Teachers, educators, and facilitators interested in applying theatrical Gestalt techniques for personal development and educational purposes.

• To enhance emotional awareness and expression.

• To develop empathy by experiencing and observing a variety of emotional states.

• To explore the impact of non-verbal communication on emotional understanding.

• Masks representing a wide range of emotions (can be pre-made or created by participants as part of the activity).

• A space conducive to movement and interaction.

1-1.5 hours (can be adjusted based on group size and depth of reflection desired).

1. Warm-up and mask creation: guide participants through a brief warm-up focused on emotional expression. If creating masks, provide materials and encourage participants to create a mask that represents an emotion they often struggle with or wish to explore.

2. Mask exploration: participants take turns wearing their masks and embodying the emotion it represents, moving around the space and interacting non-verbally with others.

3. Improvised scenarios: form small groups where each participant, wearing their mask, engages in a short improvised scenario. Encourage scenarios that naturally bring out the emotion of the masks.

4. Reflection and discussion: participants remove their masks and reflect on their experiences. Discuss what it was like to express and perceive emotions through the masks and the impact of non-verbal cues on emotional understanding.

The Direction Drawing activity can be adapted in several ways to suit different groups and contexts. For younger participants, the facilitator can provide short and playful instructions such as “draw a sun in the corner” or “add a tree with three apples.” For older or more advanced groups, the instructions can be more abstract, like “draw something that represents movement” or “place a symbol of strength at the center.” If the group includes participants who are less comfortable with drawing, the facilitator can emphasize the use of simple shapes and patterns rather than detailed illustrations. For neurodiverse participants, visual supports such as shape cards, example icons, or optional prompts can help make the task clearer. In virtual or hybrid settings, the adaptation can involve drawing with online tools like shared whiteboards or digital sketchpads, allowing participants to present their drawings on-screen afterward.

The reflection phase begins after everyone has finished their drawings. Participants can place their drawings side by side or show them in sequence, noticing similarities, differences, and unexpected interpretations. The facilitator invites participants to explain how they understood specific instructions and to share the thought process behind their creative choices. The group can then reflect together on how instructions were perceived, where misunderstandings occurred, and how these differences reveal the role of perspective and imagination in communication.

• Increased self-awareness regarding emotional expressions and tendencies.

• Improved ability to read and empathize with others' emotions.

• Insights into the role of non-verbal communication in emotional expression.

• How did wearing the mask affect your ability to express the emotion? how did it affect your interactions?

• What did you notice about your reactions to others' masked emotions?

• How can the insights gained from this activity be applied to your personal or professional life?

Ensure a supportive atmosphere where participants feel safe to explore and express emotions freely. Highlight the importance of non-judgmental observation and the value of diverse emotional expressions.