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
Making a Bow
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 textures of tying material (string, lace, ribbon, shoes, hair bows, bow ties, etc.); boom box. Adaptive accessories for manipulating string for visually impaired. Stiff laces, tactile cue at each end for orientation, varied length of string, varied thickness, 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 make a bow and an awareness of how to incorporate them into their dress and daily routines (i.e., footwear, belt, sash, neckties, hair accessories).
Procedure (detailed, step-by-step with approximate time required for each step):
-using cooperative learning and active involvement strategies introduction: why is being able to make a bow important? Where are bows found -- in home, school, environments, in clothing? What are some bow substitutes (Velcro, pre-made ties, etc.). (10 min)
-explore examples of bows (pre-tied sneakers, bow ties, and birthday ribbons). (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 making a bow: (5 min)
MAKING A BOW
© Brian Muni and Art Beyond Sight
If you want to make a bow, just take those ends
Loop them, cross them, and hold them again
When one jumps in, pull real tight
And you’ll have loops left and right.
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 & concepts of “ends,” “crossing,” “loop,” “pull,” “left,” “right.” (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?