Salish Weaving

The purpose of this activity is to engage students in the traditional Salish weaving process of the Stó:lō people. Salish weaving was an important skill for the Stó:lō people. It was used to make clothing and blankets. It is an activity that will provide students, especially those with Stó:lō ancestry, with a connection to the past and weave it into their future. Through experiential learning, the students will consider the Stó:lō ways of living prior to European contact and how that changed after European settlement.

Introduction

• The students will observe the teacher or Elder or Knowledge Holder weave on a large loom.
• The teacher will pass around weaving samples or show images on the board of Salish weaving samples.
• The educator will discuss with the students: What purpose could the Stó:lō have for these items? (clothing, blankets, ceremony and trade)
• Play the beginning of the video: https://www.youtube.com/watch?v=UhgM8HBelJg
  • Watch the whole video, it provides an excellent insight into Salish weaving historically and today.

Weaving

• The students will be given a pre-warped loom and the option to choose one colour for their weaving.
• The warp on the looms should be approximately 1cm apart.
• They begin by taking one strand of wool and folding it in half and wrap it around the the first warp at the bottom left side of the loom. There should be two strands of wool to work with, make sure one strand is longer than the other. Take one strand in either hand. The strand in your left hand goes under the strand on the right and around the next warp. This is called twining. Do this all the way across the loom until you reach the last warp.
• Next, the student needs to be able to weave in the opposite direction. In order to do this, the strand on the left must go over the strand on the right and around the last warp. Once this is done, the strand on the right now goes over and around each warp.
• When the student reaches the far left side of the weaving, the strand on the right needs to around the last warp and over the left strand. Then, the student must take the left strand and go under the right strand and around the warp.
• The working strand changes depending on which direction you weave. If you are weaving to the right, the left strand goes under and around. If you are weaving to the left, the right strand goes under and around.
• The student repeats this process until their strands starts running out. If the strands were uneven when the student started, the shorter strand will run out first. The student must get another strand of wool.
• Note: We do not use scissors to cut the wool. If you grab the wool with your left pointer finger and thumb, measure 6” and grab the wool there with your right pointer finger and thumb. Twist the wool in the opposite direction it was spun. This releases the tension of the wool and if you twist enough and tug gently, the wool should come apart.
• The student can use this new strand and twist it together with their shortened strand on their weaving and carefully continue to weave. If they are not careful, they will tug the new strand out.
• Continue weaving until finished.
• The students can take the thin dowel out of the weaving to take it off the loom.
• Use a crochet hook to weave in the loose ends of their wool back into the weaving.
• The side that was closest to the bottom of the loom will be the top of the weaving. Tie knots with the loops right against the weaving to secure it in place.
• The warp on the bottom of the weaving should be longer than the warp on the top. The loops can be cut and trimmed evenly along the weaving. Tie nots with the strands at the base of the weaving to secure it in place. The tassles can hang freely. A stick or dowel can be put through the loops at the top of the weaving so that it can hang from a hook on a wall.

Reflection

• Students will be asked to think about the Salish weaving process and how it felt to make something the Stó:lō people made in the past and today. This is a similar skill to twining with cedar and can be transferred to cedar weaving. The students should consider whether they want to extend their learning and try different methods of Salish weaving such as twilling and even incorporate designs into their weaving. This can be written on the worksheet.

The educator must have some background with Salish twine weaving. This can be a very complex activity for some students to accomplish. The educator should have other staff or volunteers present to help the students through the process. The educator should also have an understanding of Stó:lō teachings when it comes to making things. They are to be made with a good mind and a good heart and if we are making something for the first time, we give it away. These concepts might be difficult without an Elder or Knowledge Holder present so it is recommended the educator arrange to have an Elder or Knowledge Holder in the classroom to facilitate or help with the lesson. Salish weaving is only a small part of the culture but it is very integral to the teachings and practices of the Stó:lō people. It was used for blankets, ceremony, clothing and trade. It was also a symbol of status amongst the people. The teacher should have somewhat of an understanding of the history of the Stó:lō people and the traditional uses of Salish weaving as well as the uses of weaving today. As this information is presented to the students, it can provoke a conversation about the changes the Stó:lō people have experienced in the last 150 years.

Spiritual

Salish weaving has been an an integral part of Stó:lō culture for time immemorial.   Blankets have ceremonial purposes and are often used to honour various people.  The commitment involved cannot be overstated as; not only is the work very tedious, but it is spiritual in nature. The intergenerational transmission of this knowledge will benefit students who thrive off of relational learning.

Emotional

Salish weaving allows students to become increasingly self-aware and better understand socio-emotional relationship Stó:lō people have to this work.  It also requires a great deal of self-control and patience throughout, as there are many different weaving techniques. 

Physical

In this case, students will have a very concrete experience, and can observe and reflect upon this experience, as opposed to hearing or reading about one’s experience.   This type of learning will ensure a high level of retention.

Intellectual

For students who are very methodical or logical/linear in their mode of thinking, weaving does have a component that requires memorization and repetition.  Being able to recall steps and their sequencing is integral to this work.