This class is divided into a series of sections or “modules”, each of which concentrates on a particular large technology-related topic in a cultural context. The class will start with a four-week module on Samurai Swords and Blacksmithing, followed by smaller units on Chinese Cooking, the Invention of Clocks, and Andean Weaving, and end with a four-week module on Automobiles and Engines. In addition, there will be a series of hands-on projects that tie theory and practice together. The class discussions range across anthropology, history, and individual development, emphasizing recurring themes, such as the interaction between technology and culture and the relation between “skill” knowledge and “craft” knowledge.

Culture Tech evolved from a more extensive, two-semester course which formed the centerpiece of the Integrated Studies Program at MIT.  For 13 years, ISP was an alternative first-year program combining humanities, physics, learning-by-doing, and weekly luncheons.  Culture Tech represents the core principles of ISP distilled into a 6-unit seminar. Although many collections of topics have been used over the years, the modules presented here are a representative sequence.

Throughout this lesson, the students will learn about the history of weaving and the different types of fabric weaves. This is designed to take one 50-minute class period, but it may take 2 class periods for the students to complete all of their sample weaves. 

This project-based course will explore the future of textiles, focusing particularly on blending rich crafting traditions with new technologies. Topics will include textile-based electronics, textile fabrication, algorithmic pattern design, and composites. We will experiment with a wide range of fibers, yarns, and fabrics including traditional materials like wool and cotton as well as metal fibers and yarns, fusible plastics, papers, and resins. We will also explore techniques like felting, laser cutting, CNC knitting, digital printing, and CNC embroidery. Students will complete weekly hands-on assignments and a final project.
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Poster for Federal Theatre Project presentation of "The Weavers" at the Mayan Theatre, Hill St. at 11th, Los Angeles, Calif., showing a woman working at a loom.

Imagine having to make every piece of clothing you wear. What tools would you use? How long would it take to make them? Where would you even start? Join Jefferson Patterson Park and Museum’s Curator Betty Seifert as she demonstrates the process of weaving with a combination of looms you can make at home up to larger vintage ones. Use to support Maryland standards for Math for Grade 4 or Maryland Social Studies frameworks for Grades 5 and 6. For Grade 4 Mathematics, Geometry, 4.G.A.3 have students plan their own simple weaving pattern with two colors and 4-10 warp/weft threads (so it can be planned on a grid from 4x4 up to 10x10). Before beginning their weave, student demonstrate whether their design is symmetrical using prior experience; students can weave in the classroom using a simple loom or with warp threads taped or velcroed at each end as seen in the video. For Grade 5 Social Studies Framework, Content Topic "Urbanization, Industrialization, and Immigration" have students weave using a simple loom or with threads taped/velcroed as seen in the video; allow them to experiment but have all students attempt to weave cotton duck fabric by passing two weft thread through the warp threads. Tightly woven fabric like this was a major product of Baltimore mills after the Civil War. Have students research housing and working in these mills. For Grade 6 Content Topic "Scarcity and Economic Decision-making" have students weave in the classroom with a simple loom or threads taped/velcored as seen in the video. Have students experiment with how long of time is needed to create a large enough cloth that might be useful then postulate how the development of different looms affected the scarcity of fabric and cloth and decreasing skill needed for weaving could have affected trading economies. If you evaluate or use this resource, please respond to this short (4 question) survey here bit.ly/3IhrtYs