Mindfulness & Art Lesson Plan for Teens: Building Self-Esteem with Positive Self-Talk

Empower your middle school students or teens (ages 11-14) to quiet their inner critic and build lasting self-esteem with this engaging lesson plan. This 90-minute resource for social-emotional learning (SEL), health, and art guides students to understand the power of positive self-talk. Through journaling exercises and guided mindfulness, they will learn to identify their "Inner Critic" and reframe negative thoughts using their supportive "Inner Coach." The lesson culminates in a hands-on art activity where students create either a calming Mindfulness Jar or a powerful Affirmation Art Collage as a tangible tool for self-regulation. This download includes a complete lesson breakdown, material lists, and differentiation strategies to support all learners. Perfect for teachers, counselors, and parents looking for creative ways to boost teen wellness and resilience.

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Lesson Plan: Your Inner Coach & The Art of You

Subject: Health & Wellness, Social-Emotional Learning (SEL), Art

Topic: Positive Self-Talk, Self-Esteem, and Mindfulness

Age Group: 11-14 years

Duration: 90 minutes

Materials Needed

  • Journal or notebook and a pen/pencil
  • Timer (phone timer is fine)
  • For Art Activity (Choose ONE option):
    • Option A: Mindfulness Jar
      • Clear glass jar or plastic bottle with a lid
      • Water
      • Glitter (various colors, representing thoughts/feelings)
      • Glycerin or clear glue (helps glitter fall slower)
      • Small waterproof trinkets (optional, to represent strengths)
      • Permanent marker for decorating the outside
    • Option B: Affirmation Art Collage
      • Canvas, thick cardstock, or poster board
      • Magazines, newspapers, printed words/images
      • Scissors
      • Glue stick or craft glue
      • Markers, colored pencils, or paint pens
  • (Optional) List of positive affirmation examples (for support)

Lesson Breakdown

Part 1: Introduction & The "Brain Radio" (10 minutes)

  1. Opening Discussion: Start with a relatable question: "If your brain had a radio station that was always on, what kind of things would it play? Would it be a supportive friend, a harsh critic, a worrier, or something else? Does the station change depending on the day?"
  2. Introduce Concept: Explain that this "Brain Radio" is our self-talk. It's the stream of thoughts we have about ourselves and the world. Some of this talk is helpful (like an "Inner Coach") and some can be unhelpful (like an "Inner Critic").
  3. Objective Setting: State the goal for the lesson: "Today, we're going to learn how to notice our 'Brain Radio,' turn down the volume on the 'Inner Critic,' and turn up the volume on our 'Inner Coach.' We'll do this using a mindfulness exercise and by creating a piece of art that reminds us of our strengths."

Part 2: Mindful Moment - Settling the Static (5 minutes)

  1. Purpose: Explain that mindfulness helps us notice our thoughts without immediately reacting to them. It's like letting the static on the radio settle so we can hear clearly.
  2. Guided Breathing Exercise:
    • "Find a comfortable, upright seated position. You can close your eyes or just lower your gaze."
    • "Let's take three deep breaths together. In through your nose, filling your belly with air... and out through your mouth with a soft sigh." (Repeat three times).
    • "Now, just notice your breath. Don't try to change it. Just feel the sensation of the air moving in and out. If a thought pops into your head—your 'Brain Radio' starts playing—just notice it, like a cloud passing in the sky, and gently bring your attention back to your breath."
    • Continue for 2-3 minutes. Use a timer to stay on track.
    • Gently bring the student back to the room. Ask: "What did you notice during that quiet moment?"

Part 3: Identifying the Inner Critic vs. The Inner Coach (15 minutes)

  1. T-Chart Activity: In the journal, draw a T-chart. Label one side "Inner Critic" and the other "Inner Coach."
  2. Brainstorming the Critic: "Let's think about what an Inner Critic might say. It's often harsh and general. For example, if you make a mistake on a math problem, the Inner Critic might say, 'I'm so bad at math.' or 'I'll never get this.'" Brainstorm and list 3-4 examples of Inner Critic statements.
  3. Brainstorming the Coach: "Now, let's think about the Inner Coach. A coach is supportive but realistic. They want you to succeed. What would an Inner Coach say in that same situation? Maybe something like, 'That problem was tricky, let me try a different way.' or 'It's okay to make mistakes; that's how I learn.'"
  4. The Reframe: For each "Inner Critic" statement on the list, work together to "reframe" it into an "Inner Coach" statement and write it on the other side of the T-chart. This is the core skill: turning negative self-talk into positive, constructive self-talk.

Part 4: Main Activity - The Art of You (45 minutes)

Introduction to the Activity: "Now we're going to create a physical reminder to help us tune into our Inner Coach. This is something you can look at or use when you notice your Inner Critic getting loud."

Present the two choices below and let the student pick one.

Option A: Mindfulness Jar

  • Setup: Lay out the jar, water, glitter, and glue/glycerin.
  • Instructions:
    1. "First, let's assign meanings. Each color of glitter can represent a different type of thought or feeling. For example, black could be the 'Inner Critic' thoughts, silver could be worries, and bright colors like gold or blue could be your 'Inner Coach' thoughts, your strengths, and happy memories."
    2. Fill the jar about 3/4 full with water.
    3. Add a few tablespoons of glycerin or clear glue (this makes the glitter fall more slowly, representing the process of calming your mind).
    4. Add the glitter. Put in a pinch of the "critic" and "worry" colors, and then be generous with the "coach" and "strength" colors. This visually represents having more positive thoughts than negative.
    5. If using trinkets, add them now. A small star could represent a talent, a small shell could be a happy memory.
    6. Seal the lid tightly. Decorate the outside of the jar with a permanent marker, writing a key affirmation from your T-chart, like "Mistakes are proof that I'm trying."
    7. How to Use It: "When you feel overwhelmed or hear your Inner Critic, shake the jar. As you watch the glitter swirl and then slowly settle, take deep breaths. It's a reminder that your thoughts will also settle, and what remains are your strengths (the trinkets and the bright glitter)."

Option B: Affirmation Art Collage

  • Setup: Lay out the canvas/paper, magazines, scissors, glue, and markers.
  • Instructions:
    1. "Your goal is to create a visual representation of your 'Inner Coach' and your best qualities. This is your personal self-esteem billboard."
    2. Look through magazines for words, phrases, and images that represent your strengths, goals, and the "Inner Coach" statements you wrote down. Examples: "Strong," "Creative," "Kind," pictures of nature, bright colors, people smiling.
    3. Cut out anything that resonates with you. Don't overthink it—if it feels right, cut it out.
    4. Arrange the cutouts on your canvas. Overlap them, place them in interesting ways. This is about creative expression, not perfection.
    5. Once you like the layout, glue everything down.
    6. Use the markers or paint pens to add your own words. Write your favorite affirmations from the T-chart directly onto the collage. You could write your name in the middle and surround it with these positive words and images.
    7. How to Use It: "Hang this collage somewhere you'll see it every day, like by your desk or on your bedroom wall. It's a powerful, daily visual reminder of your unique strengths and the positive voice you should be listening to."

Part 5: Sharing & Reflection (10 minutes)

  1. Show and Tell: Ask the student to share their finished artwork.
    • "Tell me about what you created. Why did you choose these words/colors/images?"
    • "What was your favorite part of making this?"
    • "Where will you keep it, and how do you plan to use it?"
  2. Connect to the Goal: "How does this artwork represent your 'Inner Coach'?"

Part 6: Wrap-up & Extension (5 minutes)

  1. Review Key Concepts: Briefly review the main ideas: Everyone has an "Inner Critic" and an "Inner Coach." We have the power to choose which one we listen to. Mindfulness and art can be powerful tools to help us do that.
  2. Extension Challenge (Optional): "For the rest of the week, I challenge you to be a 'thought detective.' At the end of each day, write down one time you noticed your Inner Critic and one time you heard (or used) your Inner Coach. It's great practice for building this skill."

Assessment & Differentiation

  • Assessment: Learning is assessed through participation in discussions, the completed T-chart, the final art piece, and the student's ability to articulate the meaning behind their creation and how it connects to positive self-talk.
  • Differentiation (Support): If the student struggles to identify strengths or affirmations, provide a pre-made list of positive words and phrases to choose from. Help brainstorm ideas based on things you know they are good at (e.g., "I notice you are very patient with your pet," or "You have a great imagination when you write stories").
  • Differentiation (Challenge): For a student who grasps the concept quickly, introduce more nuanced topics. Discuss when the "Inner Critic" might actually be trying to be helpful (e.g., trying to protect you from failure) and how to acknowledge that feeling without believing its harsh words. Encourage more detailed journaling about specific triggers for the Inner Critic.