Prescribed Learning Outcomes
It is expected that students will:
- create a textile item incorporating cultural, historical, or traditional elements
- identify the historical and cultural factors that influence the use of textiles
- demonstrate a recognition of cultural influences on textiles and clothing
To view the prescribed learning outcomes for Textile Studies - History, Culture, and Tradition in grade 12 click on an icon below.
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Suggested Instructional Strategies
History and culture have had profound influences on clothing and textiles. Students explore these influences and demonstrate their understanding through group work and the creation of textile projects.
- Provide students with information about fashion trends throughout history (e.g., silhouettes, fabrics, ornamentation). Relate these trends to the political, economic, and social climate of each period. Ask students in groups to research clothing of particular decades or countries and to present posters, collages, banners, or slides to illustrate their findings.
- Have students in groups identify current fashion trends they think might become classics in the future. Challenge them to predict the political, social, and economic conditions necessary for these fashions to endure. Invite students to write reports, present plays, or create models to express their ideas.
- Display illustrations of clothing items that have cultural significance (e.g., Scottish kilt, Aboriginal button blanket). Ask each student to research a clothing item that has cultural importance and to explain its origins and relevance. Then have each student create a 20-cm quilted square incorporating a cultural design that is personally significant. Students then combine all the squares to produce a class wall hanging.
- Invite students to create portfolios or slide shows of textile items from various cultures, including their own. For each item, have them document the manufacturing method, raw materials used, costs in terms of time and money, and cultural and historical significance.
- Have students research manufacturing methods for traditional ceremonial clothing (e.g., Polynesian tapa cloth, cedar bark clothing). Ask them to describe the raw materials; the predominant weaving, felting, or looping processes; the ornamentation; and the dyes used.
Suggested Assessment Strategies
- Work with students to develop criteria for their representations of clothing of particular decades or countries. Emphasize course information, rather than presentation, and ensure that the criteria can be applied to various representations (e.g., posters, collages, banners, or slides). Criteria might include:
- a variety of clothing is represented accurately and in detail
- highlights key trends or generalizations about the clothing
- accurately identifies main political, economic, and social influences
- shows logical connections between clothing trends and historical or geographic factors
- When students research manufacturing methods for traditional ceremonial clothing, note the extent to which they:
- present the manufacturing steps clearly and in the appropriate sequence
- address all the required topics in detail (raw materials, processes, ornamentation, dyes used)
- provide specific examples of the clothing
- include carefully drawn and labelled diagrams to make the explanations clear
- explain the cultural significance of the items
- Have students research clothing from a specific historical era and work with food studies students to plan a thematic dinner (e.g., a wedding meal for nobles in 1700). Suggest that they use recycled fabrics or clothing to create textile items that reflect the historical era. Have them submit sketches and explanations of the clothing they construct. Note the extent to which they:
- make logical and relevant connections between the clothing and various historical situations
- accurately identify historical factors that affect the use of clothing and textiles
- use recycled textiles to create costumes that reflect the historical and cultural elements of a specific era
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