Duct Tape Wallets

Illustration Elements

Illustration Éléments

Illustration Sub-competencies


This student learned to make duct tape wallets from YouTube videos and has eagerly pursued this new interest. This is not a school project but rather a hobby that he has shared with his teacher and classmates.

From the outset, he combined features he saw in different videos as well as real wallets. He gradually added and mastered new techniques (e.g., stenciling and weaving) and experimented with colour and style. He currently produces and sells wallets that are customized wallets for friends, family, and classmates.


Student Work Samples


Student Reflection

Presently, people ask me for specifically designed and colour schemed wallets. I follow a combination of processes described below. Wallet making has been a step-by-step, technique building creative process for me. Through investment of research, time, effort and trial and error, I have reached a point where I can create unique and individual "customized" wallets.



I can get new ideas in areas in which I have an interest and build my skills to make them work.

I generate new ideas as I pursue my interests. I deliberately learn a lot about something by doing research, talking to others, or practicing, so that I can generate new ideas about it; the ideas often seem to just pop into my head. I build the skills I need to make my ideas work, and I usually succeed, even if it takes a few tries.



I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.