Quilted Textures Table Runner Class Plan
This intermediate quilting class uses a few precut strips to make a simple sample to practice grid quilting. In the 3-hour class, students learn the basics of quilting with a walking foot and then switch to the free-motion foot to add interest and textural free-motion quilting. (Note: This is not an appropriate class for a first-time free-motion quilter but it is perfect for someone who understands the basics). Finished piece measures 10” x 36”
One 3 hour class.
• 18 strips of fabric 2 1/2” x 10 1/2” (from 6 jelly roll strips)
• Batting: 17” x 43”
• Backing: 17” x 43”
• Binding (for finishing after class): three width-of-fabric strips 2 1/4” wide.
Pre-Class Preparation (Student)
• Join the 18 fabric strips on long ends to create a piece that measures
10 1/2” x 36 1/2” unfinished.
• Press. Layer with batting and backing and baste prior to class.
• Book: Step-by-Step Texture Quilting by Christina Cameli
• Sewing machine (remember pedal, cords, instruction manual and tools to change feet!)
• Extension table for machine, if available.
• Walking foot for quilting
• Free-Motion foot for quilting
• Machine Quilting Thread
• Temporary fabric pencil or marker
• Quilting Gloves
• Small scissors
• Optional: A small quilt sandwich, about fat quarter sized, to warm up on/work out tension or stitching problems on.
Pre-Class Preparation (Instructor)
• Create a finished sample.
• Prepare a basted table runner top to demonstrate marking and stitching on.
• Make a copy of the grid handout for each student.
Introduction (5 minutes)
• Introduce yourself, have students introduce themselves briefly
• Show finished piece. Briefly mention benefits of grid quilting 1) once the grid is quilted your piece doesn’t need basting pins in it anymore 2) you only focus on quilting in one grid space at a time 3) powerful geometric texture
Walking Foot Portion (40 minutes)
• Briefly discuss machine settings to make sure everyone is ready to start. To begin with, straight stitch, length of 2.0, walking foot on, feed dogs UP. Show how to be sure the walking foot fork is placed correctly.
• Using the temporary fabric marker, mark 1/4” from the edge on all sides of the quilt top. This shows the area that the binding (or quilt facing) will cover once the project is finished. When the free motion quilting has started, this will be an important guide to show where the outer visible edge of the top will be.
• Mark lines the length of the piece 2 1/4” and 4 1/4” from each long edge. You will have a total of 4 lines going the length of the piece, breaking the area up into squares.
• Explain that if this was on a whole cloth piece you would also stitch lines going the long direction of the top to complete the grid, but in this piece it is unnecessary, as the seams help to complete the appearance of the grid without additional stitching. Optional: Students can “stitch in the ditch” along the seams if they prefer to complete a quilted grid.
• Explain spacing guides on walking feet and how they would be helpful on a larger piece.
Free-Motion Portion (2 hours)
• Switch over to free-motion feet. Review settings: feed dogs down, extension table on, use quilting gloves or other quilting aid.
• See “Recommended Designs”, below. Working 2 designs at a time, gather the students together and show them how to create the new designs first by drawing it on the grid handout, and then by quilting it. After they have watched you briefly, have students return to their machines and try these designs (or any others they like) for about 20-25 minutes. Advise students to sketch a new design on their grid sheet before quilting it. Remind them that any stitching beyond the 1/4” mark on
the edges of their piece will not show after binding. Encourage experimentation and innovation.
• Students should aim to quilt about 18 spaces in each “round”. There will be 5 rounds. While students are quilting, walk around to assist and encourage. Have any students who are struggling or having machine issues gain confidence on their practice piece if needed. (You can quickly mark a grid on the practice piece with the fabric marker if needed).
• Finish the class by answering questions and making sure folks know how to complete any unfinished work. If time allows, flip through the book and discuss diamond and triangle grids and point out how the concepts for those are similar to the concepts for a basic square grid.
Orange Peel, page 63 and Orange Peel Echoed, page 66
Circles, page 72
Spirals, page 73
Seagulls, page 67
Half square triangles, page 60
Feathers, page 71
Fans, page 77
Mountains, page 70
You can also suggest designs of your own!