Designing in the “Kete”

This document is a manual. It is designed to equip the learner with the necessary basic skills in designing and weaving “Kete’ trade in “Kete” is a dependable source of income. It attracts market more if it has motifs woven into it. The manual therefore teaches the weaving of motifs into the “Kete”. The manual has six chapters. The first chapter is the introduction. It spells out the title, statement of purpose, and the objectives of the manual, justification for the objective, method, materials, and facilities used in the research. The chapter continues with a brief history of the Anlo “Kete’ industry. Chapter two reviews literature related to the topic. Five these were read and critically reviewed. Some assertions made in those theses were found to be incorrect. Their versions have been spelt out. The chapter three is an analysis and comparison of “Kete” and Kente. The comparison is based on all the characteristics or qualities of the two types of fabric. Chapter four describes the various stages or processes involved in treating a thread into cloth. The fifth chapter teaches motifs weaving into the “Kete”. These are the most basic designs. Knowlsdge in them teaches the picking orders in motif weaving. The skillful weaver can therefore apply this knowledge in weaving advanced designs or motifs. Then comes conclusion. Here the national and the educational philosophies of Ghana are briefly discussed. Discussed also is the part that “Kete” weaving can play in the realization of some national goals. There are a few recommendations on the introduction of “Kete” weaving in the primary, Junior Secondary and Senior Secondary Schools. If teaching is effectively done, what is covered in this long essay could fit into the primary School syllabus in a simpler form. This is done with the hope that by the time the child completes the Primary School course, he becomes fully equipped with the basics of “Kete” weaving, he could build on this on his own, if he should decide to discontinue school after the primary school course. Yarn dyeing, the weaving of the “Togodovi”, warp laying and the sewing of the “Kete” cloth, make the child more experienced after the Junior Secondary School course. He can live independently. When the child enters the Senior Secondary School he continues with the “Togodovi” but adds to the size. The diagonal aspect of this design, the preparation of heddles and the expansion of the “Togodovi” into “Togodo” occupy the student for the first two years in the Senior Secondary School. More complex motifs and the “Togodo” are concentrated upon in the third year of the Senior Secondary School. With all these and the ability to estimates for a cloth make the serious child a master in ”Kete” weaving at the end of the senior secondary school course. It is clear that under suggestions, what is covered from Junior Secondary school two up to the end of the senior Secondary School course is the continuation of what this manual covers. This calls for a complete thesis if it should be dealt with. It has also been recommended, that the handbook is not limited to school children alone. It can be as well be used by the rest of the interested Ghanaian population.

Source: KNUST