Learn how classroom teachers, artists and arts organizations are using the arts to teach social and emotional learning (SEL). Social and emotional learning gives students strategies on how to manage their emotions and how to collaborate and empathize with others. These are important skills that help students succeed at school, work, and life. SEL can be incorporated into any subject matter and any grade level, but incorporating the arts can be an especially effective way to learn and practice SEL.

Safe Place Pillow Case Project

A Copyrighted Activity Created by and Re-posted with Permission from
Kristina Marcelli Sargent
http://kristinamarcelli.wordpress.com

Objectives:
The participants will:
1. Identify symbols and phrases that calm the participant
2. Decorate a pillow case to be used by the participant using art and calming phrases

Audience:
The “safe place” or “peaceful pillowcase” project is something that can be used by all age groups

In this activity from the Commonwealth Theatre Center in Louisville, Kentucky, students select several emotions and determine what these emotions would look like in a drawing and as a selfie. To understand and express our emotions we need to learn how to properly define them.

Explore the sweet, slimy world of snails (and worms!) as you discover the difference between fact and fiction with videos, stories and games.

When sharing secondary sources that tell a particular story of our past and present, consider how you might support students in enacting a critical lens to identify biases and missing or misrepresented perspectives. When sharing primary sources connected to experiences of violence or oppression, consider how you might honor students' developmental needs, as well as how you might frame sources in ways that affirm the dignity and humanity of people connected to those experiences. These resources can help.

Students will learn about similarities and differences within the classroom and with our families.

Students will learn to identify their own emotions and those of others.

Students will learn that different cultures have different ways of welcoming or greeting others.

Students will learn that welcoming the ways others are different and the same helps them feel they belong.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.

A crosswalk that aligns the 2024 American School Counselor Association (ASCA) Mindsets & Behaviors for Student Success, Washington State Financial Education Learning Standards, Washington State Health & Physical Education Learning Standards to the WA Social Emotional Learning Standards and Benchmarks. The downloadable document includes both more detailed references to standards and an "at-a-glance" version of the crosswalk. Purpose: This resource is intended to be used as a reference tool to show connections and/or alignment between the Washington State Social Emotional Learning Standards and Benchmarks and a selection of other related state standards. For example, this tool can support content integration, identification of gaps in curriculum, program alignment, cross-department collaboration, appraisal of student growth & development, reflection of local priorities, etc. When choosing the appropriate learning standard for students, it is important to ensure that the standards are directly aligned with the learning objective(s) for the lesson or intervention and the developmental level of the student(s). Refer to Washington Social Emotional Learning Indicators for more information.

These resources from Mount Vernon School District educators provide lessons that integrate Washington's Social Emotional Learning and Physical Education learning standards along with educator guidance and teaching strategies.

In this 2nd Grade Integrated Unit focused around Social Emotional Learning, STEM, Art, and Language Arts, we present students with the driving question: How can we use art to celebrate each and every one of us? Students read a variety of literature that provides them with the opportunity to talk about and think about how each and every student’s uniqueness is beautiful and valued in the classroom community. Students explore a variety of art forms which are introduced by numerous artists from a variety of BIPOC communities. Through various embedded STEM activities (some FOSS), students explore the ways in which STEM ideas help us better understand and create art. The unit culminates with an art showcase where we invite families and community members to visit an art show where the classroom community is celebrated through art. This unit is intended to help us reimagine the ways in which we teach STEM and to highlight the importance of positive identity development in creating equitable opportunities for all our students.

This lesson guides students to explore color in art and the connection of color to emotions.

Step 1 - Inquire: Students explore colors, matching colors that relate to how they are feeling.

Step 2 - Investigate: Students investigate climate change artworks and identify colors and the feeling connected to that artwork.

Step 3 - Inspire: Students create their own color artwork to demonstrate a chosen feeling related to an artwork they are viewing.

This lesson engages students with identifying their own emotions through responding to artworks with body language, facial expressions, and their own artwork.

Step 1 - Inquire: Students identify different emotions and identify their emotional responses to artworks.

Step 2 - Investigate: Students engage with their emotions and share their emotions about climate change artworks.

Step 3 - Inspire: Students share their emotional responses through the creation of a collaged emotions artwork.

The following lesson is an introduction to mindfulness. It includes a few mindful practices and a few questions to guide student discussion.