Practicing Emotional Expression
In this lesson, we introduce a simple technique for amplifying emotional expression in stories. In our early days of Relationship Development Intervention (RDI), amplifying emotions was one of the techniques we practiced. We amplify movements, facial expressions, and verbal expressions intuitively with babies and young children. Often, we do not think of doing so with older children. RDI taught us to be mindful of how we were conveying emotions to teach nonverbal communication to children. Theater arts provide ongoing opportunities to practice amplification of emotions and emotional expression at any age!
Watch the video showing an activity for practicing emotional expression.
2. Watch the squirrel story.
3. Play a game
Who likes cashews?
Ananth and I used the activity in the emotional expression video while narrating the story to Ishaan (my 2.5 year old nephew). We would say "Grandpa loves cashews" and go towards cashews excitedly with and excited expression on our face. Then, we would say "Chitapa (uncle) does not like cashews" with an expression of disgust and move away from the cashews. Then, we would say "squirrels loved cashews" while narrating the story and come towards cashews (imaginary!) with excitement.
4. Noticing Opportunities and Practicing
Once we practice a technique several times, we start noticing opportunities and using the technique spontaneously. I use the technique frequently while reading to Ishaan. There is a simple book Cats, Bats, and Rats. It is a simple book with few words that is part of a beginning readers series. But we add emotional expression to make it enjoyable. For example, one of the books Ishaan enjoys in The Friendly Crocodile. He made up a game about the friendly crocodile coming home. He says "Sleep." I pretend to sleep. Then, Ishaan comes near me. Then, I pretend to wake up, put on a scared expression, back off, and exclaim "The crocodile is here. How did he get in?" in a scared voice.
When Ananth was younger, we used to play a game called crocodile dentist. We took turns pressing the crocodile’s teeth to find the one that hurts. But the dentist might get bitten by the crocodile! Whenever we escaped the crocodile, we said "Phew. Safe." When the crocodile bit, we exclaimed "He bit me." and moved back. We also added anticipation as we approached the crocodile "Hope he does not bit."
5. Review the eight categories of outcomes below.
This list of outcomes was developed by Dr. Ambika Kameshwar as part of the Theater Arts for Holistic Development (TAHD) framework. I have spotlighted movement and emotional expression. Theater integrates movement and emotional expression. As we develop movement capacities, we also use these capacities to express ourselves. This is a unique feature of movement experiences in theater arts.
List three outcomes for storytelling activities with your child. For example, movement and mobility, emotional expression, and language and communication can be three categories of outcomes. Write specific outcomes for your child.
6. Analyze your child's movement diet
Many parents are aware of the need for including movement in the daily routine. Consider the question:
Are you including forms of movement that also teach the use of the body for communication?
Emotional expression is key to enjoyment. Children enjoy observing and using emotional expressions during storytelling. Neurodivergent learners with motor challenges may also experience difficulty in emotional expression. Storytelling provides opportunities for practicing emotional expression and communication throughout life.
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