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CORE MEMORY ACTIVITY
- Discuss and work with the emotion thermometer. Talk about the different level of feelings associated with each character.Use the faces feelings to chart where each child is today (after each session) talk about ways to act when feeling heightened with each feeling. P-2 can do a whole class activity and put the kids faces on their feelings. Talk/ act out ways to deal with emotions Other ideas
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CORE MEMORY
Come and have your picture taken inside out!. Prep to 3 come to the hall during the first break. Yrs 4-6 come in the second break and we will film you in front of our green screen making a face that shows an emotion! Make sure you practice first so you know what you are going to do. Other ideasonline websites
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Kids emotion treasure hunt - See if you can find some inside out emotions cards that will be hidden around the school playgrounds, buildings and eating areas (not inside room) - find them and give them to your class teacher. Bonus character is BING BONG worth 3 points. Teachers can you help keep a tally of how many points your class gets. Our wellbeing team will collect the cards after each second break and hide them again. (Except for BING BONGS!- keep them they are limited edition fun)
Inside Out movie Also we will be showing the movie INSIDE OUT each second break in the hall! All welcome to come and watch And teachers BE on the LOOK OUT for BIG BING BONG – if you find it in your room then you need to sneak it into another classroom – The teacher left with BIG BING BONG gets to wear an Inside Out wig for the day!! Kids don’t tell your teacher if you see it!! |
EMOTIONAL TRANSFER
Objectives: • Practice expressing a specific emotion in a live interaction; • Cultivate listening and receiving emotional information from a partner in a scene; • Demonstrate the phenomenon of emotional contagion Two actors are assigned contrasting emotions, roles in a setting, and a mundane topic to discuss expressing the emotion they were assigned. At some point in the scene the actors switch the emotions from one player to the other. The players must make strong choices in the beginning of the scene to contrast the emotions. The transition is best appreciated it if is done subtly and the transfer is somehow justified within the context of the scene. This can be done with high status/low status characters in a scene or characters of equal status. EYE CONTACT/NO EYE CONTACT
Objectives: • Experience the impact of eye contact in silent interaction with others; • Experience the impact of eye contact on emotional states and emotional connection; The group or leader suggests that the group imagine that the group space is some open public space., e.g. an art gallery or a train station. Participants walk about the space without making eye contact with anyone else. 1-2 minutes. Post-its are provided for participants to write down any feelings of which they are aware during this exercise and post them on a specified spot on the wall. The group is then instructed to walk about the space in the same way, only this time to seek out eye contact with others but immediately look away when eye contact is made. 1-2 minutes. Feelings are again recorded on post-its placed in another spot. The group is then instructed to walk about the space, seek out eye contact, and pair up with the first person to reciprocate. Walk side by side with that person and both partners make no eye contact with anyone else. Feelings recorded. Group returns to a large circle. Eyes cast down looking at shoes. On the count of 3 everyone looks up and seeks eye contact with someone. If eye contact is achieved partners high five. PROCESSING: What feelings are evoked by each stage of the exercise? What feels good, what feels bad or in between and why? In what ways does this apply to life in the real world, e.g. what is our emotional reaction to people who look away rather than make eye contact? What might it mean for client/student contact to make solid eye contact? How does eye contact influence interaction? |
LISTENING EXERCISE: WHAT YOU’RE SAYING IS….
Objectives: • Focus on listening without interpretation to what another person is saying; • Develop creative thinking; • Foster interpersonal skills of attentive listening and responding without judgement Step One: A topic about which people can hold opposite positions is chosen. It is best to choose a topic that is not controversial enough to generate highly emotional responses in order to focus on the exercise and developing the skill, e.g. “I love shopping malls” vs “Shopping malls are awful.” Two partners face each other. Each partner shares their opinion one sentence at a time without relating to the other person, e.g. Partner 1: Shopping malls have everything you need in one place. Partner 2: Shopping malls are energy hogs. Partner 1: If I want to go to Sears, or Macy's or my kids need something, it's all right there. Partner 2: They waste space and are bad for the environment. Partner 1: And you can go to lunch or the movies right there. Partner 2: Shopping malls are the devil. This continues for 90 seconds. Step Three: Each partners shares their opinion one sentence at a time, and the partner responds by paraphrasing the sentence without using any of the same words, starting with "So what you're saying is..." Partner 1: Some of my best memories with my kids have taken place in shopping malls. Partner 2: So what you're saying is that there are happy times you like to think about and that many of them occurred in places where stores are all inside one big building surrounding by a huge parking lot. If partner 1 says "yes, that's what I said," then partner 2 shares a sentece and partner 1 paraphrases. Some questions for processing this exercise: What was it like to try to listen to someone else at the same time as you were talking? Can you think of times when you are trying to listen to another person while your own thoughts are racing? What was it like to share without your partner responding to what you said? What was it like to paraphrase what your partner said? What gets in the way of representing what the person was saying? Were you aware of your own bias, judgements or perceptions interfering with simply re-stating their point? |