GETTING AROUND THE BRAIN

The workshop ‘Getting around the brain’ has been designed to run independently and does not require any prior preparation on the part of the pupils. However, a brief introduction to the topics covered may help to spark curiosity and encourage participation in the activities.

Before the workshop takes place, we have a brief discussion in class about the brain and its functions. Pupils are invited to reflect on simple questions such as: what is the brain for, what happens when we think, feel or make decisions, and how does the brain help us understand the world around us. This informal preliminary discussion allows us to explore ideas and get a first taste of the subject.

It is also useful to explore with the pupils how we use our senses in everyday life. Identifying the senses, thinking about situations in which we rely more on one sense or another, or setting small sensory challenges – such as recognising objects by touch or identifying sounds in the environment – helps to prepare the group for the activities.

Another topic that can be explored beforehand is memory. Pupils are encouraged to share memorable experiences or to reflect on why some experiences remain in the memory for a long time whilst others are easily forgotten. These discussions help to introduce the idea that memory is an active process in the brain.

Throughout the sessions, the concepts of awareness, mindfulness and empathy are also explored. A brief reflection on what it means to pay attention to what is happening around us, or on how we perceive other people’s emotions, helps to enrich the students’ experience during the workshop. Rather than simply imparting specific knowledge, this preparation encourages students to observe their own bodies, their emotions and their relationships with others. The workshop draws precisely on this natural curiosity to explore, through theatre and experimentation, some of the fundamental functions of the human brain.

SHORT CIRCUIT BRAINS

The workshop “Short Circuit Brains” brings together science and artistic practice, exploring some of the fundamental principles of how the brain works through theatre exercises, improvisation and collective creation. Aimed at secondary school pupils, the activity invites participants to reflect on mental processes such as thought, emotion and attention, combining scientific knowledge with physical experience and creative expression.

Over the course of three sessions, pupils explore different aspects of brain activity: the emergence of a thought within neural networks, the role of emotions in decision-making and memory, and the impact of sensory overload on concentration and mental fatigue. Through theatrical games and short performance pieces, often abstract concepts — such as synapses, emotional circuits or fragmentation of attention — become concrete, visible and shared experiences.

This workshop has also been designed to stand alone and does not require any prior preparation. However, some introductory discussions in class may help to spark the pupils’ interest and create a context for reflection that will enrich their participation in the sessions.

Before the first session, we invite students to think about the nature of thought and mental activity. Questions such as “where do ideas come from?”, “does thinking take place in a specific part of the brain?” or “is it possible to separate reason and emotion?” can open up a discussion about how the mind works and introduce some of the themes that will be explored in the workshop.

It will also be worth exploring the role of emotions in human behaviour. Feelings of fear, excitement, anxiety or motivation directly influence the way we make decisions and how we remember events. Recognising this emotional dimension of the human experience helps us to better understand the content of the second session, which focuses on the emotional brain.

Finally, a brief reflection on attention and distraction can prepare the group for the third session. Many young people today live in an environment of constant stimuli — social media, notifications, multitasking — which challenges their ability to concentrate and manage their time. Discussing the idea of multitasking and observing how attention fragments in everyday situations can help introduce the topic of cognitive overload and mental fatigue.

Rather than simply presenting scientific content in a lecture-style format, the workshop aims to foster an attitude of curiosity and observation regarding the very workings of the mind. By combining scientific knowledge with theatrical practice, students are invited to experiment, question and reflect on how we think, feel and react to the world around us.