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
Ain’t Nothin’ Like the Real Thing; Teaching Adaptive Strategies
Grade Level: 3rd Grade
Duration: 45 Minutes
Materials: Table settings for each student, including forks, knives, cups, plates, spoons, napkins, serving dishes, serving utensils, water pitcher.
Tactile art and museum components: Music, recorded or live performance. Examples of weighted and cuffed utensils, built up handles (foam tubes, adaptive utensils); closed-lid cups; large napkins; bibs, etc.
Objectives and Outcomes:
- Children apply utensil and table skills to handling real food, such as spreading peanut butter and jelly onto slices of bread; twirling spaghetti onto a fork assisted by a spoon; sipping soup; cutting food, such as hotdogs, with fork, fork and knife, fork and knife transfer to the dominant hand.
- Adaptive self-feeding strategies for the visually impaired should be incorporated.
- Reinforcement/review of previously introduced skills of water-pouring from pitchers and bottles into cups; using napkins appropriately and adaptively.
- Review of posture and inhabiting of personal space when sitting at a table.
- Cultural variations in table etiquette (use of chopsticks in Asia, use of fingers appropriate in certain cultures, such as Ethiopia, or with specific food, i.e.: seafood, etc., use of fork different from one culture to another, etc.).
Instructors and teachers should continue to assess needs of children, noting progress in acquiring presented skills, and continuing needs assessment and provision of adaptive equipment, special instruction, exercises, etc.
Child’s participation and application of presented skills, improved use of adaptive strategies and equipment, general learning attitude and participation, including responsiveness to interventions (hand-over-hand, tactile cuing, music).
Songs: Play and sing along with the students
Come to the Table; Get a Grip