EMOTIONAL LIFE

Grade
level:
4th

By: Tamara Duran, Rachel Leonard, Thanya

Lopez, and Melissa Maccini
Thursday, December 8, 2016

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.

Thursday, December 8, 2016

Vocabulary

Thursday, December 8, 2016

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.

Thursday, December 8, 2016

 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
Thursday, December 8, 2016

Video

https://www.youtube.com/watch?v=l-8B7PNbMro

https://youtu.be/Rlmygu_hn9U

Thursday, December 8, 2016

Lesson Objectives
Content Area 01:

Content Area 02:

Content Area 03:

Literacy:

Visual Art:

History:

The students will (TSW)

The students will (TSW)

be able to portray what

they have learned

be able to understand
how the government is

through a self-portrait.

one example of how

The self-portrait will

emotions can impact

be made with watercolors

your life based off the

and the colors the

decisions people make.

students use will

represent a specific

They will understand

how people reacted to

emotion that represents

the election through

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.
Thursday, December 8, 2016

Government affect on Emotional Life

Thursday, December 8, 2016

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.
But,
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

Thursday, December 8, 2016

Video

https://www.youtube.com/watch?v=28sHuEJzYh
(Stop at 3:45)

Thursday, December 8, 2016

(1) What are some examples of how people

expressed their emotions in these
videos?
(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?

Thursday, December 8, 2016

Emotional Portraits

Thursday, December 8, 2016

Thursday, December 8, 2016

Instructions

Collect materials for the lesson:

Construction Paper

Scissors

Color Pencils

Watercolors

Acrylic Paint

Paint Brushes

Water/Bowels

Sharpies/Markers

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.
Gallery walk to admire our classmates work.

Thursday, December 8, 2016

Collaborative Learning and Closure

Group 01: Article 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: Article 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: Article 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: Article 3 Many adolescents are overwhelmed and underprepared when faced with emotions.
Group 05: Article 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

Thursday, December 8, 2016

Questions?
Thank you!

Thursday, December 8, 2016

Group 6 Facilitators