In groups, students act out contentment/balance and discontentment/imbalance.
- Cognitive: Students will describe feelings of contentment/discontentment and balanced/unbalanced.
- Affective: Students will show increasing ability to express the range of emotions verbally and nonverbally.
music (optional: student devices), paper, markers; optional: costumes
Determine whether you or students will choose groups.
|1 min||Explain that students are going to act out emotions.
Optional: Challenge students to use nonverbal cues only.
|Encourage all students to participate|
|7 min||In groups, students do a ‘creative burst’ where they spend 2 minutes grabbing props and developing movement or words to represent the concept of ‘contentment/balance’.
Then students repeat the same exercise for 2 minutes for ‘discontentment/imbalance’.
|Encourage use of facial expressions or body language to show what contentment or balance and discontentment or imbalance might look like.|
|2 min||Wrap up the activity by highlighting that different people express the same emotion differently. This activity helps you consider what these emotions look like in yourself and others.
Offer 10 seconds for students to gather thoughts. Ask students to share observation (in pairs, small group, whole group)
What makes you think they are feeling content/discontent or balanced/imbalanced? Highlight self-awareness.
How did you feel after the activity? Did students participate
and seem engaged? Remember to ask the students to share their feedback on the activity: What went well? What suggestions do they have for making the activity better? Think about what you might do differently next time.
Emotional Intelligence Tips
- Consider that the time limit may feel stressful for some students. Not all students may want to act in front of others.
- Approach activity with curiosity and playfulness.
- Encourage students to be respectful of others’ sharing.
- Encourage students to think of non-verbal ways of expressing these emotions.