Not felt again – but wait, it’s all about the process.

It seems that everywhere you look students are making felt, either wet or dry. They have fun laying down the
fluffy fibres, relishing the vibrant colours and then having more fun wetting and applying soap which they rub into a
thick lather. The energy generated when they throw the felt could light up a school for a week! Some teachers think
felt making is a gimmick, too much trouble or a waste of time. Think again….

It’s more about what you do with the felt that makes the experience more creative and memorable. 
Students at MLC Junior School have worked with Elizabeth Armstrong, a felt maker and textile artist, for a number of
years and when they are told of her next visit they enthusiastically respond in the same way – “remember
we made the felt flowers?”,… “we did the felt masks”,…. “I still have my felt
bird”.

Not only can a visiting artist transform the abstract notion of process into a concrete and memorable experience,
they can assist students in understanding what a process is all about. But any lesson you do in the Art room or
classroom can.

When discussing the next felt making project with the students I used an adapted version of the technology process
from Helen Clayfield and Robyn Hyatt’s book Designs on Technology – A Primary Program, 1993. In the
centre of this cyclic process we have the need – What to do with the felt we have made? The students work on the idea
and design brief which is – To make a doll which has a decorative body/dress, head, arms and legs and in the
case
of the Year Six students – a hat.

They draw out several thumbnail sketches in their Visual Diaries, often talking about or brain storming their
ideas with each other. Many facial expressions and dress shapes are designed and discussed. The making and doing
phase is the place where their understanding of the materials, equipment and their skills come into play. The
students employ various construction techniques to make the head and the dress. This may involve painting the head,
decorating the felt dress with decorative stitches and beads. Their understanding and knowledge of the elements of
art, the equipment, materials and the skills they need to use is essential.

Whilst making the felt dolls the main question students need to focus on is “Is it working?””
Why are the beads falling off?”, “I can’t push my needle through the felt”. These types of
questions lead to the stage of modifying their ideas which may require the student to take risks, look for
alternatives, or persevere with the task or even doing something differently. The problem solving may involve
consultation with another student or the teacher. Finally the doll is complete and the assessment of their response
to the design brief is accompanied by sharing their success and knowledge with their peers.

The technology process can be modified and adapted to many areas of the school curriculum, not only Art or Design
Technology. In Art, by making the process visible to students, it gives them a direction and reason why we do things.
It makes Art more tangible and creative for them.

Paula Rose
Art Teacher
Methodist Ladies’ College Kew Junior School
Suitable for
Level 4