EMOTIONAL LIFE Grade

level:
4th

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
learned.
 Emotional Life
Government
Feeling
Portrait

Vocabulary

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:
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.
Content Area 02:
Visual Art:
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.
Content Area 03:
History:
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.

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
anything of value?
What if we lived in the moment?
 Video
https://www.youtube.com/watch?v=28sHuEJzYh

(Stop at 3:45)
 01. What are some examples of how
people expressed their emotions in
these videos?
02. What are some examples of everyday
activities that affect your emotional
life?
03. What piece of artwork made you feel
very emotional and why?
Emotional Portraits
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.
 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
Questions?
Thank you!
Group 6 Facilitators