Goal: Creating Arts, Essentials,  Cooperate in an ensemble to rehearse and present improvisations and scripted scenes involving themselves as invented characters.

Objectives
    Student will:
    - use improvisation skills to explore parenting styles as described in Emotional Intelligence
    - use appropriate terminology to discuss and critique each other's improvisations

Materials: fact sheets on 'families' describing parenting styles and scenarios given, family ID stickers

Activities:
1. INTRODUCTION: Describe and discuss Goleman's three negative parenting styles with students. Invite students to come up and be 'tagged' as members of certain families who use these styles. Explain given scenarios for each family to improvise. Give students approx. 10 minutes to prepare a scene which exemplifies their given parenting style and a resolution to their conflict.

2. SHARE/CRITIQUE: One family at a time, ask groups to get up and share their prepared scenes with the class. Use guided questions to discuss each scene: What were the relationships you saw? At which moments was the parenting style at play? How did the parenting style solve (or not solve) the conflict?

3. SOLUTION: Discuss Goleman's alternative to these three parenting styles, 'the emotional coach'. Go over the elements at work in emotional coaching: distancing, definition and cheerleading (the ability to coach a child through a difficult emotion)

4. REPLAY: Ask students to get back into their family groups and replay their scene, this time incorporating emotional coaching instead of their given parenting style. Share the scenes again and discuss.

5. ASSESSMENT: Discuss with students the differences between the two scenes they saw from each group. How were they different? Similar? How might you apply what you've learned in your home life or the home life of someone you know?