Académique Documents
Professionnel Documents
Culture Documents
Grade
level:
4th
Lesson Overview
The students will understand they are in a
nonjudgmental environment where they can express their
emotions freely through their artwork. After a brief
review of our past history unit about the structure of
United States government, we will tie that into emotional
life and how it can affect our everyday lives.
We will explain the variety of emotions one can feel
and how they can be applied to specific colors into
creating a self-portrait. To conclude the lesson, we will
have a gallery walk to see everyones work and have a
discussion about the articles and what the students have
learned.
Vocabulary
Emotional Life
Government
Feeling
Portrait
Unique
Expressive
Democracy
Election
Riots
Poverty
Key Concepts
Emotional life is a characteristic or expressive
emotion.
Emotional life is about feeling.
Emotional life can relate to love, hate and fear.
Emotional life usually accompanied by physiological
changes.
What is emotion?
How do you express emotion?
When in your life have you felt a great amount
of emotion?
What is rational thought?
Essential Questions
Video
https://www.youtube.com/watch?v=l-8B7PNbMro
https://youtu.be/Rlmygu_hn9U
Lesson Objectives
Content Area 01:
Literacy:
Visual Art:
History:
But,
Video
https://www.youtube.com/watch?v=28sHuEJzYh
(Stop at 3:45)
Emotional Portraits
Instructions
Construction Paper
Scissors
Color Pencils
Watercolors
Acrylic Paint
Paint Brushes
Water/Bowels
Sharpies/Markers
Create a self-portrait of yourself based off of your emotional life. Depending on the emotion, use colors we discussed to match
up with how you are feeling.
When finished, clean up materials and place back where they were found.
Group 02: Artcle 2 Art stimulates both those who make it and those who witness it. Creating, imagining and
witnessing all instill you with a new sensibility about how you experience yourself in the world
Group 03: Artcle 2 ...describes flow as a state of being totally absorbed in an activity. There is no
preoccupation with outcomes or worries about failing. The past and future do not exist. One often loses track of
time and space. A person in this flow state is working intuitively, and it often seems as if the poem writes itself
or the painting just appears.
Group 04: Artcle 3 Many adolescents are overwhelmed and underprepared when faced with emotions.
Group 05: Artcle 3 Emotional intelligence is defined by Salovey and Mayer (1990) as "the subset of social
intelligence that involves the ability to monitor one's own and others feelings and emotions, to discriminate
among them and to use this information to guide one's thinking and actions
Questions?
Thank you!
Group 6 Facilitators