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By: Tamara Duran, Rachel Leonard,

Thanya Lopez, and Melissa Maccini


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


Emotional Life

Key Concepts
Emotional life is a characteristic or expressive
Emotional life is about feeling.
Emotional life can relate to love, hate and fear.
Emotional life usually accompanied by physiological

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


Lesson Objectives
Content Area 01:

Content Area 02:

Content Area 03:


Visual Art:


The students will (TSW) be

able to identify the big idea of
the lesson, comprehend
vocabulary words, complete a
memo to summarize articles,
and participate in discussion
questions to fully understand
Emotional Life.

The students will (TSW) be able

to portray what they have learned
through a self-portrait. The
self-portrait will be made with
watercolors and the colors the
students use will represent a
specific emotion that represents
their Emotional Life.

The students will (TSW) be

able to understand how the
government is one example of
how emotions can impact your
life based off the decisions
people make. They will
understand how people reacted
to the election through emotion.

Government affect on Emotional Life

Art making is a deeply emotional and, some would say, spiritual

process. (Allen, 2005; Malchiodi, 2002; Wuthnow, 2001)
Yet, even art is often dominated by our rational mind.
We carefully plan our projects, making sure to have the correct
materials, the right timing, and the technical knowledge. Due to this
pressure to produce great art, many of us who do not consider
ourselves artists, poets, or actors; refrain from engaging in these
activities at all.


What if we embraced creative projects for their learning potential?

What if we gave up on the need to be technically correct or to produce

anything of value?

What if we lived in the moment?

(Stop at 3:45)

1. What are some examples of how people

expressed their emotions in these
2. What are some examples of everyday
activities that affect your emotional life?
3. What piece of artwork made you feel very
emotional and why?

Emotional Portraits


Collect materials for the lesson:

Construction Paper


Color Pencils


Acrylic Paint

Paint Brushes



Other forms of media provided, Etc.

Connect with your past, present, or future emotions.

If uncomfortable, work independently and respect your peers

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.

Collaborative Learning and Closure

Group 01: Artcle 1 The recognition of emotion is based around three interlinked and often fluid domains:
Developing emotional capacity in students to engage in a creative process (person); stimulating emotional
engagement through appropriate learning contexts (process); facilitating the emotional interfacing with creative
outcomes (product).

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

Thank you!
Group 6 Facilitators