Sample 7: Textile Studies 11

Topic: Design and Embellishment

Prescribed Learning Outcomes:

Textile Fundamentals

It is expected that students will:

• demonstrate an appreciation of the aesthetic and functional value of textiles
• explain and use appropriate textile terminology

It is expected that students will:

• create and embellish textile items incorporating the principles and elements of design
• describe techniques used in textile design and production
• evaluate a variety of construction and embellishment techniques

It is expected that students will:

• describe factors that influence textile choices

Overview

Students completed a unit on textile design and embellishment techniques. Evaluation was based on silhouette samples and demonstrations of specific design or embellishment techniques.

Planning for Assessment and Evaluation

• To introduce the unit, the teacher led a discussion about embellishment (e.g., embroidery, trapunto, painting, beading, appliqué) and how it can enhance the design of textile items. The teacher displayed a variety of objects (e.g., pine cones) along with designs that may have been inspired by them. After examining the designs and discussing what may have inspired them, each student sketched a design and described where her or his idea came from. Students displayed their designs and descriptions for their classmates to view and discuss.
• To focus on the application of elements of design, the teacher showed how stripes can be used to accent small details, highlight garment lines, or achieve a dramatic look. The teacher demonstrated how changing the direction of stripes can add interest or produce intricate geometric designs. The teacher and students then discussed criteria for effective design.
• Students were given a variety of striped fabric swatches and a selection of stencils representing garment silhouettes. Each student then created three different looks for one silhouette by manipulating the combination and layout (direction of stripes) of the fabric swatches. Students mounted the silhouette samples in their portfolios. The work was assessed by the student, peers, and the teacher using the design criteria they had developed.
• The teacher displayed garments that contained a variety of embellishment variations. Students were asked to identify the embellishment techniques used and to assess the embellishments in terms of various elements (appeal, care, cost, wearability, time involved in creation).
• The teacher demonstrated a number of machine-stitching techniques for embellishment and distributed guide notes. Students practised the techniques using swatches. They evaluated each technique and indicated under what circumstances, if any, they would use it to embellish a garment.
• Students formed pairs, and each pair researched a design or embellishment technique, using a variety of resources (e.g., sewing magazines, craft books, sewing videos, pattern catalogues). They were then asked to demonstrate these techniques to the class. Beforehand, students submitted planning sheets outlining information about their research and demonstrations.
• Each demonstration included an instruction sheet; a poster, with samples of the technique; and examples of potential applications, including suitable types of fabric.
• After each presentation, students in the audience created samples of the demonstrated technique. The presenters then evaluated the samples using criteria they had established. Afterward, students mounted their samples in their portfolios, along with copies of the instruction sheets and a list of potential applications for each technique.

Defining the Criteria

Silhouette Assignment

To what extent does the student:

• create three original and unique designs using striped fabric
• manipulate stripes effectively to create three varied visual effects

To what extent do students:

• use relevant resources to gather information
• emphasize key points such as appropriate uses of the technique
• create an effective introduction that includes the name of the design or embellishment technique, appropriate locations on a garment, and suitable fabric choices
• sequence information and instructions logically
• establish appropriate criteria for evaluating students' samples

• demonstration is easy to follow; clear, concise, and logically organized
• information is specific, relevant, and detailed
• instruction sheet is accurate, sequential, and includes appropriate diagrams
• visual aids are effective (e.g., poster, overhead transparency)
• presenters respond appropriately to questions and provide assistance as others prepare samples

Assessing and Evaluating Student Performance

The teacher and students used performance rating scales to assess and evaluate the assignments. Students had copies of the scales as they prepared their work.

Rating	Criteria
A	Outstanding. The work exceeds expectations. The student has created three original and unique designs using striped fabric for various effects.
B	Good. Criteria are fully met. The student has used the striped fabric to create three distinct and effective visual effects. Shows some originality.
C	Satisfactory. The student has manipulated the stripes to create three effects, although two of these may be somewhat similar. The designs may not be particularly orginal or interesting.
I/F	Cannot Evaluate. Criteria not demonstrated.

Student Rating	Criteria	Teacher Rating
0  1  2  3  4  5	uses relevant resources to gather information	0  1  2  3  4  5
0  1  2  3  4  5	emphasizes key points such as appropriate uses of the technique	0  1  2  3  4  5
0  1  2  3  4  5	creates an effective introduction that includes the name of the design or embellishment technique, appropriate garment locations, and suitable fabric choices	0  1  2  3  4  5
0  1  2  3  4  5	sequences information and instructions logically	0  1  2  3  4  5
0  1  2  3  4  5	establishes appropriate criteria for evaluating students' samples	0  1  2  3  4  5
Total:		Total:
Comments:

Key:  5­Outstanding
     4­Good
     3­Satisfactory
     2­Minimal
     1­Weak
     0­No Evidence/Not Included

	Rating
Criteria	Self	Teacher	Peer
demonstration is easy to follow; clear, concise, and logically organized	0  1  2  3  4  5	0  1  2  3  4  5	0  1  2  3  4  5
information is specific, relevant, and detailed	0  1  2  3  4  5	0  1  2  3  4  5	0  1  2  3  4  5
instruction sheet is accurate, sequential, and includes appropriate diagrams	0  1  2  3  4  5	0  1  2  3  4  5	0  1  2  3  4  5
visual aids are effective (e.g., poster, overhead transparency)	0  1  2  3  4  5	0  1  2  3  4  5	0  1  2  3  4  5
presenters respond appropriately to questions and provide assistance as others prepare samples	0  1  2  3  4  5	0  1  2  3  4  5	0  1  2  3  4  5
Comments:

Key:  5­Outstanding
     4­Good
     3­Satisfactory
     2­Minimal
     1­Weak
     0­No Evidence/Not Included

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