"Education is the most powerful weapon which you can use to change the world." -Nelson Mandela

Month: November 2024

Deadpool and Wolverine??

The finished and stuffed Deadpool head.

As I mentioned last week, I realized that I needed to start thinking about some Christmas gifts for my family. I am currently a cash-poor student, so I wanted to find something that costed little but still felt like enough. My family won’t expect much from me as they know my financial situation, but I still wanted to give them something. I stumbled upon this new website, ApronBasket, that had a bunch of new and cool patterns. I found a bunch of blanket patterns and a sweater pattern that I liked, but I also found patterns for small Deadpool and Wolverine plushies that were created by eliyarnart. (These patterns are laid out well, are easy to follow, and have helpful pictures to ensure that you are on the right track. I would recommend these patterns to anyone who is interested.) I went to see the Deadpool and Wolverine movie with my Mom and Dad in Humboldt this summer, and I figured the plushies would be a cool memento of that.

I started with the Deadpool plushie, because the winged mask of Wolverine one was intimidating. Long story short, I accidentally picked the hardest one first.

The little legs.

The finished and stuffed legs and body.

The head of Deadpool was easy to start and complete as it was similar to the base of the other plushies that I had completed. The legs and body, however, were a rough time. I had issues with different tensions in both legs so they are different sizes unless you carefully mold them to look similar. I was not about to retry the one leg because switching the yarn colours (red to black and back) was painful. I originally used the method I learned from this YouTube short by HollyAuna (very informative, very clear), but I was worried about the ends not staying where they should.  In the end, I just started tying knots when changing the yarn colours, because I could hide them on the inside of the plushie. I had to make the knot far away enough from the inside wall of the plushie so that I had some slack in the yarn to work with, but had to put it close enough that it did not mess with the tension of the next stitch. I was mostly successful at finding that happy medium.

Little arms.

The finished project (pink belt and all).

When I tell you that changing the colours was tedious, I mean it. I had to change colours every few stitches and had to double and triple check that I did the right number of stitches prior to switching colours, because I couldn’t exactly go back and fix it. The body realistically didn’t take me that long to do, but I would not want to do it again because of all of those colour changes

Finished and stuffed Wolverine head.

Less colour changes. Yes!!!!!

The arms were not as bad to do as it was only one colour change. However, I did stuff the arms even though the pattern told me not to. The flat arms just did not sit well with me, so I decided to just put a little bit of stuffing into the arms to get the exact shape I wanted. Sewing all of the parts together was easy to do as well, although I did poke myself a lot when I was sewing on the arms and the belt. (Also, the belt was supposed to be brown, but I only had peach. I figured that Deadpool wouldn’t care too much about that. Probably would make him feel more fabulous.) The eyes weren’t even that bad to do either even though I had to do some precise cutting. With some felt and fabric glue that I procured in Saskatoon on a recent trip (before all of the snow happened), I created a paper pattern that was the shape and size I wanted, cut the felt based on that, and glued everything together. I am proud of how it came together!

I marked the front of the plushie as well as the places for the stripes.

I had to pin the black felt as the glue dried, because it need to wrap around the head a bit.

Next came Wolverine, which I was able to finish much faster. Wolverine was much easier to do, although there still were a good amount of colour changes. There were colour changes in the legs and arms, but only one or two per appendage. The worst area was the face where Wolverine’s actual skin colour is supposed to show. Also, I had to adjust the number of stitches I was doing with my skin-colour yarn as the yarn I was using was a much smaller size. The math was difficult to do, but somehow not as frustrating as the yarn changing of Deadpool. I messed up on one of the skin colour rows, but I used the felt mask/eyes to hide that mistake, so it’s fineeeeeeee.

Wolverine’s assembly was also easy, although I did almost put the head on backwards (oops). I believe that the felt portions of this plushie are done pretty well too. I was worried about the black part not having the right size or shape, but I think my paper patterns and cutting skills were even better this time around!

Front view of the finished Wolverine.

Side view of the finished Wolverine.

Overall, I am very proud of my creations this week as they pushed me to learn a new skill, crossed some things off of my Christmas shopping list, and increased my crocheting skills overall.

Up Next: Christmas Gifts Intensify

Digital Literacy in the Classroom

Generally speaking, an educator could probably get fairly deep into and have discussions about mis- and disinformation with high school kids once everyone is caught up to speed on the basics of them and the internet. Some students will likely know about some of the tools that people use to create mis- and disinformation (if they are as chronically online as I was at that age). However, they still may not know how prevalent of an issue it is, what would even qualify as mis- and disinformation, or know any strategies to detect it. Activities and exercises such as the one we did in the previous class are things that I could use to show students how prevalent mis- and disinformation is as well as how hard it has become to detect. This lesson plan from Lowdown references much of what we did in that class and gives a rough framework for what steps I would take when it comes to teaching about digital literacy. It might be a good reference point to create age-appropriate adaptations from as well.

Within the Grade 9-11 English curriculums, you certainly can make arguments in favour of including digital literacy (or sneaking it in in some way) into the lessons or a unit. If English class is supposed to be all about literacy, students should have opportunities to become literate in different forms of technology as well as on the internet. The internet (and digital technology) is such a big part of our lives, as I discussed in a previous blog post, and reading, writing, and communicating on the internet is very different than writing a short story or answering some comprehension questions. Hence, we need time and specific lessons dedicated to practicing and learning digital literacy.

There are several indicators that you can point to in each curriculum I mentioned, less so in Grade 9, that I would use to back up lessons about digital literacy. For instance, I would argue that the first CR indicator for all senior grades (the one referencing idenitiy, social responsibility, and social agency) encompass the intent and aim of teaching digital literacy. A more specific curriculum example I can give involves the Grade 11 curriculum’s second suggested unit. The “Moving Forward” or “Growing to Adulthood” unit is certainly where digital literacy and mis- and disinformation can be learned about and examined. If our students are going to become socially responsible and critically thinking adults online, they need to “grow into adulthood” with a good level of digital literacy. The digital world will be part of and will impact their future lives, so they need to know how to navigate it.

Regardless of what grade you are beginning to teach digital literacy to, there are a few things that need to be addressed before you get into Lowdown’s Lesson Plan. Like I said at the beginning of this post, some students will have some knowledge of what is fake and what is not but others will be completely lost. Students need to be taught, or review, what “Fake News” (mis- and disinformation) is and what it can look like. You can use this Dynamic Landscapes site to look at the types of mis- and disinformation as well as the reasons why someone might create, post, share, or re-post mis- and disinformation. It might be a bit much for students to grasp at first, but I believe it gives good definitions that students can look back on. After this, I believe it is best to go over why people may fall for fake news, especially because students will likely have some questions about it. Also, it is important to go over the biases that each of us may hold that will possibly influence us to not look deeper into a source. TRU Library’s page details all of this with YouTube links on those topics embedded right in the page!

Pic from APass.

In terms of the NCTE framework, what I have mentioned here covers a couple of the main points. This would include the points about examining and creating information and amplifying or countering narratives. However, I believe that what I have outlined here would lay the foundations for the points that involve more critical thinking practices, participating responsibly in internet communities, and culturally responsive interactions with others online. There is so much that can, and needs to, be taught to our students about digital literacy.

Side-Eye Dino Time!

This is the half-completed dino body.

If I’m going to be honest, I was kind of disappointed with the fact that the duck from last week was so small. I should have completely expected it as the final size was mentioned in the pattern, but I was still kind of shocked at how small it was. To ensure that I would create something a bit larger, I decided to choose the  Mini Dino pattern made by Handmade by Ani that I had found on the LoveCrafts website. I loved how the finished examples of the plushie looked, and I wanted to create one for myself.

Embroidering was much easier with the ability to flatten the main piece.

I got off to a rough start, because I somehow started the plushie by going in the wrong direction. I am right-handed, so I crochet right-to-left. For a plushie, that means that I would be looking at the outside of it while rotating the plushie counter-clockwise as I work on it. The opposite would happen for people who are left-handed. I apparently unconsciously decided that I wanted to do it the left-handed way, and I ended up doing a couple of rounds before realizing that I was straining to look at the inside of the plushie (which is a no-no). I could have maybe continued on this way, but it would have just caused me a lot of issues later on and I wanted to avoid that.

Front view of the fully completed and stuffed body.

My other part of the rough start was not completely realizing that the terminology for this pattern was in UK terms, unlike the Duck pattern which was in US terms. I was very confused for a few rounds and ended up decreasing when I should have been doing a regular double crochet stitch. Lesson Learned: Double check what terminology is used and ensure you know what each abbreviation actually stands for on each and every pattern.

On the plus side, I had a much easier time with the embroidery. I did not poke myself nearly as much, and I felt that this face (especially the eyes) turned out better than the Duck’s did. I am very proud of the progress that I made there. Additionally, the stitching of the body went very smoothly, and I was confident in my ability to do that throughout the piece. I quite enjoyed the process of doing it too.

The 4 spikes.

Unfortunately, the good times were not going to last. I decided to skip the tail and do the spikes first. I had a lot of issues getting the spikes done as I was keeping the tension too tight, and the purple yarn that I used was really dark (which made it hard to see all of the individual strands unless it was under intense light). I kept having too many or not enough stitches in a round, and I was frustrated by time I finished them. If you look closely enough at the pictures, you can tell which one of the spikes got a little messed up because of these issues and me accepting defeat. It’s not horrible, just slightly noticeable. Then came the challenge of the tail.

The beginning of the dino’s tail.

I should note that the pattern was relatively easy to follow. Most of the things in it were things that I had already encountered, and it was laid out very well for a beginner crocheter and pattern-reader. However, the tail part of the dino started with a standing double crochet stitch. I had no idea what that looked like or what it was and I was stressing out real bad over it. I had to take a break from crocheting for a few days for reasons beyond my control, so I was stressed about it for longer than I needed to be. Handmade by Ani, the pattern creator, had a couple of linked videos that they suggested I use for this process, and I was at least glad for that direction.

When I finally sat down to attempt this new stitch, I was very confused. There were two videos linked and described similarly, so I did not know which one to pick. I just went with the first one, and that was a mistake. Knot too Shabby Crochet-Melanie’s video is probably a good one, but it did not help me with what I was trying to do. It just confused and frustrated me more as it did not explicitly explain a standing double crochet stitch. I crossed my fingers as I clicked on the second link, and it definitely did not let me down. Tamara Kelly – Moogly explained clearly and concisely how to do the standing double crochet stitch, and I caught on quickly. All I had to do was a slip knot and then a regular double crochet stitch. So much stress for something that ended up being so simple.

The big holes before.

The non-holes after.

The rest of the assembly went well. I finished up the tail easily, used some extra yarn on the end of it to cover up some of the larger holes around the tail, and began to sew the spikes on the dino’s back. I used an X or crossing pattern on the spikes to lock down the sides of each spike, and then I went up and down to secure the fronts and backs of each spike. Safe to say that those spikes aren’t coming off anytime soon.

The spikes pinned into place.

Overall, I am proud of this plushie, especially the embroidery. The side-eye was kind of an accident but I think that makes it look even better. It gives the dino character as one of my family members said. Despite the frustrations I had, I think that I would create another dino. Now that I know what to expect, this pattern is not as daunting as it was before.

 

 

Finished Dino from the front.

Finished Dino from the side.

Up Next: Plushies as Christmas Gifts??

What About Second Chances?

When it comes to someone saying something unfavourable online, it can be so easy to get caught up in the tsunami level wave of cyber-shaming. I admit that I have definitely gotten caught up in it myself at times. I have never justified using racism, sexism, etc. against the people that made a mistake, I have called out the people who have done this, but I have been unforgiving of the main person being cyber-shamed in the past. I have not posted many of these shaming thoughts as I mostly just kept them to myself or voiced them to friends. As I continue to grow and be a better person, I am mentally calling myself out whenever I get swept up in the tsunami.

I am someone that does believe in giving people chances to grow (i.e. second chances), because I am someone who needed those chances in order to learn that the biases I held previously were wrong and bigoted. I believe that people should absolutely be called out when they say or do something racist, for example, but, after some reflection following our last class, I really do not like the mass shaming and cyber-vigilantism that happens when people make mistakes. I would want to be given the grace to learn from that mistake rather than have that single moment defining my entire life for the foreseeable future and impacting all my future opportunities. In other words, give me the opportunity to show that I can learn, will continue to learn, and will always strive to be better. And if I want that opportunity to be given to me, I should definitely be giving it to others.

Pic from Tomas Kucera.

I do want to note that the people I am mentioning are making mistakes. The people that purposefully and actively spew hate on the internet for views, clicks, or for whatever other reason need to have their accounts deleted. If that person is in a profession like teaching and spewing that type of hate online, I would definitely want their employer to consider that person’s employment since they are likely in close contact with students belonging to the demographics they hate (those kids do not deserve to feel unsafe in school). There are so many voices spewing hate and bigotry on the internet right now, and social media companies need to be doing something about this. However, they won’t because the drop in engagement on their platforms would hurt their bottom line. (At least, that’s the pessimistic view I hold.)

The biggest question I am wrestling with is: “What is the line between mistake and purposeful hate?”. Further, “What punishments should be given to people who purposefully spew hate and how severe should they be?”.

Graphic from Fernanda.

Additionally: What is the line between genuine criticism and cyber-shaming? Social media platforms can’t seem to get it right, and their AIs often take down videos that call out things like corruption or mistreatment of certain groups of people. (Sometimes this feels like/seems to be a purposeful silencing, but that is another topic for another day.) Everyone seems to have a different line that they draw, and there really isn’t any line that seems to properly fit a majority of peoples’ vision. What metaphorical “line” would allow us to protect genuine criticism but crack down on cyber-shaming? There really is no good answer for this unfortunately.

I am sure that I have many more questions related to these topics that I can’t recall right now, and I will have to take the time to think over my views and opinions on them. Also, the internet changes fast, so my opinion on any of this could change as those shifts happen. My views will also shift as I experience and see more of the world. I am only 22 so there are still plenty of things for me to see, experience, and understand. To put it into other words, my views on/personal answers for these questions will never be fixed and will change with the times. However, I do believe I will stand firm on my belief that we all deserve second chances that will allow us to learn and be better in the future.

Hey! Bum, Bum, Bum. Got Any Grapes?

The upside-down duck head.

As you maybe guessed from the title of this post, my first plushie creation is a duck! (What makes the title even funnier is that I don’t have any grapes at the moment.)

The rubber duck-like plushie seemed like a good place to start. It seemed like a small plushie and the pattern had simple techniques that I felt I could execute well. The pattern made me feel like it would be hard to find something to mess up and easy to fix any mistakes I made. For a beginner plushie-maker, this eased my already high anxiety.

Most of the duck’s body.

The Daisy the Duck pattern was posted onto the LoveCrafts site by creator FollowTheYarn. The pattern was free and came in an easily accessible PDF format. The pattern is very short, as the duck is meant to easily fit in your palm, so the steps themselves only cover 2 of the 4 pages. The other 2 pages contain a list of necessary materials, what each of the abbreviations in the pattern stand for, and a very large final project picture. Speaking of pictures, there were plenty of pictures showing several of the different stages of the duck’s creation. This also helped to ease my anxiety, because I could reference those photos to ensure that I was on the right track. Above all, this was a decent pattern for a beginner like me to start their plushie journey with. (Minus the beginner-unfriendly issues that I describe below.)

Had to add some stuffing next!

There were several roadblocks that I came across (which any great journey contains). Due to plushies being circular or circle-adjacent, I needed to use a stitch marker to ensure that I knew where I was at in each round/row and when to switch to the next one. I found that also counting the stitches in each round after I had finished it, and ensuring that the final total matched what the pattern said, was a good way of double-checking my work. (I thank myself for learning how to count stitches and use stitch markers before this point.) I thought that these strategies and the skills I learned before would be all I needed to execute the pattern properly. Oh, how I was wrong.

This is round 3. It reads: 1 single crochet first, 1 single crochet increase second, and repeat that 6 times. The 18 just states the number of stitches that you should have when you are done that round.

The first actual roadblock I faced was just reading the pattern itself. I got to Round 3 and thought, “What the heck is this?” (This was maybe said in more colourful language. Probably.). I had no idea what the brackets or the comma meant, but I at least knew that single crochet stitches and single crochet stitch increases were involved. I searched in desperation for help and found Amy’s Amigurumi Adventure’s video. Their video not only taught me how to read that exact round of the pattern, but also taught me the exact meanings for the brackets, the comma, and the number at the end of everything. I applied this new knowledge as I was following the rest of the pattern. Crisis #1 averted.

This is the completed body of the duck.

Crisis #1.5 was a mixture of tension issues and large spaces between stitches. I originally blamed the yarn for its strands splitting apart and causing me issues, but, in hindsight, I think I was just making the tension wayyyyy too tight. Also, I wanted to ensure that the holes were small, but I think I was just being really picky because none of the stuffing has decided to pour out of them yet. I think that I was also too harsh with the larger holes that were caused by the increases and decreases (compared to the regular stitches). I did a comparison between the regular and invisible versions after I finished the duck (I used the invisible versions on the duck even though it was not specifically called for), and I definitely made the best choice to get the smallest holes. Crocheting is always going to leave behind some holes, and I just gotta deal with that.

I had to pin the beak in place since I needed my hands in other places.

Crisis #2 came when I had to close up the plushie. I had assumed that the pattern would guide me through that process, but, much to my dismay, it did not. Once again, I had to look to an outside source for help. I decided to head back to the Woobles tutorial page, since I knew for sure that I could find what I needed there. I was surprised to find no video when I clicked on the How to finish amigurumi link, but the 4 pictures with short, well-explained text under each were easy enough to understand, and I had my duck closed up in no time.

Beak on and one eye done!

The last steps were to create the beak and sew it and some eyes on to the duck’s face. The pattern called for button eyes, but I felt like I could embroider them decently enough. I also did not want to go downstairs to raid my mother’s button jar and probably not find matching eye-buttons anyways. Admittedly, the sewing and embroidery were probably the hardest parts of this plushie as I have not really practiced my embroidery skills at any point in my life. I was also doing this on a piece that was not flat, so that added to the difficulty level. The beak may be a little bit crooked and the eyes a little beady, but I think that I still did a pretty good job for my first real try at something like this.

Overall, I am proud of my palm-sized duck plushie. There was a lot that I had to learn in a short time, but I didn’t give up mid-plushie nor when I poked myself with the embroidering needle many, many times. There are kinks in my process that I have to work out still, but I am still excited to try another plushie!

Up Next: Doug the Mini-Dino

Distinguished Duck Cat.

How do we Teach Digital Citizenship?

Graphic from AnglesMasrampinyo.

The articles written by Nathan Jurgenson and Jason Ohler encompass at least most of my thoughts about technology incorporation. Our world is so interwoven with technology that it is hard to escape any type of screen. Of course we have phones, but there are TVs in waiting rooms, billboard screens, and even screens on the displays of cars now. Unless you go out into the unconnected wilderness, you will likely interact with at least one screen and/or the digital world in some way every single day. Technology is now an unavoidable, and essential, part of our lives; so much so that people have been calling the ability to access the digital world a human right. When I consider this idea in the context of our Canadian society, I believe that statement to be true. Without giving access to technology, or teaching students about how to navigate the digital world, they will not be able to apply for jobs as most job applications must be done online, university courses become inaccessible because coursework and documents are mostly online even if there is an in-person element, office jobs are done almost entirely digitally, and much more. Without access to technology/the digital world and the training to know how to use it, we set up students for failure in our digitally infused world.

Graphic from ViewSonic.

Hence, technology and the training to use it should be incorporated into what schools teach. Otherwise, our students will fall behind their peers in technology proficiency and will be unable to access many of the opportunities that their peers can. The first step to ensuring technology proficiency in our students is to ensure that they have access to the technology and the digital world. We need the funding and the resources to be able to give all students access to this technology at school, because there is no grantee that their families will have the means to give them this access at home. Students should also have plenty of opportunities to practice using and build proficiency with some aspects of this technology. As we learned a couple of weeks ago, models, like the SAMR model, show us educators the numerous ways that technology can be incorporated in our teaching/assignments or used to create new assignment formats entirely. We cannot teach about or have students practice using technology/the digital world if we do not have regular access to it.

The second step to ensuring that students are proficient in using technology is to teach them how to use the internet and various digital spaces. One of the best ways I think this can be done is by categorizing Mike Ribble’s 9 Elements of Digital Citizenship into the 3 suggested categories (you could even do this categorizing with your students, although you may have to adjust the language-level if you are doing this with middle years students, for instance). The categories in Mike Ribble’s S3 framework include Safety, Savvy, and Social.

Graphic from the Weyburn Police Service.

The elements that I believe need to be taught first should fall under the Safety category. If a student can’t protect themselves from viruses, scams, and untrustworthy people, they can’t interact with the internet in a safe way or shouldn’t be interacting with it at all. Students need to learn when and in what situations they should or shouldn’t give personal information, especially banking related information, and how they can try to keep themselves from being the target of doxxing or online stalkers. Further, learning how to use digital spaces in a healthy way and for a healthy amount of time should be taught at that stage.  (Elements 9 and 6)

Once the dangers of the internet and methods to stay safe from those dangers are explained, students can move onto the Social part of the framework. This is where students would learn more about how they should be interacting and participating on various sites and apps. Responsibility, empathy, and legal issues should be emphasized in this part of their learning. Students should learn how to treat people online with respect, learn when it is and isn’t appropriate to be online or on certain apps, and should especially know that several online actions, like cyberbullying or sending/using AI to create inappropriate photos, are morally wrong, illegal, and can be used against them in a court of law. Students should also learn how to determine what information and which sites are based in fact and which are misinformation or disinformation. (Elements 4, 7, and 8)

Graphic from Dr. Charlie Thompson.

When all of these foundations are laid, students can then practice being safe and respectful on the internet and become internet Savvy. Students need to become fluent in safe and respectful online behaviour, and be able to recognize the methods and tricks that scammers and distrustful sources use to suck people in. They will have to become especially fluent in how to get their points, opinions, and thoughts across when videos or texts can be easily misunderstood. They can learn about what safeguards are, and aren’t, in place to protect the people who are buying, selling, banking, or using money in any way in the digital space. Discussions about disproportionate access to technology, the benefits, issues, and dangers of AI, and any regulations that impact or protect our rights to and on the internet should be had with students. (Elements 1, 2, 3, and 5)

Digital spaces are always going to be growing, shifting, and changing, and educators need to be aware of these factors as time goes on. Who knows what new technology is coming next and what good and bad it can be used for. All educators can to do is try their best to teach their students about digital citizenship and encourage them to become the best online versions of themselves that they can be.

Plushie Fundamentals 102

Despite my wish to move onto plushies right away, I unfortunately still had some skills that I needed to learn. This week, I learned about stitch increases and decreases as well as how to use stitch markers. These are arguably the most important skills that I had to learn as I would be using them the most while creating plushies. I mean… the magic ring skill from last week is really important too, but I probably will only use it once or twice per plushie. The increase and decrease techniques I learned this week will be the method I use create larger plushies or to close them up easier, and it is likely that I will be using those techniques at every point during the creation of a plushie. See the video below for a demonstration of my newly learned skills.

I have a whole host of sources that aided my learning this week. The most sizeable source that I learned from was Hopeful Turns’ How to Crochet for ABSOLUTE BEGINNERS playlist (this is the same person that made the rose video I used last week). I learned how to do stitch increases for the single, half-double, and double stitches, and I learned stitch decreases for the single, half-double, and double stitches from their videos (US Crocheting Terms). I was not exactly sure which stitches I would need to know increase and decrease techniques for, so I just did them all (because why not?). The decrease technique videos from Hopeful Turns were also where I learned that I had one less technique to master. I had assumed that the “Single Crochet Two Together” skill on one of my chosen patterns was some entirely different thing, but it turns out that it’s just another way of saying “single crochet decrease”. Woo Hoo! One less hurdle to get over before creating a plushie!

There’s nothing more annoying than having to put your crochet piece and hook down, pause, and re-wind a video multiple times when you are learning how to do a crochet technique. Hopeful Turns’ videos, thankfully, did not have this problem. Their videos allowed me to practice and execute increase and decrease techniques right alongside them, and they went through each step of each technique several times. There was no need for me to put down my work at all!

Also, the lack of attention span in me really appreciated that these videos were so short. However, I would advise anyone that is just starting to learn crocheting to watch these videos a little later in their learning journey (i.e. do the same steps to progress that I did). The length of the videos means that there is a bunch of information packed into a short amount of time. If you do not know/remember/understand the basic stitches, you will not be able to follow these videos very easily. If you do get to this point in your learning, you may want to put the videos on a slower speed just to be sure of where exactly you should put your crochet hook. Did I do that to make my life easier? Nope. But you should definitely learn form my stubbornness.

My stitch markers. I think I will use the smaller ones for rows/rounds and the bigger ones for limbs.

Once I had learned all I thought I could learn from the Hopeful Turns Playlist, I took a look at my whiteboard list. I thought that I was about to wipe the board clean, but I actually had two more techniques to learn! The invisible increase and invisible decrease techniques were not mentioned on Hopeful Turns’ playlist, so I completely forgot about them. During my search for tutorials, I stumbled upon The Woobles’ Invisible Single Crochet Decrease Video and Knit Grit’s Invisible Single Crochet Increase Video. I learned that the “invisible” versions of these techniques are meant to create smaller holes in a plushie and make plushies “look better” in both creators’ opinions. I wanted my plushies to look the best they could, so I was all in!

Both videos were very informative and actually gave many different ways in which invisible decrease and increase techniques could be executed. They both went through the process, and each of the different ways, slowly and thoroughly which I really appreciated. Both videos encouraged the viewer to choose the method of execution that best suited them. If I’m going to be honest, the open-endedness of the videos kind of scared me. I didn’t feel qualified enough yet to make those decisions for myself, because I still very much feel like a beginner. However, I figured out which methods for invisible decreases and increases were the easiest for me to do (as you would have seen in my demonstration video).

To use the stitch marker for a row, you have to place it underneath only the v-part of the stitch.

Finally, I needed to learn how to use stitch markers. I knew that I would never be able to remember where one round/row ended and another began if I didn’t learn how to use them. PlanetJune’s video on the use of stitch markers was more informative than I could have even imagined. They explained how to use stitch markers for the basic purpose of marking the beginning of a row/round, and they explained how to place stitch markers to mark where sewn-on limbs or embroidered features would be placed. I knew that some of my plushies would require assembly like that, but I never clued in to the fact that I might have to mark where those limbs went.

Overall, I learned a lot this week. I am happy with my progress despite being quite impatient these last couple of weeks to learn the last few techniques for creating plushies. I did not think that I would get through them this fast, especially considering the fact that I did a lot of subbing this week. Regardless, I am proud of myself and excited to see where next week takes me!

Next Week: My very first plushie creation!

© 2024 Alyssa Mozel

Theme by Anders NorenUp ↑