In other news…
All of the Amber Band Expression Projects have been approved! Throughout the Exploration Phase of the Cloth Arc we explored the ways in which we’re all connected through cloth. We screen printed personal logos, drafted patterns to construct wearable shelter pieces, and experimented with the chemistry behind stains and dyes. Last week students shared the first iteration of their expression project.
I am making a 360˚ fight scene. This image is the movie poster for the film. The film won’t have planes and fire in it those are just to get people to watch the film. I’m making this film because I like making movies, and I’ve never made a 360˚ video. I’m going to make elaborate sci-fi costumes for the film. In my storyboard you can see each frame is four squares long to show the full 360˚.
My project is to create a digital loom. A digital loom is a set of buttons on a website that corresponds to the levers/heddles on a loom. When you click those buttons, it would make a different pattern.
For my project, I’m making a series of dresses from the 1920s to the 1960s. In the dresses, I’m trying to show what was happening at the time that they were designed. For example, in the 1920s, dresses were almost completely straight up and down. The reason for this was, in the 1800s women had to wear corsets and have an hourglass silhouette to be accepted as beautiful, and women wanted to show off that they could be beautiful without showing off their hips or curves.
But you can see that this completely changed as the Great Depression started because there were less resources, so you can see dresses get shorter and shorter and the dresses start to get more of a waist. Around the late ‘50s or the early ‘60s it became acceptable for women to wear pants.
For my project I’m making clothing that people want to wear to school. I interviewed a few people and asked them what they would want in school clothes. I got a lot of the same answers: comfortable and functional. I also got a request for a crop top so I took this information and came up with some designs. My final designs are a comfy sweater dress, a crop top and skirt, and some comfy pants with pockets and a basic shirt.
For my project, I’m trying to augment cloth with tensegrity structures (stable three-dimensional structures consisting of members under tension that are all contiguous, and members under compression that are all not), making it a viable building material.
The fatal flaw with the idea of cloth as a building material is that it has no compressive strength. Tensegrity structures could convert its tensile strength to compressive strength, eliminating this flaw.
This would allow the utilization of the good qualities of cloth as a building material, being cheap, light, and portable.
By augmenting cloth with tensegrity structures, it eliminates its fatal flaw as a building material.
A product that would test this ideas limits as well as highlight its good qualities would be a personal cloth tensegrity structure windmill for power generation in developing countries. I have set out to make just that.
I am making a loom and rayon fiber that i am going to weave with. I am using wood and a lot of chemicals for my project. This project is interesting to me because I think it will give me a great opportunity to go out of my comfort zone and use chemicals and big scary tools (shop tools), but I will also get to weave which is something I love doing.
I’m making a project on people switching outfits for a week. I’m making it because I want to work on camera skills, and I want to research something that is less commonly known like the style from people at my school.
We look forward to sharing more of our Cloth Arc Expression process.
In After Care this year, we have been exploring different ways we can use computer code to create visual art, tell stories, invent new things, and share our passions with other people. One tool we’ve enjoyed using is the Scratch visual programming language. Developed at the MIT Media Lab, Scratch provides a safe, fun online community for programmers of all ages and ability levels to upload their projects and learn from each other’s work. Coding in Scratch requires users to snap color-coded blocks together so it feels familiar to anyone who has worked with Legos. Every project on Scratch can be opened up and remixed so users can iterate on each others’ ideas and learn new techniques. In his book Lifelong Kindergarten, Mitch Resnick writes about the genesis of Scratch and how its development was informed by what he calls “the Four P’s of Creative Learning.”
PROJECTS. Creating projects is the central activity in the Scratch community.
PASSION. When people work on projects they care about, they’re willing to work longer and harder. Because Scratch supports many different types of projects (games, stories, animations, and more), everyone can work on projects they care about.
PEERS. Creativity is a social process with people collaborating, sharing, and building on another’s work.
PLAY. Scratch is designed to support playful experimentation as a pathway to creativity, encouraging young people to take risks and try new things.
This framework maps perfectly to the educational environment we try to cultivate at Brightworks (which might be why our school was featured as a case study later in the book) so it’s no surprise that our kids have started developing a diverse range of impressive projects…
If you’re interested in learning more about how Brightworks Scratch projects are developing, check out the new Brightworks Scratch Studio curated by Ronan Underwood.
The Orange Band has had the luxury of many Cloth experiences during Exploration. While there are still a few adventures and outings left in the weeks after Winter Break, we took some time in the week before our hiatus to read about the cloth related topics that the kiddos found interesting and intriguing. Their research revealed stories about gender bias in the shoe industry, a brief history of pant in ancient Rome, and fiber advances inspired by spider silk. Then, kiddos practiced their summary writing skills, necessary tools in their upcoming Expression Projects. Enjoy the Orange Band’s recent research!
The problem began when The Clark’s Shoe Company in the United Kingdom, started selling “The Dolly Babe” and the “Leader” shoes. The “Dolly Babe” (the version for girls) was made with black leather as well as the “Leader,” but the “Dolly Babe” had detail of a pink insole printed with hearts while the “Leader” (the version for boys) had a design of a football, which stays on sale. Also, the “Dolly Babe” was so uncomfortable and not sturdy. Jemma Moonie-Dalton is a parent who didn’t want her daughter to have the “Dolly Babe” shoes. The article states that, “she does not want her daughter to avoid puddles. Her daughter should play games. She does not want her daughter to worry about getting her shoes dirty.” The boys shoes were built for running and climbing and playing. That shows a stereotype for boys and girls. Then, there were so many complaints from the parents of the students about how the shoes were so unfair, that the Clark’s Company took their shoes off the shelves. The point the author was trying to make is that there are still stereotypes around boys and girls right this second and that we should stay aware of that.
The problem began when the Romans banned pants. They wore tunics instead because it was extremely warm in that spot. They decided to because winter was coming and they would freeze to death because the tunics were too short. Then, people wore pants all the time in Rome.
At the beginning people think that pants were always worn. Before that, the Romans banned pants because they were for “savages.” The Gauls group triggered that. Then, soon after Rome’s started wearing trousers because it was cold at the battlefield and soon became really popular. Next, the ban said that “who ever wore trousers would be exiled.” The reason why is that people couldn’t tell if you were a civilians and soldiers apart because it was confusing. The ban soon was lifted and people started to wear trousers again and soon were worn all around Rome and were starting to evolve into pants.
Scientists from all around the world are trying to replicate spider silk because the substance is very strong and flexible. Two important ideas of the article are that: Spider silk, when large, is very strong and replicating it will make great advances in technology and safety. Spider silk is a very strong material, and it’s amazing because it’s 98% water! If we can replicate this, we can use them in many different ways such as to produce low-heat types of various fabrics, that don’t need any chemical solvents.
The main idea of this passage is that spider silk is very interesting. One fact or example that supports this main idea is if we could replicate it at a scale, we could change the future of safety. Another fact or example that supports this main point is that it is stronger than steel! In addition, it is 98% water! Finally, the fact that it’s made by only by spiders, a small life form, illustrates that spider silk is amazing!
The problem began when Clark shoes called the girls shoes “Dolly Babe.” The boys shoes are called ”Leader.” This made parents very mad because this said that boys were leaders and girls were Dolly babe’s, and that is sexist because this says that boys are a higher power than girls. a bunch of people on Twitter complained that “Dolly Babe shoes are sexist”. After that, The Clark shoe company tried to say it was a mistake. The Clark shoes couldn’t take the complaints anymore. The problem was finally resolved when Clark discontinued “Dolly Babe” shoes.
The main idea of this article is to create man-made spider silk that is good for the environment. One way it’s good is you don’t have to pay too much money because it’s cheap. And, it is made of water, rocks and plants. And also if you throw it away, it decomposes. A really weird example of weirdness is that scientists at Utah State University are breading “spider goats” that will produce silk proteins in their milk. The main idea of this article is that spider silk can be used for lots of things. One example that supports this main idea is that the US Military is thinking about using this man-made silk for their bullet proof vests. Another example is, this man-made spider silk is safe to use on the human body like in stitches. Finally, the materials needed to make spider silk make it like nylon. The end.
The problem began when the girls shoes were named DOLLY BABES. And the boys were called the Leader. And some of the parents said the girls shoe had a bad name because to call shoes for all the girl in the school Dolly Babes was sexist and rude. The company is treating the girls differently than boys people say. The United Kingdom is in Europe and leaders there talked about the shoes. Nicola Sturgeon is the leader of Scotland. She said the name was hard to believe. Clarks said it will not sell the Dolly Babe shoes any more. It will keep selling the leader shoes for the boy’s though. So in my perspective I think that the boys Shoe should not be called leaders! And boys and girls shoes should have the same name, because girls can be leaders and boys can’t always be leaders.
Spider silk has some pretty incredible properties. It’s stronger than steel, and tougher than kevlar. Yet it’s as stretchy as an rubber band. For these reasons, spider silk has captured the interest of many scientists for decades.
Researchers have discovered a new material that mimics spider silk. It is extremely strong, stretchy, and has an incredible energy-absorbing capacity. But perhaps it’s most incredible property: it’s 98% water.
Darshil Shah is one of the researchers working on this new material. He is a researcher at Cambridge’s Center for Natural Material Innovation. “Spiders are interesting models because they are able to produce the fiber at room temperature without a solvent.” says Shah
The fiber is made from a material called a hydrogel. It is 98% water and 2% silica and cellulose. The water evaporates, and the silica and cellulose fibers can be pulled from the hydrogel.
Although not as strong as all real spiderwebs, the fibers are extremely strong. They can be made without chemical solvents, giving them an advantage. They also do not need high temperatures for spinning, making them easier to produce then things like nylon.
The fibers could also be modified in a lot of interesting ways, says Shah. By replacing cellulose with certain polymers, you could more easily make different synthetic fabrics.
Although there are a few problems, artificial spiderwebs could become a real thing in the near future. A real important thing.
That cloth and clothing could hold such import is not lost on the Orange Band. In fact, recently, the Orange Banders took some time to participate in the BWX Museum of Everyday – inspired by the museum of the same name found in Ísafjörður, Iceland. Along with the Magenta Band, Orange Band kiddos selected items of clothing and told the story of that item. Their stories of family, passions, and themselves are wonderful. Enjoy!
Stay tuned for Expression and Cloth Project updates! WEAVE been busy! 😉
The Green Band’s latest read aloud is “Does My Head Look Big In This?” by Randa Abdel-Fattah. The book tells the story of Amal, an Australian-Palestinian teenager living in Melbourne who decides to start wearing the hijab (“veil”) full-time. As a Muslim, Amal is in the minority at her new school and in her community, and the book, told from her perspective, talks about the ways in which the people around her respond to this very visible symbol of faith. This connection between cloth (the hijab) and identity has lead to a study of Islam in the Band.
While the majority of the Green Band identifies as being secular or atheist, the kids have done an amazing job following our Norms for Talking About Religion. These norms, inspired by this Teaching Tolerance article, allow for respectful and open-minded discussions of religion. For many students, this was the first time learning about religion in an academic setting.
Using a number of Newsela articles (our favorite resource), students studied the history of Islam and Muhammad, the Five Pillars of Islam, the purpose of the hijab, the frequently perceived connection between terrorism and Islam, and the tremendous amount of prejudice that Muslims face on a daily basis. The Green Band also took a visit to the Islamic Society of San Francisco and got to experience what it feels like to be in an urban mosque and learn a little more about the religion from our guide Khaled Ghaleb. We learned that Islamic art doesn’t contain images and consists primarily of geometric shapes and patterns. Students observed individuals coming in and out of the space, and although nobody had been in a mosque before, it was undeniable that everybody felt “peaceful, calm, and quiet.”
Our study of Islam culminated in students doing a short reflection on how their lives connect to the Five Pillars of Islam: Shahadah- faith, Salat- prayer, Zakat- charity, Sawm- fasting, and Hajj-pilgrimage to Mecca. Students were able to find commonalities between traditions and aspects of their lives and those of the Muslim faith. I am very proud of the work that the Greenies did in our study of Islam!
Amber and Violet band set out to explore the question: How might you draft a pattern that transforms an ordinary piece of clothing into wearable shelter?
We started by taking a closer look at how our clothing can provide shelter. Students reviewed their packing lists for the Angel Island overnight. On this trip students had to pack light, taking only what they could carry in their kayak, while making sure they had the right clothing for our outdoor adventure. They chose one of the items from their packing list to research further; considering how it provided shelter, their personal history with the garment, and where it came from.
From there students considered how the garment was assembled, exploring ways they might reverse engineer it to make their own unique piece. We were lucky to have a visit from some of Patagonia’s expert pattern drafters and menders to draft our own wearable shelter patterns. Students ran into plenty of math problems through pattern drafting, translating our two-dimensional patterns into three-dimensional forms.
We even experimented with materials science to consider ways we might manipulate the cloth. Students conducted tensile strength tests on various materials to determine which would work best for their design.
“This was my first time sewing, and really working with cloth, so I had quite a few unexpected hiccups. Despite these setbacks, I love to learn new things and new skills so this process was quite enjoyable. I learned about different types of cloth, how to use a sewing machine, and a bunch about pattern drafting and geometric nets. If I had more time I would have loved to add a removable cooling gel layer, so I could adjust my hat to be warmer or cooler.” – Huxley
“My wearable shelter feels heavy and protective when you’re wearing it. You can see some of the mistakes that I made, but personally I think that gives it extra character. For my wearable shelter I used a knit (stretchy) fabric for the base because that is what the original piece is made of and if I had used normal fabric then I would have had to add a zipper so it wouldn’t fall down. I also used an old towel and curtain to create the tree aspect of the skirt.” – Clementine
“For my Wearable Shelter piece I drafted my pattern from a black maxi skirt I made from wrapping a piece of fabric around myself. For my piece I was planning to make a skirt that transforms into a dress, but my piece didn’t end up working. The elastic around the top was supposed to become sleeves but when it fit around my arms it didn’t work around my waist, so technically my piece is unfinished.” – Norabelle
“My wearable shelter is not how I pictured it, but that’s ok. It’s very tight and high up. I put on the bra and asked what people thought. Everyone says it looks nice but I disagree. I choose really stretchy fabric.” – Sutchat
“I think that I go camping a decent amount, and every time I’ve found the same problem with my sleeping bag; it doesn’t have sleeves. I find myself in the middle of the night reaching for my drink, but my arms are constricted by my sleeping bag. I have to take my arms out of my sleeping bag and consequently makes my arms cold. To solve this problem I made a sleeping bag with arms. The initial pattern for this garment was a faux leather jacket, it may look different now, but it still has the same purpose, to keep you warm.” – Oscar
“I started tracing my jacket and then turned it into a sleeveless hoodie. I chose camouflage because it was cool. It’s cool because it blends in with what’s behind you. The original garment was a jacket, a hoodie, that was warm. I made the opposite of what my hoodie was by making another hoodie with no sleeves this time.” – Jacob
“This hat is based off an Ushanka. It’s a Russian hat made for keeping Russians warm since it’s always cold there. I took this idea of furry winter time cap and one upped it. I shoved rice in it, two minutes in the microwave and the hat will be warm for about an hour. Hats have been a big part of my life, through the ages of eight through eleven I wore a beanie every day. Not just for warmth but for safety. I feel safe when a hat’s on my head.” – Felix
“Something that worked for me in this project was cutting, making the ears, and a few parts of the sewing. Some stuff that did not really work for me was sewing the arms and hood, pinning, and tracing. If I had another week to work on this project some things that I would do differently would be that I would try to make a more complex jacket, and I would experiment with different fabrics.” – Harper