Weaving a Storytelling Interface 2: Indigenous Making & Math

For Native American Heritage Month we present part two of our Indigenous making project that combines art, culture, mathematics, and weaving (part one is here). This project is inspired by Diné artist Will Wilson's eyeDazzler that references the diamond patterns found in traditional Navajo textiles. However, instead of wool, the entire tapestry is created out of tiny squares of glass, and features a specific form of the QR (“Quick Response”) code. When scanned the QR code triggers this video featuring the artist's community discussing the weaving process in their language:

Embedding stories in textiles and other artifacts can help students communicate clearly and express themselves by making seed bead bracelets that are embedded with QR codes that trigger stories. A bead loom is a tool used to weave beads together. Beading looms all have the same basic design with weaving achieved by inserting the weft threads (side to side threads) over and under the stationary warp threads (up and down threads). For this project, students will use graphing paper (PDF included) or online software to create their designs, then make bracelets using a mini seed bead loom. The bracelet with the QR code is a storytelling interface.

Other Indigenous artists who use QR codes and related technology include:

Guillermo Bert (Chile) and Encoded Textiles

Amelia Winger-Bearskin (Seneca-Cayuga) and Wampum

Cannupa Hanska Luger (Mandan, Hidatsa, Arikara, Lakota) and Every One

Anuradha Reddy and Internet of Towels

Virtual Bead Loom CDST (software), Google Sheets, or graph paper

Pencils or thin markers (for paper)

Metal bead loom kit with beads, thread, etc.

QR code generator

The traditional bead loom is a great way for students to learn how Indigenous mathematical and computational ideas can be found in heritage artifact designs (see more examples from csdt.org). The bead loom is laid out much like a Cartesian coordinate system with beads in rows and columns. Spend time with students exploring the four-fold symmetry in Native American designs. Ask students to talk about the geometric concepts the designs have in common.

Refer to common core math standards, if necessary. For example, a grade 4 student must recognize a "line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts."

Create a short story that will triggered when someone scans the QR code embedded in the seed bead bracelet (see next steps). Students can record and upload to the Web as an audio file, a video clip or animation (i.e., via YouTube). They will use the URL (web link) to generate a QR Code.

For audio, students can use Reverb to record their stories. For video they can use webcams (computers) or smartphones and save the video files for upload to YouTube or another online video sharing platform.

A basic fundamental of QR codes is that the pattern of pixels (like grid squares or beads) in the image is a direct graphical representation of the data it contains. In a static QR code the actual destination website URL is placed directly into the image and can’t be modified. For this project students can make static or dynamic QR codes in which short URLs (web links) re-direct the user to the intended destination web page URLs, which can be changed multiple times after the QR code has been created. There are several free QR code tools that can be used to generate unique codes for students to use such as this one.

Note: Keep the QR code simple, with larger and fewer black squares. This will make it easier to re-create on the bead loom.

There are few ways to create the overall (basic) designs for the seed bead bracelet including using graph paper (included as a PDF), Google Sheets (see Make Art With Google Sheets lesson), or try the Virtual Bead Loom culturally situated design tool (CSDT) to create the designs.

Make sure to incorporate the QR codes (see image) in the designs. Students can download or take screen shots of their QR codes, print them out, and use them in their final designs.

Note: With Google Sheets and the Virtual Bead Loom CSDT, students can translate the art/craft and math knowledge into computation. However, using a computer/laptop is not necessary for this step.

Making seed bead bracelets using a loom is something people of all ages can learn how to do. However, the smaller beads and detail needed for the QR codes requires a little more patience (ex. for middle to high school age and older). Please keep this in mind for this step and follow these instructions to set up and use the metal bead looms:

https://www.youtube.com/watch?v=ScjJsOIQP3w

Once the seed bead bracelet is done, test out the QR code to make sure it triggers the URL (story). The image above is a summary of the steps required to make it work.