Peg Loom Project An approach based on 'Making as a tool for reflection'

Design and Technology

Teacher Guidance pack Inspired by Holistic Methods

An approach Based on recognition of difference; No students are the same, SEN students shouldn't be pigeon holed as being unable. I have witnessed many SEN students to be extraordinarily smart, and capable. I have witnessed students ‘play up’ to the expectations people have associated with them to get out of work. However some will genuinely need additional support. That’s why differentiation is so important in the school classroom.

Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid. - Albert Einstein

Created by; Jay Wynn 2015

Peg loom Project Perspectives on Design and Technology Education Curriculum Information Pack aimed at supporting SEN students Welcome to the Holistic approach to teaching resistant materials in secondary schools starter booklet.

This booklet has been designed and written in such a way that even a teacher who doesn't usually teach Design and Technology can use the step by step instructions to teach a Resistant Materials lesson and a bit of textiles.

Inside this issue 

Resource Guide

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Activity Sheets

Educational and Therapeutic

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Templates

Why a Peg Loom

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Health And safety advice

Many specialist schools and youth groups find simple weaving equipment a wonderful antidote to technology in our modern day society. Peg looms are used with great enthusiasm by students of all ages. From my research and own experiences I have observed that those coping with learning difficulties benefit considerably from weaving/ making activates. Scientific research proves that your pulse rate slows and your blood pressure lowers when you weave or knit. Peg looming is a skill easily acquired and a sense of achievement is attained in a very short space of time.

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Helpful annotations

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Step by step Instructions

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How this resource relates to the National curriculum

This project will enable students to see clear links between resistant materials and textiles, how tools were/are made and how they are used to produce a piece of cloth.

Special points of interest 

Focused practical tasks the develop a range of techniques, skills, processes and knowledge.

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Developing social skills

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Building confidence

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Building a tool to then create a piece of textiles work on.

Introduction

Simply a row of pegs that fit into a timber base

Peg Looms not only provide a good introduction to weaving, but also are a great way to use up remnants of fabric, old clothes, unspun fleece, yarn, twine, etc. It is even possible to use strips of plastic bags (however make sure that you do not use biodegradable plastic bags otherwise your project will start to disintegrate quickly!). Each peg has a hole through the bottom through which a warp of string is threaded (your warp thread is the thread that goes from top to bottom which the fabric strips or fleece is woven around). Fabric which has been woven with a peg loom makes great rugs, as it is typically thick and hard wearing. It can also make great wall hangings, throws, cushion covers and much more. As peg looms are easy to make different sized looms can be created for different projects. This QR code will take you to a YouTube video linked with this project. It is intended as a Starter.

https://www.youtube.com/watch? v=K6QjKhyw6DE

The video aims to;  Motivate, inspire  Promotes structure and predictability  Is not only a visual aid/timetable  But puts instructions in to images

Contents Inside this Booklet Resources needed………………………………..

1

Making out the base…………..………………..

3

Gluing base & cutting dowel……..............

5

Drilling base holes………………………………..

7

Making it smooth and even………………….

9

Drilling peg holes………………………………...

11

Making threading tool………………………….

12

Making the base unique……………………...

13

Painting the base………………………………...

15

Adding Final Graphics…………………………..

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& warping up the loom Final lesson Weaving …..………………………

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& Socializing National curriculum areas….…………………

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Strategies for supporting students…...….

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Extra Resource’s………..…………………………

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Having a calm and relaxed approach when dealing with challenging students and students with SEN is very important, this booklet has been designed to help support teachers to relax , and aid in spending quality time with students to allow for more individual teaching and learning outcomes

Resources Materials 

Laminated wood x3;

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Dowel x11;

Thickness— 2mm

Length

Width

— 70mm

Diameter — 9mm

Length

— 240mm

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Colorful Wool and string

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Spare Dowel

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Thin metal

— 10mm

Laminated wood would be better prepared before the lesson for each student, Whereas the dowel can be cut by students to correct size if capable (have some pre-done).

Equipment 

Jig 

Made out of 2x scrap wood 10mm in length, with a 9mm gap in the middle, glued to a wooden base.

A jig helps accurately cut the dowel to the right size, and can be used as a support for drilling holes.

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Masking tape

3 mm — Drill bit

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Jig

9.5 mm — Drill bit

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Goggles

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Wood Glue, (pritt stick)

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Block plane

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Engineers bench vice

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Belt Sander

Or 2x Bar Clamp

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Hair bands*

Pillar/bench drill

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Ruler

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Pencil, sharpie

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Junior Hacksaw/ coping saw

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Spray Booth*

for students that have to tie hair back.

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Colorful electrical tape or duct tape

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Bench drill clamp/stand

* Not essential to project

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Drill bench stand/Clamp

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Paints and brushes

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Masking tape

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Sandpaper

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Scissors

1

Photocopiable Activity page, Helps to create a conversation on positive and negative feelings.

Can be done in pairs Or in a group! Help each other out Starter Activity - Positive, negative, tool, other Look at the words below. Are they positive? Are they negative? Are they a tool? If you're not sure put it in the column other? Sort them in to the right places in the table below.

Bright Colours

Dull Colours

Boring

Pillar Drill

Being Safe

High Quality

Fun

Coping Saw

goggles

Helping each other

Easy to use

Wood

Positive

Negative

Tool

other

Marking out the base Ruler, pencil and plywood. 

Pick a piece of wood which will be the top piece and mark 35mm. (As

shown) 

Mark 35mm all the way down the top piece to create the center line.

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Make sure students are using pencils not pens.

Extra Resources Photocopiable Template, to aid measuring and to avoid the pressure of making mistakes.

Students need to measure and mark 20mm from the edge along the center line.

3

*Please Note; students should not be told that the template aid is the same size as their work until after they have attempted marking out their own work. This will avoid students giving up and taken the easy option before they have even tried.

220mm

I have don’t the first and last measurement for you, can you use your ruler and fill in the rest?

Measuring – X marks the spot. Look at the image, from the edge Using a ruler I have measured 20mm and wrote the number next to the arrow.

20mm

Glue, plywood, bench vice, ruler, pencil, dowel, hacksaw 

The piece of Ply wood that has been marked is the top make sure students put this piece to one side .

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Add wood glue to the bottom two pieces of ply, spread using a scrap piece of material or blue roll

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Image of how students should spread the glue and secure it in the Engineers Bench vice.

stack all the pieces together

*Try keep all the sides as inline as possible.

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Using the bench vice,

Some students will struggle measuring the dowel; create ruler helpers on each table. This will encourage collaboration, reduce anxiety in less able students and give a sense of responsibility to the students chosen.

secure the three pieces of ply wood together to hold in position whilst the glue sets. *The glue will take 30min45min to dry.

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Whilst the base is clamped, students can mark out their dowel in to 11 pieces 10mm each in length.

5

Cutting with or without a jig If a jig has been made for the students to use the accuracy of all the dowel pieces will be more precise.

If a jig has not been made then that’s ok, students Using a JIG to cut the dowel, can be held by hand or held in place using a bar clamp.

will be less likely to have pieces of dowel of similar length, it's really not important if they are not the same length, This can/ will be corrected later in the project. *Re-assure students that they can’t go wrong, there should be no fear of failure.

When Students are

Rotate dowel each cut for an even Finish, its ok if the dowel Pieces aren't equal at This stage.

cutting the Dowel it is important to rotate the dowel each time they

make a cut, this way the This image shows how the dowel may look ,if not using a jig. Its ok., it doesn't have to be accurate at this stage.

dowel will have a even cut and wont snap.

6

Drilling base holes

Scrap wood, Drill bits, bench drill, masking tape, ruler Before any drilling is done by the students

Photocopiable Activity sheet, to aid in the understanding of how to use the equipment safely.

the drill bit sizes need to be checked to make sure the dowel size and holes are compatible. *The dowel needs to slide in and out easily but tight

Scrap pieces of material for Drill bit testing.

enough not to fall out.

This activity can be done with students to show the importance of having a test run first so they don’t ruin their

work. Try using different size Drill bits and letting the students test the holes with the dowel, this will open up discussions about product tolerance, and encourage independent learning.

Hair tied back Safety glasses on No lose clothing Concentration Be careful of sharp edges Etc.

Once the drill bit size has

been determined the end of the drill bit needs to measured 30mm and marked with masking tape. (This way each hole

Once the drill bit is marked, students will need a demo on the bench drill, activity sheet to follow.

will be the same depth)

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Starter Activity - Health and safety  

What is it used for in your project? Give one health and safety rule for each object below

Tool or Machine

Bench Drill

Coping Saw

Block Plane

Use

Health and safety

Making it smooth and even Block plane, sanding machine, sandpaper, ruler, pencil Once the holes are drilled, students will need to make sure there are no sharp edges, to do this the edges need to be

Demo on how to use a block plane, safety around blades and always remember to put down on its side when not in use.

stripped down by a block plane. Once all the sharp edges are gone

students

will need to demonstrate quality control by feeling the base and making note of which side need sanding to create a smooth finish. *Feeling the texture of the wood and studying the quality is sensual activity and will enable students to progress in to extended learning tasks at the back of the booklet. Demo on how to use the sanding machine, safety precautions; goggles, how to hold the object being sanded, no lose sleeves/clothing and hair tied back. etc.

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Making everything even So now that the base and edges are smooth, it's time to put the pegs in and check if they are all level. *If the jig wasn't used some of the pegs may need extensive sanding down to size, teacher/ technician may be needed.

If they are not all level by a fraction or two that’s ok, if there’s a noticeable difference in height keeping the

Don’t forget to smooth the edges on the dowel pegs

sand paper flat on the table and rubbing the dowel in a circular motion will help take off excess material.

Once the pegs stand even in the base, the students will need to mark 40mm in pencil on each Dowel peg.

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Drilling peg holes Bench drill & clamp/ stand, sandpaper So now all the pegs are marked, using the bench drill clamp/stand, secure the dowel pegs. *Make sure the students know to check that the mark is lined up in the middle.

Once all the holes are drilled, sand off the excess

wood flakes.

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making a threading tool Spare dowel, thin metal & colourful tape For the Threading tool you will need a thin strand of metal, On the dowel pegs have been

drilled the metal needs to be folded in half and tested to see if it will fit through the dowel peg holes. If the metal fit on a spare piece of dowel the metal strand needs to be passed through to make a hoop then twisted together, as seen in the pictures to the right. Then to secure in place, some tape (preferably colorful) needs to be wrapped around the metal and the dowel.

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Its important to Pre-warn students this stage might not happen if there is not enough time.

Some students will find annotating there work extremely easy, whilst others may struggle to attach feelings, associate words or may get anxious with the amount of choice they have. The sheets to colour in at the back of the book will help students to relax and refocus, once they feel calm there are also activity sheets in the back of this book to help students with the positive annotations they need and will help them to evaluate and add an improvement comment. No one should feel stressed or anxious.

Photocopiable Activity sheet, this activity sheet is self-exoplanetary. Students should be asked to annotate if able independently, however support should be available.

In the back of this booklet are some colouring in sheets, this holistic approach to design is to generate unique designs, as it will inspire students to think more creatively when it comes to decorating their peg looms.

Example below to scan and show students to add rustic effect I will sand the paint off a little

It will have a simple design and my name

I wanted my peg loom to be colourful

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I can improve my design by adding more colours.

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Produce 3 design ideas for your base. Colour each design idea. Write something positive about each idea. Give one improvement for each idea.

If there is no time to make the peg loom unique or to decorate the base then that’s ok, it looks good with a natural finish.

Painting the base

Make sure there is enough time to weave on the Peg loom!! This step can be skipped...

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If using the spray booth make sure the holes are filled with blue roll to prevent paint from getting in the holes and making the pegs stick. After spraying and the paint is dry, I used sandpaper to take some paint off to create a vintage effect.

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Adding Final Graphics & warping up the loom

I drew my design in pencil then I used a sharpie to draw the final Graphic on my peg loom but stickers, paint, anything really will do.

http://www.jacobsheepsociety.co.uk/files/pegloominstruct.pdf https://sarastexturecrafts.wordpress.com/2012/10/04/tutorial-howto-use-a-peg-loom/ https://www.youtube.com/watch?v=7YJZ6Q2ZMFU https://uk.pinterest.com/shcmichelle/peg-loom-weaving-andknitting/

Above are some websites, videos and craft blogs that will help you understand how to warp up your peg looms and give you some creative ideas.

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If you trust your students with juice and biscuits go for it, perhaps put some relaxing music on quietly in the background. This is a chance for students to really enjoy what they have made and to talk to each other.

Finished peg loom being used

This lesson is really important for students to make connections, Connections between the subjects wood work and textiles, students will have learnt skills, facts and values, the reconstruction of knowledge will be gained due to creating there own woven piece of material and the connection between shop bought clothes and hand made clothes & will change views and appreciation, personal an social transformations will be made as this project will enable students to change different types of materials in to functional object which will build confidence as students will acquire a sense of achievement .

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National Curriculum KS3 areas covered

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

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use research and exploration, such as the study of different cultures, to identify and understand user needs

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identify and solve their own design problems and understand how to reformulate problems given to them

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develop and communicate design ideas using annotated sketches,

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select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture

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analyse the work of past and present professionals and others to develop and broaden their understanding

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understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologist

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understand and use the properties of materials and the performance of structural elements to achieve functioning solutions

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The students will have opportunities to talk about different cultures that use looms and user needs When students start making the looms problems will arise which they will need to solve Students will need to communicate design ideas through sketches Students will learn specialist techniques, how to make a tool and processes Analyzing the work of the past and present, from hand made to machine looming The impact of the industrial revolution Students will need to take into account the properties of the materials used and the difference in materials needed

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There are opportunities to generate more discussions to cover more elements of the national curriculum. This booklet can be used as a platform resource as the looms can be designed on cad and laser cut or the use CNC machine can create more complex base designs, add lights, tool compartments, upcycling things in to looms etc.

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Strategies For teaching SEN students          

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Stipulated quite area Appropriately interesting activities instructions need to be simple and unambiguous promotion of structure and predictability Avoiding boredom through needless repetition Simplification by dividing into manageable chunks promoting praise for positive results paired working as opposed to larger groups time out when misbehaving Familiar routines with a beginning middle and end so children always know where they are meant to be, what they are doing, For how long and what they will do next. Give plenty of notice of any planned changes (visual timetable). Sit the child away from distracting areas (not facing windows/ doors/ other children with attention problems) and keep the environment as quite as possible/ position child near teacher away from outside noise. say the child's name to ensure attention. Use a physical prompt if necessary and wait until the child is looking at you before speaking. keep language simple and clear. Give instructions in the order in which they should be carried out avoiding 'before' and 'after'. Keep language relevant and concise. Make everything explicit for the child. use key words Do not rely on verbal communication alone for expression or reception. Use and encourage visual aids or physical prompts where ever possible. Put instructions in writing or use pictures/symbols. Use and encourage body language and gesture speak, slowly, Cleary and loud enough when teaching, explain the main content of the lesson before teaching begins and refer back to previous associated lessons Allow time for the child to process what has been said and give them time to respond (30 seconds as an average) encourage the child to ask for help/repetitions (e.g. 'please can you repeat that') or a visual means of communicating this request (symbol or picture) Question with real interest, comment on what the child is doing and encourage empathetically Actively stimulate conversation beyond the here and now try not to finish the sentence for them/ interrupt while they are speaking…and try stop others in class from doing so Rephrase correctly what the child has said by saying it back to them (modelling) but don’t be patronizing and say it too slow use ' scaffolding' (for verbal and written) have discreet signals for when to stop talking (e.g. ' stop' gesture with hand introduce a buddy system

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Questions to aid developing own Strategies            

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Is there anything we can do in our classrooms to help ensure access to the curriculum for all our students with literacy difficulties? Do we have the attention of each and every student? Do we use language that every learner can understand? can each and every learner follow what we are saying at the pace we are saying it? Do we direct each student appropriately, or do we assume that, because most students learn from us, that is the way we teach? do we know how each of our students learns best? is our manner in approaching each student conducive to the learning of that student? Do some students seem to have cognitive processing factors that seem to be blocking out specific types of learning? does this child want to learn? Are there emotional factors that are influencing learning? what can we do in one period of 50minutes that will help (if that is all the time we have in on session)? can we organize our pupils so that each student with specific learning needs can receive the help they need (either independently, through the use of aids and minimal guidance, or with help - peers, teacher, teaching assistant) or simply by an increase in our understanding and empathy of what works well for these particular students? Are there any basic factors that are affecting learners? Has the child had breakfast this morning? did they go to bed last night? do we know if the child is a carer who has to look after someone at home before coming to school? is there a space at home where the student can work?

Some of these questions may sound basic, but, as a result of answering these questions we can probably improve things for our students, we can change for the changing needs of our students but remember what works today will not always work tomorrow.

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I never teach my pupils. I only attempt to provide the conditions in which they can learn. - Albert Einstein

Extra Resource’s Extension and Enrichment

The following list is for extending learning opportunities and dent support;

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stu-

Development of knowledge; Materials research on Timbers and activity sheet. Designed for students with higher abilities as an extension task.

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Development of knowledge; Materials research on wool/ brief history of weaving and activity sheet. Designed for students with lower ability's as an extension/ re-focusing task.

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Art Therapy; Never underestimate how relaxing coloring in may be for people, this holistic approach to designing unique outcomes will inspire students to think more creatively when it comes to decorating their peg looms.

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Technical language and annotation help; These task sheets can be photocopied for students. Could be used as extension tasks but the main objective of them is to be used as an aid to help students annotate their work. A positive and negative task was introduced at the start of the booklet, reputation is a valuable tool as students will feel more confident with a task the more they repeat it / familiarize themselves.

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Project schedule; The project schedule is to be photocopied for students. Designed for those students with SEN and whom would feel more comfortable having advanced warning of what the plan of action is. This will enable students to develop a routine. This project schedule has been designed for teachers to write on, Developing individual learning targets.

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Hardwoods These come from deciduous or broad-leafed trees. They are generally slow growing which tends to make them harder. However not all hardwoods are hard, Balsa for example is very light and soft. Hardwoods are usually sold by the cubic metre then rough sawn to the sizes the customer requires. Some timber is machined into a variety of standard sections called mouldings, for example, dowel, quadrant beading etc.

Softwoods These come from coniferous trees which have needles rather than leaves. Softwoods generally grow faster than hardwoods and are usually softer to work than most hardwoods. These are supplied in standard sections, rough sawn or planed smooth (planed side and edge or PSE). Sizes are confusing because they are smaller once they are planed. For example a 50 x 50mm section, once planed, is likely to be about 45 x 45mm.

Manufactured board These are timber sheets which are made either by gluing wood layers or wood fibres together. Manufactured boards have been developed mainly for industrial production techniques as they can be made in very large sheets of constant quality. The majority of boards are supplied in imperial sizes (feet and inches). The most common size is 8 x 4 feet Name and Description

Uses

Pine Readily available for DIY work. Mainly used for constructional work and simple joinery. A straight-grained softwood but knotty. Light in colour. Fairly strong but easy to work with. Inexpensive. Cream/pale brown. Plywood A very strong board which is constructed of layers of veneers or plies which are glued at 90 degrees to each other. Interior and exterior grades available.

Structural panelling in building and construction. Furniture making. Some grades used for boat building and exterior work.

Place the natural characteristics and properties in to the correct place.

Hardwood

Softwood

See if you can put the names of the timbers in to the right place Manufactured Boards

Hardwoods

Softwoods

Wool Wool is a textile fibre obtained from sheep and certain other animals, including cashmere from goats, mohair from goats, Quiet from muskoxen, angora from rabbits and other types of wool from camelids (camels).

What its used for      

Canvas work Carding Combing Knitting Spinning Textile manufacturing

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Weaving Dying Felt Fibre art Tweed Yarn

Historical timeline   

Pre-history– spindle used to create yarn from fibres (Unknown) — Loom 28000BC — Sewing needles

There is no recorded time when peg looms where invented, but along time ago people would of used various types of looms to weave material, to be able to make clothes and cloth for things. Name and picture

Uses

Felting;

Felt is a textile that is produced by matting, condensing and pressing fibres together. Felt can be made from natural fibres such as wool, and used to all sorts of things from rugs, clothing to shoes and hats. It can also be used to create art work.

Knitting;

Knitting came from the word “Knot”. Originally it was a men who knitted and has been around for hundreds of years. Once the knitting machine was invented, knitting by hand became a craft used by county people who had access to wool.

C A V B Q R S T A B C D T T I

N G W O D

R Y A R N K B A A C O M K B D Y F E E Y L A D I

E S F S P I

T E X T I B I

N N I

L E C A S I

R D C A G E I

E Y J A Y C O N N

T L O V F E L O N U G

H A P P C Y S A T Y H I W E L O O A M I

N G M E N T I

I

T O O M Z E O

V T W B E T E E B D A R

T S H E T F N U N T R I

H M E S I

W H O

T W W E R G N V N E S E A Y B R N O T H E E R W A R E U A T S O N T W O G L I T A I

O T T L R B S I

W V I

O A N T D O W W S I

A I

T

R D S S N O M M Y L I

S I

L N G

S L W E W R S O N O F D M E L O D Y

S N P U R E E A N D T R R U E S I T G H I

S I

O N G

E S M Y M A E K S S A M G E

T O Y O U O D O H O C H D O N Y W O R R Y A B O U T A T H I

N G C S H E E P Z E

V E R Y L I

T T L E T H I

O T E X T I

L E M A N U F A C T U R E K

Name and picture Felting;  Canvas

work  Carding  Combing  Knitting  Spinning Knitting;

N G G O N A B Uses

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Felt is a textile that is Yarn produced by matting, Sheep condensing and pressing fibres together. Weaving  Wool Felt can be made from natural fibres such as wool, and used to all sorts of things Dying  Loom from rugs, clothing to shoes and hats. It Felt can also be used to create Textile art work. FibreKnitting art came from theClothes word “Knot”. Originally it was a men who knitted and Tweed Textile has been around for hundreds of years. manufacture Once the knitting machine was invented, knitting by hand became a craft used by county people who had access to wool.

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With your teachers help match up the technical terms with the correct question. Either colour the boxes to match or draw lines.

Target Audience

What is the product is made from?

Aesthetics

Does it have any impact on the space or world around us?

Environment

How much does it cost to make and sell?

Function

Who is the product for?

Safety

What does the product look like?

Cost

What does the product do?

Materials

Will it cause harm or injury to the user?

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Which of the statements below would be used for a positive description of a product and which of them would be a negative description?

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Colour the positive ones in green and the negative ones in red. Can be used to annotate own work.

It has a unique design .

My peg loom is very aesthetically pleasing.

Its well made

I have thought about who it is for, and designed it for their likes.

My peg loom uses bright colours so that it will stand out.

There is no colour

I don’t like it

Target Market This is the people that you are making your peg loom for.

There are rough edges and its not very smooth

Its important for you to know what happens next, tick each box when the task is done :) There’s a space under each for student an teacher comments. This page will become your individual learning plan, don’t lose it!!

Marking out the base;

Gluing and Drilling the base;

Drilling base holes;

Making it smooth and even;

Drilling peg holes;

Making threading tool;

Making the base Unique;

Painting the base;

Adding final pictures and warping the loom;

Weaving;

The freedom to make mistakes provides the best environment for creativity. Education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't. - Anatole Franc

Design and Technology

The mission of this teaching aid is to enhance and enrich Technology education within secondary schools, SEN students being the Primary focus. Researched, Designed and Developed By Jay Wynn BSC Hon Design and technology with ED & QTS (3YR) Produced for the Perspectives on Design & Technology Education module 2015