“Recognition of emotions and abi-

Participants of 1st LTT Activity meeting in

lity to express them by various
Lithuania had not only drama trainings but al-
means of drama” is the topic of
so a valuable and meaningful cultural program.
Daiva Rudokaitė, a psychodrama
Teachers visited Kaunas, Vilnius and Trakai.
therapist, actress and honorary
member of the Lithuanian Psy-
chodrama Society. During the
workshop, various techniques and
tools of psychodrama, drama and
theater were tested.

“Constructivist Methods
in Developing Key Skills
of Primary School Students”

Participants learned to focus on the

details, to be "here and now", to
trust in themselves and a colleague.
They also created theatrical impro-
visations based on fairy tales within
a limited time. A lot of attention
was given to reflection and emotion
recognition of each participant.

1st LTT Activity meeting in Kaunas, Lithuania

from November 18th to November 22th, 2019

About the project
The project is a strategic sch-
ool partnership project for the
exchange of good practices
prepared for the purpose of
gaining key skills to students
at basic education level.
Within the scope of the pro-
ject, Learning / Teaching /
Training Activities will be car-
ried out in each partner school
in order to increase teacher
qualifications and to share
good sample practices for gai-
ning key skills with participa-
tion of other partners .
In the project, there are five
primary school from Sweden,
Italy, Spain and Lithuania,
coordinated by the Cumhuriy-
et Primary School.
Cumhuriyet Ilkokulu, Turkey
ASSISI International School-
Fondazione Paoletti, Italy
Ceip San Fernando, Spain
Kauno Panemunes pradine mokykla
Furulidsskolan, Sweden
Recognition Of Emotions
By Drama Method
The first meeting was held at Kaunas Pane-
mune Primary School. During the meeting
participants were introduced with drama
methods that help to recognise pupils’ emo-
tions.
During the workshop that was organized and
led by D. Nemčinskaitė, a teacher of artisctic
expression studio “Feeling”, participants were
introduced with the methods that help to relea-
se body, emotions and feelings.
Emotional control. Drama games.
At the beginning of the activity, it is important
to discuss with children the impact of negative
emotions by asking questions.
How to overcome fear?
How to respond to criticism?
How to survive failure?
SILENCE. Concentration, complacency.
Children sit comfortably, struggling to hear
sounds.
How long have you been blindfolded, what
have you heard?
LET’S WAKE UP THE BODY. The whole
body moves. Individual parts of the body
stop moving as instructed by the teacher.
BODY POSITION: Intuitive position, srai-
sed houlders, crossed legs, step forward and
outstretched arm, firm position with both
feet. How did you feel after each position?
WORD TUNNEL. Children stop facing
each other to form a tunnel. While one child
is going through the tunnel, we say positive
words, then negative. Which tunnel was
more pleasant to go through?
MOOD STAIRS. Facial mimics. When the
teacher raises his hands up the mimics
show good mood, when teacher lowers his
hands down, the facial mimics become sad.
MY EMOTION. Children get a piece of pa-
per with a written emotion on it and they
have to act it. Others try to guess the emo-
tion.
CREATIVE TASK. Each child gets a name
of the emotion and one role. (E.g. angry
student). The children are grouped in
groups of 3 and have to create an interes-
ting situation with the roles they have recei-
ved.
GOING WITH THE MUSIC. The music
keeps on changing. Children walk as they
want, but they feel the music and have to
convey their mood.
LET’S MOVE. Full body relaxation by the
music. The head is dancing. The palms are
dancing. Elbows. Knees. Shoulders. Hips.
Whole body is dancing.