Emotional Awareness Development through Drawing:
The Colour of My Mood
Purpose: Developing emotional awareness through drawing.
Issue addressed: Many young people encounter difficulties in identifying and expressing their emotions. They may have the tendency to ignore or repress their emotions, which can lead to stress, conflicts, or communication difficulties.
Relevance to mental health: Awareness of emotions is an essential step for mental health. When young people manage to recognize and express their emotions in a healthy way, they develop better self-knowledge, more balanced relationships, and a greater capacity to manage difficult situations.
Intended change: Increasing the capacity of young people to identify, express, and reflect on their own emotions by using colours and drawing as instruments of communication and self-knowledge.
Context of pilot implementation
The activity was piloted within the MEET project at the “Meșterul Manole” Theoretical High School in the rural community of Sălcuța in the Republic of Moldova, a partner school of Ion Creangă State Pedagogical University of Chișinău. The activity was implemented twice with two different groups of young participants representing distinct age levels, including lower secondary and upper secondary students. Both sessions followed the same activity structure, allowing facilitators to observe how participants of different ages approached emotional expression and reflection. The sessions were facilitated by trained practitioners who adapted the pace of the discussion and the depth of reflection to the developmental characteristics of each group. The activity was also piloted in Association Amica Educa, Bosnia and Herzegovina, with one group of young participants, coming from different socio-economic and educational background. The activity was integrated in one session related to social skills development, with focus on self-awareness and emotional literacy. The activity was led by one expert facilitator, in group of 15 participants (3M, 12F).
Theoretical background
Emotions represent natural reactions to our life experiences and play an important role in the way we think, act, and relate to others. For many young people, however, identifying and expressing emotions can be difficult, especially when they have not been encouraged to speak about what they feel. Creative activities, such as drawing, offer a safe and accessible way of emotional expression. Colores, shapes, and symbols can become a language through which participants can express their inner states without the pressure of formulating them perfectly in words. The exercise “The Colour of My Mood” helps participants observe their emotional state in the present moment, express it through drawing, and reflect on it in a safe and non-judgmental setting. The activity contributes to the development of self-knowledge and to the normalization of the diversity of emotions within a group.
Target group
- Age: 16–30 years (also adaptable for adults)
- Profile: students, NEET young people, youth from vulnerable backgrounds, diverse groups (urban/rural, minorities)
- Context: non-formal or formal education settings (educational activities, workshops, training sessions)
Context of use
Location: School, NGO, youth centers, community centers, etc.
Types of skills and dimensions addressed:
- Socio emotional: self-knowledge, expression of emotions, empathy.
- Relational: improving emotional communication and respecting the emotions of others.
- Self-regulation: recognizing and managing emotional states.
- Awareness: understanding the connection between emotions, thoughts, and behaviors.
- Personal development: personal reflection, acceptance of emotional diversity.
Activity description – step by step
Drawing the colour of emotions. Participants are invited to reflect on their emotional state in the present moment and to express it through colours and shapes in a free drawing. Artistic talent is not necessary. The emphasis is placed on expression and reflection.
Step 1: Introduction – “We are all different”
Educator explains to the participants that emotions can also be expressed through colours and provides a few guiding examples: yellow – joy, blue – calm or sadness, red – energy or anger, green – hope or tranquillity. Emphasizes that each person may have their own colour associations. Participants listen to the explanations and reflect on their emotional state at that moment.
Step 2: Drawing the emotion
Educator provides participants with sheets of paper and drawing materials and invites them to create a drawing with the theme: “The colour of my mood today”. Encourages the use of colours, shapes, lines, or symbols. Participants create the drawing using colours and shapes that represent their emotions.
Step 3: Gallery of emotions
Educator invites participants to display their drawings on the wall or on the board, forming a “gallery of emotions”. Educator invites them to observe the diversity of colours and expressions. Participants look at the drawings of their peers and observe the differences between the represented emotional states.
Step 4: Voluntary sharing
Educator invites a few volunteers to present their drawing and answer several questions:
- What emotion did you represent?
- Why did you choose these colours?
- How did you feel while drawing?
Educator maintains a climate of respect and acceptance. Participants get involved in the discussion and voluntarily share the meaning of their drawing.
Step 5: Personal reflection and group discussion
Educator facilitates a short discussion:
- Was it easy or difficult to represent your emotion?
- What did you discover about your state?
- What did we learn about the different emotions of people?
Participants reflect on their experience and share ideas or conclusions.
Required Materials: Sheets of paper, coloured pencils, markers, or pastels, board or wall for displaying the drawings
Possible Adaptations
- Smaller or larger groups. In large groups, discussions can take place in small teams.
- Other ages. For younger children, the activity may include examples of emotions and symbols.
- Other levels of vulnerability.
- For vulnerable youth it is recommended to emphasize emotional safety.
- Participants are not obliged to explain their drawing.
- The facilitator must maintain an empathetic and respectful climate.
Impact Evaluation of the Activity
| Indicator | Evaluation method |
|---|---|
| Increase in the capacity to identify emotions | Self-evaluation sheet before or after the activity. |
| Openness to express emotions in a creative way | “I can recognize my emotions more easily.” Scale 1 to 5. |
| Verbal feedback during group discussions. |
Reactions observed during the pilot activity
The activity generated diverse reactions reflecting the emotional diversity of the participants. In both groups, many students approached the task with curiosity, although some initially showed hesitation when invited to represent their emotions through colours and shapes. For some participants the drawing stage appeared relaxing and engaging, while others needed more time to reflect on their emotional state before starting. Differences were observed between participants with different emotional and psychological profiles. Some young people expressed their emotions openly and used a variety of colours and symbols, while others preferred simpler drawings and were more reserved during the reflection phase. Certain differences were also noticeable between boys and girls. In many cases girls engaged more quickly in the reflective discussion and were more willing to explain the meaning of their drawings. Boys often reacted more indirectly at first, sometimes through humour or short comments, but gradually became more involved in the discussion. Participants from the older group tended to articulate more elaborate reflections about their emotional states, while younger participants expressed their emotions more spontaneously through colours and visual elements. In Bosnia and Herzegovina pilot, during the implementation of the activity, participants showed a range of reactions, from initial curiosity and hesitation to increased engagement and emotional reflection as the process unfolded. While some expressed uncertainty or concern about their drawing abilities, many gradually became more focused and used colours and symbols to represent their emotions. During the sharing phase, participants demonstrated varying levels of openness, with some able to articulate their feelings and others remaining more reserved, yet still engaged. The activity fostered moments of insight, emotional awareness, and peer empathy, contributing to a sense of safety and normalization of diverse emotional experiences, with observable differences in expression and reflection depending on age and individual background.
Risks and warnings
- Avoiding criticism or ridicule of drawings
- Participation in discussions is voluntary
- The activity does not aim to analyse traumas, but to develop emotional awareness
