Arts & Crafts 1

Activity Title: Celery Stamping Rainbow Fish

Source: http://www.craftymorning.com/celery-stamping-rainbow-fish-craft-for-kids/
Equipment needed: Printable rainbow fish coloring sheet, 1 stick of celery, different paint
colors (about 5 or 6), and googly eyes to paste to picture
Description of Activity: This activity is not your ordinary arts and crafts activity. Celery will
be the paintbrush. The facilitator is to cut up a stick of celery into 6 pieces. Each participant
receives 6 pieces of celery. Put different color paints on a sheet of paper and have the
participants dip a piece of celery into each color. Have the participants start from the front of
the fish and stamp the body of the fish with whichever colors they choose to make it look
like colorful fish scales. The participants can also paint the tail and fins if they would like to
get a little more creative.
Leadership Considerations: This activity is great for a classroom size of participants. No
more than 15 participants at a time. Use a thick paste paint, so that the paint sticks to the
celery. Also, make sure the paint is non-toxic for those participants who like to taste
everything in sight. The facilitator may participate in this activity to become familiar with
each participant, as long as he or she is able to monitor all of the participants at the same
time.
Adaptations:
Participants with Alzheimers These participants may have trouble recognizing that the
celery is the paintbrush and may attempt to eat it or hid it. If this occurs, use an alternative
paintbrush such as a rectangular block. Make sure that the participant is comfortable to
avoid agitation during the activity. If the participant seems uninterested, sit beside them and
encourage them and also help guide them and let them know the colors available to them.
http://www.alz.org/alzheimers_disease_10_signs_of_alzheimers.asp
Participants with Trisomy 21 During this activity, this participant may experience confusion
during this activity with the connection between the celery and the paint. Explain the
directions to them a bit more in depth, including an example that you have done to show
them a visual of how their painting should come out similar. If they are still not grasping the
concept. Have them hold the piece of celery in their dominant hand, while you guide their
hand to their preferred paint color and back to the paper to create the scales of the fish.
Then, ask them to complete what you both just did together.
http://www.stanfordchildrens.org/en/topic/default?id=down-syndrome-trisomy-21-90-P02356

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Activity Title: Crystal Names

Source: http://www.playdoughtoplato.com/kids-science-crystal-names/#_a5y_p=3154354
Equipment needed: Pipe cleaners, fishing line (twine or yarn), pencils or wooden skewers,
scissors, glasses or plastic container (one for each color), container large enough to hold
your name, borax, food coloring, liquid measuring cup, tablespoon, and a heat safe mixing
bowl
Description of Activity: First we are going to start by shaping the names. Using white pipe
cleaners, each participant is to form the letters of their name. Once, the names are made
fishing line will be used to suspend each letter inside the jar from wooden skewers. While,
the participants are finishing up their letters the facilitator can make the solution. The
solution is made by heating a large pot of water. To have a variety of colors, measure out 3
tbsp. Of borax per each cup of hot water. Mix the borax and the hot water until it is
completely dissolved, then add several drops of food coloring. Carefully, lower each
participants letters of their name into the color of their choice. Now for the hard part,
waiting! Put each jar filled with food coloring and each participants name on a shelf and let
it sit overnight. The crystals will develop by the next day. Once, the crystals are fully
developed, tape the letters together to form each participants name.
Leadership Considerations: This activity should be held in a classroom setting or an open
area with access to a stove. There should be no more than 8 people doing this activity at a
time in order for the facilitator to focus on each participant. If the participants are young
have them form each individual letter themselves one by one. If the participants are older,
they can connect a few pipe cleaners together to form their name in cursive. The facilitator
should be the only one handling the hot water at all times.
Adaptations:
Participants with Marfans syndrome For these participants, have them sit in a comfortable
chair, so that they do not get uncomfortable or have pain during the activity. If they need
assistance, the facilitator should be there to support or guide them by grasping the string for
them to tie their letters to the wooden skewers or to form their letters. Participants with this
disability normally have elongated fingers, so it may be hard for them to grasp small items.
http://ghr.nlm.nih.gov/condition/marfan-syndrome
Participants with Dementia For these participants, some of them may not be able to recall
their names. Have their name written out in front of them in big letters to guide them when
forming the letters for their name. Make sure to check in with them throughout the activity
to make sure that they are making each individual letter.

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http://www.alz.org/what-is-dementia.asp

Activity Title: DIY Cloud Lights

Source: http://weddinghigh.com/2012/01/diy-cloud-lights-for-your-wedding.html
Equipment needed: Cotton batting, paper lanterns, small LED candles, and a hot glue gun
Description of Activity: Didnt you always wish you could touch the clouds and just steal
one to keep in your room as a pillow? Well, now you can! Pull and stretch out the cotton
batting until it is fluffy, light, and cloud-like. It does not have to be perfect, just make it to
your standard of your ideal cloud. Once, you have it fluffed out to your liking use a hot glue
gun to glue your cotton batting to the outside of the paper lantern in various places.
Remember, to make sure it's fluffed to your liking. Next, youre going to turn on your LED
candles and stick them inside your cloud. Finally, hang your cloud lantern wherever you like!
Leadership Considerations: This activity should be held inside of a classroom with a
medium sized group between 8 to 10 participants. The facilitator should not participate in
this activity, just because it is very hands on and participants may need more guidance in
hot gluing and placing the LED candles inside of their cloud. Also, there have been reported
issues on the heat created from the LED candles. Make sure that little or no heat is
generated when selecting LED candles and do not leave the cloud unattended while the LED
candle is on.
Adaptations:
Participants with Dementia with Lewy Bodies - These particular participants may find a sense
of peace while doing these activities. Especially if they enjoy arts and crafts on a regular
basis. Make sure you guide each participant with dementia step by step to ensure that they
remember how to do it after your first initial instructions of the activity because with this
type of dementia the participant may have a hard time paying attention. The facilitator
should use the hot glue gun during this activity, so that the participant does not make a
mistake and burn themselves. Make sure to keep the participant engaged as he/she may
start to blank out or get sleepy unexpectedly.
Dementia Types, Stages, Causes, Symptoms, Treatments. (n.d.). Retrieved October 24, 2015,
from http://www.webmd.com/alzheimers/guide/alzheimers-dementia
Participants with Raynaud s phenomenon - Raynauds phenomenon is usually brought on by
Scleroderma, which is a group of diseases that affect connective tissue in the body, it can
also cause swelling or pain in the affected areas. Participants with this disease can

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experience color changes in their hands or feet when they get too cold or become anxious.
For these participants make sure to do this activity in a classroom setting with the A/C no
lower than 70 and play some classical or soothing music during the activity. Also, encourage
participants to wear warm clothing, just in case.
Scleroderma. (n.d.). Retrieved October 24, 2015, from
http://www.niams.nih.gov/Health_Info/Scleroderma/scleroderma_ff.asp

Activity Title: Fairies in a Jar

Source: http://applepins.com/how-to-make-fairies-in-a-jar/
Equipment needed: Pack of glow sticks, mason jars with lids, and diamond glitter
(optional)
Description of Activity: This activity is packed with creativity! Each participant is given a
mason jar with a lid. Then, they are given two to three glow sticks. The glow sticks are to be
cut open and then shaken into the jar. The participant can then add diamond glitter to the
jar, close the lid, and then SHAKE REALLY HARD! The results give you a mixture of colors and
an illusion of crystals and fairies in a jar.
Leadership considerations: This activity works best for small to medium groups, ranging
from one to ten participants. It is the therapist job to make sure that the participants
maximize their creativity and are given choices. Make sure the participants are given a
choice of which color glow sticks they can use for their Fairies in a Jar. Also, make sure that
the male participants are given a specific choice of using diamond glitter or not. Remember,
the diamond glitter is optional. It does not have to be used at all in order to avoid the factor
of unfairness.
Adaptations:
Participants with ADHD If there are participants with ADHD, there should be a smaller
group around one to three in order for the therapist to be able to focus on each participant
and keep them interested in the activity. The therapist should make sure to show the
participants how to complete the activity by showing them how he/she created her own
Fairies in a Jar. Simply, reading the directions will not capture the participants attention
and they may miss an important step when trying to do this activity on their own. After, a
visual is created for the participants continue to show them your example as you walk
around and help each participant individually.
Participants with Angelman Syndrome Participants with Angelman Syndrome are prone to
having seizures. In order to avoid triggering a seizure, when it is time to shake the jar have
them shake it gently and then the therapist should help shake it a little harder (only if

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needed). It is important to note that these participants are just like everyone else and do not
need extra assistance. They can do everything by themselves. You are just there for
guidance. Make sure these participants are sitting, while doing this activity because most
individuals with Angelman Syndrome have walking and balancing disorders and we do not
want to stress the participant when they are trying to create art.

Activity Title: Foil Painting (Sensory Activity)

Source: http://frogsandsnailsandpuppydogtail.com/foil-painting-sensory-art/
Equipment Needed: Foil, pudding paint, flour paint, sand paint, muffin tin, glitter,
paintbrushes
Description of Activity: This activity is a sensory art activity for young children to elderly
in order to help them build their creativity by feeling what they paint. The facilitator is to
place muffin tins filled with six different paints in front of groups of three. Each participant
should receive a piece of foil big enough to allow their creative juices to flow. Once the
participants have their materials they are to go crazy and paint whatever they see fit, then
take their picture home to show their mom.
Leadership Considerations: This activity is for indoors and is great for medium sized
groups sitting in groups of three in order to share the paint. The facilitator should have
created the sensory paint using this link: http://frogsandsnailsandpuppydogtail.com/3ingredient-scented-glitter-sensory-paint/ . Once, the facilitator has created the paint she also
needs to provide each and every participant with a paintbrush that they can keep to
remember this activity.
Adaptations:
Participants with Alzheimers - For these participants, it is important that they get the most
out of this activity because sensory activities help spark spots in their memory that they can
retain and remember later. Make sure that these participants are comfortable when
completing this activity because they can be become agitated by the smallest thing such as
their hands hurting from painting or from the way they are sitting. Ask the participant to
point out what he or she sees or feels in the paint.

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Participants with Visual Impairments - For these participants, make sure they identify what
they feel in the paints before and after they paint onto the foil. Make sure to describe
everything that they cannot see and allow them to feel it as you describe it. It is very
important for them to feel their picture after theyve created to know what colors are in what
spots. Also, in order for the participant to remember what paint is in each muffin tin have
something next to each color that they can feel such as a sticker, a coin, etc. so they can
identify that item with the color that they want to use.

Activity Title: Paint in a Bag

Source: http://www.recreationtherapy.com/tx/trapaint.htm
Equipment needed: Four to six different colors of paint, large Ziploc freezer bags, straws,
and tape
Description of Activity: Each participant is given one large Ziploc freezer bag and given
the choice to choose 3 paint colors out of the colors provided. Once, the colors are decided 3
to 4 drops of each paint color are added to the Ziploc bag. The bag is then taped down to a
flat surface (i.e. table, desk, etc.) and the participant is given a straw or similar object to
create their masterpiece. The participant may also use their hands to create their artwork.
After, the participant is done the Ziploc bag will be placed somewhere to dry and collected
by the participant at the end of the day.
Leadership considerations: This activity is ideal for all populations, especially toddlers
because they can splatter the paint with no mess on their hands or anywhere else. It is
recommended that this activity be given to small groups of one to three. This activity gives
participants free range on creativity and decision-making. Participants are allowed the
opportunity to choose which colors go into their Ziploc bag and they can choose how they
want to create their art, whether it be with the straws given or with their hands. The
therapist should let all participants know that they have a choice in how their artwork is

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created and what choices are available to them, such as the paint colors and instruments
that could be used.
Adaptations:
Participants with Visual Disability - Sit next to these participants and explain their choices in
depth. Ask them what colors they want and place it in the bag for them if they cannot do it
themselves. Let the participant feel every item you are describing to them. If you are
explaining the Ziploc bag with the paint inside, allow them to feel the Ziploc bag alone and
then allow them to feel the difference when the paint is inside of the Ziploc bag. REMEMBER:
When one sense is eliminated, all others are heightened.
Participants with Hearing Disability - Make sure you show the participant what is supposed to
be done during this activity, if there isnt an interpreter available. Try not to move too fast
and pronounce each word, so that the participant can pick up the vibrations of each word.

Activity Title: Sand Foam (Sensory Activity)

Source: http://pagingfunmums.com/2014/10/30/sand-foam-two-ingredients-for-supersensory-fun/
Equipment needed: Sand (approx. 3 cups), shaving foam (1 can), and clear storage boxes
Description of Activity: This is a great sensory activity for participants of all ages mainly
because it is smooth, slimy, and grainy all at the same time. Using a clear storage box, pour
the 3 cups of sand into the box and start mixing in the whole can of shaving cream until you
are satisfied with the texture. Toys can also be added to the sand to create imaginary play.
Leadership Considerations: This activity should can be conducted in a classroom or
outdoor setting with no more than 10 participant. The facilitator should have help gathering
the sand and distributing it to each participant. Also, the facilitator should have an
assortment of toys to assists in the creation of imaginary play.
Adaptations:

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Participants with Down syndrome For these participants, they sometimes need more
explaining than others and they learn differently than others. Show them how to make the
sand foam first or make it with them and then have them try it on their own. Select toys that
will appeal to their senses in order to access and enhance their cognitive.
http://kidshealth.org/parent/medical/genetic/down_syndrome.html#
Participants with Autism For these participants, they love sensory activities, so make sure
to give them plenty of time to play in the sand foam. Assist them in making their sand foam
first in order for them to have enough time to feel the sand foam and use the toys for
imaginary play. Also, try to sit them in pairs, so they can get some social interaction in and
enjoy imaginary play with another participant.
http://www.ninds.nih.gov/disorders/autism/detail_autism.htm

Activity Title: Spice Painting (Sensory Activity)

Source: http://www.learnwithplayathome.com/2012/08/painting-with-seasoning-andspices.html
Equipment needed: Spices, Seasonings, Water, Paintbrushes, Egg Carton, and Paper
Description of Activity: This is a sensory activity, so participants are supposed to smell
and feel the spices and seasonings before painting. After, all participants have smelled and
touched the spices and seasonings the therapist prepares it by mixing them with water in an
egg carton, so that all colors are separated. When the mixture is done being prepared
allow the participants to create their artwork freely. It doesnt have to be an actual house,
cat, or car. The picture can be abstract as well.

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Leadership considerations: This activity is great for small classroom settings in order for
the therapist to interact with each participant and be able to assist them with their painting.
The therapist should take into consideration that this activity is for sensory purposes. Do not
add too much water, the less water the better, in order to see more of the color. Allow the
participant to feel and talk about the different textures and colors that they paint. Allow
them to smell their picture. Also, depending on the age group you can allow the participants
to paint with their fingers for a more interactive feel to the activity. Try to have the
participants guess which seasoning or spice is which, for a more challenging affect.
Adaptations:
Participants with Alzheimers This activity is great for participants with Alzheimers
because sensory activities help them gain access to certain parts of their memory. Cooking
is usually a favorite for participants with Alzheimers. Make sure to try and play the guessing
game with them in order to determine which spice/seasoning is which. Make sure you have
them guess, while the seasonings are still dry. You can have the bottles of seasoning/spice in
front of them to reference. The bottle may give them an inkling of what the seasoning/spice
is. Also, make sure that they smell the seasonings one by one to open their senses and help
them remember and remind them that it is okay if they cannot remember.
Participants with Visual Impairment Participants with a visual impairment should first and
foremost smell each and every seasoning/spice while it is dry, as well as, touch each and
every seasoning/spice while it is dry. Make sure to describe the color of each seasoning/spice
to them in order to give them a mental picture and visualize what they want their picture to
look like with the various colors provided. After, the therapist adds water to the seasonings
allow the participant to smell them again, so they can judge for themselves whether the
smell is different or not. Place the paintbrush in their hand and guide their hand to the paper
and allow them to create freely. Standby, just in case the participant needs assistance.
Afterwards, have the participant smell how great their picture smells.