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Lesson #1 of Emotive Art Unit


Self Awareness, Visual Art Analysis


K, 1st, 2nd


Art, Social-Emotional Learning


50 minutes

Regional Focus



Google Docs, Google Slides

What Do We Feel? (Emotive Art #1)

Created By Teacher:
Last Updated:
Oct 3, 2022

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.
Accompanying Teaching Materials
Teaching Tips


  • Students use their own emotional responses to understand why artists create artworks about climate change.

  • Students practice fine motor and artwork skills in the Inquire stage.

  • Students use creativity and their own perspective to create their own works of art.

Additional Prerequisites

  • This is lesson 1 of 3 in our K-2nd grade Emotive Art unit.

  • Make sure you have appropriate collaging materials pre-cut for students.

  • You could source these materials from magazines, printouts, facial feature cutouts, or body part cutouts.


  • Students could write a sentence explaining their feelings in their artwork or verbally share it with their teacher and peers depending on their written and verbal abilities.

  • An example of a finished collage could be created by the teacher to support learners unfamiliar with collaging.

  • Sentence starters could be provided to support students with lower writing abilities.

  • You could have students cut collage pieces you desire your students to practice their cutting skills.

Scientist Notes

This lesson features artworks that would engage students to communicate their feelings about climate change. They would learn how to use cutting, gluing, collaging, and other art techniques to create a piece and lead the climate conversation. This resource is verified and is recommended for teaching.

  • National Core Arts Standards
    • Visual Arts: Standard 7 - Perceive and analyze artistic work.
      • VA:Re7.2.Ka Describe what an image represents.
    • Visual Arts: Standard 8 - Interpret intent and meaning in artistic work.
      • VA:Re8.1.Ka Interpret art by identifying subject matter and describing relevant details.
      • VA:Re8.1.2a Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.
    • Visual Arts: Standard 11 - Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
      • VA:Cn11.1.Ka Identify a purpose of an artwork.
    • Visual Arts: Standard 1 - Generate and conceptualize artistic ideas and work.
      • VA:Cr1.2.1a Use observation and investigation in preparation for making a work of art.
10 minutes

  • Teacher engages students by asking them to demonstrate using their face and body different feelings (happy, excited, sad, angry, worried, etc.).

  • Teacher introduces students to the vocabulary words.

  • Teacher explains the difference between emotions (what's inside), facial expression (our face showing our emotions), and body language (our body showing our emotions).

  • Teacher explains that students will be learning about emotions in artworks.

15 minutes
  • Teacher shows the climate change artworks and encourages students to use their facial expressions and/or body language to demonstrate their emotions when looking at the artwork.

  • Students can explain why they feel those particular emotions.

    • It is important for the teacher to emphasize to the students that it is also OK if they do not know why they are feeling a certain emotion and that they may need time to process their feelings.

    • It is important to highlight to students that people have emotions when looking at the artwork. Art impacts everyone in different ways.

  • Students discuss as a class why the artist would want us to feel certain emotions whilst looking at artworks.

  • Teacher explains to students what each artwork is about.

25 minutes
  • Teacher creates groups of students.

  • Teacher gives each group of students collaging materials and a copy of one of the artworks discussed during the Investigation stage.

  • Students use the provided materials to create an emotional portrait of how they feel looking at the artwork in front of them.

  • Students share their work and explain why they feel that way. Students may write a simple sentence using sentencers or verbally explain their emotions to their peers, depending on student ability.


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