Crocheting into the Curriculum
Crocheting is a form of art that students can engage in representing their ideas and learning. Since there is a high level of interest in crocheting in my before and after school program with kindergartens to grade six. I wanted to look further into how I can use crocheting in the curriculum. Indicators identified by the Saskatchewan Curriculum (2011) can be adapted to fit the learning point of crocheting and the Saskatchewan Curriculum’s learning outcomes. Two outcomes I was able to identify in the grade 5 Saskatchewan Curriculum that can fit crocheting are:
CP5.7 Create visual art works that express ideas about, and draw inspiration from, pop culture.
a. Pose questions about pop culture and investigate the questions individually or collectively through visual art (e.g., What and who are some Canadian pop culture icons and symbols?).
b. Collaborate with other students to plan a visual art inquiry into pop art.
c. Collaborate with other students to decide how to document the inquiry process and share resulting products.
d. Use research, including guided Internet searches, as part of the inquiry process.
e. Expand skills and abilities and demonstrate self-awareness in decision-making about art making methods and materials.
f. Experiment with pop art styles in 2-D and 3-D.
h. Expand on visual art ideas in their visual journals, learning logs, or sketchbooks.
i. Recognize the value of accidental discoveries in own work and put them to use, where appropriate.
j. Use self-reflection and describe why it is important to visual art processes.
k. Describe meaning of own art work.
CH5.3 Analyze and describe how arts and pop culture expressions convey information about the time and place in which they were created.
a. Investigate how the arts sometimes reflect or question mainstream values.
b. Describe how changes in arts expressions reflect changes in society (e.g., examine artistic and social historical timelines).
c. Explain how knowing more about the context in which an arts expression was created can help in understanding the work.
d. Describe how popular artists and art forms (e.g., comics, animation, fashion design) have affected mainstream culture over time.
Students can raise awareness of crocheting through a research project by learning about the diverse backgrounds embedded within its practices and techniques. After becoming knowledgeable in the crocheting background and history students can begin to choose their project of interest and begin to dive into their learning. To demonstrate the documentation of discoveries, learning, growth and reflection students can choose to document in a way that works best for them. Examples of this could include social media, posters, notebooks, photo albums, journal reflections, and more.
P.S. A class project similar to a Regina woman tracing 2017 temperatures in a crocheted scarf could be a unique and personalized idea for a new class that enters my room every year. This could also be presented in ways to give back and support the surrounding community.
Charity options for Regina & Area
Educational Crocheting Resources
- Crocheting lesson plans for grades 8 – 12
- Taking Crochet to Elementary School
- SHARING YOUR LOVE OF CROCHET Teaching Guide
- Crochet History – Crochet Guild of America (CGOA)
Wow Sam! This looks so good! Obviously you have been so committed to your learning. I love that you link crocheting with the curriculum. I am definitely going to keep this in mind!
Thank you, Taylor!
I find that when I am truly interested in something that I participate more in my learning, and rather naturally than purposefully.