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Facilitation

"Musical Letters" encourages creativity.
“Musical Letters” encourages creativity:

As with all creative activities, there are many possible variations. The child can create their own composition by finding ideas and symbolizing and expressing them to others with or without instructions.

You have watched how Loris thinks, composes and reads his composition aloud.

Loris decided to line up the bricks without leaving any spaces between them. This works for him because he is used to reading braille, but it can be complicated for a beginning reader. Leaving a space makes it easier to identify each brick.

The difficulty of this exercise is that the child has to clap his hands and keep reading. He has to stop touching the bricks to make a movement and then go back to the bricks he was reading : that’s really tricky!

This involves two important notions: PROPRIOCEPTION and KINESTHESIA

– PROPRIOCEPTION is the perception and awareness of the body position.

– KINESTHESIA is the perception and awareness of the body movement.

Loris used these two types of skills to be able to remember where his hands were when he read the last brick before clapping and then going back to the original position. What can be easy for a sighted person who can coordinate sight and touch, is really hard for a blind child.

This clapping version of the activity is a high-level variation.

To meet the students’ needs, practitioners must recognize capabilities and appropriately adapt the level of activity.

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Learning through Play with LEGO® Braille Bricks

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