Emotion Feelings Art

Overview

In this lesson (Lesson 8 of 10), students identify common emotions and practise expressing them safely and kindly. They create an emotion chart using art symbols and simple labels, building on earlier learning about sharing feelings and noticing how others may feel.

Learning intentions

WALT (We Are Learning To…)

• identify a few feelings (happy, sad, angry, scared, worried, excited) and name them using kind words
• recognise that feelings can change and that everyone has feelings
• use an emotion chart to show how different situations can make someone feel
• practise choosing what to say or show when you feel upset

Success criteria

I can…

• tell you the name of my feeling (e.g., “I feel sad”)
• point to the feeling on my emotion chart when I notice it in myself or others
• create an emotion chart that shows more than one feeling clearly
• use kind words when I talk about feelings (e.g., “I don’t like it when…”)

Curriculum links

• Health Education / Relationships — Self and others: listening, sharing, and using kind words to help people get along, especially when someone feels upset or left out
• Health Education / Bodies | Minds — Self-care: identifying strengths, successes, and enjoyable activities
• Health Education: developing reflective thinking to discuss feelings and emotions through role play
• Health Education (Self-care focus): learning to manage feelings and understand others to build relationships

Lesson structure (60 minutes)

1. 0–5 min · Welcome and safety check. Teacher reminds students about respectful talking: we can share feelings, but we don’t hurt, tease, or copy mean names; students take a calm seat and listen for “kind words” signals.
2. 5–12 min · Feelings warm-up (teacher-led). Teacher holds up simple feeling face cards (or draws) and asks: “How do you think this person feels?” Students point to the feeling face that matches and echo the feeling word.
3. 12–22 min · Mini role-play: “What might help?” Teacher sets up two short scenarios (e.g., “Someone took your toy” / “You are waiting and feel worried”); students act as themselves and practise one helpful response (e.g., ask for help, use a calm voice, say “I feel…”). Teacher prompts: “What kind word can we use?”
4. 22–30 min · Direct teach: emotion chart model. Teacher shows a completed example emotion chart with 4–5 sections, each with: a picture (colour or drawing) + a simple label word (or teacher writes) + a matching movement (e.g., hands up for excited). Teacher models: “When I feel angry, I can show it by… and I can say…”
5. 30–45 min · Art creation: build your emotion chart. Teacher distributes materials and explains the task: students create their own emotion chart with at least four feelings, using colours and drawings; students draw each feeling face/symbol, add the feeling word they choose, and practise pointing as they work.
6. 45–53 min · Gallery walk and “spot my feelings”. Teacher sets up stations on the wall or floor; students move around in pairs, quietly looking, then choosing one chart and saying: “I notice you have (happy/sad/angry) on your chart.” Teacher reinforces kind listening.
7. 53–60 min · Exit reflection: “Today I can…” Teacher asks each student to choose one feeling word and complete a sentence stem: “When I feel ___, I can ___.” Students share their sentence with the class or with a partner, as chosen.

Resources

• Feelings face cards (4–6 common emotions)
• Teacher-made sample emotion chart (large sheet)
• Student art supplies: crayons/markers/paint, paper (A3 or A4)
• Pre-cut emotion icons or templates (optional)
• Name cards and sentence starters printed on strips
• Sticky notes for gallery walk comments (optional)
• Timer or visual schedule
• Washable markers and wipes

Assessment

• Observation during warm-up: can the student correctly name or match feelings to faces
• Monitoring role-play: does the student use a kind words response stem when upset or worried
• Review of emotion chart: does the student include at least four feelings with clear symbols and words/labels
• Exit sentence check: “When I feel ___, I can ___” (formative evidence of expression and self-management)

Differentiation

• Provide sentence starters and word banks for students who need support (e.g., “I feel ___.” “I can ask for help.”)
• Offer choices for expression: some students may use drawing plus colour-coding only, while teacher adds the word; others may add more labels
• For students needing challenge: include an extra feeling (e.g., “proud”, “jealous”, “calm”) or add a simple “What helps?” line under one feeling
• Ensure participation pacing: allow brief “think time” before answering, and pair students strategically for role-play and gallery walk