Emotional Skills through Animations

Luokka-asteet: 1.-2., 1.-3.

Oppiaineet: draama, katsomusaineet, äidinkieli ja kirjallisuus

Tuotetyyppi: Tehtävät

Objectives

To learn about a child's right to express their opinion, to rest, play and have free time, and to enjoy art and culture.
To practise self-expression and emotional skills through storytelling.
To practise reading and using multimedia content.

Instructions

1. Learn about children's rights. Use the questions to discuss as a group or in pairs the following:

What do you think it means when we say that your opinion must not violate anyone else's rights?
Why is it so important that it has been included in the rights of the child?
How can you practise the skill of expressing your opinion?
How can you practise the skill of listening?
Why are these skills important?

2. Take a look at the Moominvalley TV programme's GIF animations (at the end of the page, after exercise instructions). Discuss which emotions you can recognise from the GIF animations and make a list of them. Name as many emotions as possible. You can identify several emotions from a single GIF animation.

For example, can you find any of these: fear, worry, grief, happiness, joy, curiosity, courage, kindness, loneliness, pride, disgust, irritability, relaxation, dreaminess, gentleness, gratitude, relief, compassion or uncertainty?

GIF animations convey a range of emotions in online discussions, on social media and in various messaging channels. GIFs are short animated image files. GIF is an acronym that stands for Graphics Interchange Format.

3. Find inspiration in the GIF animations and make up stories based on them in small groups or pairs. Everyone chooses 2–3 GIFs and tells their own story based on them in a small group.

Name the emotions that you think the GIFs you have chosen describe. The GIFs and the emotions they describe can be connected to the beginning, the middle or the end of your own story. You can invent the characters yourself or use familiar ones from somewhere else.

The others will practise focused listening while one pupil at a time tells their story to their small group or pair. Older pupils can also write their stories and read out the finished ones to the others. Listeners may, if they so wish, ask a storyteller questions about their story once the story has finished.

4. After telling and listening to the stories, discuss the following:

What was it like telling your story while everyone else was listening?
What was it like to focus on listening to the others' stories?
What was the hardest part of telling a story? What was the easiest part?
What was the hardest part of listening? What was the easiest part?
How can you, as a listener, encourage a storyteller or make them feel that what they are saying matters?