Face: How Are You Feeling Today

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How Are You Feeling Today?

Lesson 1


  • 1.2 Observe and describe the traits of a character.
  • 4.2 Identify and discuss emotional reactions to a theatrical experience.


  • How do I use my personal experiences to create theatre?
  • What do I think and feel when I create theatre?
  • How does theatre relate to me, to others and the world?
  • How do actors create mood or feelings?


  • Students will identify mood and feeling through facial expression of an actor.
  • Students will imitate feeling and expression through using the face.
  • Students will create feeling using the face as an expressive tool.


  • Emotions Chart, “How Do You Feel?” on either overhead or poster.
  • Overhead projector (optional)
  • Picture book(s)
  • CD player
  • CD (optional): “Show Me What You Feel”

Words to know:

  • character: personality or part an actor recreates
  • actor: person, male or female, who performs a role in a play or an entertainment
  • expression: communication of thoughts or feelings through the look on the face or body (posture and gesture)


  • Equipment and books available on site
  • Emoticons Chart included.
  • Music and Movement in the Classroom Grades 1&2, by Steven Traugh; “Show Me What You Feel”

WARM UP (Engage students, access prior learning, review, hook or activity to focus the student for learning)

  • In pairs, ask students to come up with three or more emotions or moods (e.g., mad or angry,happy, embarrassed, sad, scared, silly).
  • Have the students identify a time when they felt one of these emotions.
  • Ask the students:
  • “What were you doing?”
  • “How did your voice sound, how did your body move?”
  • “What happened to make you feel that way?”

MODELING (Presentation of new material, demonstration of the process, direct instruction)

  • Discuss with students that moving parts of the face (eyes, eyebrows, nose, lips, tongue) are one of the ways an actor creates a character with feelings and emotions.
  • Characters can be real or imaginary, but it is the face that gives the clues to how the character is feeling.
  • Lead students through silent face warm-ups: e.g., yawn, open and shut mouth, move mouth from side to side, make fish lips, wiggle nose, raise and lower eyebrows, and experiment with various tongue and lip movements.
  • In pairs, ask students to make faces at each other.
  • As one person makes faces, the other watches, paying close attention to the parts of the face that are moving.
  • Share out what was seen.
  • Switch roles.

GUIDED PRACTICE (Application of knowledge, problem solving, corrective feedback)

  • Show students the Emotions Chart showing facial expressions.
  • Ask the students:
  • “How are these faces feeling?”
  • “What about the expression gives you clues to how the face is feeling?”
  • Repeat the same exercise as in the launch and identify a feeling from your partner’s facial expression.
  • Choose a favorite picture book and ask students to identify the feelings depicted in the pictures.
  • Extend these feelings to animals, inanimate objects, etc.
  • Options:
  • Play several musical selections and have students attach a mood or feeling with the music.

DEBRIEF AND EVALUATE (Identify problems encountered, ask and answer questions, come up with solutions, discuss learning that took place and review)

  • In pairs, review list of emotions and ask students to demonstrate the following: happy, surprised,shy, tired, sick, sad, afraid, bored, angry or mad, and any other emotions you want to cover.
  • Have students do each expression and have partner watch. Switch.
  • Option: Play the music “Show Me What You Feel” and have students practice identifying and creating feelings using facial expression.
  • Ask the students:
  • “Which facial expression was your most favorite? Why?”
  • “Which facial expressions was the most challenging to make? Why?”
  • “When you made your face happy, sad, angry, etc. how did your body feel?” (The goal here is to get students to make connections between face and body for the next lesson).
  • “Is it possible to communicate with facial expressions only?”
  • “What would it be like to communicate without facial expression?”

EXTENSION (Climate of expectation is created by the teacher that encourages students to do further research, look for connections and apply understanding and skills previously learned to personal experiences)

  • Read a favorite book and identify the feelings that the characters are expressing.
  • Identify different kinds of expressions you see on your mom, dad, or siblings.
  • “What were they thinking at the time?”

Emotions Chart

“How Do You Feel?”