Crafting Wool Jewelry

Organisation piloting the Good Practice

Secondary School Center Hadžići

Country

Bosnia and Herzegovina

Description of the good practice

The activity “Crafting Wool Jewelry” involved students with developmental disabilities, as well as other students, in the creation of jewelry made from wool. Students learned how to use wool to create decorative pieces such as bracelets, necklaces, and rings. This hands-on activity encouraged creativity and enabled students to practice their fine motor skills while making beautiful, unique jewelry pieces.

Background

This activity was designed to offer students the opportunity to explore their creativity and develop new skills in crafting. Working with wool helped students focus on challenging tasks, boosting their ability to pay attention to detail. The goal was to enhance motor skills, creativity, and self-expression while also promoting teamwork and cooperation among students with and without disabilities.

Goal: The goal was to teach students a craft that would help them express their creativity, develop fine motor skills, and build teamwork and collaboration.

Problem to solve: This activity was introduced to give students the opportunity to engage in creative work that was both therapeutic and enjoyable. It aimed to improve their focus, dexterity, and collaborative skills, while also helping them build confidence by creating something tangible.

Steps to take if you want to implement the good practice from planning to execution and evaluation if included

1. Planning

  • Provide all necessary materials, including wool of different colours, needles, and other supplies for jewelry making.
  • Prepare the workspace to accommodate all students, ensuring they have enough space to work on their projects.
  • Provide simple instructions and demonstrate how to use wool to create jewelry items.

2. Execution

  • Guide students through the process of making jewelry, showing them how to twist, tie, and decorate with wool.
  • Encourage students to be creative and design their own unique pieces.
  • Ensure that students with disabilities receive the appropriate level of support based on their individual needs.

3. Evaluation

  • Observe students as they work to assess their engagement and progress.
  • Evaluate the quality of the finished products and the level of creativity demonstrated.
  • Discuss the experience  with students to determine their feelings about the experience and what they learned.

Target group/s of the practice

Primary target group: Students with developmental disabilities, who were actively involved in the crafting process.

Secondary target group: Other students who participated and worked alongside students with disabilities, fostering inclusion and teamwork.

Number of students involved

10–20 students with developmental disabilities, as well as other students who participated in the activity.

Benefits, impact on the students and learning outcomes

Benefits for students:

  • Development of fine motor skills through challenging tasks like twisting and tying wool.
  • Enhancement of creativity and self-expression as students designed their own jewelry.
  • Increased sense of accomplishment and confidence in their ability to create something unique.

Impact on learning outcomes:

  • Improvement in focus, dexterity, and attention to detail.
  • Increased collaboration between students with and without disabilities.
  • Enhanced self-esteem through the completion of a creative project.

Suggestions for future users of this good practice

  • Ensure all students have the necessary materials and instructions to participate effectively in the activity.
  • Offer individual support to students with disabilities to help them fully engage in the creative process.
  • Organize a display or exhibition of the jewelry made by students, giving them an opportunity to showcase their work and feel proud of their accomplishments.
  • Consider integrating the activity with other lessons on creativity, design, or even the importance of recycling (if wool is sourced from sustainable practices).

Other languages

Albania – Bosnia and Herzegovina – Kosovo – Montenegro

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