ART EDUCATION FOR THE BLIND
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
DRESSING FOR SUCCESS
2006-07
Activity Plan 5
Snapping
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 snaps (shirt, pajama, jeans, purses); boom box. Adaptive accessories for manipulating buttons for visually impaired. Specific language for orientation, etc. 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 a variety of snaps in their dress and daily routines (i.e., shirts, pajamas, jeans, purses).
Procedure (detailed, step-by-step with approximate time required for each step):
Using cooperative learning and active involvement strategies introduction: why are snaps useful? How are they different from other fastenters, like buttons? Where are they found at home, school, environments, in clothing? (10 min)
Pass around and explore examples of different applications of snaps. (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 snaps: (5 min)
 |
| LISTEN |
SNAPPING
© Brian Muni and Art Education for the Blind
Snapping is a musical task
When you get it right, you won’t have to ask
‘Cause the top and the bottom, they just click
When you line them up and push
It’s a natural fit!
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 “line them up,” “push.” (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: zippering pants
