{"id":270,"date":"2021-02-03T14:40:03","date_gmt":"2021-02-03T19:40:03","guid":{"rendered":"https:\/\/smho-smso.ca\/emhcsecondary\/?page_id=270"},"modified":"2021-12-05T16:56:32","modified_gmt":"2021-12-05T21:56:32","slug":"inspirational-graffiti","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhcsecondary\/positive-motivation-and-perseverance\/practising-optimism\/inspirational-graffiti\/","title":{"rendered":"Inspirational graffiti"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><p>Prepare for this practice by selecting messages and images that are diverse and inclusive so that all students feel included, welcomed and represented.<\/p>\n<ul>\n<li>Think about where and how to showcase the art\/affirmations (mural paper, collage, bathroom stalls, staircases).<\/li>\n<li>Provide context for the practice (see \u201cEvidence\u201d sections).<\/li>\n<li>Choose a theme for the graffiti either before the activity or with students. It can relate to positive affirmations or a particular area, interest, or need.<\/li>\n<li>Students brainstorm why affirmations are important and come up with some examples.<\/li>\n<li>Students select affirmations or positive messages that would inspire others.<\/li>\n<li>Students will choose how to visually express their affirmations.<\/li>\n<li>Once the affirmations have been reviewed by their teacher, students can post their statements.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><p>Could be practiced during high stress periods.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Evidence-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneEvidence-0' aria-expanded='false' aria-controls='collapseOneEvidence-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Evidence<\/h3><\/a><\/div><div id='collapseOneEvidence-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneEvidence-0' data-parent='#accordion0'><div class='card-body'><p>Having a positive outlook and sharing positive messages can lead to experiencing positive emotions which is a marker of optimal well-being (Fredrickson, 2004). This activity links together the protective factors of positive emotions, school belonging\/mattering and the benefits of expression through arts. Activities like these enhance student decision-making skills and foster their creativity, which helps to build social relationships (Roorda, et al., 2011; Ronkko &amp; Lepisto, 2016).<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='References-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneReferences-0' aria-expanded='false' aria-controls='collapseOneReferences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> References<\/h3><\/a><\/div><div id='collapseOneReferences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneReferences-0' data-parent='#accordion0'><div class='card-body'><p>Fredrickson B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical transactions of the Royal Society of London. <em>Series B,<\/em> <em>Biological sciences, 359<\/em>(1449), 1367\u20131378. doi:10.1098\/rstb.2004.1512<\/p>\n<p>R\u00f6nkk\u00f6, M. L., &amp; Lepist\u00f6, J. (2016). The craft process developing student decision making. <em>Techne Series-Research in Sloyd Education and Craft Science A, 23<\/em>(1)<\/p>\n<p>Roorda, D. L., Koomen, H. M., Spilt, J. L., &amp; Oort, F. J. (2011). The influence of affective teacher\u2013student relationships on students\u2019 school engagement and achievement: A meta-analytic approach. <em>Review of educational research, 81<\/em>(4), 493-529.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>To provide students with a creative outlet to inspire self and others with positive messaging and images<\/p>\n","protected":false},"author":2,"featured_media":704,"parent":178,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[15,31,39,51,17,41],"tags":[],"class_list":["post-270","page","type-page","status-publish","has-post-thumbnail","hentry","category-include","category-monthly","category-occassional-teacher-friendly","category-positive-motivation-and-perseverance","category-promote","category-use-outside"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/270","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/comments?post=270"}],"version-history":[{"count":4,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/270\/revisions"}],"predecessor-version":[{"id":914,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/270\/revisions\/914"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/pages\/178"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media\/704"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/media?parent=270"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/categories?post=270"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhcsecondary\/wp-json\/wp\/v2\/tags?post=270"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}