This activity was used with children in key stage 2, year 4.

Aim

• To investigate the materials and processes of a long-standing craft in different cultures.

Activity objectives

• To investigate and combine the visual and tactile qualities of materials and processes of felt-making (requirement 2a of the programme of study).
• To compare ideas, methods and approaches in their own and others' work (requirement 3a of the programme of study).
• To investigate the knowledge, skills and experiences of people in the local community (requirement 5d of the programme of study), where felt-making is a tradition and has a special significance.
• To work on a collaborative project, with the support of parents and other adults (requirement 5b of the programme of study).

This activity relates to the scheme of work units 1b 'Investigating materials', 4b 'Take a seat' and 5c 'Talking textiles'.

Activity description

Parents and other adults were invited to school to speak to the children about the tradition of felt-making - a long-standing tradition in different cultures, and in particular in cultures represented in the school community. Several children brought examples and spoke about felt pieces they had at home. One child spoke about nomads travelling with homes made from felt on their camels' backs.

The children were shown how to make the base colour for their felt and how to card and tease the wool into strips. They laid the strips onto muslin that rested on squares of hessian. Then they laid strips horizontally and vertically in alternate layers and sewed these into the muslin. Next, they used hot, soapy water and applied pressure with their hands and rollers to matt the fibres together. Felts of different colours were laid on top of the base to create in-laying. Finally, felt pompoms, beads and buttons were added as decoration (see examples, right).

Commentary

Felt-making provides a basic material for items of clothing and everyday objects. It is a craft that is often carried out in the home and crosses many national boundaries.

The children were given the opportunity to try out the skills of making felt themselves and thus to value 'making' as an activity.

They also learnt about the social significance of craft skills through listening and talking to others about their experiences. They were able to see other adults as 'teachers', drawing on their support, strengths and interests and, in doing so, learnt how to work and learn collaboratively.