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• In a world where so many things are disposable and considered
just garbage, we learn to understand and appreciate
the value of
recycled objects, creating lifelong recyclers
in the process. It’s a
small and simple, yet powerfully effective
way to take better care
of our planet, and teach the importance of
recycling and
environmental responsibility.
• To make participants aware of the environment around them
and their role in its protection
• To make them conscious of individual responsibility
to recycle, reuse and recover.
• To teach them the importance of refurbishing, repairing,
mending, and giving new life to old things.
• To teach them to feel empowered by knowledge and
strategies, and show them what we can do as
individuals.
• To teach them to incorporate a sense of responsibility
towards the environment into their daily lives
by changing
their behaviours and those of their families,
other students
and eventually those of their children and
generations to come. |
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TEXTILE
Name given to any cloth or fabric made
from natural, chemical or textile fibres or thread. The textile
industry uses large numbers of looms in a manufacturing process
that turns raw materials into finished products. The first step
consists in processing raw materials from natural or synthetic
fibres.
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Preliminary Activity #2: Consumption and Textile Fibres
- Supplementary Information: Textile
Fibres or download
PDF
- Swatches of fabric from each of the 4 source groups: animal,
vegetable, synthetic and mineral.
Activity #2: What Are We Wearing?
- Handout: How
to Read a Clothing Labels
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Preliminary
Activity #2 :
Consumption and Textile Fibres
Group discussion
Using the Textile
Fibres, discuss:
Download
PDF
• What is textile (fabric)?
• Where do textiles come from?
Origins: Animal, vegetable,
synthetic,
mineral
Prepare a box with swatches of fabric from each of the
4 source groups: animal, vegetable, synthetic and mineral.
Let the participants observe and touch the fabrics.
• How do we transform the raw material
into something we can wear?
(weaving, knitting, crocheting,
plaiting, knottinge)
• What specific treatments can further
enhance a textile?
(dyeing, printing, embroiderin,
bleaching, starching, waterproofing)
Direct the discussion towards notions of consumption
and consumerism
- What do you personally consume?
Think about the foods you eat.
- How you get from one place to another?
- What kind of home do you live in?
- What kind of sports do you do?
Look at what the people around you
are wearing.
- What does branded mean?
- What is a logo?
- Why are these clothes more expensive
than other outfits?
- Is it worth the extra money? Why?
- Look at the people you are with,
and at yourself.
- What kind of clothes are you wearing?
- Where were your clothes made?
- What are your clothes made of?
- Are you the first person to own them?
- Do you get new clothes when
a) you outgrow them,
b) they get worn out,
c) you get tired of them?
- What will happen to your clothes when
you are finished with them?
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Activity #2:
What Are We Wearing?
Read:
How
to Read a Clothing Label
Divide the participants into small groups.
Have participants work together to describe the
clothing they are wearing.
Example:
| Item of clothing |
Fibre content |
Fibre origin |
Manufactured in |
T-shirt |
100 % cotton |
Vegetable |
China |
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NEXT ACTIVITY >>> |
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