| What did the researchers say? |
| Participant 1: I liked being active and working with new people.
Participant 4: My emotions changed at different parts of the lesson. Participant 2: I was bored at first but then it was really calming. |
| What did the researchers make? |
Pic 1: Students decided to use fabrics to create different textures, and also used abstract patterns to represent emotions.
Pic 2: One student was bored for the first half of the workshop and used speech bubbles and labelled his drawing, conveying this feeling. However, he also talked about being calm later, as a positive feeling. Is there a relationship between the 2 feelings?
Pic 3: One student began to use a timeline to think about how feelings differed at different parts of the workshop. He used emojis and also colour to convey feelings. He initially used 3 stages but then divided the session into 5, considering a wider range of feelings, and divided one emoji up into halves as he recognised that he was having 2 emotions simultaneously. Again, the use of colour to express emotions was not typical. |
| Reflection: Key observations and findings |
| 1. Researchers started to consider stages of the session and how emotions changed, but also how emotions could be felt simultaneously; this finding is echoed in research outlining that children from as young as six are able to appreciate the existence and experience of mixed emotion (Harris, 2000; Wintre & Vallance, 1994).
2. Again, colour was sometimes used untypically – students chose colours they personally liked for positive emotions, rather than typical colours associated with ‘good’ in school such as green, or happiness such as yellow. 3. Researchers started to explore more with texture and shape, moving on to use fabrics. One student used a sequin fabric because it ‘felt nice and relaxing’. |
