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Yanely Martinez

LEI 4724
Activity File 3
Activity Title 1: Line Painting to Show Emotions
Source:
Dattilo, J. (2012). Learn About People, Inclusion, and Disability. In Inclusive
Leisure Services (Third ed., pp. 385-485). State College, PA: Venture Publishing.
Jen. "Paints and Colors." Therapeutic Recreation Directory. Web. 22 Sept. 2015.
http://www.recreationtherapy.com/tx/txsmsoc.htm
Equipment: List of or drawings of faces representing various emotions (have enough
for each participant), crayons or pain, and 8"x11" paper or bigger (the bigger the better).
Description of Activity:
In this activity students will be able to practice to make their own artwork reflective on
themselves. This activity is usually used as an outlet for emotions for participants. The
therapist will begin by having each participant circle as many as five emotions on the
emotion list given out to each participant. After, the therapist will ask each participant to
draw a line that would represent an emotion that they will call out. This is for practice
and to get everyone into the flow for the activity. They will start out by calling how would
a sad line look? or how about excited one? These are just examples, the therapist is
welcomed to use any other emotions. Then after everyone seems to be at ease with the
activity, tell the participants to draw the emotions that they circled on their list of
emotions in one connected line (one continuous line could show up to 5 emotions).
Towards the end of the activity the therapist will have a group discussion about the
participants drawings. Each participant will take a turn to describe his or her drawing.
Students are asked to talk about and describe how each line represents an emotion in
them.
Leadership considerations:
This activity works best in small groups of people but can be used for larger groups as
well. It is recommended that this activity be performed in an indoor facility with tables so
participants can draw. The therapist serves as an indicator in the beginning of the
activity, so he or she can explain what to do and assist participants to get into the flow of
the activity. After they all understand, the therapist will supervise participants as they
draw the line according to the emotions they chose. Some safety consideration would
be to make sure the participants are old enough to use the paint or crayons. These are
choking hazards that the therapist must be aware of. Discussion questions that can be
asked are what does the line for ________ represent to you? and what past event
can remember that made you feel that emotions?

Adaptations:
*Participants with Autism Spectrum Disorder:

These participants usually have difficulty engaging in social interactions. To


encourage participants to engage in such activity, pair participants. Do not pair two
participants with Autism Spectrum Disorder because they will both not speak. Try to pair
them with someone is more sociable and not aggressive. At times these participants
may even be nonverbal. The therapist must be open to alternative forms of
communications. The emotions that will be used in this activity must visual to the
participants. Using sign language to communicate with some of these participants. It is
vital that any small success that these participants portray is celebrated. This brings
high self-esteem and encouragement to continue their efforts. Some Autism Spectrum
Disorder participants are on the lower end of the spectrum so they will have very difficult
time understanding the activity. To simplify it, just have participants draw a line that
describes them or just a line based on how they feel. Then ask or help interpret their
lines. Describe the emotions they be feeling from what they described.
*Participants with Amputations or Congenital Absences:
The adaptations would mainly pertain to someone with absents of arms or hands.
Have these participants will use paint with their toes to draw the lines on paper that will
be placed on the floor. As well the images of the emotions can be spread out on the
floor, so participants would have to put a footprint on the images of emotions they use.
This allows them to be more active and bring higher self-esteem. Have participants act
out an emotion that they have and the other participants will try to guess it. This is just
adding to the activity the participants are not able to use their hands to express
themselves when it comes to explaining the reason for their lines.

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