Blindfold Walk

See examples of Blindfold Walk poetry below.

• The materials needed for this activity are about 15 scarfs or other eye coverings (You will need one for every two students.) and stiff-backed notebooks or clipboards. I usually plan for about an hour for this activity. Students will be divided into pairs. Keep them seated for instructions so that everyone understands the full assignment because there are several steps.
• The assignment is as follows:
  • The partners will choose which one is blindfolded first. The activity will be repeated so both will have that opportunity.
  • The blindfolded (B) partner will be lead by the sighted (S) partner through a series of directed activities outside the classroom and will not take the blindfold off until they have been reseated in the classroom..
  • The S partner will carry his/her PARTNER'S notebook and take notes for the partner to use later.
  • The teacher will lead the group and give oral directions. For example, the teacher would lead the group to a tree and tell or demonstrate to the S partner to gently rub the B partner's hand on the tree.
  • The S partner will lead the B partner to the object, do what is required, and lead them to a spot in the grass to sit down.
  • The B partner will dictate impressions, and the S partner will write down notes in the B partner's notebook.. It's important that they understand before they start that they will stop, give impressions, and write them down before they go on. Decide on a set number of minutes to allow for talk and write time. All proceed to the next place together so the teacher's directions can be heard.
  • When students are stopped and seated for writing, the teacher can also ask the blindfolded children what color they imagined or what it reminded them of or what it felt like--NOT what they thought it actually was. (We're working toward similes and metaphors.)
  • The teacher will have them use all of their senses possible. They can stop and smell a flower, bush, or the

    air. They can listen for street or school sounds. They can feel any safe objects around the school. They can imagine what they would see without the blindfold. They can imagine colors and shapes. They are told they won't be tasting anything unless there is a location with food already set up for this (Small spoons of applesauce would be great). They can step up or down a step. They can walk on grass or sidewalk.

  • The teacher will choose 5-6 sensory activities depending on the time allowed. Each time they use their senses they should then be directed to sit and immediately dictate feelings, shapes imagined, colors, etc.
  • The S partner then leads the B partner carefully back into the classroom and directly to the seat. (Watch for poles or door frames! The S partner must be warned to be a careful guide!)
  • The students switch roles, and new sense activities are chosen by the teacher for the repeated activity. Vary the place of the second walk so it is new to the second students as well.
• Once the Blindfold Walk has taken place, and all students have a set of notes from which to work, the creative writing activity begins. This can be done immediately, in another class period, or another day.
• I tell my students that poetry does not have to be rhyming or in any set pattern. It can be free verse. I also tell them that for this activity they don't have to make complete sentences or even punctuate correctly, but they must use their senses and clear descriptions!
• They begin by picking out pieces of the notes that appeal to them and grouping them with the main idea of each. Suggest to them that they try to use the words "like" and "as" if possible. Making comparisons makes the writing more interesting. For example, a student might write: Tree bark- rough as a turtle shell, smelly as mold, brown, green, prickly.
• Tell the students to write unrhymed poetry using as many ideas as they can giving their piece the title "Blindfold Walk" or another appropriate title. Some students feel they must try to write a "good" paragraph. Others just write free form. I accept both, but I encourage them to try to make it "look like a poem."
• After their ideas are on paper in rough form, share many of them aloud. The students are surprised when they "sound" like poetry.

Blindfold Poetry Examples

Walking down the stairs-weird like when I fell down the stairs. The steps felt like concrete. The wind feels like someone tickling me. The wind is a triangle. The wind is made of cotton. The wind is green. The earth is bumpy like my spine. The earth feels like brown cloth. The ground is curly like a poodle.

by Sara K.. (student)

Blindfolded

When I was blindfolded I felt red and blue and green, and I was feeling that I was going to fall. I was dreaming that I had fallen, and I felt like I was walking out of space.

by Chrisalyre T. (student)

My Big Adventure Being Blindfolded

I was sliding down a mountain trail.

I landed on the ground.

It felt like the whole world was upside down.

I saw the leaves falling from the ground.

They smelled like roses, and I heard nothing through the clouds.

by Sara C. (student)

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