Arts, Ageing and Wellbeing Toolkit - AIC
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Arts, Ageing and Wellbeing Toolkit A Resource to Kick-Start Creative Art Adventures for the Community Care Sector
Project Lead:
Creative art
activities present
Asst. Professor Michael Tan Koon Boon,
Nanyang Technological University
Contributors:
Maureen Navarra Aleste
many benefits to
enhance the
Lam Siu Lin, June
Hengky Lee
Lim Peng Peng
personal wellbeing
Mohamed Somsadeen
Ng Yoke Cheng
Griselda Ong Seck Sze
Veeraian Chetiyar Praba
Acknowledgements: of Community Care
The Project Team conveys our
heartfelt thanks to the Master of
Science in Applied Gerontology
programme and the Agency for
participants.
Integrated Care for the support we
received to produce this Toolkit.
Artmaking offers opportunities for
Copyright 2020 expression, learning and discovery.
© Nanyang Technological University It also provides opportunities for
The publisher has made every effort to
participants to connect and interact
ensure that the instructions in this with others. The sense of
Toolkit are accurate and safe but achievement gained from creating an
cannot accept liability for any injury or art piece can even inject a dose of
Scan this with a
damage to property arising from them. confidence, lift mood and improve QR code reader to
participants' self esteem. download e-copy
All rights reserved. of this Toolkit
This Arts, Ageing and Wellbeing Toolkit is a resource
for Community Care staff and volunteers to kick-start
Strictly not for sale. creative art adventures with Community Care
participants. It comprises activities developed by a
group of students from the Master of Science in
Published by
Nanyang Technological University, Applied Gerontology programme at Nanyang
Singapore Technological University (Arts, Ageing and Wellbeing
School of Social Sciences, module – AG6309). The activities were guided by the
MSc in Applied Gerontology United Kingdom's New Economics Foundation's "Five
48 Nanyang Avenue, HSS-02-19,
Ways to Wellbeing"* and are intended for a wide
Singapore 639818
range of Community Care participants. Additionally,
it offers tips to enable facilitators to modify these
activities to accommodate participants' abilities and
to carry out the sessions confidently, regardless of
their previous art experiences.
For more information on activities for
Community Care participants, visit https: *Aked, J., Marks, H., Cordon, C., & Thompson, S. (2008) Five ways to wellbeing:
//www.aic.sg/aic-wellness-programme The evidence. The New Economics Foundation – https://bit.ly/2LDLWrLContents
Page No.
Tips for a Fun, Smooth and 02
Inspiring Art Session
Activities Type
(Individual/Group)
Level of Accessibility
and Complexity*
1. Leafy Splatter
Sensory art with local herbs
or
1 09
2. Patchwork Expressions
Creative play with oil pastels
or
1 16
3. Let’s ‘Dough’ a Picnic
Creative play and storytelling with
self-made salt dough
1 23
4. Move Your Lines
Fun with lines and pattern making
or
2 29
5. Tuning Into the Past
Creating music-related engagement
or
2 36
6. Frame It Up!
Decorative photo frame making
with pasta
or
2 45
7. My Best Swim
Creative movement 2 56
8. Swirl, Curl and Twirl
Get creative with paper strips
or
3 64
*A larger number indicates a higher level of challengeArts, Ageing and Wellbeing Toolkit Tips for a Fun, Smooth and Inspiring Art Session
Tips for a
Fun, Smooth
and Inspiring
Art Session
This
influe is
sever nced by
al fa
ctors
:
The Environment:
Where the Art Activity is Held;
Our Manner:
How We Select, Prepare and Deliver an Activity; and
Our Reflections:
What We Understand of the Process.
These will enhance awareness and the ability to provide Community Care
participants a positive artmaking experience while shaping us as good
art facilitators.
The guiding principle when planning an art activity is to explore and
provide avenues that will promote and maximise participants’ wellbeing.
02Tips for a Fun, Smooth and Inspiring Art Session Arts, Ageing and Wellbeing Toolkit
The
Environment
Where the Art Activity is Held
ment
Create a Pleasant, Inviting and Safe Environ
Everyone loves such an environment! It is
welcoming, inspiring, helps build
rapport, promotes relaxation, and
encourages participation.
Space
• An ideal space is quiet, has good lighting,
comfortable temperature and ventilation.
Ambience
• If using lightweight materials (e.g., Crepe paper), it is
advisable to work in an air-conditioned environment as
fans are likely to blow the materials away.
ood.
te an inviting m
• Music can crea ip ants’
• Arrange tables and chairs in a way that enables you usic or partic
Play relaxing m
and participants to see one another and the .
favourite music
surroundings well (e.g., A “U-shaped” table arrangement).
yet audible
usic volume low
• Keep the m ith listening
• Be aware of any tensions which may be inherent in the not interfere w
so that it does
group and seat participants accordingly. for the activity.
to instructions
• Ensure that the setup allows for ease of movement and
is free of safety hazards that can lead to falls and
other injuries (e.g., Electrical wires, clutter and
movable furniture that is not locked).
• Choose a space that will enable artworks to dry
undisturbed.
• Provide space for unfinished artworks to be placed for
completion during the next session.
• Identify a space to exhibit all finished artworks, with
details of the participants mentioned, whenever
possible (do take note of Personal Data Protection
Act [PDPA] concerns).
03Arts, Ageing and Wellbeing Toolkit Tips for a Fun, Smooth and Inspiring Art Session
a n n e r
Oure M
Sel e c t , P re pare and Know the A
ctivity
How W aim and an
ticipated
e steps
Activity it h th e
a n • Be famil
ia r w
Ta k e note of th
Del i v e r f the a c ti v it y.
outcomes o als.
ised ir e d art materi
and requ
ared an d Organ out
Be Prep n e w to you, try it
s • If the ac
ti v it y is onfidently.
io n require so y o u can lead it c
h s e s s beforeha n d
d smoot ial so tha
t you
A fun an
,
e n t g a session
is e s s
tly. t time leadin dback
ion. This u r fi rs fe e
confiden
y o and see k
• If this is
preparat n ll e a g u e s
e s s io with c o
the art s rehearse it cilitation sk
ills and
can lead to impro v e y o u r fa
ence.
build confid
ate Access
Know your Participants/Cre Logistics
ts
lth and interests of participan
• Know about the general hea you to e
before selecting an activity to
do. This will ena ble • Give yourself enough time to set up the spac
ible, eng aging and suitable. and prepare the required materials.
select one that is access
ual,
lities and challenges (e.g., Vis Place art supplies in a designated spot for easy
• Consider participants’ abi •
hearing, physical and cogniti
ve) and ways to identification and reach during the session. A
, so tha t participants can engage trolley/portable cabinet to contain/store art
create/improve access
comfortably in the activities. supplies can be useful.
ts
roaches to enable participan Keep and handle all sharp items (e.g., Scissors,
• Create a list of potential app •
re
to take part in the activity we
ll, for instance: pen knives) with care. Number them to ensu
adequate lighting; if ion, where
o Visual: Ensure the re is that all are kept safely after the sess
ensure they have it and
participants require glasses, appropriate.
in good shape etc.);
they are usable (e.g., Clean,
ironment is not noisy; Keep the workspace clean and tidy at all time
.
o Hearing: Check that the env •
audible; if hearing aids Dispose waste periodically and clear all spilla ge
ensure that instructions are
pants have them and they
are used, ensure that partici immediately.
are usable;
ts are seated and
o Physical: Ensure participan
seating (e.g., Firm
positioned safely in supported
rests) with adequate
chairs with backrest and arm
weaker side if needed; and
assistance provided on their
ctions if needed and keep
o Cognitive: Repeat instru
sentences short and simple.
to participants’ needs,
• Modify activities according
seek their feedback to
responses and behaviours and
ts and preferred approaches
better understand their though
ies.
when engaging in these activit
so
ts with mixed levels of ability
• Consider pairing participan pletion of the
te in the com
that they are able to collabora
h opp ort uni ties contributes towards
activity. Creating suc
fidence.
boosting self-esteem and con
04Tips for a Fun, Smooth and Inspiring Art Session Arts, Ageing and Wellbeing Toolkit
Stay Friendly, Authentic
and Responsive
To ensure an enjoyable and ful
filling
session, it is important that
participants feel welcomed an
d
me
Welco
supported throughout the act
ivity. ve.
s t h e y arri
ants a uages
e p a rticip erent lang
f
elcom se dif
re e t and w arn and u greetings.
• G good to l e mon
It is or com s with
d i a l e c t s f
f a c i litator e
and s and to b
a r t i c ipant ferred way elp the
all p r pre t to h
P rovide s with thei a large fon tter.
• tag in r be
name sed written ne anothe
s o
addre et to know
u p g
gro
Check-in
• Have a quick check-in wit
h participants to find
out how they are before
introducing and
explaining the art activity.
This provides a
snapshot of their state
of mind. For instance:
“When you woke up thi
s morning, what was the
first thing you thought ab
out?”
o If the participant shrug
s or has little to say,
they are likely in a low mo
od and may need
more attention during the
session.
o If the participant enga
ges in a short
conversation (e.g., Talks
Facilitation
about food, the
weather, etc.), they are
likely in a good mood
and will participate well
during the session.
o It may be useful to ori ear.
entate participants to ions simple and cl
the current date, day, tim
e, place, upcoming • Keep your instruct rti ci pa nt s.
to the pa
festivals and significant
events. Match your speed
ing participants
ec k fo r un de rstanding by invit
• Ch to you.
rate the steps back
to repeat/demonst
dible. Use a
En su re yo ur vo ice is clear and au
•
ed.
microphone if need
s can hear
df ul th at elderly participant
• Be m in tch sounds.
better than high pi
low pitch sounds .
r pitch if possible
Speak with a lowe
eted artwork as
id e a de m onstration/compl
• Prov ay look like,
at the outcome m
a visual aid on wh their own
cipants to create
encouraging parti ample.
replicating your ex
version rather than
05Arts, Ageing and Wellbeing Toolkit Tips for a Fun, Smooth and Inspiring Art Session
Encourage Ownership and
Celebrate Achievements
• Enable participants to create their artworks.
If more support is needed, demonstrate/simplify
the steps further to encourage them to do as
much as they can on their own.
• Do not work directly on their artworks to
encourage participants’ ownership of their Bridge an
finished pieces.
Encourage Inte d
ractions
• Demonstrate/explain steps using your own set
• Attend to al
of separate materials. The aim is to leave as l participants eq
session. Be min ually during th
little of your personal imprint on their artworks dful not to be e
engaging in fa perceived to be
as much as possible. vouritism.
• Walk around
• Encourage individual expression and creativity. to check partic
providing advi ipants’ progress
ce and sugges ,
This is also an tions when ne
• Invite participants to observe, explore and opportunity fo eded.
level of challeng r you to assess
persevere in their artworks. e and suitabilit the
for participants y of the activity
.
• Challenge them to explore and develop more
• Create way
complex ideas to build confidence and inspire s for participan
another so as ts to interact w
more creativity. to boost social ith one
bonds within th interaction and
e group.
Be Positive
• Stay ope
n-minded a
modify/adju nd be ready
st the activi to
accessible fo ty; make the
r participan activity
rewarding to ts. It
encourage th can be equally
they feel is a em to explo
chievable fo re what
r them at th
at moment.
• Highlight
and encoura
efforts and ge participa
accomplish nts fo
during the se ments that yo r specific
s’ Comfort
ssion. u observed
• Be mindfu Participant
l that partic
quality of th ipants can d efore it
eir artworks iscern the
y le a v e th e session b
genuine wh for themselv nts m a privately
en praising es. Be • Participa h a t with them
and accomp their efforts
ends. Have
a q u ic k c ir concerns
lishments. to u n d erstand the m
before they
le a v e ay help the
th e re a re ways you m
and to see if pported.
m o re c o m fortable/su
feel y
nwell. If the
m a y a ls o be feeling u a p la c e to
nts ffer
• Participa th e ir v it a l signs and o
k
are ill, chec
rest , e tc .
06Tips for a Fun, Smooth and Inspiring Art Session Arts, Ageing and Wellbeing Toolkit
Provide a Graceful Exit Timekeeping
The way an activity ends is equally • Keep track of the time and pace the
group
as important as how it begins. through the activity.
A graceful exit provides a smooth • Inform participants when the sess
ion reaches its
transition for participants to rejoin mid-point and subsequently, the last
15
their daily routine and to consolidate minutes. However, be mindful not to
rush
participants or sound impatient as this
their experience of the session. may
cause undue stress and anxiety and
participants
may stop doing the activity immedia
tely.
• Request that participants carry out
the finishing
touches for their work towards the last
10
minutes of the session. Encourage them
to
complete their artworks, help gather
tools or
clear their workspaces.
• Reassure them that it is also perfectl
y
acceptable to complete the artwork
during the
Closing the Session and next session. Invite them to label thei
with their names and place it in the
r artwork
Saying Goodbye pre-identified space for them to com
plete the
next time. Do ensure that you allocate
time to
Tell” and invite complete the artwork during the next
• Offer some time for “Show and session.
p about their
participants to share with the grou
r
completed works, the ideas, and thei
experiences crea ting the artw orks.
designated
• Display completed artworks in the
attend
space to greet participants when they
pleted work
the next session. Showcasing com
great
from a previous session serves as a
ion.
conversation starter for the new sess
• Invite participants to clean up the
area.
Post-session Log
istics
e, briefly
• Before ending and saying goodby • Ensure that ar
share your observations, highlighting tworks are labelle
d with
ts. participants’ nam
participants’ efforts and achievemen es/their photos (o
r both) for
easy recognition
(be mindful of PD
a round of considerations). PA
• Offer words of encouragement and
give
affirmation by inviting the group to • Wipe/wash al
themselves a roun d of app laus e. l used art tools an
disinfectant to pr d surfaces with
event infection.
about the next
• Before participants leave, share • Dispose waste
for the
activity briefly to create anticipation and return the sp
ace clean
and tidy.
next session.
07Arts, Ageing and Wellbeing Toolkit Tips for a Fun, Smooth and Inspiring Art Session
Our
ect i o n s
Refl and of the Process
Underst
What We
k
Take Stoc
at the
n y o u r e x periences
o
to reflect it is still fr
esh.
Take time n w h il e
end of the
sessio
c a n h e lp guide your
sation s
r n in g and reali ions.
Th e le a
re fa c il it ation sess
futu
Think Bac
k
Process/Ex on your
perience
• Reflect
on these q
o How did uestions:
you feel ab
o What w out the se
orked well ssion?
o Were th fo r you and
ere any ch your partic
o How did allenges/i ipants?
you respo ssues that
o What a nd to them a ro se?
ctions/solu ?
prevent th tions would
ose challe you take to
occurring nges/issue
again? s from
• File the
activity pla
improvem n, what wo
ents in a c rked well a
facilitators entralised nd future
to access area for oth
for future er
sessions.
08Level
1
Activity 1
Leafy Splatter
This activity was inspired by stencil spray paint art.
Engaging in sensory and art-related activities
provide opportunities to explore, discover and create
with different textures, shapes, colours and
techniques. Coming together with others to work on
a group project enables social connection through
the sharing of abilities, life stories and experiences.
Contributor:
Mohamed Somsadeen
The Connect Be Active Take Notice Keep Learning Give
benefits
Five Ways to
Wellbeing
get to know each enhance dexterity discover outlines, explore different create artworks
other by working and fine motor shapes and art techniques for gifts
together on a coordination colours around us
group project
09Level
1 Activity 1
Leafy Splatter
2
1 Approx. 850mm
3
Approx. 850mm
4
6 11
5
10
7
8 9 12
Materials required per participant How to prepare for the activity
1. Large butcher sheet or Mahjong paper • Set up the activity in a comfortable,
(approximately 850mm x 850mm) conducive indoor space with good lighting
2. Acrylic water colour paint and free of distractions, or a space in
(Red, green, yellow, blue, purple, orange) the garden.
3. Clear spray bottles – each paint colour • Provide a table large enough for the paper,
should have its own materials and high enough to facilitate use
4. Different types of pressed edible herbal with wheelchairs, if required.
leaves (e.g., Lemongrass, kaffir lime, curry • Line the table and surrounding areas to
leaf, betal, laksa, henna, mugwort, facilitate clean-up.
passion, dill, mint, tapioca, pandan, luffa, • Decide if participants will have their own art
moringa, sweet potato, indian borage) material/leaves or if these will be shared.
5. Plastic gloves • Prepare at least four different types of
6. Rags leaves, choosing those with the most
contrasting shapes/textures.
Optional Items • Test the amount of acrylic paint that needs
7. Toothbrush to be mixed with water to ensure a good
8. Comb colour consistency for use during this activity.
9. Sponge • Prepare samples of completed artworks for
10. Cardboard reference.
11. Scissors
12. Stone/Pebble (to weigh paper down)
10Activity 1
Leafy Splatter
Level
1
The steps
Step 1
Preparing the coloured paint solution
Invite participants to prepare the
coloured paint solution by mixing Mix acrylic
acrylic paint with water. paint with
water
Store the coloured paint solution in
their individual spray bottles.
Trial each solution on a test piece of
paper to ensure colours are vibrant
enough to show up against it.
GRADE
Provide participants with
spray bottles containing
Test the
the pre-mixed colour
solution.
solution
DOWN
Step 2
Place the paper on the table and
weigh it down.
Weigh paper
down
11Level
1 Activity 1
Leafy Splatter
Look!
Step 3
Get creative with garden herbs
Provide participants with a selection of
leaves and invite them to look, touch Smell!
and smell them.
Touch!
Select a few
Step 4 types of leaves
Ask each of them to select a few leaf
types and to share about its details and
usage (for edible leaves).
Share about its
details/usage
Step 5
Invite participants to arrange their
selected leaves on the paper. Fill up as
much space as desired.
Arrange and fill
with leaves
12Activity 1
Leafy Splatter
Level
1
Step 6
Ask participants to pick any of the spray
bottles with the pre-mixed colour
solution and spray over the leaves on
the paper. They can wear plastic gloves
beforehand if preferred.
Spray the coloured
solution over the leaves
Step 7 Change to a
different colour
Participants may change to a different
colour at any time. The activity ends
when most of the paper has been filled
with paint.
GRADE GRADE
Participants can splatter paint on the Use a sponge to dab on the paint if
paper by brushing a toothbrush over participants do not have enough grip
a comb instead of just using the strength or fine motor coordination
UP spray bottles. DOWN to use the spray bottles.
13Level
1 Activity 1
Leafy Splatter
Remove carefully
Step 8
Carefully remove the leaves from the
paper and allow the paint to dry
naturally. Alternatively, the leaves can
be removed after the paint has dried.
GRADE • Participants can develop
their own patterns by
creating shapes with
cardboard, instead of
UP
using leaves.
• A specific spray art design
can be created from the
leaves/cardboard shapes.
• Place the individual Allow the paint to
pieces together to form a
patchwork of images
dry naturally
(refer to "Further art ideas
to explore" as shown on
pg 15).
Step 9
While the artwork dries, invite
participants to share about their
experiences creating it!
• What they enjoyed about the activity?
• What they learned that was new
to them?
• What they would like to do with the
completed artwork?
• What they might like to use as
materials for future similar activities?
14Activity 1
Leafy Splatter
Level
1
Tips to facilitate the session Further art ideas to explore
1. Seek participants’ input using open-ended • Instead of paper, fabric can be used for the
questions to facilitate conversations. activity. The cloth can subsequently be sewn
together to make a tablecloth or a large
2. Share interesting responses, stories from the patchwork piece.
participants with the group when possible.
• Create other gifts from the art piece
3. Encourage participants to engage actively (e.g., Cards for a special individual or for
with their five senses (e.g., Smell, touch, etc.) fundraising, wrapping paper for festive
whenever possible. occasions, etc.).
Reference
1. Community Playthings. (2017). Spray Bottle Art: Nature Prints. Retrieved from
http://www.communityplaythings.com/resources/articles/2017/spray-bottle-nature-art
15Level
1
Activity 2
Patchwork
Expressions
This activity was inspired by "Clinical Art Therapy as a
Strategy for the Prevention of Dementia", a programme
supported by the Clinical Art Association in Kyoto, Japan.
Create a postcard/card for
someone you appreciate.
Decorate it with art that has
been generated by creative
play with oil pastels. Through
this activity, participants
exercise creativity and also
practise gratitude for people
they care about. This activity
also enhances emotional
wellbeing and communication
between participants and
their loved ones/facilitators.
Thank You
! Terima K
asih!
Contributor:
Griselda Ong Seck Sze
The Connect Be Active Take Notice Keep Learning Give
benefits
Five Ways to
Wellbeing
spend time getting engage all enhance be empowered take this
to know fellow the senses emotional and with skills to opportunity to
participants’ meaningfully in social awareness express oneself call to mind and
likes/dislikes while creative play through guided freely and appreciate others
taking part in a conversations confidently
shared activity
16Activity 2
Patchwork Expressions
Level
1
2
Approx. 240gsm
4
1 3
7
5
6
A3 Paper
8
Materials required per participant How to prepare for the activity
1. White paper cards in postcard size • Provide a table large enough for the paper,
(approximately 240gsm) – cards can be materials and high enough to facilitate use
pre-cut into different shapes, if required with wheelchairs, if required.
2. Oil pastels (12 colours) • Line the table and surrounding areas to
3. Masking tape facilitate clean up.
4. Talcum/Corn starch powder in a shaker bottle • Each participant gets a set of materials.
5. Toothpicks Oil pastels can be shared between
6. Disposable wooden chopsticks two participants.
7. Tissues and wet wipes • Prepare samples of completed artworks
8. Plastic mats or A3-sized paper (base for for reference.
the work)
17Level
1 Activity 2
Patchwork Expressions
The steps
Step 1
Invite participants to select a card.
Select
a card
Step 2
Create a border by taping four sides
of the card with masking tape.
(Tip: Roll out the required length and paste
Tape all
it on another surface first to reduce its four sides
stickiness and facilitate easier removal
from the paper later.)
Step 3
Invite participants to choose an oil
pastel colour that they like and to Choose a colour
draw three vertical lines on the card.
Draw three
vertical lines
18Activity 2
Patchwork Expressions
Level
1
Step 4
Have them pick another colour and
draw zig zag lines across the card. Choose another
colour
GRADE
Draw zig zag
DOWN Provide cards with prepared taped lines
borders and colour guides. This can
be a coloured segment that
participants will need to complete
in the same colour.
Step 5
Fill areas created by the intersecting
lines with colour.
Fill the areas
created by the
intersecting lines
Step 6
Fill the remaining parts of the card with
another colour.
Fill the
remaining parts
19Level
1 Activity 2
Patchwork Expressions
Step 7
Invite participants to pick a new
colour and remove the pastel paper
wrap. Place the oil pastel lengthwise Choose a
and colour the entire card by going new colour
over all the existing coloured areas.
Place oil pastel
lengthwise
Go over
entire card
Step 8
Using a chopstick/toothpick, create
different shapes and lines by gently
scraping the pastel off the card surface.
Gently scrape to
create shapes
20Activity 2
Patchwork Expressions
Level
1
Step 9
Shake off the loose pastels.
Shake the loose
pastels off
Step 10
Carefully remove the masking tape to
reveal the frame.
GRADE
Use a larger card for this Carefully
activity, involving more remove
lines and colours to create masking tape
UP a more complex art piece.
Step 11
Lightly sprinkle powder over the Lightly
completed work to create a smooth sprinkle
finish and provide a sealant for the oil powder
pastel. Tap the side of the card to shake
off excess powder.
Tap to
shake off
excess
powder
21Level
1 Activity 2
Patchwork Expressions
Step 12
End the activity by inviting participants
Thank You Ali!
Give it to
to write a message on the card and to Write a someone!
give it to a fellow participant, staff message
member, friend or family member.
Thank You Ali!
Step 13
Invite participants to present their work
Thank You Ali!
to the group and share about the
following aspects:
• Who they would like to give the card to Present
and why? your work!
• What they enjoyed about the session?
• What shapes/colours they would like
to include in their next art piece?
Tips to facilitate the session Further art ideas to explore
1. For participants who require closer attention, • Instead of drawing lines, invite participants
a facilitator-to-participant ratio of 1:1 is to draw shapes. Alternatively, participants
recommended. Do not go over a 1:5 ratio in can use colours that are symbolic of a festive
general to enable active engagement. season or favourite activity, instead of using
their preferred colours.
2. Always provide every participant an
opportunity to share.
• Collate and combine all the completed cards
3. Keep pace with the participant and ensure to form a bigger patchwork art piece. This
that all group participants are following the can subsequently be used as a collective
required steps well. display piece.
4. For seniors who are illiterate or who have • Explore assembling the piece asymmetrically
dexterity concerns, facilitators can assist to make the art piece more visually
them to write their preferred messages.
Do read them back to participants to ensure interesting.
that the message has been accurately noted
down.
Reference
1. Clinical Art Association in Kyoto. Clinical Art Theraphy as a Strategy for the
Prevention of Dementia. Clinical Art Association in Kyoto, 2017.
22Level
1
Activity 3
Let’s ‘Dough’ a Picnic
This activity was inspired by breakfast sessions.
Participants will create colourful models of food items using
salt dough. This activity enhances participants’ sensory
experiences, dexterity and motor skills using a creative and
imaginative approach. It also enhances social connections
as participants share their personal experiences, cultures
and food during this inspired picnic experience.
Contributor:
Hengky Lee
The Connect Be Active Take Notice Keep Learning Give
benefits
Five Ways to
Wellbeing
get to know one increase dexterity enhance sensory discover new ways share your
another better by and motor skills awareness (e.g., to exercise your creations with
sharing personal during this creative Tactile sensations) creativity by others
experiences process making new salt
dough creations
23Level
1 Activity 3
Let’s ‘Dough’ a Picnic
3
2
1 4
8
6 7
5
13
Varnish
9
10
11 12
Materials required How to prepare for the activity
Warm-up activity for participants • Provide a table large enough for the paper,
1. Soft inflatable ball materials and high enough to facilitate
usage with wheelchairs, if required.
Main activity per participant or group • Line the table and surrounding areas to
2. Prepared salt dough (see pg 25) facilitate clean up.
3. Disposable tablecloth • Place a tablecloth over a table to create a
4. Disposable plates picnic-like atmosphere.
5. Sample dough creations • After preparing the salt dough, prepare
6. Acrylic paint/Food colouring some samples of the creations based on
7. Plastic gloves the theme of the picnic for participants’
8. Plastic containers reference during the activity.
9. Varnish (always apply the varnish in a
well-ventilated area)
10. Cookie cutter
Optional items
11. Bottles
12. Satay sticks
13. Photo of food items/Picnic scenes (for
reference)
24Activity 3
Let’s ‘Dough’ a Picnic
Level
1
GRADE
This activity can be part of the facilitators’ preparations or conducted with
participants as part of the activity.
UP
3. Mix flour, salt, cream of tartar and oil in the
Materials required for the mixing bowl well.
Salt Dough
4. Add a few drops of the preferred food
1. Ingredients for salt dough colouring into the boiling water.
• Plain flour
• Cream of Tartar 5. Add the boiling water into the mixture in
• Salt the bowl.
• Vegetable oil • Create different dough consistencies by
• Food colouring varying the amount of water used. More
• Dried spices, herbs and food essence water will result in a softer consistency,
(optional) making it easier for participants with
2. Large mixing bowl dexterity constraints to knead the dough.
3. Large mixing spoon
4. Plastic sheet 6. Stir continuously with the mixing spoon until
5. Plastic gloves to knead the dough the mixture reaches a dough-like consistency.
6. Measuring cups and spoons
7. Kettle for boiling water 7. Allow the dough to cool down.
8. Knives for cutting the dough
8. Knead the dough with plastic gloves
continuously until it is smooth and elastic
Preparing the Salt Dough* but not sticky.
Prepare various quantities and types of salt 9. Add in the selected spices, herbs and food
dough in different colours and consistencies. essence (optional). Knead to mix them evenly.
1. Boil approximately 1 litre of water in 10. Cut the coloured dough into similar and
a kettle. manageable sizes.
2. Using measuring cups/spoons, prepare the 11. Place the different coloured salt dough on
following ingredients in these proportions: disposable plates.
• 2 cups of plain flour
• 2 tablespoons of cream of tartar 12. Repeat the process until the various required
• 1½ cups of boiling water colours, consistencies and quantities of salt
• ½ cup of salt dough have been made.
• 2 tablespoons of vegetable oil
• A few drops of different food colouring *View online videos on “making salt dough” for
• ½ teaspoon of dried spices, herbs or more information.
food essence (optional)
25Level
1 Activity 3
Let’s ‘Dough’ a Picnic
The steps
Introduction and warm-up activity for
participants
Step 1
Introduce the activity and inform
participants that the session will
begin with a warm-up activity to get
to know each other better.
Step 2 & 3
Toss!
Gently toss a soft inflatable ball to
one of the participants and invite
them to introduce themselves to the
group and share an item that they
might bring to a picnic.
Introduce
Thank the participant and invite them and share
to toss the ball to another participant. about yourself
Repeat this introduction process until
everyone in the group has been
introduced. Repeat until everyone
has been introduced
26Activity 3
Let’s ‘Dough’ a Picnic
Level
1
Preparing for the Salt Dough Picnic
Step 4
Choose a coloured
Invite participants to choose a coloured
salt dough
salt dough of their choice to prepare for
the "picnic”.
Step 5
Encourage them to feel the texture of the
dough and discuss the following aspects:
• Why they have selected that particular Discuss
dough colour?
• What the dough feels like to them?
• What food item would they like to make
for the "picnic"?
Create as many
Step 6 as desired
Invite participants to create as many items
as they wish and with as much detail as
possible. Use items like bottles to help roll
out the salt dough, if preferred.
GRADE • Have participants work with dough GRADE • Provide photos of food items/picnic
that is denser (harder consistency) scenes and sample dough creations
to give their hands/fingers a good for participants to use as a reference.
workout!
UP DOWN
• Provide salt dough that is less dense
• Create a complete set of items (e.g., (softer consistency).
A bowl of noodles with chopsticks
and a spoon/basket with various • Create simple items (e.g., Spring
types of fruit). rolls, bun, samosas, prata).
• Use satay sticks to include more • Use cookie cutters to create
details on the salt dough creations. consistent shapes.
27Level
1 Activity 3
Let’s ‘Dough’ a Picnic
Step 7
Invite participants to share about the
following aspects:
• Whom they would like to picnic
with? (e.g., Other participants,
favourite movie stars, etc.)
• What other picnic items would
complement their item?
• What they enjoyed about this
Share your
activity?
• What challenges they faced and how thoughts
they overcame them?
• What theme they would like to
explore in the future?
Tips to facilitate the session Further art ideas to explore
1. Use an active tone to encourage • Use different malleable materials such as
participants (e.g.,"Let's do this together!") clay for greater longevity.
rather than "You need to do this."
• Invite participants to start off with plain
2. Provide time for participants to share coloured salt dough and to add colours to it
and invite those who may be more quiet to later using acrylic paint or food colouring.
contribute to the conversation during the
sharing session. • Change the theme and explore some of the
following ideas:
3. Provide a range of items to increase tactile - Hobbies
sensations such as tin cans that may have - Countries/Places of interest
lines on them (do ensure the edges are not - Festive/Cultural events
sharp!) or satay sticks to add details.
• Encourage participants to contribute
4. Provide space to display the group’s towards a group outcome. As an example,
completed salt dough picnic pieces. With one participant can create two slices of
the participants’ consent, include a quote “bread”, another fills it with “ham”, while
from them about their creation. another participant adds in baked beans.
Reference
1. Aguirre, E., Spector, A., Streater, A., Hoe, J., Woods, B., & Orrell, M. (2011). Making
a Difference 2: Volume Two: An Evidence-based Group Programme to Offer Maintenance
Cognitive Stimulation Therapy (CST) to People with Dementia. London: Hawker Publications.
28Level
2
Activity 4
Move
Your Lines
This activity was inspired by the
Zentangle method of drawing simple
repeating patterns.
elluel.
net/
Lines form the basis of art and
expression regardless of the
medium. Invite participants to think
of patterns, beautiful shapes and
motifs to use in their artwork. This
activity is suitable for most
participants, especially those with
good vision and for those who would
like to enhance their fine motor skills.
Contributor:
Ng Yoke Cheng
The Connect Be Active Take Notice Keep Learning Give
benefits
Five Ways to
Wellbeing
interact with others strengthen pay close attention discover new ways support one
while participating fine motor skills to shapes found in to use patterns to another’s creativity
in a group activity and hand-eye the immediate create artworks by completing a
coordination environment project together
29Level
2 Activity 4
Move Your Lines
2 Approx. 30cm
1
3
4
5
Materials required per participant How to prepare for the activity
1. Drawing paper • Provide a table large enough for the paper,
2. Long ruler (approximately 30cm) materials and high enough to facilitate use
3. Black pen with wheelchairs, if required.
4. Dry colouring materials such as markers, • Line the table and surrounding areas to
colouring pencils, crayons, etc. facilitate clean up.
5. Patterns/Designs (for reference) • Decide if participants will have their own art
materials or if these will be shared.
• Prepare samples of completed artworks
for reference.
30Activity 4
Move Your Lines
Level
2
The steps
Step 1
Draw lines
using a pen
Invite participants to draw lines across and ruler
the entire paper. The lines/rows do not
need to be of equal distance from
each other.
Step 2
Lines do not need
Varying the line/row heights can lead
to more interesting outcomes. Avoid to be of equal
drawing too narrow a line/row as the distance
patterns may not appear clearly.
GRADE
For participants with
vision/dexterity concerns,
draw the lines/rows
DOWN further apart.
Step 3
Trace the
Have participants place their preferred
outline of
hand on the paper and trace an outline
of it using the pen. preferred hand
GRADE GRADE
For participants with vision concerns,
Participants may choose to make
invite them to draw their hand outline
an outline of both their hands on
with a thicker nibbed marker so that
the paper.
UP DOWN
the lines will be clearer.
31Level
2 Activity 4
Move Your Lines
Step 4 Draw a shape or
line design within
http://aries.elluel.net/ each row
Draw a shape/line design within each
of the rows. Repeat the same shape or
design until each row is filled. Refer to
Annex 1 and Annex 2 (on pgs 34 and
35) for examples of possible patterns.
GRADE
Offer examples of complex GRADE
Offer examples of simple patterns
patterns to guide participants. to guide participants. Refer to
Refer to Annex 2 on pg 35 for Annex 1 on pg 34 for examples of
UP
examples of possible patterns. DOWN
possible patterns.
Step 5
Invite participants to colour within their
hand outline with colouring materials of
their choice (e.g., Markers, colour
pencils). Alternatively, they can colour
the area outside of the hand outline.
GRADE
Indicate sections for
participants to colour in
with colouring materials
DOWN of their choice.
Alternatively, they can
colour the area outside
et/
i e s. e lluel.n of the hand outline
http://ar
32Activity 4
Move Your Lines
Level
2
Step 6
Upon completing the activity, invite t/
participants to share
/ a i e
about
r s. e lluel.ne
their
experiences tp:/ it. Ask participants
htcreating
about the following aspects:
• What they enjoyed about the activity?
• What they learned that was new
to them?
• What they would like to do with the
completed artwork? Share your
• What they might like to use as experience!
materials for future similar activities?
Tips to facilitate the session Further art ideas to explore
1. Invite participants to start off by drawing • Participants can draw other shapes such as
familiar basic shapes (e.g., Squares, footprints, outline of letters and animals
triangles, circles) repeatedly as their or include a combination of both.
pattern before guiding them to create more
complex shapes/designs. • Work on a joint artwork on a single piece of
paper with several participants including
2. Offer design examples to help kickstart their preferred shapes, designs and colours.
participants’ inspiration. Refer to Annex 1
on pg 34 for examples of simple patterns • Expand the project
to start with. by cutting out and
assembling the
3. Be familiar with the Zentangle method of various participants’
creating art by watching videos online for decorated pieces
more information. together into a larger
artwork.
33Level
2 Activity 4
Move Your Lines
GRADE
Annex 1 DOWN
Simple Pattern Guide
34Activity 4
Move Your Lines
Level
2
GRADE
Annex 2 UP
Complex Pattern Guide
35Level
2
Activity 5
Tuning Into
the Past
s of ng
i c o
Lyr rite S
avou
F
This activity was inspired by
the project “Music Memory
Box” by Chloe Meineck in
the United Kingdom.
Take part in a music-based
activity and put together an
individual/group music
memory box comprising
familiar tunes, stories and
memorabilia. This activity
harnesses the beneficial
effects of music engagement
and reminiscence to promote
social connections. The
activity can be carried out
across a few sessions or a
component can be chosen as
the main activity.
Contributor:
Lim Peng Peng
The Connect Be Active Take Notice Keep Learning Give
benefits
Five Ways to
Wellbeing
converse with engage in a craft listen to the enjoy a new song share your
others about activity to create a melody, rhythm favourite tunes
familiar and music-related box and lyrics of with each other
favourite tunes different songs
and songs
36Activity 5
Tuning Into the Past
Level
2
1
2 6
3 4
7 8
5
9 10
11 12
Materials required
Music Engagement (for the group) Music Memory Box (per participant or group)
1. Laptop, tablet or mobile phone with 5. An empty box large enough to hold all the
speakers and an Internet connection with required items
access to online music resources such as 6. A notebook and pen for jotting down the
Youtube, Spotify, etc. song or singer's significance to participants
2. A notebook and pen for jotting down the (e.g., Reasons why a song is liked, related
song or singer's significance to participants songs or memories)
(e.g., Reasons why a song is liked, related 7. Magazines and newspapers (old magazines
songs or memories) and newspaper can be used for reminiscence
3. Related photographs, such as popular while newer materials can be used as
singers, music band or album covers from craft supplies)
the participants’ era 8. An assortment of colouring and other craft
materials such as decorative card paper,
Optional Items colour pencils, markers and glue
4. Simple hand instruments such as bells or 9. Photographs, trinkets and memorabilia which
shakers the participant or their family members are
open to contribute – inform the participants
that the items may be cut or trimmed
10. Music-related images/Clipart (e.g., Record
turntables, vinyl records, cassette tapes,
popular singers from the participants’ era)
11. Hole punch
12. Metal ring or wire tie to fasten the
cards together
37Level
2 Activity 5
Tuning Into the Past
How to prepare for the activity
Music Engagement • If in doubt, knowing the age and language
preferences of the participant can also help
to better shortlist other related information.
Lyrics The song choices can be refined after
Favourit of
e Song subsequent visits.
• If facilitating a group session, it is good to
place residents of approximately the same
age (within the same decade) and same
language preferences together.
• Prepare a list of familiar or popular songs
with seniors, such as local songs or
evergreens, in case the participants cannot
think of any favourite songs.
• Prior to the music engagement session, find Music Memory Box
out about participants’ preferred songs and
singers. This can be in the form of a first
visit where the facilitator can get to know
participants or speak to participants'
caregiver or family members. Prepare the
following items for use during the activity:
a. Photographs of participants’
favourite singers and music bands
and/or popular singers and music bands
from that era;
b. Photographs of music venues such as
concert halls, nightclubs, cabaret, • Provide a table large enough for the
bars, and other entertainment spots; materials and high enough to facilitate use
c. Related music memorabilia such as old with wheelchairs, if required.
concert tickets, programme booklets; • Line the table and surrounding areas to
d. Videos, compact discs or live facilitate clean up.
streaming of the songs; • Provide samples of completed boxes
e. Lyrics and related information about the for reference.
singer or band and the songs such as
background of the song, information on
the music genre and singer/band.
38Activity 5
Tuning Into the Past
Level
2
The steps
Greeting and introduction
Introduce the activity, sharing its focus
– to enjoy music together and to get to
know each other better through Introduce
favourite music and songs.
the activity
Enjoying Music Together
This activity can be paired with “Creating
a Music Memory Box” or held on its own.
(refer to Preparation Steps on pg 38 for
more information)
Step 1
For this activity, invite participants to
clap along or play simple hand
instruments such as bells and shakers
to popular music. Examples can Clap or play
include local favourites such as “Di instruments to
Tanjong Katong” or “Chan Mali Chan”. popular music
Step 2
Have participants share what they
know about the songs.
(Tip: Make a note of key comments by
participants to aid future discussions Share about
on their interests and music choices.) the song
39Level
2 Activity 5
Tuning Into the Past
Step 3 • Who is the singer?
• Why do you like this song?
• Do you have any memories related
Next, play a segment (e.g., Chorus) to this song/singer?
from one of the participant's favourite • What other songs/singers were famous
songs and ask who else likes the during that time?
song/rhythm/voice.
Alternatively, play a song that was
popular during the participants' era
and ask who likes the song/rhythm
/voice. If this is not a song that the
participants enjoy, use this as an
opportunity to ask for suggested
songs. This can either be accessed Play a segment
immediately via the Internet or
prepared for the next session.
of the song Ask questions
Step 4
Show participants related
photographs of the singer, music Aid the
band or album covers to aid recall. ability to
Show related recall
photos of the
singer
GRADE
For participants who face
difficulties recalling the
required information,
ask them:
DOWN
• What they like about this
song? (Offer prompts about
the singer's voice, beat or
melody if necessary)
• Invite them to sing a song
that they like and ask them
to share why they like it.
40Activity 5
Tuning Into the Past
Level
2
Creating a Music Memory Box
Step 1
Play a selection of the participants’
favourite songs in the background. Play
participant’s
favourite song
Step 2
Invite participants to select items
such as photographs, clipart and
trinkets which are meaningful to
them to decorate their Music
Memory Box. Participants can also Select
decorate the inside surfaces of the meaningful
box if they prefer. items Decorate
Memory Box
Step 3 Give
suggestions
(if required)
For those who would prefer
suggestions on how to decorate their
box, ask them to consider adding in the
following aspects:
• Their name, photo or drawing;
• Their favourite song, singer, song
title or lyrics on the box.
41Level
2 Activity 5
Tuning Into the Past
Filling the Box with Memories
Step 1
Select
coloured
Invite participants to select different
paper
coloured paper to create music
memory cards. This will subsequently
be stored in the box.
Step 2
Suggested items to include in each card
are as follows:
• The name of their favourite singer or
music band;
• Favourite songs – list as many as
possible, including the singer;
• Songs that make them happy;
• Favourite memories associated with
Include photographs,
the song; lyrics
• Photograph of their favourite singer
or music band; gu
Lirik La n
ra
• Photographs related to a Kegema
Lyrics of
Favourite
music-based memory (e.g., Popular Song
music venue, their own photo); ல்
பிடித்த பாட
• Lyrics to favourite song; வரிகள் 最喜欢的歌曲歌词
• Favourite new songs – this could be
as a result of the “Enjoying Music
Together” activity (refer to pg 39);
• Ask participants to suggest what
else would be meaningful for them
to include.
GRADE
If participants have
difficulties writing, a
facilitator or co-facilitator
can be paired with them
DOWN
to complete the activity.
42Activity 5
Tuning Into the Past
Level
2
Step 3
s of
Lyric Song
urite
Favo
Ask participants to decorate each card.
GRADE
Create a template for
participants to fill if they
experience challenges
DOWN decorating the card. Decorate the card
Step 4
Punch a
hole
Punch a hole at the corner of the card
and fasten them together.
GRADE
If participants have Fasten
difficulties using the hole
punch, a facilitator or
co-facilitator can be
DOWN
assigned to either assist
them with it or as part of
the preparation, punch
holes in the cards before
the activity.
Step 5
Share your
After the completion of the Music Memory Box, thoughts
invite participants to share:
• What they have included for the Music
Memory Box and why?
• What they enjoyed about this activity?
• What they learned about fellow participants?
• What else they would like to include in their
box or cards?
43Level
2 Activity 5
Tuning Into the Past
Tips to facilitate the session Further art ideas to explore
1. With the permission of participants, review • Change up the theme! Explore the
their cards and compile the information for following ideas:
use in future music sessions. A suggested • Soundtracks of favourite movies,
template is below for your reference: dramas or TV programmes;
• Festivals and special occasions such as
Participant’s Song Singer Remarks/ Christmas, Chinese New Year, Hari Raya,
Name Significance
Deepavali, National Day and birthdays;
e.g., Favourite
Song • Favourite countries – participants can
share songs from the country that they
have connection to;
2. Be prepared to share about your own • Religious music such as hymns and
favourite songs and singers, including playing meditative chants;
them to encourage participants to share. • Broad themes such as songs they used to
If participants are more outgoing, consider: sing to their children/grandchildren or
• Having a communal singing session songs that were sung to them (do check
(provide lyric sheets with large fonts) or beforehand for sensitivities regarding this
invite participants to sing their favourite area before deciding if it will be a theme
songs; used during the session).
• Having a dancing session while listening
to the music. Participants who are in • Include musical instruments for
wheelchairs can also participate by moving facilitators/participants. Some examples
their arms, using the hand instruments, or include:
tapping their toes and/or hands to the o Guitar/Ukulele
music. o Cajon/Drums
o Harmonica
o Tambourine
• Form a singing or music group to perform for
different occasions.
Reference
1. Meineck,Chloe. (2018). Music Memory Box. Retrieved from
https://www.studiomeineck.com/music-memory-box/
44Level
2
Activity 6
Frame It Up!
This activity was inspired from various online
resources which use pasta for art.
Use recycled materials to create
useful new items while enhancing
dexterity, coordination and
cognition. Create a photo frame
and decorate it with items that
show off participants' creativity
and/or which are meaningful to
them. This activity has a few
segments and can be paced out
according to participants’ needs.
Contributor:
Veeraian Chetiyar Praba
The Connect Be Active Take Notice Keep Learning Give
benefits
Five Ways to
Wellbeing
get to know each enhance dexterity pay attention explore creating share your
each other better and fine-motor to the different useful items with recycled creations
by sharing skills textured materials recycled materials with others
photographs/
preferred pictures
for display
45Level
2 Activity 6
Frame It Up!
3
2
1 4
5
7 8
6
10
9
Approx. 15cm
13
12
11
Varnish
14
15
16 18
17
Materials required per participant
1. Used cardboard boxes (e.g., Diaper box) 12. Photo frame templates (approx. 15cm x
2. Scissors/Pen knife (use with caution!) 15cm, see Annex 1 on pg 54 for templates)
3. Glue (e.g., Quick bonding, latex, glue gun 13. Decorative accessories (e.g., Coloured
with glue sticks) paper, lace, beads, buttons)
4. Pencil/Marker 14. Varnish (always apply varnish in a
5. Acrylic paint well-ventilated area!)
6. Painting tools (e.g., Paintbrushes, sponges)
7. Paint palette/Oil resistant paper (e.g., Optional Items
Chicken rice wrapper) 15. Hairdryer
8. Water container (to wash paintbrushes) 16. Extension cord
9. Cloth (to dry paintbrushes) 17. Gloves
10. Pasta (see "Preparing the pasta" on pg 47) 18. Blu-Tack
11. Photographs
46Activity 6
Frame It Up!
Level
2
How to prepare for the activity
• Provide a table large enough for the paper, materials and high enough to facilitate use with
wheelchairs, if required.
• Line the table and surrounding areas to facilitate clean up.
• Prepare samples of completed artworks for reference.
Preparing the pasta • Pre-cut the photo frame bases (see
Annex 2 on pg 55 for templates) for
participants and pre-fold.
• As cardboard differs in weight, test to
ensure the photo frame with decorative
items glued on will not tip over using the
base that you will be providing.
• Each participant gets a set of craft
materials. Paint can be shared between
two participants.
Preparing the photographs
• Dry the pasta by putting them in a pan
over very low heat. This will keep it
insect-free in the future. Be careful
not to burn the pasta!
• Cool the pasta and store in an
airtight container.
Preparing the templates
(Tip: Invite participants who are able to help
out in this area to participate in this step.)
• Invite participants to find photographs
they would like to use for this activity,
reminding them that they may need to cut
the photo.
• Alternatively, arrange for a simple photo
taking session and print out the
photographs for use. Consider adding
props to make the session more fun!
• Photographs can be taken individually or
• Pre-cut the front of the photo frame in groups, with other participants, staff,
templates (see Annex 1 on pg 54 for volunteers and loved ones.
templates).
47Level
2 Activity 6
Frame It Up!
The steps
Creating the Front of the Photo Frame
Step 1
Invite participants to choose their
desired template for the front of the
photo frame and to place it on the
cardboard. Do ensure that the
template is large enough so that
participants can include a photograph
that will be visible.
Place template on card
Step 2
Using a pencil/marker, have
participants trace out the template.
GRADE
Participants can draw
their preferred shape for
their photo frame
UP instead of tracing out
the template on the
cardboard.
GRADE
Pre-cut and invite
participants to choose
Trace using pencil
the one they would like
DOWN for their photo frame.
48Activity 6
Frame It Up!
Level
2
Step 3
Cut out the traced items using scissors
or a pen knife. The facilitator may need
to assist participants during this step.
Participants may also choose to use
less complex patterns (e.g., More
square corners) so that they can
complete this step independently.
Cut out the
traced item
Step 4
Invite participants to draw in where
they would like their photograph to be
(photo area). Have them choose and
layout their preferred decorative items
(e.g., Decorations and pasta choices).
Invite them to pick their paint colours.
Draw in the
GRADE
• If participants experience
difficulties choosing from the
area for the
wide selection of colours, photo
narrow the selection down to
DOWN
two colours for them to
choose from.
• Offer a range of painting Photo
tools, such as brushes with
area
different grip sizes, sponges,
etc. Alternatively, participants Lay out items
can also choose to finger on the frame
paint.
• Foam can be added to make
the paintbrush handle thicker.
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