This activity focuses on developing another fundamental element of resilience: a future-oriented mindset and optimistic outlook. The basic task is for the children to work together to draw a much more positive “future situation” – which we call the dream position – compared to a “situation” defined by a teacher. The group members work together to create a single drawing in which each student’s contribution is clearly represented. They co-create one unified piece of art.
This activity can be linked to any subject where visual expression is possible. It is only considered complete if done through cooperation, meaning that students must rely on each other within their group.
Skill focus
Primary Skill Focus
- Resilience
Complementary/Secondary Skill Focus
- Emotional awareness, regulation, and communication
- Problem-solving
- Flexibility
| Age group | Student number | Duration |
| 7 + years old | groups of 2 to 6 students, class size | 15-45 minutes (depending on the topic, paper size, and technique) |
Proposed step by step implementation of the learning activity
- The teacher provides the “starting situation”, or the children choose one together. The current situation (starting point) can be anything: for example, we can use a scene from a fairytale where the characters get into trouble and ask the children to draw a positive outcome. Or we can recall a past (already resolved) situation when the children were at an emotional low point and draw the “dream position.” The goal is that the children work together to create a rich (detailed) picture that represents a much better future state.
- The group discusses how the drawing should look, who will take responsibility for each part, and how the different elements will be connected.
- Each student works on their part according to the plan, making sure all sections come together as one single image.
- At the end, the group looks at the finished piece together. Everyone shares how they contributed and how they felt during the activity.
- Ask the students to explain the different parts of the picture, i.e., why this situation is better. What do they think the characters did to get to this state? In this context, the teachers can raise the question of reality, what skills are needed for this, or who can be asked for help (supportive social relationship development).