(copy) Expressive Art Interventions for Nurturing Resilience Within Personal and Social Management Skills Development in Grade 1 Students

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4. Strengthening Unique Sense of Self&nbsp;

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Instructions:&nbsp; 1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Invite students to share what they know about gardens - flowers, vegetables, what plants need to grow, etc. Show them the pictures of gardens.&nbsp; 2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Help students make the connection between the diversity in a garden and the diversity in the classroom and in the school. Like a garden, we need to take care of one another, ourselves and the school.&nbsp; 3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Using the above materials, have students create paper flowers in the style of George Littlechild and Christi Belcourt) (<a href="http://georgelittlechild.com">http://georgelittlechild.com</a>; <a href="http://christibelcourt.com/">http://christibelcourt.com/</a>).&nbsp;They can use the plastic or real flowers as models.&nbsp;In the middle of each flower, students will&nbsp;put a photo of their faces.&nbsp; 4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;The students can glue their completed flower on the mural paper to create a collage of "flowers".&nbsp; 5.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Have a discussion with students of how they can care for their "garden".

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This book contains a sampling of strategies that can be used to promote resilience and social emotional skills in Grade 1 students. These strategies correspond to the Manitoba curricular outcomes for Health. 

Six ways to work through emotions&nbsp; 1. Somatic and kinaesthetic •&nbsp;bioenergetic&nbsp;exercises • physical release games • moving and dancing to strong music.&nbsp;&nbsp; 2. Symbolic • expressive symbol work exercises – using miniatures to support imaginary encounters, and as models for role-play with younger clients, for example moving and sounding like an angry bear.&nbsp;&nbsp; 3. Expressive writing • process writing • letters that are not posted (support an imaginary encounter) • free-flow sentence starters – prompts may include phrases such as: - What makes me mad… - How I feel about… - What I want to say is… - It’s not fair… • reflective writing – with guiding questions • completion writing

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1. Feeling Safe, Supported and Capable

4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Review Kelso's choices. 5.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Introduce Buckley and Gertie.&nbsp;They are friends but have been having problems lately.&nbsp;Invite the students to help them by suggesting choices.&nbsp;The puppets act out the choices and the students vote on whether the choice helped solve the problem or if more problem-solving is needed.&nbsp; 6.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Buckley and Gertie thank the students for their help and hope&nbsp;they make good choices too.&nbsp;&nbsp;

Ms Sepp's Counselor Corner. (2013). Kelso is Ready to Help! http://mssepp.blogspot.com/2013/10/kelso-is-ready-to-help.html?m=1

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5. Connection to the Collective Unconscious

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6.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Students then choose a crayon that represents their "happy" color.&nbsp;When given the signal (ex. A chime), they can scribble all over one side of their paper using their happy color as they think about their "happy thoughts" 7.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Have students repeat steps 5 and 6 but thinking and visualizing "sad thoughts" then "angry thoughts" 8.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Invite students to return to their 'happy thoughts" scribble. Invite them to stand up and do a "happy dance".&nbsp;(Don't Worry, Be Happy <a href="https://www.youtube.com/watch?v=uWXUWepSak4">https://www.youtube.com/watch?v=uWXUWepSak4</a>) 9.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Tell students that when they are feeling sad or angry, they can do a happy scribble to help them feel better.&nbsp;&nbsp;

Me and My Family on Mother Earth Garden Collage&nbsp; Goal: To help students come to the realization that the school is our community and although we come from different families and places we are all here together. We need to take care of one another, ourselves and this place. Materials: colored markers, scissors, 4 liter Liquid glue (small cups to pour it into and Popsicle sticks to spread it into), brushes, small and large (to use with acrylic paint so should have stiff bristles), 9 X 11 sheets of colored paper, small printouts of each of the kindergartners faces so they can be the centers of their flowers, Q-Tips (enough for students to have 5 each) Roll of mural paper in any color (preferably earth tones or black) Acrylic paint in multiple colors (Blue, Black, White, Yellow, Red, green, orange, purple)&nbsp;

What should Buckley do? Goal: To help students make good choices and to problem solve Materials: Book - What Should Danny Do? 2 puppets (Buckley and Gertie), poster - Kelso's choices Instructions: 1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Invite students to come to the carpet and Read the book, "What Should Danny Do?" 2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;While reading, when choices are being asked of the character, ask students what the character should do and why.&nbsp; 3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Students return to their seats.&nbsp;Invite students to share what challenges can occur for them in the classroom or on the playground.&nbsp;Write the student ideas on the whiteboard.&nbsp;

Levy, Ganit &amp; Adir (2018).&nbsp;What Should Danny Do? Elon Books: Los Angeles.&nbsp;

- Level 1 – We are calm, carefree, and chill.&nbsp;Write the number and a word describing level 1 at the line for level 1.&nbsp;Choose a color that represents that level for you and then color from level 1 down to the bottom of the thermometer.&nbsp;Repeat this process for the other levels.&nbsp; - Level 2 (Just beginning to feel the anger) – Irritated, aggravated, alarmed, concerned, frustrated - Level 3 (Feeling the anger, but still in control) – Mad, angry, irate, frustrated - Level 4 (More intense and almost at the point of being out of control) - enraged, really mad, extremely angry, losing it - Level 5 (The most intense level, out of control) – furious, explosive, out of control, meltdown 3. Identify a coping skill that can bring you down to a level 1 – ex. take a break

Puppet power Goal: To assist students to identify the problem and generate possible prosocial solutions Materials: Puppets Instructions: 1. Invite the students to pretend that they are “detectives” who are trying to solve a problem that their puppet friend has.&nbsp; 2. The puppet tell them about a problem that he or she wants help solving.&nbsp;The students guess how the puppet is feeling and then say the problem in their own words.&nbsp;

Balloon Breathing Goal: To help students calm down when they are dis-regulated. Materials: paper, pencil Directions: 1. Invite students to pretend that they are blowing up a balloon. At the end the balloon either "explodes" or "deflates in the air". They can repeat this 3-5 times. 2. Students then draw their "balloon breathing" on a piece of paper. 3. With their finger, students breathe in and out following the lines of their balloon breathing. 4. invite students to use their drawing or to do balloon breathing when they are feeling frustrated or anxious.

Activity – The Thermometer Goal: to be more mindful of how anger affects our bodies Materials: thermometer templates and crayons Directions: 1. Explain to the student that anger has many levels to it.&nbsp;It seems that we can go to calm to furious just like that, but we really don’t.&nbsp;When we are more mindful of how we are feeling in our bodies, we can be more successful at taking good care of our anger.&nbsp; 2. Look at the thermometer.&nbsp;What do you know about it?&nbsp;(As temperatures get hotter, the color in the thermometer rises to the top.&nbsp;Our anger also gets more intense as we begin to get “hotter” and more out of control.&nbsp;

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2. Expressing and Containing Feelings

The Sunset Goal: To use bio-energetic exercises to mobilize physical and emotional energy in order to open up to emotion. Materials: paper and crayons Directions: 1. Ask students to take the body stance of, or play-act, the following attitudes, and feel what happens in their body: a. I don’t want to do this game! b. I’m brave, I’m ready, I’ll try anything. 2. Invite students to shake out any worries or problems that may be inside of them but taking some deep breaths and imagining that they have ants running all over them. Do this for 30 seconds to a minute. 3. Say to students: Did you know that your breath is magic? It helps you change into lots of different things. Take a huge breath, let it out and become these things. Let yourself move like: a busy ant, a tired snail, a bee in a hurry to get home, a robot...

2. Model a personal story about family.&nbsp;Discuss what kinds of images you might put on a story quilt or wall hanging.&nbsp; 3. Invite students to create a wall hanging depicting their own family story using the above materials.&nbsp; 4. Students can record telling themselves telling their stories using an electronic portfolio such as Seesaw.&nbsp;

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3. Building Sense of Community and Belonging while also Problem Solving

Gingerbread Body Scan Goal: To assist students in understanding how their emotions affect their body.&nbsp; Materials - 3 gingerbread figures, crayons, paper Directions A. Anger 1. Brainstorm with the class, what makes them angry.&nbsp; 2.&nbsp;Invite students to draw a picture of an event that makes them angry. (5- 10 min) – have an alternate activity or they can color their picture 3. Ask students to stand up and use their bodies to show what they look like when they are angry.&nbsp; 4.&nbsp;Using the gingerbread figure, students use their angry color to show where they feel the anger in their bodies.&nbsp; B. Repeat the above steps for the feeling of Sad and Happy.&nbsp;&nbsp;

3. Building Sense of Community and Belonging while also Problem Solving *K.4.1.A.2a Recognize that it takes time, effort, and cooperation to achieve simple individual tasks/goalsand group tasks/goals *K.4.K.B.1a&nbsp;Identify examples of responsible social behaviors (e.g., contributing by listening, following rules, taking turns, sharing equipment, speaking kindly, being courteous...) for getting along with others in school and schoolyard.&nbsp;&nbsp; 4. Strengthening Unique Sense of Self” Allowing the psyche the freedom to tell the story that needs to be told *K.4.1.A.1 Recognize positive attributes of self, family, and classmates (e.g., physical characteristics, abilities, qualities, culture, accomplishments, highlights...) 5. Connection to the Collective Unconscious: Sharing archetypal aspects of what it means to be human through non-directive creative expression

- Now the star is going to try some star-aerobics! Begin tightening the muscles of your body, in this order:-right hand, right arm, hold for a moment, let go-right foot, right leg, hold for a moment, let go-left foot, left leg, hold for a moment, let go-left hand, left arm, hold for a moment, let go-face, trunk, hold for a moment, let go. • Repeat about six to eight times. • Establish a rhythm: Tense! Tense! Hold! Relax! - Remember you are a star.- - Can you feel inside? How does it feel inside you now? (Pause.) -What colors and lines and shapes would go with how it feels inside? 3. Invite the students to draw how they feel. 4. Encourage discussion on: -how they felt before, during and after the exercise -any creative activities their energy would enjoy participating in.”

4. Imagine you are a young tree. There is space around you, a breeze is blowing from all directions, it changes directions. You are flexible. Feel your roots in the earth. Feel your branches reaching up. 5. ‘Take another breath. Lie down. You are now the sunset–the most beautiful sunset ever. Imagine you are the colors across the sky. The sun has gone down behind the hills. You stretch over the rooftops, over the trees. It is the end of the day. Around you birds are becoming quiet, the humans settle down, the world becomes still. You are the colors now, the sky, the view, you are the distance, stretching so wide.’ 6. Draw your sunset or the colors of your sunset.

Pearson, M., &amp; Wilson, H. (2009).&nbsp;Using expressive arts to work with mind, body and emotions: Theory and practice. Jessica Kingsley Publishers.&nbsp;

3. Invite the students to help the puppet think of solutions.&nbsp;Students generate as many different solutions as they can.&nbsp;Avoid criticizing or editing any of the students’ ideas, no matter how silly some might be.&nbsp;Encourage imaginative thinking and use the puppet to model creative solutions.&nbsp; 4. Once students have discussed a variety of solutions, then students can act out these solutions with puppets or toy characters.&nbsp;

Inuit Art Wall Hangings Goal: As a variation of the Inuit tradition of story quilts, students create an Inuit Art wall hanging that depicts a story about their family.&nbsp; Materials: felt, scissors, glue, paper and pencils, dowels to hang the art. 1. Introduce students to Inuit art.&nbsp;Use the following website as reference: Discover Inuit Art (<a href="https://www.aadnc-aandc.gc.ca/DAM/DAM-INTER-HQ/STAGING/texte-text/ach_lr_ks_rrds_disc_1302786542133_eng.pdf">https://www.aadnc-aandc.gc.ca/DAM/DAM-INTER-HQ/STAGING/texte-text/ach_lr_ks_rrds_disc_1302786542133_eng.pdf</a>)

Expressive Arts Interventions for Nurturing Resilience and Social Emotional Skills in Grade 1

Curriculum outcomes: Personal and Social Management (Grade 1) and link to expressive art/mindfulness interventions Expressive Art Intervention Goals: *Grade 1 Health Curriculum Outcomes 1. Feeling Safe, Supported and Capable *S.4.1.A.1 Set simple short-term goals and participate in strategies for goal attainment 2. Expressing and Containing Feelings *K.4.1.B.2a Identify different ways (e.g., not interrupting, waiting for appropriate time, not hurting feelings of others, asking for a time out, avoiding tantrums...) of expressing feelings and emotions that contribute to getting along with others *K.4.1.B.3a Identify what can happen when someone becomes angry (e.g., red face, tense muscles, loud voice, physical aggression...) and healthy ways to deal with anger (e.g., take time to think about it, talk to the person who made you angry, ask an adult for help, go for a supervised walk/run...)

Animal and babble conversations Goal: To create a safe, trusting environment in which students feel that they can take express themselves.&nbsp; Directions: 1. Invite students to take in the persona of an animal and to converse in the “tongue of the animal”. 2. In pairs, students take turns having conversations using their animal language.&nbsp; 3. Invite students to draw their favourite animal.&nbsp; 4. Invite students to make a Popsicle stick puppet of their animal 5. Invite students to have conversations using their animal puppet.

Relaxation activity: Tension and surrender–I am a star (small group; large group if there is space) Goal: To use creative visualization to support relaxation and increase concentration Directions: 1. Students lie on their backs on a carpeted floor, and stretch out their limbs. 2. Ask them to contract and expand their whole body a few times, and then relax and be still. Script: - Make a star shape and pretend that you're a five-pointed star - your arms, your legs and and your head are points. You are floating, twinkling in a clear night sky.

Group Wampum Goal: As a variation on the wampum belt, using a selection of coloured tiles, students work together to sort through and create patterns on each tile. Each colour represents a promise or agreement. A “treaty” can be written up and displayed next to their communal work that represents their relationship with one another. (<a href="http://www.sncdsb.on.ca/blog/what-is-a-wampum-belt">http://www.sncdsb.on.ca/blog/what-is-a-wampum-belt</a>) Materials: tiles, liquid glue, cardboard on which to glues tiles, permanent markers Instructions:&nbsp; 1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Discuss with students what is meant by a promise or agreement.&nbsp;Give the example of the classroom agreements.&nbsp;How these were created and what do they mean?&nbsp; 2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Invite students to think of examples of other promises or agreements that they could make to others. 3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Put the tiles on a table.&nbsp;Invite each student to choose a colored tile.&nbsp; 4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Invite each student to represent a personal promise or agreement on the tile using a permanent marker.&nbsp; 5.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Glue the tiles on the cardboard.&nbsp;

Madness Catcher Goal: To help students calm down or be more mindful through deep breathing. Materials: Paper plate - cut in half, crepe paper - cut into 6" - 8" strips, cut in half, yarn, craft sticks, paint, markers, crayons or colored pencils other decorations (stickers, ribbon, googly eyes, tissue paper) Directions: 1. Attach the crepe paper to the flat bottom of the paper plate. 2. Invite students to decorate the paper plate (creature) any way they want using the available materials. 2. Attach the yarn to the top center of the curved part of the paper plate if it is to be hung up. If using a craft stick, attach it to the back of the plate. 4. Have students blow on the crepe paper to get it to move.&nbsp;

Cookie Breathing Goal: To help students in controlling their emotions better&nbsp; Materials: paper, pencils, crayons Directions: 1. Ask students to identify their favorite cookie.&nbsp; 2. Tell students that they are going to pretend that they are making their favorite cookie.&nbsp; 3. Brainstorm the ingredients that they need to make the cookie. 4. With the guidance of the teacher, students go through the motions of baking cookies – adding the ingredients to a bowl, mixing them, forming them, putting them in the oven, taking them out.&nbsp; 5. Students pretend that they each have a cookie in their hand.&nbsp;They smell it and then have to take deep breaths to blow on it because it’s hot.&nbsp; 6. Students draw and color their favorite cookie.&nbsp;They can put the cookie in the magic oven (their desks) and when they feel frustrated or angry, they can take out their cookie and smell it and take deep breaths to pretend that they’re cooling it off.&nbsp;

Turner-Bumberry, T. (2019). 2,4,6,8 This is How We Regulate. PESI Publishing &amp; Media.

The Young Tree Goal: To activate the body energy and stimulate emotions through strong breathing. Directions: 1. Invite students to do a breathing exercise e.g. pretending to blow up a balloon. 2. The students stand up behind their desks and pretend they are a tree. Encourage them to reach their "branches" up as high as they can. 3. Pretend that you are the wind and "blow" each "tree". The "tree" sways away from the wind. 4. The students gather in a circle, facing the center. One child volunteers to be a tree, standing in the center. The group becomes the wind, blowing the tree, making it sway and bend. Then they blow the tree one at a time, so that the direction of the breeze keeps changing, flowing around the circle. Several children take turns at being the tree

Apps Pic Collage – take pictures and make a collage Story Wheel – collaborative story telling Toontastic – create cartoons (oral) Drawing cart – draw pictures Lego Story Visualizer – create a story Puppet Edu – Take pictures then narrate pictures and videos Stop Motion – create a story, art and then animate it using stop motion Book Creator - students can write stories

4. Using art • body-outline drawings – locating feelings in the body • process drawing – using continuous drawing for emotional release • drawing to emotional music • moulding feelings in clay • completion mandalas.&nbsp;&nbsp; 5. Emotional release processes • creating a verbal or written dialogue or encounter with imaginary others who have been sources of frustration and emotional reactivity.&nbsp;&nbsp; 6. Using music • selecting music to correspond to feelings&nbsp;– developing emotional fluency&nbsp;drawing to emotionally evocative music • movement and dance to music • music making.&nbsp;

Sample problem scenarios: ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Wally has had a fight in the school yard with other children who won’t let him play with them. ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Molly fights with Wally over the iPad and ends up being sent to Time Out.&nbsp;&nbsp; ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Molly is not invited to a party when most of her friends are going.&nbsp; ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Wally takes his friend’s baseball glove because his friends won’t buy him one. ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Wally tells a lie because he is afraid he will get into trouble. ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Wally is teased and doesn’t want to go to school anymore. ·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Wally is hyperactive, impulsive and jumps around a lot.&nbsp;He finds other children are annoyed with him.&nbsp;

Scribble activity Goal: To assist students in associating feelings with what is happening in their bodies. Materials: paper, crayons, words to 'If You're Happy and You Know it...' , video, "happy" music (Don't Worry - Be Happy") Instructions: 1.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Watch video - If You're Happy and You Know It! <a href="https://www.youtube.com/watch?v=71hqRT9U0wg&amp;feature=youtu.be">https://www.youtube.com/watch?v=71hqRT9U0wg&amp;feature=youtu.be</a> 2.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Invite students to stand in a circle and sing the song together doing the appropriate actions.&nbsp; 3.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Have students return to their seats.&nbsp; 4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Pass out 2 pieces of blank paper to each student.&nbsp; 5.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Invite students to share what makes them have happy thoughts.&nbsp;Get them to close their eyes and visualize what makes them happy.&nbsp;

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