Weaving as a Way of Thinking: Golden Jubilee School, Jalna

We recently completed a teacher training programme at Golden Jubilee School, Jalna, Maharashtra for the implementation of two of our school initiatives: BrainWeaves and LittleWeavers.

The programme brought together art, mathematics and science teachers, along with the school staff responsible for loom setup and preparation. Over four days, the team worked with Rigid Heddle, Inkle, Frame loom and SAORI looms through demonstrations, guided exercises and independent execution.

One of the most encouraging aspects of the programme was watching teachers from different disciplines engage with weaving through their own lens of understanding. Mathematics & science teachers began observing sequence, repeat systems and pattern logic.  Art teachers engaged with colour and composition. The conversations that emerged between departments became an important part of the learning process itself.

At Shuttles & Needles, we do not approach weaving in schools merely as a craft activity. We see it as a way for students to engage with systems, structure, process and material understanding through their hands.

LittleWeavers

LittleWeavers introduces students to weaving through simple and accessible looms such as Rigid Heddle, Inkle and Frame looms.

A child repeating colour sequences on a loom is also learning order, prediction and logic. Small changes in pattern help students understand how systems behave and respond.

During the training, teachers worked on developing progressive weaving exercises, generating simple weave patterns and translating ideas into clear instructions for students.

Parallel sessions were conducted for the supporting staff focusing on warp preparation, loom setup and preparing looms efficiently for classroom use.

BrainWeaves:

BrainWeaves uses the SAORI loom in a very different way.

Here, the emphasis shifts away from fixed outcomes toward observation, attentiveness and responsive decision making during weaving itself.

Students are encouraged to observe material behaviour, respond to rhythm and variation and make decisions while weaving. The process becomes less about producing a pre-determined output and more about remaining engaged with evolving situations.

For teachers, this requires a shift from instruction toward facilitation.

Building Readiness for Schools

An important objective of the training was ensuring that the school team could independently run the programmes after the setup phase.

The final stage of the programme included practical assessments for both teachers and supporting staff.

Teachers were evaluated on design generation, clarity of communication and understanding of programme intent. Supporting staff were evaluated on warp preparation, loom setup and their ability to execute instructions independently.

By the end of the programme, the school team had moved from guided participation toward confident independent execution.

Why Weaving in Schools?

We believe weaving offers something increasingly valuable within contemporary education.

It brings together thinking and making, structure and intuition, planning and responsiveness.

A student weaving on a loom engages simultaneously with sequence, rhythm, structure, tension, material response and problem solving. The learning becomes cognitive, physical and sensory at the same time.

Most importantly, students do not simply study systems theoretically. They build and experience them directly through process.

We look forward to seeing how BrainWeaves and LittleWeavers evolve within the classrooms at Golden Jubilee School, Jalna.

Schools interested in exploring weaving as a meaningful educational pathway are welcome to connect with us.