Welcome students. Introduce yourself and the purpose of today’s lesson: using art to manage stress. Mention that this is a safe space to explore emotions through creative expression. Stick to 60-minute timeline.

Read each objective aloud, make eye contact. Emphasize that these skills apply beyond art class.

Define stress. Ask: “What does stress feel like to you?” Solicit a few quick responses.

Distinguish stress from healthy tension. Use examples: sports, exams vs. chronic overwhelm.

Hand out the Stress Meter Handout now. Give students 2 minutes to circle their number.

Explain interpreting the meter: 1–3 low stress, 4–6 moderate, 7–10 high.

Distribute art journals and supplies. Remind students of the 25-minute creation window and to use self-regulation breathing.

Offer color-emotion associations as examples. Circulate to encourage experimentation.

Model a deep-breathing technique. Encourage students to pause if feeling stuck.

Explain that sharing is voluntary. Encourage respectful listening and positive feedback.

Prompt students to write quickly. Monitor time to leave at least 3 minutes for breathing exercise.

Lead the breathing exercise as a class. Count aloud for each phase. Close by praising participation.