Post on 28-Sep-2020
1
4-H-929-WHelper's Guide
4-H Sew Much Fun • Helper’s Guide
Sew Much Fun
Helper’s Guide
Sew Much Fun
Helper’s Guide
2
“Sew Much Fun” is a series of activity guides to be used with Let’s Sew! A Beginner’s
Sewing Guide by Nancy Zieman (4-H-924). The series consists of five publications:
• Sew Simple for youth in Grades 3-4 (4-H-925)• Sew Smart for youth in Grades 5-6 (4-H-926)• Sew Fine for youth in Grades 7-9 (4-H-927)• And Sew On for youth in Grades 10-12 (4-H-928)• Sew Much Fun Helper’s Guide (4-H-929-W)
Helper/Leader’s GuideCongratulations on your decision to be a “helper” to young people involved in the SewMuch Fun series. The helper’s role is critical in providing an opportunity for youth tolearn and grow in a supportive environment. This guide has been designed to provideyou with an overview of the new Sew Much Fun series. The Helper’s Guide containshelpful hints for working with young people, developing life skills, and teachingexperientially.
Youth Activity GuidesThe activity guides were written to be developmentally appropriate for specific grades,but they may be used by youths in any grade depending on their interest, skills, andexperience. Each guide includes suggested reading, learning activities, skill tips, ideasfor both wearable and non-wearable sewn items, and an achievement sheet. The learn-by-doing activities can be adapted to family, classroom, home school, club, and othereducational settings.
Design and writing:Renee McKee, Purdue University;Peggy Latta, Lattitudes
Editor:Frank Koontz, Purdue University
Graphics:Aaron Delaney
Layout:Nancy Bangel, Dan Annarino, Purdue University
Review and pilot team:Jackie Benham, Sharon Blasky, Lori Bouslog, Julie Hart, Andrea Hatfield, Doug Keenan,Dotty Keeton, Penny Lee, Carolyn Miner, Amy Nierman, Scott Ripberger, Marcia Werne,Carol Christenberry, Kay Edsall, Nancy Gluth, Marie Jackson, Gwen Jones, AbbyJournay, Peggy Latta, Melinda Lay, Karen Richard, and Becky Swails
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Sew Much Fun Helper's Guide
Table of Contents
Experiential Learning Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Developing Subject Matter and Youth Development Skills
Subject Matter Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Youth Development Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Design of the Sewing Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Learning Activities to Be Achieved by Grade Level . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Exhibits and Skills to Include . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-10
Youth Learning Characteristics
10-11 Years Old . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
12-13 Years Old . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
14-16 Years Old . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
17-19 Years Old . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Action Demonstrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Action Demonstration Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Sample Sewing Score Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15
Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-19
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Sew Much Fun Helper's Guide
Experiential Learning Model“Learning by doing” is one of the primary reasons 4-H has
been so widely recognized and respected in the field of non-formal education. Experiential learning distinguishes 4-Hyouth development education from many formal educa-tional methods. Activities are designed so youth “learn bydoing” an activity. They then discuss or reflect on whatthey did, draw conclusions from the activity, and thenapply their experience to other real world situations.Project helpers “guide” youth as they explore an activity.Youth will answer questions on record sheets at the endof each activity guide to help them generalize the youthdevelopment and subject matter skills they practiced and toshare how they will apply the skills to other situations.
Developing Subject Matter andYouth Development Skills
The sewing curriculum is designed to help youth develop both subject matter skillsand youth development skills. Subject matter skills are specific to the sewing subjectmatter, such as learning to use the sewing machine, to straighten fabric, or to fit, place,and cut out a pattern. Youth development skills are developed during the process ofdoing an activity, and they are useful long after the member completes the project.Youth development skills that are emphasized in the Sew Much Fun series are decision-making, planning and organizing, and resource management. Some of the activities alsogive young people a chance to practice these youth development skills: processing infor-mation, practicing creativity, solving problems, learning to learn, achieving goals,mastering technology, and completing a project or task.
Subject Matter SkillsThis sewing curriculum has a more defined focus than the previous 4-H clothing
curriculum. Rather than focusing solely on constructing garments, the Sew Much Funseries is designed to help youth develop basic sewing skills whether they choose toconstruct garments or prefer to make items for the home. The subject matter skillsbuilt into the curriculum fall into four categories:• Machine skills• Construction techniques• Equipment, tools, and notions• Fabric and patterns
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Youth Development SkillsThe youth development skills involved in this curriculum are part of the Four-Fold
Youth Development Model. The model encompasses the skills that a young person needsto become a confident, capable, caring, and responsible citizen (Barkman, et. al. 1999).Skills are grouped into the four H’s in the 4-H clover – Head, Heart, Hands, and Health.
Utilizing ScientificMethods
Processing Information
Self Esteem
Understanding Systems
Managing Resources
Practicing Creativity
Making Decisions
Solving Problems
Visualizing Information
Learning to Learn
Reasoning
Thinking Critically
Keeping Records
Planning & Organizing
Achieving Goals
Navigating in YourEnvironment
Working with Numbers
Communicating
Interacting Socially
Cooperating
Sharing
Resolving Conflicts
Valuing Social Justice
Valuing Diversity
Building Relationships
Caring for Others
Being Empathetic
Mastering Technology
Learning ThroughCommunity Service
Being a ResponsibleCitizen
Working in a Team
Exercising Leadership
Completing aProject/Task
Motivating Yourself
Volunteering
Being Responsible
Developing Self Esteem
Managing Yourself
Practicing Integrity &Character
Developing a PositiveView of the Future
Being Resilient
Managing Stress
Making HealthyLifestyle Choices
Preventing PersonalInjury
Expressing EmotionsPositively
Preventing Disease
Developing a Sense ofPurpose
Utilizing ResistanceSkills
HEAD HEART HANDS HEALTH
Four-Fold Youth Development Model
The Design of the Sewing CurriculumThe design and pilot team for the Sew Much Fun series decided that it was imperative
to encourage an interest in sewing (be it garment construction or home sewing). Thedesign team felt it was unnecessary to produce a sewing skills instruction manual whena resource such as Let’s Sew: A Beginner’s Sewing Guide by Nancy Zieman was availablefor purchase. The resulting curriculum was built on the foundation available inZieman’s book. The team identified specific skills, from basic to advanced, and specificlearning activities before determining the types of exhibits through which the skillscould be displayed. Following are the flow charts utilized by the team in the design ofthe Sew Much Fun series.
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Th
readin
gW
indin
g a b
obbin
Ru
nn
ing
the
mach
ine
Adju
stin
g te
nsi
onA
dju
stin
g st
itch
len
gth
Rep
laci
ng
nee
dle
Piv
otin
g
Usi
ng
acc
esso
ry fee
tU
sin
g th
e se
rger
Makin
g bu
tton
hol
esU
sin
g th
e zi
pper
foo
tU
sin
g a s
erge
rA
pply
ing
mach
ine
appliqu
é
Str
aig
ht
an
d c
urv
ed s
titc
hin
gIn
sert
ing
an
d joi
nin
g el
ast
ic o
r dra
wst
rin
gS
imple
sea
m fin
ish
Sti
tch
in
th
e dit
chT
rim
min
g a c
rotc
h c
urv
eM
ach
ine
topst
itch
hem
s
Lea
rn s
ewin
g te
rms
Back
stit
chin
gS
tays
titc
hin
g an
d u
nder
stit
chin
gLea
rn o
ther
sea
m fin
ish
esT
rim
min
g an
d g
radin
g se
am
sU
sin
g a s
imple
lin
ing
Apply
ing
a faci
ng
or b
indin
g
Bast
ing
an
d d
irec
tion
al st
itch
ing
Sta
ysti
tch
ing
an
d u
nder
stit
chin
gTop
stit
chin
gU
ses
for
zigz
ag
stit
chin
gG
ath
erin
g fa
bri
cS
ewin
g patc
h o
r in
seam
poc
ket
sS
ewin
g a “
flat
met
hod
” sl
eeve
Inse
rtin
g a z
ipper
Mach
ine
blin
d h
emA
pply
ing
pu
rch
ase
d t
rim
or
ribbin
g
Bu
tton
hol
e m
ark
ing,
pla
cem
ent,
cu
ttin
gIn
sert
ing
a lapped
zip
per
Sti
tch
ing
dart
sIn
sert
ing
a s
et-i
n s
leev
eS
ewin
g a s
imple
col
lar
(wit
hou
t co
llar
ban
d)
Hem
min
g: h
an
d,
topst
itch
ed,
an
d m
ach
ine
b
lin
d h
ems
Sew
ing
on b
utt
ons,
hoo
ks,
an
d s
naps
Sew
ing
ruff
les,
tu
cks,
or
ple
ats
Inse
rtin
g pip
ing
Sel
ecti
ng
not
ion
s fo
r pro
ject
How
to
pin
an
d c
ut
Usi
ng
the
iron
Usi
ng
a s
eam
gau
ge
Use
s fo
r m
easu
rin
g ta
pe
Sim
ple
mark
ing
tech
niq
ues
Lea
rnin
g to
pre
ss a
s yo
u s
ewU
sin
g a s
eam
rip
per
Usi
ng
wais
tban
d in
ter f
aci
ng
Wor
kin
g w
ith
fib
erfill
Lea
rn o
ther
mark
ing
tech
niq
ues
Usi
ng
fiber
fill
Inte
rfaci
ngs
su
itable
for
wov
ens
Lea
rn a
bou
t m
ach
ine
an
dh
an
d n
eedle
sPre
ssin
g to
ols:
ham
an
dsl
eeve
rol
lS
elec
tin
g bu
tton
s an
d z
ipper
s
Ch
oosi
ng
patt
ern
siz
eC
hoo
sin
g su
itable
fabri
cPre
wash
ing
fabri
cC
utt
ing
patt
ern
an
d f
abri
c
Coo
rdin
ati
ng
fabri
c an
dpatt
ern
Typ
es o
f gr
ain
lin
esR
eadin
g th
e patt
ern
guid
esh
eet
Tra
nsf
erri
ng
patt
ern
mark
ings
Lea
rn a
bou
t kin
ds
of f
abri
csR
eadin
g bol
t en
d in
form
ati
onS
imple
patt
ern
adju
stm
ents
Basi
c m
atc
hin
g sk
ills
Ch
oosi
ng
com
pati
ble
patt
ern
sR
eadin
g patt
ern
des
crip
tion
sLea
rn a
bou
t n
apped
fabri
c
Lea
rnin
g A
ctiv
itie
s to
Be
Ach
ieve
d b
y G
rade
Lev
elG
RA
DE
MA
CH
INE
SK
ILL
SC
ON
ST
RU
CT
ION
TE
CH
NIQ
UE
SE
QU
IPM
EN
T/T
OO
LS
/NO
TIO
NS
F AB
RIC
/PA
TT
ER
N
3 4 5 6
7
Basi
c m
ach
ine
main
ten
an
ceM
ach
ine
adju
stm
ents
for
kn
itC
onst
ruct
ing
wit
h a
serg
erM
ach
ine
qu
ilti
ng
Pra
ctic
e adva
nce
d u
ses
of m
ach
ine
acc
esso
ries
Lea
rn m
ore
adva
nce
du
ses
for
mach
ine
acc
esso
ries
Ref
ine
use
of se
rger
Exp
lore
oth
er z
ipper
applica
tion
sU
sin
g a s
imple
lin
ing
Sew
ing
a c
olla
r w
ith
a b
an
dS
ewin
g pla
cket
s an
d c
uf f
sA
ttach
ing
ribbin
gA
pply
ing
han
d a
ppliqu
éA
pply
ing
fron
t h
ip p
ocket
s
Apply
ing
invi
sible
an
d h
an
d-p
icked
zip
per
sU
sin
g adva
nce
d s
eam
ing
styl
esA
pply
ing
bou
nd b
utt
onh
oles
an
d w
elt
poc
ket
sPra
ctic
ing
sam
ple
tailor
ing
tech
niq
ues
Con
stru
ctin
g bu
tton
loo
ps
Apply
ing
han
d b
eadin
g
Con
tin
ue
bu
ildin
g on
skills
lea
rned
Lin
ing
mor
e dif
ficu
lt g
arm
ents
Usi
ng
dart
s, t
uck
s, a
nd a
dva
nce
d s
eam
ing
styl
es t
obu
ild s
hape
to g
arm
ents
Ref
ine
han
d-s
ewin
g te
chn
iqu
esLea
rn a
dva
nce
d s
eam
fin
ish
esLea
rn m
ore
adva
nce
d t
ailor
ing
tech
niq
ues
Exp
lore
un
iqu
e sl
eeve
sty
les
Exp
an
d k
now
ledge
an
d e
xper
ien
ce w
ith
zip
per
applica
tion
s
Usi
ng
a p
ress
ing
clot
hLea
rn a
bou
t in
terf
aci
ngs
for
kn
itR
ead a
n iss
ue
of a
sew
ing
p
ublica
tion
Use
s fo
r a d
ouble
(tw
in)
nee
dle
Use
s fo
r dol
l jo
ints
Con
tin
ue
to u
se n
ew t
ypes
of
in
terf
aci
ng
Exp
an
d u
se o
f pre
ssin
geq
uip
men
tE
xpan
d u
se o
f se
win
gpu
blica
tion
sM
ake
self-c
over
ed b
utt
ons
Uti
lize
spec
ialt
y th
reads
Con
tin
ue
bu
ildin
g on
skills
learn
edR
efin
e u
se o
f pre
ssin
geq
uip
men
tE
xpan
d k
now
ledge
of
inte
rfaci
ngs
Con
tin
ue
readin
g cu
rren
tse
win
g pu
blica
tion
sE
xplo
re s
ewin
g re
sou
rces
onlin
eE
xplo
re n
otio
ns
dep
art
men
tfo
r n
ew p
rodu
cts
Lea
rn a
bou
t kn
it a
nd
spec
ialt
y fa
bri
csPu
rch
asi
ng
ribbin
gA
lter
ing
patt
ern
for
bet
ter
fit
Sel
ect
challen
gin
g patt
ern
s,
pro
ject
s, a
nd f
abri
csC
orre
ctly
fit
pan
ts
Lea
rn a
bou
t sp
ecia
lty
fabri
cs:
s
ati
n,
chif
fon
, su
ede,
silk,
lace
, ve
lvet
, h
eavy
coa
tin
gs,
im
itati
on f
ur,
an
d lea
ther
Ch
oose
patt
ern
s th
at
will
offe
r le
arn
ing
challen
ges
Lea
rn h
ow t
o acc
ura
tely
m
easu
re y
our
figu
re a
nd
a
lter
patt
ern
sLea
rn t
o co
rrec
tly
fit
pan
ts
Lea
rnin
g A
ctiv
itie
s to
Be
Ach
ieve
d b
y G
rade
Lev
elG
RA
DE
MA
CH
INE
SK
ILL
SC
ON
ST
RU
CT
ION
TE
CH
NIQ
UE
SE
QU
IPM
EN
T/T
OO
LS
/NO
TIO
NS
F AB
RIC
/PA
TT
ER
N
7 8-9
10-1
2
8
Ela
stic
wais
t sh
orts
,pan
ts, or
skir
t w
ith
fold
ove
r ca
sin
g;n
o poc
ket
s
Sh
orts
, pan
ts,
or s
kir
tw
ith
part
ial or
fu
llse
wn
-on
wais
tban
d,
or w
ais
tlin
e fa
cin
gS
imple
sh
irt
or t
opB
BQ
apro
n
Sim
ple
sh
irt
wit
h s
leev
esS
un
dre
ss o
r ju
mper
Sim
ple
tw
o-pie
ce p
aja
ma
Sim
ple
pillo
w s
ham
wit
h lapped
back
open
ing
a
nd p
urc
hase
d p
illo
w f
orm
Sim
ple
tot
ebag
wit
h h
an
dle
s or
dra
wst
rin
g
Sh
aped
pillo
w w
ith
cu
rved
sea
ms,
stu
f fed
an
d
sew
n c
lose
dH
an
gin
g poc
ket
org
an
izer
Bou
nd-e
dge
pla
cem
ats
(se
t of
4)
Pillo
w lap q
uilt
(qu
illo
w)
Str
uct
ure
d d
uff
el b
ag,
tot
e bag,
or
back
pack
Sew
n h
at
Ch
oose
at
lea
st t
wo:
Inse
rt e
last
ic o
r dra
wst
rin
gM
ach
ine
topst
itch
hem
sU
se a
sim
ple
sea
m fin
ish
Sti
tch
in
th
e dit
chS
ew a
nd t
rim
a c
r otc
h c
urv
e
Sea
m f
inis
hes
ar e
rec
omm
ended
on
all e
xpos
ed s
eam
s.C
hoo
se a
t le
ast
tw
o of
th
ese
skills
for
each
sew
n e
xhib
it:
Use
in
terf
aci
ng
Sta
ysti
tch
an
d u
nder
stit
chA
pply
a faci
ng
or b
indin
gS
titc
h c
urv
ed s
eam
sT
rim
an
d g
rade
seam
sW
ork w
ith
fib
erfill
Mach
ine
topst
itch
hem
s
Sea
m fin
ish
es a
re r
ecom
men
ded
on
all e
xpos
ed s
eam
s (e
xcep
tkn
its)
. In
terf
aci
ng,
un
der
stit
chin
g, a
nd t
rim
min
g sh
ould
be
use
d w
hen
appro
pri
ate
. C
hoo
se a
t le
ast
th
ree
of t
hes
eaddit
ion
al sk
ills
for
each
sew
n e
xhib
it:
Matc
h f
abri
c des
ign
Sew
a s
imple
sle
eve
Apply
pu
rch
ase
d t
rim
or
ribbin
gS
ew w
ith
kn
itS
ew p
atc
h o
r in
seam
poc
ket
sG
ath
er fabri
cIn
sert
ela
stic
Han
d-s
titc
h a
hem
Apply
bin
din
gIn
sert
a z
ipper
Do
a m
ach
ine
blin
d h
emA
pply
faci
ngs
Use
a s
imple
lin
ing
Apply
mach
ine
topst
itch
ing
Use
batt
ing
Use
a d
raw
stri
ng
Do
a m
ach
ine-
topst
itch
ed h
emS
ew b
utt
ons
Exh
ibit
s an
d S
kil
ls t
o I
ncl
ude
GR
AD
EW
EA
RA
BL
EN
ON
-WE
AR
AB
LE
AN
D A
CC
ES
SO
RIE
SS
KIL
LS
TO
IN
CL
UD
E I
N E
XH
IBIT
3 4 5
9
Tw
o ga
rmen
ts t
hat
can
be
w
orn
tog
eth
er
Sch
ool or
spor
ts o
utf
it –
can
be
one
or m
ore
pie
ces
Pillo
w s
ham
wit
h b
utt
on o
r zi
pper
clo
sin
g,
appliqu
éd d
esig
n,
pip
ing,
or
ruff
le.
Make
you
r
ow
n p
illo
w f
orm
Tot
ebag
or d
uff
el b
ag
wit
h z
ipper
, poc
ket
s, a
nd
lin
ing
Dol
l or
pet
clo
thes
Con
stru
ctio
n t
ech
niq
ues
sam
ple
not
eboo
k
Dre
ssed
, jo
inte
d s
tuff
ed a
nim
al
Sew
n ite
m f
or h
olid
ay
or s
pec
ial oc
casi
onC
onst
ruct
ion
tec
hn
iqu
es s
am
ple
not
eboo
k
Sea
m fin
ish
es a
re r
ecom
men
ded
on
all e
xpos
ed s
eam
s (e
xcep
tkn
its)
. In
terf
aci
ng,
un
der
stit
chin
g, a
nd t
rim
min
g sh
ould
be
use
d w
hen
appro
pri
ate
. C
hoo
se a
t le
ast
fou
r of
th
ese
addit
ion
alsk
ills
for
each
sew
n e
xhib
it:
Make
dart
sS
ew f
aci
ngs
Set
in
sle
eves
Do
a m
ach
ine-
topst
itch
ed h
emA
pply
rib
bin
gsIn
sert
a z
ipper
Sew
a s
imple
col
lar
Han
d-s
titc
h a
hem
Do
a m
ach
ine
blin
d h
emA
pply
bin
din
gsM
ake
bu
tton
hol
esS
ew w
ith
kn
itS
ew t
uck
s or
ple
ats
Matc
h f
abri
c des
ign
Con
stru
ct w
ith
a s
erge
rS
ew r
uff
les
Use
fib
erfill
Han
d-s
ew b
utt
ons
Apply
mach
ine
appliqu
éS
ew in
seam
poc
ket
sA
pply
tri
mIn
sert
pip
ing
Sew
a s
imple
lin
ing
Apply
mach
ine
topst
itch
ing
Sew
patc
h p
ocket
s
Sea
m fin
ish
es a
re r
ecom
men
ded
on
all e
xpos
ed s
eam
s (e
xcep
tkn
its)
. In
terf
aci
ng,
un
der
stit
chin
g, a
nd t
rim
min
g sh
ould
be
use
d w
hen
appro
pri
ate
. C
hoo
se a
t le
ast
fiv
e of
th
ese
addit
ion
al
skills
for
each
sew
n e
xhib
it:
Make
dart
sA
ttach
cu
ffs
Set
in
sle
eves
Apply
bin
din
gS
ew f
aci
ng
Sew
lin
ing
Apply
rib
bin
gA
pply
ru
ffle
sA
pply
a c
olla
rA
pply
mac
hin
e or
han
d a
ppliq
ué
Apply
mach
ine
topst
itch
ing
Inse
rt p
ipin
gIn
sert
a lapped
zip
per
Inse
rt a
n in
visi
ble
zip
per
Inse
rt a
sep
ara
tin
g zi
pper
Inse
rt a
fly
fro
nt
zipper
Con
stru
ct w
ith
a s
erge
rD
o m
ach
ine
qu
ilti
ng
Do
a h
an
d-s
titc
hed
hem
Do
a m
ach
ine-
topst
itch
ed h
emD
o a m
ach
ine
blin
d h
emM
atc
h f
abri
c des
ign
Sew
on
bu
tton
sM
ake
bu
tton
hol
esA
pply
in
seam
poc
ket
sA
pply
patc
h p
ocket
sA
pply
fro
nt
hip
poc
ket
sU
se a
tw
in n
eedle
Apply
tu
cks/
ple
ats
Use
dol
l jo
ints
Use
fib
erfill
Apply
tri
ms
Exh
ibit
s an
d S
kil
ls t
o I
ncl
ude
GR
AD
EW
EA
RA
BL
EN
ON
-WE
AR
AB
LE
AN
D A
CC
ES
SO
RIE
SS
KIL
LS
TO
IN
CL
UD
E I
N E
XH
IBIT
6 7
10
* C
hoo
se f
rom
th
e ca
tego
ries
lis
ted a
bov
e, f
ollo
win
g co
un
ty r
ule
s.
Sch
ool W
ear:
A c
omple
te o
utf
it o
f on
eor
tw
o pie
ces
suit
able
for
sch
ool w
ear.
For
ma
l W
ear:
Th
is o
utf
it m
ay
be
one
or m
ore
pie
ces
suit
able
for
an
y fo
r mal
occa
sion
, su
ch a
s a p
r om
, w
eddin
g,or
for
mal ev
enin
g fu
nct
ion
.
Dre
ss U
p: Th
is is
suit
able
for
spec
ial,
chu
rch
, or
soc
ial oc
casi
ons
that
ar e
not
con
sider
ed t
o be
form
al.
It m
ay
be
an
ou
tfit
of
one
or m
ore
pie
ces
wit
h o
r w
ith
out
its
own
cost
um
e co
at
or jack
et (lin
ed o
ru
nlin
ed). T
his
is
not
an
ou
tfit
th
at
wou
ld b
e w
orn
to
sch
ool.
Sep
ara
tes:
Con
sist
s of
th
r ee
garm
ents
that
mu
st b
e w
orn
as
a c
oord
inate
d,
com
ple
te o
utf
it.
Each
pie
ce s
hou
ld b
eve
rsat
ile
enou
gh t
o be
wor
n w
ith
oth
erga
rmen
ts in
you
r w
ardro
be.
Su
it o
r C
oat: T
he
suit
con
sist
s of
tw
opie
ces:
a s
kir
t or
pan
ts a
nd its
ow
nlin
ed jack
et. It
is
not
a d
ress
wit
h a
jack
et.
Th
e co
at
is a
sep
ara
te lin
edco
at
for
you
r w
ard
robe.
It
will
be
judge
d s
epara
tely
as
a c
oat
wit
hit
s ow
n a
cces
sori
es.
Fre
e C
hoi
ce: Th
ese
are
garm
ents
wh
ich
do
not
fit
in
th
e ot
her
cla
ssi-
fica
tion
s. E
xam
ple
s in
clu
de:
ten
nis
wea
r, s
wim
wea
r or
oth
er a
ctiv
esp
orts
wea
r; lou
nge
wea
r; r
idin
g h
abit
s;h
isto
ric,
dan
ce, th
eatr
ical or
in
tern
a-
tion
al co
stu
mes
; an
d u
nlin
ed c
oats
.
Exh
ibit
s an
d S
kil
ls t
o I
ncl
ude
GR
AD
EW
EA
RA
BL
EN
ON
-WE
AR
AB
LE
AN
D A
CC
ES
SO
RIE
SS
KIL
LS
TO
IN
CL
UD
E I
N E
XH
IBIT
8-1
2*
Sew
n ite
ms
for
you
r h
ome:
Be
crea
tive
in
you
r ch
oice
s. M
ake
item
s th
at
reflec
tyo
ur
leve
l of
sew
ing.
Be
sure
to
incl
ude
the
corr
ect
nu
mber
of sk
ills
. D
ivis
ion
s1-5
: In
clu
de
at lea
st s
ix o
f th
e sk
ills
liste
dto
th
e ri
ght.
Con
stru
ctio
n t
ech
niq
ues
sa
mple
not
eboo
k:
Ass
emble
a n
oteb
ook o
f se
win
g sa
mple
sin
clu
din
g th
e sa
mple
s list
ed in
Lev
el B
:G
rade
6 a
nd L
evel
C:
Gra
de
7.
Con
tin
ue
the
boo
k b
y addin
g adva
nce
d t
ech
niq
ues
of s
eam
ing,
sea
m f
inis
hes
, zi
pper
applica
-ti
on, bou
nd b
utt
onh
oles
, w
elt
poc
ket
s,se
rger
sam
ple
s, a
ddit
ion
al fa
bri
csw
atc
hes
, an
d o
ther
adva
nce
d t
ech
niq
ues
that
you
are
in
tere
sted
in
tes
tin
g.O
rgan
ize
you
r n
oteb
ook u
sin
g page
div
ider
s. I
ncl
ude
a s
epara
te s
hee
t list
ing
at
least
10 t
ech
niq
ues
th
at
you
have
added
to
you
r n
oteb
ook t
his
yea
r.
Sew
ing
ma
chin
e su
rvey
: V
isit
at
least
tw
om
ach
ine
dea
lers
an
d lea
rn a
bou
t th
eva
riou
s m
odel
s th
at
are
ava
ilable
.C
ompile
you
r r e
searc
h in
to a
not
eboo
kan
d lis
t su
ch f
indin
gs a
s co
st,
mach
ine
featu
res,
lit
eratu
re c
olle
cted
, an
d o
ther
info
rmati
on t
hat
wou
ld h
elp d
etail y
our
rese
arc
h.
Incl
ude
sew
ing
mach
ines
an
dse
rger
s. Y
our
repor
t sh
ould
cov
er a
t le
ast
eigh
t dif
fere
nt
mod
els.
Sea
m fin
ish
es a
re r
ecom
men
ded
on
all e
xpos
ed s
eam
s (e
xcep
tkn
its
an
d s
ome
spec
ialt
y fa
bri
cs). I
nte
rfaci
ng,
un
der
stit
chin
g,an
d t
rim
min
g sh
ould
be
use
d w
hen
appro
pri
ate
. Plu
s ch
oose
at
lea
st s
ix o
f th
ese
addit
ion
al sk
ills
for
each
sew
n e
xhib
it:
Make
dart
sA
dd faci
ngs
Matc
h f
abri
c des
ign
Add p
atc
h p
ocket
sA
ttach
cu
ffs
Add g
ath
ers
Sew
wit
h d
ifficu
lt fabri
cS
ew w
ith
kn
itA
dd f
ron
t h
ip p
ocket
sM
ake
shou
lder
pads
Make
self-e
ncl
osed
sea
ms
Use
sh
aped
sea
ms
Cre
ate
bou
nd e
dge
sU
se t
win
nee
dle
sU
se fib
erfill
Add b
onin
gA
dd v
ents
Add u
nder
lin
ing
Make
bu
tton
loo
ps
Inse
rt a
sep
ara
tin
g zi
pper
Do
a m
ach
ine-
topst
itch
ed h
emM
ake
bou
nd b
utt
onh
oles
Make
mach
ine
bu
tton
hol
esA
pply
a c
olla
rD
o m
ach
ine
or h
an
d q
uilti
ng
Con
stru
ct w
ith
a s
erge
rA
dd p
lack
ets
Apply
mach
ine
topst
itch
ing
Add a
dra
wst
rin
gIn
sert
an
in
visi
ble
zip
per
Inse
rt a
fly
fro
nt
zipper
Do
a m
ach
ine
blin
d h
emM
ake
ple
ats
Make
slee
ves
Add lin
ing
Apply
mach
ine
or h
an
dappliqu
éD
o h
an
d b
eadin
gA
dd lapel
sU
se s
pec
ialt
y th
reads
Add r
uff
les
Add in
seam
poc
ket
sIn
sert
a lapped
zip
per
Do
a h
an
d-s
titc
hed
hem
Inse
rt e
last
icM
ake
tuck
sIn
sert
pip
ing
Apply
rib
bin
gA
pply
tri
mM
ake
a n
eckban
dS
ew o
n b
utt
ons
Add a
wais
tban
dA
dd w
elt
poc
ket
sIn
sert
a h
and-p
icked
zip
per
Make
self-c
over
ed b
utt
ons
DE
FIN
ITIO
N O
F A
N O
UTF
IT:
An
ou
tfit
is
a g
arm
ent
or g
arm
ents
th
at
wh
enpu
t to
geth
er m
ake
a c
omple
te loo
k,
such
as
a o
ne-
or
two-
pie
ce d
ress
;on
e- o
r tw
o-pie
ce p
an
t su
it;
or a
th
ree-
pie
ce c
ombin
ati
on s
uch
as
pan
ts,
vest
, an
d s
hir
t.
11
Youth Learning CharacteristicsBelow you will find a list of characteristics that are common to children in four age
levels. Please remember, however, that children develop at their own pace, and all char-acteristics will not be observed in all children at the same age. You should find thisoutline helpful as you work with youth of different ages. (Adapted from Ages and Stagesof Child and Youth Development [NCR-292] by Judith Myers-Walls, associate professor,Child Development and Family Studies, Purdue University.)
10-11 Years Old• Are active, full of energy, and anything but quiet. Activities should encourage
physical involvement.• May often change interests, jumping from one thing to another. Activities divided
into small pieces or steps work best.• Are fairly concrete thinkers and tend to be more attentive if they have an opportunity
for hands-on learning (seeing and doing, rather than just listening).• Are just beginning to think logically and symbolically and are beginning to under-
stand abstract ideas. As they consider an idea, they think it is either right orwrong, fun or boring (there is very little middle ground).
• Look for adult approval and have a strong need to feel accepted and worthwhile.Adults should provide lots of encouragement and recognize even small successes.
• Prefer individual evaluation to group competition. Instead of comparing successwith others, youngsters prefer to know how much they have improved and whatthey should do to be better next time. They are easily embarrassed about doingeither better or worse than their friend.
• Are beginning to move out of the stage in which the satisfaction of completing aproject often comes from pleasing the leader or parent rather than from the valueof the activity itself.
12-13 Years Old• May begin growth spurts at this age, with girls maturing faster than boys. These
rapid changes may make some teens uncomfortable with their changing bodyimages.
• Approach of puberty sets off a roller coaster ride of hormones and emotions, pre-senting a major challenge to a young person’s self-concept.
• Are faced with so many changes, they hardly know who they are. They begin totest values and identities and seek adults who are accepting and willing to talkabout values and morals.
• Desire a sense of independence from parents, and are concerned about being likedby friends. Opinions of peers become more important than opinions of parentsand other adults in the areas of dress, music, and activities.
• Are moving from concrete to more abstract thinking. Ready-made solutions fromadults are often rejected in favor of finding their own solutions. Small groupsprovide an opportunity to test ideas.
• Are easily embarrassed by comparisons to other young people. They want to bepart of something that is important and that provides an opportunity to developresponsibility.
• Place importance on justice and equality. Judging of projects is viewed in terms ofwhat is fair. Ribbons are seen as reflections of the individual’s self-worth insteadof feedback on a specific project.
12
14-16 Years Old• Tend to be very concerned with themselves and their peer group. Relationship
skills become a priority. Many begin dating, and acceptance by members of theopposite sex may become important.
• Are becoming aware of their own special abilities and talents, so this is a goodtime to introduce them to leadership roles.
• Are beginning to think about the future and make realistic plans, so their voca-tional goals often influence the activities they select.
• Are mastering abstract thinking, so they imagine new ways of doing things thatsometimes challenge adults.
• Set their goals based on feelings of personal need and priorities. Any goals set byothers are likely to be rejected.
• Can initiate and complete tasks without supervision. Leader’s role should be thatof adviser/coach.
17-19 Years Old• Place importance on future plans as they begin making the transition to adult life.
Their goals for the future influence which activities they continue.• Determine their own schedule, in most cases, and only general directions are
needed when they are assigned familiar tasks.• Develop close relationships as they become preoccupied with their need for intimacy.• Make and carry out serious decisions, but still need adults for support and guid-
ance. Adults no longer control activities, but should serve as resource people,helping to stimulate teens’ thoughts.
Action DemonstrationsAn action demonstration is a fun way for a 4-H member to share with others what he
or she has learned from the 4-H project. It is similar to the show and tell from school,but the 4-H’er devotes more attention to getting the audience involved in a hands-onactivity instead of just showing them. Action demonstrations can be given anywherethere is a group of people, such as a county or state fair, shopping mall, street fair, or 4-Hevent. The demonstrator’s job is to interest people in the topic being presented so theywill stop and try their hand at what is being done. The best way to attract attention is byhaving people around a table doing an activity. People love to do hands-on activities, soa few people at the table doing something will attract others. The audience may beinvolved by doing what the demonstrator is doing, judging the quality of various items,playing a game, or answering questions. Some suggestions for sewing action demonstrations:
• Demonstrate sewing on a button and have extra buttons, needles, thread, andfabric so others can try.
• Talk about types of zipper applications or seam finishes and show both good andpoor examples that the audience can judge.
13
14
Sample Score Sheets
very good good needs
GENERAL APPEARANCECleanlinessPressed SELECTIONChoice of patternChoice of fabricChoice of thread WORKMANSHIPCut on grainStitching straightStitching — no loose threadsStitching even/tensionSeams pressed openSeam finishHeading even in widthElastic flat and secureCrotch curveHems
Exhibit contains the required number of skills for this level: YES__ NO__
COMMENTS:
Sew Much Fun Score SheetSkirt, Shorts, or Pants with Elastic Waist
Name
Club Placing
4-H 930ANew 8/01
improvement
Sew Much Fun Score SheetMiscellaneous Items
Name
Club Placing
Type of Article
very good good needs
GENERAL APPEARANCECleanlinessPressed SELECTIONChoice of patternChoice of fabricChoice of notions WORKMANSHIPCut on grainSeam finishEnclosed seamsInterfacingLiningFlat corners/no excess bulkHems evenCurved seams lie flatStitching — machineStitching — handZipperUse of batting/fiberfillAppliquéTrims
Exhibit contains the required number of skills for this level: YES__ NO__
COMMENTS:
4-H 930DNew 8/01
improvement
Sew Much Fun Score SheetBlouses, Shirts, and Vests
Name
Club Placing
very good good needs
GENERAL APPEARANCECleanlinessPressed SELECTIONChoice of patternChoice of fabricChoice of notions WORKMANSHIPDarts, gathers, pleatsCollarFacingsInterfacingsLiningsSeams (finish and width)Buttonholes, snaps, etc.SleevesCuffsHemsStitching — machineStitching — hand
Exhibit contains the required number of skills for this level: YES__ NO__
COMMENTS:
4-H 930BNew 8/01
improvement
improvement
Sew Much Fun Score SheetSkirt, Shorts, or Pants with Zipper
Name
Club Placing
very good good needs
GENERAL APPEARANCECleanlinessPressed SELECTIONChoice of patternChoice of fabricChoice of notions WORKMANSHIPCut on grainStitching — machineStitching — handSeams pressed openSeam finishPlacket/zipperCrotch curvePocketsDarts, gathers, pleatsWaistbandButtons, hooks, snapsHems
Exhibit contains the required number of skills for this level: YES__ NO__
COMMENTS:
4-H 930CNew 8/01
15
Sample Score Sheets
Sew Much Fun Score SheetDresses and Jumpers
Name
Club Placing
very good good needs
GENERAL APPEARANCECleanlinessPressed SELECTIONChoice of patternChoice of fabricChoice of notions WORKMANSHIPDarts, gathers, pleatsCollarFacingsInterfacingsLiningsSeams (finish and width)Enclosed seamsZipper or closingButtonholes, snaps, etc.SleevesWaistlineHemsEnclosed seamsStitching — machineStitching — hand
Exhibit contains the required number of skills for this level: YES__ NO__
COMMENTS:
4-H 930ENew 8/01
improvement
Sew Much Fun Score SheetSuits, Jackets, and Coats
Name
Club Placing
very good good needs
GENERAL APPEARANCECleanlinessPressed SELECTIONChoice of patternChoice of fabricChoice of notions WORKMANSHIPDarts, gathers, pleatsFacingsInterfacingsLiningCollars/lapelsPlacket/zipperButtonholes, snaps, etc.WaistbandPocketsSleevesShoulder padsHemsSeams (width and finish)Enclosed seamsStitching — machineStitching — hand
Exhibit contains the required number of skills for this level: YES__ NO__
COMMENTS:
4-H 930FNew 8/01
improvement
Sew Much Fun Score SheetSewing Machine Survey
Name
Club Placing
very good good needs improvement
GENERAL NOTEBOOKOrganized presentationSpelling and grammarCharts, graphs, labels INFORMATIONSewing machinesSergersCostsFeaturesProduct literatureOther details
Report meets all requirements for this level: YES__ NO__
COMMENTS:
4-H 930GNew 8/01
Sew Much Fun Score SheetConstruction Samples Notebook
Name
Club Placing
very good good needs
GENERAL APPEARANCEOrganized presentationCharts, graphs, labelsSamples securely mounted CONSTRUCTION SAMPLES (not all samples required for each level; see project guidelines for specific requirements)Marking techniquesSeamsSeam finishesUnderstitchingGatheringZippersButtonholesButtonsPocketsAppliquéDartsInterfacingsClosuresHandstitching samplerTopstitchingFabric swatchesSerger swatchesOther
Notebook meets all requirements for this level: YES__ NO__
COMMENTS:
4-H 930HNew 8/01
improvement
16
Glossary
Levels A, B, and C of the sewing manuals each contain a glossary. Terms found in thoseglossaries are italicized, underlined, and in bold type when they first appear in the manual. This isan alphabetized list of the terms from all three of those glossaries. Some terms appear twice in thislist because they appear in different levels of the curriculum with slightly different definitions. Theearliest definition appears first.
Adjustment line – pattern marking or a line drawn on pattern for lengthening or shortening. (Level B)
Appliqué – a decoration made by cutting pieces of one fabric and applying them to the surface ofanother. (Level B)
Backstitching – stitches that are made at the beginning and end of a line of stitching to keep thethreads from pulling loose. To backstitch, place the needle 1/2" from the edge of the fabric andstitch back to the edge. Stitch forward to the other end of the seam, and then stitch backward1/2". The two lines of stitching should be right on top of each other. (Level A)
Backstitching – taking short backward stitches to secure a line of stitching. (Level B)
Baste – a way to hold items together by using large stitches that will be taken out later. Set thesewing machine for six stitches to an inch for basting. (Level A)
Basting – long temporary stitches used to hold fabric in place during fitting or construction. (Level B)
Batting – cotton, wool, or polyester fiber that is wadded into rolls or sheets and used for stuffingitems or for lining quilts. (Level B)
Bias – a diagonal line between the lengthwise and crosswise grain of fabric. (Level A)
Bias binding – manufactured bias binding is available in two widths, 1/2" and 1" with ready-pressedseam allowances of 1/4" on both edges. (Level A)
Binding – a narrow fabric or bias strip used to finish raw edges. (Levels A and B)
Blind hem – to stitch either by machine or hand so that the stitches do not show. (Level B)
Bobbin – holds the thread for the underside of the seam. (Level A)
Boning – utilized in the bodice of dresses to stabilize or shape. Boning may be made of severaldifferent materials, typically flexible spiral steel. (Level C)
Bound buttonholes – these are made by stitching strips or patches of fabric to the buttonholelocation. The fabric is then cut and the strips or patches are turned to the wrong side, thus“binding” the edges of the opening. These buttonholes are well-suited to tailored garments. (Level C)
Button loops – may be substituted for buttonholes. They are particularly useful for sheer orlightweight fabrics where handling should be kept to a minimum. Loops are most often made ofself-fabric tubing, but purchased decorative braid may be used. (Level C)
Cotton blend – a fabric made of part cotton and part something else like polyester or nylon. Thefabric label will tell you what the fabric is made of. The label is usually found on the end of thecardboard bolt. (Level A)
Crosswise ends – the width (short) ends of a piece of fabric. (Level A)
Crosswise grain – threads that run across the width (short side) of the fabric. (Level B)
Crosswise threads or grain – threads that run across the width (short side) of the fabric. (Level A)
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Darts – folds tapered to a point, stitched into a garment to give it shape. (Level B)
Doll joints – commercially produced and ready for purchase, one joint consists of 2 discs, 2washers plus 1 pop rivet or 1 cotter pin or a lock nut and bolt (washers are not necessary withlock nuts). (Level C)
Ease – extra fabric or fullness that must be worked into a seam allowance when one piece of fabricis slightly larger than another. (Level A)
Edge stitching – stitching near the edge of the fabric. (Level B)
Excess seam allowance – extra fabric in the seam that should be trimmed to remove bulk or helpgive a smoother appearance. (Level A)
Facing – fabric cut on the same grain as the garment, used to finish open edge of a garment suchas the neckline, armhole, or center front. (Levels A and B)
Fly front zipper – primarily used on menswear but also a popular fashion detail on girls’ andwomen’s garments. (Level C)
Front hip pockets – are attached to the garment at the waist and side seams. These pockets aremade by utilizing two pattern pieces, a pocket piece and a facing piece. (Level C)
Gathering – fullness obtained by drawing up bobbin threads or stitched-over cording. (Level B)
Grade – the trimming of seam allowances to different widths in order to reduce bulk. (Level A)
Grainline – the lengthwise threads and crosswise threads of the fabric should form right angles. (Level A)
Hand picked zipper – a zipper application that is finished by hand stitching the lap that covers thezipper. The hand stitches are very short, with long spaces between them. (Level C)
Hem – a finished edge on a garment that is made by folding the selvage or raw edge under andstitching it down. (Level A)
Inseam pocket – pockets that are applied so that they appear in the side seam of a garment. (Level B)
Inseam pockets – pockets that are sewn right into the side seam. They lie flat against the body anddon’t break the line of the skirt or pants. (Level B)
Interfacing – fabric used in waistbands, shirt fronts, and collars to provide support and keep themfrom rolling or stretching. (Levels A and B)
Invisible zippers – allow the zipper tape and coil to be inserted into the seam of a garment resultingin only the zipper tab showing. They are ideal for formal wear and close-fitting garments withclean lines and/or side zips. (Level C)
Lapped zipper – may be used in the center back seam or in the side. There is only one line ofstitching visible on the finished zipper and the zipper is covered completely. (Level C)
Layout – the position of pattern pieces on fabric to be cut. (Level B)
Lengthwise grain – threads that run the length (long way) of the fabric in the same direction as theselvage. (Level B)
Lengthwise threads or grain – threads that run the length (long way) of the fabric in the samedirection as the selvage. (Level A)
Lockstitch – a way to keep stitches from coming out by stitching in place several times. Set thestitch length to 0", make 2 or 3 stitches, then reset the stitch length and continue sewing. (Level B)
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Nap – the soft or fuzzy surface on fabric. Items to be made of fabric with a definite nap should becut out so that all pieces have the nap running either up or down. If the nap runs up toward thetop of the item, the color will appear darker. If the nap runs down toward the bottom of the item,the color will look lighter and have a slight shine. (Level B)
Notches – diamond-shaped markings that show where a seam is to be matched with a notch onanother pattern piece. (Level B)
Off-grain – the lengthwise and crosswise threads in the fabric are not at right angles. (Levels A and B)
On-grain – the lengthwise and crosswise threads in the fabric are at right angles. (Level A)
Patch pocket – a flat pocket on the outside of a garment. (Level B)
Patch pockets – are attached to the outside of the garment. The pockets can be round, square, ortriangular in shape. (Level C)
Pattern guide – the instruction sheet that is found inside your pattern envelope. (Level A)
Piping – a rounded strip of cloth used for trimming garments or decorative fabrics. (Level B)
Placket – a slit in a garment (as a skirt) often forming the closure. (Level B)
Pleats – folds of fabric used to control fullness. They may be placed singly or in a series. They maybe crisp (pressed or stitched) or soft (unpressed). (Levels B and C)
Preshrinking – machine washing and drying fabric before you cut out the garment. This is toshrink the fabric before it is cut. (Levels A and B)
Raw edge – the cut edge of a piece of fabric. (Level A)
Regular stitch – permanent stitch for seams. The length depends on the fabric but would usuallybe 10-12 stitches per inch. (Level B)
Remnants – fabric that is left over at the end of a bolt of fabric in the store or scraps left over fromsewing projects. (Level A)
Ribbing – a raised ridge in knitted material or cloth. (Level B)
Ribbing – a stretchy knit fabric that is sold either by the yard or in packaged quantities cut andfinished to a specific width. Typically applied to necklines or on bottoms of sleeves for cuffs.(Level C)
Right side of fabric – the side of the fabric that faces out when you see the item or wear thegarment. (Level A)
Ruffle – a strip of frilled or closely pleated fabric used for trimming or decoration. (Level B)
Seam – the joining two fabric edges. Seams are usually stitched with a stitch length of 10-12stitches per inch. (Level A)
Seam allowance – the amount of fabric between the cut edge and the stitching line. This is usually5/8" but may be as little as 1/4". (Levels A and B)
Seam gauge – a 6" tool that is useful for measuring hems or seams. (Level A)
Self-enclosed seams – all seam allowances are enclosed, which avoids the necessity of a separateseam finish. These seams are especially appropriate on sheer fabrics. (Level C)
Selvage – (pronounced SELL-vij) – the narrow, tightly woven strip along the length (long side) of thefabric. (Level A)
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Selvage – either of the two lengthwise bound edges of uncut fabric. (Level B)
Separating zipper – a zipper that completely separates, such as for a jacket or sweater. The bottomof the zipper has metal tabs for starting the pull, while a regular zipper is clamped together tonot separate. (Level C)
Serger – a machine that can be used to stitch, trim, and overcast a seam in one operation. (Level B)
Sham – a decorative covering for a pillow. (Level A)
Shank button – this type of button has a solid top and a shank or stem underneath for sewing on.The shank may be in one piece with the button or may consist of a wire loop. (Level B)
Shaped seams – seams that are designed to fit the body’s contours. (Level C)
Simple seam finish – a line of stitching that is done along a seam edge to keep fabric from raveling.(Level A)
Sleeve cap – the rounded upper portion of the sleeve between the front and back notches indicatedby the pattern piece. (Level B)
Staystitching – machine stitching through a single thickness of fabric to keep it from stretching.This is usually done on curved areas. Sometimes patterns have small arrows in the seamline toshow the direction for this stitching. Staystitching is usually placed 1/2" from the raw edge ofthe cut piece. (Level A)
Staystitching – regular stitching usually placed 1/2" from raw edge of a piece that has been cut off-grain; used to maintain the pattern grainline. (Level B)
Stitching in the ditch – stitching that is done on the right side of the garment with the loose edgeunderneath. Stitching is done in the seamline through the seam or previous stitching. This isused to fasten loose edges. (Level A)
Topstitching – a line of stitching done on the right side of the fabric that can be used for decorationor to hold the seam allowances of a plan seam flat. (Levels A and B)
Tucks – small folds in fabric that are stitched in place as a design feature. (Level B)
Tucks – stitched folds of fabric that are most often decorative in purpose. (Level C)
Twin needles – two needles joined together with a common body or shank. They can be used onsome machines for straight or decorative stitching (see your sewing machine manual). (Level C)
Underlining – a lightweight fabric that is applied to the wrong side of the garment fabric to giveadditional strength, support, and durability to the garment. (Level C)
Understitching – stitching that is done to help create smooth edges that are sharp and flat. It alsohelps keep the facing from showing on the right side of the garment. After a seam is pressedtoward a facing, the understitching is placed close to the seam edge on the facing so that thestitching catches both seam allowances. (Levels A and B)
Vent – A slit in the back of a garment. (Level C)
Welt pocket – a pocket that has the opening covered with narrow strips of fabric resulting in no rawedges showing. (Level C)
Woven cotton – fabric made of cotton yarns that go over and under each other. (Level A)
Woven fabrics – fabric that is made by yarns going over and under each other. (Level A)
Wrong side – the side of the fabric that you do not see in a finished item, or the side of a garmentthat is against your skin when you wear it. (Level A)
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