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
Belting and Buckling
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 types of belts and buckles (back packs, pants belt); boom box. Adaptive accessories for manipulating belts, buckles, and buckle-type fasteners for visually impaired. Tactile cue for orientation, varied sizes, hole size and placement, 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 ability and the concurrent confidence to use belts and buckles, as well as an increased awareness of how to incorporate them into their dress and daily routines (i.e.m pants belts, fanny packs, and backpacks).
Procedure (detailed, step-by-step with approximate time required for each step):
-using cooperative learning and active involvement strategies introduction: why are belts and buckles useful? Where are they used? At home, school, environments, in clothing. Different varieties (latch/pin vs. Squeeze latch). (10 min)
-pass around and explore examples of belts and buckles (belts, fanny packs, backpacks). (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 using a belt: (5 min)
BELTING AND BUCKLING
© Brian Muni and Art Beyond Sight
Belting and buckling are good things to do
They keep our pants from falling to our shoes!
All you do is push the belt end in
Double back, pull the slack
Push the pin through!
So easy when you know how
When you know how
Though you may not know now
Take it slow and you’ll see
It’s easy when you know how.
Discuss lyric and concepts of “double back,” “slack.” (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: buttoning