• Suggestions for words to draw: Racism – Difference – Education – Discrimination – Anti-Semitism – Refugee – Conflict – European – A national (from the country where the activity is taking place) – A peasant – Poverty – A Muslim – A Homosexual person – An European – Equality – An HIV positive person – A Roma person (Gypsy traveller) – A Japanese – A Russian – An African – Human Rights – Media – A Tourist – A Foreigner – Solidarity – A Refugee – A blind person – Love – An Arab – A Moldavian.

• If you have a small group, ‘Cultionary’ can be played in one group; ask one person to draw in the first round, whoever guesses draws in the next round.

• Be aware that people who consider themselves poor artists may think this will be difficult for them. Reassure them that you are not looking for works of art and encourage everyone to have a go at being the drawer.   

• This activity is likely to raise the most immediate and generalised stereotypes we have about other people, including foreigners or minorities. It is very creative and lots of fun. However, it is very important that the activity does not stop at the drawings but that the group reflects on the risks of stereotyping and, especially, where we get our images from.   

• Everybody needs stereotypes in order to be able to relate to the environment and the people around us. All of us have, and carry stereotypes, this is not only inevitable but also necessary. Therefore any judgements about the stereotypes participants have should be avoided. What the evaluation and discussion should promote is that we need to be aware that stereotypes are just that: images and assumptions which often have little to do with reality. Being aware of stereotypes and of the risks that relying on them entails is the best way to prevent prejudice that leads to discrimination.

• It is interesting to note that we don’t usually have a stereotype image of people with whom we have little contact. For example, consider your own stereotype of someone from Slovenia, Moldova, San Marino or Bhutan? If we do have one it may simply be ‘that they are nice people’. We therefore suggest that you include in your list of words to be drawn, an example of at least one national who is a minority in your country and one who is not and with whom the group will have had little or no direct contact. Ask people to consider the differences between the stereotypes and the possible reasons for this.

• Another point to be raised in the discussion is where do stereotypes come from. The role of media, school education, the family and peer group may be analysed.

• The rules and ideas for what the teams will have to draw must be adapted to the national and cultural context of the group. The suggested words can and should be adapted. For example, if you plan to use images of nationalities, it may be important not to allow players to draw flags or currencies – that would be too easy! On the other hand, in order to prevent guessing by simply building on an association of sequences, it is important to alternate descriptions of a particular minority with other words relating to concepts, objects or people who have nothing to do with the topic e.g. if you plan to ask for the description of a Hungarian, a Rumanian and a French person, it is better to start with an Hungarian, followed by « racism » or « ’minority’ and only then a Rumanian, followed by « friend » before the French person. This will add variety, stimulate competition and make the activity a lot more fun

Reference / original source of the method:
All different – All equal, Education Pack