The proposal outlines an 8-week art therapy group for middle and high school students experiencing trauma, anxiety, depression, or anger. The group uses various art mediums and activities to help participants express and process emotions, build life skills, and develop a collaborative mural. Each session incorporates check-ins, art projects tied to therapeutic themes, and group discussions to provide insight and coping strategies. Post-tests are administered to assess changes in participants' emotional states.
The self-observation report summarizes a class where the teacher introduced vocabulary by showing pictures and definitions. Students participated in activities like organizing sentences to pictures and a "hot potatoes" game. They watched a film clip from The Hunger Games and discussed the author's inspiration. Students read a text and completed a crossword, with the teacher helping explain unknown words. For the last activity, students discussed reality shows in groups using a dice game. The teacher reflected that class management and pronunciation need improvement.
Lesson Plan - Symbols and Self PortraitsLauren Cooney
This lesson plan introduces students to symbolism in famous artists' self-portraits. Students will first categorize symbols by theme in groups. Then, the teacher will present examples of symbolic self-portraits by artists like Frida Kahlo and Rene Magritte. To assess learning, students will play a Kahoot quiz matching portrait fragments to their artists based on style and symbolic clues. The goal is for students to thoughtfully use symbolism and analyze works based on symbolic choices.
The document describes an activity to assess students' learning styles using a learning style survey. It involves students completing the survey individually, identifying their preferences, and then discussing their results in small or large groups. The goals are to raise awareness of individual learning styles, encourage students to expand their repertoire, and foster understanding and respect for diversity in styles.
The lesson plan integrates social studies and English language arts content areas to teach students about Martin Luther King Jr. Students will learn how MLK influenced his community for the better by reading the book Martin's Big Words and writing their own poem. They will create a KWL chart to discuss what they know, want to know, and have learned. After reading, students will answer questions and review how to write a poem with sensory details. They will then write their own poem explaining how MLK changed his community and including at least 3 sensory words. The teacher will assess students based on including how MLK influenced the community, using sensory words, and poem conventions. Students will also self-assess their understanding and participation.
This lesson teaches students about emotions, moods, and how music can affect them. Students discuss triggers for emotions and responses. They conduct an experiment by rating their moods before and after different music to see the effects. Students analyze the results and create personal playlists intended to manage emotions and improve moods. The goal is for students to learn to recognize their emotions and choose healthy responses.
Tpd 2015 tielve - journal first period - checkedMyriam Tielve
The trainee delivered their second lesson to a kindergarten class of 5 year olds. They used songs, a video activity, and an interaction with pictures to teach clothing vocabulary. Most strategies were effective, though some students misbehaved during one activity. The video especially engaged students and they participated actively. Overall the lesson went well and the students reacted positively to the activities. The trainee plans to continue using motivating techniques like songs and videos that encourage physical response.
Presentation by Montserrat Mir of Illinois State University at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
Advanced conversation classes and materials are built upon the assumption that intriguing and controversial topics are the key to get learners to speak. However, learners see most of these open-ended activities designed to stimulate conversation and discussion as simple answer the questions exercises. When students are asked to provide their opinion on a topic, they often lack information about that topic and this is the reason why these discussion/debate activities do not work. Research shows that exchange of information tasks elicit more production than any other types of tasks and thus, promotes interaction and language acquisition (Long, 1989; Ellis, 2000). The informational nature of communication needs to be exploited fully in conversation classes. In this presentation we will discuss a task based approach to enhance advanced conversation skills. In this approach students individually research topics of their choice which then are discussed and shared through task-oriented activities in the classroom. In that sense the exchange of information has a clear purpose since listeners in the conversation are learning new concepts or ideas and not simply personal opinions. In order to guide students in the completion of research activities, we provide templates which can be used with the different concrete themes chosen by students. Some of the benefits of these online research tasks include student motivation, control over own learning, amount of reading and content knowledge, and active speaking and listening.
The self-observation report summarizes a class where the teacher introduced vocabulary by showing pictures and definitions. Students participated in activities like organizing sentences to pictures and a "hot potatoes" game. They watched a film clip from The Hunger Games and discussed the author's inspiration. Students read a text and completed a crossword, with the teacher helping explain unknown words. For the last activity, students discussed reality shows in groups using a dice game. The teacher reflected that class management and pronunciation need improvement.
Lesson Plan - Symbols and Self PortraitsLauren Cooney
This lesson plan introduces students to symbolism in famous artists' self-portraits. Students will first categorize symbols by theme in groups. Then, the teacher will present examples of symbolic self-portraits by artists like Frida Kahlo and Rene Magritte. To assess learning, students will play a Kahoot quiz matching portrait fragments to their artists based on style and symbolic clues. The goal is for students to thoughtfully use symbolism and analyze works based on symbolic choices.
The document describes an activity to assess students' learning styles using a learning style survey. It involves students completing the survey individually, identifying their preferences, and then discussing their results in small or large groups. The goals are to raise awareness of individual learning styles, encourage students to expand their repertoire, and foster understanding and respect for diversity in styles.
The lesson plan integrates social studies and English language arts content areas to teach students about Martin Luther King Jr. Students will learn how MLK influenced his community for the better by reading the book Martin's Big Words and writing their own poem. They will create a KWL chart to discuss what they know, want to know, and have learned. After reading, students will answer questions and review how to write a poem with sensory details. They will then write their own poem explaining how MLK changed his community and including at least 3 sensory words. The teacher will assess students based on including how MLK influenced the community, using sensory words, and poem conventions. Students will also self-assess their understanding and participation.
This lesson teaches students about emotions, moods, and how music can affect them. Students discuss triggers for emotions and responses. They conduct an experiment by rating their moods before and after different music to see the effects. Students analyze the results and create personal playlists intended to manage emotions and improve moods. The goal is for students to learn to recognize their emotions and choose healthy responses.
Tpd 2015 tielve - journal first period - checkedMyriam Tielve
The trainee delivered their second lesson to a kindergarten class of 5 year olds. They used songs, a video activity, and an interaction with pictures to teach clothing vocabulary. Most strategies were effective, though some students misbehaved during one activity. The video especially engaged students and they participated actively. Overall the lesson went well and the students reacted positively to the activities. The trainee plans to continue using motivating techniques like songs and videos that encourage physical response.
Presentation by Montserrat Mir of Illinois State University at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
Advanced conversation classes and materials are built upon the assumption that intriguing and controversial topics are the key to get learners to speak. However, learners see most of these open-ended activities designed to stimulate conversation and discussion as simple answer the questions exercises. When students are asked to provide their opinion on a topic, they often lack information about that topic and this is the reason why these discussion/debate activities do not work. Research shows that exchange of information tasks elicit more production than any other types of tasks and thus, promotes interaction and language acquisition (Long, 1989; Ellis, 2000). The informational nature of communication needs to be exploited fully in conversation classes. In this presentation we will discuss a task based approach to enhance advanced conversation skills. In this approach students individually research topics of their choice which then are discussed and shared through task-oriented activities in the classroom. In that sense the exchange of information has a clear purpose since listeners in the conversation are learning new concepts or ideas and not simply personal opinions. In order to guide students in the completion of research activities, we provide templates which can be used with the different concrete themes chosen by students. Some of the benefits of these online research tasks include student motivation, control over own learning, amount of reading and content knowledge, and active speaking and listening.
This document outlines a drama lesson plan focused on introducing students to Stanislavski's concept of theatrical realism. The lesson begins with providing context on realism and Stanislavski's goal of truthful acting. Students then participate in sensory exercises using music and smells to engage their imagination and recall memories in order to experience characters through their senses, as Stanislavski advocated. Next, students read passages demonstrating active versus passive imagination and discuss the difference, with active imagination seen as more truthful. The lesson aims to help students understand realism and how Stanislavski's techniques can aid in truthful performance through engaging the senses and active imagination.
The document outlines several activities and exercises to promote positive interpersonal relationships and collaboration among students. The goals are to discover and respect others, build friendship, address fears, and teach students how to work together effectively. Activities include discussing qualities of a good friend, solving a dilemma about including a lonely classmate, getting to know classmates, identifying fears, and playing a game where students must collaborate to correctly spell words before the other team.
The document describes a classroom observation of a Grade 5 science lesson taught by Ms. Stella. It notes that the teacher engaged students by asking stimulating questions, connecting lessons to students' prior knowledge and imagination, and motivating participation through feedback and rewards. Students responded positively overall, though some were distracted at times. The teacher demonstrated strong classroom management skills and passion for teaching to keep students engaged throughout the lesson.
This document outlines protocols for lesson observations, including advice on paraphrasing, reflecting, summarizing, and listening during observations. It provides examples of effective probing questions and pitfalls to avoid when questioning the observed teacher. It also includes a sample lesson observation pro forma documenting a lesson on modern technology. The observed teacher felt the lesson was not fully successful due to timing and noise issues. Areas for improvement included choosing a different lesson time and incorporating more structured tasks and student involvement.
This brochure was created for my course in differentiating instruction. The purpose of this assignment was to create awareness for parents on differentiation strategies and what to expect in my classroom. This is an example of the brochure I created. It could be handed out along with other back to school materials at meet the teacher.
The teacher led a biology class on the topic of corrosion. She noticed that many students were stuck and lacking pre-existing knowledge of key terms, so she stopped to explain notations and terminology through questioning. While some explanations went well, other parts were missed due to an uncertainty of students' existing knowledge as a relief teacher. The teacher realized students did not understand an assignment question and had to provide additional explanation before continuing with the content. Through spending more time explaining deeply and asking individual questions, the teacher was able to get students back on task to do experiments, though pre-existing knowledge should have been checked initially.
Angela Houseknecht ABA Intervention Presentation copyAngela Kambic
1) Nicole, a 6th grade student, was avoiding social interactions and had frequent absences from school.
2) An intervention was developed using a behavioral contract, token economy, and increased opportunities for social interaction to address Nicole's avoidance behaviors and absences.
3) The intervention resulted in increased and consistent attendance by Nicole as well as some increased social interactions with peers through casual conversations according to her teacher. However, treatment integrity issues occurred with delivery of reinforcement.
The document is a Haiku Deck presentation containing photos uploaded by various photographers. The photos depict nature scenes and locations in South America. The presentation encourages viewers to create their own Haiku Deck presentations on SlideShare by providing photos from multiple photographers as examples of the types of visual content that can be included.
This document is a collection of photo credits from various photographers and artists. It includes 12 photos with captions crediting the photographer or artist for each individual photo. The document ends by inviting the viewer to create their own presentation using photos on SlideShare.
The document discusses several design principles for software development including KISS (Keep It Simple, Stupid), YAGNI (You Aren't Going to Need It), Don't Make Me Think, Write Code for the Maintainer, DRY (Don't Repeat Yourself), and SOLID (Single responsibility, Open/closed, Liskov substitution, Interface segregation, Dependency inversion). It provides brief explanations and examples of each principle.
This document summarizes Gayle Wooten's 2014 dissertation which tested relationships among transformational factors in a postsecondary environment using the Burke-Litwin Organizational Performance and Change Model. Data was collected through a survey distributed to employees at four campuses of a statewide technical education system. Confirmatory factor analysis and structural equation modeling supported use of the Burke-Litwin model in explaining organizational performance in this context. Future research could further develop and apply the model in other higher education settings.
Photosynthesis occurs in the chloroplast, which contains thylakoids that are stacked like pancakes within the chloroplast. Chlorophyll, the green pigment found in thylakoids, absorbs sunlight during the light-dependent reactions. The light-dependent reactions convert solar energy into ATP and NADPH through a process that releases oxygen. The light-independent reactions, also called the Calvin cycle, take place in the chloroplast stroma and use ATP and NADPH to convert carbon dioxide into a 3-carbon carbohydrate that can then be used to produce glucose or other carbohydrates through multiple steps.
The document is a curriculum vitae for Dr. Sachin Jogal, an Assistant Professor of Pediatrics specializing in hematology, oncology, and bone marrow transplant. It details his education, including undergraduate and medical degrees, as well as his postgraduate training and fellowships. It also lists his faculty appointments, awards, publications, presentations, committee involvement, and community service activities.
1. The document provides instructions for creating a website using NetObjects Fusion. It covers topics like adding pages, setting styles, previewing the site, and inserting images and videos.
2. Specific instructions include how to add new pages by clicking the new page button four times and renaming the pages, and how to set button navigation bar properties by selecting the navigation bar and enabling highlight and rollover effects.
3. Guidance is also given for inserting images by dragging the picture tab and adjusting properties, and inserting YouTube videos by dragging the media component and embedding the video ID code.
This document outlines a drama lesson plan focused on introducing students to Stanislavski's concept of theatrical realism. The lesson begins with providing context on realism and Stanislavski's goal of truthful acting. Students then participate in sensory exercises using music and smells to engage their imagination and recall memories in order to experience characters through their senses, as Stanislavski advocated. Next, students read passages demonstrating active versus passive imagination and discuss the difference, with active imagination seen as more truthful. The lesson aims to help students understand realism and how Stanislavski's techniques can aid in truthful performance through engaging the senses and active imagination.
The document outlines several activities and exercises to promote positive interpersonal relationships and collaboration among students. The goals are to discover and respect others, build friendship, address fears, and teach students how to work together effectively. Activities include discussing qualities of a good friend, solving a dilemma about including a lonely classmate, getting to know classmates, identifying fears, and playing a game where students must collaborate to correctly spell words before the other team.
The document describes a classroom observation of a Grade 5 science lesson taught by Ms. Stella. It notes that the teacher engaged students by asking stimulating questions, connecting lessons to students' prior knowledge and imagination, and motivating participation through feedback and rewards. Students responded positively overall, though some were distracted at times. The teacher demonstrated strong classroom management skills and passion for teaching to keep students engaged throughout the lesson.
This document outlines protocols for lesson observations, including advice on paraphrasing, reflecting, summarizing, and listening during observations. It provides examples of effective probing questions and pitfalls to avoid when questioning the observed teacher. It also includes a sample lesson observation pro forma documenting a lesson on modern technology. The observed teacher felt the lesson was not fully successful due to timing and noise issues. Areas for improvement included choosing a different lesson time and incorporating more structured tasks and student involvement.
This brochure was created for my course in differentiating instruction. The purpose of this assignment was to create awareness for parents on differentiation strategies and what to expect in my classroom. This is an example of the brochure I created. It could be handed out along with other back to school materials at meet the teacher.
The teacher led a biology class on the topic of corrosion. She noticed that many students were stuck and lacking pre-existing knowledge of key terms, so she stopped to explain notations and terminology through questioning. While some explanations went well, other parts were missed due to an uncertainty of students' existing knowledge as a relief teacher. The teacher realized students did not understand an assignment question and had to provide additional explanation before continuing with the content. Through spending more time explaining deeply and asking individual questions, the teacher was able to get students back on task to do experiments, though pre-existing knowledge should have been checked initially.
Angela Houseknecht ABA Intervention Presentation copyAngela Kambic
1) Nicole, a 6th grade student, was avoiding social interactions and had frequent absences from school.
2) An intervention was developed using a behavioral contract, token economy, and increased opportunities for social interaction to address Nicole's avoidance behaviors and absences.
3) The intervention resulted in increased and consistent attendance by Nicole as well as some increased social interactions with peers through casual conversations according to her teacher. However, treatment integrity issues occurred with delivery of reinforcement.
The document is a Haiku Deck presentation containing photos uploaded by various photographers. The photos depict nature scenes and locations in South America. The presentation encourages viewers to create their own Haiku Deck presentations on SlideShare by providing photos from multiple photographers as examples of the types of visual content that can be included.
This document is a collection of photo credits from various photographers and artists. It includes 12 photos with captions crediting the photographer or artist for each individual photo. The document ends by inviting the viewer to create their own presentation using photos on SlideShare.
The document discusses several design principles for software development including KISS (Keep It Simple, Stupid), YAGNI (You Aren't Going to Need It), Don't Make Me Think, Write Code for the Maintainer, DRY (Don't Repeat Yourself), and SOLID (Single responsibility, Open/closed, Liskov substitution, Interface segregation, Dependency inversion). It provides brief explanations and examples of each principle.
This document summarizes Gayle Wooten's 2014 dissertation which tested relationships among transformational factors in a postsecondary environment using the Burke-Litwin Organizational Performance and Change Model. Data was collected through a survey distributed to employees at four campuses of a statewide technical education system. Confirmatory factor analysis and structural equation modeling supported use of the Burke-Litwin model in explaining organizational performance in this context. Future research could further develop and apply the model in other higher education settings.
Photosynthesis occurs in the chloroplast, which contains thylakoids that are stacked like pancakes within the chloroplast. Chlorophyll, the green pigment found in thylakoids, absorbs sunlight during the light-dependent reactions. The light-dependent reactions convert solar energy into ATP and NADPH through a process that releases oxygen. The light-independent reactions, also called the Calvin cycle, take place in the chloroplast stroma and use ATP and NADPH to convert carbon dioxide into a 3-carbon carbohydrate that can then be used to produce glucose or other carbohydrates through multiple steps.
The document is a curriculum vitae for Dr. Sachin Jogal, an Assistant Professor of Pediatrics specializing in hematology, oncology, and bone marrow transplant. It details his education, including undergraduate and medical degrees, as well as his postgraduate training and fellowships. It also lists his faculty appointments, awards, publications, presentations, committee involvement, and community service activities.
1. The document provides instructions for creating a website using NetObjects Fusion. It covers topics like adding pages, setting styles, previewing the site, and inserting images and videos.
2. Specific instructions include how to add new pages by clicking the new page button four times and renaming the pages, and how to set button navigation bar properties by selecting the navigation bar and enabling highlight and rollover effects.
3. Guidance is also given for inserting images by dragging the picture tab and adjusting properties, and inserting YouTube videos by dragging the media component and embedding the video ID code.
Shelly Jones is seeking a position that utilizes her experience in organizational development, business development, fundraising, and event management. She has a bachelor's degree in communications and a minor in training and development. She has experience coordinating fundraising events, developing training programs, and managing non-profit and private organizations. Her resume details her skills, qualifications, work history, education, and references.
Aren't you tired of traditional promotional tools? Are you looking to promote your business in a cost effective and proven manner? Start your journey with Tellurian Book Production to discover new and exciting corporate gift items to promote your business, gift items such as; 2017 Corporate Diaries, Customized Notebooks, 2017 Calendars, Business Gift Boxes, Gift Sets, and much more... For more information visit our website www.tellurian-uae.com
This document is a curriculum vitae for Susan Victoria Gaynor Mottram. It summarizes her professional experience and qualifications. She has over 25 years of experience in corporate communications, public relations, and publishing. She currently owns her own business, Headline News CC, which provides services such as editorial work, design, publications production, and social media marketing. Previously she worked as a reporter for MNET News and has volunteered for community organizations focused on crime prevention. She holds qualifications in secretarial studies, public relations, and communications.
Galaxies are collisionless systems that can be modeled using continuum methods. The evolution of a collisionless system is governed by the collisionless Boltzmann equation (CBE). N-body simulations solve the CBE by tracking the trajectories of particles in phase space over time. Poisson solvers are used to estimate gravitational forces, with grid-based methods like particle-mesh being fast but providing only approximate forces below the grid scale.
Alpine Viva is a luxury residential development located in Whitefield, near Sai Baba Ashram in Bangalore. It consists of 400 apartments spread across 4 blocks up to 16 floors high. Amenities include a 150 foot tall fountain, swimming pools, gym, tennis courts, and children's play areas. The development is close to IT parks, hospitals, schools, and transportation.
This document provides information on various psychosocial support activities and interventions. It discusses psychosocial support, social and emotional learning, and coping with stress. Several activities are described in detail, including an emotions chart, confidence drawings, and a tree of life activity. The goal is to promote holistic well-being through relationship building, self-awareness, stress management, and developing resilience.
I created this project for a Art lesson I was teaching at Campbell Collegiate in Regina, SK. I was explaining how sound waves could be used to directly create visual images.
http://sanctuarytimestwo.blogspot.com/p/lesson-plans.html
This document provides an activity plan for a week of psychosocial support lessons for grade 6 students. The daily lessons focus on developing self-awareness, self-expression, problem solving skills and building self-confidence. Each day includes a different activity such as reflecting on feelings, stress release through movement, identifying personal strengths, and creating a "tree of life". Modifications are suggested for students with special needs. Discussion questions at the end of each lesson aim to help students process what they learned about themselves. The teacher notes provide context for implementing the weekly lessons.
This document contains a daily lesson log for a psychosocial support activity pack for 8th grade students. Over the course of a week, the teacher led various activities aimed at identifying students' psychosocial needs, assessing their responses to rapid changes, and helping them cope with current situations. Activities included icebreakers, emotion mapping, roleplaying emergency scenarios, relaxation exercises, and discussions about feelings, conflict resolution, and envisioning positive change. The teacher evaluated students' learning and reflected on teaching strategies, with the goal of continuously improving support for students' well-being.
The document introduces ChalkWyld, the world's first fully customizable backpack made to foster creativity and self-expression. Students will learn about the benefits of using art and mindfulness to label and manage strong emotions. They will participate in an activity where they draw an emotion on a whiteboard and ways to bring mindfulness to that emotion or manage it, then discuss their drawings in a group. The lesson combines art, mindfulness, and emotional regulation skills to help students understand and process their feelings.
The document discusses an art and mindfulness lesson that uses ChalkWyld backpacks. ChalkWyld backpacks allow students to customize their backpacks with erasable art. The lesson teaches students about emotions and mindfulness techniques like deep breathing. Students then draw pictures depicting emotions and how mindfulness can help manage those emotions. They share their drawings and discuss how to recognize feelings and relax the body.
This document provides instructions for psychosocial support activities for grades 11-12 that aim to develop self-awareness, self-expression, empathy, and problem-solving skills. The activities include making masks to represent feelings, writing down problems anonymously and sharing in groups, role-playing solutions to common challenges, and creating neighborhoods out of art supplies to explore relationships and community. Through creative self-reflection and discussion, the activities are meant to help students process their experiences and build skills in supporting one another.
This document provides the details of a 6-week curriculum for children ages 6-9 who have been impacted by interpersonal violence. The purpose is to help children understand, identify, and express their emotions in healthy ways. Each week focuses on different emotions like joy, sadness, anger, fear and teaches skills like emotional regulation. Activities include acting out skits, coloring sheets, and building with Legos to demonstrate emotions. The goal is for children to learn how to recognize emotions in themselves and others, build social-emotional competence, and develop resilience.
This document provides information about an art and emotions lesson plan for second grade students. The goal is for students to learn about emotions and express feelings through interpreting different paintings. Students will view paintings and identify the emotions depicted in each using a worksheet. They will then share their ideas with a partner. Assessment will be informal and based on student participation and effort, as emotions are personal. The lesson aims to help students identify and understand how art can express emotions.
This document outlines several psychosocial support activities to help learners regulate emotions and build confidence. The activities include relaxation exercises like tensing and relaxing different muscle groups while pretending to be animals. Another activity involves acting out feelings charades in teams to learn about empathy. A "bag of feelings" activity allows anonymous sharing of problems and leaves difficulties at the door. Finally, a confidence drawing assignment has learners illustrate their strengths to reinforce positive self-image. The goal is to provide tools for managing emotions, supporting each other, and recognizing personal capabilities.
Simulated Activities for Teaching Listening, Speaking, Reading and WritingDenmark Aleluya
The document provides examples of listening, speaking, reading and writing activities that can be used to teach English.
For listening activities, it describes games like "Completing the Lyrics" where students fill in missing words to song lyrics, and "Guess Me" where students answer riddles based on clues.
For speaking, it outlines activities like reciting tongue twisters to practice pronunciation, forming question/answer chains using the last word of the prior response, and class debates on topics.
Reading activities include having students write main ideas on sticky notes to place in a text, associating their prior knowledge with a reading, and symbolically representing an abstract theme from a text.
This document summarizes a 5th year art class project on still life prints focusing on waste products and the environment. It outlines the lessons, learning outcomes, supporting artists studied, and techniques taught. Key points include students creating monoprints, refraction studies, scraperboard drawings, photographs, drypoint plates, and final prints. The project aimed to explore themes of recycling, packaging, and environmental awareness through line, form, value and composition. Feedback provided praised student autonomy and linking of historical and contemporary artists, while noting areas for improvement around materials, access, and facilitation of quiet students.
This document provides guidance for an activity to help students identify and express their feelings. The activity involves students drawing or painting representations of feelings they have experienced and using colors, shapes, and images to depict those feelings. Students then discuss their artwork and the feelings they represented. The goals are to enhance students' vocabulary for naming feelings, practice abstract thinking, develop self-awareness and self-expression, and gain empathy for others. Guidelines emphasize being curious, respectful, and avoiding judgment during the sharing and listening portions of the activity.
This document outlines the steps for an art therapy lesson plan to help cancer patients manage stress. The lesson introduces art therapy and its benefits, identifies common stressors, and has patients paint something that makes them happy while listening to soothing music. Patients are then asked to share their paintings and discuss how creating art helped relieve stress. The goal is for participants to use art therapy techniques to manage stress and continue doing so after the lesson.
ASTEP Abby Gerdts_Early Childhood Learning through the ArtsTeach_For_India_Hyd
This document discusses how early childhood learning benchmarks can be taught through arts activities. It provides examples of three sample activities - a visual art activity incorporating coloring and cutting, a music activity involving passing instruments to rhythms, and an interactive storytelling activity using movement. Each activity is designed to target specific benchmarks like fine motor skills, language skills, social skills, and more. The document also provides supplemental information on how the arts stimulate brain growth, can help with healing, and engage both rational and emotional thinking in children.
Critical thinking is one of three categories of thinking, along with creative and metacognitive thinking. Critical thinking involves gathering information, forming one's own conclusions, and making reasoned judgements. It requires recognizing assumptions, evaluating arguments, and drawing conclusions. Teachers should help students develop critical thinking skills like interpreting information, analyzing, reasoning, and evaluating. Some example activities described aim to help students distinguish facts from opinions, analyze situations, and think creatively about solving problems by placing them in different contexts.
This document discusses using expressive arts therapy and psychodrama techniques in group therapy sessions for teenagers. It describes how creative arts like music, visual art, dance, and drama can help teens explore and communicate difficult emotions. The document outlines objectives of using this approach, including emphasizing opposites that exist in development, highlighting the role of creativity, and providing an experience to challenge rigid views. It also discusses considerations for structuring arts-based group therapy sessions for teens.
This document outlines a 4th grade art lesson plan taught over two class periods focused on family rituals. In the first class, students explore different cultural examples of family rituals through a presentation. They then brainstorm and sketch ideas for paintings of objects representing their own family rituals. The second class has students transfer their sketches to canvas boards and begin painting them, with guidance on principles of design like establishing a focal point. The goal is for students to incorporate art elements and design principles to create paintings expressing meaningful family rituals through symbolic objects.
This document outlines a 120 minute psychological workshop with 30 participants aimed at integrating the group and promoting non-violence. The workshop uses interactive exercises like forming circles to greet each other, drawing representations of one's life experiences, and group discussions about dealing with anger. Participants explore how to know each other, share aspects of their lives, and identify common healthy strategies for handling aggression. The workshop concludes with a guided relaxation activity.
The lesson teaches students about respect through reading the book "How Full is Your Bucket" and creating buckets to display respectful behaviors. Students will summarize what respect means, identify respectful and disrespectful behaviors, and create a personal plan to demonstrate respect. Assessment includes think-pair-share, participation in creating an anchor chart on respectful behaviors, journaling, and displaying buckets. Students are encouraged to fill each other's buckets with notes about respectful acts.
1. Art Speak: Creative coping
strategies for anger, depression,
and anxiety.
Angela Houseknecht
Millersville University
2. Introduction
- Art Speak Barak Inc.
- American Art Therapy Association
- http://arttherapy.org/
- Literature Review
- Anxiety, Depression, and Anger
- http://arttherapy.org/upload/arttherapybibliogr
aphyselectstudiesarticlespublications.pdf
3. Proposal for Art Speak
Type of Group:
A. Definition: Art and Life-Skills for students
grade 7-12 (middle school/ high school) + exp.
Trauma and interest in art.
B. Setting: Harrisburg PA and surrounding area
students/ charter students
C. Voluntary Parental/ Care-giver consent and
student consent required.
D. Group Format: 8 week closed group. This
group will conclude with a jointly
constructed mural in the city of Harrisburg.
4. Proposal for Art Speak
Goals, Objectives, and Rationale:
A. Goals/ Purpose: Art-Speak will focus on improving
life skills by learning artistic and expressive coping
strategies for anxiety, depression, and anger.
B. Objectives: this group will consist of 3 components:
1. Artistic expression, exploration of media, and
acquisition of fine art techniques
2. Group interactions, appropriate communication,
and teamwork
3. Real world practice of newly acquired artistic
and behavioral skills
5. Proposal for Art Speak
Assessments:
Children’s version of:
- State-Trait Anxiety Inventory (STAI),
- State-Trait Anger Expression Inventory (STAXI-2)
- State-Trait Personality Inventory (STPI)
Assess anxiety, anger, depression, and curiosity, and the
major components of these emotional states and
personality traits
6. Proposal for Art Speak
Rights and Expectations of Group Members:
A. Group members will also participate in
generating classroom rules that may include:
Confidentiality*
Respect
Actively listen
Participate
No judgments
No labels
Attend and be on time
B. *Confidentiality will be maintained with 3
exceptions:
Report of abuse
Threat to oneself
Threat to others
7. Pre Screening
1. Explain the type of group and practical
applications of the group.
2. Introduce myself and discuss my qualifications.
3. Get to know the student.
4. Answer questions/ build relationship with care-
giver
5. Administer pretests to assess anxiety, anger,
depression, and curiosity
6. Select students
8. Session 1
Goals: Lean basic drawing tools. Gain
personal insight into the self.
Rationale: Scribble drawings access the
unbiased memory of the right brain. Art is a
right brain activity that provides more honest
recounts of experiences because the right
brain is not inhibited by the rational or story-
telling aspect of the verbal left-brain. Art is
best used in conjunction with talking it out
(McNamee C.M. 2004).
9. Session 1
Materials: Paper and drawing utensils, music,
and a survey.
Introductions:
1. Explain the nature of the group, to use art
to learn life skills.
2. Share group rules and ask class if they
have questions or would like to discuss
adding a rule.
3. Share something about yourself that you
believe is unique. (During this phase model
and emphasize appropriate group norms)
10. Session 1
Working Phase: Telling our story with scribble drawings (McNamee
C.M. 2004)
1. Begin with a scribble warm up to try out a variety of materials
(pastels, pencil, crayon, and markers). After a warm encourage
students to choose a material that they want to explore.
2. Pass out a fresh sheet of paper to each student. Instruct the
students to close their eyes and scribble on the paper. Remind
students that they have complete freedom to express themselves
through the scribble and don’t worry about making anything pretty.
3. Allow up 5 minutes to scribble and then ask the students to take 5
more minutes to look at the scribble and as they see shapes and
themes immerge write on the scribble what you see.
4. Begin group discussion encouraging each member to share what
he or she sees about themselves and what they wrote. Each member
is to listen and then speak in turn.
5. After each member has shared ask the group, “Whose drawing
can you relate to and why?
11. Session 1
Transition Phase:
1. Thank the group for sharing
2. Remind students of outside of group
confidentiality.
3. Encourage them to look for other things in their
life that represents who they are to discuss during
check in for next meeting.
12. Session 2
Goals: Gain a basic understanding of
painting materials. Learn to use art to
express difficult emotions, thoughts, and
events.
Rationale: Drawings used in conjunction with
talk-therapy can provide insight in the
thoughts and perceptions of children who
have been exposed to traumatic events
(Clements, Benasutti, & Henry, 2001).
Clients are the expert of their own
experience (Solution-focused, De’ Shazer
1985)
13. Session 2
Materials: Acrylic paints, paper, canvas board,
brushes, water and cups, palates, and paper
towels (smocks optional).
Check in:
1. Thank them all for coming and being on time
(if accurate).
2. Remind them of the scribble drawing activity
from last week and ask who would like to begin
the check in process by saying what’s been on
their mind and/ what they were able to discover
about themselves.
14. Session 2
Working Phase:
1. Begin painting warm up activity. Allow the students
to try different paints and brush strokes, invite students
to explore the materials.
2. Ask students to think of a time or event that has
occurred in their life that difficult to overcome (offer
some self-disclosure of something he/ she might paint)
3. Ask the students to retain the memory that has
come to mind but do not yet revel the memory to the
rest of the group.
4. When the counselor begins playing music start
painting freely your memory. When the music ends,
stop painting.
15. Session 2
Transition Phase:
1. Ask: What do you notice about your painting?
2. Ask: whose painting do you notice and why?
3. Encourage discussion relating to what the
painting has reveled to them about their memory
of the event.
4. Give the students a few minutes of free time to
make art and relax before leaving the class.
5. remind them of check in time for next session.
16. Session 3
Session 3: Sculpting from experience.
Goals: Gain insight into the emotions left from the
traumatic event (anger, depression, anxiety)
Rationale: Fluid materials enable a gradual shedding
of defenses and increase the ability to reflect upon
emotions that may arise (Avrahami D., 2008). Artistic
tasks proved to be more a more effective and longer
lasting impression the student’s than traditional
methods alone (Morgan and Johnson 1995). The
symbol expressed on paper (or sculpture) enables the
client to distance him/ herself from the trauma and
the student then has the power to make changes or
recreate the symbol. This becomes a metaphor to self
(Cohen et al. 1995).
17. Session 3
Materials: 2 balls of clay per student.
Check in: Begin by asking students to reflect
upon last week’s painting. What feelings were
you left with?
18. Session 3
Working Phase:
1. Pass out clay to each student.
2. The counselor will begin playing music reflective of the
emotional experiences the students mentioned (angry, sad,
frustration, fear).
3. While the music plays the students will form clay that
indicative to their emotional state and can use the music
for guidance. The counselor will also sculpt along to model
the behavior and will also observe the students.
4. The counselor will turn off the music and ask the students”
What were you feeling in your body as you created?
What did you notice from this experience?
What do you notice about the sculptures or discussions
of the other students?
19. Session 3
Transition Phase:
1. Teach students the importance of relaxation as a
way to balance their feelings. Briefly discuss ways
each student relaxes. Introduce art as a way to relax
(Chapman et al. 2001).
2. Counselor will redistribute a new ball of clay to
each student.
3. Counselor will play a variety of relaxing music.
Students will sculpt for the duration of the music.
4. The counselor will then guide a discussion to
compare both sculptures on representing the difficult
emotions and one representing the relaxing emotions.
5. Ask the class to think about healthy ways in which
they can relax and to try one of those ways this week.
20. Session 4
Session 4: Hopes for the future
Check in: Which ways did you chose
to relax or did you choose not to
relax this week?
Goals: Continue to explore feelings
and insights and begin to think about
the future. In attempt to look for
exceptions as described by solution-
focused theory (De Shazer 1985)
21. Session 4
Rationale: O’toole (1999) stress that much
therapy in child abuse facilities is overly reliant on
exploring the past nature of traumas and there is
a need to address the child’s hopes and
expectations for the future. Students need to skills
to look for exceptions to times of being sad,
anger, or anxious. This class will focus on
understanding as well as creating aesthetics.
Materials: Paints, drawing materials, paper,
canvas, and brushes
22. Session 4
Working Phase:
1. Begin discussion looking for exceptions and
hope
Ask: the group to consider what they want their
future to be like?
2. Ask solution-focused miracle question.
23. Session 4
Transition Phase:
1. Students are prompted to select any materials they wish
to work with. Counselor will model appropriate behavior
and media sharing.
2. Counselor will begin hopeful-sounding music selected by
students.
3. Students will have the remainder of the session to listen
to music and create their vision for their future.
4. Counselor will end the music and the students will begin
to show work.
5. Counselor will guide discussion of each student’s hope
for the future.
6. Students will be asked to generate a list of ideas for what
they hope for their community and will come prepared for
the next meeting with ideas. These ideas will be used for
the mural project.
24. Session 5
Session 5: Begin Mural Design
Check in:
1. Students will be asked to briefly share list of
ideas for what they hope for their life as
well as their community.
Begin Discussion: hopes for individuals and
hopes for the group
Goals: Model appropriate critique and
teamwork behavior. As a group plan the
beginning design of the group mural. Select
a theme and design.
25. Session 5
Rationale: Students can learn appropriate
teamwork behaviors, saying I messages, and
listening skills. Motor activity associated with
creating art also provides a release of stress and
tension (Lusebrink, 1990). Students can
incorporate themselves including their
experiences and their culture into the mural.
Incorporating culture is an important piece
(Corey and Corey 2013)
Materials: Drawing materials and paper
26. Session 5
Working Phase:
1. Begin discussion by asking the students
to saying at least one thing they liked
about a group member’s idea including
their own. Counselor will model.
2. Counselor will ask the students to then
take turns discussing ideas to combine
elements from each student’s idea.
27. Session 5
Transition Phase:
1. Counselor will provide parameters for
execution of the mural design (size, materials
available, equal involvement).
2. Students will be asked to make a second draft
of their designs taking into account the discussion.
3. Counselor will guide a discussion:
How did the critique/ praise of your work
impact your design changes?
What did you learn from this experience?
28. Session 6
Session 6: Finalize Mural Design
Check In: Students will present their final
design ideas.
Goals: Select a final collaborative design
Rationale: Students have the ability to
learn from their experiences, share with
others, and work together. Children want
a sense of belonging (Adler) and this
affords them the opportunity. Students
can incorporate themselves including
their experiences and their culture into
the mural.
29. Session 6
Materials: Paints, brushes, tape, towels, and
clothing that can be ruined.
Working Phase:
1. Students will collaboratively discuss how the
mural should look and choose a final design.
2. Counselor will mediate any issues and model
appropriate behavior.
30. Session 6
Transition Phase:
1. Counselor will provide parameters for
execution of the mural design (size, materials
available, equal involvement).
2. Students will be asked to make a second draft
of their designs taking into account the discussion.
3. Counselor will guide a discussion:
How did the critique/ praise of your work
impact your design changes?
What did you learn from this experience?
31. Session 7
Goals: Execution of mural
Rationale: Students have the ability to learn
from their experiences, share with others, and
work together. Children want a sense of
belonging (Adler) and this affords them the
opportunity. Students can incorporate
themselves including their experiences and
their culture into the mural.
Materials: Paints, brushes, tape, towels.
Check in: Students will discuss what if any
concerns or questions about beginning the
mural.
32. Session 7
Working Phase:
1. Students will divide up the work amongst
themselves and counselor will mediate.
Students will work on mural the entire time.
2. The counselor will make sure to spend time with
each student and will ask him or her, how they
are doing.
3. The counselor will also protect confidentiality
by talking to any on-lookers and keeping
information to a minimum stating when they can
come and view the finished product.
33. Session 7
Transition Phase:
1. Students will clean up and join in
front of the mural.
2. Generate discussion about the mural
process.
Ask the group to think of ways in which
the group experience has changed
them.
3. Remind students of termination
34. Session 8
Session 8: Execute Mural Design and
Terminate
Goals: Administer post-test. Terminate
group.
Rationale: Termination is an important
part to ending the group process
(Corey & Corey)
Materials: Test and pencils
35. Session 8
Check in: Students will discuss what if any concerns or
questions about leaving the group and the finished
mural.
Working Phase:
1. Ask: How has this group impacted you?
2. . Praise group and share counselor observations of
the group as a whole. Individuals responds well to
encouragement and polyocularity (De Shazer,
1985)
Termination
1. How will you explain the mural to people who ask
you?
2. Admister post tests
2. Make referrals if necessary.
36. Discussion
Q: What are any changes you would make to
this design or otherwise areas of improvement?
Q: What is something you would like to know
about art therapy?
Q: What is something you took away from this
presentation?