The history of bags, pouches and purses spans the entire globe, encompassing practically every civilization. Bags have been a staple accessory in most cultures - to keep money, food and other everyday necessities close at hand. In western cultures, purses and pouches were first worn by men as a status symbol and have developed into a fashion accessory that will often surpass clothing in careful design and aesthetics.

For centuries, craftsmen in Tibetan cultures have been making colorful bags and clothing from wool that has been boiled and pressed into a fabric known as felt. Felt is still made by hand in traditional methods in many parts of the world.

This lesson plan can be linked with Asian studies or with other cultural studies. It incorporates classroom-friendly acrylic felt and basic sewing/assemblage skills that can be adjusted for various age levels. Measuring and weaving will require students to use their knowledge of math skills.

Grade Levels

2–8

Procedure for Woven Felt Bag: Grades 5-8

1. Measure 1" from the bottom of a 9 × 12 piece of felt. Mark with a dot in 2 places. Draw a line with the ruler. Measure 1" from each side, mark with 2 dots. Draw a line with the ruler. Repeat at top. Repeat these steps on a second 9 × 12 piece of felt.

    

2. Place a 9 × 12 cardboard under one side. Mark 1" lines top to bottom, then cut with utility knife top to bottom on line. Do not cut into the 1" border. Repeat this step on the second 9 × 12 piece.

    

3. Cut 3/4" wide strips of other colors of felt out of the 12" length. Place at the bottom of one of the sides. Weave the strip under the first cut on the felt, over the next and continue. Push the strip down snugly to the bottom. Repeat until the side is filled with woven felt. Repeat this step on the second 9 × 12 piece.

    

4. When both sides are woven, place on top each other with pencil lines inward. Glue both sides and bottom 1/2" all the way around. Use dots of glue on all loose felt strips. Allow to dry.

    

5. Cut a 3" wide strip of felt from a 36" long piece for the shoulder strap. Fold in half lengthwise. Whip stitch the outside edge with embroidery thread (whip stitch is sewing through the felt and around the edge, back through the felt, see Illustration 1). Repeat stitch at 1/4" intervals until the 36 inches is complete.

    

6. Attach each end to top corners of the bag and secure with stitches. Add a button to cover the stitches.

Procedure for Mini Felt Bag: Grades 2-5

1. Cut a 9" × 12" piece of felt in half length-wise, to make 2 pieces size 4-1/2" wide × 12" long.

    

2. Fold each piece into an envelope shape, as shown in Illustration 2. Notice which portions of the felt will form the front, back and flap of the bag.

    

3. Lay the felt down flat again and embellish with felt shapes, buttons, beads and colorful stitches. Allow glue to dry. Do not sew on area to be folded.

    

4. Fold the felt into the envelope shape again, glue the front and back (the larger pieces) together on the edges. Hold down for a minute to secure. The flap section can be left square, rounded or cut to a point. Hang beads or buttons on the edge to weight down the flap.

    

5. Cut a plastic straw to 4-1/2" long. Glue it on the fold between the flap and the back. Use it as a channel for stringing the 40" length of cotton warp. Leave equal lengths on both sides.

    

6. Thread on the beads. Leave 3" on each end and secure the ends in a knot.

National Standards

Content Standard #2 — Using knowledge of structures and functions

K-4

• Students use visual structures and functions of art to communicate ideas.

5-8

• Students select and use the qualities of structures and functions of art to improve communication of their ideas.

Content Standard #4 — Understanding the visual arts in relation to history and cultures

K-4

• Students know that the visual arts have both a history and specific relationships to various cultures.

5-8

• Students know and compare the characteristics of artworks in various eras and cultures.

Content Standard #6 — Making connections between visual arts and other disciplines

K-4

• Students identify connections between the visual arts and other disciplines in the curriculum.

5-8

• Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.

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Figure 1
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