ACTIVITY SHEET

Carla Padilla
LEI 4724
Activity File 3
Activity Title: Inkblot Creatures
Source: Meghan. (2006, July 26). Lauries Special Sunday: Inkblot Creatures [Web log
post]. Retrieved from http://www.carlemuseum.org/studioblog/?p=1970
Equipment: liquid watercolors, watercolor crayons (black), droplets, watercolor paper,
and large construction paper.
Description of Activity:
The objective of this activity is to improve communication skills and for the participant
to freely express themselves through art. Let the participants put a few drops of each
color on their paper, fold it in half along a center crease, then press and rub all around the
folded paper. When they open it back up, the paint had squished and spread into an
interesting and colorful form. Allow the participants to think for a few moments and turn
their paper to get different views. Instruct the participants to use their imagination to
draw in the rest of the creature with a black watercolor crayon. Some participants were
inspired to see things besides creatures, like tree bark, a sunset, or a princess in their work
too. Lead a discussion in which the participants explain their interpretation of their blots
and creatures.
Leadership considerations: This activity works best for groups of 8-12 participants. The
activity requires a setting with tables and chairs. Protect the table from the paint by
covering it with a disposable plastic tablecloth or newspaper. The therapist functions as a
moderator by explaining the instructions of the activity, instructing participants to take
their place, and by explaining the activity. The therapist should pre-fold in order for a
crease to be down the middle. Mount the watercolor paper on the large construction paper
to create a frame and allow the paint to bleed if it goes off the sides of the watercolor.
Only put out secondary colors in shallow dishes for the clients to use.
Adaptations:
Children with Aspergers syndrome: individuals with Aspergers are classified under the
Autism spectrum disorder as high functioning (Reynolds, 2012). The individual should
seat close to the therapist so he or she can instruct the participant directly and
continuously. Since concentration is often a problem for those with Aspergers, a system
of nonverbal reminders to pay attention is important (e.g., a pat on the shoulder)
(Davis, n.d.). When giving directions, remember to be as direct, calm, clear, and concrete
as possible. Rather than explain the steps of the activity at the beginning it is better to
give those with Aspergers portions of the instructions accompanied with visual or
gesture demonstrations or cues (Davis, n.d.). Many students with ASD are visual learners
and their learning is greatly enhanced through visual supports. Individuals with

Aspergers tend to fixate on one topic during discussions if that occurs redirect the topic
by asking other questions about their creatures created during the activity.
Davis, K. (n.d.). Tips to Consider When Including a Student with ASD in Art, Music, or
Physical Education. Retrieved October 23, 2015, from
http://www.iidc.indiana.edu/pages/Tips-to-Consider-When-Including-a-Student-withASD-in-Art-Music-or-Physical-Education
Reynolds, M. (2012). What is Autism? In A complete guide to teaching art to those with
autism: Utilizing the elements and principles of design and life skills. Bloomington, IN:
AuthorHouse.
Children with visual impairment: The initial step is to help the participant feel
comfortable in the therapy space by allowing he or she to explore the room that will be
used before the activity. Providing this, especially for a child with disabilities, is vital as
it gives a sense of control and security in his or her environment (Art Therapy with
Visual Impairments, n.d.). Organize materials so that all the supplies needed to work in
a particular medium or technique is together (Art Therapy with Visual Impairments,
n.d.). Place masking tape around the edges of the paper so the individual can feel where
the paper comes to end and place the paint droplets on the actual paper. If possible label
each color with braille labels or describe the colors to the participant and allow for them
to choose (Art Therapy with Visual Impairments, n.d.). Describe their artwork by
shapes and let them figure out what the artwork may look like and what shapes remind of
animals he or she may have been exposed to, such as a cat or dog, to help them visualize
a creature.
Art Therapy Program for Children and Adults with Visual Impairments. (n.d.). Retrieved
October 23, 2015, from http://www.artbeyondsight.org/handbook/az-art-therapyprogram.shtml