Name: Grichen Tudlas Date: 5-7-2023

Professor: Dr. Margie Aller Sub: HA 603: Needlecrafts

FINAL EXAM

1. Estate your standpoint on this concern “Technology educators can effectually

incorporate sustainability issues into learning and teaching by reconsidering the
potential of Needlecraft.

Ans:
In effectually incorporate sustainability issues into learning and teaching by
reconsidering the potential of Needlecraft benefits of teaching young people
needlework are numerous. Handwork develops focus and concentration. It
encourages following a process in order to complete a task or project. It
enhances critical thinking and math skills. The use of technology during whole-
class instruction can foster student engagement for auditory and visual
learners. Integrating simple technologies can be difference makers in students'
growth in the classroom. Effective integration of technology is achieved when
students are able to select tools to help them obtain information in a timely
manner, analyze and synthesize the information, and present it professionally.
Nowadays technology integration build competency in skills that are necessary
for enduring success and needlecraft is part of it.

2. Compose a livelihood proposal for a re-emergence of needlecrafts in your

locality.

Ans:

Livelihood Proposal (Baranggay Tomonoy)

CLASS TITLE: Glass Beadmaking Training Program

AGE LEVELS: 18 above (No Work; All Gender)
FORMAT: In-Person and online
Duration: 2 months or 8 weeks or 40 days
TOTAL REQUIRED HRS: 320 hours (8 hours per Day)
LOCATION: Tomonoy Gym
INSTRUCTOR: To Be Asigned or Coordinate with LGU C/O Grichen Tudlas
CONTACT INFORMATION: rgrichen@gmail.com 09154901157

COURSE DESCRIPTION (OVERVIEW): In this class, students will learn about

the bead making process. As torches are used in the creation of beads, safety
procedures will be stressed. Students will learn various techniques to create
beads for jewelry making and other decorative purposes. Note: As this class is
offered frequently, students in the class may have varying skill levels.
Additionally, students learn at different rates and some students pick up the skills
faster than others. The instructor takes this into consideration and tailors each
class session to the skill levels of the students. Therefore, adhering to a set
weekly syllabus may not be possible. Returning students will re-familiarize
themselves with the bead making process and practice making beads while the
instructor is working with the new students. Once the beginning students are
comfortable in the process and are practicing their skills – returning students will
be assessed and new techniques will be chosen for them to learn based on their
current skill level. It is important to note that a majority of the learning in
beadmaking is achieved during the class practice time. Students are taught to
constantly observe the material, studying how it behaves. A big part of learning
beadmaking is the repetition of processes, especially in the early stages of
learning.

SYLLABUS/OUTLINE: WEEKLY BREAKDOWN OF PROJECT-BASED

LEARNING LAB ACTIVITIES Describe activities that will reinforce the lesson.
Include any work and time to be required outside of class:
 Week 1-2: Safety First! Getting to know glass – glass properties / Coefficient of
Expansion (COE) annealing * Making a bead – Demonstration followed by
student torch time. Students will practice basic steps – getting a balanced use of
bead. * Dots – Demonstration followed by student torch time. Students will
practice adding dots to a bead. * Let's use the groovy carver and make a groovy
bead. * Pulling a stringer – Demonstration followed by student torch time.
Demonstration of removing beads from mandrels and cleaning beads. Students
will then remove their beads from the mandrels and clean them.

Week 3-4: Brief overview of previous week. Question and answers.

Troubleshooting. Bead critique – Students will look at their beads from last week.
Did they turn out the way you wanted them to? What do you like about them?
What would you change if you could? * Pulling a stringer – Demonstration
(repeat) of pulling a stringer to reinforce the process. * Using a stringer to
decorate a bead – Demonstration followed by torch time for students. * Dots –
Demonstration (repeat) because dots are important building blocks in bead
designs. Torch time for students – different dot techniques – stacked dots/poked
dots/raised dots/melted dots.

Week 5-6: Brief overview of previous week. Question and answer.

Troubleshooting. Bead critiques. * Let's learn about displacement –
Demonstration of displacement (harlequin bead and wave bead) followed by
torch time for students. * Gravity beads (also known as swirl beads) –
Demonstration followed by torch time for students.

Week 7-8: Brief overview of previous week. Question and answer.

Troubleshooting. Bead critiques. Create a finished piece with beads made
throughout the class. * Beyond the round bead – demonstration of basic shaping
techniques followed by torch time for students. * Introduction to simple sculptural
techniques. Demonstration followed by torch time for students.

COURSE OBJECTIVES AND APPROXIMATE TARGET DATES: Steps to check

for student understanding, along with dates or # of weeks into class:

STUDENT ASSESSMENT - what will be used to evaluate student progress

and/or end of semester pass/fail status? 1) Student agrees to attend at least 80%
of class sessions/lessons offered. Attendance is kept online and tracked by
Partnership staff. Failure to meet 80% or be on track to meet 80% may result in
program discontinuation. 2) The Partnership Student Assessment or
Performance Form is filled out by the teacher and turned in to Partnership staff.
The link to this form is found on the web page for this class. Failing marks for
lack of participation, behavior issues, practice time, etc. may result in program
discontinuation. Class-specific assessment: discuss and include the form or a
link to the form that you use.

ADDITIONAL RESOURCES: (online, books, video, etc.): Please make sure to

bring a lunch/snack and a bottle of water.

CLASS POLICIES: ATTENDANCE, BEHAVIOR, WEATHER, ETC. Attendance:

Students must attend each session and Pants, all cotton clothing, closed toed
shoes, and safety glasses (are provided) are required for studio participation.
Also long hair must be pulled back and no hanging jewelry.

3. Explain the issues on”; Sustainability: What do you mean in Needlecrafts

Technology.”

Ans:
Every business owner wants to make a difference and remain compliant with
environmental and social standards. By implementing sustainable innovations,
companies can stay competitive and help the environment. The computerized
sewing machine offers high quality, low maintenance, and superior stitch quality
without compromising on production. Plus, the after sales support is excellent,
 making it a great choice for anyone who wants the best of both worlds. Even
today, sustainable living and development pose a significant challenge. Each day
we are exposed to environmental risks, including depletion of natural resources
and more. Sustainable technology is an umbrella that describes innovation that
considers natural resources and fosters economic and social development. The
goal of these technologies is to drastically reduce environmental and ecological
risks and to create a sustainable product.
4. Discuss the socio-economic factors in the teaching of Needlecrafts Technology in
DepEd.

Ans:

This article outlines the socioeconomic factors concerning the inception of the
teaching of needlework in public and private educational institutions. when the
local population faced very difficult economic conditions, which brought about
widespread poverty. The teaching of basic needlework skills came to be seen as
a way of improving the social conditions of the poorer classes by promoting
domestic thrift and opening job opportunities for all. The study gives an account
of the stages in which needlework became an integral part of the school
curriculum, by analyzing the syllabi followed in different schools. It also considers
the importance given to teacher training, both for the teaching and for the career
prospects of teachers in the light of the socioeconomic requirements of DepEd.
5. Explain the social history and technical development of at least three (3) kinds of
needlecraft.

Ans:
History of needle craft is believed to have been brought to England in the 16th
century by Henry VIII's first wife Catherine of Aragon, and to have influenced the
development of cross stitch. 16th Century - Earliest surviving Ottoman
embroideries are made both professionally and in the palace workshops of
Topkapi Palace in Istanbul.

•Appliqué - Appliqué and patchwork have been known around the world and used in
daily life for almost 2,500 years. The oldest surviving example of patchwork is an
Egyptian canopy quilt from 980 B.C.[3] Patchwork and appliqué were used in many
cultures to create clothing, saddle blankets, tents, and other everyday items. The term
appliqué is derived from French and Latin verbs appliquer and applicare, respectively,
which both mean to join or attach. Like embroidery, it has a humble beginning. The
technique was used as a way to strengthen worn areas of items or to patch holes that
had formed. Early appliqué was used to lengthen the life of clothing and moved into
artful techniques that can be seen in blankets and quilts from numerous cultures from all
over the world.

For technical development in appliqué involves stitching a smaller piece of fabric

or decoration to a larger piece to create a design or pattern. Fabric pieces can be
stitched by hand or machine, with raw edges turned under or covered with decorative
stitching.
•Crochet - Crochet, unlike knitting, is a needlework technique that utilizes a single
hooked tool to interconnect loops of yarn, producing a delicate and intricate fabric.
Crochet patterns are more intricate than knitting patterns due to the use of just one tool
with more stitches and locations in which to place those stitches. This allows crocheters
the ability and range of stitch combinations to create delicate, intricate designs and
patterns, making crochet a popular choice for making lacy shawls, doilies, and other
decorative items, practical items like blankets, hats, scarves, and bags, and garments
like classic sweaters, crop tops, and even bathing suits. Crochet can also be used to
make practical items like blankets, hats, scarves, and even bags.
The true origins of crochet are shrouded in mystery and remain largely undocumented.
Some sources suggest that crochet originated in Arabia, where it spread along Arab
trade routes to other parts of the Mediterranean. Others claim that crochet has roots in
indigenous South American tribes. Another theory suggests that crochet evolved from
the Chinese needlework technique that spread to Turkey, India, Persia, and North
Africa. However, the development and widespread popularity of crochet, as we know it
today, is attributed to European immigrants to the US in the early 19th century.

For technical development in crochet the simple chain stitch is one of the most
basic crochet stitches that all beginners need to learn at the start of their crochet
journey. This stitch is the starting point or foundation for almost all types of crochet
stitches for beginners and for most crochet projects.

•Sewing - Archaeologists believe that people used to sew together fur, hide, skin and
bark for clothing as far back as 25,000 years ago. Early needles were not made of
metal. Sewing needles found at a lot of ancient archaeologist sites were made of bone
and ivory. Metal needles came into existence much later in human history. The art of
sewing is at least 20,000 years old. Ancient peoples joined pieces of material using
bone and horn needles and animal sinew for thread. Around the 14th century iron
needles were invented, and by the 15th century there were eyed needles. Later sewing
needles were made of steel, as they still are today.

For technical development in sewing One of the easiest stitches to master is the
straight stitch, also known as the backstitch. It works well when, among others, sewing
zippers, rolling up sleeves or sewing two pieces of fabric. Triple straight stitch, which is
more rigid, is a very popular variation of it. Another technique worth tackling is a so-
called decorative stitch (e.g. chain stitch, string stitch). This stitch is used for finishing
clothing elements with a machine and depends on your preferences and sense of aesthetics.

Thank You and God Bless!

-----------------NOTHING FOLLOWS------