SEL adds that human touch to STEAM (Science, Technology, Engineering, Arts, Math) education, making it relatable and meaningful.

Arts naturally tap into emotions and self-expression, making them a perfect match for SEL. When learners doodle, sing, or act out a scenario, they’re not just being creative, but they’re building empathy, reflecting on their feelings, and learning to work as a team. Separating them would miss out on the synergy that makes SEL so impactful.

To know more, consult the video or summary by PBS LearningMedia on Social and Emotional Learning: The Arts for Every Classroom, CC BY NC ND.

To watch the video, click here .

The transcript of the video is made available on the webpage itself, just below the video.

The summary of the key points from the video are available in Annexure C1.1.3

STEAM represents five areas of learning as noted in Yakman, G and Lee, H:

• Science: Understanding how the natural world works
• Technology: Human-made tools, systems, and innovations
• Engineering: Problem-solving through design, building, and testing
• Arts: Language arts, liberal arts (history, sociology, political science), and fine arts (music, drama, visual arts)
• Mathematics: Numbers, patterns, and relationships

The Challenge: Traditionally, these subjects are taught in isolation. Even within the “A” of Arts, language and liberal arts receive more time and weight in school curricula, while fine arts like music, drama, and visual art are often left on the sidelines.

Our Approach: This handbook advocates for two integrations

1. Bring in the more accessible arts-based activities: Use simple, accessible fine art and performing art activities such as doodling, soundscapes, and role plays to enrich every school subject.
2. Weave in SEL: Embed social-emotional learning across the curriculum instead of treating it as a stand-alone subject.

Think of learning like a workout: If you only lift weights with your arms, you’ll have strong arms but a weak core, legs, and balance. That’s what happens when students only train their “cognitive muscles” in STEAM subjects. They may excel at maths or science but miss out on creativity, empathy, and resilience.

Now, mix in SEL with doodling, music, and drama, and it’s like doing a full-body workout. SEL is the personal trainer: it motivates learners to try, helps them work well with teammates, and reminds them that struggling is part of getting stronger.

The expected outcome: Instead of learners who are strong in one area but wobbly in others, you get balanced, confident, and resilient. They not only know formulas but can feel their relevance, empathize with real-world impacts, and collaborate to solve problems creatively.

In short, integrating SEL with the doodling, music and dramatisation in STEAM has the possibility to creates learners who are not just academically capable, but also emotionally intelligent and future-ready.

• Doodle: Pick one key concept from today’s lesson. Ask learners to draw a quick doodle of what it means to them (stick figures and scribbles welcome!).
• Music: Play a short song or sound clip that connects to your topic. Invite learners to share how it makes them feel or what it reminds them of.
• Drama: Use a simple role-play. For example, assign characters from a story or historical event and let learners act out a short scene.
• Reflect: Take a moment to ponder on the experience and make connections. Ask your learners: “What did you feel while doing this?” or “What new idea came to mind?”

The aim of starting small is to build confidence, yours and your learners’, in using the arts as learning tools.

• Imagine teaching the water cycle, where learners doodle rain, rivers, and evaporation, then reflect on how water is a shared resource we must all care for.
• Imagine teaching about animal habitats, where learners create soundscapes of forests, oceans, or deserts, and discuss how those sounds make them feel: building empathy for living beings and the environment.
• Imagine teaching civics, where learners dramatize an issue in their community, practicing both citizenship and respectful dialogue.

With SEL: In each case, learners aren’t just learning the subject. They’re also practicing empathy, mindfulness, critical thinking, and compassion.

Stay curious, stay creative, and most importantly, stay human! The next chapters will dive deeper into how to put each of these arts into action. Let’s make SEL as vibrant and lively as your classroom!

On notebooks? On napkins at a café? In the margins of textbooks? Or maybe on walls (courtesy of a toddler)?

If yes then, congratulations, you’re a certified doodler!

Doodles don’t have the polish of a professional artist’s work, and that’s okay! They aren’t about perfection, they’re about expression. Remember how toddlers draw on walls or random pieces of paper? Those squiggly lines may not make sense to adults, but they’re pure storytelling for little ones. Our prehistoric ancestors did something similar: drawing on cave walls, long before written language was a thing. Those rough sketches weren’t just art; they were survival guides, stories, and memories.

Doodles aren’t just random marks; they’re a universal way to make sense of the world. In fact, they’ve been helping humans learn, think, and communicate for centuries.

Kaumudi Sahasrabudde explains in her video (CC BY NC) the difference between doodling and sketching and illustrates some simple doodling techniques to get you started on using doodles for learning.

Note the video is in Hindi.However, if you need the English translation of the video, consult the Augmented Transcript in Annexure C2.2.1.B.

Doodling is a useful tool in assimilating and learning new information. Sunny Brown makes a case for using doodling to process complex information in her Ted talk (CC BY–NC–ND 4.0).

The Summary in Annexure C2.2.1.A. of this handbook.

Doodling is a simple, quick and flexible way to make these visuals. They can be combined with tools like mind maps or graphic organizers to capture ideas and show relationships.

In this handbook, we focus on helping you as educators create doodles to support your teaching. More importantly, we also provide guidelines to help you get your learners to doodle themselves, since their active participation brings stronger learning outcomes.

• Empathy: Drawing how someone feels helps you see the world through their eyes.
• Mindfulness: Doodling grounds you in the moment, just like focusing on your breath.
• Critical Inquiry: Sketching out an idea forces you to break it down visually. No fluff, just facts.
• Compassion: When you doodle a person’s story, you’re not just illustrating, you’re feeling it.

When you doodle, you’re not just creating art, you’re making meaning. Doodling isn’t just for art class; it’s for history, science, maths, and every subject where learners need to see and feel ideas.

Take a moment to reflect: How did the doodle creatively capture the essence of the concept? Was it through symbolic representation, humour, or a visual metaphor? Make a quick mental note of what made it effective.

You would have observed that the doodle shows an important moment in time, an invention, a creation, or explains an idea in a fun and simple way.

Let’s explore a few concept-specific doodle ideas from different disciplines to spark your creativity.

2.3.1. Examples of doodles across subjects

Doodling, as a form of visual thinking, can be adapted to a wide range of academic subjects.

Doodle in languages

You may have already seen how doodles are used for vocabulary building. The idea is to juxtapose the alphabet with an image of a word that starts with that word. This creates a strong visual association, making it easier for learners to connect sound, symbol, and meaning.

What to doodle?

To assist beginners of

• the English language learn their vocabulary draw the alphabet ‘g’ with a bunch of grapes hanging off it like they’re growing from the letter itself. Add the label: “g” is for grapes.”
• the Hindi language, doodle the letter अ shaped like a vine, with grapes (अंगूर) hanging from it. Add the label: “अ से अंगूर.”

Further, in language studies, for example, consider a classic story like The Hare and the Tortoise. Another simple doodle may include sketches of the hare and tortoise with expressive faces, showing determination or overconfidence.

Speech bubbles could capture their thoughts, adding humour or emotional depth to the story. Doodling these characters can help learners not only visualize the narrative but also reflect on the moral lessons embedded within.

A possible doodle could also be a mind map that visually represents the characters and their relationships.

Through doodling, learners can add their own interpretations, exploring how empathy and mindfulness shape the characters’ decisions. Learners can sketch their own feelings toward the characters as they read the story.

They may doodle how the hare’s overconfidence contrasts with the tortoise’s perseverance, or doodle the emotions felt by the bully and the bullied, or illustrate the emotions of both the winner and the one left behind, reflecting on themes of pride, patience, and resilience.

Doodle in sciences

Now, let’s shift our focus to science, more specifically, the concept of electricity. Imagine bringing this topic to life through doodling. Instead of just drawing technical diagrams, think about visualizing the elements of electricity in a more dynamic way.

What to doodle? For instance, you could doodle motors, magnets, magnetic lines, wires, electric switches, and even representations of electric current. You may also include common devices that use electric motors, adding sound effects like phutt, splatter, or vroom to convey the machines in action. Think of tyres, rubber coils, and metal windings: all essential components that could be sketched creatively.

Bring doodles to life: Now, let’s give these elements some personality! Imagine drawing a motor as a lively, buzzing character full of energy, while another motor may look tired and stubborn, refusing to start, or even angry and battered after heavy use. Metal windings could appear dizzy and coiled up, while wires could be shown as flexible connectors, complete with faces expressing how they “feel” when overloaded. This playful personification not only makes scientific concepts more relatable, but also helps learners explore how abstract elements like electric current can be creatively represented.

Doodling in science allows learners to visualize and enlist electric appliances rather than just writing their names. Some may even depict real-life challenges like a tired motor, a power outage, or a fire caused by electricity, drawing on personal experiences to make learning more meaningful and reflective.

Creative diversions through doodles can also make complex concepts more relatable. Take, for instance, a visual note on types of ions: imagine representing cations as a cheerful cat with a "pawsitive" attitude, complete with whiskers. This simple yet clever doodle not only adds a bit of humour but also helps learners remember that cations are positively charged.

Doodle in maths

You probably already know that doodling can be effectively used as visual notes and in activity sheets to enhance retention and understanding. It’s a great way to break down complex concepts into simple, engaging visuals.

What to doodle? Take, for example, a maths worksheet on types of angles. Instead of only presenting the abstract definitions, you can bring each angle to life with simple doodles and relatable characters.

For an acute angle, you could imagine something cute and small, inspired by the innocence, charm, and simplicity of kawaii-style doodles.

For an obtuse angle, you could draw it as a character lazily lounging around, stretching too wide, perhaps even a little careless or insensitive to what’s happening around it.

By turning angles into playful characters, learners connect the idea of the angle with an image and personality, making it much easier to remember.

By incorporating such visual elements, you turn abstract maths concepts into something more approachable and memorable, making the learning process more enjoyable and effective.

Some more doodle ideas per subject

Here are some creative ideas for using doodles in various subjects, blending content with SEL.

Science

• Emotional Water Cycle: Each stage of the water cycle: evaporation, condensation, precipitation; can be personified, showing excitement, calm, or even frustration as they change states.
• Plant Personalities: Roots, stems, and leaves depicted as a team, each with a unique role, showing how cooperation leads to growth.
• Force and Motion Reactions: Forces like push and pull as characters with strong, stubborn, or flexible attitudes, reacting to resistance or acceleration.

Technology:

• Tech Teamwork: Computer parts (like the CPU, keyboard, and screen) as a collaborative team, discussing data and processing together.
• Coding Buddies: Lines of code as friends, helping each other troubleshoot and solve problems.
• Digital Citizenship with Emotion: Illustrate scenarios where online interactions spark feelings like pride, embarrassment, or empathy.

Engineering :

• Perseverant Bridges: A bridge doodle where each beam and support represents determination and teamwork, holding the structure together despite challenges.
• Expressive Machines: Simple machines like pulleys and levers with faces showing effort, success, or confusion as they work.
• Emotional Engineering Process: The stages of design: planning, prototyping, testing, illustrated as a range of feelings from frustration to triumph.

History:

• Historical figures sharing their emotional journeys through challenges or with speech bubbles sharing perspectives and feelings.
• Historical figures across different periods interacting, showing empathy.
• Cause and effect relationships with emotional reactions to historical events.
• Historical conflicts with characters showing conflict resolution skills.

Geography:

• Landforms with personalities reflecting their characteristics.
• Map elements as a collaborative team working together.
• Weather patterns expressing different emotions and impacts on communities.
• Environmental issues depicted with characters showing responsible decision-making.

Literature:

• Story elements as characters with different roles and relationships.
• Character arc depicted as an emotional journey with obstacles.
• Dialogue bubbles showing perspective-taking between characters.

Political Science:

• Branches of government as teammates with different strengths.
• Civic participation depicted as characters working together.
• Policy development process showing perseverance and collaboration.
• Global issues with characters demonstrating perspective-taking.
• Rights and responsibilities personified with emotional awareness.

Maths:

• Fraction Friends: Imagine fractions as characters, each with their own feelings about being divided, some are confident halves, while others are nervous quarters!
• Growth Mindset Number Line: Visualize a number line as a journey, with markers showing small setbacks and big leaps forward.
• Supportive Shapes: Picture geometric shapes working together to build a structure: triangles providing stability while circles keep things rolling.

2.3.2. Your Turn: Doodle your Concept

Now that you’ve seen some examples, it’s time to put your own ideas into practice.

6-Step Approach

Step 1: Choose a topic or concept from your subject specialization. Pick a concept that could benefit from visual representation. Let's look at an example:

Step 2: Plan Your Doodle: Think of the key elements in the doodle, and how they interact. Then add simple expressions, interactions, and characteristics to make the concept relatable.

Step 3: Create Your Doodle: Use any tool like a pencil and paper, or digital tools like Inkscape, Krita, or GIMP. Focus on simplicity: start with basic shapes and add details as needed.

Quick Sketch Area: Use this space for initial brainstorming. Basic shapes Some elements of the concept Then put the elements together Add details like labels and speech bubbles to convey interactions. If required, add a dash of colour to highlight concept

Step 4: Evaluate your Doodle: Once you’re done, ask yourself the following questions.

• Does it present conceptual information in a clear and pictorial way?
• Are the details relevant and accurate?
• Does it invite reflection or discussion?

If you answered yes to all, congratulations, you’ve successfully transformed a concept into a doodle.

Step 5: Implement in your teaching : Think about how you could use this doodle in your teaching to - introduce a concept, set a mood, begin a discussion, summarise a lesson etc., foster empathy, mindfulness, critical thinking or compassion get your learners to interact with or extend the doodle.

Step 6: Share and Discuss: Share your work with others. Whether it’s your learners or fellow educators, and see how they interpret your visual creation. Showcase your work here.

Keep in mind:

• Doodles aren’t about perfection. They’re about expressing ideas.
• Start sketching without overthinking, and let ideas flow naturally. You don’t have to have a lot of elements. You can always add more elements later.
• Keep it simple! A quick, rough sketch can still capture the essence of a concept.
• Don’t hesitate to add humour or imagination to make your doodle more engaging.

Incorporating doodles into teaching fosters creativity, critical thinking, and emotional connection. When used purposefully, doodles can bridge the gap between abstract ideas and practical understanding. So, grab a pen and let your imagination take charge and doodle on!

2.3.3.Template: Doodle your Concept

Step 1: Identify your Concept

Step 2: Plan your Doodle

Step 3: Create your Doodle

Remember to start with basic shapes and lines, focus on clarity over artistic perfection, add expressions or dialogue where needed and keep it simple but meaningful.

Step 4: Evaluate your Doodle

• Does my doodle clearly represent the concept? ⭘ Yes ⭘ Needs work
• Have I included SEL elements that make it relatable? ⭘ Yes ⭘ Needs work
• Does it invite discussion or reflection? ⭘ Yes ⭘ Needs work

Based on your evaluation, modify your doodle if required.

Step 5: Implementation Plan

How will you use this doodle in your teaching? (Check all that apply)

⭘ Introduction to a new concept

⭘ Review activity

⭘ Discussion prompt

Handbook for Educators

Adapted by Natasha Maria Gomes,

Under the mentorship of Geoffrey B. Cain,

With the support of Hub-Coordinator Ajita Deshmukh.

This handbook was adapted from a 3-hour course for teachers on Social Emotional Learning titled Keep Calm and eXpress yourself! developed by Ajita Deshmukh, Natasha Gomes, Daisy Wadhwa and Ilavenil K in 2022, CC BY NC SA 4.0 International.

Cover Photo designed by Nigel Gomes using ChatGPT and Canva, CC BY 4.0 International.

Disclaimer on the usage of AI mentioned in FAQs.

Print : 978-93-344-1729-6

eBook: 978-93-343-3649-8

First Edition

Published in Marga0, Goa, India.

4 Co-authors of the original course on SEL, in alphabetical order

1 Mentor

18 Reviewers, in alphabetical order

• Is the doodling activity aligned with the course content?
• Can the doodling activity be completed by the learners in the given time period?
• Does the doodling activity help the learners to achieve at least one of the following: empathize with concepts/characters, be mindful, display critical thinking and/or compassion?

• Are only a few learners involved, or is there broad participation?
• Are learners engaged or confused?

2.4.2. Sample Plan

• Identify key stages in the germination process.
• Create a doodle that visually explains the germination process.

• The educator introduces the process of germination to learners: Briefly explain the germination process to learners. Discuss how seeds transform into saplings and the factors that influence this growth.

• Prompts for getting learners to doodle: In groups or individually, the educator asks learners to doodle using the following prompts :

1. • Prompt 1: What are the factors that affect germination? (e.g. water, sunlight, soil) Doodle the elements as characters interacting with the seed.
   • Prompt 2: How does the seed feel during each stage of growth? Doodle the seed in different mental and emotional states (sleepy, determined, triumphant etc.) as it grows.
   • Prompt 3: What qualities do the seed embody? Can we say that the seed is persevering? Can you compare the sapling to something else? For example, visualize the seed as a warrior breaking out of its shell or as a dancer reaching for the sun.
   • Prompt 4: How do other elements like the sun, soil, and water support the sapling? Doodle this interdependence, showing cooperation and mutual support. For example: The tender leaves and offshoots sway gracefully like early ballet dancers, while the rain clouds above play their rhythmic symphony, like musicians accompanying a delicate performance.

• Using SEL elements :

1. • Empathy: Doodling the seed as a character allows learners to humanize natural processes. Imagining the seed’s struggle to sprout encourages learners to empathize with the effort and resilience involved in growth. This perspective can deepen their understanding of perseverance in both plants and people, and helps build a connection with the natural process of germination.
   • Mindfulness: By observing the stages of germination closely and expressing them visually, learners practice being present and attentive. The doodling process encourages them to slow down and reflect on the gradual, purposeful transformation of a seed into a plant.
   • Critical Inquiry: Transforming the seed into a dynamic character helps learners question and rethink conventional representations. For example, they may explore why some seeds sprout more easily than others or how environmental challenges affect growth. This approach nurtures curiosity and analytical thinking.
   • Compassion: Personifying the seed as a vulnerable and determined being fosters compassion, as learners imagine what the seed might "feel" while pushing through the soil or struggling to find light. This can parallel human experiences of challenge and growth, helping learners identify resilience in both natural and social contexts.

2.4.3. Template: Plan for your learners to doodle

• Is the doodling activity aligned with the course content?
• Can the doodling activity be completed by the learners in the given time period?
• Does the doodling activity help the learners to do at least one of the following: empathize with concepts/characters, be mindful, display critical thinking and/or compassion?

Instructions on using this rubric

• Areas of Strength: "It Glows": Where the work shines! What exceeded expectations? What was creative, thoughtful, or impactful?
• Areas of Improvement : "It Grows": Where could the activity be refined or deepened? How could it become more inclusive, expressive, or aligned with SEL?

1. Review Each Criteria Row Thoughtfully Read the description in the center column (Criteria). This represents the target or expected standard for each area (e.g., Connection to Subject and Art Form, SEL Alignment, Creativity, etc.).
2. Reflect on the Work You're Reviewing Look at the lesson or activity plan and ask yourself:
   • Did it meet the target described?
   • Where did it go above and beyond? Where could it grow or be enhanced?
3. Add Feedback in the Side Columns
   • In the Areas of Strength (left), write notes about where the work “glows” this could include thoughtful connections, creative flair, strong SEL alignment, or inclusive design.
   • In the Areas of Improvement (right), write suggestions or questions that help the teacher grow the lesson, maybe more student voice is needed, or clarity around time/resource feasibility.
4. Use Positive, Constructive Language Keep the tone encouraging and specific. Instead of "missing the mark," try:
   • "Could grow by including more student reflection moments."
   • "Glows in the way it creatively blends drama and empathy to explore real-life conflict."
5. Encourage Educator Reflection
   • You are invited to self-assess using the rubric as well. You might identify your own glows and grows before receiving peer feedback. You may also return to it when revising or expanding your lessons. Use this rubric during planning, peer review, or final reflection.

C1.1.3. Summary of video on SEL: The Arts for Every Classroom by KET

Talk

Summary created from transcript (CC BY NC ND). ChatGPT used to simplify the content. 

[After you finish reading this summary, click here to return to subsection 1.3 ]

Main Argument:The arts are a natural and powerful tool for teaching Social and Emotional Learning (SEL) because they originate from and engage with emotional expression, empathy, and human connection.

Key Points:

1. Arts and Emotional Expression:
   • The arts (theatre, music, dance, visual arts) allow students to explore emotions, process life experiences, and develop empathy.
   • They provide a safe space for students to express feelings they might not otherwise articulate.
2. Impact on Participation and Inclusion:
   • Artistic activities often engage students who are otherwise quiet or withdrawn, helping them feel seen and included.
   • Creative expression offers alternative pathways into learning and builds student confidence.
3. Teamwork and Social Skills:
   • Participating in arts ensembles (e.g., music groups, drama troupes) fosters teamwork, communication, responsibility, and interpersonal skills.
   • These activities simulate real-life social dynamics and prepare students for community life.
4. Empathy Through Theatre and Dance:
   • Theatre encourages role-playing and perspective-taking, helping students to better understand others’ emotions.
   • Dance, especially in structured disciplines like ballet, teaches mutual respect, time management, and boundary-setting.
5. Practical SEL Strategies:
   • Techniques like “emoji cards”, “listen and imagine” with music, and “kindness cards” in PE encourage emotional literacy and reflection.
   • Music is used as a memory aid for SEL concepts (e.g., songs promoting self-regulation).
6. Long-Term Benefits:
   • Developing SEL skills through the arts leads to greater resilience, emotional intelligence, and stronger relationships.
   • These skills carry over into adulthood, benefiting personal, academic, and professional life.
7. The Role of Teachers and Community:
   • SEL through the arts requires a collaborative effort among educators.
   • Teachers are described as seed-planters who help nurture self-awareness and compassion in students.
8. The Arts as a Vehicle for Change: Art enables individuals to share their stories, challenge labels, and inspire change. One experience at a time.

Conclusion: The arts are not just enrichment. They are essential tools for building emotionally intelligent, empathetic, and socially connected individuals. Through creative expression, students learn how to navigate life’s challenges and relate to others more deeply.

C2.2.1.A. Summary of TED Talk ‘Doodlers, Unite!’ by Sunni Brown 

Summary created from TedTalk transcript (CC BY NC ND). ChatGPT used to simplify the content. 

[After you finish reading this summary, click here to return to subsection 2.1 ]

Main Message: Doodling is not a distraction, it's a powerful cognitive tool.

Challenging Misconceptions: The speaker frequently encounters resistance to doodling in workplaces and schools. Culturally, doodling is often seen as lazy, unserious, or unintellectual. Historical definitions of "doodle" are negative (e.g., fool, to dawdle, to do nothing). Doodling is wrongly portrayed in the media as something people get "caught" doing.

Psychological Barriers: Freudian interpretations labelled doodling as revealing of inner psyche (misleading and unscientific). This has contributed to shame and hesitation around sharing doodles.

Redefining Doodling:  "Doodling is making spontaneous marks to help yourself think."

Why Doodling Matters in Learning? 

• Doodling helps people retain information better when listening to verbal input.
• It's not a symptom of distraction. It’s a strategy to maintain focus.
• It supports creative problem-solving and deep information processing.
• It engages all four learning modalities: Visual, Auditory, Reading/Writing and Kinaesthetic. When combined, these enhance memory and comprehension, especially when tied to emotion.

Doodling Is Universal and Innate: Anthropological studies show that children worldwide develop visual logic in predictable stages. Suggests that doodling is a natural human instinct, not a learned distraction.

Doodling as a Creative Foundation: Many great works of art and architecture (e.g., Frank Gehry's Guggenheim) began as doodles. It acts as a gateway to visual literacy and creativity.

Conclusion: Doodling should not be banned, rather it should be embraced, especially in settings of high information load like classrooms, boardrooms, and even war rooms.

It is accessible, non-intimidating, and a powerful ally of intellectual thought. “The doodle has never been the nemesis of intellectual thought. In reality, it is one of its greatest allies.”

C2.2.1.B. Transcript of video on Doodles by Kaumudi Sahasrabudde 

Screenshots taken from Youtube video (CC BY NC). The original video is in Hindi, below is the translation of the transcript in English generated with TurboScribe.ai and ChatGPT.

[After you finish reading this summary, click here to return to subsection 2.1 ]

Now, if you're feeling upset or very low, and you start doodling, it brings you a lot of calm and helps you feel better.

You might ask: what’s the difference between doodling and sketching? After all, both involve drawing.

In doodling, you draw whatever comes to your mind freely. You don’t need to be a great artist or produce perfect drawings.

Tips and Tools for Doodling:  To doodle, you can use anything: coloured pencils, sketch pens, etc. But most often, doodles are made with pencils or black pens that make bold, thick lines. Doodles are usually simple and don’t have too many details.

C2.2.3.A. Photo Description of Google Doodle dedicated to Jan Ingenhousz

Description of doodle generated with assistance from ChatGPT.

[After you finish reading this summary, click here to return to sub-section 2.3 ]

This black-and-white Google Doodle celebrates the 287th birthday of Jan Ingenhousz, the Dutch scientist who discovered photosynthesis. The artwork has a hand-drawn, vintage sketch style and integrates scientific imagery with the letters of the word "Google."

Here's a detailed description of the image for someone who is visually impaired:

• The "G" in "Google" appears on the far left and is stylized like a scientific sketch.
• To the right of the "G" stands a cartoon-like drawing of Jan Ingenhousz. He is shown in profile, facing right, wearing 18th-century attire including a long coat and a wig. His hands are folded behind his back.
• In place of the first "O" is a stylized drawing of the sun with rays extending outward, symbolizing sunlight.
• The second "G" and "L" are incorporated into a plant. The "G" is part of the stem, and the "L" is shaped like a small branch.
• The final "E" is at the base of the plant, resembling roots embedded in the ground.
• From the sun, arrows point toward the plant, illustrating the process of photosynthesis.

Scientific notations are included around the plant:

• "CO₂" (carbon dioxide) points toward a leaf.
• "H₂O" (water) is shown coming from the soil, indicated by droplets.
• "O₂" (oxygen) is shown coming out of the top leaf.
• "C₆H₁₂O₆" (glucose) is noted as a product of the process.

This image encapsulates Jan Ingenhousz's discovery that in the presence of sunlight, plants convert carbon dioxide and water into glucose and release oxygen- the foundational concept of photosynthesis.

C3.3.1.A. Description of Podcast Kekulé’s Discovery by Ajita Deshmukh

Created based on the podcast (CC BY NC SA). 

[After you finish reading this summary, click here to return to subsection 3.1 ]

This immersive audio experience begins with gentle instrumental music, setting the tone for a journey where imagination meets intellect. The host quotes Einstein about dreams and imagination and invites the listeners to wonder: Can the invisible structures of the universe be deciphered through dreams?

What follows is not just a story, but a soundscape. We slip into the world of Friedrich August Kekulé, the visionary organic chemist. As the narrative unfolds in the first person, Kekulé himself seems to speak and his memories are brought to life through vivid, layered background sounds.

The hum of a busy street merges with the distant whoosh of atoms, imagined as they swirl and collide. A city bus passes. The scratch of a pencil across paper evokes his restless note-taking. Water drips rhythmically in the background, conjuring the quiet of a laboratory. A chair scrapes against the floor, fire splutters noisily in the fireplace, and thunder rolls as moments of revelation strike. A clock ticks insistently, echoing the urgency of discovery. All the while accompanying Kekulé recount how he arrived at the discovery of ring structures in organic chemistry.

C3.3.1.B. Description of video on Water Xylophone by Daisy Wadhwa

Description based on Youtube video (CC BY NC SA) 

[After you finish reading this summary, click here to return to subsection 3.1 ]

C3.3.3.A. Summary of Music in the Social Studies Classroom by J. Adragna  

Summary created from Youtube transcript. 

[After you finish reading this summary, click here to return to subsection 3.3.1 ]

Joseph Adragna, a passionate musician and history teacher, shares how he uses the music of REM, particularly the song "Cuyahoga", to teach high school American history. Despite never imagining this crossover, he now finds music to be an effective and memorable hook in the classroom, much like a catchy chorus in a song.

Why use songs in class?

• Music as a Hook: Just like memorable songs have unforgettable "hooks", engaging lessons need memorable elements. Music naturally provides that “hook”, students remember the tune, the feeling, and the content connected to it.
• Building Historical Empathy: Students often struggle with connecting emotionally to historical events. Songs help them develop historical empathy,  they don't just memorize facts, they feel the significance of historical narratives.
• Emotional and Personal Connection: Music enables students to connect on both an intellectual and emotional level. Through guided listening, students react to lyrics, tone, and mood, fostering deeper engagement with complex topics (like Native American subjugation or environmental crises).
• Engaged, Active Learning: Students use tools like the PLA worksheet ("Principles of Listening and Analysis") to explore: Mood and theme, Lyrics, Historical context. Example: They research the Cuyahoga River fire (1969) after hearing about it in the song, uncovering environmental history through inquiry.
• Improved Retention and Confidence: Students remember the song and content months later. They feel ownership over the material and gain confidence in discussing historical themes.
• Flexible Assessment Opportunities: PLA worksheets can be used for quizzes, assessments, or discussion prompts. Student-generated insights can inform future exam questions.
• Fostering Passion and Curiosity: The teacher's own passion for music becomes contagious. Students become passionate themselves by connecting new knowledge to something unfamiliar but engaging.

Key Takeaway: Using music in the classroom creates an emotional, memorable, and student-centred learning experience. Songs like "Cuyahoga" allow learners to explore complex historical themes while engaging with content creatively and critically.

C3.3.3.B. Details of Sound Track for storytelling by Natasha Gomes

Created using Canva and Pixabay Royalty Free audio (CC BY)

[After you finish reading this summary, click here to return to subsection 3.3.1]

Thunderclap followed by light rain… Sharp knock at the door twice.

Dull electronic buzz sound… Click of door…

Footsteps entering the inside the space... Person walking… sound of the rain subsides—

Person stops…pause… Faint sound of metal…Person continues walking…

Person climbs stairs… floor creaking …

Person footsteps stops … Sound of metal objects falling to the ground … Sound of male scream in pain … Sound of metal objects falling.

End of track.

C4.4.3. Transcript of  monologue on Marie Curie by Synora Dcosta

Created from monologue (CC BY NC SA) using TurboScribe.ai

[After you finish reading this summary, click here to return to subsection 4.3 ]

I am Madame Curie. I am so blinded by the love of Pyle that I can see nothing but the red flames of love. Even this gold ring that he has gifted me doesn't shine anymore.

All that glitters is no longer gold. Oh, what has happened? There seems to be a power cut. All lights have gone off.

What shall I do? There's something shining over there. What is that? Has my heart popped out and it's burning with the flames of love? Let me go closer and have a look. Doesn't seem to be red.

Seems to be a green glow. Oh, it's not my heart. This is something else.

Let me call it radium.

R4.3.1.A. Script titled ‘When Angles Argue’

Generated with ChatGPT -5, by Natasha Gomes, CC BY. 

[After you finish reading this script, click here to return to subsection 4.3.1 ]

Title: “When Angles Argue”

(A classroom blackboard lights up. Different angles step forward, each eager to introduce themselves.)

Acute Angle: (bouncing with energy) Hi everyone! I’m Acute Angle. I’m small, sharp, and honestly… super cute.

Right Angle: (calm, serious) Cute? That’s not important. I’m Right Angle, always 90 degrees, always reliable. Without me, no one could build houses or furniture.

Obtuse Angle: (stretching, lazy grin) Pfft, you two worry too much. I’m Obtuse Angle. I like being wide and laid-back. Chill is my speciality.

(They start arguing about who’s most important.)

Acute Angle: (hands on hips) Well, at least I’m useful in triangles! Everyone loves a sharp angle.

Right Angle: (snapping) Useful? I’m the backbone of geometry! Ever heard of right triangles? Pythagoras basically wrote me fan mail!

Obtuse Angle: (mock yawning) Ugh, bragging again. You’re so stiff! At least I bring variety. Who wants to be stuck at 90 degrees all day?

(Suddenly, Reflex Angle bursts in with flair.)

Reflex Angle: (dramatic spin) Step aside, little ones! I go beyond 180. I’m the biggest, the boldest, the bendiest!

Obtuse Angle: (laughing) Bold? Please. You’re so over-the-top, even protractors can’t handle you.

Acute Angle: (giggles) Yeah, we’re all different… but maybe that’s what makes us special.

(They pause, thinking. Then they all smile.)

Right Angle: Hmph. I suppose… geometry needs all of us.

Obtuse Angle: (nodding) True. From sharp to wide, we all have a place.

Reflex Angle: (posing proudly) And together, we make math… flexible!

Acute Angle: (grinning) Or should I say… angle-tastic!

(They all laugh. Lights fade. Curtain closes.)

R4.3.1.B. Monologue ‘Zero to Hero’

Generated with ChatGPT -5, by Natasha Gomes, CC BY. 

[After you finish reading this script, click here to return to subsection 4.3.1 ]

(Begins with a weak vice)

"I am Zero. Just a round circle, empty inside. Nothing at all. When people count, they pass me by - one, two, three - as if I don’t exist. I feel invisible, forgotten, useless. Sometimes I wonder: what am I for? A number that isn’t really a number? A shape with no value?"

(pauses, softer voice)

 "But then I see the truth. Without me, ten would just be one. A hundred would be a mess. Even infinity would fall apart. I give space, I give balance, I give meaning. I am the middle between plus and minus, the point where everything evens out."

(stronger voice)

"Yes, I may be nothing. But I am also everything. In my nothingness, there is room to create. In my emptiness, there is power. I am Zero- the circle that holds it all, the silence that matters, the nothing that gives weight to everything else."

Activity-Based Learning: An educational approach where learners engage in activities that require hands-on and experiential learning.

Characterization: The process of creating and portraying a character, including their personality, emotions, and motivations.

Collaborative Learning: An instructional method where learners work together to achieve a common goal.

Compassion: The ability to understand and feel for others’ experiences and challenges. In dramatisation, it involves relating to characters' emotions and situations.

Creative Expression: The use of imagination and original ideas to create something, such as a script or performance.

Critical Inquiry: An approach that involves questioning, analysing, and evaluating information to develop deeper understanding.

Contextual dramatisation: Presenting a scene or event in a way that accurately reflects the historical, cultural, or scientific context.

Dialogue: A conversation between two or more characters within a dramatisation.

Drama Integration: Using dramatic techniques to explore and teach academic content.

Dramatisation: The act of adapting a concept or story into a performance, incorporating elements like dialogue, monologue, and narration.

Empathy: The ability to understand and share the feelings of others, crucial in dramatisation for portraying characters authentically.

Engagement: Active involvement and participation in learning activities.

Experiential Learning: Gaining knowledge through experiences and practical application.

Humanization of Concepts: Making abstract ideas more relatable by presenting them through human characters or narratives.

Mindfulness: Being fully present and aware of one’s thoughts, feelings, and environment, encouraged through reflective dramatisation activities.

Monologue: A long speech by a single character, expressing their thoughts aloud.

Narration: The act of telling a story or describing events, often interspersed with dialogues or monologues in Dramatisations.

Performance: The act of presenting a dramatisation in front of an audience.

Perspective Taking: The ability to understand a situation from another person’s point of view, a key skill developed through role play and dramatisation.

Plot: The sequence of events or actions in a dramatisation.

Prompt: A cue or question that encourages reflection or response, often used to guide learner participation.

Reflection: The process of thinking critically about one's actions, thoughts, or feelings, particularly after a dramatisation activity.

Role Play: Acting out the part of a character or historical figure to explore specific situations or concepts.

Script: The written text of a dramatisation, including dialogues, monologues, and stage directions.

SEL (Social-Emotional Learning): Educational practices that focus on developing skills such as empathy, mindfulness, critical inquiry, and compassion.

Staging: The process of planning and organizing the performance, including acting, props, and setting.

Storytelling: The art of narrating a story, which can be done through dramatisation to make academic content more engaging.

Theme: The central idea or message presented.

Voice Modulation: The variation of pitch, tone, and volume to convey emotions or emphasize certain parts of a dialogue or monologue.

Social Emotional Learning for Educators 

Online course by UNESCO MGIEP titled The Social Emotional Educator - a Primer https://www.framerspace.com/course/r3yZyl7u19-sel-for-schools-short/?cid=6423f15e52c6e51927d969b0

Online course by UNESCO MGIEP titled SEL For Schools https://www.framerspace.com/course/F3ria_Dml-sel-for-schools-jnv-sel-for-schools/?cid=6110a993e77be54a5f8715e4

Visual Learning 

Guo, D., McTigue, E. M., Matthews, S. D.  & Zimmer, W. (2020) The Impact of Visual Displays on Learning Across the Disciplines: A Systematic Review. Educational Psychology Review. Volume 32, pages 627–656. https://doi.org/10.1007/s10648-020-09523-3

Theatre in Education 

Del Vecchio, J. (2022) Taking Theatre Games Seriously. Center for Faculty Innovation. James Madison University. https://www.jmu.edu/cfi/teaching/toolbox/2022/12-12-taking-theatre-games-seriously.shtml

Foutch, Ellery E. 2017. "Bringing Students into the Picture: Teaching with Tableaux Vivants." Art History Pedagogy & Practice 2, (2). https://academicworks.cuny.edu/ahpp/vol2/iss2/3

Pandya, Dhairya. 2025. Story, Oh Story: Panchatantra Podcast SEL ToolKit https://sites.google.com/view/selpodcasttoolkit/home

Open Pedagogical Practices

Clinton-Lisell, V. (2021). “ Open Pedagogy: A Systematic Review of Empirical Findings.” Journal for Learning Development. Vol. 8, No. 2, pp. 255-268 https://files.eric.ed.gov/fulltext/EJ1314199.pdf?

DeRosa, R. and Robison, S. (2017) ‘From OER to Open Pedagogy: Harnessing the Power of Open’, in R. Jhangiani and R. Biswas-Diener (eds) Open: The Philosophy and Practices that are Revolutionizing Education and Science. London: Ubiquity Press. Available at: https://doi.org/10.5334/bbc.i.

As you may have already seen on the credits’ page, this handbook is the result of not just one author’s effort, but of a generous community of reviewers who left 191 thoughtful comments on the draft. Their invaluable feedback helped fine-tune this Open Educational Resource and strengthen its place in the Open Movement.

• 70% of the comments focused on grammar, typos, punctuation, spacing, and suggestions for smoother phrasing to align what one reviewer called the “voice of the document.” I accepted most of these changes, though in one instance I deliberately chose a more colloquial style “Who is the book for” instead of “Whom is the book for” to stay true to the tone of this handbook. Special thanks to Andrew de Sousa, Anthony Gomes, Tejinder Kaur, Lareina D’Souza, Lynn Marie Dias, Subha Das Mollick and Mrinalinii Mehra for their sharp eyes in eliminating typos, clarifying sentences, and keeping ambiguity at bay.
• 23% of the comments addressed layout and accessibility, fixing hyperlinks, adjusting QR code sizes, and ensuring the document worked seamlessly both online and offline.
• 7% of the comments suggested adding examples, restructuring certain sections, and strengthening clarity. A special thank you to Dhairya Pandya  for thought-provoking inputs that led to new additions to make this resource richer and more practical. While I have incorporated most inputs suggested by reviewers, in one case, I chose to retain my initial structure in Edition 1 of the book.

In addition to these comments on Google Docs, all 18 reviewers provided feedback on 10 review criteria, offering insights that further improved both content and usability.

This handbook, therefore, carries the fingerprints of many contributors and I’m deeply grateful for the collective effort that shaped it

Music is not just a collection of sounds; it’s a powerful medium that conveys emotions, tells stories, and sets the atmosphere. We use music as background track to movies and plays, we also listen to energising songs when we exercise or soothing songs when we want to feel calm.

To understand the diverse ways music can be used to facilitate learning, let’s start by analysing a podcast (CC BY NC SA) by Ajita Deshmukh based on Kekulé’s discovery.  While listening, ask yourself the following:

Did you notice how different types of music are used to depict the historical setting?

How does the music build the atmosphere of England during Kekulé’s time?

Are there sounds that mimic laboratory equipment, contributing to the scientific setting?

How does the music reflect the emotions of the characters or the tempo of the story?

How does the tempo changes to suit the story’s progression and the narrator’s tone?

Now, take a moment to imagine the same story without any sound. Can you sense the difference?

The absence of music would make the story feel flat and less engaging, proving how crucial sound is in storytelling. This podcast is more than a story; it’s an invitation to explore how sound can animate science, history, and imagination. Each carefully chosen audio cue sets the tone, enhances understanding, evoking place, process, and thought.

The sound of music

Music is not limited to classical compositions or studio-produced tracks. It comes in myriad forms, from the chirping of birds to the rhythmic tapping of raindrops.

You don’t need to be a professional musician to create meaningful music. Everyday objects can serve as instruments. Imagine the clinking of glasses, the tapping of a pen, or the hum of a fan.