Expressive Arts Interventions for Nurturing Resilience and Social Emotional Skills in Grade 1
Created by Rodelyn Stoeber
by Ryan
Loading...
Loading...
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. Loading...
Loading...
by MaileiaCurriculum 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...)
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...)
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 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.
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
*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 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.
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
1. Feeling Safe, Supported and Capable
by Matias
Animal and babble conversations
Goal: To create a safe, trusting environment in which students feel that they can take express themselves.
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.
3. Invite students to draw their favourite animal.
4. Invite students to make a Popsicle stick puppet of their animal
5. Invite students to have conversations using their animal puppet.
Goal: To create a safe, trusting environment in which students feel that they can take express themselves.
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.
3. Invite students to draw their favourite animal.
4. Invite students to make a Popsicle stick puppet of their animal
5. Invite students to have conversations using their animal puppet.
by Alex
Breathing exercises
