School Programs

Grades K & 1: Fabric Self-Portrait

(1 hour)

Children this age know themselves so well that they can't help but capture who they are when they create a self-portrait. Before they begin, I tell them how I became a textile artist and show them some of my work. I also point out human similarities and differences and have them help me identify those areas of the body that are associated with the senses. They use fabric, markers, beads, multicultural skin tones and other materials to create their self-portraits. Supports the NYS Learning Standards for Social Studies (1, 3, 4), Art (1, 2, 3), ELA (1, 3) and Science (4).

Grade 2: Gotta Have It!

(1½ hours)

Americans seem to have more and more difficulty distinguishing what they need from what they want. This program helps children sort out some of the confusion. Each student creates their own felt board and felt shapes. Some of the shapes represent items necessary to sustain life, such as a houses and food, while others represent those things that they desire but do not need, such as footballs and TV sets. We finish with a group storytelling session using the felt boards, but not before I reveal how felt pieces mysteriously stick together without glue. Teachers please note: before they meet with me, I request that the children develop one short list of needs and one of wants. We discuss these lists the day of the project. Supports the NYS Learning Standards for Social Studies (1, 3, 4), Art (1, 2, 4), ELA (1, 3) and Science (4, 5).

Grade 3: Mosaic Globes

(4 hours)

We periodically hear frightening reports about how Americans are unable to identify world leaders, solve simple equations or locate the continents. I haven't figured out a way to help kids remember the name of England's Prime Minister or the square root of 64, but I have invented a program that teaches basic world geography by having each child construct a globe. They start off with plain 10" plastic play balls and trace in the Equator, Prime Meridian and continental borders. They then distinguish each continent by decorating them with fabrics of different colors and textures. As they work, they see and feel how the landmasses and bodies of water nestle together on the surface of the earth. The finished globes are sturdy enough to be used as a toy, and every time the students play with them, they get an extra helping of world geography. Supports the NYS Learning Standards for Social Studies (3, 4), Art (1, 2, 4), ELA (1, 3), Science (4).

Grade 4: Hands-on History

(3 hours)

In this workshop students make themselves Iroquois style moccasins that they can bring home and wear. Here you see an authentic deerskin pair (the smaller ones), next to a polarfleece pair that a student made with me. The moccasins that we make together, while differing in materials and techniques, are the same design as the real thing.

Specifically for this program, I made two historically accurate Revolutionary era outfits (seem at right). During the workshop, I use these outfits to illustrate several themes: encounter and the subsequent sharing of clothing styles between the Native Americans and the Europeans; the effect of technology and environment on clothing choice; changing cultural beliefs about appropriateness in dress. Supports the NYS Learning Standards for Social Studies (1, 3, 4), Art (1, 2, 3), ELA (1, 3), Science (4).

Grade 5: How do Canadians Stay Warm?

(1½ hours)

Canadian winters are even colder than our own. This program explores how Canadians have used clothing to stay toasty. The hands-on project is a felted wool bag that can be used to hold coins or other small treasures.

The workshop includes a discussion of how traditional Inuit communities living in Northern Canada made clothing that was brilliantly adapted to the weather because the designs and technology were perfected over thousands of years. Students examine and may try on the authentic Inuit style overcoat that I made exclusively for this program. Supports the NYS Learning Standards for Social Studies (2, 3, 4), Art (1, 2, 4), ELA (1, 3).

Grade 6 and up: Silk Painting

(1½ hour minimum)

Participants in this workshop always feel that they have made something beautiful because we start with materials that are so special. In one and one-half hours, I demonstrate some basic techniques and students create their paintings. If more time is available, participants turn their paintings into cards, pillows and wall hangings. Teachers please note: if desired, I can easily incorporate Asian history into this program by discussing the origins of silk painting. Alternatively, the program lends itself to a review of environmental issues as they relate to fabrics. Supports the NYS Learning Standards for Social Studies (2, 3, 4), Art (1, 2, 3, 4), ELA (1, 3), Science (5, 7).