Activity Title 2: Transformation

Source:
Dixon, C. (n.d.). Creative Dramatics. Retrieved November 12, 2015, from
http://www.recreationtherapy.com/tx/txdrama.htm
Equipment: a large piece of cloth, a toilet bowl cleaner, and any other items that
might provoke creative use.
Description of Activity:
The therapist will begin a discussion on the relationship of creative
thinking, problem-solving and coping (e.g., creative thinkers may find healthier
means to cope with their problems rather than being overwhelmed by a problem).
After discussion, bring out one item and show it to the group. Announce the
game of Transformation and tell participants to take the object and transform it
into an everyday object. They must be creative and think of different ways you
might transform this object. The therapist will provide the participants with an
example. One example the therapist can use is transforming a toilet bowl brush
into a fly swatter, a microscope, or a golf club. Instruct the participants that the
person transforming the object must show us the transformation (by acting it out)
and not tell us. The rest of the group then must guess what the transformed
object is. Be sure to tell the group that wait till the person is completely done
before shouting out their guesses.
Continue around the circle giving each person several chances at
transforming the object. After 2 or 3 passes, encourage the group to add more
movement and action to their transformation. For example, instead of just
showing a flyswatter, run around the room trying to chase an imaginary fly with
the flyswatter. Once everyone have transformed at least 3 objects each, the
therapist will gather all the materials and put it away. Now that everyone has
settled down, the therapist will begin a discussion. He/She will ask participants
questions, such as which was their favorite transformation from all the other
participants and if the enjoyed the activity. Based on the participants responds,
the therapist can adjust the activity for the future.
Leadership considerations:
This activity is best performed in both indoor and outdoor settings. It works
best for groups with around 10-15 participants. If any more participants were to
be added into the activity, then it would require a lot more time to finish the
activity. The goal the therapist is aiming for this activity is that participants use
their imagination and think out the box. Another goal would be to see if
participants could relate creative thinking they did in the activity with creativity
they might have with difficult problems. In the beginning of the activity the
therapist is a mediator because he/she will be explaining the directions of the
activity to the participants. After explaining the activity they distribute random
materials to participants. To ease understanding the activity, the therapist will
provide an example of them demonstrating it. After the therapist has done this,
they will supervise the participants in performing their demonstrations. Once all

the participants have done their part of demonstrating their transformations, the
therapist will lead a discussion related to what they did in the activity. Any
additional discussion questions will be based on the participants needs and
interests. The safety hazards present will depend the materials that the therapist
uses in the activity. The therapist must be conscious that the material that is
being used, shall only be used for the activity and not fooling around.
Adaptations:
*Participants with Dysarthria:
This disability is a motor speech disorder. It results from impaired
movement of the muscles used for speech production, which include the lips,
tongue, vocal folds, and/or diaphragm. The type and severity of dysarthria
depend on which area of the nervous system is affected (Dysarthria, 2015).
These participants tend to have choppy speech, very slow rate of speech and
abnormal pitch and rhythm when speaking. During this activity participants are
required to act out something with a random object. During this time, participants
will have no difficulties unless another participant ask them a question. Many
participants with dysarthria use facial and hand gestures, so it is important to
keep eye contact with them to understand what they are trying to say (Speech
and Language Disorder, 2014). Some participants may use sign language, so a
translator can assist out activity to translate for the participant (Datillo, 2012). The
translator would also assist the therapist during discussion time. If participants
desire to speak, it is important that the therapist stays in eye contact with the
participants because they will speak slow and even mumble, which can be
difficult to understand. By having participants use their speak during the activity is
can beneficial because it will help them improve their speech and increase
muscle strength in the tongue and lips (Dysarthria, 2015).
*Participants with Traumatic Brain Injury:
Traumatic brain injury (TBI) occurs when a physical insults impacts the
brain and may cause problems with physical, emotional, and social functioning
(Datillo, 2012). Participants with TBI have many problems with their memory.
They tend to have trouble remembering things after the TBI and can also forget
things that occurred before the TBI (Kreutzer & Hsu, n.d.). During the activity the
may have trouble remembering what to with materials given to them, so the
therapist should frequently repeat what the participants are suppose to be doing.
Many of the materials given to them may be unrecognizable to them as well; the
therapist should provide a list of all the materials that they will receive with the
name and an image of a person using the material correctly (Classroom
Modifications and Strategies of TBI Student, 2002). Due to the TBI, participants
will have difficulties staying on task, so the therapist should also say the
participants name before giving key instructions and use models to demonstrate
the instructions too (Datillo, 2012). Every time after the therapist gives out
instructions, they will question students to be sure that the information given was
understood by the participants (Classroom Modifications and Strategies of TBI
Students, 2002). If the participants have trouble using their creativity, then tell

them what to act out with the specific material and then have the other
participants guess what they are acting out.
Adaptations References
Classroom Modifications and Strategies of TBI Students. (2002, September 11).
Retrieved November 14, 2015, from http://ese.dadeschools.
net/tbi/2classroom.html.
Dattilo, J. (2012). Learn About People, Inclusion, and Disability. In Inclusive
Leisure
Services (Third ed., pp. 385-485). State College, PA: Venture Publishing.
Dysarthria. (2015). Retrieved November 1, 2015, from
http://www.asha.org/public/spe
ech/disorders/dysarthria/.
Kreutzer, J., & Hsu, N. (n.d.). Accommodations Guide for Students With Brain
Injury.
Retrieved November 1, 2015, from
http://www.brainline.org/content/2011/10 /accommodations-guide-forstudents-with-brain-injury.html.
Speech and Language Disorders. (2014, March 18). Retrieved November 12,
2015,
from https://www.lds.org/topics/disability/list/speech-and-languagedisorders?lang=eng.