Prescribed Learning Outcomes
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
- explain and use appropriate textile terminology
- demonstrate the effective use of time
To view the prescribed learning outcomes for Textile Studies - Textile Fundamentals in grade 11 click on an icon below.
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Suggested Instructional Strategies
Students creatively apply the principles and elements of design to plan wardrobe and interior-design projects that express their personalities.
- Review the principles and elements of design and explain how to use the colour wheel to design textile items. Invite a guest speaker to demonstrate colour draping or colour use in decorating. Then have each student plan a colour co-ordinated wardrobe or apartment.
- Demonstrate several techniques that add textural interest to fabric (e.g., machine and hand embroidery, appliqué, quilting, tucking, smocking, heirloom sewing). Invite students to use one or more of these techniques in their projects. Ask them to create scrapbooks illustrating the textures used in the design of items such as tuxedo shirts, lingerie, and vests.
- Suggest that students design personal logos, freehand or using computer software, to illustrate the use of line. Have them create computerized machine embroidery using these logos to embellish their own garments.
- Ask each student to identify specialized terms used in textiles reference books. Terms could refer to commercial patterns, drafting, wardrobe planning, spinning, weaving, clothing history, or interior design. Ask students to define and illustrate each term.
- Plan a field trip to a garment factory or local cottage industry to observe time-saving techniques. Have students propose ways to use these techniques in their own projects. When they complete sewing projects such as jackets, ask them to identify the time-saving techniques they used.
- Have students devise time plans for the completion of their sewing projects. As their projects progress, students use log books to record the work done each day.
Suggested Assessment Strategies
- As students develop their wardrobe or interior-design projects, establish assessment criteria with them. Criteria might include:
- applies knowledge of principles of design appropriately
- considers elements of design
- considers intended use of design project
- After students have defined and illustrated specialized terms, check on their knowledge by using the terms for quizzes or Jeopardy-like games.
- After students observe time-saving techniques on a field trip and apply these in their own work, have them submit reports that explain:
- how the techniques save time
- what adaptations they made to use the techniques in their own sewing
- how effectively the techniques worked for them
- changes or adaptations that might make the techniques more effective in future projects
- Students will have many opportunities during their work to apply their knowledge of the principles and elements of design. Questions such as the following can help them reflect on and assess their learning:
- What have you learned that will help you when you are selecting and designing textile items?
- What have you learned that will help you creatively express yourself when furnishing a home?
- What have you learned that might help you express yourself through your choices in fashion?
- What would you like to change?
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