Here’s a quick update: I am improving, but it’s two steps forward and a step and a half back.  Unfortunately, the two blog posts I have been working on are just not ready to go yet. So I wanted to tell you about something a bit different, I have been working on. It is felting adjacent and made Glenn laugh a lot.

The local guild is working on recruiting new teachers for our workshops. One of the barriers suggested to the acquisition of new teachers is “the paperwork requirements are intimidating”.  I am easily intimidated by forms, but I didn’t find this process at all scary.

The request was:

• Craft CV (basically, what’s your background in your craft and how long have you been doing it?)
• A lesson plan for your first workshop. Giving a suggestion of what you will be teaching, outcome goals for the students and a very basic idea of how you will do this.

Later all the teachers will fill out a spreadsheet that is used to create the schedule, and the web pages.  I made a yearlong catalogue of workshops to be displayed at demos and the guild sale. I used the information the teachers provided, and the schedule the team put together to produce it. After I had all the cut and paste and layout done, there were always lots of spelling mistakes that would be attributed to me….. I cut and pasted! Not my spelling problems!!  Since the pandemic, we are no longer doing a full catalogue, but I am no longer in trouble for other people’s spelling problems.  I do miss the fun of layout.

Now, on to the point of this very odd post.

I wanted to help by giving a non-intimidating sample form, for “New teacher”, of a new yet fictitious felting class. After writing this, I had this odd idea that actual felters might enjoy reading about this very unlikely felting workshop I created as a sample to make the forms less scary for potential new teachers. I have simplified the wording of the original questions again to reduce fear.

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This is a craft CV ( which is just a fancy way of saying “what you have been doing in your craft”). It’s a way to find out about the potential new teacher’s background in what they want to teach. (it doesn’t have to be a stuffy list of all relevant education and exhibitions!) So let’s see what Miaka has to say about herself and her felting background. She has added some extra remarks beyond the questions that she hopes the teacher acquisition committee will take into consideration.

Fiber CV for Miaka Scott-Martin,

Education: Home schooled and self-taught felter.   I have been the Center of the universe for many years, directing my staff in its running. Unfortunately, my staff are not too bright and refuse to do my carefully explained bidding.  I use my love of felting to relieve this stress and utter disappointment.

o             When did you start the craft you are going to teach? In my teens.

o             Have you taken workshops on this topic, or are you self-taught? I developed this technique myself.

Craft experience: I watched my mother weave, felt and spin and assisted in some of these activities. Then, in my teens, I started to experiment with techniques of self-felting. After years of experimentation, I have come up with a style of felting suitable to those of us inflicted by a lack of thumbs.

My technique is suitable for most fur-bearing people who shed. It is easier if you are also able to purr. I practiced my felting for close to 20 years.

Teaching experience: my full-time job has me instructing and supervising the staff, but I must be patient with their inadequacies. I have extensive experience successfully instructing the big barking bad smelling new sibling on how to be the perfect cat.

o             Do you have teaching experience (with adults)? Great success with other fur-bearing people, the furless ones have proved a bit dim.

o             If you do not have previous teaching experience, you can partner with a guild teacher in your field to help give you experience.

Shows and exhibitions: This is not essential. Guild members can participate in guild shows and exhibitions if you would like the experience.

o             Have you participated in any art shows or exhibitions in your field? Alas, with my busy schedule of keeping the universe running, I was unable to enter any shows or exhibits even though I was a family member of the guild my entire life.  I was also unable to make anyone understand my superior typing style of body slamming the keyboard, so all the needed letters were there; you just needed to sort them out on your own.

Portfolio: Show examples of their work in the field of their workshop. (shows that the prospective teacher has not just taken a workshop on a topic, and after one piece is wanting to teach the topic.) Some teachers have a web presence and we can be directed to see their work there.

o             Do you have a portfolio to show us or a website to direct us to? Due to the ephemeral nature of my work and the horror of passing vacuum cleaners, most of my art installations have not survived. Please talk to my mother (one of the Guild librarians) for further details on them. I was particularly proud of my master-work, “Self-felting on white Dining room chair cover”. Alas, this great work too was lost to the horrid vacuum.

o             Please provide a good quality digital photo of yourself for web publicity and teacher bios.

Possible teacher photos:

1) Miaka, taking a break from work,

2) Miaka, looking out back of her sports car,

3) Miaka, center of the Universe, “Don’t interrupt me I’m Busy!”

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New instructors were asked to write a very basic lesson plan of their workshop, giving an overview, goals and objectives. This gives the committee an idea of how the topic will be covered and that the teacher has thought through and has an organized presentation. This is Miaka’s plan to teach her workshop on self felting.

Outline of lesson plan for workshop

1 day  workshop with longer homework project

Class size; maximum number of fabric-covered chairs that can sit in good direct sunlight. Any Students who are too big to lounge on a chair are required to bring a blanket or pillow that they will fit on.

Prerequisites for this workshop:

• No experience in felting necessary
• Must have shed-able fur

Housekeeping

• introduction of the teacher and what the workshop is about
• where the washrooms are
• point out the coffee maker, microwave and fridge
• Mention local food sources.
• Gets students to say their names and felting experience

Overview of the course

• what students will be expected to do and learn
• What the final project will be.
• Notes can be given at the beginning or end of the workshop
• Contact information for the teacher in case the students have questions

Introduction to felting,  (fibres and how it works)

How to grow your own fiber (good diet, lots of naps, dual coat, good grooming, etc)

Tools required

• Sunny spot with a comfortable sitting item (Chair, couch, other fabric covered object)
• An un-sunny spot can also be used, but it’s not as warm. This is sometimes the better location to felt, depending on your home cleaning staff.

Shedding

• Practice shedding with suggestion from the teacher. (use of music, turning and repositioning regularly, long yawns and brief naps may be helpful)
• Some find shedding easiest at certain times of the year, others are more fortunate and can shed whenever and on whatever they like.
• Professional shedders can shed a single colour to stand out most on what someone else is wearing.

Self-felting

• Regular turning and repositioning with constant purring will improve speed of felting.
• Drool may also be applied but is not necessary for felt integrity.
• This is not a quick process, and may be best achieved on a fabric surface not regularly used by others.

Problems you may encounter

• BEWARE of the Vacuum, which can ruin months of good shedding and felting! I suggest “vomit in shoe” revenge if this happens.

Inspection and Positively critique the sample felting produced today.

• Be positive and make suggestions for use on their masterwork home project. Answer any questions the students may still have.
• Fill out the workshop questionnaire, since the students lack thumbs, their staff may assist them.

homework student master pieces

• Students will practice what they have learned in the workshop at home, in a location of their choosing.
• Suggested time line is working over the summer and have your self-shredded felt ready for the September show and tell meeting.
• Students will bring in their finished felt for show and tell to a guild meeting. (get your staff to drive you back on the meeting Monday)

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After a teacher has done their CV and Sample lesson plan, the teacher acquisition committee will review the information provided and, if accepted, will pass along to The Workshop Coordinator a list of new teachers. The Coordinator will send out a spreadsheet of questions to fill in for each workshop that the teachers are offering for the time frame she has requested. That looks a bit scary but the questions are not too hard. Like, what time do you want to start your workshop, when do you want it to end? After teachers spend a bit of time answering all these odd seeming questions and sending it back, the workshop team will create the schedule.

• Fill in the spreadsheet sent to teachers, it will have questions about the workshop and your teaching availability, and what level of students you want to teach.
• You will also be asked for a couple of high resolution (good number of megapixels) photos for your workshop. What you are making is ideal. Miaka has elected to show an example of shedding for both cats and barking cats, as well as a shot of her wanting to felt but not having thumbs.
• Availability: Let the coordinator know when in the next workshop time period you will be available. Eg: evening workshops, but not Friday, weekends good, not in March or September. Have holiday plans for April 1 to 4^th so not available.

Workshop description (this information is used to publicize the workshop, on the web, at demos, or at guild meetings) Here is an example of what Miaka’s workshop might look.

 

Title: Self-Felting: for those who are lacking opposable thumbs

Instructor: Miaka Scott-Martin
Level: Beginner (B)

Prerequisite: no felting experience necessary, must have own fur, ability to purr is an asset.
Cost: (to be determined by Workshop team, by the number of hours the class runs)

Class size: 10, determined by the maximum number of fabric covered chairs and good direct sunlight. Students who are too big to lounge on a chair are required to bring a blanket or pillow that they will fit on.
Venue: Studio

 

4) Don’t let the lack of opposable thumbs get you down and keep you from enjoying the wonders of 2-D felting

Description: 

Have you always wanted to felt, but lack opposable thumbs? This is the workshop for you! We will be creating a self-made 2-D felt. Taught in the guild studio, we will spend the day covering the topics of growing your own fiber, how felt happens, strategies for shedding, and where to shed for best felting outcome. We will make a small sample in class, then produce your masterwork at home. The teacher will provide notes and be available to answer questions if you have trouble during your homework.

Start your self-felting fun today!!!

Example of group self-felting project, in progress, tragically destroyed by a passing vacuum

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5.1) Barking Cat and 5.2) the Center of the Universe,  collaborative felting project in progress

 

Students should bring: On the day of the workshop, bring your own un-brushed fur (to produce the best effect, avoid the brush for a few days to a week before the workshop)

Materials fee: $3 includes all the materials required for the workshop. To be paid to the teacher.

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I hope you have enjoyed reading about Miaka’s proposed self-felting workshop, even if you are not self-producing your own fiber to self-felt. There may be a fur-bearing instructor near you, who is willing to provide a similar workshop that you could investigate.

As to her technique, the purring defiantly helps the felting, but I’m not convinced you have to listen to progressive new opera for the best results. This is a slow, careful build up of fiber, and requires time to get just the cohesive layering you are going for. It requires long periods of napping and body readjusting to perfect the felting process. This technique is not advised for those with fur allergies or those who lack fur. <Grin>

Miaka lived to just short of her 20^th birthday. Luckily she got her Giant fish cat cave, which I told you about before, early and got to enjoy it for a short time. She continued her self-felting projects, experimenting with various work surfaces, into her very senior years. I am sure if she had run this workshop, it would have been successful, (I would have helped her with notes and photos).

6.1) The Giant Cat cave fish, to give you an idea of the size of it

6.2) Miaka, curled up beside her Cat Cave fish. Tiny cat giant fish!

 

If you have the opportunity to share your knowledge with others who are interested in any of the fiber arts, please do. That could be formally as a teacher or informally at a social or chatting at a fiber fair. Sharing knowledge keeps the techniques from being lost or forgotten. Often when teaching, you will have a student try something that is brilliant and you will also learn from them.

Hopefully this hasn’t been too strange a post, I will endeavor to make more sense in my next one.

Have fun and keep felting!