Art Beyond Sight
INDEPENDENT LIVING AND SOCIAL SKILLS THROUGH THE ARTS A MODEL PROJECT
■ Activity Plan ■
- Activity Plan Overview
- Activity Plan 1: Introduction, Curriculum Overview, Role Play
- Activity Plan 2: The Mechanics of Eating
- Activity Plan 3: The Mechanics of Eating, Part II
- Activity Plan 4: Providing Adaptive Equipment
- Activity Plan 5: Field Trip to the Library
- Activity Plan 6: Setting the Mood – Dining Ambience
- Activity Plan 7: Making Healthy Food Choices – We Are What We Eat!
- Activity Plan 8: Making a Pyramid – and Placing Your New Snacks in its Food Group
- Activity Plan 9: Making Quick and Healthy Means to Go – Lunch Prep
- Activity Plan 10: Let’s Go Shopping!
- Activity Plan 11: Express Yourself
- Activity Plan 12: Share A Meal
- Activity Plan 13: Understanding Place Settings
- Activity Plan 14: Final Event
- Come to the Table Songs by Brian Muni
- Books for Kids
How to Move Food Gracefully from the Table to Your Mouth!
Grade Level: 3rd Grade
Duration: 45 Minutes
Materials: Table settings for each child in the class, including forks, knives, cups, plates, spoons, napkins, serving dishes, serving utensils, water pitcher. Lesson will emphasize cutting, holding a knife and fork, cutting and transferring the fork for right and left-handers.
Tactile art and museum components: Tactile placemats; music, recorded or live performance.
Objectives and Outcomes:
- To provide understanding of table settings -- include tactile placemats depicting the position of the plate in center, and of utensils, glasses, bread/butter plate, etc.
- To explain appropriate means of handling forks, knives, and spoons.
- To detail cutting and self-feeding options (fork up, fork down, changing hands when done cutting, eating and twirling spaghetti and sipping soup, etc..)
- To explain strategies for pouring water from pitchers and bottles into cups.
- To describe use of napkins.
- To explore appropriate posture, personal space when sitting at a table.
Instructors and teachers should continuously monitor and assess needs of children, noting if certain children have need for adaptive equipment or special instruction, exercises, etc. Classroom conversation should include asking children if there are specific foods that are easier or harder for them to manage.
Child’s participation throughout curriculum and at the final event.
Songs: Play and sing along with the students
Come to the Table: Talkin’ With Your Mouth Full