Grade Level(s) and Subject(s): 5th

Big Idea: Recalling and remembering through sewing (cross-stitch)

Inquiry Question: How can stitching help to remember/ recall? Can stitching improve focus/ concentration, fine motor skills (dexterity), and aid in mental wellness?

Description of project.

Our initial plan was to have students reflect on the current and previous tumultuous school years. This was jump-started by a class discussion. Students were given time to reflect and write out or draw the things that stayed with them the most. Be it their personal experiences with remote learning, family, social life, or things that they learned or were learning during the current school year. The parameters were pretty wide open. Students were encouraged to consider any and everything that they deemed important, from color pallets that represented emotion, to the iconography of their favorite video games or branding companies.

Students were introduced to the art/ craft of cross-stitch via video and live demonstration. They were then asked to create a list of what things stood out to them the most that they experienced or learned during the previous and up to the point of the current school year. Students were introduced to, software that turns images into cross-stitch patterns. They were then given graph paper and asked to sketch out simple images that related to those ideas, themes, or concepts, that they listed previously.

It became apparent very early on, within the 1st two weeks of the program that students were not in love with the idea of writing out lists or altering them to brainstorm. Add to the fact that we were losing members of our class who'd opted out, to join a ballroom dancing course that was happing during the same time. In an effort to make it more fun, keep up interest and morale, and also so that individuals could store their cross-stitch patterns on their computers students were encouraged to bring in their computers. The students weren't wholly motivated on their own so we modified the instructions. They were asked to create jam-boards make 5 sticky notes, or big ideas that stuck with them throughout the school year. On each note or under the idea recalled, they were asked to either create their own, or source images that reflected or related to the idea. These they were told would be the image that they would eventually turn into a cross-stitch pattern. We'd ordered some ready-made cross-stitch pattern keychains with superheroes and flowers, hearts, and unicorns. They were not given to the students because the thought was that giving them out at the beginning of the course would be a deviation from the initial objective of focusing on recall and remembering.

Students seemed to find difficulty or disinterest in recalling anything. After meeting up a couple of weeks and hearing the frustration and boredom expressed by the students. We changed course. I then demonstrated for them how cross-stitch is actually done and then handed everyone in the class their own to work with. Instead of concentrating around memory, we defaulted or pivoted to our secondary inquiry, Can stitching improve focus/ concentration, fine motor skills (dexterity), and aid in mental wellness?

What references or influences did you draw from when creating your project? What changed this year from past CAPE projects?

During class, we looked at several different creatives who use cross-stitch as their main medium. One artist, in particular, was Emma McKee, famous for developing clothing for Chicago rap artists Chance and Kanye. We talked about some of the history and practical uses of sewing such as stitching a womb. I also introduced the class to key vocabulary and concepts such as dexterity, fine motor skills, and spatial relation. This was my first year doing AR/P and I was under the impression that the teachers from the class had more impact on what we were doing. That was not the case and instead if felt much more disconnected than I imagined and was led to believe. More like an alternative class. Nevertheless the students who participated became really interested, opting to come to class and work on their projects during their recess and my lunch. Some, finishing before their peers, asked for and completed additional patterns.

How inquiry was introduced to your students.

Our initial plan was to have students reflect on the current and previous tumultuous school years. Students were given time to reflect and write out the things that stayed with them the most. Be it their personal experiences with remote learning, family, social life, or things that they learned or were learning during the current school year. The parameters were pretty wide open. Students were encouraged to consider any and everything that they deemed important, from color pallets that represented emotion, to the iconography of their favorite video games or branding companies.

When we got away from the original idea, students were told to work quietly and that our time together was intended to be contemplative and meditative. They were encouraged to be mindful of their breathing and focus on what they were doing. When they found the project difficult or challenging they were asked to consider the advancements they'd already made in their young lives. For instance, their ever-increasing ability to write and control writing utensils.

I reminded them they had no clue how to do that before they starteed and that now it is nearly second nature.

Choose 1 academic learning standard and 1 art learning standard. How it was incorporated into your project.

Standard VA: Cr2.2.5: a. Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.

This standard was really incorporated into our project because the students were also visual art students during the year and they had all of the classroom materials that had to be cared for and used properly throughout the year. The students were informed that the same care they used for New Sullivan School art materials was the same kind of care they were expected to have for materials and tools brought in by our teaching artist but was specifically for the 5th grade students.

The rational being that the project can not be completed if our tools are not up to code and standard or if they have been lost or misplaced. Also, we wanted the students to feel a sense of ownership and responsibility for the things that are important to them so we made sure that those items were kept separately from other items in the Visual Arts room.

Common Core standards 5th grade: Speaking and Listening Standards: Comprehension and Collaboration: 1). Engage effectively in a range of collaborative discussion (one on one, in groups and teacher led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

During this project there were many times when the students had to present ideas to teams. Give their views and opinions during discussion and listen to the teacher or other students in the class. They even had to watch video and demonstration of what they were working on and researching and had to be clear and specific during this communication process. This was not always easy for the students but it was a great way to work on a skill that is so necessary to the success of what we were trying to accomplish.

What were our central concerns for your CAPE work this year and how have our concerns evolved since the beginning of the year?

Our central concerns around our CAPE work was the level of interest that the students would have in the things that we presented and if the learning was meaningful and helpful to the student as individuals and as group. We were hoping not to lose the students interest and our momentum for this project because of forces beyond our control and we really wanted to finish with a project that were excited to share.

Our concerns evolved since the beginning of the year because the uncertainty of the attendance rate with our students because of situation that were mostly beyond their control. We were concerned about having enough materials by a certain time and then we were worried if all of the materials would be used in a way they were designated and planned for.

What we learned about how our students learned this year. What we learned about how you teach.

Students enjoy and are most productive in smaller classroom settings where they get direct support from instructors.

Some students thrive with less distractions and soft music.

Students like being given a task and freedom to work at their own pace.