Report: April 24th, plan for KDM
Activities on the link between thinking and emotions and colors and emotions
Participants: 15 kids of the Yellow class
Trainers: Sotar, Nancy, Ulie, Sara, Elisabetta, Mara
Main focus on:
Our “way of thinking” influences our mood and our behaviour
Elisabetta is going to talk about the relationship among emotions and colors.
Tools needed:
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Nancy started with the "bang bang" game and emoticons until Sara arrived.
Kids seemed to enjoy the game, although they were not very focused.
There was a workshop on South African dances in the room beside and apparently, it made them feel a bit uncomfortable, as they wished to dance too.
Di complained about pain in his arm. He didn't want to join.
Guess from where she comes from, what her job is, why she is here today
5 min
Kids were interested. F still remembered when Elisabetta came for a workshop in the blue class. He remembered that she is a photographer.
It would have been interesting to have a workshop with them, where they could have taken their own images.
Sotar would be interested in having Elisabetta talking about her job, to give all the kids of KDM different perspectives on their future.
- Sara played 3 different pieces of music (happy, anger, fear) and the kids ran towards the color they felt closer to their emotion (the color that better represents their feelings).
(Demonstration of point “a”)
P stayed in the red spot all the time.
L didn't move from the blue spot.
Di didn't move from his yellow spot until the 3rd piece, when he moved to thepurple spot; however, during the 4th piece, he moved back to the yellow one.
M didn't move from the orange spot.
Discussion:
Conclusion: 1 song, 1 colour, can evoke different feelings in different people
- Projection of 4 pictures, with discussion
First we asked them to say what they assumed to be the meaning of the picture and subsequently what were their feelings when looking at the image.
(Demonstration of point “b”)
Then Elisabetta explained the reason why colors are biologically linked to emotions.
15 min
F: the lion is caught by the circus. Murung (gloomy)
Di, J, L and S: sad feeling
I: angry feeling
Question: what would you feel if you were in the lion's position?
S: sad
R: scared
D: bored
F: trapped
*They didn’t see that the dominant colour was red
But the quality of the projection is very poor, and the screen of the laptop is too small
Sy, D: happy feeling, they felt free
L: sad, no friends
L: happy
Fe: free
F: peaceful
P: fresh, very happy
Di: angry: he wanted to cut down all the trees
J: bored
J, D: it's a house. Dominant colours: white/green
R: dominant colour: blue
S: dark picture, makes her feel uncomfortable
Sy: sad feeling
P: disappointed, annoyed
Most of the kids said that the dominant colour was green
That red is the color of the blood and is linked to passion and anger, green is the most easy color to be seen by our brain and it conveys serenity and peace; blue is perceived as dark and scary/sad, while yellow is the color of the sun and often is linked to life.
Black and white are not colours but black+white photos can convey emotions sometimes better, because there is no distraction from colours.
Di got into an argument with J and he subsequently left the room.
SNACK TIME
- The same drama was played 3 times (each time Ulie wore different pair of glasses), and she showed different reactions depending on which pair of glasses she was wearing:
1) Ulie was in love with Sotar, just daydreaming while she was going to school
2) Sotar passed by and said "pagi Ulie, apa kabar?"
3) According to the glasses she was wearing, she reacted in her thought
Ulie thought: "why is he asking how I am today? He doesn’t just see that Ifelt in love with him? He is making fun of me" - anger
Ulie thought: "oh, he was so cold in the way he asked, maybe he doesn’tlike me, I am afraid I am boring for him, poor me... " - fear
Ulie thought " wow! He is talking to me! He really likes me! Later I will ask him to go out together!" - happyness
(Demonstrates point “c”)
15 min
Kids love Ulie's representation of emotions.
- The kids were divided in three groups.
They had to invent a short story in which somebody acted like he or she was wearing blue-red-green glasses. The audience had to guess, and ask them to play again the drama wearing a different pair glasses (emotion).
20 min
Sy, R, D, F, Sy and Di slept.
R had to wake them up because they had to go to school, but F didn’t want to get up. D was Pak Benny and he went to F to wake him up.
D talked to the 3 boys and he told them to get ready.
Feelings:
F: afraid of D. He is Afraid he'll get angry. Angry with R because he tried to wake him up.
Sy: happy. HE took care of the other boys.
R: sad. F didn’t want to listen.
D: cared for the kids.
Sy always plays the "role" of the happy and helpful boy. Maybe this is a way to feel accepted.
I, J, Mara, L, N
J played roughly with a kitten. Mara told her to be careful and she got angry.
The other girls tried to take the cat away.
They performed it twice: the second time they tried to find a solution to the problem through sharing the "cat" while playing.
Fe, S, T, A
At first they didn’t want to make and perform the drama.
But after they had seen the others, they wanted to make their own.
A and T were at school. Fe and S were new. Teacher (Nancy) told them that Aand T had succeeded their exams and that they could go to Ancol as reward. But Fe and S could’t go, because they were new. A was angry, he wanted to go somewhere else.
T was happy and Fe and S were sad.
- Musica Musica song
2 min
Emoticons:
It seemed that P is quite sad.
Is he the eldest boy of the group?
Nancy suggests, when making groups, to separate T and S. Sometimes they cling together and don't really stimulate each other.
Kids were a bit noisy and unfocused sometimes.
Maybe we had put too many contents in this session.
They understood the point a (Each one of us, in the same situation, can feel a different emotion).
They started to have an idea of point b (Our way of thinking influences our mood and behaviour).
Probably they don’t know yet how to "decide" and how to have a useful thinking style (It is up to us to decide if we want to have a thinking style which is useful or harmful).
