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
Zippering a Jacket
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 zippers for outer garments (jackets, sweatshirts); boom box. Adaptive accessories for manipulating zipper and zipper foot for visually impaired. Specific language for orientation, etc. Tactile cue for orientation, varied sizes 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 unsecured zippers in their dress and daily routines (jackets, sweatshirts, sleeping bags).
Procedure (detailed, step-by-step with approximate time required for each step):
Using cooperative learning and active involvement strategies introduction: why are zipperss useful? Where are they found at home, school, environments, in clothing? (10 min)
Pass around and explore examples of different applications of zippers. (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 buttons: (5 min)
ZIPPERING A JACKET
© Brian Muni and Art Beyond Sight
To zip up a jacket gotta start at the bottom,
Line both sides up and be sure that you gotta ‘em
Firmly in their track, ‘cause once you start
You won’t wanna turn back
Or stop ‘til you’re at the top.
So easy when you know how
When you know how.
Although you may not know now
Practice, you’ll see
It’s so easy when you know how.
Discuss lyric and concepts of “top,” “bottom,” “line.” (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: n/a