Sample 4: Grade 10

Topic: Textile Design

Prescribed Learning Outcomes:

Working With Textile Resources

It is expected that students will:

• select appropriate materials and equipment for their textile projects
• demonstrate safe and appropriate use of tools and equipment needed to produce textile items
• apply a variety of techniques to produce textile items, making effective use of resources
• explain how the elements and principles of design have been applied in a variety of textile items

Overview

Students completed a unit on textile design. Evaluation was based on:

• wardrobe planning projects
• design and construction of fabric products
• design portfolios

Planning for Assessment and Evaluation

• The teacher explained how the unit would be evaluated and described the portfolios students would use to collect their work during the unit. The teacher also distributed lists of the required contents and copies of the rating scale that would be used to assess the portfolios.
• The teacher presented a lecture on the elements (line, form, space, colour, texture) and principles (balance, proportion, emphasis, rhythm) of design.
• Students then looked at a variety of examples (e.g., illustrations, videotapes, magazines, photographs, slides, products) and discussed various elements and principles of design in textiles and in other objects.
• The teacher then provided a series of worksheets to help students explore and understand the elements and principles of design and how these can be used to develop optical illusions. For example, students compared the effects of horizontal and vertical lines, line spacing and placement, contrasting and solid colours, small- and large-scale prints, and placement of a print. After experimenting with the elements of design, students responded to a series of questions about optical illusions.
• Students created poster displays of their work. During the next class, they viewed the displays and noted examples of optical illusions. After pointing out that not all people see optical illusions, the teacher led a discussion of design elements and their effects. For example:
  • vertical lines lengthen
  • horizontal lines widen
  • large prints increase size
  • cool colours recede
  Note: The teacher emphasized that the purpose of learning about optical illusions was not to promote tall, thin body shapes. Rather, individuals learn about elements of design and choose clothing that pleases them.
• Each student chose a stencil of a T-shirt, a sweatshirt, drapes, boxers, a bedspread, or a place mat. They used a variety of fabric samples with the stencils and labelled each with the element, principle, or optical illusion it illustrated. In some cases they designed their own fabrics using coloured paper, felts, and crayons. They selected the fabric they preferred and wrote statements explaining their choices in terms of the elements and principles. They displayed and discussed their work.
• Students collected and mounted magazine pictures in their portfolios and used labels to show effective use of the elements and principles of design. They also included and labelled examples of poor designs.
• Each student completed a wardrobe planning project to co-ordinate and create a versatile wardrobe for a person of his or her choice. They were able to choose gender, age, occupation (including student), and activity profiles. However, each wardrobe was restricted to 10 garments and 3 colours. In compiling their projects, students were expected to demonstrate knowledge of the elements and principles of design, as well as effective use of resources.
• Each student designed and created a product or an item using a pattern and fabric. They considered the elements and principles and what they had learned about optical illusion in selecting a pattern. They analysed their choices using the following prompts:
  • The main design lines are __________________ . They create an illusion of __________________
  • I selected the colour __________________ because __________________ .
  • My selections reflect my personal tastes in the following ways __________________ .
  • I feel this garment or item will be useful because __________________ .

Defining the Criteria

Wardrobe Planning Project

To what extent is the student able to create a wardrobe that is:

• practical in terms of mixing and matching separate pieces
• well co-ordinated in terms of principles and elements of design
• imaginative and individualized in some way
• suitable for the range of activities described in the profile
• appropriately costed
• clearly and effectively presented
• within the requirements (3 colours; 10 items)

Performance

• safe use of machines and equipment
• effective and efficient machine use

• quality of stitches
• quality of seams
• details
• pressing
• finishing
• fit

• use of elements of design
• attention to principles of design
• suitability of fabric

Students collected in their design portfolios their worksheets, stencil projects, and analyses of magazine photographs, along with reflections about their own fabric and pattern choices.

To what extent is the student able to:

• develop sketches and drawings that use the elements of design to create optical illusions
• apply knowledge of the elements and principles of design in analysing a variety of textiles and other products
• use the elements and principles of design to make fabric and pattern choices
• explain their choices in terms of the elements and principles of design
• reflect on their work, identifying strengths and weaknesses to improve their use of design principles and elements

Assessing and Evaluating Student Performance

Wardrobe Planning Project

The teacher provided each student with a copy of a scoring sheet. Students indicated the scores they thought they had earned for each of the categories. The teacher assigned and recorded the final ratings. Students kept copies of the scoring sheets in their design portfolios.

Design and Construction of a Fabric Product

Each student completed a self-rating and was responsible for rating the work of two peers. The teacher assigned a summary rating, taking into account the self- and peer ratings.

Design Portfolio

The teacher collected the design portfolios at the end of the unit and used a performance rating scale to evaluate the collection of work each student presented.

Criteria	Self-Rating	Explanation of Self-Rating	Final Rating
demonstrates a variety of practical combinations for mixing and matching	/10		/10
well co-ordinated in terms of principles and elements of design	/5		/5
imaginative and individualized in some way	/5		/5
suitable for the range of activities described in the profile	/5		/5
effective choice of accessories	/5		/5
appropriately costed	/10		/10
clearly and effectively presented	/10		/10
Total	/50		/50

	Rating
Criteria	Self	Peer	Peer	Teacher	Comments
Machine and Equipment Use
safe
effective and efficient
Construction
quality of stitches
quality of seams
details
pressing
finishing
fit
Design
Use of elements of design
use of principles of design
suitability of fabric

Key:  5­Outstanding
     4­Good
     3­Satisfactory
     2­Partial
     1­Unsatisfactory

Rating	Criteria
Excellent	The student appears confident using the elements and principles of design in divergent ways. A broad range of design and textile examples are included, with detailed analysis that often addresses subtle features. Drawings and labels are professional in appearance. Reflections and self-assessments are insightful and indicate a deep commitment to design work.
Very Good	The student uses the elements and principles of design confidently and in a variety of ways. Work is thorough, detailed, and demonstrates a sound understanding of the elements and principles. Includes a variety of design and textile examples. Drawings show variety and are clear and easy to follow. Reflections and self-evaluations indicate that the student is able to use information about strengths and weaknesses to plan and improve design work.
Good	The student is able to use the elements and principles of design to complete the required work. Designs and analyses tend to focus on obvious qualities, and student may repeat analyses of two or three elements or principles rather than demonstrating variety. Work is complete and clearly presented. Includes a variety of design and textile examples, although the elements or principles these illustrate may not always be clear. Most drawings are clear. Reflections and self-evaluations tend to be appropriate and realistic, indicating that the student is aware of the criteria for effective fashion design.
Satisfactory	The student demonstrates understanding of some of the principles and elements of design in completing the required work. The portfolio is complete, with all required materials included, but these may be somewhat repetitive, particularly in terms of analyses and illustrations of elements and principles. Comments tend to focus on obvious or superficial qualities. Designs may not be realistic or consider the person's needs and activities. Some drawings and illustrations may be difficult to interpret. Reflections indicate that the student is able to identify obvious strengths and weaknesses but may not be able to plan for improvement.
Parial	The student demonstrates knowledge of some of the principles and elements of design in structured assignments but may not be able to apply that understanding to more open-ended activities. The portfolio includes required materials, but these tend to be repetitive, and some may be completed very superficially. Designs are often unrealistic and, in some cases, may not demonstrate the expected principles. Analyses of others' designs may be very brief, focus on single elements, or show some confusion. Some drawings, illustrations, and labels may be unclear or incomplete. The student includes reflections, but these may be unrealistic or trite.
IP/F	The portfolio is incomplete or unsatisfactory. There is little or no evidence that the student understands and is able to apply the elements and principles of design to wardrobe selection or textile design.

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