Prescribed Learning Outcomes
It is expected that students will:
- produce a yarn from a fibre
- produce a fabric from a yarn
- describe the processes involved in producing fabric from fibre
- compare textile processes used in industry and the home
- describe technological changes in textile production
- design textile items using traditional and computer-assisted design techniques
To view the prescribed learning outcomes for Textile Studies - Textile Processes in grade 11 click on an icon below.
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Suggested Instructional Strategies
Technology has had a tremendous influence on the manufacture of textiles. Students explore both traditional techniques and current technology used to produce textile items.
- Invite guest speakers from a local weavers' and spinners' guild to demonstrate the production of yarn from fibre, using both a drop spindle and a spinning wheel. Have students summarize the processes they observe and produce their own yarn samples.
- Demonstrate various techniques used to make fabric from yarn (e.g., knotting, weaving, looping, felting). Have each student use one or more of these techniques to produce a decorative product (e.g., key chain, bookmark, jewellery).
- Have students research the technological changes that have resulted in new textile products such as microfibres, spider filaments, polar fleece, and kevlar. Ask students to share their findings with the class, explaining how these innovations have expanded the use of textiles in fields such as medicine and sports.
- Show a video demonstrating the techniques used in the industrial production of textile items. Ask students in teams to demonstrate piecework methods by producing items (e.g., aprons, sewing-machine covers, pennants) that could be used in the school, donated, or sold to raise funds. Students then summarize how their techniques compare to those used in industry.
- Demonstrate basic flat-pattern design techniques (e.g., adding or removing fullness, designing a facing or collar). Demonstrate similar techniques using a computer program. Have students design simple half-sized garments using both flat-pattern and computer-assisted techniques.
- Have students brainstorm factors that determine the suitability of a garment for particular purposes. Form groups and ask each group to use a computer to design a garment appropriate for a physically disabled person (e.g., wheelchair user, arthritis sufferer, amputee).
Suggested Assessment Strategies
- As students use various techniques to make fabric from yarn and produce decorative products, have them record the steps in their processes. Confer with students to assess the extent to which they recognize their strengths and limitations in producing fabrics from yarn.
- When students present their research findings on technological changes that have resulted in new textile products, note the extent to which they are able to:
- include accurate, relevant information
- accurately explain how the innovations have expanded the use of textiles in other fields
- effectively describe the technological changes in textiles
- logically organize the information
- When students compare the industrial production of textile items to home-studio production, note the extent to which they are able to effectively and accurately compare processes. Use criteria such as:
- efficiency of production
- quality of construction
- degree of satisfaction with the product
- After students design simple half-sized garments using both flat-pattern and computer-assisted techniques, have them assess both techniques, noting advantages and disadvantages. Collect their designs and analyses and look for evidence of:
- appropriate pattern markings
- congruent measurements
- ease of fit
- dart movement
- neatness
- accurate identification of advantages and disadvantages of each technique
- logical conclusions about relative merits of each
Recommended Learning Resources
Video
- Textile Research Center Learning Tour
- Understanding Fabrics
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