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By: Tamara Duran, Rachel Leonard,
Thanya Lopez, 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 history unit about the structure of
United States government, we will tie that 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
Emotional Life




Vocabulary Unique




Key Concepts
Em otionallife is a characteristic or expressive em otion.

Em otionallife is about feeling.

Em otionallife can relate to love, hate and fear.

Em otionallife usually accom panied by physiological

W hat is em otion?

H ow do you express em otion?

W hen in your life have you felt a great am ount of

em otion?

W hat is rationalthought?
Essential Questions
Lesson Objectives
Content Area 01: Content Area 02: Content Area 03:
Literacy: Visual Art: History:

The students will (TSW) The students will (TSW) be The students will (TSW)
be able to identify the big able to portray what they be able to understand
idea of the lesson, have learned through a how the government is
comprehend vocabulary self-portrait. The self- one example of how
words, complete a memo portrait will be made with emotions can impact your
to summarize articles,
watercolors and the colors life based off the
and participate in
the students use will decisions people make.
discussion questions to
fully understand represent a specific They will understand how
Emotional Life. emotion that represents people reacted to the
their Emotional Life. election through emotion.
Government affect on emotional life
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.
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?

(Stop at 3:45)
1. What are some examples of how people
expressed their emotions in these
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
Collect materials for the lesson:

Construction Paper


Color Pencils


Acrylic Paint

Paint Brushes



Other forms of media provided, Etc.

Connect with your past, present, or future emotions.

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
Thank you!
Group 6 Facilitators