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Wildcraft

Wildcraft

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Curriculum – Craft Kit

Wildcraft — Craft Kit Curriculum 

Subject: Introduction to Crafting through craft kits. Engage children and adults in hands-on creativity using carefully curated craft kits that provide all materials needed for a project. Each kit encourages skill-building, imagination, and safe, fun crafting experience.

Scope / Overview of Class: A condensed, hands-on class teaching safe and confident use of kit materials. Students learn following directions, assembling and how to combine multiple mediums in a single project. 

Sequence / Method of Teaching / Lessons: 

1. Safety, workspace setup, and materials overview. 

2. Read included instructions thoroughly to understand all the steps to complete the project.

3. Start with step 1 and continue working through the instruction booklet, completing each step before moving on to the next.

4. When you have finished all of the steps evaluate for desired outcome- trim any loose parts or clean up extra glue/materials on the project and ensure all steps were completed. 

5. Clean up, share completed project & display as desired.

Materials & Purpose:

Wildcraft Craft Kit- Contains all materials needed for the project, simplifying preparation and ensuring quality.

Scissors- ergonomic scissors support safe, precise cutting and fine motor development.

Hot glue gun and glue sticks- some projects benefit from having a strong, quick hardening adhesive like hot glue.

Learning Outcomes:

• Develop essential crafting skills such as cutting, gluing, and assembling.

• Strengthen fine motor skills and hand-eye coordination.

• Boost creativity, imagination, and problem-solving.

• Encourage safe, eco-friendly crafting habits.

Assessment / Outcomes: Students successfully mix a secondary color, demonstrate basic brush techniques, use natural adhesive appropriately, and create a small mixed-media artwork showing understanding of at least two tools.

Suggested Age Range: Ages vary by project. Adult supervision is recommended for younger children.

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