The Arts · Grade 9

Active learning ideas

Art and Wellness

Active learning works well for Art and Wellness because students need to experience art-making firsthand to understand its emotional impact. Movement, collaboration, and reflection build connections between creativity and well-being more effectively than passive instruction.

• Ontario Curriculum Expectations
• VA:Cn11.1.HSII
• TH:Cn11.1.HSII

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 30 min · Pairs

Guided Pairs: Mindfulness Sketching

Pairs start with 5 minutes of synchronized breathing. Each student sketches emotions freely for 10 minutes, using colours to represent feelings. Partners exchange sketches and discuss one observed emotion without judgment.

How does engaging in artistic activities contribute to mental and emotional well-being?

Facilitation Tip

During Mindfulness Sketching, circulate and quietly remind pairs to focus on textures and colors rather than realistic shapes to reduce performance pressure.

What to look for

Students will complete an exit ticket answering: 'Name one artistic activity we explored today and describe how it could help manage stress or promote mindfulness.' Collect and review for understanding of therapeutic applications.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 45 min · Small Groups

Small Groups: Emotion Mandala Creation

Groups select a shared emotion and divide a large circle into sections. Each member adds symbolic drawings or patterns. The group assembles and reflects on how collaboration shifted their feelings.

Analyze the role of art as a coping mechanism or a form of self-care.

Facilitation Tip

For Emotion Mandala Creation, provide clear examples of mandalas for inspiration but emphasize that color choices and patterns matter more than precision.

What to look for

Facilitate a brief class discussion using the prompt: 'How did the process of creating your artwork today make you feel? Did it help you process any emotions or thoughts?' Listen for student reflections on personal well-being and emotional release.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 25 min · Individual

Individual: Wellness Art Journal

Students select a personal stressor and spend 15 minutes creating a mixed-media page with drawings, colours, and words. They write a short reflection on changes in their mood post-creation.

Design a creative exercise aimed at reducing stress or promoting mindfulness.

Facilitation Tip

When reviewing Wellness Art Journal entries, use open-ended questions like 'What did you notice as you drew this?' to guide reflection.

What to look for

Present students with three different art-based activities (e.g., free drawing, guided visualization with art, collaborative mural). Ask them to quickly write down which activity they believe would be most effective for reducing anxiety and why, based on today's lesson.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 35 min · Whole Class

Whole Class: Improv Circle Share

Students stand in a circle and take turns improvising short movements or lines expressing wellness needs. The class mirrors positively, then discusses collective emotions revealed.

How does engaging in artistic activities contribute to mental and emotional well-being?

Facilitation Tip

In the Improv Circle Share, model vulnerability first by sharing your own emotional connection to an activity to set a supportive tone.

What to look for

Students will complete an exit ticket answering: 'Name one artistic activity we explored today and describe how it could help manage stress or promote mindfulness.' Collect and review for understanding of therapeutic applications.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teach this topic by modeling vulnerability and curiosity yourself. Avoid over-directing creative choices; instead, ask guiding questions that help students articulate their emotional experiences. Research shows that student-led reflection deepens the therapeutic impact of art-making. Prioritize process over product, and emphasize that wellness comes from honest expression, not artistic skill.

Students will demonstrate understanding by engaging thoughtfully in each activity, sharing insights about their emotional processes, and connecting their art to personal well-being. Success looks like honest reflection, active participation, and recognizing art’s role in managing stress.

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Watch Out for These Misconceptions

• During Mindfulness Sketching, some may believe this requires artistic skill to be effective.

  Emphasize that the goal is mindful observation, not skill. Circulate and point out how students shifted focus to textures or breathing, redirecting attention from outcome to process.

• During Emotion Mandala Creation, students may think only symmetrical or 'pretty' designs promote wellness.

  Encourage students to use jagged lines or uneven patterns if those reflect their emotions. During sharing, highlight how honesty in color or form mattered more than aesthetics.

• During the Improv Circle Share, students might assume acting skills are needed to process emotions.

  Remind them that the circle is about emotional honesty, not performance. Guide reflections by asking, 'What did you notice about your body or breath during this activity?' to shift focus from acting to self-awareness.

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Methods used in this brief

• Experiential Learning