Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Find Lesson Plans on! GettyGames

Re: [teacherartexchange] beadwork - help!


From: Gabrielle Bliss (Gabrielle.Bliss_at_TeacherArtExchange)
Date: Mon Nov 03 2008 - 06:58:29 PST

HI Nora,

I teach beading and as the years have gone by it is harder and harder to thread needles.
#1- Students can do this easer than you can- despite what they claim.
#2- I bring in a lamp for myself- lots of light helps more than reading glassses
#3- Sometimes I thread needles by feel and faith- I just point the thread to where I THINK
the hole should be and and if the thread is stiff (you may need bee's wax or whatever wax
they sell these days) it will eventually go through.

I hope htis is helpful.
Gabrielle in Minneapolis

----- Original Message -----
Date: Monday, November 3, 2008 8:39 am
Subject: Re: [teacherartexchange] beadwork - help!

> >Is anyone out there a beader? I need help. This can't be so
> complicated. I'm trying to do some beading. One needle has an eye
> SO small I can't see it to thread it. The other beading needle can
> be threaded with much effort, but then won't fit through many of
> the seed beads. Am I missing something really obvious?
> >Any help is appreciated.
> >
> >Nora
> I recently was asked to help screen the entrees to an art fair.
> Out of about 10 beaders wanting to sell jewelry, one of them
> showed original thinking and design. This artist actually designed
> and created her own beads. The other nine did not appear to have
> studied art. If students make the beads, the holes can be made
> large enough not require a needle. More importantly, when students
> make the beads (and other objects to include) it may be easier to
> for them to get experience thinking like an artist.
> When thinking about jewelry design learning, I speculate about the
> thought process of artists like Robert Ebendorf. No, I would not
> show his work to students prior to their work, but studying it
> myself really helps me think of better questions to ask and student
> experiments to do to help my students learn how to develop their
> own ideas as emerging artists.
> I never met Ebendorf until 2002 when he came to Goshen as our
> visiting artist.
> He conducted a workshop with our students. His workshop was
> centered on practice in developing creative compositions---not
> jewelry making. Students rated this very high as a learning
> experience.
> I had followed the career of Robert Ebendorf because I did half of
> my student teaching with Mrs. Wolfe. She was Ebendorf's high school
> jewelry teacher at Topeka High School, Kansas. Mrs. Wolfe was
> justifiably proud of his artistic success.
> When Mrs. Wolfe taught jewelry, she did not show examples prior to
> student work. She had them draw many preliminary ideas. She then
> had them use tracing paper to refine, refine, refine, several of
> their best ideas before they were allowed to start working on the
> jewelry. She assumed that every student could learn to be
> creative. She required a high level of care in the crafting as
> well. She assumed that every student could learn to improve,
> simplify, elaborate, refine, etc.
> During the summers during my first high school art teaching
> position, with the encouragement of Mrs. Wolfe, I took grad school
> jewelry and silversmithing courses with the same instructors that
> Ebendorf had studied with at the U. of Kansas.
> Marvin

> ---
> To unsubscribe go to

To unsubscribe go to