Textile Arts and Design 7 Guide

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Textile Arts and Design 7

This is the most recent version of the current curriculum materials as used by teachers in Nova Scotia.

The contents of this publication may be reproduced in part provided the intended use is for non- commercial purposes and full acknowledgment is given to the Nova Scotia Department of Education.

Textile Arts and Design 7

Unit Outcomes Students will be expected to 1. demonstrate the impact of textile art and design on our daily lives 2. use their knowledge of textiles to become more informed consumers 3. develop competency in the selection and use of technological applications in textiles

Specific Curriculum Outcomes Students will be expected to Unit 1: Textile Arts and Design 1.1 demonstrate an understanding of the relationship between clothing choices and personal expression 1.2 use an embellishment technique to add personal expression to a textile item 1.3 identify the potential of sewing and textile arts as a source of future income

Unit 2: The Clothing Consumer 2.1 extend their knowledge of textiles to make informed decisions related to clothing selection and care 2.2 demonstrate an awareness of fibre and fabric construction techniques

Unit 3: Textile Production Basics 3.1 develop skills in the use of technology for sewing • threading and operating a sewing machine, using an iron, using a serger 3.2 apply sewing skills to a project and articulate what they have learned using sewing terminology

Textile Arts and Design 7 Unit 1- Textile Arts and Design Students will be expected to demonstrate the impact of textile art and design on our daily lives.

Specific Curriculum Outcome 1.1 Students will be expected to demonstrate an understanding of the relationship between clothing choices and personal expression.

Suggestions for Assessment and Evaluation Students can: • choose/create illustrations of clothing intended to give a particular impression • share their reflections on clothing selection and the impression it is intended to create.

Teachers can:

Strategies for Learning and Teaching Clothing and accessories are personal statements of who we are. - cultural expression - age - peer pressure/conformity - individuality - social class - group associations

Teachers can: • explain and show examples of the elements of design in preparation for design work on projects. - line, shape, space, texture, colour • create a word wall of design terms • compile a portfolio collection of pictures/articles depicting personal expression through clothing. This could be shared in a “carousel presentation” for students to view & react.

Students can: Activity 1 • create an outfit on a silhouette to show personal expression and the elements of design through clothing. Students may use a variety of medium: paper, pencil, fabric scraps, paint, computer art.

Activity 2 • review the portfolio prepared by the teacher and create their own reflective of their personal clothing preferences. The student portfolio and reflection on choices may be shared in small groups or given to the teacher for assessment. Format may include a poster or an electronic version.

Resources Clothes and Your Appearance Chapter 10- Chapter 11 -

Specific Curriculum Outcome 1.2 Students will be expected to use an embellishment technique to add personal expression to a textile item.

Suggestions for Assessment and Evaluation Teacher can: Use a rubric to evaluate good design application and technique in their embellishment activities. Create a rubric with the class (Criteria would include: Appropriateness -social, understanding of elements & principles of design)

Students can: Demonstrate their understanding of appropriate design choice by creating a virtual design for clothing embellishment. Apply embellishment to a sewing project.

Strategies for Learning and Teaching Teachers can: • define ‘embellishment’. • display samples or pictures of: embroidery, rag seams, chenille, glue sequins, fabric crayons, dye, felting, appliqué, iron- on transfers, serger thread designs, ribbon art, adding pockets, zippers, trims, buttons crests or visit local sewing or craft stores for current ideas (fads) • lead a discussion on why we use decorative effects. Note: Teachers may wish to reintroduce embellishment skills during textile construction project or include this outcome in the Textile Production Module. • show mounted pictures of outfits showing varying amounts of embellishments.

Students can: Activity 1: find an example of embellishment or decoration to share with the class. Students identify their first impression created by the image. How do first impressions help or hinder relationships?

Activity 2: • use a T- Shirt outline on paper or a “virtual T”, have students create a design on the shirt, applying their knowledge of embellishments.

Activity 3: • create a sample of an embellishment. Decorative effects may be included in the sewing projects completed by students. Students must submit a proposal for embellishment. A project layout must be completed on paper or the computer using colour to show the finished design.

Resources Appendix: Design Your T-Shirt Successful Sewing : Chapter 47- Applying Surface Design

Specific Curriculum Outcome 1.3 Students will be expected to identify the potential of sewing and textile arts as a source of future income.

Suggestions for Assessment and Evaluation Teachers can: •Evaluate the student activity using a rubric.

Students can: • create a bulletin board display acknowledging textile related careers in their community

Strategies for Learning and Teaching Students & teachers can: Activity 1: • identify (through a brainstorm activity) local small businesses that are based on the textile industry. - cottage industry - entrepreneurship links for small project work - embroidery shops - repairs and alterations - embellishments - merchants/sewing stores - production companies

Activity 2: • work in pairs to research employment opportunities through observation/research/ interview. Report to the class what has been learned about a particular job linked to the textile industry (typical day, hours worked/day, skills/training required).

Activity 3: • work in small groups to collectively design a mall with a variety of vendors related to textiles (retail, tailor, alterations, embellishments, on line kiosks) that appeal to youth. Each student could “own” a store in the mall describing the employment/work involved. Note : This project could include the Outcomes in the Clothing Consumer Module.

Resources Career Options website The Guide to Craft and Art in Nova Scotia (available at Tourist Bureaus) Local businesses.

Textile Arts and Design 7 Unit 2 - The Clothing Consumer

Students will be expected to use their knowledge of textiles to become more informed consumers.

Specific Curriculum Outcome 2.1 Students will be expected to extend their knowledge of textiles to make wise decisions related to clothing selection and care

Suggestions for Assessment and Evaluation

Students can: • complete assigned tasks in class activities • explain the care illustrated by the care symbols on a provided clothing label. • complete a simple clothing repair

Teachers can: • evaluate student responses (verbal or written) by using a rubric or checklist to identify understanding of textile uses & care • observe student participation & demonstration of clothing care knowledge during class activities • quiz students on consumer decision making. (True / false, checklist, game show, short answer, case studies.) • use a rubric to assess sewing repairs completed by students.

Strategies for Learning and Teaching Teachers can: • prepare an overview of Textile Labeling Act in Canada • demonstrate textile characteristics affecting care & use • provide students with samples of clothing labels to interpret

Activity 1- Textile Labelling Act Students can: • read and interpret Clothing Labels on actual items of clothing. By using the regulations and clothing samples students can discuss clothing characteristics.

Activity 2 – Clothing Care Symbols Students can: • use flash cards or a memory game provided by the teacher, have the students practice identifying the meanings of the care labeling symbols. • practice general clothing care using a “Virtual Laundry Basket” filled with soiled clothing. • write letters requesting advice from a stain removal expert “Dear Stain Meister”. Letters are “ mailed” in a classroom box. Students draw a letter from the box and answer the request for stain removal advice. • create and describe their own textile care label for their sewing project or a provided example

Activity 3 Clothing purchases Teachers can: • introduce a discussion on youth as clothing consumers Students can: • discuss places to purchase clothing. (Refer to Activity – The Shopping Mall Project in Module 1) • use a chart to compare and contrast merchandise offered, return policy, quality and price in various outlets : department stores, factory outlets, specialty stores, e-bay, mail order catalogues, ‘new-to-you’ stores, grocery stores, yard sales, arts and crafts fairs, home parties • role play how to complain effectively when dissatisfied with a clothing purchase • create an advertisement on how to be an environmentally wise consumer of clothing • participate in a “Think, Pair, Share” on clothing shopping experiences: “My worst shopping experience!” “My worst clothing purchase! Activity 4- Clothing Advertisements Teachers can:

• create a bulletin board collage of clothing advertising and sale ads. Students can: • critically review the ads to identify how to spend their clothing dollar wisely. Examples : end of season sales, annual holiday sales, mark downs, special purchases, in store specials

Activity 5 –Decisions related to clothing purchases Teachers can: • lead a discussion on methods of payment…cash, debit, credit cards. • provide clothing items to compare & contrast qualities • create a resource file of readings to be used in a “Jig Saw Activity”. Topics might include: - wardrobe planning - clothing fit and quality - impact of shoplifting - impulse buying - fad vs classic - the power of brand names - environmental impact

Students can: • create a list of 2-3 main ideas on each of the topics for their notes. • compare and contrast clothing items as possible purchases

Activity 6 – Clothing Maintenance Teachers can: • lead a discussion on the economics of clothing care & repair • demonstrate simple repairs that can extend the life of a garment and save the owner repair costs. Students can: • demonstrate their knowledge of simple clothing repairs by sewing a hem, repairing a seam or reattaching different types of buttons on items brought from home. • create a sample book of simple repairs: hemming, buttons, seams

Resources Clothes and Your Appearance Teacher’s Resource Guide: Chapter 14 - From Fibre to Yarn Chapter 15 – From Yarn to Fabric Chapter 16 – Keep Clothes Looking Their Best Successful Sewing: Unit 3: Lesson 3- Making Fabric Choices Textile Labeling Act Appendix: Sewing Repair Rubric , Repair Sample Book Rubric Flash Cards for memory game, game cards for “CARE” game The Shopping Mall Project Clothing Care Symbol Chart Virtual Laundry Basket Case Studies Articles for Reading File: Fashion magazines (especially youth fashion), Canadian Living Magazine, Sewing magazines

Specific Curriculum Outcome 2.2 Students will be expected to demonstrate an awareness of fibres and fabric construction techniques

Suggestions for Assessment and Evaluation Teachers can: • observe and record the appropriateness of students’ decisions as they sort fabrics according to construction technique and related care/use. • quiz students on pattern information.

Students can: • identify type of fabric construction from provided fabric samples.

Strategies for Learning and Teaching Teachers can: • provide a variety of fabric samples. • demonstrate fabric construction methods : woven, non-woven, knit • lead a discussion on fabric selection, using clothing and household items as examples

Students can: • examine the different qualities of fabric sample. • learn the origins of and basic characteristics (including care) of natural, synthetic and manmade fibers. • will examine how the fabric is made. • will match fabric swatches to potential end uses based on durability, care, function, cost, and appearance. • make a sample of weaving using strips of paper to learn the basic fabric weaves. • use microscopes or large magnifying glasses to examine various fabric samples. • read commercial pattern envelopes for fabric suggestions for various sewing projects. • discuss factors affecting fabric choice for sewing projects: price, strength, quality and suitability (skill, end use)

Resources Successful Sewing: Unit 3, Lesson 3 - Making Fabric Choices Clothes and Your Appearance Teacher’s Resource Guide: Chapter 14 - From Fibre to Yarn Chapter 15 – From Yarn to Fabric Chapter 16 – Keep Clothes Looking Their Best Teach Yourself Visually Sewing: Chapter 3 -Fabrics

Unit 3 - Textile Production Basics Students will be expected to develop competency in the selection and use of technological applications in textiles.

Specific Curriculum Outcome 3.1 Students will be expected to develop skills in the use of technology for sewing. - threading and operating a sewing machine, using an iron, using a serger

Suggestions for Assessment and Evaluation Teachers can: • assess student completion of activities related to knowledge of sewing machine parts /operation • quiz students on safety, tools, care of equipment (could be written, demonstration or oral) • complete Rubric Evaluation of sewing readiness skills to acquire a sewing license

Students can: • submit samples of specified tasks • demonstrate their ability to complete various tasks using the sewing equipment.

Strategies for Learning and Teaching

Activity 1- Sewing Machine Skills

Students can:

• identify sewing machine parts & functions, care and safe use

• thread a machine

• sew a straight line

• use reverse function to reinforce stitches

• turn a corner

• sew a curved line

• demonstrate use of trimming, grading, clippin

• demonstrate 3 basic seam finishes

• complete the above skills to receive a “Sewing License”

Enrichment Trace the history of the sewing machine.

Activity 2 - Small sewing equipment Students can: • demonstrate appropriate and safe use of tools for the following: Measuring Pinning Pressing Cutting Marking Students will practice using each.

Activity 3 - Serger Skills

Students can:

• identify serger machine parts & functions, care and safe use

• identify uses & limitations of the serger for stitching and finishing seams

Enrichment: Threading the serger Rolled hem

Enrichment: Activity 4 – Embroidery Machines Students can: • identify embroidery machine parts & functions, care and safe use • identify uses & limitations of the embroidery machine • use the embroidery machine/attachments for embellishment. • use a rubric to evaluate good design application and technique in their embellishment.

Resources Clothes and Your Appearance Teacher Resource Guide : Chapter 20 – Sewing Equipment Chapter 22 – Basic Sewing Skills Successful Sewing: Unit 3, Lesson 10 – Small Equipment and Notions Unit 3, Lesson 11- Operating the Sewing Machine Unit 7, Lesson 44 – Operating the Serger Machine Teach Yourself Visually Sewing: Chapter 1- Getting to Know Your Sewing Machine Chapter 2 – Selecting and Using Sewing Tools Appendix: Assessment & Evaluation Strategies (DoE template) Scavenger Hunt

Specific Curriculum Outcome 3.2 Students will be expected to apply sewing skills to a project and articulate what they have learned using sewing terminology.

Suggestions for Assessment and Evaluation Teachers can: • evaluate vocabulary acquisition using various assessment activities • assess development of sewing skills through observation and checklists • assess student products for sewing skill development

Students can: • complete a practical test on sewing terminology • demonstrate a simple sewing task given a set of directions. • teach their peers a sewing skill using appropriate terminology

Student and teacher can • complete a project evaluation checklist

Strategies for Learning and Teaching Teachers can: • provide opportunities to practice sewing terminology (Word Walls, labeling activities, visual cues, crosswords) • provide options for sewing projects based on skill level For Each Phase of creating a sewing project complete the following activities:

Activity 1- The Language of Sewing Teachers can: • use literacy strategies to engage students in vocabulary development of sewing terminology related to the selected project Students can: • practice using the following terms throughout their project when asking questions or describing their work Fabric terms : fabric, thread, woven, knit, non woven, nap, grain, direction, bias, selvage, right side/wrong side, fold, sizing/ pre-wash, layout, notions

Pattern Terms/symbols: grain line, cut line, layout, fold line, notches, dots, etc

Construction Terms: Seams, hems, pinning, cutting, transferring pattern markings, etc.

Activity 2- Reading Directions Teachers can: • assist students with following sewing instructions by using demonstrations, diagrams, and models Students can: • use check boxes on instruction sheets • work with a sewing partner

Activity 3 - Production Students can: • demonstrate sewing on fasteners, hemming, seam finishes • apply skills in measuring, transferring pattern markings, pressing, and sewing techniques (hand/machine) on their sewing project. • demonstrate production skills to peers

Suggestions re Project selection Students are encouraged to use recycled materials for samples and projects. For example: recycling sheets or used garments for fabric samples, making bags from jeans, cutting off pants to make capris, curtain fabric recycled into pillows or other items.

Using skills developed from making samples, students will create a project approved by the teacher. Suggested projects might be sorted by student skill level and time available. All projects offered should include a sample of project in stages of completion for student reference.

Fleece – Toque, Scarf for embellishments, mittens, appliquéd stadium blanket Cases for mobile technology (MP3/iPod/Cell Phone/DVD’s) Shopping/tote/gym bags/ Mug carrier Purses Wall hanging Locker Organizer Puppets Pillow covers: Letters, chenille Shorts/ Pyjama Pants Cloth Frisbee and bag Apron – Carpenters/Food Lunch bag Pillow Case Hair Wrap/Turban Microwave oven mitts Rag Seam Construction Denim Bag Pet beds/clothing

Enrichment Student may discuss the option of adding an embellishment to their project.

Resources Classroom Strategies for Interactive Learning, Doug Buehl Secondary Science: A Teaching Resource, NS Department of Education Utah Education Network(web)/Lesson Plans Successful Sewing : Unit 3, Lesson 11- Operating the Sewing Machine Unit 7, Lesson 44 – Operating the Serger Machine Unit 9, Lesson 47- Applying Surface Design Rubric on Appling Surface Design Teach Yourself Visually Sewing: Chapter 13 – Warm up Sewing Projects

Project Ideas: Appendix : Sewing Project Ideas, Project Evaluation Checklist Canadian Living Magazine Country Woman Magazine Husqvarna Viking website Janome website