TECHNICAL AND

VOCATIONAL
EDUCATION
10

HANDICRAFT
 (MACRAME AND
BASKETRY)
Technical Vocational Education – Handicraft – Grade 10
Quarter 1 – Module 3: History and Development of Macrame and Basketry

First Edition, 2020

Republic Act 8293, Section 176 states that no copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education - Schools Division of Pasig City

 Development Team of the Self-Learning Module
Writer: Denica G. Nota
Editor:
Reviewers: Roberto M. Melad and Julian Carino
Illustrator:
Layout Artist: Cathy S. Seron
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of Pasig City

T.V.E 10
Quarter 1
Self-Learning Module 3
History and Development of
Macrame and Basketry

Introductory Message

For the Facilitator:

Welcome to the (Technical Vocational Education Grade 10) Self-Learning

Module on (History and Development of Macramé and Basketry)!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through Mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.

For the Learner:

Welcome to the (Technical Vocational Education Grade 10) Self-Learning

Module on (History and Development of Macramé and Basketry)!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.
 Recap - This part of the module provides a review of concepts
and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module. 

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

EXPECTATION

At the end of this lesson, you are expected to;

1. Describe macramé and basketry.
2. Discuss the history and development of macramé and basketry.
3. Give the importance of macrame and basketry.

PRE-TEST
Multiple Choice
Directions: Read the questions carefully. Write your answer on answer sheet.
1. Believed to have originated with 13th-century Arab weavers.
A. Basketry C. Macramé
B. Crochet D. Needlecraft
2. Spanish word macramé is derived from the Arabic migramah believed to mean?
 A. “striped towel”
B. “striped towel and embroidered veil’
C. “embroidered veil or ornamental fringe”
D. “striped towel”, “ornamental fringe” or “embroidered veil.”
3. What Macramé book was most popular in the Victorian era.
A. migramah C. Sailors
B. McNamara’s Lace D. Sylvia’s Book of Macramé Lace
4. The children of the gods and the basis of our earth, according to the ancient
Mesopotamians.
A. Baskets C. pottery
B. macrame D. Tlingit and Chilkat
5. They believe that the world began when a wicker raft was placed on the oceans
and soil was spread on the raft to make the land masses.
A. Egyptians C. Native Americans
B. Mesopotamians D. Romanians

RECAP
Multiple Choice
Directions: Read the questions carefully and choose the letter of the best answer.
Write your answer on answer sheet.
1. What story describes Old Man or Marumda teaching women how to prepare
basket materials, how to weave the baskets, how to prepare food and how
to weave fishnets.
A. Coos C. Pomo
B. Navajo D. Yukama
2. What century was macramé introduced in England
A. 15th century C. 18th century
B. 17th century D. 19th century
3. Its process of weaving or sewing pliable materials into three-dimensional
artifacts, such as baskets, mats, mesh bags or even furniture.
A. basket weaving C. macramé
B. knitting D. Quilting
4. A myth tells of when humans emerged onto the surface of the Earth
A. Coos C. Pomo
B. Navajo D. Yukama
5. What century was macramé gradually dwindled to obscurity?
A. 15th century C. 20th century
B. 17th century D. 21st century

LESSON
History and Development of Macramé and Basketry
Macramé
  Macramé or macrame is a form of textile making using
knotting rather than weaving or knotting. The primary
knots are the square knot (a variant of the reef knot) and
forms of “hitching”-various combinations of half hitches.
 It was long crafted by sailors, especially in elaborate or
ornamental knotting forms, to decorate anything from
knife handles to bottles to parts of ships.
 Macramé comes from a 13th-century Arab weaver. Word
migramah which mean “fringe”.
 One of the earliest recorded uses of macrame- style knots as decoration
appeared in the carvings of the Babylonians and Assyrians. Fringe- Like
plaiting and braiding adorned the costumes of the time and were captured in
their stone statuary.
 In the Western Hemisphere, these artisans knotted the excess thread and
yarn along the edges of hand-loomed fabrics into decorative fringes on bath
towels, shawls, and veils.
 Macrame traveled from north Africa to Spain with the Moors, and as a result
of this conquest it spread, firstly to France, and then throughout Europe
 The Spanish word macramé is derived from the Arabic migramah, believed to
mean “striped towel”, “ornamental fringe” or “embroidered veil.”
 After the Moorish conquest, the art was taken to Spain, then to Italy,
especially in the region of Liguria, and then spread through Europe. It was
introduced into England at the court of Mary II in the late 17th century.
Queen Mary taught the art of macramé to her ladies-in-waiting.
 Sailors made macramé objects in off hours while at sea,
and sold or bartered them when they landed, thus
spreading the art to places like China and the New
World. Nineteenth-century British and American sailors
made hammocks, bell fringes, and belts from macramé.
They called the process “square knotting” after the knot
they used most frequently. Sailors called macramé
“McNamara’s Lace”
 Macramé was most popular in the Victorian era. Sylvia’s Book of Macramé
Lace (1882), a favorite, showed readers how “to work rich trimmings for
black and colored costumes, both for home wear, garden parties, seaside
ramblings, and balls—fairylike adornments for household and under linens.
Most Victorian homes were adorned by this craft. Macramé was used to
make household items such as tablecloths, bedspreads and curtains.
 Though the craze for macramé faded, it regained popularity during the
1970s as a means to make wall hangings, articles of clothing, bedspreads,
small jean shorts, tablecloths, draperies, plant hangers and other
furnishings. By the early 1980s macramé had again begun to fall out of
fashion as a decoration trend.
 Macrame jewelry has become popular among the American neo- hippie and
grunge crowd, starting in the early 1970s. Using mainly square knots and
granny knots, this jewelry often features handmade glass beads and natural
elements such as bones and shell. Necklaces, anklets and bracelets have
become popular forms of macrame jewelry.
 Jewelry is often made with a combination of knots and using various beads
(glass, stone or wood), pendants or shells.
Macrame
Macrame anklets necklace
Macrame Bracelets Macrame fringe anklets

Basketry

 Basketry is an ancient craft. It's been done by people

around the world for thousands of years, enabling
them to use available natural materials to make
vessels for storage and for hauling water, or for use
as other household goods, like furniture. Some
people have even made houses using basketry
techniques
 According to Mesopotamians, Baskets are the
children of the gods and the basis of our earth. They
believe that the world began when a wicker raft was
placed on the oceans and soil was spread on the raft
to make the land masses.
Ancient Egyptian bakers used baskets to hold baked loaves of bread.
The most famous basket may well have been the basket made of bulrushes
and mud in which the baby Moses was floated to safety.
The Romans cultivated willow for their baskets, and the Japanese and
Chinese also counted basketry among their many handicrafts with ancient
origins.
The craft of basketry gave rise to pottery making because baskets were used
as molds for some of the earliest pots.
The history of pottery and basketry, as unearthed and decoded by
archaeologists, is irrevocably interwoven. Where the vegetable fibers have not
survived, many pots that show the patterns of the baskets used to mold
them have been found.
The Native Americans may well have left the greatest legacy to the world of
baskets. The Indians of Arizona and New Mexico made basket-molded
pottery from 5000 to 1000 B.C. as part of the earliest basket heritage. Their
baskets (many of which have survived in gravesites) are heralded as a pure
art form and one that was created not only by a primitive people but also by
women. Basketry extended into the making of many other materials the
Indians used daily including fishing nets, animal and fish snares, cooking
utensils that were so finely woven that they were waterproof, ceremonial
costumes and baskets, and even plaques.
In the Northwest, the Tlingit and Chilkat made twined baskets from the most
delicate of fibers. In the Southwest, the Hopi, Apache, and other Pueblo
tribes made coiled baskets with bold decorations and geometric patterns of
both dyed and natural fibers.
In 1800s, the basketry of Native Americans became popular as decorative
objects with the disadvantage that there were fewer Indian craftspeople
remaining to meet the demand.
In 1898, after the Spanish American War, the Philippines, which also had a
strong basket-making tradition, were governed by the United States. Rural
dwellers grew their own basket-making materials and manufactured baskets
for sale in the cities. The mutual need for baskets in the United States and
 the strengthening of the economy of the Philippines caused schools with
classes in basket weaving to be established.
The Philippine Islands remain a major basket-making center today. Basket
weaving has never been found suitable to mechanization, but
standardization of hand methods and concentrated production centers and
facilities produce uniform, high-quality products.

ACTIVITIES
I. Directions: Write down the importance of Macrame and Basketry in
their countries where it developed.
Macrame
Country: ___________
Importance of macrame:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Basketry
Country: _______________
Importance of Basketry:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

II. Directions: Discuss the History and development of Macrame and

basketry by using this figure.

WRAP-UP
I hope you learned a lot today. Let me know by completing the sentence
below:
 Some of the things I learned today are _________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________.

VALUING
Directions: Complete the following statement below. Write your
answer on the spaces provided.
Everything we learned has significant effects to us, why is it important
to know the History and Development of Macramé and Basketry?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________.

POST-TEST

Directions: Read the questions carefully and choose the letter of the best answer.
Write your answer on the space provided.
_____1. Believed to have originated with 13th-century Arab weavers.
A. Basketry C. Macramé
B. Crochet D. Needlecraft
_____2. They believe that the world began when a wicker raft was placed on the
oceans and soil was spread on the raft to make the land masses.
A. Egyptians C. Native Americans
B. Mesopotamians D. Romanians
_____3. What Macramé book was most popular in the Victorian era.
A. migramah C. Sailors Lace
B. McNamara’s Lace D. Sylvia’s Book of Macramé
_____4. The children of the gods and the basis of our earth, according to the
ancient Mesopotamians.
A. Tlingit and Chilkat C. pottery
B. baskets D. macrame
_____5. Spanish word macramé is derived from the Arabic migramah believed to
mean?
A. “striped towel”
B. “striped towel and embroidered veil”
C. “embroidered veil or ornamental fringe”
D. “striped towel”, “ornamental fringe” or “embroidered veil.”
_____6. They called the process “square knotting” after the knot they used most
Frequently.
A. migramah C. Sailors Lace
B. McNamara’s Lace D. Sylvia’s Book of Macramé

KEY TO CORRECTION
Pre-test Post- test Recap
1. C 1. C 5.D 1.C
2. D 2. B 6.B 2. B
3. D 3. D 3.A
4. A 4. B 4.B
5. B 5.C
Activity 1
Macrame
 Iraq- uses of macrame- style knots as decoration appeared in the
carvings of the Babylonians and Assyrians. Fringe- Like plaiting
and braiding adorned the costumes of the time and were
captured in their stone statuary.
 Africa- macrame use to the decorative fringes on camels and
horses which help, amongst other things, to keep the flies off the
animal in hot desert regions of northern Africa.
Basketry
 Egypt- used baskets to hold baked loaves of bread.
Italy- craft of basketry gave rise to pottery making because
baskets were used as molds for some of the earliest pots.

Activity 2
Macrame:
Africa- Macrame traveled from north Africa to Spain with the Moors, and as a result of
this conquest it spread, firstly to France, and then throughout Europe.
Western Hemisphere- these artisans knotted the excess thread and yarn along the
edges of hand-loomed fabrics into decorative fringes on bath towels, shawls, and veils.
Europe- The Spanish word macramé is derived from the Arabic migramah, believed to
mean “striped towel”, “ornamental fringe” or “embroidered veil.” After the Moorish
conquest, the art was taken to Spain, then to Italy, especially in the region of Liguria,
and then spread through Europe. It was introduced into England at the court of Mary II
in the late 17th century. Queen Mary taught the art of macramé to her ladies-in-
waiting.
Basketry:
Mesopotamia- Baskets are the children of the gods and the basis of our earth. They
believe that the world began when a wicker raft was placed on the oceans and soil was
spread on the raft to make the land masses.
Romans- cultivated willow for their baskets, and the Japanese and Chinese also
counted basketry among their many handicrafts with ancient origins.
The craft of basketry gave rise to pottery making because baskets were used as molds
for some of the earliest pots.
India- may well have left the greatest legacy to the world of baskets. The Indians of
Arizona and New Mexico made basket-molded pottery from 5000 to 1000 B.C. as part
of the earliest basket heritage. Their baskets (many of which have survived in
 REFERENCES
Online Sources
 https://www.slideshare.net/stephanieVisto/macrame-by-stephanie-visto
 http://www.ancientearthhealing.com/history-of-macrame/
(Virginia Colton, ed. (1979). Complete Guide to Needlework.
p. 445. ISBN 0888500858.
Chace; Pennant; Warde; Wright (1981), Crafts & Hobbies, p. 28, ISBN 0-
89577-063-6.)
 http://www.madehow.com/Volume-4/Basket.html#:~:text=Historically%2C
%20most%20Native%20American%20baskets,for%20the%20more%20rigid
%20fibers.
Image Sources
 https://lh3.googleusercontent.com/proxy/DS8gbTLR88Obmk6GhaCc-t-
zJ0DDYOE0dW7hD8s-
 https://cdn.shopify.com/s/files/1/1092/5712/files/30590149_183180805
649479_3862813506357166080_n_1024x1024.jpg?v=1530281887
 https://blog.rings-things.com/wp-content/uploads/2013/05/hemp-
bracelets-2-crop-1-940x351.jpg
 https://i.pinimg.com/originals/50/1b/3f/501b3fc8714d842900d4e41f25af
c864.jpg
 https://i.pinimg.com/originals/92/6d/73/926d73706d5ecb1943b25875e5e
c0f1f.jpg
 https://cdn.shopify.com/s/files/1/0111/7447/7883/products/image_17f8
1bf1-24d8-4dd1-a8dc-c018eee981ed_1024x1024.jpg?v=1576844136
 https://mccarlgallery.files.wordpress.com/2013/03/early-baskets.jpg?
w=480&h=493