Prescribed Learning Outcomes
It is expected that students will:
- describe historical, political, and cultural influences on contemporary clothing and textile design
- describe the role of textiles in the customs and traditions of various cultures
- describe the use of textiles in leisure activities, sports, and the arts
To view the prescribed learning outcomes for Textile Studies - History, Culture, and Tradition in grade 11 click on an icon below.
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Suggested Instructional Strategies
History, politics, and culture influence contemporary clothing and textile design around the world. As students become familiar with these influences, they draw inspiration for customizing their own textile items.
- Invite the class to produce a bulletin-board display of clothing related to a specific tradition such as a marriage ceremony. Then have each student create a pictorial essay with illustrations that reflect textiles and designs used during a specific time in history or in a particular culture.
- Lead a brainstorming session to determine how the culture, history, or politics of a country can influence the use of contemporary textile products. Ask students to build a class portfolio illustrating textiles from around the world.
- Have students describe the clothing used in a specific stage production (e.g., opera, musical, play). If possible, ask them to interview a costume designer about designs, fabric choices, and the challenges of a stage production. Encourage students to join the costume staff at school or in a community theatre group.
- Invite a guest speaker to describe the significance of costumes in events and activities such as powwows, dancing, karate, and figure skating. Challenge students to identify the components of the costumes and how they are worn.
- Ask students to investigate the use of motifs in the clothing of particular professional sports teams and to describe its significance. For example, does a motif reflect the geographic location of the team? Challenge each student to design a motif that could be used by school or national sports teams.
Suggested Assessment Strategies
- Work with students to develop criteria such as the following for their pictorial essays of clothing related to a specific tradition:
- focussed around a single theme or topic; all material is relevant
- illustrations are detailed and accurate
- captions add key information that add to the illustrations
- illustrations are sequenced or arranged in a logical way
- Ask students to create posters to illustrate the uses of textiles in sports, leisure activities, and the arts. Display the posters and note the extent to which they:
- accurately identify the uses of the textiles
- effectively identify the relationship between the designs and the intended uses of the textiles
- include complete and in-depth information
- After students design motifs for school or national sports teams, provide questions such as the following to check on their understanding and encourage them to reflect on their learning:
- How does your design reflect the team, school, and sport?
- How does your motif demonstrate what you know about the role of textiles in reflecting customs, traditions, and rituals?
- How did you deal with a difficult challenge you faced in doing this task?
- Have each student research the role of textiles within a chosen context in order to prepare information sheets describing historical, cultural, and traditional influences. Note the extent to which students are able to:
- include complete and accurate information
- offer examples, including diagrams and sketches, to make the information clear and easy to follow
- accurately analyse historical, cultural, and traditional influences on textiles
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