Expressive Arts Interventions for Nurturing Resilience and Social Emotional Skills in Grade 2 Students
Created by Rodelyn Stoeber
by Reid & Ryan
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This book contains a sampling of strategies that can be used to promote resilience and social emotional skills in Grade 2 students. These strategies correspond to the Manitoba curricular outcomes for Health and Social Studies for Grade 2 students.Loading...
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by AlexLoading...
Curricular OutcomesLoading...
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by Matias 1. Feeling Safe, Supported and Capable (Expressive Arts - EA)- activities to create a safe space – where students feel that they can take risks
K.1.2.C.4
Identify activity situations that require sharing, respect, honesty, and other positive social behaviours (e.g., explain how the "tagger's rule" helps improve the game of tag...)
K.3.2.B.1
Identify safety rules to be followed related to the home, school, and community (i.e., road, vehicles such as tractors and boats, bus ridership, electricity, weather, seasons, stairs/balconies, tools, Internet use)
K.1.2.C.4
Identify activity situations that require sharing, respect, honesty, and other positive social behaviours (e.g., explain how the "tagger's rule" helps improve the game of tag...)
K.3.2.B.1
Identify safety rules to be followed related to the home, school, and community (i.e., road, vehicles such as tractors and boats, bus ridership, electricity, weather, seasons, stairs/balconies, tools, Internet use)
2. Expressing and Containing Feelings - media selected support either the expression of containment of feeling based on the need at the moment
K.4.2.C.2
Identify and sort causes of anxiety or stress (e.g., facing new and/or unfamiliar situations; feeling out of control; experiencing loud voices/ noises, competition, disagreements, heights, performing in front of others; being apart from family; health problems...) for self and others as they relate to school, home, and community
K.4.2.C.3
Identify feelings and emotions associated with anxiety (e.g., feeling anxious, scared, nervous, timid...)
K.4.2.C.4a
Discuss ways and activities (e.g., play, deep breathing, progressive relaxation, family walk, talk with safe adult, healing circles...) to reduce personal stress
S.4.2.A.5
Explore ways to relax the mind and body (e.g., progressive relaxation, deep-breathing exercises, visualization, quiet time, light cool-down activities...)
K.4.2.C.2
Identify and sort causes of anxiety or stress (e.g., facing new and/or unfamiliar situations; feeling out of control; experiencing loud voices/ noises, competition, disagreements, heights, performing in front of others; being apart from family; health problems...) for self and others as they relate to school, home, and community
K.4.2.C.3
Identify feelings and emotions associated with anxiety (e.g., feeling anxious, scared, nervous, timid...)
K.4.2.C.4a
Discuss ways and activities (e.g., play, deep breathing, progressive relaxation, family walk, talk with safe adult, healing circles...) to reduce personal stress
S.4.2.A.5
Explore ways to relax the mind and body (e.g., progressive relaxation, deep-breathing exercises, visualization, quiet time, light cool-down activities...)
3. Building Sense of Community and Belonging while also Problem Solving – recess groups and class time friendship groups (sand tray – collective storytelling; play dough feasts with plastic dishes, group mandalas)
Mindcraft cards - like pokemon cards
K.4.2.A.3
Discuss the concept of consequences (e.g., cause-and-effect relationships...) of behaviours as part of the decision-making/ problem-solving processfor health and well-being (e.g., touching a very hot surface will cause burns...)
K.4.2.B.1a
Identify responsible and respectful behaviors (e.g., following directions, completing tasks, being honest, displaying etiquette, playing fairly, cooperating, sharing, keeping promises, speaking kindly...) for developing positive relationships
K.4.2.B.2a
Identify positive communication skills (e.g., focus on speaker, repeat back information, use appropriate body language, ask relevant questions, include everyone, disagree politely, show self-control, take turns, work cooperatively...) for listening with attention in small-group settings
K.4.2.B.2b
Identify situations (e.g., carrying something heavy, contributing to a project...) in which friends may be helpful and ways (e.g., saying thank you, returning the favor...) to show appreciation
S.4.2.A.3
Demonstrate appropriate behaviors for getting along with others (e.g., wait for one's turn, share equipment, help others, invite others to play, show respect for individual differences...) in partner activities
Mindcraft cards - like pokemon cards
K.4.2.A.3
Discuss the concept of consequences (e.g., cause-and-effect relationships...) of behaviours as part of the decision-making/ problem-solving processfor health and well-being (e.g., touching a very hot surface will cause burns...)
K.4.2.B.1a
Identify responsible and respectful behaviors (e.g., following directions, completing tasks, being honest, displaying etiquette, playing fairly, cooperating, sharing, keeping promises, speaking kindly...) for developing positive relationships
K.4.2.B.2a
Identify positive communication skills (e.g., focus on speaker, repeat back information, use appropriate body language, ask relevant questions, include everyone, disagree politely, show self-control, take turns, work cooperatively...) for listening with attention in small-group settings
K.4.2.B.2b
Identify situations (e.g., carrying something heavy, contributing to a project...) in which friends may be helpful and ways (e.g., saying thank you, returning the favor...) to show appreciation
S.4.2.A.3
Demonstrate appropriate behaviors for getting along with others (e.g., wait for one's turn, share equipment, help others, invite others to play, show respect for individual differences...) in partner activities
4. Strengthening Unique Sense of “Self” Allowing the psyche the freedom to tell the story that needs to be told – (sand tray stories of plasticene creation stories can be scribed on the computer and then photos of the creations integrated into the text to create a personal story book; personal mandala with soft chalk pastels; non-directive painting)
S.4.1.A.1 Set simple short-term goals and participate in strategies for goal attainment (e.g., running without stopping for one minute, listening attentively to the teacher reading a book, completing a task...)
*K.2.3.C.4 Identify personal factors (e.g., interests, personal success, previous experiences, type of activities, developmental rates...) that influence physical activity participation and build self-confidence
S.4.1.A.1 Set simple short-term goals and participate in strategies for goal attainment (e.g., running without stopping for one minute, listening attentively to the teacher reading a book, completing a task...)
*K.2.3.C.4 Identify personal factors (e.g., interests, personal success, previous experiences, type of activities, developmental rates...) that influence physical activity participation and build self-confidence
5. Connection to the Collective Unconscious: Sharing archetypal aspects of what it means to be human through non-directive creative expression (community Mural Making; Integrated movement and Art-Making; drumming, singing creative movement)
K.4.2.A.1
Recognize that everyone is special, unique, and able to succeed (i.e., families, interests, talents, feelings, desires)
K.4.2.B.1b
Talk about similarities and differences (e.g., likes/dislikes, cultural connections...) of responses of self and responses of others related to situations involving sports/physical activities and/or social events
K.4.2.A.1
Recognize that everyone is special, unique, and able to succeed (i.e., families, interests, talents, feelings, desires)
K.4.2.B.1b
Talk about similarities and differences (e.g., likes/dislikes, cultural connections...) of responses of self and responses of others related to situations involving sports/physical activities and/or social events
1. Feeling Safe, Supported and Capable
by Matias
Would You Rather …
Goal: To create a safe space – where students feel that they can take risks
Materials: computer and computer projector
Directions:
1. Insert the students’ names into the program: Wheel of Names - https://wheelofnames.com/ or draw student names from a container.
2. Spin the wheel, invite the student to answer a “Would You Rather Question”. The questions can be numbered and students can choose a number. Invite students to give a reason for their choice.
(For more choices: https://www.thebestideasforkids.com/would-you-rather-questions-for-kids/)
3. Students can choose to pass on the question and choose another.
4. Post the questions on the board. Invite the students to draw, create art using clay or other objects or write a story about one or more of the choices.
Materials: computer and computer projector
Directions:
1. Insert the students’ names into the program: Wheel of Names - https://wheelofnames.com/ or draw student names from a container.
2. Spin the wheel, invite the student to answer a “Would You Rather Question”. The questions can be numbered and students can choose a number. Invite students to give a reason for their choice.
(For more choices: https://www.thebestideasforkids.com/would-you-rather-questions-for-kids/)
3. Students can choose to pass on the question and choose another.
4. Post the questions on the board. Invite the students to draw, create art using clay or other objects or write a story about one or more of the choices.