Dressing for Success

Art Beyond Sight
INDEPENDENT LIVING AND SOCIAL SKILLS THROUGH THE ARTS
A MODEL PROJECT

 Activity Plan

DRESSING FOR SUCCESS
2006-07
Activity Plan 3

Belting and Buckling

Photo of students buckling a beltExpanded core curriculum goals:
-orientation and mobility
-independent living skills
-use of assistive technology
-visual efficiency skills
NYS learning standard/shealth, 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)

Listen
LISTEN

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 lessonbuttoning

 

Back to Top

 

bullet Servicesbullet About Usbullet Calendarbullet Donatebullet Yellow Pagesbullet Home

Detail from Raphael's School of Athens, 1508-11, showing Euclid drawing on a slate to demonstrate a theorem to a student
School of Athens
skip section nav
Handbook for Educators and Museums
Audio Crash Course
  How to burn a CD or MP3
Teacher Resource Center
  Model Programs
   

Museum-based Startup Program
Curriculum Integration
Sculpture
Painting and Drawing
Photography
Arts and Creative Writing
Art Therapy

  Lesson Exchange
Distance Learning
    Hadley School Course
Cognitive Psychology Course
  Awards and Competitions
Bibliography and Resources
Theory and Research Center
 

Meet Researchers
What's Happening in the Field
What's New in the Media
Bibliography
Online Course
Discussion Group

   
  

 

© Art Beyond Sight
Site Credits
Contact