www.emotionworks.org.uk PRACTICE EXAMPLE I FEEL G
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g Getting Started with Emotion Works STARTER STIMULUS: I Feel Good From ‘These are our Emotions’ CD and resource pack by Fischy Music Download the audio track from iTunes or www.cdbaby.com. Order the CD or full resource pack from www.fischy.com, or access the song and additional resources including ‘Learn the Song’ & ‘Do the Song’ movies by subscribing to www.fischy.com/online/ I feel good I feel good... you can tell that I do I feel good... you can tell that I do So good, so good, I do. In my head, in my shoulders, in my knees, in my toes, in my soul! I feel real good. I feel mad... you can tell that I do I feel mad... you can tell that I do So mad, so mad, I do. In my head, in my shoulders, in my knees, in my toes, in my soul! I feel real mad. I feel sad... you can tell that do I feel sad... you can tell that do So sad, so sad, I do. In my head, in my shoulders, in my knees, in my toes, in my soul! I feel real sad I feel good... you can tell that I do I feel good... you can tell that I do So good, so good, I do. In my head, in my shoulders, in my knees, in my toes, in my soul! I fee-­‐eel… err not too bad! © Lark Music Ltd arr. Fischy Music 2004 You may also like to share and compare the original ‘I feel Good’ James Brown recording, lyrics or live performance footage of from online searches or other sources. As you familiarise yourself with the ‘I Feel Good’ resources (song lyrics, musical elements, and teaching movies), make a note of any content that offers opportunities for emotional learning relating to each of the emotion components. Emotion Words Body Sensations Triggers Behaviours Regulation Strategies Intensity Influencing Factors This guide includes examples of how to use ‘I Feel Good’ as a starter stimulus to deliver Emotion Works learning activities at the following levels… R
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Engaging in non-­‐verbal emotional exchanges Learning first emotion words and related vocabulary Learning basic cog concepts and making 2-­‐part and 3 -­‐part links Using the 4-­‐part and 5 -­‐part cog models in learning conversations Using the 6-­‐part cog model in learning conversations Using the 7-­‐part cog model in learning conversations I Feel Good Practice Example Leaflet © 2015, Emotion Works CIC R Engaging in non-­‐verbal emotional exchanges There are m any ways that the song ‘I feel good’ and accompanying resources can convey meaning without the need for a great deal of language. A t this level, non-­‐verbal emotional learning can result from interacting with known adults while experiencing… • the song itself…how it is sung and the m ood of the music at different parts • the emotional expressions and ‘dramatics’ of the adult leading the activity (see below) • the shared experiences of being part of a communal singing/music group • the emotional expressions of the ‘learn the song’/ ‘do the song’ leaders Learning Outcomes •
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EXAMPLE ACTIVITY: Teacher dramatics Play the song to the children as you respond to the changing mood of the music and act out the lyrics. Notice how they watch and respond as you mime feeling ‘good’, ‘mad’ and ‘sad’ and point to your different body parts in happy, mad and sad ways. You should be animated enough to engage their interest, but playful enough for them to know you are pretending. I notice and respond to playful displays of emotion expressed by known adults I can engage in ‘non-­‐verbal meaning making’ with known adults I know that my emotional expressions will be responded to in sensitive ways (eg. adults will comfort me if I become distressed, be playful towards me and repeat experiences if I’m having fun) If you pitch this right you will find that children will be fascinated to watch you expressing the different feelings in lots of non-­‐verbal ways. It’s likely that they’ll respond in non-­‐verbal ways in return… they may mimic and copy you, they may laugh and show their delight, or they may show concern or apprehension. In a fun and safe way, you will be creating opportunities for emotional learning through a process of ‘non-­‐verbal meaning making’. What is ‘Non-­‐verbal meaning making?’ When two people engage in a communication exchange process without language, the exchange can still carry meaning non-­‐
verbally. Emotional displays from one person can be reflected back by the other person directly, or moderated and shaped first. If there were words accompanying the process they would be saying something like this: ‘I hear and I see what you’re feeling…I’m copying you and showing you what it looks like from the outside. Now look at what I’m doing… this is what I think about what you just said’. We refer to this empathic mimicking process of non-­‐verbal signalling (facial expressions, gestures, body movements and vocalisations) as ‘non-­‐verbal meaning m aking’. Should I add language into my interactions at this level? Absolutely. It is very helpful to provide a simple verbal commentary while being tuned in to a child’s experience of emotion. It is a necessary part of the process of acquiring emotional language, and it also provides additional cues for non-­‐verbal meaning making by enhancing the emotional tone of the exchange. Nb. during this activity, another adult in your group might do the commenting. R Learning first emotion words and related vocabulary To work towards engaging children in useful learning conversations about emotion, we need to make sure they know a good selection of words and phrases associated with the aspects of emotion we want to teach them about. At this level of learning it’s important to assess word meaning and plan vocabulary development in a very deliberate way. Our Starter Symbol Bank resource provides suggestions for 220+ first words and phrases for emotional literacy and learning relating to the first five emotion components. Analysing the song lyrics and actions for the ‘I feel good’ song helps us identify a set of words and phrases that could be emphasised for learning at this level relating the following cogs… Learning O utcomes… •
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I understand and use a selection of words and phrases associated with the first five emotion components I can talk about and show first emotions in pretend play and learning activities Emotion Words: The song includes the words ‘good’, ‘mad’ and ‘sad’ for learning and consolidating, which can also be associated and interchanged with words such as ‘happy’, ‘angry’, ‘grumpy’, ‘cross’, ‘upset’ etc. Emotion Behaviours: The phrase ‘you can tell that I do’ is a reference to showing or expressing feelings. For this area of learning, children will need to know words for naming body parts, action words and emotion words eg. ‘smile’, ‘happy eyes’, ‘sad face’, ‘crying’, ‘shake fists’, ‘shout’ etc. Body Sensations: The chorus ‘in my head / shoulders / knees / toes’ is referring to feeling emotions in different parts of the body. For this level it offers an opportunity to practice locating and naming basic body parts, which can be linked to learning about other vocabulary useful for developing body awareness (eg. ‘face’, ‘cheeks’, ‘eyes’, ‘tummy’, ‘chest’, ‘legs’, ‘arms’, and maybe ‘skin’, ‘heart’, ‘throat’ which will be trickier). The phrase ‘in my soul’ is obviously a very tricky concept for this level, so you might explain it as an ‘all over’ feeling or something similar. EXAMPLE ACTIVITY: Musical Statues – verbalising about how we show and where we feel emotion Teach your learners the song and corresponding actions. Encourage them to join in and practice showing the different emotions. The ‘Learn the song’/ ‘Do the song’ movies will be useful for this. For the activity use the audio track or ‘Do the song’ movie. Explain that you’re going to play a game a bit like musical statues. If available, ask another adult to stop and start the song while you demonstrate how to play. The music should be stopped just after the emotion word phrases such as ‘I feel good’ and body part phrases such as ‘in my shoulders’ When the music stops ‘freeze’ in an exaggerated pose that shows the word that has just been sung. Use language and prompt children to comment on what they see. For example… •
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‘I feel……?’ / ‘Which feeling am I showing?’ / ‘Did I get it right?’/ ‘Is that what the song said?’ ‘In my…?’ / ‘Which part of my body is this?’ / ‘Am I right?’/ ‘Where are my sad feelings?’ I Feel Good Practice Example Leaflet © 2015, Emotion Works CIC It’s fun to make deliberate mistakes during your demonstration such as showing an angry pose for feeling ‘good’, or pointing to toes when it’s meant to be your head! This is always a good motivator for getting children talking and using new vocabulary. your As you play the game with your learners and they freeze in different poses, provide lots of verbal commentary about what you see which uses and reinforces the key vocabulary. Ask other adults to do the same. For example… •
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‘that’s a very sad face’, ‘you’re clenching your fists’, ‘you look like you’re feeling… good?’, ‘nice smiles’, ‘you’re looking very grumpy with your wrinkly nose!’ ‘well done, that’s your head’, ‘looks like there’s some good feelings in those arms’, ‘wow, you’ve even got the grumps in your toes!’ Each time the music stops choose a particularly good pose from one of the children and ask that child to stay still while the other children unfreeze to have a look. You can comment as above and also ask the children to comment and copy the pose too. If you take photos of the different expressions/actions, you can use them make a book, slideshow or visual display to talk about too. Vocabulary learning can also be reinforced in the days following this activity by including it in other planned activities and everyday conversations. Here are some possibilities… •
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Play games like Simon says to reinforce words for body parts and verb vocabulary eg. ‘Simon says touch your tummy, Simon says smile…’ Provide emotion words and comment on emotional displays as they arise in real-­‐life eg. ‘I can see you’re upset. You’re crying.’, ‘I’m feeling cross about that – can you see? I’m frowning.’, ‘I’m seeing lots of smiley, happy faces.’ Talk about feeling emotions in different places in your body, and help children do the same eg. ‘I’m feeling very happy today. I’ve got happy feelings in my tummy’, ‘Oh dear, you’re sad…where are your sad feelings?’, ‘When I’m mad I feel it in my head and my shoulders.’ R Learning basic cog concepts and making 2-­‐part and 3-­‐part links When your learners have a good repertoire of words and phrases associated with each of the first five emotion components they will be at the level where they can be introduced to the emotion cogs as concepts for emotional learning. Our single cog resources (Cog-­‐shaped cut out cards, Dry-­‐wipe Component Cards and Singles Slides) can help you to introduce each concept at a time. EXAMPLE ACTIVITY: Introducing the Emotion Words and Behaviour Cog Concepts using the Cog Cards and Symbol Support Sheets Teach the song to your group using the audio track or ‘Learn the song’/ ‘Do the song’ movies. Show the set of cog cards and refer to them as ‘Emotion Cogs’. Explain that they help us to talk and learn about emotions. You may need to spend some time talking about the word ‘emotions’ as another word for ‘feelings’. Learning Outcomes •
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I can associate particular words and phrases with the first five emotion cog concepts I can engage in learning conversations about the first five emotion cog concepts I can identify and make links between 2 or 3 cog concepts with the help of the single cog resources Focus on the orange cog first. Draw attention to the colour, name and symbol, and explain that it helps us to think about the words we use to say how we feel. Stick the cog to the corner of a large piece of paper or your white board. A sk your learners if they can remember which emotion words are used in the ‘I feel good’ song. Write ‘good’, ‘mad’ and ‘sad’ as list headers, then ask if they know any other words that are similar to ‘good’, ‘mad’ and ‘sad’. Make 3 word lists. Use an orange pen to write the words, and add little dashes underneath the letters to match the symbol. As the children run out of ideas, have a look at the symbol support sheets for positive and negative emotion words for more ideas to add to the lists. Next… If using a white board, rub out the mad and sad word lists and keep only the good feeling words. If using paper, take another sheet and write ‘good’ and one or two related words on the left hand side of the sheet, underneath the orange cog. Talk about the line in the song ‘…you can tell that I do’. Talk about what this means. Introduce the green behaviour cog. Draw attention to the colour and the symbol, and talk about different kinds of behaviours. Explain that this cog helps us to think about how we use different behaviours to show our emotions. This helps other people know if we’re feeling good, mad or sad etc. Demonstrate the green cog-­‐orange cog link by placing them side by side (and discuss the way cogs work if required). Show the symbol support sheet ‘Emotion Behaviours: Good Feelings’, and invite children to say what they do to show good feelings. They might choose something from the sheet or add their own ideas. Make notes, or invite children to write or draw on the display you’re creating to record your learning conversation. Repeat this process linking up ‘mad’ and ‘sad’ words with corresponding behaviours. FOLLOW-­‐UP ACTIVITY: ‘I feel good’ Worksheet 1. Invite learners to document their personal responses using text or drawings. children may benefit from referring to the symbol support sheets for ideas, or using cut up symbols to stick on to the sheet. Some I Feel Good Practice Example Leaflet © 2015, Emotion Works CIC R Using the 4-­‐part and 5-­‐part cog models to engage in learning conversations Learning Outcomes I can answer questions about the 4-­‐part and 5-­‐
part cog models while discussing emotional events and experiences I can include information about the first five emotion cogs in my own emotional accounts and stories I can identify emotional content relating to the first 5 emotion cogs within a variety of texts BO
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Q1. What colour is the cog that helps us name emotions? Q2. Which 3 emotion words are mentioned in the song? Q3. Which cog do you think of for the part of the song that says ‘You can tell that I do’? Q4. Can you list 3 behaviours that show good feelings. Q5. Ditto mad. Q6. Ditto sad. Q7. Think about the pink/red cog. Which 4 body parts are mentioned in the song? Q8. Where in your body is your soul? (a very open question that may generate interesting answers!) Q9. What colour is the cog that helps us think about the things that happen to cause our emotions. Q10. Can you agree on a common emotion trigger for feeling good. Q11. Ditto for feeling mad. Q12. Ditto for feeling sad. Na
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EXAMPLE ACTIVITY: Emotion C ogs Quiz using the 4-­‐part cog model This activity requires that your learners are familiar with the ‘I feel good’ song and also the 4-­‐
part cog model from earlier learning activities. Display the 4-­‐part model on your white board and introduce the idea of having an Emotion Cogs quiz about the ‘I feel good’ song. Organise into groups if time and numbers allow. Ask questions about the cogs and how they relate to the song. Some suggestions… ds
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In the following activity we make use of the ‘I feel good’ song content to consolidate the links between orange cog learning (emotion words) and green cog learning (emotion behaviours). Some red/pink cog learning is also included (body sensations) and the causal influence of the yellow cog (emotion triggers) completes the sequence and helps to make the learning m ore meaningful. EM
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The 4-­‐part and 5-­‐part cog m odels show a fixed arrangement of emotion cogs all on one page/slide. They provide a useful visual scaffold for all kinds of learning conversations about emotion. The difference between the 4-­‐part and 5-­‐part model is the blue feel better/regulation strategies cog. Conversations involving positive emotions can be supported with the 4-­‐part model, while conversations involving negative emotions can also benefit from having the blue cog to refer to. m o tio n • O t h
Component Model of Emotion (4-part) ©2015, Emotion Works CIC
Scoring the quiz and discussing the different answers will generate further opportunities for learning and consolidation. (No doubt you can see how an Emotion Cogs Quiz could work for 5 -­‐part, 6-­‐part and 7-­‐part models too.) R Using the 6-­‐part cog model to engage in learning conversations The 6-­‐part model includes the grey ‘Emotion Intensity’ cog. It’s likely that emotion intensity has been spoken about before now in learning conversations using the 4-­‐ and 5-­‐part models through the use of intensity words relating to the other cogs (eg. ‘very shaky’, ‘really really scared’, ‘huge spider’ etc.). However, at this level, m ore explicit learning about the concept and language of Emotion Intensity is a particular focus. EXAMPLE ACTIVITY: Exploring Emotion Intensity through drama activities Teach the ‘I feel good’ song using the audio track or ‘Learn the song’/ ‘Do the song’ movies. Learning O utcomes… •
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I can use a range of words and phrases to help describe emotion intensity I understand how each of the first 5 emotion cogs can be linked to the concept of emotion intensity. Create a prompt on your whiteboard or on a large sheet of paper as shown. Check understanding of the different words and cog concepts. Set a task to work in groups to practice drama skills for showing the three different emotions in the song. Provide mirrors if possible and encourage ‘green cog thinking’. Invite each group to perform their version of the song and follow up each performance with feedback and peer comments using the prompt words and phrases. Another time…write the emotion words on 3 small orange cards, or use an orange pen. Write the intensity words on 4 small grey cards or use a grey pen. Play charades where you act out a combination emotion word + intensity. Add further words to suit. FOLLOW-­‐UP ACTIVITY: ‘I feel good’ Worksheet 2. This worksheet consolidates intensity terms and explores the links that can be made with different emotion words, behaviours and body sensations. R Using the 7-­‐part cog model to engage in learning conversations QUICK SUGGESTION: This song doesn’t have an explicit reference to purple cog learning, but as you unpack the song lyrics using the 7-­‐part model with your learners you could talk about things that might predispose people to be in a good/mad /sad/bad m ood. I Feel Good Practice Example Leaflet © 2015, Emotion Works CIC We are in the process of developing a database of practice examples and case studies to share as part of our online practitioner community. If you would like to offer feedback on this practice example leaflet, have ideas or suggestions for new learning activities, or if you have an inspiring case study to share, we’d love to hear from you. Please email [email protected]