Creative Journeys: Exploring the Visual World · 2nd Class

Active learning ideas

Introduction to Weaving Techniques

Active learning lets students feel the tactile differences in yarns and see the structure of weaving right away. When students handle materials and build their own tools, they move from abstract ideas to concrete understanding, which deepens their connection to the process.

• NCCA Curriculum Specifications
• NCCA: Visual Arts - Fabric and Fibre
• NCCA: Visual Arts - Awareness of Environment

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Peer Teaching
• 40 min · Pairs

Pairs: Cardboard Loom Weaving

Provide each pair with a cardboard loom, assorted yarns, and tape. Students thread the warp vertically, then weave the weft over and under in plain weave pattern for 20 minutes. Pairs swap samples at the end to compare textures and discuss yarn effects.

Explain the fundamental 'over and under' principle of weaving to create fabric.

Facilitation Tip

During Cardboard Loom Weaving, demonstrate the first two rows slowly while holding the loom up to the window so students can see the warp threads clearly.

What to look for

Observe students as they weave. Ask: 'Show me how you are passing the yarn over and under the warp threads.' Note if students can articulate the basic weaving movement.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 02

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Yarn Texture Stations

Set up stations with yarn types: smooth, rough, thick, thin. Students rotate every 7 minutes, weaving short samples and recording tactile notes on charts. Conclude with a whole-class share of observations on how textures change the weave.

Construct a small woven piece that demonstrates a basic plain weave.

Facilitation Tip

At Yarn Texture Stations, place one yarn type on each table and ask pairs to move together, touching and comparing samples before writing one word to describe each.

What to look for

Provide students with three different yarn samples. Ask: 'Touch each yarn. Which one feels the roughest? Which feels the softest? How do you think these different feelings will look when woven?' Record student responses.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Peer Teaching
• 50 min · Whole Class

Whole Class: Collaborative Textile Panel

Create a large grid loom on the wall. Each student adds a woven square using chosen yarn, following the over-under rule. Discuss as a group how combined textures create a varied surface, then display the panel.

Compare the tactile qualities of different yarns and how they affect the woven surface.

Facilitation Tip

For the Collaborative Textile Panel, assign small sections of yarn color to each student so the final piece shows clear, even stripes without gaps.

What to look for

Give each student a small card. Ask them to draw a simple picture showing the 'over and under' action of weaving and write one word to describe the texture of the yarn they used most.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 04

• Peer Teaching
• 30 min · Individual

Individual: Paper Weaving Mat

Students cut paper strips for warp and weft on a mat template. They weave over and under, experimenting with colored papers to mimic yarn textures. Finish by feeling the raised surfaces and noting patterns formed.

Explain the fundamental 'over and under' principle of weaving to create fabric.

What to look for

Observe students as they weave. Ask: 'Show me how you are passing the yarn over and under the warp threads.' Note if students can articulate the basic weaving movement.

• Understand
• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Start with a short demonstration of how to build a simple loom from cardboard and how to weave the first two rows. Keep instructions clear and repeatable, using the same phrases like 'over one, under one' so students internalize the rhythm. Avoid giving too many choices early on; let them master the basic technique first before experimenting with textures. Research shows that repeated, structured practice builds muscle memory, which helps students focus on texture differences later.

Students will confidently weave using the over-and-under pattern and describe how yarn texture changes the woven surface. They will contribute to a shared textile panel, showing they can collaborate on visual ideas while respecting each other's work.

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Watch Out for These Misconceptions

• During Cardboard Loom Weaving, watch for students who say weaving requires special tools.

  While they work, point to their cardboard loom and ask, 'Does this look like a fancy machine? Can you describe how you made it?' Guide them to notice that simple materials create the same structure as any loom.

• During Yarn Texture Stations, watch for students who believe all yarns produce the same woven fabric.

  Ask each pair to lay their chosen yarn flat on the table and predict how it will look after weaving. Have them weave a single row and compare their predictions to the actual result, prompting them to describe the differences they see and feel.

• During Cardboard Loom Weaving, watch for students who weave randomly without following the over-and-under pattern.

  Give them a small sticky note with the words 'over' and 'under' written on separate lines. Have them place the note on their loom and check each row against the guide, explaining their choices to a partner before continuing.

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Methods used in this brief

• Peer Teaching
• Stations Rotation