ACTIVITY SHEET

Carla Padilla
LEI 4724
Activity File 1
Activity Title: Eggshell Mosaic
Source: n.d. (2012, June 21). Eggshell Mosaic [Web log post]. Retrieved from
http://www.elderlyactivities.co.uk/art-and-craft-activities/eggshell-mosaic
Equipment: Eggs shells, pencils, cards, PVA glue, paintbrushes, coloured food dye,
beakers of water
Description of Activity:
The objective of this activity is to improve fine motor skills, cognitive, self-expression,
and quality of life. Use broken eggshells for mosaics. Fill some beakers with water and
add two capfuls of food dye to each beaker. Wash the eggshells and break them into
small pieces. Add the eggshells to the beakers and leave them to soak in the food dye.
After they have been soaking for a while, take them out and leave them to dry on some
kitchen towel. Theyll look like pieces of cracked tile! To make the mosaic, draw the
outline of your design onto a piece of card. Paste some PVA glue onto a small section,
keeping to the lines Lay pieces of the eggshell onto the glue. It can be quite fiddly so only
work on small sections at one time, so that you dont get the rest of the picture messy.
The pieces dont need to fit together perfectly. As long as you stay within the outlines,
youll get a fantastic mosaic effect. Fill each section with different coloured pieces of
shell. Gradually the picture will start to take shape.
Leadership considerations: This activity works best for groups of 8 to 10 participants or
more. The activity requires a setting in which participants can sit down and have a flat
surface area in front of them. The therapist functions as a moderator by explaining the
instructions of the activity, instructing participants to take their place, and by explaining
the activity. Cover the table used for the activity with newspaper or anything to keep the
surface clean. Gather the eggshells and crash them before the activity. Purchase a sealant
to use at the end of the activity to add shine and protect the art piece.

Adaptations:
Participants with Oppositional Defiant Disorder (ODD): Participants with ODD have a
pattern of uncooperative, hostile, and annoying behaviors towards individuals in authority
(Schaubman & Wolff ,n.d) The participant should individually meet several times with
the therapist before the activity to get to know the therapist better and not just view him
or her as an authority figure but as someone they can trust. The participant should also be
part of a discussion group in which he or she may be exposed to addressing the
behavioral issues when being part of any other activity or program. ODD is highly
comorbid with attention deficit disorder. Individuals may display several symptoms,
including, inattentive and impulsive behaviors (Schaubman & Wolff, n.d.). The activity
should be done in a setting away from as many distractions as possible. The student
should sit by the therapist during the activity in order to redirect his or her attention back
to the activity and maintain control of the room if the participant is bothering others.
Using positive reinforcement has been shown to be effective with individuals with ODD
(Teaching Children with Oppositional Defiant Disorder, n.d.). The therapist should
compliment his or her artwork and behaviors during the activity. If the participant
becomes disruptive the therapist should use a neutral tone of voice and explain that if the
behavior does not stop there will be consequences. Consequences should involve
something a child does not enjoy doing and/or a time out (Schaubman & Wolff ,n.d).
Participants with a hearing impairment: Participants with hearing loss should be provided
with an interpreter during this activity but if that is not the case then these are the
suggestions for adaptations. When giving directions about the activity get the
participants attention before speaking. Try knocking on the table or tapping their
shoulder lightly (Making Art Activities Deaf Friendly, n.d.). Always face the participant
when talking and can see ones face clearly. The setting in which the activity takes place
in should be a quiet one. The therapist should also control the noise level when giving out
instructions. Using visual demonstrations could be very useful (Making Art Activities
Deaf Friendly, n.d.). Demonstrate each step as the participant follows after each
demonstration. Practically demonstrate rather than tell. Remember dont demonstrate
and speak at the same time because deaf children and young people will not be able to
lipread if you have your head down (Making Art Activities Deaf Friendly, n.d.). Print
out a sheet with each step for everyone because the participant with a hearing impairment
should not feel pointed out.

References
Schaubman, Averi, and Lisa Wolff. Understanding Oppositional Defiant Disorder in the
School Setting. Colorado Department of Education. Web.Retrieved 3 November, 2015,
fromhttps://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/bbu
nderstandingodd_intheschoolsetting.pdf.

Teaching Children with Oppositional Defiant Disorder (ODD): Classroom Strategies &
Advice. (2012). Retrieved November 3, 2015,
fromhttp://www.brighthubeducation.com/special-ed-behavioral-disorders/26631strategies-for-teaching-children-with-oppositional-defiant-disorder/
Making Art Activities Deaf Friendly. (n.d.). Retrieved November 3, 2015, from
http://www.ndcs.org.uk/me2/are_you_an_organisation/arts/