Note: We recommend inexpensive "all white" blank journals, like those from Bare Books (414) 884-0501.

Shield of Honor: A Personal Coat of Arms

Introduce the idea that a coat of arms is a symbol that shows several elements of a person's, family's or county's identity. In their journals, have students list words/pictures/phrases (in any language) that reflect their own (and/or their family's) essence. Have each student create a coat of arms in the shape of a shield. Shields can be created for individuals, families, classrooms, communities, feelings, and even units of study.

Identify symbols and words that carry special significance.

Inside Scoop: Final Three

This experiment promotes self-knowledge, EQ vocabulary, the power of choice, and management of feelings. Suggested for grades 4-8.

Introduce the idea that we constantly prioritize our relationships, possessions, even values. Have students list in their journal, in any order, 10 items (objects, people, qualities, ideals like freedom, etc.) that are critically important to them, things essential to their quality of life. (Tell them not to include food, water, physiological functions.) Tell them that sometimes we cannot help but lose some of these items, and have them carefully cross-out three of the items they could most easily live without. Crossing out the items represents their loss, but ask the students to draw only a single line so they can still read all words at the end. After a brief pause, tell them they must give up 2 more." Expect sighs and groans. Ask them to cross off one more. Tension will mount, some will really resist at this point. And, gently insist that they draw one final line. Some will say they cannot, but making this choice is critical to the exercise. Discuss the process and the remaining three items:

Was it easy to think of 10 things of very great value to you? How difficult was it to eliminate the first three? How did you feel inside as you selected them? Were those three the same as the last three you thought to include? (Usually the answer is no.) Why or why not? How about the last one? How did you feel inside as you drew that last line? Did you do anything to make it easier for yourself? Is there anything the final three have in common? How did it feel to be responsible for making those difficult choices? Would it have been easier if someone else had done it for you? Harder? Especially in a small, bonded group, it is an amazing experience to hear volunteers share the meaning to their lives of the "final three".

Swatching Feelings

Feeling swatches identify and explore changing feelings. They can be used in many situations; one example is prior to a test or a stressful event.

Materials: a large number of swatches (fabric/paper/wallpaper cut approximately the same size) in a multitude of colors & textures, more than 2 per person to ensure choice.

1. Have each student choose two swatches, one that reflects how they are currently feeling, and one that reflects how they want to be feeling after the test or event.
2. Ask the to glue the swatches, one per page, on two pages that face each other.
3. Ask them to list words or write a description of how you feel now (before the test) beside the appropriate swatch.
4. After the test or event, have them write about their feelings on the page with the second swatch. Have they changed? How? Did their post-test feelings match their hopes? Do they have any control over their feelings before a test? After?
   

This exercise can be used to describe changing feelings around many different kinds of activities/events/situations. Swatches can also be used to reflect concurrent "inside" and "outside" feelings. Younger children can simply list feeling words.

Mood Music

This experiment helps students identify a broader range of emotions and builds skills in recognizing/communicating emotions without words.

Materials: Portable stereo, several kinds of music, paints, crayons, pastels, chalk or other media.

1. Introduce the idea that we communicate feelings in many different ways.
2. Play one kind of music, and invite students to paint/draw to represent the feeling(s) expressed in the music.
3. Repeat the exercise with several kinds of music.
4. Ask students to label their drawings with all the words that come to mind from their picture and the music.
5. Share drawings and discuss the activity:
   
   
   • What kinds of emotions did you draw?
   • Were the emotions in the music or in you?
   • Did your peers depict similar feelings, or did people find many different kinds of emotions in each piece? Why is that?
   • Which shows emotions most clearly, the music, the words, or the pictures? Why are there different opinions about this -- what does it show about you?