This work examines the experience of engaging in FlowArts within a Lower Elementary classroom as a means of facilitating the development of age-appropriate Social-Emotional skills in primary-aged children. Specifically, this thesis explores the ways in which establishing a regular FlowArts practice provides students with an authentic opportunity to apply the skills and strategies emphasized by typical SEL curricula. Relying primarily on student self-reporting and personal observation, the researcher reflects on the overall experience of planning and implementing FlowArts activities to support and enhance students' SEL skills. In addition to outlining some of the physical, cognitive and social-emotional benefits of teaching and practicing FlowArts in the classroom, she also discusses the challenges of teaching and learning during the COVID-19 pandemic and the ways in which the COVID safety protocols have impacted both this research project in particular, as well as the students' social development overall.
Copyright is held by the author(s).
This thesis may be printed or downloaded for non-commercial research and scholarly purposes.
Supervisor or Senior Supervisor
Thesis advisor: Fels, Lynn
Member of collection