Grade 11 -
Textile Studies - Textile Processes

Prescribed Learning Outcomes

• create and embellish textile items incorporating the principles and elements of design
• demonstrate the safe and appropriate use of textile tools and equipment
• describe techniques used in textile design and production
• evaluate a variety of construction and embellishment techniques
• describe career opportunities in the design, production, and marketing of textiles

To view the prescribed learning outcomes for Textile Studies - Textile Processes in grade 12 click on an icon below.

Suggested Instructional Strategies

• Use samples, a demonstration, or a guest speaker to introduce fabric embellishment methods (e.g., machine stitching, beading, ribbon work, cording). Ask each student to create a textile item using any of these techniques and to provide a guide outlining the processes used.
• Set up a display of items demonstrating various techniques used for the surface design of fabric (e.g., batik, tie-dye, silk-screen, painting). Ask each student to use one or more of these techniques to create a project such as a tie, vest, or hat. Have each student research and describe the origin and use of one of the techniques.
• Suggest that each student create an instruction guide outlining the appropriate and safe use of a piece of equipment in the textiles lab. Ask students in pairs to exchange their guides and use them to demonstrate use of the equipment. Have students display the instruction guides where appropriate.
• As a class, brainstorm a list of processes and technologies that may be involved in the design, production, and marketing of textile products. Ask students to identify careers associated with each process or technology. Have each student use videos, personal interviews, or the Internet to investigate one of these careers and present a career profile to the class.

• After introducing a variety of construction and embellishment techniques (e.g., appliqué, quilting), have each student select one and apply the process to the production of a textile item, incorporating the principles and elements of design. Ask students to write detailed descriptions of the processes they used and display their items. Have classmates evaluate the construction and embellishment techniques, based on predetermined criteria such as:
  • use of accurate information to describe the process
  • effective use of the principles of design (balance, rhythm, proportion, emphasis)
  • effective use of the elements of design (line, form, space, colour, texture)
  • choice of fabric suitable for the process
  • construction suitable for the function
• When students display textile products using various surface-design techniques, ask each to create a checklist or form to evaluate each item according to criteria such as:
  • aesthetic qualities (e.g., use of balance, emphasis, colour, texture)
  • suitability of construction for function
  Have students share their assessments in small groups and work to reach consensus on the evaluation of the various items. Note the extent to which they use the criteria to reach conclusions.
• Work with students to develop clear requirements about elements to include in their instruction guides (e.g., set-up, operation, maintenance, safety, troubleshooting). Assess each section in terms of:
  • appropriate sequence of steps
  • inclusion of accurate and clearly labelled diagrams
  • clarity
  • completeness and attention to detail
• When students present career profiles to the class, note the extent to which:
  • research is complete, thorough, and uses a variety of sources
  • required education, training, and skills are highlighted
  • advantages and disadvantages are outlined
  • tasks involved in job performance are included

• Fabric and Fiber Art Works
• Fashion!

• Textile Research Center Learning Tour
• Understanding Fabrics

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