Art Beyond Sight
INDEPENDENT LIVING AND SOCIAL SKILLS THROUGH THE ARTS
A MODEL PROJECT
■ Activity Plan ■
- Activity Plan Overview: Dressing for Success
- Activity Plan 1: Tying a String
- Activity Plan 2: Making a Bow
- Activity Plan 3: Belting and Buckling
- Activity Plan 4: Buttoning
- Activity Plan 5: Snapping
- Activity Plan 6: Zippering Pants
- Activity Plan 7: Zippering a Jacket
Tying a String
Expanded core curriculum goals:
-orientation and mobility
-independent living skills
-use of assistive technology
-visual efficiency skills
NYS learning standard/s: health, physical education, and family and consumer sciences standard 1: personal health and fitness
Duration: 45 min
Materials: samples of different sizes and textures of tying material (rope, ribbon, “rapper snapper” tubing, macrame belts, etc.); boom box. Adaptive accessories for manipulating string for visually impaired. Stiff laces, tactile cue at each end for orientation, varied length of string, varied thickness, specific language for orientation, etc.
Objectives and outcomes (include the broad range of needs and skill levels expected in classroom): children will demonstrate an improved awareness of why tying is important; where it occurs in their lives (homes, schools, environments); where it is used in their clothing, and, finally, how to tie a simple knot for themselves.
Procedure (detailed, step-by-step with approximate time required for each step):
-using cooperative learning and active involvement strategies to introduce: why is tying important? Where does tying occur -- in home, school, environments, in clothing? (10 min)
-explore examples of tying materials, e.g. rope, ribbon, “rapper snapper” tubing, macrame belts, etc. (10 min)
-determine appropriate adaptive needs for each child’s visual ability.
-play song lyric as an enjoyable mneumonic aid to learning the sequencing and required skills and concepts of tying: (5 min)
TYING A LACE
© Brian Muni and Art Beyond Sight
To tie a lace it takes two ends
Cross them and hold them and drop one in
With one end up and the other down
Pull ‘em and practice ‘til you know how!
So easy when you know how
When you know how
Though you may not know now
It’s so easy when you know how.
Discuss lyric and concepts of “ends,” “cross,” “drop,” up,” “down,” “pull.” (10 min)
Use of tactile (hand-over-hand) and verbal cuing to demonstrate skill. (10-15 min)
Assessment: is child able to complete task independently? Does he/she generalize skill for function, for cooperative social interaction?Follow-up lesson: making a bow