A magic carpet ride: Exploring carpet weaving in India

In this lesson, a photo analysis activity helps students learn about carpet weaving in India. Students discuss how this tradition compares to the weaving traditions of other cultures.

A lesson plan for grade 7 Visual Arts Education and Social Studies

By Eric Eaton

In Agra, India, a man clips the top layer of pile on a carpet to finish it. (Photograph by Margery H. Freeman. More about the photograph)

Creating a “habit of learning”

Photo analysis activities have become an increasingly important part of my teaching. Students need to be given opportunities to analyze photographs, political cartoons, paintings, etc. to help them look at such media more critically. Visual analysis should not be done in isolation, but throughout the year in various units of study.

After introducing this learning tool and having students complete several photo analysis activities, students will begin to create a “habit of learning” and will look at things more critically and analytically on their own. Always encourage students to provide evidence for their observations just as you would in their essay writing and in-depth research.

Making connections

Teachers may include comparisons and contrasts with other cultures and their weaving methods, designs, and techniques. Examples are readily found on the Internet and in book resources.

Integrating social studies and the arts

I like to engage students in hands-on and kinesthetic activities as often as possible. I also like to integrate the arts into my lessons. The weaving project is optional, but it offers an opportunity to provide an alternative way of engaging students while learning about the cultures of distant and not-so-distant places. The weaving can be altered and larger boards and larger rope-like pieces of string or yarn may be used instead of knitting yarn.

Learn more

Related pages

• Of earth, water, and fire: World pottery traditions: In this lesson, a photo analysis activity helps students learn about pottery traditions from around the world. Students discuss how these traditions are similar to and different from one another.
• Threads through South America: Weaving in Ecuador: This lesson for grade six takes a look at the weaving and textiles created in the Andes of Ecuador in and near the town of Otavalo. In addition to learning about Ecuadorian weaving, students may also create their own woven artifact.
• To market, to market: Photograph analysis: In this lesson, students analyze photos of markets from around the world to gain an understanding of the similarities and differences between geographically distant places, to learn about the economic and cultural significance of markets, and to improve visual literacy skills.

Related topics

• Learn more about Asia, India, arts, carpets, crafts, culture, geography, photograph analysis, social studies, visual literacy, weaving, and world cultures.

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In this lesson students will analyze and discuss the carpet weaving traditions of India through a photographic journey showing various aspects of the carpet weaving process. Students will also consider the similarities and differences of Indian carpet weaving with weaving in cultures around the world.

Learning outcomes

Students will:

• learn to analyze photos to learn the traditions of global cultures such as India
• gain a better understanding of how traditional arts and crafts are still important parts of global cultures today
• learn how, despite cultural and political differences, common traditions and activities exist around the globe

Teacher planning

Classroom time required

One to one-and-a-half class periods (approximately 60 to 90 minutes; longer if extension activities are included)

Materials needed

• Carpet weaving photo analysis sheet
• Images of carpet weaving in India:
  • A man washing carpet, Agra, India
  • A weaver near Jodhpur, India
  • Unfinished weaving near Jodhpur, India
  • A carpet weaver in Agra, India
  • Carpet clipper in Agra, India
  • Stretching carpets in Agra, India
• Computer with projector and internet access or student computers with internet access or color copies of photos, one copy for each student
• Optional: PowerPoint or similar program to show the images individually or together
• The following additional materials may be needed if the optional art project extension is included:
  • Skeins of yarn in various colors
  • 5×7 thin cardboard pieces — one for each student
  • Scissors
  • Construction paper or other colorful paper

Pre-activities

The activities in this lesson should be part of a larger study of one of the countries or regions discussed, but this lesson may be used as part of a general study of cultures.

• Prepare copies of the photo analysis worksheet for students.
• Prepare the images: If you’re using a multimedia projector, prepare the images that accompany this lesson in order to project them. You can project the images directly from the LEARN NC website, but you may find it easier to manipulate the photos by putting them on a PowerPoint slide or interactive whiteboard when projecting them to the class. If a multimedia projector is not available, prepare the images in a folder to load on individual student computers, or prepare enough copies of the photos for students to use.
• Familiarize yourself with India by reading about the country on websites such as the CIA World Factbook. A good place to begin is by locating the city and country where the photos are taken on Google Earth. For example, look up Agra or Jodhpur, India, to locate where the carpets in the India weaving photos are made.
• Familiarize yourself with the history and tradition of carpet weaving in India by reading the captions to the photos used in this lesson plan and by reading about carpet weaving in books or on the web. (See suggested sources under “Websites” below.) To understand Indian carpet weaving in context, read about how the carpet making traditions in India developed from carpet making traditions and designs found elsewhere in Asia, especially Persia.
• Prepare students for the discussion of weaving and textiles by sharing with them the critical vocabulary for this lesson. Share with students some background information about carpet making in India to help them understand this rich cultural tradition. It is also important to help students appreciate the labor and craftsmanship put into these creations: One rug or carpet can take up to a year to create!
• Familiarize students with India by having them locate the country, as well as the specific areas studied in this lesson, on a map or Google Earth. Discuss basic facts such as regions, climate, culture, and language groups.
• Familiarize students with analysis of photographs through various levels of questioning. Teachers should read the professional articles on LEARN NC about photo analysis, visual literacy, and teaching with photos to become more familiar with this valuable teaching tool.
• Teachers using the optional mini-weaving project should collect needed materials before the lesson (yarn, 5 x 7 thin cardboard pieces for each student, scissors). Cut about 10 slits (or any even number of slits) evenly spaced on the 5-inch ends of the cardboard (10 on each end) before beginning.

Activities

1. Hand out copies of the carpet weaving photo analysis sheet. To complete the comparison portion of the worksheet, be sure to show students multiple photographs after they study one photo.
2. Prep students about the lesson activity and the photo analysis process. Tap their prior knowledge with a brief and general discussion:
   • Have you ever seen an Oriental carpet?
   • What was it like? Describe the colors and designs you saw.
   • How do you think it was made?
3. Choose a picture or pictures of Indian carpet weaving, and project one photo at a time for students to study and complete the analysis. You may find it easier to manipulate the photos by putting them on a PowerPoint slide or interactive whiteboard when projecting them to the class. Give students approximately 15-20 minutes to study and answer the analysis questions for one photograph.
4. To add to this lesson activity, project or show students photos that are similar in subject, but from different countries. For example, show students photos of textile weavers from Ecuador, Turkey, Bali, Nepal, or the U.S., all of which can be found by doing a LEARN NC search for “weaving.” Compare and contrast the photos and have students draw comparisons from the photos. Discuss and emphasize how countries a half a world away have similar traditions and cultures, even similar to cultures and traditions here in North Carolina.
5. Discussion: Discussing the photos with students is tremendously important. Do not end the activity without allowing students to explain their answers. Use the students’ observations and written responses as a springboard for class discussion. Do not limit yourself by just having students give a verbal answer to the questions on the analysis sheet. Use their answers as stimuli for further questioning that is not on the sheet. Consistently encourage students to support their answers with evidence from the photos.

   As you discuss the questions presented on the photo analysis sheet, add additional questions. Also show students various photos in the weaving collection. Try to get students to draw connections and similarities between differing cultures as well as their own. Possible questions include:

   • What similarities do you notice among all of the textile weaving pictures?
   • What did you see in the photos that surprised you?
   • Did you change your mind about how you view other cultures or people?
   • What similarities did you see in the photos with your own life and life here in North Carolina?

Assessment

You, the teacher, are the best judge of your students’ learning levels and abilities. Make students aware on what and how they will be graded.

Assess student responses and adjust questioning and activities as needed. Students can be graded on completeness of work and participation during discussion. You may also gauge students’ level of thinking and understanding of photographs through the photo analysis activities and the ability of students to completely and thoughtfully answer questions on various levels of Bloom’s Taxonomy.

It is encouraged to have students use photo analysis activities several times throughout the year to help students create a “habit of learning” on what to look for when analyzing photographs and documents.

Learning rubrics can be developed through Rubistar.

Modifications and alternative assessments

For students with certain learning disabilities, you may opt to accept verbal responses rather than written responses for the analysis of photographs.
You may also want to give students the captions for the photos to help guide them in their understanding of what they are seeing. Having students support their ideas with evidence from the photos is still encouraged.

Extensions

Teachers may want to extend this lesson by adding an arts and crafts activity. Weaving activities using paper or yarn are great hands-on activities to add to the learning experience. (Note: See “Materials” above.) Directions for a weaving activity using yarn are as follows:

1. Instruct students to take a length of yarn and wrap it around the card, making sure that the yarn is secured between the slits. These will be the warp threads. Have students tie off the loose ends to another thread.
2. Have the students take a second piece of thread to be used as the weft. Students should tie off one end to the first warp thread toward the bottom of the card. Instruct students to begin weaving over and under the warp threads making sure they pull the weft thread through firmly.
3. As students work their way up or down weaving, remind them to make sure the weft threads are slid down against each other tightly.
4. Finishing: Once the weaving is completed, have students turn to the back of the card where only the warping shows. Students should carefully cut the strings across the middle of the card. Starting at one side, instruct students to grasp two (warp) strings together in a loop knot close to the weaving to create a tassel so the weaving will not fall apart.
5. Have the students repeat tying the tassels to have 5 tassels on each end if using 10 warp strings, and finish by trimming the tassels to the desired length.

For a simple weaving activity using paper, cut strips of construction paper and weave them through a large piece of construction paper that has cuts placed along the length of the paper. Wallpaper or paper with various colorful designs may be used to make interesting paper “carpet” creations.

Websites

• CIA World Factbook overview of India
• Google Earth (Basic edition available for free download.)
• Background information about carpets:
  • Rugs 101, from Ten Thousand Villages
  • The History of Oriental Rugs, from the Sheffield Oriental Rug Gallery
  • The Carpets of India, from Kamat Research Database
• Rubric maker from Rubistar
• “Resources for Teaching with Photographs,” from LEARN NC

Critical vocabulary

textiles

cloth

traditional

having been done for many years and passed down from generation to generation

carding

cleaning and straightening fibers such as wool or cotton before they are spun into threads for weaving, usually with a comb or brush-like device

spinning

twisting fibers into longer threads in preparation for weaving; can be done by hand, by simple drop distaffs (spindles), “walking” spinning wheels, or by modern machines

loom

a device, human- or electrical-powered, used to weave threads into cloth or textiles; examples range from the simple backstrap loom to more complex treadle or pedal looms

warp

the up-and-down threads through which the weft is woven

weft

threads that are woven over and under the warp threads

knotting

tying knots with the threads in a carpet to create the carpet pile or thickness