Date: 13 August 2026

A session on Art-Based Therapy was conducted for the students of Std. XI, with the aim of introducing creative expression as a simple and accessible means of emotional awareness, reflection, relaxation, and self-regulation. 

The session began with a brief guided meditation and breathing activity. Students were encouraged to focus on their natural breathing, relax their shoulders, step away from the usual external chaos, and become aware of their present emotional state. They were guided to listen to their inner voice and reflect on what they were currently holding emotionally and what they expected from the session. This helped create a calm and receptive atmosphere before beginning the art activity. 

Students were then invited to create a representation of themselves—not necessarily focusing on their physical appearance, but on the different aspects that make them who they are, including their feelings, thoughts, experiences, relationships, and dreams. They were encouraged to use colours, shapes, symbols, words, patterns, or any other form of expression, with an emphasis on there being no right or wrong way to create and no obligation to explain their artwork. 

Different musical tracks were played throughout the activity, varying in tempo, tone, lyrics, style, and mood, including calm instrumental, fast-paced, and fusion music. Students continued their creative work as the music changed. During the debriefing, several students reported feeling calm, focused, relaxed, and able to engage in a free flow of thoughts and emotions. Instrumental music was particularly described as calming. 

The activity also provided a safe, non-verbal avenue for emotional expression. One student indicated that a difficult emotion had surfaced during the activity. Although she was not comfortable sharing it verbally, she was able to depict it on paper and reported feeling better afterwards. Another student chose to write a poem instead of drawing and shared that the combination of poetry, music, and the overall atmosphere was relaxing. 

The students’ artwork reflected personal experiences and meanings. One student drew a jellyfish, connecting its presence in the deep sea with the depth of her own feelings. Another drew Hello Kitty, explaining that she related to the character and its perceived qualities, particularly the experience of being misunderstood—something she felt she also experienced at times. 

The therapeutic objectives of the activity were then discussed. Students were encouraged to recognise art as: 

• A simple and effective medium for self-expression and emotional release. 

• A non-verbal avenue for expressing feelings that may be difficult to articulate. 

• An accessible tool that does not require specialised or expensive materials. 

• A mean of promoting calmness, relaxation, and emotional regulation. 

• A flexible and easily available tool that can be used in everyday situations. 

• A mean of developing self-awareness, concentration, reflection, and connection with one’s inner experiences. 

The session concluded with an interactive group ice-breaker. Students formed a circle, and the facilitator initiated a sequence of two claps and two snaps, which was passed around the circle. The activity was progressively made more challenging by introducing simultaneous actions in opposite directions along with foot tapping. The exercise encouraged attention, coordination, concentration, participation, and group engagement, while providing an energetic and enjoyable closure to the session. 

Following the session, several students approached the facilitators to share positive feedback and expressed that they had felt good, relaxed, and positively engaged. Overall, the session provided students with an opportunity to pause, connect with their inner experiences, and explore art and music as simple, practical mediums for emotional expression and well-being.