How I Feel


65 mins


Suitable for 14+


8 -12 Participants


Face2Face & Virtually


Using a visual medium to deconstruct and recreate a printed rhyme, poem or song, participants will create visual imagery of loneliness and isolation.


By the end of this activity participants will be able to:

  • Develop their emotional intelligence.
  • Develop problem solving skills.
  • Express feelings through a creative medium.


Here are some guidance to support the participants


We recommend using - ‘Describe you’ 

Part 1: Identifying words

Let's get started

In this activity, participants are asked to access a room that can accommodate individuals to have space for creative arts and have tables available . Examples of Blackout Poetry to be given out to each participant and is a useful prompt to consider whether they would like to work on their own or in smaller groups (2-3 participants).

Facilitator's task

The facilitator will provide black pens, Tipp-ex and ballpoint pens to each participant. the facilitator will then ask participants whether they know what Blackout Poetry is (a definition is available within the facilitator notes). Next, ask the participants to look at the pages from the books and/or the resource material that has been provided in toolkit. Ask the participants to focus on rearranging words to create a different meaning. For the purpose of this activity, the participants will focus on social isolation and loneliness.

The facilitator to have available examples of Blackout Poetry, which are available in the resource pack and are also readily available online. Ask the participants to look at the examples available of the art work and ask them what they see when exploring the abstract imagery.

Participants should be given some time to think about what isolation and loneliness means to them. Ask them to think of words that may link to loneliness and images in their mind. This session links to 'What is loneliness' session and facilitator resources from session 1 (these may help the facilitator and the participants to revisit definitions).

Note: the participants are looking for words to express their thinking and feelings on experiences of isolation and loneliness. They can add connecting words to support their art work as well to the resource materials that they use (e.g. a page from a book, etc.).

Part 2: now it's time to eliminate words!

Facilitator : making an art piece

The facilitator asks the participants to circle a poetic statement of 3 words or more on the chosen page that relates to their feelings and thinking around social isolation or loneliness. Ideally they should rhyme, but not this is not necessary, and participants should have explored the whole of the material (one page) and incorporated imagery/drawings into the piece (connecting words can be added).

The facilitator informs the participants that it is recommended to use pencil or faint lines to capture the words and not black out the page until words have been identified and an image has been thought of. An image/drawing/doodle is a requirement and creative alternatives such as organic materials can be used (e.g. a leaf, etc.) - dependent on the groups' needs.

Encourage participants to select interesting words and determine which words to keep, they don't need to identify their poem straight away and words can be circled or removed (but not blacked out or coloured over at this stage).

Once a phrase has been identified and an image has been outlined, words that are not being used can now be blacked out (redacted).

Remind participants not to forget to add a title and a signature to their piece.

Once the piece has been created, participants can ensure that it is protected by adding a clear glue to both sides and leaving to dry (as directed by the brand of clear glue). Alternatively, a picture frame or card with an aperture cut out of the middle could be used instead of the glue.

Warm Down Exercise

As this is a relatively quick and easy activity, there can be the opportunity to return to it, as a creative way of focusing the mind, throughout your delivery of ReachOut 2.0. This may be especially beneficial before undertaking the evaluation activities.

Delivery Time

This activity is an opportunity to be creative and to work at the participants' own speed. By adding drawings and other materials this session, once introduced, could be delivered over a much longer period to suit your group.

Part 3: Re–visiting & finisher


The facilitator asks 5 questions for the participants to reflect on:

  • What was their poetic statement and what does it mean to the young person?
  • How did they decide on the images that they used?
  • What issues did they face in creating the imagery?
  • If they were to do it again, what would they do differently?
  • What effect did the Blackout Poetry have in expressing their feelings?


Link the artistic work created back to loneliness and isolation – ask the participant to select which art pieces link to how their see and/or experience isolation and loneliness. Review the outcomes and see if they have been met, what is next and how can they display their art pieces.

Part 4: Re–visiting & finisher

Has this session achieved the intended outcomes?

What can we do to help?

The facilitator refers to the learning outcome(s) for this session. Do participants all agree on the outcomes have been met? The facilitator can ‘test’ that learning outcomes have been met by a ‘pop’ quiz with prizes, etc.

Three questions to ask participants to reflect on:

  • On scale of 1 to 5, how confident do you feel in perceiving, using, understanding and managing your emotions?
  • On scale of 1 to 5, how confident do you feel with problem solving?
  • On scale of 1 to 5, how confident do you feel in expressing your feelings creatively?


The evaluation that we recommend for this activity is the Young People Survey Evaluation 


Please feel free to download the activity resources. All documents are editable and can be adapted for your bespoke session.