Let’s Get Creative: Creating a Body-Inclusive School using Art
Suggested Grade Level
Grade 4/5 with adaptation suggestion for grade 6/7
Before starting on lessons, create new or add to existing classroom guidelines that contribute towards an environment that is inclusive and trauma-informed. Some examples can be found in this guidelines document.
Overview
Through activity and discussion, students will connect their individual body image to that of the community they’re a part of at school. They will create materials that can be shared at school, to contribute towards creating a body-inclusive school environment.
- Developing healthy relationships helps us feel connected, supported, and valued. (Physical and Health Education Grades 4-5)
- Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle. (Physical and Health Education Grades 4-5)
- We experience many changes in our lives that influence how we see ourselves and others. (Physical and Health Education Grades 6-7)
- Learning about similarities and differences in individuals and groups influences community health. (Physical and Health Education Grades 6-7)
- Creative expression is a means to explore and share one’s identity within a community. (Arts Education Grade 4)
- Engaging in creative expression and experiences expands people’s sense of identity and belonging. (Arts Education Grades 5-6)
- Dance, drama, music, and visual arts are each unique languages for creating and communicating. (Arts Education Grades 2-8)
- Through art making, one’s sense of identity and community continually evolves. (Arts Education Grade 7)
- A body-inclusive school environment is inclusive of people of all body shapes, sizes, and appearances.
- It’s important for students to become more aware of appearance ideals in broader culture and media.
- Students may need support to develop strategies to build and protect their own body image and to promote a body-inclusive culture.
- A body-inclusive school environment includes people of all body shapes, sizes, and appearances.
- Everyone can play a role in creating a body-inclusive school environment where all bodies belong.
Curricular Connections
- Communication – Communicating
- Thinking – Creative Thinking, Critical and Reflective Thinking
- Personal and Social – Personal Awareness and Responsibility, Positive Personal and Cultural Identity, Social Awareness and Responsibility
- Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
- Learning requires exploration of one‘s identity.
- Self-awareness
- Social awareness
- Responsible decision-making
- Physical and Health Education Curricular Competencies
- Describe and apply strategies that promote a safe and caring environment (Grades 4-5)
- Explore strategies for promoting the health and well-being of the school and community (Grades 6-7)
- Physical and Health Education Content
- Strategies for responding to bullying, discrimination, and violence (Grade 4)
- Career Education Curricular Competencies
- Demonstrate respect for differences in the classroom (Grades 4-5)
- Appreciate the influence of peer relationships, family, and community on personal choices and goals (Grades 4-5)
- Appreciate the importance of respect, inclusivity, and other positive behaviours in diverse, collaborative learning, and work environments (Grades 6/7)
Lesson Outline
Time
30 Minutes
Materials
- Slides: download PowerPoint slides (PPSX) and Notes (PDF)
- Activity Sheet for Grades 4/5: download Let’s Get Creative Activity Sheet (PDF)
- Supplies for making art posters
- Sample script to start the lesson – consider including these points:
- Body image is only one part of who we are. It is part of our self-concept. Self concept is how we see ourselves. It includes our physical appearance, abilities, attributes and aspects.
- For many reasons, it’s easy for us to feel down about our bodies. We may be having a bad day. Or something might make us feel bad about how we look or who we are.
- During those hard moments, it’s nice to remember that we belong to something bigger. We can be admired for aspects of life that have nothing to do with how we look.
- Go through all the slides: “Let’s Get Creative” – show examples of different styles of artwork and messages.
- Explain that students will create an art piece that celebrates all bodies.
- Invite students to think about and complete the Activity Sheet: Let’s Get Creative
- Art time: Invite students to use any type of materials available to create an individual-sized “poster” (e.g., physical, digital, audio). Remind them that these can be as unique as they want!
- If time allows (or continue this at a future week), gather students in a circle and invite them to share their message, one at a time.
- When students are done, ask them for permission to share these posters/messages with others. For posters, see if these can be put in a common space, like in a hallway, bulletin board, or library; if not, put them up in your classroom as a reminder about a shared value you’ve cultivated! For audio, see if they can be read out or shared as classroom or school announcements.
- Invite students to complete one of the exit slips found on beingmebeingus.ca
Additional Information
- Consider adding any of these discussion prompts to the lesson:
- Think about favourite artists, musicians, activists, or influencers that you know of who promote positive messaging around body image and bodies. How does it make you feel to view their feed and hear their messages? What sets them apart from other advertisers or artists?
- Do you have a role model/idol that you look up to? This could be someone you know or someone you have never met. What is it about them that inspires you? What character traits would you list as inspiring? Challenge yourself to choose personality and character traits rather than physical traits.
- Allow students to research the topic before beginning their artwork.
- Consider brainstorming with students additional ways they can advocate for a more body-inclusive school environment.
Connect to support
If you or a student is looking for emotional support or more resources on this topic, visit NEDIC.ca. It connects you to a confidential telephone helpline or live chat.
Adapted with permission from the National Eating Disorder Information Centre (NEDIC)
Last updated March 2025
