Identifying emotions through art
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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.
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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.
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This document summarizes a thesis presentation about using art education to help students with Attention Deficit Hyperactivity Disorder (ADHD). The presentation discusses:
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This document provides an assignment for a year 3 class to learn about feelings and emotions through facial expressions. The assignment involves students identifying facial expressions associated with feelings like happy, sad, and angry. Students will listen to a song about feelings and actions, discuss different emotions, and make faces out of plasticine that match described emotions. They will then draw the faces and create a collage showing things that make them feel happy, explaining their choices using example language structures. The goal is to practice vocabulary and oral skills around expressing feelings.
Presentation3
This document discusses differentiating a classroom activity where students write poems describing themselves. It provides examples of how to modify the activity for ELL, special needs, and advanced students. For ELL students, suggestions include having the teacher help write the poem, illustrating ideas with pictures, and pairing with other students. For special needs students, ideas involve acting out poems, using objects to represent themselves, and extra time. For advanced students, recommendations are to perform poems for the class, collaborate on poems, turn poems into art, and go beyond the basic illustration. The conclusion emphasizes understanding each student's uniqueness and providing encouragement.
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The document summarizes research conducted on incorporating reflective writing into an 8th grade art class. The teacher implemented art journals where students wrote goals, reflections, and thoughts about their creative process. Throughout the semester, the teacher collected data on students' mindsets, writing abilities, and growth. Initial findings showed students struggled with writing goals related to artistic choices and saw reflection as looking back rather than improving. The teacher adapted strategies like interviewing students and revisiting goal setting. Later results indicated students developed a growth mindset and were proud of their work. The teacher concluded reflective writing can foster creativity and metacognition if implemented consistently from the start.
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- 1. 1. INTRODUCTION LAURA BASSAS XIRGU IDENTIFY EMOTIONS! This activity belongs to the unit “Colours and Emotions” designed for 2nd grade students (7-8 years old). The main goal of this unit is to learn vocabulary about emotions and to express feelings through art. Since we are working on emotions, there would not be correct works, decisions or opinions, teacher will assess student’s effort and participation. In this activity students see different paintings and they express the emotion they feel in each artwork. After that, learners share their ideas with their partners. The timing for this activity is one lesson of 50 minutes.
- 2. 2. TEACHING NOTES AIMS To foster the expression of pupils’ own emotions through art. To encourage children to be able to identify the emotions in different artworks. MATERIAL NEEDED Flashcards showing emotions. Power Point with different artworks. Worksheet for students. TEACHING OBJECTIVES To appreciate and understand that the art can express emotions. To evaluate and respect the own and the others artistic work. To be interested in knowing famous painters and paintings. To learn about the importance of interpreting and analysing an artwork To interact and cooperate with the partners in a relaxed atmosphere. ASSESSMENT Assessment is informal formative. It is based on observations, collecting notes, students’ assignments and a questionnaire for students to assess their own work at the end of the unit. Since we are working on a personal topic, there would not be right or incorrect answers, teacher will assess student’s participation and effort. LEARNING OUTCOMES CONTENT COGNITIVE SKILL CULTURE To identify emotions in art works. To match colours with emotions. To recognize famous artists and his works. To explain and justify the emotions student feels with an artwork. To analyse and compare artwork by different artist. To appreciate and respects famous artist’s productions. • To respect and value of different artist’s work, as well as classmates artistic productions. To take care and share the classroom material. COMMUNICATION LANGUAGE OF LEARNING LANGUAGE FOR LEARNING LANGUAGE THROUGH LEARNING To acquire key vocabulary about emotions: happy, sad, scared, angry, shy, bored, excited To express their own feelings. I’m____/ I feel _____. In this painting, I feel….. To be able to recognize partners’ emotions. She/He’s_____/ She/he feels_____ What do you feel in this panting? Which are the predominant colours in this painting? What do you think is happening in this artwork? The language used by the teacher to control, correct and encourage the pupils . The vocabulary and structures needed when children revise their previous work and make classroom talk.
- 3. STEPS 1) 1. Teacher shows some flashcards to remember the vocabulary of the unit (happy, sad, angry and scared). 2) 2. Teacher shows the PowerPoint presentation with different artworks. Teacher asks questions to interpret the paintings and let students show their opinion. 3) 3. Once students have commented the paintings, teacher explains the worksheet students need to do. Teacher models the activity in order to make instructions clear. 4) 4. Learners do the worksheet and teacher solves doubts and helps them. 5) 5. Once learners have finished the worksheet they share their ideas with his/her partner. 3. STUDENTS' WORKSHEETS OR MATERIALS FOR LEARNERS: POWERPOINT PRESENTATION http://www.slideshare.net/laurabassas/what-do-you-feel-57424814 STUDENTS’ WORKSHEET
- 4. IDENTIFY EMOTIONS! Watch the different paintings and think about how you feel. Write in the gap how you feel when you watch the painting: happy, sad, angry or scared. 1The Old Man– Profixia 3 Elisabeth Pena – Framing Wholesalers 4 Wanvisa Klawklean 2 Guernica- Pablo Picasso
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