’t want to be either? – Hands up …

the hammer and nail game

 

CHING, CHANG, CHONG

We will have a game now, which will question this concept of “either hammer or anvil” - of one who is always in charge and others who have to take it all on their shoulders.
Please, be quiet now, and listen carefully – so that you can understand how the game works.

In German it is called “ching, chang, chong” – and you have 2 players who have to choose whether they want to be either STONE, or PAPER, or SCISSORS. The symbol for that is made by the gesture of one hand: (demonstrate) FIST - for stone, HAND FLAT - for paper, THUMB AND POINTING FINGER SPREAD OUT WIDE - for scissors. - Can you do that? (Let them try out all three gestures.) ---
Do you know this game? (If they know, the explanation can be shortened.)

Demonstrate
Both player are standing opposite, and then together they go “Ching, chang, chong” (moving their fore-arm in front), and on CHONG, they shoot out with one of the 3 hand gestures.

So, if stone meets paper, paper has won because paper wraps stone.
But if stone meets scissors, stone has won because stone sharpens scissors.
And if scissors meet paper, scissors have won because – guess what – scissors cut paper.
And if stone meets stone, none has won, or both have won – they are equal. And so on.

So the outcome will be always a surprise, you don’t know before what your partner is choosing, because both of you have to shoot out with their gesture at the same time, exactly on ‘chong’’. That’s very important!

So in this game, you can’t say that one character will ALWAYS be the stronger one, or the other one will ALWAYS be the loser – it depends on what they have to meet up with. - But see for yourself!

Please sit down in pairs now, opposite each other. (If there are people who know the game, ask them to pair up with somebody who doesn’t.)
You can play it many times, choosing each time a different character, if you like. Until you hear the gong.

gong –

 

Back-to-Back

No equipment needed (unless you want to prepare a list of questions to use with the
group. Any number can play this one (if you have an uneven number you could play or make a group of
three. Directions: Have everyone get a partner and stand Back-to-Back with him or her. (This technique
works well to quite the group down as well. Just yell out, “Back-to-Back” so the group “backs up” and
subsequently quiets down.) When the group is listening, explain that when you say “Face-to-Face” each
person is to go find a new partner and stand “face-to-face” and answer the question you gave them. So,
you then give them a question to talk about like, “What is your favorite movie and why?” Then say, “Face-to-
Face”. Everyone should be standing in front of another partner discussing the question. After 30
seconds say “Back-to-Back” again. Wait for attention. Give another question. “Face-to-Face” and their off
to find another partner to discuss the new question with.

 

Pass Your Own Name Game

No equipment needed. Plays well with 8 to 12 in a circle – multiple
circles can play at once. Playing off the name of a Karl Rohnke activity circle up your players in groups of
up to 12. The goal is to learn names. The simple (?) task: Have the youngest player in the group start by
pointing a straight arm at someone across from them in the circle. With the point, this player must call out
his/her OWN name (not the person he or she is pointing at). Sounds too easy – well let me know how it
goes and what it takes to meet the goal. (If I have multiple groups I mix and mingle the players up every
once-in-a-while.)
Community-Building with Chris Cavert
ACA Southern California & Hawaii Section, March 22, 200

ICEBREAKER: YOU AND ME, BOTH!

Divide the meeting participants into groups of 4-5 people by having them number off.
Tell the newly formed groups to find 10 things they have in common, with every other person in the group, that have nothing to do with work. (also: no body parts—we all have fingers and toes-- and no clothing--we all wear shoes, etc.)
Tell the groups to appoint a scribe to take notes and compile the list of the 10 things in common and be ready to read their list to the whole room on completion of the assignment. (you may distribute magic marker and flipchart paper or pens/paper)
After 10-15 minutes ask scribes to share the lists with the whole group. The lists always generate a lot of laughter and discussion!!

good and bad/yes and no

Split into two groups.
one group is good=sitting meditation and one group is bad=walking aimlessly.
swap
Bad= sitting meditation good= walking aimlessly

from the dhammapada 227

O Atula! Indeed, this is an ancient practice, not one only of today: they blame those who remain silent, they blame those who speak much, they blame those who speak in moderation. There is none in the world who is not blame

good= not speaking bad=talking at each other
good= talking at each other bad=not speaking.

Walk with anger = good bad=walk with relaxed
bad=walk with anger good=walk relaxed

With awareness we can aware of good and bad yes and no.
We can get a feeling for what is right and what is wrong. What is harmful to ourselves and to others.
What is the repercussion – kamma and sila.

Give and receiving

How we use words.
in two groups
write a thing that you like to give to someone.
write a thing that you like to receive by someone.
Pile in middle.

Get into two pairs

Sit in groups one at time in each group come up get a slip and then give it to another person in your group. First the person says how they would feel about giving it and then the other person Say how you would feel if received it.

Then get into larger groups and discuss what happen in your pairs.
Larger group feedback

 

Ten ice breaker for teens

Bingo Bhante

Using the Managala sutta - - cut out card and stick nine labels in three rows. Call out the words a fun way of learning about the sutta. download the labels here they are setup for Avery labels L7160 (in word label1 and label2 and PDF format label1 and label2)

This is where you move to a spot that you have set, in different ways. A refelction on how lifes can moves us when we are trying to get somewhere

 

Speaking to the Aliens.

Adapted from cross cultural exchange page 94 based on this unicef games book here
Group size: 15 to 30
Time: 40 to 60 minutes (try to do in 35 minutes)

1. Ask participants to spend a few minutes thinking about what is most important to
people about coming here and this tradition.
2. Form small groups of four or five people and distribute cards.

Ask the group to imagine the following scenario:
The group has been invited to represent earth at an intergalactic gathering of young people from around the universe.
We will only be gone for an hour of Earth time but because of intergalactic time, it will
seem like we were there for a week. A space shuttle is coming to pick us up and transport
us to the next galaxy, several light years away, where we will join other groups like ours.
Without much time to prepare, we need to identify objects and information which will
represent the different peoples of Earth. (Don't worry. You can create anything you might
need for the trip by using the replicator on the shuttle.) Each person will need six objects
to help explain the tradition and what it values most. The goal is to accurately portray the
diversity of tradition.

Space-age technology will safely transport any item, no matter how large or small. Some
examples of items you may want to include are: Something that portrays the tradition about
beliefs about nature. Art, symbols, myth, song, story - which portrays
something you value highly. Photographs or a video

4. Ask each person to write on the cards the six items they would take. Share these with
the group.
5. Allow about ten minutes for participants to work in groups. Then ask volunteers from
each group to share one or two of the items they have chosen to take on the journey and
explain their choices.

- What would it be like to explain to people from another galaxy (hemel hempstead) about this tradition?
- What did you learn about yourself and others in this exercise?

Artifacts

based on this unicef games book here

Group size: 0 to 50
Time: 15 to 60 minutes
Materials: Markers, flip-chart paper, ten common objects such as pens,
paperclips, rulers, playing
cards, etc

candle stic, incense, safu, buddha rupa, bell, box of tissues, bottle of water, clock.

- To develop group cooperation.
- To encourage creativity.

When you wish to encourage and test analytical
skills or imaginative thinking.

1. Tell participants that "Artifacts" is a simulation. It is set in the future when a virus
in the computer network has destroyed all records, A group of sociologists, historians
and scientists is trying to find a use for some ancient artifacts, such as pens, paper clips,
rulers, etc.

2. Ask the participants to divide into groups and write the following headings on their paper:
Description ^size, shape, texture, etc.); Use (practical, ornamental, religious, etc.);
Significance ^ social, historical, educational, etc.).

3. Give each group an artifact. Explain to the group that they are all researchers and
members of the "Artifacts Research Guild" and the occasion is the presentation of theories
about the origin and use of certain artifacts. Although some artifacts may have an
inscription written on them, pretend that it is in an ancient script and no one can read it.
4. Ask participants to gather in their groups and write their answers to the three questions,
including ideas about who used the artifact, what it was, how it was used, etc.
5. If the group cannot reach a consensus, then the "professors" holding a minority view will
have to indicate this in the formal presentations.
6. For the formal group presentations, each member of the group must speak. They should
give their real name, title of "Professorship".
Time and subject matter should be divided
equally between the group members.

 

Truth Game

 

Truth Game (adapted) based on this unicef games book here
Group size: Small groups.
Time: 30 to 40 minutes (20 minutes I think)
Materials: Cards and markers

cards are here

2. Place the cards face down in the middle of the small group.
3. Give the following instructions: Each card has a question on the other side. At each
person's turn they will take a card and try to answer the question as truthfully as possible.
Anyone who feels unable to answer says "pass" and gives the card to the next person.
4. Some of the answers will provoke discussion. Depending on the time available, discussion
can be encouraged.

Topsy Turvey

Group size: small groups...
Time: 30 to 45 minutes (20 minutes)
Materials: Flip-chart paper,
cards and markers

To find non-conventional solutions/alternatives .based on this unicef games book here

1. Formulate a question/problem (e.g. How do we develop this tradition?).
2. Ask participants to give a spontaneous answer/Solution.
3. Re-formulate the question negatively (e.g. How can we stop the development of this tradition?).
4. Ask participants to give a spontaneous answer/solution
stick on board and then any other points?

 

Chairs

Group size: 15 to 25
Time: 10 to 25 minutes
Materials: A chair and copies of the instructions for each participant. based on this unicef games book here

- To show participants how to turn conflict into cooperation.
- To highlight cultural differences in handling conflict.

At the beginning of a session on conflict management training.

1. Prepare the following instructions on small slips of paper.
Instruction A: Put all the zafus in a circle. (Fifteen minutes to do this.)
Instruction B: Put all the zafus near the door. {Fifteen minutes to do this.)
Instruction C: Put all the zafus near the window. (Fifteen minutes to do this.)

2. Give every participant one set of instructions, either set A, B, or C. Ask them not to show
the instructions to anyone else.
3. Ask everyone to start the exercise and follow the instructions they were given.

After fifteen minutes, bring the group together and analyse the exercise. The following questions
may help with discussion:
- Did you follow your instructions?
- How did you relate to people who wanted
to do something different than you? Did you cooperate, argue, persuade, give in?
- If you confronted others, how did you do it?

zip-zap-boing

 

Detective

based on this unicef games book here
Group size: 10 to 30
Time: 30 to 60 minutes
Materials: Markers and flip-chart paper

1. Ask the group to divide into pairs. Distribute
the markers and paper to everyone.
2. Ask each person to draw six items that they have used in the last three months. Ask them
to choose items which will help the other person to discover something about them and
their interests (e.g. a person interested in climbing might draw a rope; a musician might
draw an instrument).
3. Give each person a turn at being the detective, guessing as much as they can about their
partner.
4. Ask the pairs to introduce their partner to the whole group.
alternative
2. Divide the group into small groups instead of into pairs. The drawings or objects can also
be shown to the whole group who then join in guessing.

Family Values

based on this unicef games book here (page 140)

 

Discuss a definition of values before beginning the exercise. For example, definition that
could be used is, "Values are any ideas orqualities that are important, desirable or
prized."
2. Explain to the group that one way to identify
personal values is to ask yourself the following
questions:
- Is it something you believe in?
- Are you proud enough of the thing you
value to tell your friends?
- Did you make your choice freely?
- Do you act according to your values?
- Do you practise what you preach?

3. Write the following questions on cards:
What did your family tell you about...
- being male?
- being female?
- getting married?
- selecting a profession?
- going out with someone?
- having sex?
- sharing responsibilities?
- diversities and differences?
- aspirations and ambitions?
- frustration and stress?
- having children?
- caring for children?
4. Ask for volunteers to choose a card and answer the question written on it. Based on knowledge of your group, you can decide to have each volunteer answer the question out loud or write them on cards.

Discussion points:
- Were there values in your family that were never talked about openly? Why?
- Did you learn about values from men or from women?
- Which of the values would you pass on to your son or daughter? How?

Judging the truth

Split group into two and then give one set of instruction to each part of the group. Find a friend and talks. Get into small groups and discuss and the feedback to group.

Personal instruction A
Do not let anyone see this. In order for group members to get to know you more, you will be asked to talk about yourself for two minutes. You should always tell the truth. You may talk about your life history, your family, or your interests. After you have spoken you will be asked questions. Answer these as truthfully as possible.

Personal instruction B
Do not let anyone see this. In order for group members to get to know you more, you will be asked to talk about yourself for two minutes. You should not tell the truth. You might like to invent your life history, your family, and your interests. After you have spoken you will be asked questions by the group. Try to make them believe your story.

Living without

This games comes from the creating enquiring minds book. Its a very simple game where get each person in the group to write on sticky notes answers to the following "I wouldn't want to live without".. "because". You can use two different colour sticky notes. You can then get people to stick them on the wall in two seperate areas and then have fun... You could make links .. make jokes. See what is generated by this activity

Split Bodies.

Imagine that your bodies are divided down the middle in the sense that each side has different characteristics. One side is graceful, beautiful, kind and loving, while the other side is angry and mean. The angry side is so jealous of the graceful side that it attempts to shut it up, but then when it succeeds, regrets its actions and tries to revive it again. Repeat the exercise, splitting the two beings from the waist. Discuss which was easier, how you felt etc.