EMOTIONAL LIFE Grade

level:
High-
School
By: Celina Gonzalez, Martha Oaks 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 Art history unit, we will tie this
concept 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.
 Abstract Assemblage

Background Collage

Color
Vocabulary Culture
Composition

Foreground

Medium
Papier-colle

Portrait
Proportion
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.
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)
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?
Emotional Portraits
Instructions
Collect materials for the lesson:

Construction Paper Paint Brushes

Scissors
Water/Bowels
Color Pencils
Sharpies/Markers
Watercolors
Other forms of media provided, Etc.
Acrylic Paint

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,
elements, and principles 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: 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
Questions?
Thank you!
Group 8 Facilitators