When students encounter a feeling they cannot name, they are guided to express it through enactment—using their facial expressions, voice and body language. Acting out the emotion allows them to connect with and release the feeling, even without knowing the exact word for it. This practice helps devRead more
When students encounter a feeling they cannot name, they are guided to express it through enactment—using their facial expressions, voice and body language. Acting out the emotion allows them to connect with and release the feeling, even without knowing the exact word for it. This practice helps develop emotional intelligence, creativity and self-expression. It also teaches students that understanding emotions isn’t always about labeling them but about feeling and communicating them authentically through actions.
In Circle Time, students are specifically asked to reflect on whether they found it easier to express emotions using voice and body actions or through facial expressions alone. This question prompts them to evaluate their comfort levels with different forms of expression. It encourages self-awarenesRead more
In Circle Time, students are specifically asked to reflect on whether they found it easier to express emotions using voice and body actions or through facial expressions alone. This question prompts them to evaluate their comfort levels with different forms of expression. It encourages self-awareness about their strengths and challenges in communication. Discussing these differences also helps students appreciate the importance of using multiple expressive tools to convey emotions more fully and effectively during performances or real-life interactions.
During Circle Time, students are invited to list all the emotions they experienced while participating in the day's activities. This helps them recognize the range of feelings they went through and how they expressed them using different tools like facial expressions, voice changes and body movementRead more
During Circle Time, students are invited to list all the emotions they experienced while participating in the day’s activities. This helps them recognize the range of feelings they went through and how they expressed them using different tools like facial expressions, voice changes and body movements. By naming and discussing these emotions, students deepen their understanding of emotional expression, become more self-aware and learn to articulate their feelings more confidently, both in performance and in everyday life.
At the end of the class, Circle Time encourages students to sit together and reflect on their emotional experiences from the day’s activities. They are asked to list the emotions they felt, discuss which method—facial expression or voice and body—was easier and talk about any challenges they faced.Read more
At the end of the class, Circle Time encourages students to sit together and reflect on their emotional experiences from the day’s activities. They are asked to list the emotions they felt, discuss which method—facial expression or voice and body—was easier and talk about any challenges they faced. This reflection helps students become more aware of their emotional growth and communication skills, promotes sharing and empathy among classmates and reinforces the learning outcomes of the session.
In ancient India, emotions were deeply studied and expressed through the concept of Navarasa, which means "nine emotions." Artists used these rasas to create powerful performances in dance, drama and music. Detailed guidance on expressing these emotions was provided in classical texts like the NatyaRead more
In ancient India, emotions were deeply studied and expressed through the concept of Navarasa, which means “nine emotions.” Artists used these rasas to create powerful performances in dance, drama and music. Detailed guidance on expressing these emotions was provided in classical texts like the Natyashastra. The study of emotions was considered essential for artistic excellence and spiritual growth, showing that performing arts were not just for entertainment but for emotional understanding and personal development as well.
What should students do if they experience a feeling they can’t name?
When students encounter a feeling they cannot name, they are guided to express it through enactment—using their facial expressions, voice and body language. Acting out the emotion allows them to connect with and release the feeling, even without knowing the exact word for it. This practice helps devRead more
When students encounter a feeling they cannot name, they are guided to express it through enactment—using their facial expressions, voice and body language. Acting out the emotion allows them to connect with and release the feeling, even without knowing the exact word for it. This practice helps develop emotional intelligence, creativity and self-expression. It also teaches students that understanding emotions isn’t always about labeling them but about feeling and communicating them authentically through actions.
See lessWhat question is asked about using voice and action versus facial expressions?
In Circle Time, students are specifically asked to reflect on whether they found it easier to express emotions using voice and body actions or through facial expressions alone. This question prompts them to evaluate their comfort levels with different forms of expression. It encourages self-awarenesRead more
In Circle Time, students are specifically asked to reflect on whether they found it easier to express emotions using voice and body actions or through facial expressions alone. This question prompts them to evaluate their comfort levels with different forms of expression. It encourages self-awareness about their strengths and challenges in communication. Discussing these differences also helps students appreciate the importance of using multiple expressive tools to convey emotions more fully and effectively during performances or real-life interactions.
See lessIn Circle Time, what are students asked to list?
During Circle Time, students are invited to list all the emotions they experienced while participating in the day's activities. This helps them recognize the range of feelings they went through and how they expressed them using different tools like facial expressions, voice changes and body movementRead more
During Circle Time, students are invited to list all the emotions they experienced while participating in the day’s activities. This helps them recognize the range of feelings they went through and how they expressed them using different tools like facial expressions, voice changes and body movements. By naming and discussing these emotions, students deepen their understanding of emotional expression, become more self-aware and learn to articulate their feelings more confidently, both in performance and in everyday life.
See lessWhat does Circle Time encourage students to do at the end of the class?
At the end of the class, Circle Time encourages students to sit together and reflect on their emotional experiences from the day’s activities. They are asked to list the emotions they felt, discuss which method—facial expression or voice and body—was easier and talk about any challenges they faced.Read more
At the end of the class, Circle Time encourages students to sit together and reflect on their emotional experiences from the day’s activities. They are asked to list the emotions they felt, discuss which method—facial expression or voice and body—was easier and talk about any challenges they faced. This reflection helps students become more aware of their emotional growth and communication skills, promotes sharing and empathy among classmates and reinforces the learning outcomes of the session.
See lessHow were emotions explored centuries ago in India?
In ancient India, emotions were deeply studied and expressed through the concept of Navarasa, which means "nine emotions." Artists used these rasas to create powerful performances in dance, drama and music. Detailed guidance on expressing these emotions was provided in classical texts like the NatyaRead more
In ancient India, emotions were deeply studied and expressed through the concept of Navarasa, which means “nine emotions.” Artists used these rasas to create powerful performances in dance, drama and music. Detailed guidance on expressing these emotions was provided in classical texts like the Natyashastra. The study of emotions was considered essential for artistic excellence and spiritual growth, showing that performing arts were not just for entertainment but for emotional understanding and personal development as well.
See less