Stitch Without a Hitch

J ES S I CA H O LO W I CK I L D T 7 111
 Fast fashion has taken the world by storm over the last
decade. While clothing is more affordable now, it ends
up in landfills faster than ever before due to the poor
quality of materials used and/or poor quality of
Problem construction. Additionally, the cost of replacing clothing
more frequently may not be feasible for those with a
less flexible income. Our mindset around clothing has
also changed, and the commonplace mending skills of
yesterday are hardly seen outside of the DIY scene now.
 Host a 2-hour community workshop where interested
learners will be taught basic hand stitching that can be
used to repair their favorite garments or customize
Solution clothes that could use a breath of fresh air. 
This session would be ideal for programming at a local
library or community center, where the barrier for entry
is as low as possible to attract new learners.
 While there are plenty of online resources on mending
for those who are interested to peruse, beginners can get
easily overwhelmed by the variety of methods and
difficulty. They also may not know which supplies are
necessary to get started, as opinions online can vary.
Why An in-person workshop is a great way to mitigate this
This? uncertainty. Beginners will learn about basic tools and
materials and focus on simple needlework that can be
performed at home. Ideally, this will build a foundation
for further learning outside of the workshop,
supplemented by recommended free resources that can
be found online and at their public library.

Overall Goal
Learners will gain a basic
understanding of what
mending is, how it is used to
repair and customize clothing,
and how to achieve this using
basic tools provided during
the workshop
Learning Outcomes
Learners will be able to:
◦ identify basic methods of mending and their
functional or aesthetic purposes  
◦ demonstrate how to tie a starter knot on their
needle and how to tie off their thread when
they are done stitching 
◦ demonstrate forms of hand-stitching such as:
◦ straight stitch 
◦ basting stitch
◦ blanket stitch
◦ backstitch
◦ overhand stitch
◦ how to sew on a button
 We will focus on adults ages 20-35 
◦ They want to extend the lifespan of their wardrobe for
either financial, environmental, or creative reasons,

Who are our

more than likely a mix of all three
◦ They are beginners with next to no experience with
sewing of any kind
learners? ◦ They want a guided approach for their initial foray
into mending, which help them decide to pursue
further learning on their own time
Learner Profile: Angela

Angela is a 26-year-old college graduate who just started living

on her own. She keeps a strict budget of her monthly expenses so
she always knows where her income is going. However, she is
also aware that some of her wardrobe staples, like her work
trousers, are starting to wear from consistent use. She worries
about what will happen if a seam rips and if she’ll be able to
replace them quickly with something comparable, as she is
particular about what kind of clothes she buys. As a kid, Angela
sometimes watched her grandmother sew buttons back onto
shirts and tried to learn how to sew, but quickly lost interest. As
an adult, she feels more motivated to try again in order to keep
these clothes around longer and minimize the impact on her
budget.
Learner Profile: Marcy

Marcy is a 33-year-old woman with a husband and 6-year-old son. Her son plays
outside often and can be rough on his clothes. Although they have the means to
replace them when needed, her son has gotten very attached to some of his favorite
shirts. As a result, he refuses to get rid of one after he accidentally tears a hole in the
front. It’s been sitting on his dresser for a few days, and Marcy wants to help him fix
it if she can. Her mind also wanders to her favorite dress, which has been buried in
her closet ever since she snagged the hem on a door frame. It would be nice to get a
little more mileage out of otherwise good clothing, but she doesn’t know where to
even start
Learner Profile: Serena

Serena is a 21-year-old undergrad student who enjoys dressing up and

making a statement with her outfits. Lately, her wardrobe feels a bit
lacking. She isn’t one to get rid of clothes that are still wearable, but some
of her garments just don’t speak to her like they used to. For example, she
doesn’t like the length of one of her skirts and wishes she could shorten it
or change the hem line to give it a little pizzazz. She’s tried using safety
pins to attach patches onto the elbows of a jacket and likes how it looks,
but wants it to be more securely attached. Serena thinks experimenting
with sewing could be fun, but doesn’t want to sink money into a sewing
machine that she’s not sure she’ll use or have room to store.
Workshop Outline
 Content Learning Activity
Outline the main uses of mending:  Icebreaker – Group Map:
◦ Repair (ex. busted seams, worn holes, lost button, ◦ Learners will write their name on
frayed hem) 
a piece of paper
Module 1 ◦ Alteration (ex. adjusting hemlines, taking in
seams)
◦ They will introduce themselves,
Introduction Icebreaker – Group Map
briefly share their reason and a
craft project they are excited to
Outline the benefits: undertake (it doesn’t have to be
◦ Extend the lifespan of garments related to mending)
Time: 20 minutes
◦ Save money spent on replacing clothes ◦ After introducing themselves, each
Outcome: - ◦ Reduce environmental footprint of frequently learner will tape their piece of
discarding clothes  paper underneath one of the three
Assessment: - benefits of mending that they are
Outline contents of mending kit and how
most interested in
they’ll be utilized
◦ Needle and thread – join fabric ◦ The instructor can further engage
◦ Safety pins – hold fabric together while stitching learners by polling (via raising
◦ Buttons – spares in case of missing button hands) how many people’s interest
◦ Small scissors – cut fabric and thread
was piqued by more than one
◦ Thimble – worn on finger to help push needle
benefit, and by all three, which
through thick fabric
leads into the rest of the lecture

Module 2
Straight Stitch
& Basting
Stitch
Time: 20 minutes
Outcome: Learners can identify
straight stitch and basting stitch,
the differences between them,
their respective uses, and can
execute them on fabric
Assessment: Instructor
feedback, peer feedback,
comparison to provided example
Content Learning Activity
Outline straight stitch and its uses,
demonstrate w/ visuals in PowerPoint
Breakout groups
◦ Learners will split into groups of 4
◦ Good for joining fabric, simple
hems, gathering fabric, applying
(depending on class size) and
practice performing straight and
patches basting stitch on provided fabric. 
Outline basting stitch, demonstrate w/
◦ This will give them the
opportunity to support each other
visuals in PowerPoint
and compare their work to the
◦ Good for holding fabric in place
example provided by the
while stitching; alternative to using PowerPoint, with an instructor
pins available for additional assistance
◦ Similar to straight stitch, but with
much longer stitch length; meant to
be removed after securing fabric

Module 3
Blanket Stitch
& Backstitch
Time: 30 minutes
Outcome: Learners can
identify blanket stitch and
backstitch, their respective
uses (functional and aesthetic),
and can execute them on fabric
Assessment: Instructor
feedback, peer feedback,
comparison to provided
example
Content Learning Activity
Outline blanket stitch and its uses, Breakout groups
demonstrate w/ visuals in PowerPoint ◦ Learners will split into different
◦ Good for joining fabric at the edges,
decorative edging, and applying
groups of 4 and practice
performing blanket and backstitch
patches on provided fabric. 
Outline backstitch, demonstrate w/
◦ They will once again have the
opportunity to support each other
visuals in PowerPoint
and compare their work to the
◦ Good for mending seams and zipper
example provided by the
edges and decorative stitching  PowerPoint, with an instructor
available for additional assistance
Both stitches exemplify mending as a
functional and decorative activity

Module 4
Overhand
Stitch &
Buttons
Time: 40 minutes
Outcome: Learners can identify
overhand stitch, its uses, and
carry it out on fabric. They will
also be able to sew a button onto
fabric and how overhand stitch
can be used to create a
functioning buttonhole.
Assessment: Instructor feedback,
peer feedback, comparison to
provided example
Content
Outline overhand stitch and its uses,
demonstrate w/ visuals in PowerPoint
Button exercise
◦ Good for finishing fabric edges,
create buttonholes
◦ Buttonholes should be slightly
longer than the desired button,
and can be measured out with a
pencil before cutting fabric and
finishing with overhand stitch
◦ Outline how to sew on a button,
demonstrate w/ visuals in
PowerPoint
These mending techniques can be used
in tandem to securely close an opening
in a garment/project
Learning Activity
◦ Learners will split into pairs and
sew a button from their mending
kit onto their fabric
◦ Then, they will switch fabrics with
their partner and create a
buttonhole using scissors and
overhand stitch to fit their
partner’s button.
◦ Learners will then go around the
room and examine which
buttonholes hold up best, with
input from the instructor which
stitch characteristics work best
and what can be improved upon
 The Button Exercise will be introduced after the instructor has covered both
Module 4 sewing on a button and overhand stitch instructions. 

Learning 1. Recall to learners how overhand stitch can be used to finish the edges of
buttonholes, and that for this exercise they will be creating one to fit a button
Activity: Button from their partner's mending kit

Exercise 2. Learners will split into pairs, and first sew a button of their choosing onto
their fabric using the technique they just learned. Once each partner's button
is secured, they will switch fabric with each other. They will cut an opening 
Time: 10 minutes that will fit the button three inches away from any edge of the fabric (to
Materials: Fabric from prevent placing the buttonhole too close to the button) and finish it with an
Learning Activity overhand stitch.
◦ The instructor should move among the pairs during this activity, assisting
learners who may be struggling.

3.At the end of the exercise, the pairs will place their fabrics together on a table.
Learners will then go around the table to inspect each other's handiwork with
guidance from the instructor.
 Assessment for the Button Exercise will begin with learners inspecting each
other's handiwork before the instructor begins a guided critique of the finished
pieces. They are encouraged to try fastening each other's button examples to get
Module 4 an idea of what works and what does not.
Button Exercise Understanding of the information will be determined by three components:

Assessment 1. Can the button fit through the buttonhole?

2. Does the closure stay together after being lightly jostled/tugged?
Time: 20 minutes
3. Is stitching around the buttonhole close enough to protect the fabric
Materials: Powerpoint, underneath from fraying?
mending kit, fabric
The instructor will select examples from the group to illustrate which aspects of
their techniques work well and which aspects need improvement.
 Content Learning Activity
Close out session and hand out Closing Q& A:
resources flyer ◦ Answer additional questions, such
◦ Flyer will include free resources as:
available online and highlight books ◦ "How can I learn to do [other
Module 5 and materials available at the local mending technique]?"
library
Closing ◦ "Will there be another class to
go with this one?"
Closing Q&A
◦ "How will I know if I should get
Time: 10 minutes Re-iterate to learners that with the
a sewing machine?"
stitches they learned in class today,
Outcome: - they are well on their way to making
Assessment: - more informed choices about how they
use and handle their clothing