Curiosity-will, confidence-trust, directness-simplicity, contact-connect, gift (energy-courage), accept-face, here & now, touch-smell-sound-image, transformation, fun, love, life...

'Self-portrait' led by Defne, led to think, re-think many issues concerning being a teacher, a student, an individual, a participant in a group... and how to relate all these in a creative process full of spontaneous, direct but also careful actions.

The process of 'self-portrait' provided a time and space to look into yourself, and to listen to the others' immediate perceptions of you, and welcome these expressions into the making of a picture of what is important, significant and valuable for yourself... so to speak, of what you would like to transmit to the others... This transmission is not about knowledge, but more of an experience coupled with recognition of human aspects in the process of creative learning.

Then, in a creative learning process, the relational aspect of one's participation into the group seems to play an essential role in the path of learning, as the person in charge of leading the process is also offering the participant the initial ground for designing the perception. The leader, by simply accompanying the other in the process of learning provides with a referent that the participant would relate his/her own choices.

Issues that come up:
- How to make the teaching process a learning process for everyone, deprived of a hierarchical organization of the situation, which would allow for spontaneity and directness towards a creative process;

- How to keep on allowing time and feeding the motivation for self-learning;

- How to stimulate awareness of the particularities of the situation, including the physical aspects, and relations, to allow for sensations and emotions for creativity;

- How to stimulate among participants, an awareness of the possible use of diverse media of expression;

- How to provide the participants with tools in the play of getting into a context and of stepping out of the context in order to have a broader viewpoints;

- How to stimulate a free and spontaneous expression among the group, of the perception of the other, while still maintaining a flow of relationship within the group;

- How to make 'big' questions smaller, and play with them in a variety of possibilities;

- How to communicate the task in an appropriate wording, which is simple and allows for diverse interpretation, immune from any representation of a value judgment;

- How to manage time to make this experience a lively one for the group.