Activity Title: Progressive Group Drawing

Source: Diepen, M. (2015, July 8). Progressive Group Drawing. Retrieved February
26, 2016, from http://rectherapyideas.blogspot.com/2015_07_01_archive.html
Equipment: paper, art supplies (markers, colored pencils, crayons,etc.)
Description: The facilitator of the activity will begin by passing out to each
participant a blank sheet of paper and the art supplies. Each participant will have a
turn at being the leader, where they will be giving the rest of the group directions.
The directive will be to draw one picture on their sheet of paper. For example, the
first participant who is the leader might say to draw a house, everyone will draw a
house on their sheet of paper including the leader. The next person might add to
draw a purple tree next to the house. The activity will end with each person
having had a chance to be the leader. Then at the end everyone will share their
picture when complete. The facilitator will ask the group the following questions:
How did you feel during the activity?
Did you like being the leader or the one receiving the directive better and why?
What skills did you need to participate in this activity?
Discuss how each person gave input to complete the activity.
Talk about how each picture is different and that ask for everyones point of view
How can it be helpful to be able to view things from multiple angles?

Leadership Considerations: The facilitator will need to instruct each leader that
the directive can be as simple or detailed as the leader wants, while considering the
abilities of the group. The activity calls for a group size of 4-12 people, this activity
can be adapted for all populations and adapted for different objectives like:
leadership skills and self-esteem, communication and assertiveness, creativity and
self-expression, be able to follow directions and focus, etc. This activity works best
for individuals who have difficulties with staying focused and with lower functioning
individuals. The facilitator will need to use a table that is large enough to
accommodate a large group and for all the participants to be able to see each
others work.
Adaptations: Participants with visual impairments: Considerations for
participants with visual impairments would be to use a variety of textures to use like
different kinds of paper. Also by using more tactile materials for this activity like
finger paint, scented markers instead of regular marker or clay is a great way to
modify this activity (Kinder Art, 2016). Adding scents and textures provides a sense
of self-expression and originality. The CTRS may need to repeat the instructions the

leader has already given. Hearing the other students receive the directed
descriptions will give their own sense of reinforcement but realize that the other
participant need guided directions (Willings, 2014).
Participants with learning disabilities: Learning disabilities are not related to a
persons intelligence. Learning disabilities affect the brains ability to receive
process, analyze, or store information, therefore making it difficult for someone to
learn as quickly as someone without a learning disability (Kids Health, 2016). The
CTRS will need to be a patient facilitator and demonstrate that amongst the other
participants when they are chosen as leaders, so each participant is able to
participate effectively at his/her own pace.
References:
Art for Children and Adults with Disabilities - Lessons Art: KinderArt . (n.d.).
Retrieved February 26, 2016, from http://www.kinderart.com/special/
Learning Disabilities. (n.d.). Retrieved February 26, 2016, from
http://kidshealth.org/en/teens/learning-disabilities.html
Willings, C. (2014, October 01). Art Adaptations for Students who are Blind or
Visually Impaired. Retrieved February 26, 2016, from
http://www.teachingvisuallyimpaired.com/art.html