Exploring Images and Feelings

1. Exploring Images and Feelings

2. What is the Affective Domain • Receiving Phenomena : awareness, willingness to hear, selected attention. • Responding to Phenomena: active participation on the part of the learner … motivation. • Valuing: the worth a person attaches to a particular object, phenomenon, or behavior. • Organization: organizes values into priorities by contrasting different values, resolving conflicts, and creating an unique value system. • Internalizing values: having a value system that controls behavior.

3. What part does affective learning have on the child’s education? • What is the “hidden curriculum”? • a broad category that includes all of the unrecognized and sometimes unintended knowledge, values, and beliefs that are part of the learning process in schools and classrooms." • the unwritten, informal code of conduct to which children are expected to conform in the classroom“ • the unintended or implicit values cultivated in the practices exercised in the classroom and educational institutions through the application of the curriculum.

4. Thinking Mind vs. Feeling Mind • Left Brain: dominant for more logical, analytic, and the verbal processes. Learn through step-by-step, highly verbal, excel in sequential analysis, remember facts like a computer, have no problems thinking in scientific or mathematical terms. • Right Brain: is a synthesizer of stimulus configuration, organizing and processing information in terms of whole. Seat of creative and artistic activity, ability to form images all at once. Insightful, intuitive, the “aha” moments

5. Guided Imagery • A technique for connecting an individual's body, emotions, senses, and perception. • Important tool for allowing us to tap into the creative and institutive abilities. • Provides children the opportunities to create symbols and images that are flexible and original in thought. • Fantasy journey encourages inner directedness. • Tool for unlocking creativity. • Key element in encouraging relaxation and distressing our lives.

6. Four Steps in Guided Imagery • Centering is a process in which we can find a place of “inner stillness”. • A time to reflect, to pause, to simply “be”. • To find a balance, to feel grounded and fully connected to our intellectual, physical, affective, and psychomotor states of being. • Activity: Read the book, Everybody Needs A Rock.and go outside.

7. Four Steps in Guided Imagery • Relaxing with Awareness: need to be comfortable, to be conscious or fully aware of every image with total attention. • To allow your body to and mind to be quiet and calm, and at the same time to be aware of each movement. • Relaxation Exercise: get in a comfortable position for this activity. • Music/ towels/ script

8. Four Steps in Guided Imagery • Imagining is the process of using our imagination or mind’s eye to create mental images. The script needs to encourage safety, comfort and relaxation. • In guided imagery, no one knows our images and we enjoy a certain amount of self indulgence. • Activity: Trip to the Beach

9. Four Steps in Guided Imagery • Processing: when guided imagery is over, it is important to allow time to talk and reflect on the experience. Children are usually eager to share their images. • Questions to consider; What did you like best? Tell me about one event from your journey. What kind of feelings did you have? What images came to mind?

10. How to prepare for guided imagery • Read the script to make sure it makes sense, • Tell the children what you are asking them to do. • Provide time for the children to relax • Let your children know there are no right or wrong images. • Make guided imagery safe. • Keep guided imagery exercises for young children simple and concrete. • Make sure the experiences are appropriate for the children.

11. Always prepare the children to return to the here and now with some sort of closure. • Allow children time to tell about their images. • Enjoy the process.