15 min

A whirlwind of emotions

• 1. Imagine the show you’re going to attend.
• 2. Think about the moments that await you: before the show starts, when you see the performers come on stage, during the show, when everyone applauds, etc.
• 3. Draw and name the emotions you might feel during the performance.

30 min

And if it were you?

• 1. Imagine that you are going to present the show.
• 2. Think about the emotions you would feel before, during and after the show.
• 3. All of you, at the same time, place your body in a position to illustrate the three emotions: before, during, and after the show.

50 min

A question of confidence

• 1. Take an object that represents an artist who is very confident. What is their name? In what way are they different?
• 2. Take an object that represents an artist who lacks confidence. What is their name? In what way are they different?
• 3. Imagine a story in which these two artists meet. The first one must find a way to help the second one regain their confidence.
• 4. Break up into small teams of three or four.
• 5. Together, find ways to help someone regain their confidence and share these suggestions with the rest of the class.

15 min

My suns and clouds

• 1. Take a moment to recall two or three pleasant moments from the show (your suns) and one moment that was more unpleasant (your cloud)
• 2. Share your suns and clouds with one or more classmates.

30 min

See the good in someone else

• 1. Think of a character in the show and on three separate pieces of paper write down three of their qualities.
• 2. Do these qualities describe some of your classmates? Walk around the classroom and distribute them on three peoples’ desks.
• 3. Each person discovers the qualities that have been left on their desk.
• 4. If one classmate doesn’t have a piece of paper, then all the pupils in the class must give them a piece of paper with a quality that describes them.

50 min

There’s always a solution

• 1. Think of the emotions you’ve had today.
• 2. Was there a moment when you weren’t feeling good?
• 3. Take turns using a classmate’s body as if it were modelling clay to show how you felt.
• 4. What movement could you use to get out of this position? Move your classmate’s body to illustrate this.
• 5. To finish, complete the following sentence: When I feel like this, I can do….