How can we use weaving to promote creative expression and improve concentration? This question will be at the heart of our work as students learn to weave and nurture their artistic minds and hearts. Students want a way to be social and help one another. Learning to weave together gives students that opportunity. As students learn to cooperate and share what they've made we will be creating an even larger community of makers. With countless weaving projects, there are countless ways for students to improve their concentration, learn the joy of artistic creation, and engage with others they might not have otherwise spoken to.
Our students are kind, creative, and passionate makers who want to share the gift of creation with other students in our school.
They love to create, talk about their crafts and hobbies, and teach others about their chosen art form. The most recent "converts" to the love of making have been our girls at lunch. Their passion for community and creating something in the world has translated into excitement for our makerspace. They would like to use weaving as a way to build community and encourage more makers.
My Project
Students will learn from community experts about weaving and practice at lunch and during afterschool workshops to create their own projects using looms.
Students will have an opportunity to use creative expression and be social while participating in our larger makerspace community.
Students will learn valuable cooperation skills and share in the community building of creating something beautiful and sharing it with the world. All students are invited to participate and learn about weaving while being part of the larger makerspace community. We hope to nurture the hearts and minds of young creative artists by providing a fun and social activity like weaving for all students.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Chambers and reviewed by the DonorsChoose team.
