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Re: [teacherartexchange] beadwork - help!


Date: Mon Nov 03 2008 - 14:03:43 PST

Always thread against a white background like white paper. It makes
the hole a lot easier to see.


On Nov 3, 2008, at 8:58 AM, Gabrielle Bliss wrote:

> 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 -----
> From:
> 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.
>> ebendorf.html
>> 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
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