Page 48 - Journal 89-3 Full

and riveting.
Weaving from the Heart: In this workshop, students will learn about weaving
and textile history and how important it was—and still is—to society. We
will briefly cover common types of weaving and learn about wool and other
fibers as well as the parts and tools of a small tapestry loom. Students will
also learn about the personal, from-the-heart, creative process of weaving
and create or choose a pattern for their project, select their weaving materials,
warp their loom, and weave and embellish a small tapestry.
In the descriptions of their classes, the art teachers identified three key ideas: sharing,
learning, and community (Figure).

Figure
Art teachers’ responses

From the perspective of the ESC, this camp was a good experience and provided
participants with a model for future folk-art instruction. Robin Kimball, the ESC Art
Camp coordinator, reflected on how the camp was important to her and an experience
in aesthetics for the students. The development of creativity was an important aspect
of the camp for Kimball:
The art camp hosted by the ESC was a great place for our students to learn a
new technique in a low-pressure environment and let his or her imagination
grow. Not only did the students develop creatively and socially, but they also
improved in problem solving, coordination, and fine motor skills.
Kimball found the students learned skills that challenged their development as artists.
Furthermore, she saw the students working in a peer-based environment as they
were learning art techniques. These opportunities for learning with students did not
result due to happenstance; there was a deliberated desire to offer these opportunities
to students.

Teachers’ Perspectives
At the conclusion of the art camp, teachers were asked to provide written
reflections on their experience, and art teachers indicated why they wanted to share
these skills with the students. Middle-school-age students try multiple aspects of
their personal identity as they determine who they are. Capitalizing on this trait,
Maia utilized “projects that really let the student express . . . themselves. These
brooches give the students that opportunity while also working within a specific
form.” Thus, Maia helped the students to create a personal connection to the art they
were creating. The teachers also realized that, although the students had a defined
amount of time, they needed the students to attain a skill and to be successful with
it. Further indicating the importance of personal creativity in the process of learning
new art skills, Courtney explained how, although “being one of the simpler mediums

46 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators