4-H Fiber Arts Project Guide
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4-H Fiber Arts Project Guide In the Oregon 4-H Fiber Arts project, youth learn to manipulate fiber through one or more steps to a finished product. Fibers include those from plants and animals, as well as some that are human-made. Members can learn the various ways to handle each kind. Most techniques in this proj- ect have existed for many years, and their uses have adapted as times have changed. The 4-H Fiber Arts Project gives 4-H youth the opportunity to explore 13 techniques of working with fiber: • Weaving • Embroidery • Basketry • Needlepoint • Spinning • Appliqué • Felting • Patchwork • Macramé and knotting • Quilting • Braiding • Papermaking • Hooking Once members learn basic techniques, there are endless opportunities for them to Contents develop their creativity and design sense. Role of a 4-H Project Leader .................2 This project guide gives a short over- Elements and Principles of Design ........3 view of each technique. These are not Weaving ..................................................4 instructions for teaching the specific tech- niques, but rather a description and some Basketry...................................................7 suggestions on where and how to start. Each Spinning ..................................................9 overview describes methods, skill building, Felting ...................................................11 project ideas, and standards for evaluating Macramé and Knotting ........................13 the work. Some resource books and videos Braiding ................................................15 for teaching technique also are listed to Hooking ................................................17 help you get started. They mostly focus on Embroidery ...........................................19 beginning levels and appeal to youth; some Needlepoint ..........................................23 of them can help members increase their skills. You might find more resources in a Appliqué ................................................25 public library; or, use an online search with Patchwork .............................................28 specific keywords. Many of these fiber arts Quilting.................................................30 techniques have guilds or other organiza- Papermaking .........................................33 tions; they also could be key resources. 4-H 7601 _______ Reprinted May 2008 _______ $4.00 Role of a 4-H kits or patterns to designing a project on their own. Project Leader • Keep records. My 4-H Project Record Sheet Members begin the 4-H Fiber Arts (4-H 038R, available online at http:// Project at many different ages and with extension.oregonstate.edu/catalog/4h/ different levels of experience. As Project or through local Extension offices) Leader, it is important to work provides a useful experience. Records can Work with with individual members to find focus on specific materials used, length of time to complete a project or phase individual the project level that best meets of a project, and cost of materials. The members to their needs. Members learn by sharing their work and receiv- 4-H Fiber Arts Exhibit Explanation Card find the project (available on the Oregon 4-H website level that best ing evaluation. To help make this a rewarding experience, it under “Expressive Arts Materials” http:// meets their is important to guide their work oregon.4h.oregonstate.edu/resources/ needs. in several ways. Your role is to materials.html) can serve as a record of 4-H Project Leader 4-H Project help 4-H members: the details and skills of each individual • Enjoy the activity. project as well as information for a judge. Encourage members to fill it out for each • Learn the technique. Balance members’ item they make and keep the copies with interest and enthusiasm with steps that their other project records. ensure their success. Start with small, easy-to-finish projects that fit a member’s Another type of record might be a file of attention span and physical dexterity. ideas for future projects. • Move to larger projects or alternate Younger members may not enjoy or see methods to create new experiences, as a value in record keeping. It might be members are ready. Encourage members helpful to spend time monthly to keep to look at books, magazines, or other records up-to-date. resources for ideas and to learn new • Share what they know and what they techniques. have created by teaching others, giving • Learn how to evaluate their work for presentations, making community dis- detail of the technique and design, and plays and donations, and exhibiting their identify their good skills and those they work. Members don’t have to exhibit could still improve. Skill building takes their work; but, if they want to, then practice. Some questions might include show them exhibit class descriptions and the following: work with them to learn the criteria. Evaluate the how-to instructions for a ◆ What did I learn? specific project to be sure the technique ◆ Where do I need improvement? meets the criteria for a Fiber Arts divi- ◆ How do I feel about what I did? sion exhibit. For example, bead weaving ◆ What shall I plan to do or learn next? using a loom fits as a weaving technique, Evaluation also can be in the form of but stringing beads—no matter how comparison to standards, such as those intricate—is not weaving involving a listed in “Standards for evaluating” for warp and weft. Likewise, “wheat weav- each technique in this project guide. ing” suggests a weaving technique, but it • Understand elements and principles of is primarily braiding. design and develop and use their creative abilities. They might move from using 2 ____________________________________________________________ 4-H Fiber Arts Project Guide Elements and Principles of Design Understanding the elements and principles of artistic design is basic to working with all the techniques in Fiber Arts projects. Elements of design are the tools or parts of a total design. There are six basic elements in design. Line is a mark Shape is a closed Form is a three- longer than it is wide. line. Shapes are dimensional shape It can be straight flat but have the with length, width, or curved, thick or thin, and dimensions of length and and depth. Balls, cylinders, run on the horizontal, verti- width. They include triangles, boxes, and pyramids are cal, or diagonal. squares, circles, and freeform. forms. Space is the Color is reflected Texture is surface area between and light. Characteristics quality, such as around objects, or of color include rough, smooth, a feeling of depth. hue (for example, red, blue, soft, hard, slick. or green), value (lightness or darkness), and intensity (brightness or dullness). Principles of design are the methods used to organize or arrange the elements of a design. Balance refers to Proportion is the Emphasis is the the sense of stability feeling of unity part of the design that is created when all parts of a that stands out and when the elements of design design (their sizes, amounts, catches attention. Emphasis (objects, colors, texture, or number) relate well to usually is achieved by using and space) are combined. each other. contrast; that is, the empha- Symmetrical balance uses sized part is different in size, very similar elements on color, texture, shape, etc. each side of the design. Movement is the Asymmetrical balance may path the viewer’s use different elements on eye takes, often Unity is the feeling each side which still create directed by lines, edges, that all the parts a visual balance. Radial shape, and color. work together. balance arranges elements around a central point; those Pattern is the elements may be similar. Rhythm is created repeat of an when one or more object or symbol Repetition works elements is used throughout the design. with pattern to repeatedly to create a feeling make the design of organized movement. Variety is the use of seem active. Repetition of Variety is essential to keep several elements to Reprinted from elements creates unity. rhythm exciting and active. hold the attention. A Palette of Fun with Arts & Crafts with permission It’s important that leaders and members discuss these terms and their of the National meaning, so that as members begin to create their own designs, they can 4-H Coopera- tive Curriculum develop an understanding of how to organize elements and use principles System, Inc. to make their designs pleasing and successful. © 2001 4HCCS 4-H Fiber Arts Project Guide _____________________________________________________________ 3 Weaving Crossing and intertwining linear strips Navaho weaving looms are a version of a of fiber to form fabric is called weaving. frame loom. Fibers are intertwined in an organized Rigid heddle loom. A larger wooden manner called a pattern or weave struc- frame with a “heddle” (eyes and slots). ture. There are many ways to use pattern The heddle holds the warp yarns and cre- or repetition to create design in the woven ates space for the weft yarns by moving fabric. up or down. The warp yarns are wound Many cultures around the world devel- on a bar or carrier, so they can be very oped the art of weaving. Many of their long. The maximum width of the weav- woven fabrics have unique combinations of ing is determined by the width of the technique, pattern, and materials. loom. Shaft or harness loom. This loom has a Methods number of harnesses (in multiples of four) Weaving includes both off-loom (or that determine the possible intricacies of freeform) and loom methods. Freeform the pattern. A table version uses levers weaving is done using sticks, tree branches, above the reed to pull the harnesses. A hoops, or other supports. There are many floor version has foot pedals that raise kinds of looms, from simple ones that are the harnesses. These looms allow more easy to make (such as those made from flexibility in the length and width of drinking straws, cardboard, or foam meat the weaving as well as intricacies of the trays) to large, intricate floor looms. The weave. type of loom may determine the length and/ or width of the weaving. The type of fiber Skill building (yarn, thread, fabric, ribbon) influences surface texture.