Module 2
Theoretical Framework
Chapter 2: Good Practices
2.5 Good Practice in Italy: In and Out
In and out was one of the first TS prepared by Arnolfo di Cambio team for 11–12 year old students. The aim of the activity is to enhance empathy outside school, with friends, family and even strangers. It also aims to develop an empathic behavior at school.
The first part of the activity is carried out in groups. After a short worm up activity naming the most common emotions, the students discuss pictures of different faces asking: what is this boy’s feeling? The they are shown stylized pictures of people in different poses. Again the question would be about feelings: what does the stylized body communicate?
After that the students are asked to talk about their feelings. We all have feelings that reflects in our bodies, faces. Eyes, gestures, behavior. Starting from this the students think about interactions. Verbal communication is not enough to understand each other. Words and tone of voice are first steps but we need to build an empathic relation in order to understand other people feelings and emotions.
The activity goes on describing feeling and recognizing emotions in pictures, drawings, videos and mimes. After having examined other people emotions the students are asked to write their feelings and invited to share their own thoughts.
Gardner calls it ‘interpersonal intelligence’ it consists in understanding oneself, what we are trying to achieve, and what we can do to reach greater success. In the first stage of the activity the children talk about their opinions and reveal their point of view through both written and oral language. In the second stage they produce a stream of consciousness in which they review their personal pleasures and displeasures.
Writing down the list of their emotions is an important tasks in order to sort them out, recognize them and in the end to get a better self-consciousness. Students learn to give words to their thoughts, a step ahead towards self-awareness.
The first part of the activity is carried out in groups. After a short worm up activity naming the most common emotions, the students discuss pictures of different faces asking: what is this boy’s feeling? The they are shown stylized pictures of people in different poses. Again the question would be about feelings: what does the stylized body communicate?
After that the students are asked to talk about their feelings. We all have feelings that reflects in our bodies, faces. Eyes, gestures, behavior. Starting from this the students think about interactions. Verbal communication is not enough to understand each other. Words and tone of voice are first steps but we need to build an empathic relation in order to understand other people feelings and emotions.
The activity goes on describing feeling and recognizing emotions in pictures, drawings, videos and mimes. After having examined other people emotions the students are asked to write their feelings and invited to share their own thoughts.
Gardner calls it ‘interpersonal intelligence’ it consists in understanding oneself, what we are trying to achieve, and what we can do to reach greater success. In the first stage of the activity the children talk about their opinions and reveal their point of view through both written and oral language. In the second stage they produce a stream of consciousness in which they review their personal pleasures and displeasures.
Writing down the list of their emotions is an important tasks in order to sort them out, recognize them and in the end to get a better self-consciousness. Students learn to give words to their thoughts, a step ahead towards self-awareness.
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