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Bosnian program - Large demonstration loom set up for weaving ; Small looms for students to use ; Examples of weavings made by the artist and other local Bosnian weavers; Study guide for teachers

Burmese Karen program - artist demonstration loom (on floor); Study guide for teachers; Examples of weavings made by the artist; Examples of shirts for students to try on.

Bosnian program - open space for loom demonstration; tables for small student looms and chairs for students to sit in while weaving

Burmese Karen program - Space for weaving and dancing; paper for writing/drawing patterns; glue; scissors; beads/decorations or crayons/color markers, etc.; copies; boombox

Both programs - parking for two cars (artist and facilitator)

Classroom or other large room where there can be an open space to set up a medium-sized loom and have students stand around it to observe and try weaving themselves; tables for students to try the small looms (Bosnian program).

I can identify crafts and visual arts made in Bosnia or Burma and describe their cultural uses.
I can try weaving myself on a loom from Bosnia or Burma
I can express how I respect cultures that are different from mine

This program (two different and separate programs) uses art to teach the culture and history of two ethnic groups with a substantial local presence, and reflects the ethnicity of a growing number of students in Hartford schools. Fatima Vezjovic is a Bosnian master weaver who makes carpets, wall hangings, and tapestries featuring the Bosnian designs that have a middle eastern origin. Myint Khin is Burmese from the Karen tribe; she uses a backstrap loom to create textured cloth that she makes into shirts, skirts, and bags; she has taught her four daughters to weave. These artists are part of the Connecticut Historical Society Sewing Circle Project that brings together a dozen women from several cultures now living in Hartford, to share their techniques, learn English, and educate audiences about their heritage. The Sewing Circle Facilitator will accompany the artists for the school visit and provide cultural background. Kate Schramm (Facilitator) is a museum curator and folklorist who directs the statewide CT Cultural Heritage Arts Program at the Connecticut Historical Society in Hartford. When booking please select Burmese Karen or Bosnian Program.

Artist, Translator, and Facilitator meet with teacher to pre-plan. Facilitator provides study guide with talking points and online links for the teacher"s class preparation, and examples of weavings for the students to handle in class.

Teacher is expected to be present throughout and actively engaged in helping students to participate and learn.

Artist demonstrates weaving. Using a discovery process, the facilitator then asks the students to comment on what they observed, with guided questions such as: What did you see? What do you think is happening? What materials do you think she is using? What is she making? What is it used for? Is there something in your life like this? Facilitator fills in some information about weaving in this culture and its relation to cultural values. She asks the students to volunteer to try the weaving themselves. The Bosnian program features small looms that the students can use to try weaving themselves. The Burmese Karen program invites students to try the weaver's loom, with her guidance. Then students are asked to reflect on what they experienced, and if they learned anything new. Facilitator and teacher invite questions. Students try out some phrases in the artist's language. Before leaving the facilitator asks them to find out more information about Bosnia or Burma and its culture.

Burmese Karen program: The artist demonstrates how to make a simple cloth shirt (easy) worn for dancing. Students make and decorate their dance shirts. We play music and the students join in a simple dance wearing their shirts. We invite questions and reflection. Artist, translator, and facilitator say thank and goodbye in Burmese language.

For grade 7, there is a longer and deeper discussion with students presenting what they have learned about Bosnia or Burma, and more questions. Grade 6 focuses more on geography, natural resources, social context of Bosnia or Burma, Grade 7 more on culture and how they came to America (including history and immigration).

Volunteers are very welcome! They could serve as translators from the artists to the students and vice versa; they can help to hand out materials; they can assist individual students with trying the techniques being taught