Mindfulness, sort of like the adult coloring book phase, has become an overused, oversimplified “heal-all” concept that has unfortunately become viewed somewhat negatively. But mindfulness, when approached correctly, can be a wonderful tool for grounding and being present.
Anxiety and stress can trick our brains into imagining worst case scenarios which allows ourselves to get worked up into a frenzy, creating a cyclical effect. However, if we can stay present and grounded and take just one step, or one breath, at a time and we can better cope with adversity and deal only with the present moment. Practicing mindfulness allows us to stay grounded during distressing situations.
***There is usually no need to reinvent the wheel when creating activities that teach or reinforce social and emotional learning. Many of these lessons have been in circulation for years. In fact, if a student is familiar with the activity, it provides even greater opportunity to focus on the SE skill being explored***
Visual Arts
Create a Collage
Object: To explore the concept of balance through the metaphor of balance within art
Supplies: paper, magazines or pictures, glue sticks, scissors
Process: Invite students to create a collage that expresses something about themselves. Demonstrate how collages can be created by finding and arranging images together. Discuss balance as a principle of design. Challenge students to focus on balance within their collage: when one side does not seem heavier than another. Share a few examples of balanced versus unbalanced images.
Discussion questions: Was it difficult to find a way to create balance in your collage? What made it difficult? Why is balance important in art? How can balance be important in everyday life?
Music
Tuning in
Object: To connect listening with movement
Supplies: Tuning fork
Process: Have the students stand in a circle. Share the tuning fork with them and demonstrate how it is used. Invite students to close their eyes if they are comfortable and focus their attention on the sound. Students can demonstrate how the sound of the tuning fork fades by swaying their bodies side to side, decreasing the range of motion as the sound diminishes.
As the sound comes to an end, invite students to inhale and exhale deeply, moving their arms over their heads and back down to “clear their ears” before repeating a few times, perhaps using different force each time the tuning fork is sounded.
Discussion questions: What did you notice during this activity? Were you able to listen better while you were moving? What are other times in life when we might need to listen carefully in order to know how to move?
Drama
Walk this way
Object: To pay attention to small changes in our movements and feelings
Supplies: None
Process: Have the students walk through the space, avoiding a circle and filling the whole space. Have them create characters based on their future selves. Are they a lawyer? An art teacher? What do they look like? What have you accomplished? How do you walk? How do you feel?
Begin to lead them through different scenarios: a place they are walking through, whether they are walking through, type of ground they are walking on, type of shoes they have on, character types and traits, emotions, etc. You can move through one at a time or lead the exercise as a story they are playing out as you tell it.
Discussion questions: How did your future self or character walk differently than you do today? How did it feel to be your future self? Different or same? What changes did you make when you changed locations or scenarios?