Lesson Notes By Weeks and Term v3 - Junior Secondary 3
Introduction to Embroidery.
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Introduction to Embroidery.
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Cultural and Creative Arts
Class: Junior Secondary 3
Term: 1st Term
Week: 4
Theme: Arts And Crafts
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traditional Nigerian arts like adire, calabash carvings, and wall decorations in various cultures.
3. Cultural Symbols/Motifs: Adinkra symbols, Igbo uri patterns, Yoruba patterns (e.g., stylized human figures, animals, ceremonial objects), Hausa patterns (e.g., knots, calligraphy-inspired designs).
4. Abstract Designs: Non-representational shapes and forms.
5. Books and Magazines: Embroidery pattern books, craft magazines.
6. Internet: Websites, Pinterest, social media platforms dedicated to embroidery.
7. Existing Fabrics/Textiles: Observing patterns on ankara, kente, traditional woven fabrics, clothing, and home decor. 8.
Step 2: Make a small stitch forward by going down at point
B. Step 3: Bring needle up again at point C, which is halfway between A and B, keeping the working thread below the needle.
Step 4: Pull the thread through.
Repeat: Go down a small distance forward (point D), bring the needle up halfway between C and D, keeping the thread below.
Use: Outlines, stems, scrolls, lettering.
4. Satin Stitch: Description: Creates a smooth, solid, filled area with parallel stitches.
Method: Step 1: Bring the needle up at one edge of the shape to be filled (point A).
Step 2: Go down at the opposite edge (point B).
Step 3: Bring the needle up very close to point A (point C), ensuring the new stitch is parallel to the previous one.
Step 4: Go down very close to point B (point D). Continue making parallel stitches across the shape until it is completely filled. Stitches should lie flat and close together without gaps.
Use: Filling shapes, creating highlights, monograms.
5. Chain Stitch: Description: A decorative stitch forming a series of connected loops, resembling a chain.
Method: Step 1: Bring the needle up at point
A. Step 2: Insert the needle back into the fabric at the same point A, but do not pull through completely.
Step 3: Bring the needle up at point B (a short distance forward), making sure the working thread forms a loop under the needle's point.
Step 4: Pull the needle through the loop to form the first chain.
Repeat: Insert the needle back into the fabric at point B (inside the previous loop), bring it up at point C, forming a new loop under the needle.
Use: Outlines, borders, filling shapes, bold lines. A. Definition of Embroidery Embroidery is the art of decorating fabric or other materials using a needle to apply thread or yarn. It can also incorporate other materials such as pearls, beads, sequins, and quills. In Nigeria, embroidery has been used for centuries to adorn traditional garments, symbolize status, and tell stories through intricate patterns and motifs. B. Embroidery Tools and Their Uses A variety of tools are essential for successful embroidery work.
1. Needles: Crewel/Embroidery Needles: Sharp-pointed, medium-long eye. Used for general embroidery, working with various fabric types and thread counts. Most common.
Tapestry Needles: Blunt point, large eye. Ideal for counted thread work (like cross-stitch) and stitching into loosely woven fabrics without splitting the fabric threads.
Chenille Needles: Sharp point, large eye. Used for thicker threads like wool or ribbon embroidery on closely woven fabrics.
Beading Needles: Very fine, long, sharp needles. Used for attaching beads and sequins.
Purpose: To carry thread through fabric. Different types cater to different fabrics and threads.
2. Embroidery Hoop/Frame: Consists of two concentric rings (usually wood or plastic) that hold the fabric taut and flat during stitching. This prevents puckering and ensures even tension of stitches.
Purpose: To keep the fabric stretched and wrinkle-free for easier stitching and better results.
3. Fabrics: Any fabric can be embroidered, but some are more suitable for beginners due to their weave and stability.
Recommended for beginners: Calico, linen, cotton fabrics (e.g., plain ankara remnants, cotton drill). These fabrics are stable, easy to pierce, and hold stitches well.
Advanced: Silk, velvet, damask, aso oke.
Fabric Grain: Refers to the direction of threads in a woven fabric. Designs should generally be transferred and embroidered parallel or perpendicular to the fabric grain for stability and neatness.
Purpose: The base material on which the embroidery design is created.
4. Embroidery Threads/Floss: Stranded Cotton (DMC, Anchor): Most common. Composed of six separable strands, allowing for variation in thickness. Available in a vast array of colours.
Perle Cotton: A single, non-divisible strand with a pearly sheen. Available in different thicknesses (sizes 3, 5, 8, 12).
Silk Thread: Fine, lustrous, used for delicate work.
Wool Yarn: Thicker, textured, used for crewel embroidery.
Metallic Thread: Adds sparkle but can be challenging to work with.
Raffia/Local Fibres: Can be used for textural effects, especially in indigenous Nigerian crafts.
Purpose: The decorative material used to form the stitches.
5. Scissors: Small, sharp embroidery scissors: Essential for cutting threads cleanly and close to the fabric.
Purpose: For cutting threads and trimming fabric.
6. Thimble: A small protective cap worn on the middle finger to push the needle through fabric, protecting the finger from pricks.
Purpose: Finger protection during stitching.
7. Design Transfer Tools: Pencil (H or 2H): For drawing designs on paper and light fabrics.
Tracing Paper: Thin, translucent paper for copying designs. Carbon Paper (Dressmaker's/Embroidery Carbon): Used to transfer designs onto fabric. Comes in various colours (e.g., blue, white, yellow) to suit different fabric colours.
Awl/Pounce Pad: For the pouncing method (less common for beginners).
Purpose: To accurately mark the design onto the fabric.
8. Measuring Tape/Ruler: For measuring fabric, design placement, and dimensions.
Purpose: For accuracy in design placement and sizing. C. Sources of Embroidery Designs Designs can be sourced from a wide range of inspirations and existing patterns.
1. Nature: Flowers (e.g., hibiscus, lily), leaves, animals (e.g., Nigerian birds, common wildlife), landscapes, fruits, insects.
2. Geometric Patterns: Triangles, squares, circles, zigzags. Common in traditional Nigerian arts like adire, calabash carvings, and wall decorations in various cultures.
3. Cultural Symbols/Motifs: Adinkra symbols, Igbo uri patterns, Yoruba patterns (e.g., stylized human figures, animals, ceremonial objects), Hausa patterns (e.g., knots, calligraphy-inspired designs).
4. Abstract Designs: Non-representational shapes and forms.
5. Books and Magazines: Embroidery pattern books, craft magazines.
6. Internet: Websites, Pinterest, social media platforms dedicated to embroidery.
7. Existing Fabrics/Textiles: Observing patterns on ankara, kente, traditional woven fabrics, clothing, and home decor.
8. Personal Creativity/Imagination: Developing unique designs based on personal inspiration or adapting existing ones. *
D. A.
Teacher Activities Introduction (10 mins): Introduce embroidery as an art form, discuss its cultural relevance in Nigeria (e.g., traditional attires, accessories). Show examples of embroidered items (if available) or pictures. Tool Identification and Explanation (15 mins): Display actual embroidery tools (needles, hoops, scissors, various threads, sample fabrics, carbon paper). Systematically name each tool, explain its purpose, and demonstrate its proper handling. Emphasize safety with needles and scissors.
Sources of Design Discussion (10 mins): Lead a discussion on various sources of embroidery designs, encouraging students to brainstorm Nigerian-specific examples (e.g., patterns from ankara, adire, local carvings, natural elements common in Nigeria).
Design Transfer Demonstration (15 mins): Demonstrate the carbon paper method of transferring a simple design (e.g., a simple flower or geometric shape) onto a light-coloured fabric swatch. Emphasize securing the fabric and paper, applying even pressure, and checking the transfer. Discuss the light box/window method briefly.
Stitch Demonstration (25 mins): Demonstrate each of the five basic stitches (Running, Back, Stem, Satin, Chain) slowly and clearly on a large piece of fabric or a demonstration board. Use contrasting thread colours so stitches are highly visible. Provide clear, step-by-step instructions for each stitch, repeating as necessary. Circulate among students, providing individual guidance as they observe.
B. Student Activities Active Listening & Observation (30 mins): Students actively listen to explanations and observe teacher demonstrations of tools and design transfer.
Tool Identification Practice (10 mins): Students identify and name displayed tools, orally stating their uses.
Design Source Brainstorm (5 mins): Students contribute ideas for embroidery design sources, particularly focusing on Nigerian contexts.
Practical Design Transfer (15 mins): Students receive a small fabric swatch, a simple design template, and carbon paper. They practice transferring the design onto their fabric under teacher supervision.
Stitch Practice (30 mins): Students receive a fabric swatch with a transferred simple design or lines drawn directly. They practice the five basic embroidery stitches demonstrated by the teacher (Running, Back, Stem, Satin, Chain) using provided needles and threads. Students are encouraged to practice each stitch multiple times to develop proficiency. Seek assistance from the teacher or peers when facing difficulty. Students work on these tasks immediately after relevant teacher demonstrations. The teacher provides immediate feedback and guidance.
Question 1 (Tools): Observe the tools provided on your desk/shown by the teacher. a. Identify and name any three tools. b. State one primary use for each identified tool.
Solution 1: a.
Example identifications: Embroidery needle Embroidery hoop Small scissors Carbon paper Stranded cotton thread b.
Example uses: Embroidery Needle: To carry thread through fabric to form stitches.
Embroidery Hoop: To keep the fabric taut and flat during stitching, preventing puckering.
Small Scissors: For cutting embroidery threads cleanly and precisely.
Carbon Paper: To transfer designs from paper onto fabric.
Stranded Cotton Thread: The decorative material used to create embroidery stitches.
Commentary: The teacher should confirm correct identification and use. If students struggle, point to the tool and prompt for its name and function.
Question 2 (Design Sources): Imagine you want to embroider a motif on an ankara fabric remnant for a cushion cover. List two different sources you could use to get ideas for your design.
Solution 2: Example sources: Nature: You could look at local Nigerian flowers like hibiscus or a kola nut pod for inspiration.
Cultural Symbols/Motifs: Patterns found on traditional Nigerian fabrics (adire, akwete), calabash carvings, or traditional architecture.
Internet/Books: Searching for "Nigerian embroidery designs" or looking through craft books.
Existing Ankara Patterns: Adapting or drawing inspiration from the existing motifs on the ankara fabric itself.
Commentary: The teacher should encourage students to think broadly, especially connecting to local Nigerian art and environment. Any two valid and distinct sources are acceptable.
Question 3 (Design Transfer): Using the provided simple design template (e.g., a basic star or flower), carbon paper, and fabric swatch, carefully transfer the design onto your fabric. Ensure all lines are clear and visible.
Solution 3: Practical demonstration and observation.
Process: Students should follow the steps for carbon paper transfer: secure fabric, place carbon paper (face down), place design template, trace firmly and evenly, check transfer.
Expected Outcome: A clear, visible outline of the design on the fabric swatch, without smudges.
Commentary: The teacher should walk around, observe each student's transfer process, and check the clarity of the transferred design. Provide immediate feedback on pressure, alignment, and smudging. Correct any errors by guiding them to re-trace or use a cleaner technique.
Question 4 (Basic Stitches): On your practice fabric swatch, attempt to execute: a. A line of Running Stitch (at least 5cm long). b. A line of Backstitch (at least 5cm long). c. A small filled shape using Satin Stitch (e.g., a small leaf).
Solution 4: Practical demonstration and observation.
Running Stitch: Students should produce a line of evenly spaced small dashes.
Backstitch: Students should produce a solid, continuous line resembling a machine stitch.
Satin Stitch: Students should aim for a smooth, filled area with parallel stitches lying flat.
Commentary: The teacher should observe students' hand movements, needlework, and thread tension. Provide targeted feedback on stitch length, spacing, neatness, and thread handling. Remind students to practice slowly to achieve consistency.
Entrepreneurship and Economic Empowerment: Embroidery skills can be a significant source of income. Students can learn to create and sell embroidered items such as personalized caps, t-shirts, phone pouches, wall hangings, cushion covers, or embellishments for traditional Nigerian attires like agbada, iro, and buba. Many tailors and fashion designers in Nigeria rely on embroidery to add value and uniqueness to their products, making this skill highly marketable.
Cultural Preservation and Expression: Embroidery is a rich part of Nigerian heritage. Learning embroidery allows students to reproduce and adapt traditional patterns from various ethnic groups (e.g., Hausa, Yoruba, Igbo, Efik). They can contribute to preserving these cultural motifs by incorporating them into contemporary designs or documenting them. It also provides an avenue for personal artistic expression, allowing individuals to create unique pieces that reflect their identity and cultural background, much like indigenous artists used various media to tell stories or denote status.
Personalization and Home Decor: Beyond commercial applications, embroidery can be used to personalize gifts for family and friends, such as monograms on handkerchiefs or initials on baby clothes. It can also be used to beautify homes by adding intricate details to table runners, pillowcases, wall art, or even curtains, elevating everyday items into works of art. This integrates aesthetic appreciation directly into daily living within Nigerian households.