Just settling into Boston and school life at Boston University for my Masters. I've had one meeting so far about my thesis and shaping the knitting content.
Friday, September 4, 2009
The Vancouver Courier
Friday, July 31, 2009
Awards and Publications
This has been a great day for identityschool! #1 - I've just been notified that this site has won an award from the University of British Columbia (Canada) acknowledging the i-knit, u-knit unit plan and my work in education. #2 - I was featured in 24 Hour News (Vancouver, BC), which is available here in pdf form (see the cover page & page 20).
#3 - My apologies for not getting this up sooner - Leanne blogged about my yarn bombing, as shown in the photo above, at Davie and Burrard in Vancouver. Since I'm out of town (in Boston) I should assign someone to check in on it before it begins to weather. Anyone?
#3 - My apologies for not getting this up sooner - Leanne blogged about my yarn bombing, as shown in the photo above, at Davie and Burrard in Vancouver. Since I'm out of town (in Boston) I should assign someone to check in on it before it begins to weather. Anyone?
Tuesday, May 26, 2009
i-knit, u-knit
Objectives - i-knit, u-knit objectives, prototype and artist statement.
Lesson 1 - Intro to unit, graffiti knitting, how to cast on, garter stitch.
Lesson 2- Explore installation art, community, legal and illegal art, how to cast off.
Lesson 3- Intro to final project, and discussion of warm and cold environment.
Lesson 4 - Scavenger hunt for the history of knitting and cultural stereotypes.
Lesson 5 - Discover the art of tagging and students create their own tags.
Lesson 6 - Explore the school in a mini field trip to create a mock installation.
Lesson 7 - Final lesson, installation presentations and peer feedback.
Organizer - (Graphic Organizer) Lesson objectives, resources enclosed, resources needed.
Presentation - A PDF PowerPoint presentation filled with graffiti knitting examples to fuel discussion.
Worksheet- Students develop a better understanding of their environment and the spaces they inhabit.
Evaluation - Peer evaluation allows students to analyze each others knit installations and allows the artist feedback from their peers.
U-Knit Quiz - Tests students knowledge of knit vocabulary. It was originally created with ESL students in mind.
Lesson 1 - Intro to unit, graffiti knitting, how to cast on, garter stitch.
Lesson 2- Explore installation art, community, legal and illegal art, how to cast off.
Lesson 3- Intro to final project, and discussion of warm and cold environment.
Lesson 4 - Scavenger hunt for the history of knitting and cultural stereotypes.
Lesson 5 - Discover the art of tagging and students create their own tags.
Lesson 6 - Explore the school in a mini field trip to create a mock installation.
Lesson 7 - Final lesson, installation presentations and peer feedback.
Organizer - (Graphic Organizer) Lesson objectives, resources enclosed, resources needed.
Presentation - A PDF PowerPoint presentation filled with graffiti knitting examples to fuel discussion.
Worksheet- Students develop a better understanding of their environment and the spaces they inhabit.
Evaluation - Peer evaluation allows students to analyze each others knit installations and allows the artist feedback from their peers.
U-Knit Quiz - Tests students knowledge of knit vocabulary. It was originally created with ESL students in mind.
Resources
Click on these great resources to get you started:
How to Knit (how to: cast on, cast off, garter stitch)
How to Knit Videos
Knit Artists
Knitta
Yarn Bombers in Vancouver - News
Craftster
Tree Work
Street Signs
How to Knit (how to: cast on, cast off, garter stitch)
How to Knit Videos
Knit Artists
Knitta
Yarn Bombers in Vancouver - News
Craftster
Tree Work
Street Signs
Dissemination
dissemination
–verb (used with object), -nat⋅ed, -nat⋅ing.
to scatter or spread widely, as though sowing seed; promulgate extensively; broadcast; disperse: to disseminate information about preventive medicine.
Why have I started identity school?
Why have I posted i-knit, u-knit online?
I am fascinated by the dissemination of information and it's modern applications. My goal is to create a virtual classroom filled with innovative unit plans, available across the globe. Every lesson posted will challenge students to consider their identity, their communication, their community etc.
–verb (used with object), -nat⋅ed, -nat⋅ing.
to scatter or spread widely, as though sowing seed; promulgate extensively; broadcast; disperse: to disseminate information about preventive medicine.
Why have I started identity school?
Why have I posted i-knit, u-knit online?
I am fascinated by the dissemination of information and it's modern applications. My goal is to create a virtual classroom filled with innovative unit plans, available across the globe. Every lesson posted will challenge students to consider their identity, their communication, their community etc.
Sunday, April 26, 2009
Knitting With Plastic
Explorations: Students will explore knitting with recycled plastic bags.
Objective:
Students will be able to transform plastic bags into plastic yarn.
Students will be able to knit with plastic yarn.
Students will be able to consider domestic items as possible materials for their recycled knitting projects.
Prescribed Learning Outcomes (PLO):
It is expected that students will create/perform a work of art that reflects an understanding of the impact of social/cultural/historical contexts
It is expected that students will create or perform a work of art for a specific public need (e.g., advertising, public ceremony, or social cause)
Concepts/Vocabulary:
Knitting
Knitting is the craft of manipulating yarn with needs, into interlocking loops that constructs a knitted fabric.
Garter Stitch (Also known as: Knit Stitch)
Basic stitch results in a pebbled texture, where the pattern is present on both sides of the knitted fabric.
Fabric Swatch
A sample strip or square, often cut from a larger piece of material.
DIY - Short for “Do-It-Yourself”
It is an ethic or movement that is self-reliant, supports uniqueness, promotes ability and rejects consumerisms. A phrase used when one creates something themselves rather than buying it pre-assembled or pre-packaged.
Decay
To break down into component parts, to rot, diminish, decline and disintegrate, to decrease gradually, and to fall into ruin.
Social responsibility
A voluntary proactive approach towards a problem that might bring harm to a community, or an environment.
Materials:
Materials needed for this lesson include: Plastic bags, scissors, and knitting needles.
Students have been asked to bring in plastic bags from their homes. They all have knitting needles that they are required to bring to each class, supplied by the art department.
The Teacher will bring in extra plastic bags and will supply the class with scissors.
Lesson Sequence:
Introduction – Introduce knitting with unique materials such as plastic, dog hair etc. to students. It is an opportunity for students to keep their knitting budgets low and consider the environment by recycling materials at the same time.
Demonstration - Students will be asked to move their chairs to the front of the room where the demonstration will take place. They do not need to bring anything but they can bring their sketchbook for taking notes in if they wish to. The teacher will demonstrate how to transform plastic bags into plastic yarn.
Work Time – Students will have their own sketchbooks, knitting needles and plastic bags. Scissors will be at the front of the room where the students will be gathering. One-on-one assistance from an instructor and peer support has proven useful in the knitting unit thus far. Until clean up students are expected to discover knitting with plastic. The teacher should take a moment to note down who is working and who is being disruptive. Students who are actively exploring plastic knitting will receive positive participation marks.
Clean Up – Time for students to cast off their projects unless they would like to take them home. Small, unusable plastic bits are thrown out and the larger strips are put into one plastic bag for later use. Students take their knitting needles home and the scissors are returned to their box at the front of the room. No one is allowed to leave until the room is clean.
Closure – Announce that next class the final project will be unveiled. Students should use this time to think about what unique materials they would like to knit with and what environments they wish to interact with. Remind them that you are around at lunch to help them if they need direction.
Assessment: Assessment for this class is participation marks, as mentioned in the “Work Time” sequence.
Resources:
1) GREAT visual tutorial/how to available at: http://www.cocoknits.com/info/tutorials/plasticbagknit.html
2) Recycled Plastic Carryall, by the diy Network
http://www.diynetwork.com/diy/cr_needle_arts/article/0,,DIY_13768_3059465,00.html
Objective:
Students will be able to transform plastic bags into plastic yarn.
Students will be able to knit with plastic yarn.
Students will be able to consider domestic items as possible materials for their recycled knitting projects.
Prescribed Learning Outcomes (PLO):
It is expected that students will create/perform a work of art that reflects an understanding of the impact of social/cultural/historical contexts
It is expected that students will create or perform a work of art for a specific public need (e.g., advertising, public ceremony, or social cause)
Concepts/Vocabulary:
Knitting
Knitting is the craft of manipulating yarn with needs, into interlocking loops that constructs a knitted fabric.
Garter Stitch (Also known as: Knit Stitch)
Basic stitch results in a pebbled texture, where the pattern is present on both sides of the knitted fabric.
Fabric Swatch
A sample strip or square, often cut from a larger piece of material.
DIY - Short for “Do-It-Yourself”
It is an ethic or movement that is self-reliant, supports uniqueness, promotes ability and rejects consumerisms. A phrase used when one creates something themselves rather than buying it pre-assembled or pre-packaged.
Decay
To break down into component parts, to rot, diminish, decline and disintegrate, to decrease gradually, and to fall into ruin.
Social responsibility
A voluntary proactive approach towards a problem that might bring harm to a community, or an environment.
Materials:
Materials needed for this lesson include: Plastic bags, scissors, and knitting needles.
Students have been asked to bring in plastic bags from their homes. They all have knitting needles that they are required to bring to each class, supplied by the art department.
The Teacher will bring in extra plastic bags and will supply the class with scissors.
Lesson Sequence:
Introduction – Introduce knitting with unique materials such as plastic, dog hair etc. to students. It is an opportunity for students to keep their knitting budgets low and consider the environment by recycling materials at the same time.
Demonstration - Students will be asked to move their chairs to the front of the room where the demonstration will take place. They do not need to bring anything but they can bring their sketchbook for taking notes in if they wish to. The teacher will demonstrate how to transform plastic bags into plastic yarn.
Work Time – Students will have their own sketchbooks, knitting needles and plastic bags. Scissors will be at the front of the room where the students will be gathering. One-on-one assistance from an instructor and peer support has proven useful in the knitting unit thus far. Until clean up students are expected to discover knitting with plastic. The teacher should take a moment to note down who is working and who is being disruptive. Students who are actively exploring plastic knitting will receive positive participation marks.
Clean Up – Time for students to cast off their projects unless they would like to take them home. Small, unusable plastic bits are thrown out and the larger strips are put into one plastic bag for later use. Students take their knitting needles home and the scissors are returned to their box at the front of the room. No one is allowed to leave until the room is clean.
Closure – Announce that next class the final project will be unveiled. Students should use this time to think about what unique materials they would like to knit with and what environments they wish to interact with. Remind them that you are around at lunch to help them if they need direction.
Assessment: Assessment for this class is participation marks, as mentioned in the “Work Time” sequence.
Resources:
1) GREAT visual tutorial/how to available at: http://www.cocoknits.com/info/tutorials/plasticbagknit.html
2) Recycled Plastic Carryall, by the diy Network
http://www.diynetwork.com/diy/cr_needle_arts/article/0,,DIY_13768_3059465,00.html
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