Knitting: Second Hat

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I had some time this weekend, and I was in the mountains where it was cold and rainy over the weekend.  So I spent a fair number of hours working on my second hat.  I finished it on Sunday. And a good thing, too, because I needed it on Monday, when it was again cold and rainy and ugly.

The hat is a little bit on the large side for me. I was trying to scale it up from the “Adult L” size to my extra-large head, and I made it a little too big, I guess.

All the same, there’s a couple of things here that I managed to get right:

  • Ribbing to create a frame for the hat
  • knitting in the round on a circular needle
  • knitting in the round on four double-pointed needles
  • managing decreases (knit2 together)

So, all in all, a successful second hat was made. By me. To wear. Right away. I’m eager to make another one, but this time I think I’ll keep it at the Adult L size, rather than trying to add in another 18 or so stitches to make it conform to what I ‘think’ is the correct size.  This kind of thing only gets easier with practice.

The next challenges?  Socks and mittens.  Then gloves.

#edcampswct follow-up

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During the last session of yesteday’s #Edcampswct (see edcamp.org about what an Edcamp is), I led a discussion on MakerSpaces and Maker Programs.  I want to summarize what points I made there, and provide links to deeper insights on those subjects; and make a few further points that I don’t think I made in the time allowed, but were on my mind.

Here are the key points, which are further summarized below (@MrPerraultGES took a photo of my notes):

  1. Visual Thinking
  2. 2D makes 3D
  3. Tools Make Tools Make Things
  4. What Hands Make, Mind Knows
  5. Recycle and D.I.Y.
  6. Space Requirements
    1. Tool Storage
    2. Materials Storage
    3. Project Storage
    4. Workspace
    5. Input/Receiving
    6. Archive Process
    7. How-To Library
    8. Repair (and Sharpening)
    9. First Aid
  7. Best Practice vs. Liability
  8. (And to these 7 steps  I’m adding—
    1. Games and Game Playing
    2. Past vs. Future Orientation )

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To @nashworld: Badging & Credentials

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Sean Nash, otherwise known as @nashworld on Twitter, said the following this morning.

I’m sure that there are many badging and credentialing systems out there, Sean.

But I think that you should identify your own rather than using someone else’s, and that you should consciously teach graphic design skills as part of the effort, by having your students design the badges.

Let me unpack this further after the cut. More

Yarn-cake Winder Step 4

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I am inching toward completion at this point.

Yarnwinder1.jpg Here you see the three gears — the cranking gear on the right, the central gear in the middle, and the 12P gear on the base of something that looks like a striped lawn chair.  That’s the base for the spindle.

You also see the yarn feed post, on the extreme left of the assembled machine; and the two built-in C-clamps along the bottom.  The only thing missing at this point is the arbor or pivot that connects the 12P gear to the spindle support base. A friend of mine is using his angle grinder to grind that steel pin to the right shape, this afternoon.  I hope to have it later today.

Yarnwinder2.jpgAnd here’s that spindle support base, now attached in the right place and ready for the spindle to be attached.  It looks a little like a striped lawn chair.  For this photo, I’ve put in a spare bit of steel rod for the arbor, and I’m using that to test-crank the gears, and figure out where to concentrate my sanding effort to get the gears to the right shape.

Hint? Everywhere. Everywhere needs sanding.  I am not a good scroll-saw-er yet, and the result is that my gears are wildly irregular on nearly every gear.  I have a choice at this point.  I can just keep cranking the gears until everything is worn down to the right smoothness by raw friction.  Or I can sand each tooth meticulously until every tooth meshes perfectly with every other tooth.  Or I can choose a third-option position, halfway between those two options or on either side of half-way.  The more sanding I do ahead of time, the less sawdust and sand will be in my finished yarn product.  The less sanding I do ahead of time, the more sawdust and sand will be in my finished product, and the harder it will be to wind a skein of yarn into a yarn cake.  Even so, I may go for this option.Yarnwinder3.jpg

The final picture is the completed elements of the yarn-cake winder (excepting that one arbor, and a couple of small pads for the C-clamps.  The spindle is the large wooden thing; the spindle base is the thing in the clamp, and then the machine itself.  You can see a pencil on the right for rough/approximate scale.  The spindle has a skateboard bearing inside of it, provided as a result of a trip to Cutting Edge in Berlin, CT.

I got into knitting in part because of Deb Castellano of the blog Charmed Finishing School (and her store, the Mermaid and the Crow/La Sirene et Le Corbeau).  It pleases me no end to create a piece of machinery using my newfound carpentry skills, that will allow me to practice more effectively the art that she connected me to in the first place.

But once again, why knitting? Why machinery? Why include textiles and knitting and yarn-work at all in a MakerSpace? I would hope at this point, after three prior separate discussions of the building of this machine, that this would be obvious. Even with someone else’s plans in my hands, I’ve had to work through design problems, study drawings, make sketches, and drive my way through the tool use necessary to build this machine (and the yarn-swift that accompanies it).  Without these machines, I’d have a much harder time working with skeins of yarn. With them, I have a much easier time making my own yarn, dyeing my own yarn, winding and knitting (or crocheting, or braiding) my own yarn. This device is a critical piece of the technology set for string and yarn-arts.

What is a technology set?  A technology set is all of the technical equipment necessary to oversee a process of construction from raw materials (or raw-er materials) to finished product.  For yarn, that set looks something like this:

  • Carding combs
  • drop spindle or spinning wheel or great wheel
  • yarn swift
  • dyeing vats and dyes and mordants
  • yarn-cake winder (this device)
  • knitting needles
  • braiding disk
  • lucet
  • crocheting hook
  • naalbinding needle

With these ten tools, it’s possible to take a bundle of raw wool and turn it into a scarf or a hat or a length of rope akin to paracord, or a colored braid.  The technology set teaches ten different skills, and helps students understand ten different processes. None of the technology is difficult to understand; the technical processes are open and transparent; and they are hand-skills which can be replicated (much faster but much more opaquely) by machine.  They take carpentry skills to make objects that are used for working with string, they demonstrate the principle that Tools Make Tools Make Things, and they demonstrate to students a skill-set that allows them to extrapolate and develop an understanding of how any raw material is turned into a finished product.

 

Millennials Challenges

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I’ve been thinking about the Millennials — that is, the generation that pretty much came of age and entered the workforce as the Y2K panic was ending.  I was 10 years before that, so I think I belong to the prior generation.  But a friend of mine was sharing an article on Facebook about how spoiled and incompetent they are, and I thought to myself, That doesn’t really ring true to me. (Even Business Insider said something different about it).

When I thought about it, I realized that I could think of four things which might have had a serious and detrimental effect on their growing up and their early education.  I don’t mean to suggest that these things mean that  Millennials are spoiled and incompetent, or to suggest that these are the reasons that Millennials should be called spoiled and incompetent.  I’m simply pointing out that there were four themes or ongoing changes in America at the time that the Millennials were in school, and that maybe, just maybe, these had an effect on them.

I should also say that I haven’t really researched these yet, and this is very much a back-of-the-envelope estimation; I could be off by 4-8 years in my guesswork.

Here they are.

  1. The end of Shop, Home Economics, Drafting, and other technical classes.  Outside of technical high schools, most American schools bought into the idea that ‘everyone must go to college’.  As a result, schools began to shut down their technical classes, sell the drill presses and band saws.  This coincides with a wave of retirements for shop teachers; the guy who taught my shop class retired in 1982… and I think he’d started working at my school the year the school opened, as well, in 1961 or something like that.  Retired, or transferred, and never replaced.  Given what I do these days, that’s a big one — but it also strikes me as a major blow against kids developing practical experience in mathematics.  I learned weights, measures, angles, volume, and more from Home Economics and Shop and Drafting… and I don’t think I’d understand them today without that initial training.  Eliminate these classes, and you’d eliminate that practical, hands-on experience.
  2. The dramatic increase in testing. I remember sitting for two major examinations when I was in junior high school and high school: the SSAT, for admission to a private high school in 10th grade; and the SAT, for admission to a college.  I took that exam in 11th and 12th grade; the SSAT in 9th.  There were also AP examinations in 11th and 12th grade.  On average, tests consume about 20-25 hours of school time, or about three weeks of a school year, plus prep-time and review. I don’t even think I took the SSATs or SATs during the school day; the AP exams were a half-day at most, and they were final exams for college-credited classes (sorta.)
  3. The Rapid Expansion of Cable Television.  As Cable Television came online, and the number of available channels climbed, it came to be that reading, which was the first or second most important leisure activity in the country, became the fifth or sixth; and despite Harry Potter and the Books of the Restricted Section, (who wouldn’t read that one??) and all its actual sequels, the quality of reading material for young people has gone into a steady tailspin.  Come to think of it, the expansion of cable came at the expense of not just bookstores, but also newspapers — who were losing revenue even before the Internet really exploded on-scene in about 1996.  So the Millennials were the first generation to experience massive changes to the reading experience as a major form of entertainment.  And this has presented major challenges to literacy-as-a-skill in the same way that eliminating shop classes was a major challenge to numeracy-as-a-skill.
  4. The Information Firehose. Milennials, it seems to me, were the first generation subject to the Information Firehose.  (A superhighway has always struck me as the wrong metaphor — on a highway you travel fast… but on the Information Superhighway you go nowhere… everything comes at you immediately… rather like a firehose).  The textbook companies made the textbooks for every subject enormous; I had flimsy, 200-page textbooks for most of my classes in high school. I still have the 256-page textbook on the ancient world from 10th grade —jam-packed with diagrams and black-and-white photos on how to tell a krater from an hydria, how to tell a Minoan palace from a Mycenaean fortress, and how a Roman legion was organized.  The text explains in detail how Rome became a Republic, then a Dictatorship, then an Empire… and how it fell.  By contrast, the same era of history in the current textbook my school uses has 12 pages, explains nothing so detailed as what I’ve just explained, and has well over a thousand pages on all cultures and histories.  I’m not saying that we should study Greece and Rome to the exclusion of all other histories… but we need to explore some elements of history in greater depth than current textbooks do, so that students have something other than a 30,000-foot view of the past.

In any case, there’s the four areas in which the Millennials have been subjected to a quite-different regime of learning and education than the generations that went before them.  And I think that these may be signposts, as it were, pointing to what may have gone wrong.  In each case, there’s someone who profits from the new system — testing companies, cable companies, insurance companies and textbook publishing companies — and the results of the changes are subtle and longterm, far too long-term for most principals, superintendents and even some teachers to observe them.

However, the consequences of these changes are long-lasting, and I think that we haven’t seen the end of this particular set of rabbit-holes.

Design Lab: Dry Run for Wet Work

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I didn’t get any pictures (updated: got pictures of finished products), but today we rigged the Design Lab for wet work.  By which I mean, we covered the tabletops in plastic, and brought out tubs, and did some work with water.

We made paper.

UntitledIn cooperation with a parent who’s deeply interested in printing and block prints, we worked up a class for the Design Lab in the technology suite that makes books.   My definition of a technology suite is as follows:

  • a group of technologies that cluster together and support one another
  • a set of technologies or skills that feed into one another and develop together
  • a group of technologies and skills that, when clustered together, create complex results
  • a group of technologies that deliver more than the sum of their parts.

Technology suites are great things to bring to a Design Lab or a MakerSpace, because they’re a way to get a group of kids that are interested in one thing in a class, to learn about a bunch of related technologies.  I’ve developed two of these classes now, and this is the first of them.

Here’s the technology suite we’re teaching kids to use:

  • block printing
  • paper-making
  • letter-pressing & moveable type
  • book binding

In the first class, my new parental-colleague and I introduced students to the methods necessary to produce rubber stamps. They learned about carving, and reverse lettering, and creating backwards-facing images that must then be carved. They learned about negative and positive space, about raying techniques (how to align your knife-cuts), and about creating drawings which are then reversed onto the block-blank, and then carved so that they leave a positive image.

In today’s class, we taught kids to use a blender, and a set of pinking shears and similar tools, to chop up cotton rag into the necessary fineness for paper; and to add shredded paper from destroyed bills and junk mail. It was this massive flow of useless junk into the blender, that then got poured, a couple of cups of mushy liquid at a time, into a pour mould.  Then the pour-mold would be lifted out of the water, the resulting sheets of paper patted dry, and assembled into the press with some couch sheets (pronounced “Kooch sheets”) between each sheet of paper.  We produced about twelve such sheets of paper, one per child and a few extras, in an hour and a half. Maybe it was fourteen sheets of paper.  It doesn’t really matter; some of the sheets were an incredible orange color; others were blue; some were green, and some were pink with fleck of gold; and still others were white, although even these had flecks of color in them.  They were these sheets of stiff, heavy rag paper…

And these will become the end papers for our book-binding project… the project that involves taking their stamps, all their stamps, to produce several dozen sheets each for a printed book (or maybe a blank book with some textual or decorative elements, depending on the skills and interest of our students).  And then binding those printed sheets into signatures, and then assembling the signatures into books.

Think about that for a moment.

We’re going to show a bunch of first and second and third graders who’ve rarely built anything more complicated than a holiday card how to cut blocks for printing, how to make the paper to print them on, and how to assemble their sheets of paper into books.  We’ve even managed to finagle the loan of an actual printing press for a couple of weeks of the class.  Practically the only thing we’re not doing is showing them how to make the ink that they’ll be using to print their images into the paper — and frankly, we don’t have the rolling machinery to make really flat paper; it’s all going to be the slightly nubbly stuff that you find as hand-made paper in nicely-bound leather journals that are crap to write in.  So there’s that challenge ahead of us.

Even so, I’m pretty proud of the development of this class.  We’re providing kids with access to a technology suite. And the individual learning opportunities — of making stamps, of making paper, of binding books — can easily be disaggregated from this one class into sub-classes or one-off workshops for individual grades.  We’re pulling together both the technology and the infrastructure to be able to do these kinds of projects, and that’s pretty powerful in the long run.

Are we building robots and teaching kids to fuss around with electronics?  No.  But the Maker movement is more than that, isn’t it?  It’s really about teaching kids to love making things, and to learn to create beauty in the world.  One little boy, a kindergartner (think about that — a kindergartner who’s going to make a full-scale book) asked, “why are we making paper when there’s so much of it all around us?”  And a little girl, second or third grade I think, answered him: “Because it’s fun, and it means that we have paper to print our stamps on.”  It made my day.

More than that, though:  I’m pleased that we’re teaching a suite of technologies.  We’re teaching kids to use a broad round of tools in the Design Lab — and to think of water and plastic wrap as important parts of the tool kit.  We’re teaching kids that pressure and weight (on top of the finished paper) is an important part of production processes, and that drying is equally important.  We’re teaching kids that real tools are more than scissors and tape — that they’re blenders and knives and pinking shears and buckets of water and super-fine mesh screens and wooden frames and sponges and cloths to mop up water. This is a lot different than their ordinary workaday experience; and I think it’s going to give them a different kind of understanding of how the world works, in the long run, and the things that they can do to make meaning in their lives.  Ned Halliwell wrote that the seeds of adult happiness lie in the play, practice, and development of childhood happiness. I saw a lot of happy children today.  Planting some seeds.

Attending NAIS on February 27

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So… every few years, the National Association of Independent Schools holds its conference in Boston. When it does, my school declares a professional day, and we attend.  We ALL attend.

Me too.  I’l be there.

I’m curious if I have any readers that will be in attendance, and if you’d like to meet up for coffee, to talk about Making, poetry in the classroom, Latin, and more?  Let me know by leaving a comment, or contacting me through Twitter at @andrewbwatt.  That’s me.

 

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