About these activities:
These hands-on activities were designed for children and youth by a team of Cornell educators and undergraduates, and were tested in diverse educational settings. Even adults enjoy learning about the connections between plants and textiles. For more information, see the Introduction.
New: New York State Learning Standards for each activity.
Download entire curriculum [763K .pdf]
The authors:
Cornell Cooperative Extension
Department of Textiles and Apparel
Department of Horticulture
Create a Positive Learning Environment
Whether you're dyeing T-shirts with indigo or weaving unique mats, it's important to create a healthy and enjoyable learning environment for the young people in your program. Many resources are available to support you as you seek to create the best setting possible. Because each of us has a different learning style, it's often helpful to review several approaches.
The 4-H youth development program fosters a positive youth development approach that builds on young people's opportunities for mastery, belonging, generosity, and independence. You can build these into your plants and textiles activities - or any other activities with children and youth. To learn more, see Meeting the Needs of Children & Youth through Garden-Based Learning Experiences at the Cornell Garden-Based Learning website . You'll find a learning development walk around that can serve as a tool for weaving mastery, belonging, generosity and independence into your work.
An excellent resource is the Search Institute. The Search Institute's 40 Developmental Assets are "concrete, common sense, positive experiences and qualities essential to raising successful young people. These assets have the power during critical adolescent years to influence choices young people make and help them become caring, responsible adults."
The Developmental Asset framework is clustered into two groups of 20 assets each. The external assets are the positive experiences young people receive from their environment. These 20 assets are related to "supporting and empowering young people, about setting boundaries and expectations, and about positive and constructive use of young people's time. These external assets identify important roles that families, schools, congregations, neighborhoods, and youth organizations can play in promoting healthy development."
The twenty internal assets identify those characteristics and behaviors that reflect positive internal growth and development of young people. These assets are related to "positive values and identities, social competencies, and commitment to learning. The internal Developmental Assets will help these young people make thoughtful and positive choices and, in turn, be better prepared for situations in life that challenge their inner strength and confidence."
The Search Institute encourages educators to read about the 40 Developmental Assets, learn about the research behind them, and find out about the resources and support services Search Institute provides.
Lastly, several years ago, the 4-H Science and Technology program work team at Cornell University engaged in a period of reflection to consider: What makes a great science experience? In a research process that involved children, youth and adults, hundreds of participants deliberated on the question and responded to an on-line survey. After the surveys, many meetings, a lengthy sorting procedure, and review of documentation, the committee used all the results to create a checklist, based on our findings. Use this checklist to prepare for a plants and textiles activity or workshop; to assist leaders; to self-reflect; and to observe a peer who has asked for your help.
© Copyright Cornell University.
Logos: Rachel Kennedy Web design: Craig Cramer
IntroductionNew: New York State Learning Standards for each activity.
'New Threads' Read how other educators have added to or modified these activities.
Do you have an idea or activity that might work well along with the others on this website? Please share it with us, and with your permission we'll add it to our 'New Threads' page and possibly incorporate the idea into future versions of the activities. Email Charlotte Coffman cwc4@cornell.edu.
Do you have an idea or activity that might work well along with the others on this website? Please share it with us, and with your permission we'll add it to our 'New Threads' page and possibly incorporate the idea into future versions of the activities. Email Charlotte Coffman cwc4@cornell.edu.
Download entire curriculum [763K .pdf]
The authors:
- Charlotte Coffman
Department of Textiles and Apparel - Marcia Eames-Sheavly
Department of Horticulture - Other contributors/acknowledgements
Cornell Cooperative Extension
Department of Textiles and Apparel
Department of Horticulture
Create a Positive Learning Environment
Whether you're dyeing T-shirts with indigo or weaving unique mats, it's important to create a healthy and enjoyable learning environment for the young people in your program. Many resources are available to support you as you seek to create the best setting possible. Because each of us has a different learning style, it's often helpful to review several approaches.
The 4-H youth development program fosters a positive youth development approach that builds on young people's opportunities for mastery, belonging, generosity, and independence. You can build these into your plants and textiles activities - or any other activities with children and youth. To learn more, see Meeting the Needs of Children & Youth through Garden-Based Learning Experiences at the Cornell Garden-Based Learning website . You'll find a learning development walk around that can serve as a tool for weaving mastery, belonging, generosity and independence into your work.
An excellent resource is the Search Institute. The Search Institute's 40 Developmental Assets are "concrete, common sense, positive experiences and qualities essential to raising successful young people. These assets have the power during critical adolescent years to influence choices young people make and help them become caring, responsible adults."
The Developmental Asset framework is clustered into two groups of 20 assets each. The external assets are the positive experiences young people receive from their environment. These 20 assets are related to "supporting and empowering young people, about setting boundaries and expectations, and about positive and constructive use of young people's time. These external assets identify important roles that families, schools, congregations, neighborhoods, and youth organizations can play in promoting healthy development."
The twenty internal assets identify those characteristics and behaviors that reflect positive internal growth and development of young people. These assets are related to "positive values and identities, social competencies, and commitment to learning. The internal Developmental Assets will help these young people make thoughtful and positive choices and, in turn, be better prepared for situations in life that challenge their inner strength and confidence."
The Search Institute encourages educators to read about the 40 Developmental Assets, learn about the research behind them, and find out about the resources and support services Search Institute provides.
Lastly, several years ago, the 4-H Science and Technology program work team at Cornell University engaged in a period of reflection to consider: What makes a great science experience? In a research process that involved children, youth and adults, hundreds of participants deliberated on the question and responded to an on-line survey. After the surveys, many meetings, a lengthy sorting procedure, and review of documentation, the committee used all the results to create a checklist, based on our findings. Use this checklist to prepare for a plants and textiles activity or workshop; to assist leaders; to self-reflect; and to observe a peer who has asked for your help.
© Copyright Cornell University.
Logos: Rachel Kennedy Web design: Craig Cramer
Indigo Dyeing
Mat Weaving
Net Knotting
Paper Making
Rope Making
Showcase
For teachers
and leaders