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Creativity Labs Learns to Knit

A post by Kate Samson, Anna Keune, and Naomi Thompson

This is the second in a series of blog posts about the Creativity Labs’ fiber arts summer workshops. The workshops are experiential opportunities to learn new crafting skills, which have connections to the current Re-Crafting Education project. We are learning from and working with experienced crafters in the community to strengthen our understanding of and connection to the regional fiber arts community.

In this second workshop, the Creativity Labs team took on the next fiber arts challenge during a group knitting lesson at Yarns Unlimited in downtown Bloomington, IN. The local yarn shop has been a key site for observation and instruction during the Re-Crafting project, and offers both a rich collection of beautiful, soft and colorful materials and fiber arts classes for crafters in the community, including knitting, crocheting, and weaving among many more. In addition to the playful storefront, where fibers, yarns and felt as well as knitting needles of all sizes and books inspire to make, the shop contains a classroom dedicated to fiber arts lessons.

The crafting classroom at Yarns Unlimited.

The teaching staff comprises of passionate, skilled and dedicated knitters, crocheters, and weavers. Our instructor, Karen Canapa, has been knitting and crocheting most of her life, attesting to its therapeutic benefits. She works with fiber artists of all levels, but is particularly patient throughout the (sometimes frustrating) first minutes of a new knitter’s quest to get in the loop. Her extensive work with beginner knitters has given her the opportunity to observe and to design effective and fun instructions for a knitter’s first lesson.

Here is a glimpse of what we learned when we picked up our needles:

The Slip Knot: To start a new project, the knitter can make the first loop to slip onto the knitting needles. This loop is called a slip knot, and the yarn “slips” right onto the needle as the knitter prepares the project. Karen warned us that the slip knot can be “super tricky” to make - we agree with her!

“The [slip knot] is a small knot that leaves a loop on one end,” Karen explained, “and if you pull the two ends, the knot completely disappears. So, it allows us to have a variable size beginning stitch.”

From left to right: Karen shows Anna another variation of the slip-knot technique. Sophia practices making slip knots in the crafting classroom.

The Cast-On: The first row of a knitted project is the row that is cast onto the needle by the knitter. The knitter will put both needles into the slip knot to make an “X” shape.

From left to right: Putting the needles through the slip knot. Folding the yarn over the needle to prepare for the first stitch. Starting the second row of stitches.

The Knit and Purl: Knitting consists of two basic stitches: knit stitches and purl stitches. The first stitch the beginner knitter learns is the knit. A series of knit stitches is called the garter stitch pattern. We learned to knit a few rows of knit stitches. We also worked together fix some of our mistakes. In doing so, we were able to see that knitting is actually a process of crafting that generates loops, instead of knots (as some may think). A row of stitches is essentially a connected line of loops! After learning the knit stitch, Karen taught us the purl stitch, which can be thought of as a reverse knit stitch.

Sophia learns to knit and purl across the row on her stitches.

These 3 techniques work together to form a knitter’s first tool kit. The knit stitch itself can be used to create an extensive collection of projects. Together, we learned that the first moments of knitting can be complex and challenging, but as one of us (Kate) writes about in her first weeks as an embedded knitter, mistake-making is a valuable component of the learning process. Karen recommends 15 minutes of practice a day to develop a natural flow to your knitting practice. It may only be a matter of time before the Creativity Labs knits a matching team uniform.

Fiber Arts: Sewing with Gail Hale

A post by Sophia Bender, Tony Phonethibsavads, Naomi Thompson, and Anna Keune

This is the first in a series of blog posts about the Creativity Labs’ fiber arts summer workshops. Tucked away on the eastern side of Bloomington, the CL team attended a workshop to learn how to use the sewing machine by artist, self-acclaimed maker and innovative recrafter, Gail Hale. Gail worked with the Creativity Labs team several times in the past, including assisting the creation of a cosplay costume as part of the Re-Crafting Mathematics project. This project was the overall frame for our sewing workshop at her private makerspace. As an artist of the Discardia group, that repurposes discarded materials into refashioned wearables, our workshop project was in true discardia style: sewing a grocery bag out of sheer synthetic fabric, which was repurposed from curtains.

The wonder-filled studio, with painting and dried out beehives dangling from the ceiling right over mannequins wearing hats and dressed in fashion projects in progress and former Trashion Refashion outfits, a fridge covered with reused magnets and shelves stacked with fabrics for projects to come, we gathered around a large and heavy wooden table, eager to learn.

To get started, Gail laid out the metal pattern used to cut the bag-shaped cloth for the project. The sheer fabric was slippery, and Gail fastened the pattern tightly onto the fabric, using old metal irons and pieced of railroad tracks that she gathered and cut apart years ago from a former workshop. To prevent the fabric from fraying, Gail recommended to use a woodburning tool to cut the fabric along the metal pattern, neatly sealing the synthetic fabric’s edges.

From left to right: Metal irons and railroad track pieces hold down the pattern. Kate practices her cutting skills. Kate adjusts the fabric before sewing.

Next, it was our turn. Rotating around the group, one by one, each of us carefully stepped towards the pattern and cut a small area. While this is a rather unconventional method for cutting fabric, it was an innovative use for old tools, underscoring Gail’s spirit of making. Moving forward, to save time, Gail provided each with pre-cut fabric pieces.

Janis at Gail’s old Singer machine.

Ready to get our hands on the sewing machines, we all followed the same order to sew our shopping bags. First, we sewed up each of the sides, before moving on to the handles. Some of us decided to sew two “triangles” into the inside bottom of the bags to create a flat bottom and we learned a new term from our newest team members, Ed Gentry: We called this boxing it up. For the handles, Gail suggested a really neat trick to provide extra reinforcement and to flatten the seams so they would lie comfortably against your shoulder. This involved sewing along the handles once, then opening the seam and sewing each side down. However, some of us had sewed our seams too tiny to use this technique! She also said the sides of the triangles be sewn down to provide a more finished, secure look. Some of us opted to do that, and some didn’t.

The Creativity Labs team working hard

This fun workshop that kicked off the Creativity Labs summer series of fiber arts activities not only enriched our understanding of the intricate and fascinating craft of sewing, but also gave us a chance to learn more about each other, our past experiences and our interests moving forward as a research team. Thanks so much to Gail for helping us out!

Fiber Arts: Sewing with Gail Hale

From left to right: Metal irons and railroad track pieces hold down the pattern. Kate practices her cutting skills. Kate adjusts the fabric before sewing.

Janis at Gail’s old Singer machine.

The Creativity Labs team working hard

Summer 2015 Service Kick-Off!

A post by Tony Phonethibsavads, Sophia Bender, Anna Keune

This past Friday, we hosted a hands-on exploratory workshop at Clifty Creek Elementary School’s STEM Fair in Columbus, IN. Given the drop-in and walk-by atmosphere of a fair, we wanted to offer a project that is easy to create but at the same time offers all of the circuitry learning benefits of the electronic textiles toolkit. We offered one of the many e-textiles activities documented in our colleague Leah Buechley’s book Sew Electric, the light-up bookmark, and another project we made up on the fly while preparing for the workshop, a light-up bow. However, much of the preparation was done in coordination with the Clifty Creek Elementary School teachers, who also provided materials for the workshop, including electronic components and crafting supplies.

E-textiles are electronics embedded into clothing, accessories, or other wearables. In the Creativity Labs, we like to use the LilyPad Arduino toolkit, which includes sewable LEDs, battery holders, and microcontrollers that can all be connected with conductive thread. This provides opportunities to combine both high- and low-tech, both crafting and electronics, and represents an unusual and very powerful approach to learning circuitry and programming that tends to be more inviting to girls. The Creativity Labs is always happy to share e-textile workshops with our partners!

The Clifty Creek STEM Fair was an informal after-school field day, kind of like an open house, for families and people of all ages to enjoy the pre-Memorial Day Friday. Throughout the fair, barbecue grills, face painting, and moonbounces gave the festival a true Mini Maker Faire vibe, that was sprinkled with science explorations at every corner of the schoolyard and house. The focus of the Fair was many science-themed activities, such as our e-textiles workshop.

E-sewers hard at work!

Our workshop was set up in Ms. Lucas’s 3rd-grade classroom. To create light-up bookmarks, we provided various materials to the visitors of our table. These included fabric strips, felt stickers, bows, conductive thread, sewable LEDs, sewable battery holders, and batteries. Many children gathered at various tables with their parents and embarked on highly imaginative creations, which included various patterns with stripes, hearts, and happy animals. The children were captivated by the lights sewn into the fabric, but naturally, many lacked experience with sewing and needed assistance from adults. Thus, parents were highly involved; while children focused on the imagination, decoration, and connectivity of the circuits, any parents who were present primarily helped with the stitching and knot-tying.

The classroom setup

The drop-in nature of the workshop provided many interesting facilitation challenges. For instance, our workshop was very popular and attracted more youth than the two facilitators could address at the same time. Many participants were excited by the prospect of bookmarks that lit up, so they got ahead of themselves before one of the facilitators could provide instructions on the next step, and even made some mistakes when connecting the circuits. Backtracking was necessary, but this simply led to even deeper circuitry learning. Excited about the decorative possibilities, but confronted with limited time towards the end of the day, some of the children did not finish their e-textiles projects at the table. We provided them with little take-home bags filled with samples of conductive thread, a battery and some decorative craft materials. One of the mothers said that this might be a fun evening at home finishing the project together with her children. We hope to further explore how to improve facilitation of drop-in e-textile workshops.

Given this great start to the Creativity Labs' summer service activities, we are excited about the other upcoming opportunities to interact and share our learning with the local community in and around Bloomington, IN, and, in fact, throughout the country. Here is a list of some of the events we are looking forward to:

Monroe County Public Library Maker Days for Teens in Bloomington, IN
WonderCamps at WonderLab in Bloomington, IN
STEAM Innovation Summer Institute at South Fayette School District near Pittsburgh, PA
World Children's Festival in Washington, DC
ICE Conference in Bloomington, IN

Our DML Commons Story at ALTfest

A post by Lindy Johnson & Anna Keune

Last week, we had the opportunity to present our experience co-facilitating the DML Commons Design Based Research course at the Academic Learning Transformation Festival (ALTfest) held at Virginia Commonwealth University. The purpose of ALTfest was to explore ideas and share stories of learning transformation in a festival-type atmosphere. Mimi Ito kicked off the day’s events with a keynote address where she shared her work of connected learning with young people. Many of the participants in ALTfest came from higher education backgrounds, and were very interested in applying the principles of connected learning with faculty, in professional development with teachers, and in other spaces. A few quick highlights from our day at ALTfest included a visit to the Makerspace where we met @abchamberlain, and pulled a few prints.

We also met the folks from Hack.RVA, a makerspace for adults in Richmond, VA, played with some 3D printed animals, and generally enjoyed the atmosphere that buzzed with creativity and all kinds of artists and makers.

During our presentation on co-facilitating the DML Design Based Research Course, we began with introductions in order to get to better understand who was attending our session, and why. We created an online poll to get a better sense of attendees’ level of experience with MOOCs and DOCCs. As you can see from the results, most of the attendees had never facilitated a MOOC or DOCC before, and we learned that most folks there were interested in learning more about how to facilitate open, online courses.

During our presentation, we provided a brief tour of the DML Commons website, and engaged participants in some of the DML Commons activities we found particularly fun, such as the “What Epistemology Are You?” quiz (which was very popular among the audience!). We also presented some of the design features we found most helpful in increasing and encouraging participation.

We then engaged participants in a design challenge. We handed out packets with a collection of the elements of the connected course including webinars, readings, webinar activities, blogs, and so on, and then encouraged them to work in groups to apply some of the design principles to their own connected course and content.

As we visited with each of the small groups, we were impressed by the level of conversation and the ways in which folks were applying some of these ideas to their own settings. For example, one of the groups wanted to know more about how folks were using Twitter in the course. Another group wanted to learn about the advantages of etherpad in comparison to Google documents for engaging viewers. Yet another participant shared that she didn’t like Twitter and thought that it would be a useless design element to include in an open course, and was surprised to find out that much of the DML Commons interaction took place among participants on Twitter, for example through live tweeting sessions. Another participant wondered about the “seamlessness” of the experience. He asked “with so many platforms being used, were participants overwhelmed or confused?”

Finally, many participants shared that creating a connected course was a lot more difficult than they had imagined. We’d agree with them, but add what we shared at the end of our presentation: that because connected courses are co-created and co-constructed, the line between teacher/learner/facilitator becomes blurred. Indeed, it is in the act of “making” the course, that allows for the most meaningful learning happens. Ultimately, the process of co-creating the Design-Based Research Course not only deepened our understanding of a methodology we are truly excited and passionate about, it also helped us to become more connected learners and teachers.

After the presentation, we had an interesting conversation with one of the participants, musing about the layers of distribution the DML Commons course includes. @derekbruff wanted to know more about why we were calling the DML Commons a “DOCC” instead of a “MOOC.” “Weren’t they, in fact, the same thing?” he asked. We argued that they weren’t. First, we wanted to give credit to the Femtechnet scholars for broadening and pushing our understanding of what it means to teach and learn in online spaces. Second, we feel that the co-constructed and distributed nature of the DML Commons is one of its strongest features, and should be foregrounded. This includes the range of diverse range of online spaces that were appropriated to support the rich sharing of everyone involved, the participatory design of the course to shake traditional hierarchies, and the possibility to enrich offline learning spaces through the generated content and practices. Third, we think it’s important to move beyond the term “MOOC” because, frankly, it has a lot of negative connotations and people tend to have knee-jerk reactions to the term.

Through the DML Commons Design-Based Research course, we had the opportunity to prepare and co-facilitate two online synchronous events before presenting together at the ALTfest. Here, the boundaries that we experienced through online channels, such as directing listeners to where to submit comments or to use a backchannel to coordinate and pitch questions to one another, did not apply. However, the online co-facilitation experience gave us a chance to get to know each other’s presentation style and to develop a shared style together.