This is a very valuable arrangement of workshop programmes suitable for all year groups. It is often organised to take place over one or two academic years but can also be done over shorter periods depending on numbers of pupils and the experience/requirements of the school. Projects can be in Design and Weave or Art and Design in ICT.

Design and Weave

The project involves three sets of workshops :- It is appropriate for one class to work at each stage of the project (not necessarily the same class at each stage) as the whole school can learn from the work they do if it is displayed, discussed and used by the other classes between project stages. All aspects of the project should be displayed in order to illustrate the progression made from one aspect of the work to the next. This will include weaving, designs/drawings, research information and language work.

1. Option A/B - card frame weaving. This stage of the project introduces the children to the world of weaving, texture, the design concept and develops language as well as all other aspects detailed in Option A.

2. Option D/F - Wooden frame weaving working to a theme but without advance design work on paper/computer. This stage of the project develops on the 1st stage by introducing a specific theme to work with. The theme is investigated with the artist and a broad interpretation of all aspects of the theme is promoted. Design for the weaving to be produced is abstract due to the interpretations being represented purely by texture and colour. To this end, the discussions on the theme will be linked to an investigation of different materials and their properties in order to find suitable qualities for representing the different aspects of the theme. A huge range of materials may be used in the weaving from different wools to toy cars ! Plastic bags to belt buckles ! Unspun wool to yoghurt cartons ! Language forms an important part of this stage of the project in helping to understand the theme and use appropriate materials to interpret it. To ensure that this works well, frequent group discussions of what the children are doing will take place. Workshops are best arranged in half day sessions with younger children and each workshop will include two short discussion sessions. Full day workshops will include two - three discussion sessions. This approach is effective in building the childrens understanding of what they are trying to achieve but also takes longer. For this reason, there will be three full days work (or the equivalent) with one class at this stage of the project.

3. Communal/composite weaving -The final stage of the project makes use of the experience and understanding built up by both pupils and teachers. Workshops will start with a day to develop a design for a communal/composite tapestry, the design being based on research done in advance by the children with their teacher. Following this, two days of work will be done on wooden frames to discover how shapes can be created in the weave, how to control tension and read the design. During this time a large frame (scaffolding) will be set up and prepared by the artist if a communal piece is to be produced. If the design is for a composite piece, smaller frames may be prepared. As the children and staff have now built up some experience in weaving it will be possible for them to go ahead with the production of a larger tapestry with the minimum of assistance from the artist - this will vary according to size and design of the piece to be made. Five days work with the artist is a reasonable estimation - this may be spread over any length of time the school requires in order to complete the work. "Finishing" (sewing, blocking, preparation for hanging) the tapestry will be carried out by the artist. Between the visits by the artist, the weaving of the tapestry should continue by the children with assistance from teachers and parents. Other than the scheduled days of work with the artist, the school may ask for his assistance at any point during the time of the project.

Language work will, again, form a part of this stage of the project. This work will be prompted by the artist through discussions with the children and teachers but the written work should be done with the class teacher. This work may take the form of either factual or creative writing - e.g. reportage, instructions for a specific technique, poetry, story writing.

Art and Design in ICT may also be included as part of the project at any or all stages but, as implied at Stage I, this will require extra time. Documentation of the project may also be put online through a project development web page and online gallery including an image map using the tapestry(ies) made by the children to link to the research work and writing they have done on the themes of the project. This, too, will require extra time but is well worth while as it can provide an invaluable resource for the future.

Progressive Stage Development

Stage 1

The most important developmental aspects of the project at this stage will be language and the introduction of the design concept. Outcomes for planning and assessment are listed at the bottom of this page.

Language - this will include :-

technical terms such as warp, weft, card frame, structure, design, bodkin and others - also a list of woven items that are used in everyday life around the world (the children will be prompted to suggest these).

creative/imaginative words to help describe different materials - rough, smooth, coarse, soft slippery, lumpy, bumpy, squashy, squidgy, silky, sandy, velvety, fluffy, crackly, crinkly, etc.

Appreciation and understanding of this language will be enhanced if drawing/computer work can be carried out as a part of the programme.

Design Concept

At this stage of the project the design concept is introduced initially through a discussion of examples of woven tapestries, the materials and techniques used in them and the need to work in a way that is suited to the abilities and experience of the practitioner.

Consideration of the materials and techniques to be used is also promoted - i.e. the children are asked to think about the texture and colour of a material or yarn before they use it in their tapestry. Making conscious decisions about these thing is the first step towards understanding the design concept - however, it is important that a flexible approach is taken to this, particularly with infants.

Stage 2

Development at this stage concentrates on weaving techniques, technical ability, language and the design concept..

Weaving

Pupils will use a wider range of techniques in their weaving at this stage. They will be asked to experiment with the materials to try and find appropriate solutions to problems encountered when using certain materials.

Language

A similar approach to that at Stage 1 will be taken with the use of language. The study of different materials will be preceded by a detailed discussion of the theme to be used. The language used will be more sophisticated and the inclusion of a theme for the work will focus the pupils' minds on appropriate words for describing different textures and other material properties where they are to be used to interpret the theme.

Design

Understanding of the design concept at this stage will be promoted by the work in language discussed above. The class may be divided into groups to look at different aspects of the subject chosen and the pupils' grasp of the aims of the work can be gauged by the results. Regular discussion of the subject and the work the children produce is essential as the workshops progress. Whilst the results will, necessarily, be abstract, the theme should be easily understood and recognised by others when the work is displayed with text by the children utilising some of the language explored in the workshops.

Appreciation and understanding of the workshops will be enhanced if drawing/computer work can be carried out as a part of the programme.

Stage 3

This stage of the project takes a more formal look at design and the techniques of weaving. When designing the communal/composite tapestry the children will learn more about the importance of creating a design that is both practical for them to make and also achieves their aims in producing a piece of work that clearly interprets the theme used, will interest the viewer, fit in the area it is to hang and can be made in the time allowed.

In doing all this, the children will be using more technical language and a wider vocabulary when assessing and criticising the work as it progresses. They will develop their skills at weaving, learning in detail how to control tension, read the design and work together as a team.

This development of understanding in language and design can be taken further if associated work is done in writing and ICT as described above.

NB - It should be remembered that it is not necessary for the same class(es) to be used throughout the project as the whole school can develop their understanding of the work through the use of appropriate displays as the project progresses. It is important that the teachers use the displays as a resource, watch the workshops and discuss the work done in order to maximise the benefit to the other children. In this way, a different class working at each stage of the project will come to the work with knowledge and experience of the project aims.

Outcomes overall for assessment and planning

The children will :-

See and discuss a contemporary artist's work.
Discover the relevance of weaving in our lives today and in the past.
Learn about the structures of yarn and weaving.
Develop language - common words, technical terms and creative use.
Investigate the properties of different materials.
Learn about symbols and how one thing can be used to represent another.
Experience using their hands and fingers in different ways by using a range of equipment and tools.
Develop spatial awareness.
Develop their observation skills.
Criticise and assess their own work and that of others.
Develop their understanding of the design concept.
Use mathematics as a part of the process of work (measuring, counting, addition, division, shape/balance, symmetry).
Experience working as a team.

ICT

Learn about pixels.
Discuss the relevance of computer design in our lives today.
Develop language - common words, technical terms and creative use.
Learn about symbols and how one thing can be used to represent another - as above, different context.
Use check lists as part of a plan to clarify how best to use the software.
Considering the structure of their intended design/picture.
Appropriate use of tools in the software.
Keyboard shortcuts.
Special effects using standard tools and some options.
Gain better control of the mouse.
Develop their observation skills.
Criticise and assess their own work and that of others.