DEVELOPING OF SOCIAL INTELLIGENCE
by OŠ Otona Ivekovića
Erasmus plus project Swot Scouts
Erasmus+ Project “SWOT Scouts” 2018-1-ES01-KA229-049952
Development of Social Intelligence
Aspects of emotional competence covered: Social skills, self-confidence
Educational level: Primary Education, Secondary Education, Higher Education
Source: Own authorship / Vlasta Kovačević Herzog
Duration: 45 min.
Art Workshop
INTRODUCTION:
Working with art medium is considered highly stress-reducing. By focusing on the two
senses of vision and touch we can achieve a type of "rest“ from the current problems, and by
stepping back from them we can come to a resolution of a problem – we get insight "outside
of the box“. The results are visible after a short time, reducing the sense of frustration, in
other words the result gives pleasure and strengthens the self.
In a relaxed atmosphere (safe space, comfortable surroundings) and with the goal that is not
directly connected with emotional intelligence, it becomes possible to informally work on
individual problems or on reinforcing the group through free interaction of the participants.
Development of creative processing and visual-tactile thinking, two categories closely
related to emotional intelligence, is an essential part of this work.
OBJECTIVES:
- creation of an art work
- boosting motivation for this type of work on self
- strengthening personality
- development of creativity
- reinforcement of group cohesion
PREPARATION:
- Materials & resources:
Paints and other materials of choice
Models of the theme
It is necessary to choose a motive which enables individual work as well as a collective
result, where each member participates in equal measure
– in this case we were making Christmas balls – emoticons
(we used styrofoam balls, yellow and black acrylic paint, glue, cotton wool, sturdy red cloth)
PROCEDURE:
Step 1:
Type of interaction: frontal / 10 min.
Description:
- The motive is approached through short introduction about the content and the
actual assignment - The presenter explains the procedure
- We used sources in apps, social networks etc. to choose individual motives for the
theme (in this case emoticons)
Step 2
Type of interaction: individual / 30 min.
Description:
The participants are working. They choose a motive (one emoticon) and make it. The
technique is individually explained, depending on the assignment and the individual's skill
level.
Step 3
Type of interaction: whole group / 10 min.
Description:
Participants display the final products next to each other in the display area. They are
encouraged to comment their own and others' work.
Questions:
What were you trying to achieve? Are you satisfied with what you've accomplished? How
did you feel while working?
Do you particularly like someone else's work? Why?
How does your work fit with the others? How do the works function as a whole?
EXTENSION:
The works can be exhibited after drying (in our case the balls were used to decorate the
school Christmas tree).
In a relaxed atmosphere (safe space, comfortable surroundings) and with the goal that is not
directly connected with emotional intelligence, it becomes possible to informally work on
individual problems or on reinforcing the group through free interaction of the participants.
COMMENTS:
Development of creative processing and visual-tactile thinking, two categories closely
related to emotional intelligence, is an essential part of this work.
Additional value of this work is the subsequent display of the work result in the school,
thereby contributing to the shaping of the living surroundings.
If it is possible to allot more time for the art workshop, we recommend painting the walls or
the doors of the classroom, which also constitutes a direct effect on the appearance of the
everyday space and the creation of a mood in the surroundings.
Educational level: Primary Education, Secondary Education, Higher Education
Source: Own authorship / Vlasta Kovačević Herzog
Duration: 45 min.
Art Workshop
INTRODUCTION:
Working with art medium is considered highly stress-reducing. By focusing on the two
senses of vision and touch we can achieve a type of "rest“ from the current problems, and by
stepping back from them we can come to a resolution of a problem – we get insight "outside
of the box“. The results are visible after a short time, reducing the sense of frustration, in
other words the result gives pleasure and strengthens the self.
In a relaxed atmosphere (safe space, comfortable surroundings) and with the goal that is not
directly connected with emotional intelligence, it becomes possible to informally work on
individual problems or on reinforcing the group through free interaction of the participants.
Development of creative processing and visual-tactile thinking, two categories closely
related to emotional intelligence, is an essential part of this work.
OBJECTIVES:
- creation of an art work
- boosting motivation for this type of work on self
- strengthening personality
- development of creativity
- reinforcement of group cohesion
PREPARATION:
- Materials & resources:
Paints and other materials of choice
Models of the theme
It is necessary to choose a motive which enables individual work as well as a collective
result, where each member participates in equal measure
– in this case we were making Christmas balls – emoticons
(we used styrofoam balls, yellow and black acrylic paint, glue, cotton wool, sturdy red cloth)
PROCEDURE:
Step 1:
Type of interaction: frontal / 10 min.
Description:
- The motive is approached through short introduction about the content and the
actual assignment - The presenter explains the procedure
- We used sources in apps, social networks etc. to choose individual motives for the
theme (in this case emoticons)
Step 2
Type of interaction: individual / 30 min.
Description:
The participants are working. They choose a motive (one emoticon) and make it. The
technique is individually explained, depending on the assignment and the individual's skill
level.
Step 3
Type of interaction: whole group / 10 min.
Description:
Participants display the final products next to each other in the display area. They are
encouraged to comment their own and others' work.
Questions:
What were you trying to achieve? Are you satisfied with what you've accomplished? How
did you feel while working?
Do you particularly like someone else's work? Why?
How does your work fit with the others? How do the works function as a whole?
EXTENSION:
The works can be exhibited after drying (in our case the balls were used to decorate the
school Christmas tree).
In a relaxed atmosphere (safe space, comfortable surroundings) and with the goal that is not
directly connected with emotional intelligence, it becomes possible to informally work on
individual problems or on reinforcing the group through free interaction of the participants.
COMMENTS:
Development of creative processing and visual-tactile thinking, two categories closely
related to emotional intelligence, is an essential part of this work.
Additional value of this work is the subsequent display of the work result in the school,
thereby contributing to the shaping of the living surroundings.
If it is possible to allot more time for the art workshop, we recommend painting the walls or
the doors of the classroom, which also constitutes a direct effect on the appearance of the
everyday space and the creation of a mood in the surroundings.