Duration: 90 minutes.

Primary SPIRIT Skill(s) focus

• Valuing people and nature
• Curiosity, sense of wonder, and openness
• Empathy
• Flexibility
• Resilience

Brief description

Getting to Know the Tale – Text Exploration Lesson

Students imagine themselves as the heroes of a story and approach the tale through playful and multifaceted methods. They not only get to know the story but also engage with it actively and creatively using images, movement, and words.

The teacher prepares the story, which may be a traditional folktale or a modern story. The tale is introduced in an interactive, multisensory way (e.g., images, objects, sounds, movement-based scenes, arranging keywords, etc.).

The STEAM day is ideally based on a story that includes the following elements:

• a clear main character (preferably a child or young person with whom students can identify),
• a goal or challenge the protagonist wants to achieve,
• a journey with trials to overcome,
• the appearance of helpers (animals, people, magical beings, or in a modern tale: a robot, a friend, an invention),
• a conflict or obstacle that can be resolved,
• a resolution, transformation, and a moral at the end.

Additional selection criteria for the story:

• Should connect to local culture and be familiar to students.
• Should feature interesting, diverse characters or settings to inspire various tasks.
• Should not be too long or complex—easily broken down into parts.
• Should contain elements that lend themselves to movement, visualization, or creative expression.

Structure of the activity:

• Group formation (3–4 students per group), emotional tuning: singing (a song related to the chosen story), vocabulary building with unfamiliar story words (e.g., online activity via WordWall).
• Developing linguistic creativity using anagram cards to reveal the story’s title.
• Storytelling – the teacher reads the story aloud.
• Text comprehension – students recall the content using question cards. Each group rolls a die and answers the question corresponding to the number rolled. Correctly answered questions are collected by the group.

BREAK

• Vocabulary development – each group draws word or sentence cards related to the story. They keep the cards they can explain; otherwise, they return them. Only one group member at a time may collect a new card.
• Reinforcement and practice – online tasks completed in groups on tablets (e.g., quizzes, sequencing events, true/false, multiple choice via LearningApps or WordWall).
• Testing reading comprehension through drama – “Hot Seat” game: a volunteer sits in front of the class, acting as the story’s main character. Classmates ask them questions about the events.
• Feedback and self-assessment – students use body posture to express how well they understood the story (e.g., a dove for full understanding, a fish for partial clarity, and a fox hiding for confusion).
• Assigning homework – students are asked to watch a cartoon version of the chosen story at home.

How does this develop particular SPIRIT skills?

As students follow the journey of a storybook hero, they gradually enter an unfamiliar, imaginary world. This transition – during which they take on different roles, perspectives, and situations – both requires and develops mental flexibility. Interpreting the story, reflecting on the actions of various characters, and adapting to new questions all support the development of flexible thinking, especially when the narrative allows for multiple interpretations.

At this stage, resilience is primarily fostered through the learners’ engagement with the challenges faced by the protagonist. By identifying with the character, students can safely explore how to overcome difficulties, mistakes, or doubts. In group discussions, they come to realize that the hero also makes mistakes, recalibrates, and still reaches their goal – offering a powerful model for them to relate to.

Creative, dramatic engagement with the story activates students’ imagination and emotional involvement, helping them draw on inner resources. In this way, resilience is developed not only cognitively, but emotionally as well.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

The aim of the activity is to develop students’ flexibility and coping skills in the following areas:

• The student is able to accept and interpret the story character’s mistakes and failures, and based on these, identify their own coping strategies.
• They recognize that a difficult situation may have more than one possible response and are able to reflect on a character’s decision from at least two different perspectives.
• They can emotionally identify with the story characters and articulate how they would act in a similar situation.
• They are able to participate in shared story work with openness and cooperation, adapting to others’ thoughts and interpretations.
• They are capable of giving feedback on their own experiences, emotions, and insights, and expressing them reflectively.

Academic/Curriculum Objective connection

• Retelling the story using guiding questions.
• Explaining vocabulary, expressions, and word combinations.
• Acquiring and practicing knowledge through ICT tools.
• Developing communication skills through dramatic play.

Materials and tools needed for implementation

Teaching aids: printed version of the story, worksheet, projector, laptop.

Depending on class size and number of groups: tablets, vocabulary cards, question cards, dice, and other supporting materials.

Preparation notes

• The teacher selects the story in advance, which will serve as the central element of the STEAM-day. It is advisable to choose a story that is visually rich and offers multiple opportunities for interpretation and creative activities.
• In addition to knowing the story, it is recommended to prepare or print the related question cards, vocabulary explanation cards, and anagram game cards ahead of time.
• For the online tasks (WordWall, LearningApps, etc.), tablets or other digital devices and internet access may be required.
• To enhance the storytelling atmosphere, the teacher can prepare images, sounds, musical excerpts, or symbolic props and decorative elements.
• It is worth setting up a quiet, structured environment that supports sustained attention and emotional engagement. The teachers should also be prepared to activate the students’ imagination and prior experiences (e.g., have they ever seen a hot air balloon, visited a museum, or what “old painting” means to them).

Guided Questions

• What could you have done in the hero’s place when they faced a difficulty?
• Why didn’t the character give up when something didn’t work out the first time?
• How did the hero’s experiences along the way change their way of thinking?
• Was there a moment when they had to come up with a new solution? How did their thinking help them with that?
• What helped the hero move forward when it seemed like there was no way out?

Stage Debriefing Questions (Optional)

• What did you learn from the characters in the story? What qualities helped the hero overcome challenges?
• How did this lesson help you connect with your classmates?
• What difficulties did you face during the lesson? How did you overcome them?
• What went really well? Can you use the knowledge or experience you gained in other situations too?
• What was the biggest challenge for the story’s hero? How did they solve it?
• Was there a part where you think the hero showed flexible thinking?
• In what way does the hero remind you of yourself? Have you ever been in a similar situation?
• What did this story teach you about perseverance or trying again?

Tips and Tricks for dealing with stage challenges

• Challenges in engaging with the world of the story
• Engagement can be supported by consciously arranging the learning environment – lighting, space, and atmosphere should enhance the storytelling experience. Soft background music, visual aids or symbolic objects can stimulate the imagination and help students immerse themselves in the narrative.
• Difficulties in group work
• When forming groups, it’s helpful to consider students’ diverse strengths. Including a confident speaker, a cooperative peer, or a tech-savvy student in each group can foster collaboration. Positive feedback and clearly defined group roles also contribute to more effective teamwork.
• Struggles with a task
• If students get stuck, offering opportunities to try again or suggesting alternative ways of thinking can be useful. Encouraging phrases such as “Try a different approach” or “Look at it from another point of view” may help them move past the difficulty.
• Decreasing motivation or attention
• It’s important to spark curiosity early in the session — for example, by introducing exciting tasks to come or playing music from a film adaptation of the story. A variety of playful, visually appealing activities can help maintain focus. Creating cooperative competition, such as completing a task within a time limit, may also boost motivation.

Duration: 90 minutes

Primary SPIRIT Skill(s) focus:

• Creativity
• Problem-solving
• Flexibility
• Resilience

Brief description

Obstacle course outdoors – journey in the fairy tale world

The students complete a “Seven Challenges” obstacle race in teams of 6-7, carrying a route card and a map. Each challenge must be completed at a specific station. Each station refers to the characters, locations, or challenges of the chosen story, but the specific tale can be any selected by the local educator (a folk tale or a modern story).

Each station requires different skills: movement, logical thinking, creativity, sensory perception, measurements, and cooperation.

Examples of stations that could be set up:

Station 1 – Sounds of Nature

Recognizing different animal and natural sounds (e.g., bird songs, water flowing, wind noise).

• Develop: auditory attention, observation skills, concentration.
• Flexibility: if they don’t recognize a sound at first, they need to try new ideas (e.g., process of elimination).

Station 2 – Dexterity Challenge

Balancing, target throwing, moving through obstacles, or other physical tasks.

• Develop: coordination, quick reaction, perseverance.
• Resilience: if they make mistakes, they have to try again.

Station 3 – Hidden Message Underwater

Solving a puzzle or obtaining hidden information from a “fishing” game (e.g., with a magnetic fishing rod).

• Develop: logical thinking, problem-solving.
• Flexibility: if they don’t succeed immediately, they must adjust their strategy.

Station 4 – Hunt for Colores and Shapes

The team receives a list (e.g., 5 colours, 5 shapes) and must find all the items in the given area.

• Develop: visual perception, teamwork.
• Flexibility: trying new searching methods if stuck.

Station 5 – Tactile Recognition

Identifying objects by touch inside a box or cloth bag.

• Develops: tactile perception, memory, descriptive skills.
• Resilience: multiple attempts, different ways of thinking.

Station 6 – Secrets of Earth and Sky

Estimating area and height, examining surfaces, identifying materials (e.g., soil, stone, concrete), and discussing environmental connections.

• Develops: measurement skills, environmental awareness, mathematical thinking.
• Flexibility: trying different measurement methods.

Station 7 – Code Breaking

Deciphering symbols, secret writing, or logical puzzles.

• Develops: logical thinking, pattern recognition, creativity.
• Resilience: rethinking after unsuccessful attempts.

Additional (highly suggested) Station – Celebration

A joint closing activity: singing, dancing, or creating together to strengthen team spirit.

• Develops: cooperation, community experience.
• Flexibility: rotating roles, making decisions together.

How does this develop particular SPIRIT skills?

During the Seven Challenges, students continuously encounter new situations and various types of tasks that present both physical and mental challenges. The diverse stations require different skills, so participants must quickly adapt to different task types and working methods.

• Resilience: Children learn that making mistakes is natural and that they can try again after failure. At every station, they have the opportunity to try multiple approaches and attempt tasks again. This develops perseverance and stress tolerance.
• Flexibility: Quickly understanding the types and rules of tasks and responding immediately helps adaptability. Children experience how to think from different perspectives and find creative solutions if the first idea doesn’t work.
• Teamwork: Since the stations require cooperation, students develop communication skills, listen to each other’s ideas, and switch roles during tasks. This supports the development of social flexibility.
• Positive self-assessment: Successful task completion increases self-confidence, and students receive reinforcement that they are capable of coping with changing situations.

The Seven Challenges thus provide a safe, playful framework in which children can become aware of and practice strategies that help them overcome difficulties and adapt flexibly to new situations.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

The aim of the activity is for students to practice overcoming difficulties and adapting to new situations in a safe, playful environment:

• They are able to recognize that failure or making mistakes is part of the learning process, and that results can be improved through repeated attempts.
• They approach tasks openly, even when these differ from the usual classroom activities.
• They can switch strategies if one method does not lead to success and are able to seek alternative solutions.
• They are flexible in changing roles, task distribution, and working methods within the group.
• They can motivate themselves and their peers to complete the task, even if the solution requires more time or multiple attempts.
• They positively evaluate their own and their peers’ efforts, not just the final outcome.

Academic/Curriculum Objective connection

• Developing interest in nature, observation skills, and auditory attention through recognizing bird songs and other environmental sounds, as well as observing their characteristics. (Stations: 1, 5)
• Strengthening gross motor skills, coordination, and sense of balance through agility and movement challenges, and coordinating the movements of team members. (Stations: 2, 4, 8)
• Recognizing part-whole relationships, developing visual perception, fine motor skills, and creativity through puzzles, tactile recognition, and codebreaking activities. (Stations: 3, 5, 7)
• Developing mathematical thinking through estimation, measurement, comparison, use of units, as well as examining environmental materials and understanding environmental protection aspects. (Station: 6)
• Developing language and logical skills through letter arrangement, codebreaking, and tasks requiring creative thinking. (Stations: 3, 7)
• Developing musical hearing, sense of rhythm, and movement culture through singing, dancing, and collective movement; learning about cultural traditions. (Station: 8)

Materials and tools needed for implementation

Station 1 – Sounds of Nature

Task: Recognize animal and natural sounds (e.g., bird songs, water flowing, wind noise).

Materials:

• Sound recordings (playable via phone, tablet, or speaker)
• Playback device and speaker
• Worksheet for identifying sounds (with pictures or written)
• Pens, pencils

Station 2 – Agility Challenge

Task: Balancing, target throwing, moving through obstacles.

Materials:

• Small cones or markers to set up obstacle course
• Balls, beanbags, or rings for target throwing
• Balancing equipment (e.g., bench, thick rope on the ground)
• Timer (stopwatch, phone)

Station 3 – Hidden Message Underwater

Task: Assemble a puzzle or obtain information from a magnetic “fishing” game.

Materials:

Magnetic fishing rods

• “Fish” or objects with magnets, marked with numbers, letters, or image pieces
• Puzzle (printed and cut picture, e.g., palace or another scene)
• Plastic tub or bucket to represent “water”

Station 4 – Hunting Colores and Shapes

Task: Find and document a given list of colours and shapes.

Materials:

List of elements to find (colours, shapes) with pictures

• Tablet or camera for documentation
• Marker pen to tick off found items

Station 5 – Tactile Recognition

Task: Identify objects inside a box or cloth bag by touch.

Materials:

• Cloth bags or boxes with covered openings
• Objects of various materials and shapes (e.g., sponge, stone, wood, metal, plush toy, toy car, pencil)
• List of possible objects for checking

Station 6 – Secrets of Earth and Sky

Task: Estimate area and height, examine materials.

Materials:

• Measuring tape, measuring wheel, or string
• Notebook and pencil for estimates
• Material samples for identification (if needed)
• For measuring tree height: measuring tape plus helper tool (e.g., triangle template or app)

Station 7 – Codebreaking

Task: Solve symbols, secret writing, or logic puzzles.

Materials:

• Printed puzzles/code sheets
• Pens, pencils
• Answer key for teacher’s reference

Additional (highly suggested) Station – Celebration

Task: Joint closing activity (singing, dancing, creating).

Materials:

• Speaker and music player
• Simple instruments (e.g., shaker, drum) or creative tools (drawing paper, markers)
• Enough space for movement.

Preparation notes

• Location selection: Choose a safe, easily walkable area with varied terrain features (e.g., trees, shaded spots, grassy areas). Scout the route in advance.
• Marking stations: Number each station and mark them clearly with visible signs (flags, boards). Make sure the direction of progression is clear.
• Time frame: Allocate about 8–10 minutes per station plus transition time between them.
• Helpers: Assign one adult or older student to each station who knows the task and monitors the rules.
• Route sheets and team identifiers: Prepare simple route sheets with spaces for stamps or signatures. Differentiate teams by colour, bandanas, or badges.
• Flexibility in equipment use: Have alternative tasks ready in case of weather or technical difficulties (e.g., live sound imitation instead of recorded sound recognition).
•  Preparing for closure: Ensure the space and materials needed for the final group activity. Allow time for short feedback or reflection (e.g., sitting in a circle and sharing “What was your favourite station?”).

Guided Questions

• What did you do when something didn’t work out the first time?
• How did you feel during the challenges?
• Where did you find the strength to keep trying?
• Who or what helped you not to give up?
• What did you learn from your mistakes in these playful situations?
• What changed during the game, and how did you react to it?
• How did you adjust your plan if something didn’t go as you expected?
• What else did you try when your first idea didn’t work?
• Were you able to switch roles or cooperate differently to improve?
• Can you remember a time when you faced a similar challenge? What helped you then?

Stage Debriefing Questions (Optional)

• Was there a task that you found difficult? What did you do when you got stuck?
• When did you have to change your plan? Why did the new idea work better?
• What helped you not to give up during a tough moment?
• In what ways were you flexible as a team? How did you make decisions together?
• What did you learn today about yourself or your team that you can use in other situations?

Tips and Tricks for dealing with stage challenges

• Time management: If a team gets stuck or spends too much time at a station, gently signal that it’s time to move on, or support progress with guiding questions.
• Maintaining motivation: Praise effort, cooperation, and perseverance, not just the solution. Reinforce that making mistakes is part of learning and every attempt is valuable.
• Supporting flexibility: Encourage teams to try different approaches—like switching roles, changing the order of tasks, or using new strategies—if the first attempt doesn’t work.
• In case of equipment shortage or technical issues: Have simplified or alternative solutions ready (e.g., live sound imitation for sound recognition, estimation instead of measurements). Keeping the experience playful and positive remains important.
• Managing group dynamics: If tension or conflict arises in the team, redirect attention to the common goal and remind them that cooperation is key to success.
• Fatigue or loss of focus: A short physical warm-up, a group cheer, or a humorous refreshment activity can help regain energy and focus.
• Weather difficulties: Plan ahead for indoor or shortened versions to quickly adapt the activity if needed.
• Memorable closing: The final station (celebration) provides an opportunity to share experiences and emotionally close the activity. It’s worth keeping this even if time becomes tight.

Duration: 90 minutes.

Primary SPIRIT Skill(s) focus

• Valuing people and nature
• Curiosity, sense of wonder, and openness
• Empathy
• Flexibility
• Resilience
• Emotional awareness, regulation and communication

Brief description

The order of the tasks is fixed, but tasks 2, 4, and 6 can be omitted. Additional variations: 3/b; 6/b; 6/c.

Warm-up:

1. Fantasy Journey – Imaginary entry into the world of the story

With relaxing music playing, students are given the opportunity to imagine entering a significant location from the chosen story (e.g., garden, forest, castle, cave).

A movement exercise connected to an element of the story, such as a flower, supports relaxation and immersion. For example, bud state: curling up, bending forward, hugging the body with both arms; blooming state: arms rise to a high posture, open sideways, stretching upwards, standing on tiptoes; then the exercise ends with lowering the arms.

Reflection, discussion: Were you able to relax? What images or moods appeared in your imagination?

2. Recalling the tale – Circle storytelling (collective retelling)

Passing around an object related to the story, each student adds a sentence to retell the tale. This way, the main events are processed together.

Reflection, discussion: Was anything important missing? Which expressions were especially vivid?

Main part

1/a. Voicing – embodying the characters’ thoughts

Students put themselves in the place of a character and express what they might have felt or thought in the situation. The teacher can provide starting examples, but should remain open to students’ own ideas.

Reflection: Which statements were especially insightful or unique? How well did they reflect the character’s personality?

1/b. Depicting the hero’s journey – movement-based processing

The hero of the chosen story (a selected student) starts walking, and the others follow in a line imitating their movements. Various obstacles are physically represented through movement (e.g., water, dense forest, cave, mountain). For example: small steps, big steps, crouching at the cave, walking while crouched, crossing waist-high water (with resistance), stumbling through dense forest, climbing a mountain, descending into a valley…

2. Group synchronization – Wave – circle game with hand or shoulder hold

Students stand in a circle holding hands or shoulders. A “wave” is initiated that moves through the group with movements (e.g., crouching and standing up) more smoothly each time. The task develops group attention, rhythm, and mutual attunement.

Reflection, discussion: What helped the group move together? What did it feel like to cooperate?

3. Playful dialogue exercise – role interpretation with voice and intonation practice

Students repeat a characteristic recurring dialogue from the story (e.g., request, threat, reply) with different tones and emotional emphasis, passing it around the circle. Variations help deepen role understanding.

Reflection, discussion: What traits helped the characters solve their situations?

4/a. Vision game – guided imagination

In pairs, one student walks with eyes closed while the partner “guides” their imagination verbally, describing what they would see in an imaginary place related to the story (e.g., garden, palace, forest).

4/b. Tableau creation – forming a living picture

Students take turns creating “still images” of locations or characters from the story. They use posture and facial expressions to represent characters, objects, or scenes. A collective composition is formed at the end.

4/c. Blind leading – trust game

In pairs, one student moves with closed eyes while the other guides silently through touch (handhold, shoulder tap, finger connection, etc.).

Role switching and sharing experiences is important.

Reflection, discussion: What did it feel like to lead or follow? How much trust has developed? How does this relate to relationships between characters?

Closing part:

Where is the exit? – communication through eye contact

• Students stand in a circle holding hands, with one playful student in the middle, eyes closed. The teacher marks the exit (between two students). After opening their eyes, the one in the middle tries to find the correct direction, relying only on eye contact. Reflection, discussion: What was it like relying only on eye contact? How clear was the message?

Closing circle – What do you take with you?

• Students place a stone into a basket and briefly share what they learned from the story’s characters: which trait or action was most important to them. Reflection, discussion: Which trait was mentioned most? How can these be used in other situations?

How does this develop particular SPIRIT skills?

Drama sessions provide an experience-based learning framework that promotes the development of students’ emotional, social, and cognitive flexibility. The exercises focus on processing a story, offering students the opportunity to explore different situations and roles in a safe, creative environment.

Activities that expose students to coping situations – whether through movement, emotional expression, or symbolic forms – support the development of resilience. Expressing the characters’ thoughts, overcoming obstacles, and engaging in trust- and cooperation-based games all contribute to strengthening emotional self-regulation, problem-solving skills, and self-confidence. Students experience that difficulties have solutions and that these situations hold potential for growth.

The development of flexibility is fostered by experiential pedagogical elements and diverse activity formats. Students try out various roles, postures, movement forms, and modes of communication, continuously adapting to the situation and to each other. Role changes, variation in emotional expression, and tasks that require attunement to one another enhance adaptability, openness, and flexible thinking.

The complexity of the session allows students to independently process their experiences and acquire fundamental skills and attitudes that form the basis for resilient and flexible functioning in future school, social, and life situations.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of the activities of stage 3, students:

• Develop their ability to recognize and name emotions, especially in situations that are unexpected, uncertain, or challenging (e.g., role changes, unfamiliar tasks, new group dynamics). This supports the development of emotional regulation and helps establish effective coping strategies—fundamental elements of resilience.
• Become capable of accepting different perspectives and stepping into various roles, which allows them to interpret stories and human behaviours with greater nuance. This fosters flexible thinking and strengthens the ability to adapt to changing circumstances (flexibility).
• Gain experience in teamwork and social coping mechanisms while cooperating, negotiating, and making joint decisions during the processing of dramatic situations. Such collaborative experiences build social resilience—the ability to rely on others, offer help, and accept assistance.
• Increase their openness to creative thinking and learn that uncertainty, mistakes, or unknown situations are not threats but opportunities for growth. Open-ended, free play and decision-making scenarios develop risk management and problem-solving skills, contributing to the strengthening of inner flexibility.
• Learn to appreciate their own and their peers’ efforts, gradually building an internal reinforcement system that does not rely solely on external recognition. This process supports the development of self-confidence and intrinsic motivation, which form the basis for sustained resilient and adaptable behaviour.

Academic/Curriculum Objective connection

The activities of the session are closely connected to 21st-century educational goals. The drama pedagogy approach comprehensively supports students’ emotional and social development, creativity, collaboration skills, and communication abilities.

Warm up:

1. Fantasy Journey – Imaginary entry into the world of the story: Development of bodily and mental awareness, emotional attunement, activation of visual and bodily imagination.

2. Recalling the tale – Circle storytelling: Oral text creation, listening comprehension, creative storytelling.

Main part

1/a Voicing – embodying the characters’ thoughts: Empathy, text interpretation, role interpretation, expression of emotions.

1/b Depicting the hero’s journey – movement-based processing: Body awareness, movement coordination, symbolic thinking, creative expression.

2. Group synchronization – Wave game: Group cooperation, sense of rhythm, shared attention.

3. Playful dialogue exercise – role interpretation with voice and intonation practice: Expression of emotions, variation in tone of voice, role-play communication.

4/a Vision game – guided imagination: Spatial orientation, acceptance of different viewpoints, verbal expression.

4/b Tableau creation – forming a living picture: Role awareness, body awareness, artistic self-expression.

4/c Blind leading – trust game: Building trust, sense of responsibility, nonverbal communication.

Closing part

• Where is the exit? – communication through eye contact: Development of concentration, interpretation of nonverbal signals, and attention to others.
• Closing circle – What do you take with you? Self-reflection, processing experiences, and concluding the learning process.

Materials and tools needed for implementation 

Most activities can be carried out in a safe, calm environment without the need for special equipment. Primarily, a space suitable for movement and a disturbance-free setting are required. The following props may be optionally used for certain exercises:

1.  Fantasy Journey – Imaginary entry into the world of the story

• Relaxation music and a device to play it (e.g., speaker, phone, media player)
• Device suitable for playing relaxation music (e.g., speaker, phone, media player)

2.  Recalling the tale – Circle storytelling

• A small object related to the story world (e.g., flower, ornament) to pass around during the story

4/a Vision Game – Guided Imagination

• Blindfold or scarf to cover the eyes (optional)

4/b Tableau creation – forming a living picture

• A device for taking photos, such as a phone or camera (optional)

4/c Blind leading – trust game

• Blindfold or scarf to cover the eyes (optional)

Closing circle – What do you take with you?

• Small stones or other tiny objects
• A basket or box to collect the objects.

Preparation notes

• Preparing the space:
• It is important that the venue for the session is safe, organized, and spacious enough for movement-based activities. A circular or semi-circular arrangement is ideal for group tasks.
• Preparing the materials:
• Any necessary props (e.g., relaxation music, objects, pebbles, scarves) should be prepared in advance and placed in an easily accessible location.
• Choosing the music:
• For relaxation, calm, instrumental music – preferably without vocals – is recommended, as it supports the emergence of inner imagery and promotes relaxation.
• Group dynamics considerations:
• Trust-based games (e.g., blind guidance, eye contact game) should only be introduced once a sense of openness and an accepting atmosphere has developed among the group members.
• Intentional preparation for reflection:
• At the end of the session, it is important to allow time for sharing experiences and discussing insights. Support students in expressing their inner experiences and thoughts in their own words during the reflection.

Guided Questions

Warm up session

1.  Fantasy Journey (Relaxation, activating imagination):

• Were you able to relax?
• What images or feelings did you imagine?
• How did you feel while doing the flower-related movements?

2.  Recalling the tale – Circle storytelling

• Which part of the story did you like the most?
• Was there anything you missed from the story?
• Why do you think this story is important?

Main part sessions

1/a Voicing – embodying the characters’ thoughts

• How do you think the character felt in that situation?
• What was the most interesting thing you said or heard?

1/b Depicting the hero’s journey – movement-based processing

• What obstacles did the hero have to overcome?
• Was there any part that was difficult for you? How did you deal with it?
• What did you learn about adapting while moving?

2. Wave game (Coordination, cooperation):

• What helped you move in sync with the group?
• How did it feel to pay attention to others and be in harmony with them?
• Did you need to change your movement to work better with the group?

3. Playful dialogue exercise (Roles, practicing vocal expression):

• How did it feel to speak with different tones or emphasis?
• What did you learn about the characters through their voices?
• Was there a time you had to change how you spoke to better understand the role?

4/a Vision game – guided imagination (Guided imagination, trust):

• What was it like to move with your eyes closed?
• How did you feel when your partner guided your imagination?
• Was there a moment when you had to trust your partner? How did that feel?

4/b Tableau creation – forming a living picture (Living statues, cooperation):

• What character or situation did you represent with your body?
• How did you work together with others to create a shared scene?
• Did you have an idea that surprised the others?

4/c Blind leading – trust game (Trust, nonverbal communication):

• How did it feel to lead or follow your partner?
• How much did you trust your partner?
• What did you learn about paying attention to each other without speaking?

Closing and check-out sessions

1. Where is the exit? – (Eye contact communication):

• What was it like to communicate only with your eyes?
• Was it easy to figure out which way to go?
• Why do you think attention and eye contact are important?

2. Closing circle – What do you take with you? (Reflection, lessons learned):

• What quality did you learn from the characters in the story?
• How can you use that quality in your own life?
• Was there an activity you would like to try again?

Stage Debriefing Questions (Optional)

• What was the most important thing you learned during the drama-based session?
• Was there a moment when something felt difficult, but you managed to solve it? Tell us about it!
• When did you have to be flexible or change your original plan?
• What did you do to help your partner?
• How did it feel to work together with the group?
• How do you think these games could help you if you face a difficult situation in the future?
• What personal qualities did you use today that help you be brave, persistent, and adaptable?

Tips and Tricks for dealing with stage challenges

Fantasy Journey – Imaginary entry into the world of the story

• Possible challenge: Difficulty relaxing or focusing.
• Tip: Darken the room, turn off the lights, and invite students to close their eyes. Use calm, slow-paced instructions to guide them into their inner imaginative world.

Recalling the tale – Circle storytelling

• Possible challenge: Hesitation to speak or forgetting parts of the story.
• Tip: Allow students to pass if they feel unsure. You can prompt with a starting word, or briefly summarize the key points of the story before beginning.

Voicing – embodying the characters’ thoughts

• Possible challenge: Students don’t volunteer or struggle to articulate feelings.
• Tip: Start with a model example from the teacher. Provide supportive guiding questions like, “What do you think the character felt when…?”

Depicting the hero’s journey – movement-based processing

• Possible challenge: The group is noisy or unfocused.
• Tip: Use clear cue words (e.g., “Cave!”, “Water!”) to refocus and structure the activity. Demonstrate the obstacles together first before individual improvisation.

Group synchronization – Wave – circle game with hand or shoulder hold

• Possible challenge: The movement is uncoordinated, lacking rhythm.
• Tip: Practice the movement slowly, like in slow motion. Adjust the pacing to match the group’s tempo to support flow.

Playful dialogue exercise – role interpretation with voice and intonation practice

• Possible challenge: Quiet, monotonous speech.
• Tip: Provide vocal examples expressing different emotions (e.g., fear, anger, joy). Positive feedback builds students’ confidence to experiment.

Vision game – guided imagination

• Possible challenge: The “guide” doesn’t know what to say; the “walker” feels unsure.
• Tip: Use starter questions like, “Can you see something in the grass?” Short demos or examples can help before the task.

Tableau creation – forming a living picture

• Possible challenge: Few ideas or hesitation in role expression.
• Tip: Brainstorm ideas as a group, then select roles. Presenting together reduces individual pressure and builds confidence.

Blind leading – trust game

• Possible challenge: Students fear closing their eyes or feel unsure about leading.
• Tip: Demonstrate different leading methods (e.g., holding hands, touching shoulders). Role reversal helps establish mutual trust.

Where is the exit? – communication through eye contact

• Possible challenge: The student in the centre cannot decide; eye cues are unclear.
• Tip: Encourage focusing on the eyes that appear most inviting. Emphasize silence and concentrated attention during the game.

Closing circle – What do you take with you?

• Possible challenge: Hesitation to share, shyness.
• Tip: The teacher can go first and share an example. Verbal sharing should not be mandatory, but symbolic participation (like placing a pebble in a basket) should still be included.

Duration: 90 minutes.

Primary SPIRIT Skill(s) focus

• Creativity
• Flexibility
• Resilience

Brief description

On land (forest), in water, and in the air – from the perspective of chosen story characters or creatures

• Preparation – Group formation, arranging materials
• Recalling the chosen story
• Real and imaginary locations: land, water, air
• Inspiration and ideas: technical preparation for the creative process
• Playful activity to spark imagination
• Creative group work
• Discussion, reflection, closure.

How does this develop particular SPIRIT skills?

Collaborative artistic creation – based on the perspectives of story characters chosen by the students – offers children the opportunity to imagine new situations, view familiar stories from different angles, and adapt flexibly to a creative challenge. This directly supports the development of flexibility, as students must adapt to each other’s ideas, a shared group concept, and any changes that arise during the creative process.

Resilience – the ability to cope with challenges – also develops on multiple levels during the activity. Re-immersing in the story world, tackling unfamiliar situations (e.g., “How does a bird or a fish see the forest?”), and managing disagreements during group work all help strengthen internal flexibility, emotional regulation, and problem-solving thinking.

Throughout the task, students:

• Step into the perspective of different creatures, enhancing empathy and mental flexibility;
• Adapt to a shared creative space and group dynamics, developing flexibility through real-life cooperation;
• Seek creative solutions to both technical and interpersonal challenges;
• Practice perseverance, learning how to keep going even when something doesn’t work out immediately.

• Visual and spatial creation is a particularly effective tool for stimulating flexible thinking and inner resources at this age. It allows for playful, symbolic, and free expression, while also supporting the emotional and cognitive processing of experiences.
• The final group discussion and reflection further reinforce self-awareness and self-regulation, as students share their experiences and insights from the creative process.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

The goal of this activity is for students to develop their adaptability and emotional resilience through collaborative creative work based on a story. During the group task, they are encouraged to explore different perspectives, cooperate with one another, seek solutions, and respond creatively to emerging challenges. Through this engaging, experience-based activity, children can discover how to activate their inner resources when facing new situations.

• Students will be able to adapt to group dynamics and respond flexibly to differing ideas and viewpoints during the creative process.
• They will experience that making mistakes or changing a previously chosen solution is a natural part of collaboration and creation.
• They will learn to accept others’ perspectives and make shared decisions within the group while working toward a common creative goal.
• Students will practice handling difficulties (e.g. lack of ideas, differing opinions) with calmness and patience.
• They will recognize the value of their own contributions, which will strengthen their self-confidence and inner stability.
• Students will understand that differing solutions can enrich the final outcome, and that flexibility can be a valuable resource in the creative process.
• By stepping into the shoes of a chosen story character, students will learn to see problems from new perspectives, helping them develop a more flexible attitude in their own real-life situations.

Academic/Curriculum Objective connection

• Development of visual perception and creative skills
• Understanding the meaning and aesthetic message of visual imagery
• Familiarization with visual expression methods and illustration techniques
• Practice in visual representation of both imaginary (fairy tale) and real spaces and environments
• Observation and use of the visual characteristics of nature (earth, water, air), where relevant
• Visual interpretation of the story’s plot and characters
• Strengthening interest in and appreciation for cultural values (if applicable)
• Development of empathy, imagination, and visual thinking
• Enhancing cooperation skills through group creation.

Materials and tools needed for implementation

• Large sheets of wrapping paper, drawing paper, or cardboard (one per group)
• Coloured pencils, felt-tip pens, wax crayons, oil pastels
• Tempera or watercolour paints (optional), brushes, water containers, cloth or paper towels
• Glue, scissors (if collage or cut-and-paste work is included)
• Pre-cut templates, textures, images (e.g., animals, landscape elements – as needed)
• Newspapers or plastic sheets to protect the floor (if students are working on the ground)
• Floor space or tables large enough to comfortably accommodate the groups
• Text of the fairy tale (or visual aids representing story elements – optional)
• Illustrative images of natural environments: forest, water, sky (e.g., cards, posters, or digital projections – as needed)
• Time-keeping device (clock, bell, etc.)

Preparation notes

• Pre-planning group formation helps ensure smooth work and harmonious collaboration. It is advisable to mix students with different abilities and temperaments in each group.
• Prepare all necessary materials and tools in advance and arrange them in an easily accessible place so students can reach them without difficulty.
• Provide an appropriate workspace; for artwork done on the floor, it is recommended to protect the floor with newspaper or plastic sheeting.
• Keep the recall of the chosen story brief and focused so that students’ memories of the plot and characters remain fresh.
• Prepare visualisation aids (pictures, cards, templates) to support imagination and perspective-taking.
• Plan and time the instructions and imagination-stimulating playful exercises that support group work, to maintain motivation throughout the activity.
• Consider that students work at different paces; allow enough time not only for the creative process but also for sharing and group reflection.
• Maintain a positive atmosphere; encourage students to realise their ideas and engage in open communication.
• Be prepared for possible technical issues and have backup materials ready (e.g., pencils, paper)

Guided Questions

• How can you imagine and represent the different settings of the story (land, water, air) from your own perspective?
• What creatures or characters might live in each environment? What qualities help them survive or go on adventures?
• How can you share your ideas together as a team so that everyone contributes to the creation?
• What happens if an idea doesn’t work out or the group’s work turns out differently than expected? How can you handle this?
• How can you adapt if someone else imagines the scene or viewpoint differently?
• What do you do if difficulties or conflicts arise within the group? How can you support each other?
• What was it like to see the story from a different perspective? Did it help you understand the characters or situations better?

Stage Debriefing Questions (Optional)

• What challenges did you encounter during the creative work, and how did you manage to solve them?
• How did you manage to adapt to your group members’ ideas or changes?
• Did you feel that despite the difficulties, you were able to work together and realize your ideas?
• What did you learn about how to respond flexibly to an unexpected situation or change?
• From what new perspective were you able to see the story’s world and characters? Did this help you understand the story better?
• What was your favourite part of the creative process, and why?
• What would you take with you from this collaborative work to help you solve future situations or work in groups?

Tips and Tricks for dealing with stage challenges

• Group members cannot agree.
• Careful planning is needed before the activity. It is important to select the appropriate paper size and consider the composition and size of the groups. Appointing group leaders can help facilitate cooperation.
• No ideas.
• Creating a storytelling, inspiring atmosphere can help spark imagination more easily. During preparation, showing examples and highlighting creative solutions is recommended. If necessary, individual support can be provided to specific groups.
• Too many ideas.
• It is advisable to set a time limit for deciding which idea to implement. Valuable ideas that cannot be completed due to time constraints can be realized at a later occasion.
• The group is too loud.
• Playing relaxing music can help promote focused, calm work and maintain concentration.
• Uncertainty in using tools.
• Only use tools that students are already confident with to avoid uncertainty and tension.
• Problems with representation.
• Maintaining a relaxed, accepting atmosphere is important, where attempts are supported and there is room for restarting. Using templates or examples can make the task easier and boost self-confidence.