Fashion and Textile Design techniques
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Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:
- Content: A clear outline of the content covered by the delivery guide;
- Thinking Conceptually: Expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students understand these concepts and how this topic links conceptually to other areas of the subject;
- Thinking Contextually: A range of suggested teaching activities using a variety of themes so that different activities can be selected which best suit particular classes, learning styles or teaching approaches.
Textile Design: Individual differences
Construction Textiles - Methods and techniques for creating constructed Textiles.
- Patterns- Corset top
- Draping on the stand- Dress
- Seams, Fastenings and fittings
Embellished Textiles -Introduction to the different forms of stitched and embellished Textiles that can be created.
- Stitched embellishment using free hand embroidery and dissolvable fabric.
- Heated techniques –Transfer dyes
Garment Fabric Patterns - with consideration to the digital printed pattern.
- Screen printing
Methods for creating Digital Textiles including elements of CAD (Photo-shop) and CAM (textile pattern printing)
- Pattern creation
- Methods of transferring pattern or imagery to fabrics.
How to sew seams and create finishes when working with fabrics.
A collection of fastening options and fitting techniques to bring final touches to a piece.
Textiles processes will be best taught through a combination of demonstrations and practical time during lessons where learners have opportunities to apply their knowledge to their own samples. Using Textile and fashion designers as example for samples is a useful tool in enabling teachers to bring the content to life, and to give context to a technique.
Group discussions will work well for developing learners’ confidence and knowledge; providing opportunities for individuals to discuss successful techniques and process and how to improve upon samples.
Learners should be encouraged to explore a wide range of sources to broaden their knowledge of artists, designers and culture. Inspiration can come from many sources from viewing current fashions to visiting a local forest to feed into their creative work.
Learners will be required to make samples and draw designs for their final pieces, relating their design choices to their portfolio of work. Providing learners with a mixture of textile technique and construction skills through the course will give learners the knowledge to create their final pieces.
Textile design can cover a broad range of skills from woven, knitted, stitched or printed fabrics. Encouraging learners to develop their technical knowledge can also help them understand how fabrics will behave and react to different processes. When creating final pieces for fashion, interiors or textile art this can aid the learner though out the course to make judgments on how a piece should be made and what techniques can be combined together to give the best finish.
Common misconceptions or difficulties learners may have:
Learners will ask if there is particular number of samples that are needed. The ability to work creatively with processes and techniques has no particular number but the learner should ensure that the work is selective and appropriate for the chosen theme.
Learners may also need to be encouraged to use their drawing and photography skills within their textile processes. Drawing with stitch or materials and using the imagery to inspire their samples can really help their portfolio to develop. Responding from a drawing or image keeps the learners work appropriate to their chosen theme.
Learning the new terminology relating to fabrics and materials. The use of annotations will help to enable new terminology to become embedded into learners’ vocabulary.
Learners should be encouraged to lead their own research that links well to the chosen theme. A wide range of sources should be used to inform their practice, such as historical, contemporary, textile artist, costume designers, interiors, fashion designer, surface designers and accessories. Learners tend to find this type of research both fun and rewarding.
Conceptual links to other areas of the specification – useful ways to approach this topic to set learners up for topics later in the course:
The learning that occurs when working through the course will help to underpin learners’ knowledge in other areas of the specification.
- develop, through the course of study, to be reflective thinkers with enquiring minds
- identify and acknowledge all sources used during their research which should be in the form of a bibliography of books, journals and websites
- The different purposes, intentions and functions of Textile Design in a variety of contexts and as appropriate to learners’ own work. Please see the following link: Art and Design Specification
Learners can use their own photographs and drawings to create samples for different textile techniques. This might include; drawing with stitch, using scanned drawings to create patterns or using construction techniques to re-create distinct shapes on the body.
Develop and experimentation
Use specific examples that learners can re-create using relevant techniques. These could be developed into final pieces on a larger scale e.g. interior architecture or a fashion runway.
A diverse range of design examples exemplars should be used to support learners individual interests e.g. design for textiles, fashion, interiors etc.
Links to a range of teaching and learning resources that can be used to enhance and support the delivery of the textile process in GCSE Art and Design textiles are provided on the links below:
OCR’s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version.
© OCR 2017 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.Original author of resources: Jemma Lacey-Scott.