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Students are able to tell others their emotions and at the same time also ask each other why they may be feeling that way. When someone says they may be feeling sad their partner tries to reason with them or be there for them.

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Students first started by drawing objects the 'exact colour they were supposed to be' like blue skies or black hair even when we asked them to use colours that made them happy but we did see a small shift in a few Students who started colouring the ground red because they felt like that colour made them happy.

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Students are able to voice how what they think is unique about them. They used to answer using more materialistic things when we asked them to tell us one unique thing they may have but eventually it shifted to answers like 'my mother's love' which was amazing!

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Students still need prompts, but they have started diversifying what they want to draw

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They have alot more understanding of their emotions and therefore have learnt to be okay with them

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Students are able to give an (English) name to their emotions and can differentiate between different emotions eg: happy, cheerful and energetic etc.

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Anna
In the beginning, most of the students drawing used to be of the house or themselves. But now they love exploring more and making drawing of other things and they want to draw a lot.

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Anna
In the beginning, they used to think a lot to share about what they love in themselves and it was difficult for them to share also. But now they could share what they like most in them and why. They love explaining that to others.

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Anna
Students are aware of how they are feeling and they share that feeling with us. Earlier students used to share the feeling shared by another. Now they share how they are feeling and the reason.

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Tina
Earlier, if one student said he is going to draw cars, then everyone used to follow and draw cars but now students are exploring what they want to draw and are drawing based on how they are feeling.

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Tina
The topics for the last 2-3 sessions were very new for them. They were so curious about self love and they were so introspective on finding out what self love is for them.

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Students are able to create artwork using their imagination and the given prompts.

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Students are more comfortable sharing about negative emotions without being too hard on themselves. They understand that one is allowed to be upset/tired/angry/etc on some days.

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Tina
Students can now name their feelings. They now share more comfortably how they are feeling and what they can do to change their mood.

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They are able to express their emotions in different art forms.

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Students are able to appreciate the small things that they do in class and are able to self more

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Gaurav

Students are able to understand and express their emotions in various forms and are able to independently break down the cause of their behaviour in class

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Students are more aware of their feelings and able to express them better. They are able to come up with solutions to deal with certain negative emotions.

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Students are able to create artwork based on their imagination.

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The students are now more aware of their feelings and are able to express themselves better.

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Students are now able to draw pictures based on their imagination and emotions.
They're able to translate any given artwork and enhance it as per their feelings.

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The students would initially talk about the things that they would to do to make others feel better,but now there's an evolving understanding of how significant it is to help oneself in adverse times.

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The students have become even more conscious of their feelings. They are now able to introspect,put their feelings into words and reflect better.

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Students are able to use creativity in other subjects and explain ideas through drawings. They make projects and charts for the classroom and are excited to share the same with the class.

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Asif shared a tea cup because tea makes him happy in the cold days.

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Students have started thinking of art as beyond something which one has a natural flair or talent and more of another medium of expressing their thoughts. With that enhanced understanding now, students who always felt they're not good at art and were skeptical earlier now feel confident and are able to connect their emotions with colours, symbols and other artistic styles.

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Students always understood compassion as an external term. They are now able to direct it inwards and come up with ways to forgive themselves more easily and a sense of enhanced confidence in their strength.

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Students, who would earlier say negative statements about self, are now more positive towards life; they understand that saying good things about self bring about good things around.

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They are able to briefly understand empathy and self compassion. They take into consideration of how the people around them might be feeling and how their actions might affect them.

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Students know when they are losing temper and can manage emotions better.

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Students are able to depict their own strengths and areas of developments in the form of drawings.

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Students have become more creative. We have put up an art work gallery in our classroom, where students artworks are displayed.

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Kids have started to put their creativity in the GPs and IPs of other subjects as well. Today's in History class when they had to use their creativity to make a mind map to make a concept easier for them to understand. They went beyond textbook explanation and kids came up with beautiful creative ideas for mind map with art in it.

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My students were always able to name their feelings using a wide set of vocabulary. However, now there is a default reasoning as to WHY they're feeling a certain emotion and how we may express it more deeply.

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Students love to experiment new things on their drawing sheets. They are confidently able to experiment new colours, textures etc
They have been pushing themselves to try out new art structures.

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Kids have started to reflect more. They don't blame themselves too much. Yasir had written Grade 5 exam paper and was feeling guilty, but later on he promised that from next time he'll pay attention to details and was happy that despite of he giving the wrong paper, he was able to score more and he was appreciating himself instead of feeling guilty about himself.

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The vocabulary for self awareness had increased. They have started to validate their feelings. We see instances of studnets ackknowdeging their feelings and emotions and taking time to deal with it. They know strength and weaknesses.

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Kids have started to recognise their strength and weaknesses. Kids have started to realise their mistakes. Today when Saniya said something which made Abdullah feel sad. She started feeling sad and she channelized her sadness through drawing in middle of the History class.

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The students have always been a fond of drawing and painting but initially always needed me to tell them to draw something but now they are able to draw how they are feeling and reflect on it on their own without needing me as much

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The students are more forgiving to themselves, when they mistake as they have been hearing everyone share that they make mistakes all the time too.

So they are able to connect the dots and be able to tell themselves that it's ok, hota hai

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Kids have started figuring out how they feel and when they feel it. Not only that but also have found a way to use it in art. Example: when they are angry or frustrated they take a paper and scribble on it then tear it into piece. Which according to them they love doing!

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Our kids are really very talented and this became more alive as the time went by with Saturday art class, and as goal 1 is coming to an end I noticed a shift in how they showcase their art, they always associate their drawings and expressions with feelings, it is no longer a plain art nowadays, without us asking they tell us the meaning of what they intended to coney by their art.

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As, more self aware they are becoming, we have also instilled the idea of them to be compassionate towards themselves and they are showing this through giving time out to themselves, eating their favourite food, telling us what they love, etc.

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Kids have started to be very mindful of themselves and always use I statements, they value their own likings and prioritise their feelings over others.

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During our EoU, one of the students drew a drawing in the style of SH Raza. She said she liked this style of art because it was beautiful from all angles, and she used an abstract style to show what she liked about herself through colours and shapes. I never thought this would be possible for a third grader, especially coming from the context that these kids did. Another student copied the style of Yayoi Kusama, she couldn't say what she wanted about her artwork in words but I believe she was finding a voice in that art.

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The writings of self compassion were adorable. They wrote sentences ranging from: "my brother birthday one day so don't be sad" to "you are the most best girl so smile and have an amazing day". I truly didn't think they were capable of this and it made me so happy that they could think of sentences like this, it was something they couldn't do 6 months ago. They're also better at sharing what they like about themselves.

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The children now have a brief idea of self-compassion and some of them can express what they like or dislike about themselves.

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The kids have started taking more initiative to express themselves through drawing. They even understand how their didi feels and ask me to share which is amazing!

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The children's vocabulary to express their emotions has definitely improved. They are more self-aware and express their feelings fully.

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The kids write lines of self-compassion to themselves and know how important it is to love themselves. I saw one kid was sad one day. I went to him and saw some beautiful lines like : "I am important. I am brave ." written and felt very happy!

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Some of our students can express their likes and dislikes more clearly. Some can also think about what they like and dislike about themselves, not just physical attributes but emotional as well. I love the question "what is special about you" or "what makes you unique", they're not all at a stage where they can express what they think about this, but it's set the wheels into motion.

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Arushi
The first things my kids do is share how they feel. The best part is that they freely share about how they are feeling and some also say "all feelings" which is beautiful. They are always eager to share and it has been enabled through SArC.

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The EOU showcase brought forth artworks where kids actually remembered different techniques of expressing their artwork.
Also in offline class we have observed that they don't want to copy the artist or what their friends are doing instead want to stand out and create their own masterpiece

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Students are able to experiment much more with their creative expression, it is reflected in their behaviour during classes as well.
Students volunteered to make charts for the class on their own, and a lot of students have started to share their non SARC artworks with me too.

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Students are able to express themselves and they are looking out for creative ways to express themselves.A child shared a piggy notes concept in the classroom where we can put chits and write how are we feeling and didi's can read and have a word with them in person. This helped the whole class how to put out their feelings and emotions.

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Kids are able to identify their breakdowns and their likes and dislikes. They are becoming more aware about their emotions, circumstances and their actions. They are able to acknowled the change of emotions within them. During a SARC session, where Kids had to paint and listen to certain music. A Kid was not feeling great about painting, Later, He was able to identify the challenges he was facing.

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We have seen students relating to their everyday lives and also have started to express their own feelings and not just simply agreeing to their friends.
Some kids also have shown courage and shared about experiences that they haven't shared earlier .

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Students are able to self regulate their emotions. We discussed harmful vs good ways of dealing with negative emotions and students have been mindful of choosing better coping practices for negative feelings.

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Students are able to identify their emotions. The students asked me to put an emotions wheel chart in the class(as shown in a SARC class).
Students are able to express how different emotions make them feel, and how their bodies react to them.

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Students are able to be more expressive opting for various methods for expression not only bound to School Atmosphere but of the littlest things from their life and are able push their friends to express as well.

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At this stage they are able to identify what is self compassion but they still have to move to applying it on a regular basis.

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They try to relate to the stories of the lessons. That also reflects in how they understand and practice different emotions in different contexts as well

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Students have been able to identify emotions beyond happy and sad, more soo they are able to identify and the cause factor behind these emotions and also push themselves to face these emotion with various actions.

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We use positive affirmations in our class on a daily basis and they help our students a lot.

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Students are able to express themselves creatively, again not just through art, but in a variety of ways. They are unafraid to let their imagination run wild, and often push us to think more creatively too. There is an inherent willingness to experiment and try something new that is seen in most of our kids.

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Self-compassion has become an important part of our class culture and our daily reflections. Our students are aware of ideas like self love, self care, positive self-talk, and often try to practice them as well. We are still trying to figure out how to let self-compassion be more natural and instinctive.

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Students are able to identify their emotions more specifically, and with better articulation - not just during art class, but in other lessons as well. They are also able to clearly express when they are not feeling their best, and often reach out to their friends for help. Their ability to pinpoint exactly what they are feeling and what is causing it, has definitely improved.

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We can see the children doing this really well, they are able to express this in partner work also. They use their imagination really beautifully and express it well on paper, using the different art mediums really well.

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They are now aware of what self compassion is but we don't they they can deal with it in real life situations.

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Our students have increased their vocabulary from simple words 'happy' and 'sad' to words like Hurt , disappointed. bored, excited, angry, and scared. However, sometimes they don't use these worlds when they express themselves orally.

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I see students validating and expressing their emotions in the class. They are aware that there are more emotions than just happiness and sadness and articultae reasons behind it. They comprehend what to do when they face a certain emotion.

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During the End of show case unit, I saw students drawing and colouring in various creative ways which was related to their emotions and how they felt throughout the art class. They are able to imagine scenarios and implement the same through their drawing.Anjali.A

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During the End of show case unit, I saw students drawing and colouring in various creative ways which was related to their emotions and how they felt throughout the art class. They are able to imagine scenarios and implement the same through their drawing.Anjali.A

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Our students earlier only knew about 'happy' and 'sad' as a feeling. However, in the past few months, they have been able to not only understand but also actively identify other emotions like bored, excited, angry, and scared. 

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Our students earlier only knew about 'happy' and 'sad' as a feeling. However, in the past few months, they have been able to not only understand but also actively identify other emotions like bored, excited, angry, and scared. 

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In lesson no. 9&10 I saw them thinking deeper into their emotions and how they manage the same. Even during classes or tests, when they are stressed they find their own ways to cope up.Anjali.A

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In lesson no. 9&10 I saw them thinking deeper into their emotions and how they manage the same. Even during classes or tests, when they are stressed they find their own ways to cope up.Anjali.A

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I saw students being aware of different emotions and trying to relate to their daily life.Anjali.A

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I saw students being aware of different emotions and trying to relate to their daily life.Anjali.A