Traditional Willow Basketry Programs For Schools

Bonnie Gale, traditional willow basketmaker and a rostered artist in the Arts-in-Education program, is available to offer the following programs. These programs explore the history, technology, science and art form of traditional willow basketry in a multi-faceted and interdisciplinary approach. Consequently, they easily fulfill a wide variety of Learning Standards. All projects would be developmentally appropriate to the age of the students participating in the specific program.

I would love to explore the options of a short arts-in-education piece (from part of a day to one day to multi days) or a longer artist residency with your school or agency.  I welcome your inquiries!

A.  Longer Residencies

In a residency, I can take willow as a medium and apply it one of six ways. Most residencies incorporate at least several of these approaches, such as a basketmaking component in the Fall and a living willow structure built on the grounds in the Spring. I have also had residencies that concentrated just on the sculptural use of willow with paper.  Residencies can be as short as a day in length to 11 days long through the matching funding. The six approaches include:

1.  Basketry   An exploration of traditional willow basketry and the making of several items by the students. The projects are developmentally appropriate for the age level involved. For the younger grades, items to be constructed may be dreamcatchers, rainsticks, random weave balls, trivets or Irish potato straining baskets.  In middle and high school grades, Danish Fruit baskets,  Easter baskets or baby rattles may be constructed . The making of items fulfills many of the art standards.
2.  History of the Willow Basketry Industry   There was a willow basketry industry in New York and Pennsylvania in the nineteenth century with many artifacts and evidence remaining. For a social studies component, students can explore the rich willow basketry history in their region, with potential field trips to museums and surviving basketmaking families. Students can explore a day-in-the life of a basketmaking family.
3.  Sculpture   Willow is very appropriate as a medium for sculpture. In middle and high school grades, sculpture can be explored with the making of such items as willow and paper sculptural lamps and other forms. This is an exciting component for students and takes several sessions. Willow is used as the strong structural component and has unlimited potential for shape and form. Paper can be made by hand from the fiber into a liquid pulp which can then be poured into a lined armature shape, resulting in custom made paper to the unique sculptural forms.
4.  Planting a Willow Bed as a Crop   The living willow component can be explored to fulfill the natural sciences standards. A willow bed can be planted on the grounds in order to supply a crop of basketry material and as a source for living structures and charcoal making as explored below. Students would study different sites for soil, microclimate and aspect and then use math to lay out the bed. Care and minimal maintenance engenders connections for students.
5.  Living Willow Structures   In this component, large living willow rods are taken and planted in the Spring into a living structure as in the form of a dome, arch or fence. I have had residencies at the Dietrich Theater in Tunkhannock and the Gwynedd Mercy Academy High School in Gwynedd Valley where students spent the second part of the residency involved in building structures. These structures will live in perpetuity, only requiring a small amount of annual pruning.
6.  Willow Charcoal Production   Another larger scale project is to take the willow rods (which might have been grown in a bed on the grounds the year earlier) and build a simple outdoor brick kiln. I have simple plans from English schools where even elementary students can build the kiln. The willow rods are cut into pieces, put in tin cans and burnt. The result is artist's charcoal which students can then use in their own drawings or the school can have a small business in charcoal production. Both this project and the structures described above, have an ongoing and longer term benefit for students and agencies involved and are very exciting for all.

I have had residencies in many schools in central New York at all grade levels and for varying periods of time. I have led the exploration of all of the approaches above. Schools include: Gilbertsville-Mount Upton, Unadilla Valley, Sherburne-Earlville, Morris, Otego and Candor Central Schools. In Pennsylvania, I have had residencies with the Dietrich Theater in Tunkhannock, Gwynedd Mercy Academy High School in Gwynedd Valley and I started a residency with the West Chester Friends School, west of Philadelphia, in October 2006.

B.  Arts Partners Grants

In order to apply my art form for the multi-disciplinary approach in the Arts Partners grant, I identify 3 main avenues:

1. Math and the Fiber Arts
   This approach was used in 2006-7 at the Candor Central School. Students were shown by their Math teachers and the artists (myself, Sue Heavenrich and Dianne Lynn) how math is a central organizing concept in three types of weaving; basketry, weaving and quilting. Students approached the three crafts from the math viewpoint and hence were able to make new connections between subjects as they wove their projects.
    
2. Social History of the Willow Basketry Industry
   This approach was used in a residency in 2004-5 with the Sherburne Earlville School District. Through the involvement of Social Studies teachers, students studied the social and local history of the willow industry in the nineteenth century. These studies were enriched through a visit to the Liverpool Willow Museum and visits with remaining relatives of the basketmaking families. These studies then formed a viewpoint for a study of traditional basketmaking functional forms and student making of baskets.
    
3. The Sciences of Willow Growing, Living Structures and Charcoal Production
   This approach has been used in many residencies in Pennsylvania. Working with Science teachers, students approach planting a willow bed with the study of soil, aspect, microclimate, access and varieties. Mathematical concepts follow in the layout of the bed. Planting and maintenance are taught using scientific principles of botany. Science teachers are also incorporated in the design, layout and planting of living willow structures. The building of a simple brick kiln and the burning of willow rods to make artist charcoal is also taught with science and art principles in a wonderful mixture.

C.  Short Programs

I offer the following HOW-TO-MAKE projects that can be completed in an hour:  Dreamcatchers; Rainsticks; Willow Lanterns; Cube Necklaces; Nature Mobiles; Twig Picture Frame; Woven Heart Basket; Vine Egg Basket; Wreath; Woven Gift Basket.

1. Make a Dreamcatcher
   Students will each make their own personal Dreamcatcher.  Bonnie Gale will provide a prepared and dried willow hoop with waxed linen thread attached.  Students will weave the web, add beads and feathers and a hangar plus attach a card explaining the Native American folklore.
    
2. Make a Rainstick
   Students will make their own personal Rainstick.  Bonnie Gale will provide the bamboo stick.  Students will press in nails, seal one end, fill with rice/beads, fill the other end and then decorate and paint the outside.  Native folklore will be covered.
    
3. Make a Vine Egg Basket
   Students will be provided with prepared hoops tied with a God’s eye.  Students will insert ribs and weave the basket with a variety of fresh vines and other materials to create their own special egg basket.
    
4. Make a Woven Paper Heart Basket
   Students will cut and weave a paper heart in two colors of paper.  A handle will be added and decorations. The paper opens out to make a basket.
    
5. Make a Wreath
   Using a variety of willow and vines, a wreath will be woven.  Students will be able to add a lot of natural objects according to the season.
    
6. Make a Stick Picture Frame
   Using a cardboard backing, students will create a frame for a favorite picture using twigs.  A hangar will be added.
    
7. Make a Nature Mobile
   Students will tie sticks together to make the structure of the mobile.  Using a variety of objects from nature, students will then tie their objects to the mobile.
    
8. Make a Gift Basket
   Using strips of card and ribbon, students will weave the base and sides of this plaited basket, turn over the top and add a handle...ready to fill with gifts and present to a friend.