Sample 8: Textile Studies 12

Topic: Designing, Drafting, and Creating an Original Textile Product

Prescribed Learning Outcomes:

Textile Fundamentals

It is expected that students will:

• apply the principles and elements of design to textile products
• develop a plan to co-ordinate textile items in a wardrobe or interior-design project
• demonstrate the effective use of time

It is expected that students will:

• design textile items using traditional and computer-assisted design techniques

It is expected that students will:

• use advanced techniques and technologies to produce textile items

Overview

Students completed a unit on pattern design and drafting. During the unit, they designed, drafted, and created original products without the aid of a commercial pattern. Students also submitted designer's statements and guide sheets outlining methods of construction. Evaluation was based on the completed product designs.

Planning for Assessment and Evaluation

• The teacher explained how the unit would be evaluated and distributed copies of the criteria and a rating scale for students to reference as they worked.
• The teacher introduced computer-aided pattern design software and demonstrated how it is used. Instructions on using the software were also distributed to students.
• The teacher presented illustrations from magazines, photographs, and slides to show various styles of garments. Students identified garment features (e.g., necklines, collars, sleeves) using worksheets, sketches, and collected pictures. Then they applied what they learned to create their own garment designs for their portfolios.
• The teacher demonstrated traditional flat-pattern design techniques. Students were given a series of designs to draft, using both traditional and computer-aided techniques.
• Each student was then asked to design, draft, and create an original product without the aid of a commercial pattern. They first created project plans outlining their projects and included guide sheets describing the method of construction to be used. As they designed and drafted their patterns, they also consulted pattern construction and instruction sheets.
• To complete their design projects, students submitted designer's statements, which included comments about the source of inspiration, the aesthetic appeal of their designs, and any challenges they encountered in their work.

Defining the Criteria

Design Project

Project Plan

To what extent does the student:

• develop a systematic project plan
• create a clear, concise, and complete guide sheet
• effectively apply knowledge of computer-aided or traditional design techniques
• identify principles of design when combining garment features to create new patterns

To what extent does the student:

• demonstrate accurate use of drafting techniques
• provide pattern pieces that are complete and accurately labelled
• demonstrate rhythm, proportion, balance, and emphasis
• use suitable fabric for the design
• show originality

• detailed, accurate, and secure stitching
• accurate measurement, grading, clipping, and cutting
• appropriate pressing, shaping, and finishing

To what extent does the student:

• demonstrate safe use of machines and equipment
• demonstrate effective use of machines

To what extent does the student:

• meet timelines to complete the project
• use class time effectively

To what extent does the student:

• identify the source of inspiration for the chosen design
• describe how the inspiration source is reflected in the pattern
• assess the aesthetic appeal of the design
• identify challenges in executing the design and drafting the pattern

Assessing and Evaluating Student Performance

Students were given copies of the assessment criteria to consult as they worked, along with a rating scale. Students used the rating scale to evaluate each aspect of their own work and also rated the work of one of their peers. They recorded their ratings on a record sheet, which the teacher used to assign a summary rating, taking into account the self- and peer ratings.

Rating	Criteria
4 Proficient	The student is able to meet the criteria beyond what is expected and is able to use the skills and strategies in a unique and creative way.
3 Competent	The student is able to fully meet the criteria and demonstrates the skills and strategies competently and confidently.
2 Developing	The student has met that criteria at a developing level and is sometimes able to apply the skills or strategies, but not consistently; frequently requires support.
1 Not Demonstrated	The student has not demonstrated the criteria. To receive credit, the student must redo this aspect of the assignment.

Key:  4­Proficient
     3­Competent
     2­Developing
     1­Not Demonstrated

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