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Classroom Practice/Program

Malin Ambjörnsson Questioning the Value of Handicrafts in the Schools
is a member of Sigma
Chapter in Sweden Very often, school authorities have questioned teaching handicrafts at school
State Organization and have threatened to remove the subject from the curriculum, largely because it
and the owner of is very costly due to the need for expensive equipment and smaller groups. So far,
Mud Valley Design handicrafts remains in the curriculum in Sweden, but the number of lessons has
in Skövde, Sweden. decreased. To reduce the subject or even exclude it from the curriculum would be a
mudvalleydesign@gmail. great cultural loss to the strong tradition of crafts in Sweden, demonstrating a deep
com
disregard for the manifold values of this subject area.
Marianne As noted, study of handicrafts trains many skills significant in the development
Skardéus, a member of a human being, and the subject interacts with other subjects. Working with
of Chi Chapter in Sweden handicrafts means taking initiative, like daring to mix different materials in one
State Organization, object or being creative, developing something unique, and not just copying. Also,
served as a member linguistic development can be supported in working with handicrafts terminology.
of the International
Educational Excellence For example, in knitting, one can learn and practice terms such as over and under
Committee (2020–2022). the finger or through the loop.
mskardeus@gmail.com Another important aspect of studying handicrafts today relates to the fact that
the textile and fashion industry is resource-intense and has a considerable effect on
health and environment. From production of goods to consumption and/or waste,
the industry has implications for polluting. What is needed is a sustainable design
of textiles and a new attitude toward textiles! By increasing the useful life of
textiles by one or several users, the total effect on the environment can be lessened.
A study from Mistra Future Fashion (Sandin et al., 2019) showed that consumers in
Sweden have been using their textiles for a shorter and shorter time. For example,
a Swede uses a t-shirt on average 30 times and washes it 15 times during the same
period. If the use of the t-shirt were doubled to 60 times, the effect on environment
and climate could almost be halved. This assumes, of course, that prolonged uses
are replaced by the new production of a garment.
Throwing textiles away is a waste of resources. In Sweden and the Nordic
countries, intense work on textiles is occurring, with an emphasis on reusing
energy in the production process and reusing existing product whenever possible.
In 2025, textile waste will be collected separately from other waste and garbage
according to new directions from the European Union. But ultimately, the message
is that reusing is better than recycling. Handicrafts provide one avenue for reuse.

Conclusion
Handicrafts is a broad field that covers both manual and intellectual work,
aiming to develop creativity and to strengthen an individual’s thrust to design. In
Swedish schools, the aim of handicrafts as a subject is to help the students develop
skills in various handicrafts and the ability to work in various materials, techniques,
and ways of expression. The training gives them the possibility to develop skills in
a process where thought, sensory experience, and action collaborate.
Teaching handicrafts also contributes to awareness of the impact of human
habits on the environment. Instead of consuming heaps of clothes, we should try
to mend those we have and thus make them last longer. The rising trend is and
should be repair, mend, design, and redesign! Ultimately, teaching of handicrafts is
of importance for the development of both individuals and society. Processing and
producing subjects using different tools not only is a way for humans to express
thoughts but also can help us find ways to be kinder to our planet.

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