Activity: I am, I have, I can
Knowing ourselves: Adolescents explore their strengths and resources through drawing
Activity overview
Energy level: 2/5
Literacy level: 1/5
Complexity level: 2/5
Time: 45 minutes
Purpose: Discover personal identity through creatively drawing strengths.
Objectives
Adolescents will be able to:
- Express strengths through drawing.
- Perform a gallery walk.
Competency domains
- Identity and self-esteem
- Hope for the future and goal setting
Works well for
Adolescents who may benefit from learning about their strengths and resources.
Phase
Knowing ourselves
Before
This session can build on the Silhouettes activity, where adolescents explore each other’s strengths through drawing.
After
Adolescents can follow-up with goal setting or planning activities to build on the strengths they identify.
Preparation
Draw a large circle on a piece of flip chart paper. The Gallery walk tool and the Agreeing to group rules activity to support adolescents in giving positive feedback as they look at each other’s drawings.
Activity steps
Step 1
Explanation and discussion: Show the flipchart paper with circle on it. Point to the circle.
Step 2
Facilitator says: “In a minute I am going to ask you to draw a big circle like this on your paper. The large circle represents you, and who you are.”
Step 3
Write I am... inside the circle.
Step 4
Facilitator says: “All of us can finish this sentence in many ways. What are some ways to finish this sentence?” (Ask the adolescents to volunteer their answers).
Step 5
Write I have... to the left or right side of the circle.
Step 6
Facilitator says: “All of us have things that we are able to do, not just in the future but right now. I have written this at the top of the marker board because what we can do represents our hopes and our potential. What are some ways to finish this sentence?” (Adolescents should volunteer their answers.)
Step 7
Write I can... above the circle
Step 8
Facilitator says: “All of us have things that we are able to do, not just in the future but right now. I have written this at the top of the marker board because what we can do represents our hopes and our potential. What are some ways to finish this sentence?”
(Adolescents should volunteer their answers.)
Facilitator says: “Now try to think of three things about who you are, what you have, and what you can do. When you are ready, draw your ideas inside, around and above your circle.”
Give adolescents at least 20 minutes (or as long as they want) to work on their drawings.
Step 9
After the adolescents have completed their drawings, organize a gallery walk.
Step 10
Facilitator says: “Your drawings represent your strengths. When we look at each drawing, we see the strengths of each person in our group. When we look at them together, we see the strengths of our entire circle.”
Step 11
Share and Take Away
Discussion:
- Who are we? Ask the adolescents to give some examples of who they are, and who is represented in their circle.
- What do we have? Ask the adolescents to give some examples.
- What can we do? Ask the adolescents to give some examples.
Step 12
Facilitator says: “Remember that strengths are just like muscles. We need to keep exercising them to keep them strong. As we work together as a circle, let’s focus on recognizing our strengths, exercising them to make them stronger, and using them to pursue goals.”
Do and don't
Do
- Allow adolescents to respond to questions about their identity in any way they want to, including drawing or writing.
- Encourage adolescents to focus on their strengths and resources.
Don't
- Let anyone be left out of the circle.
- Scold or correct adolescents if they express ideas about who they are, what they have and what they can do that seem unrealistic or inaccurate.
Adaptation
Adolescents can write stories about who they are, what they have and what they can do.
Environment
Indoor or outdoor space
Supplies
One large piece of drawing paper per adolescent, and markers or coloured pencils.
Improvise
Adolescents can explore and express who they are, what they have, and what they can do through other media, including collage, creative writing or poetry.
Continue
Adolescents can work on follow-up activities or projects that help them to develop their strengths or pursue their goals in line with the I can possibilities they have identified.
Highlights
Discover personal identity through creatively drawing strengths. Works well for adolescents who may benefit from learning about their strengths and resources.
