Textiles (Art) - Year 10

Textiles (Art) Overview

Term 1: Skills project

COMPONENT ONE

Introductory skills project

In term 1, students use their summer holiday homework to inspire a series of drawings and paintings in order to develop their artistic and creative ability.

They get the opportunity to experiment with a wide range of textiles techniques in ‘workshop style’ lessons and produce samples of these techniques.

  1. Continuous verbal formative assessment

    Peer/ self-assessment

    Textiles work assessed formally using AQA assessment objectives

Mixed media

An artwork created from more than one medium (e.g. paint and stitching)

Analyse

Examine (something) methodically and in detail, typically in order to explain and interpret it. "we need to analyse our results more clearly" synonyms: examine, inspect, survey, scan, study.

Art criticism

Art criticism is the discussion or evaluation of visual art. Art critics usually criticise art in the context of aesthetics or the theory of beauty.

Explore

Enquire into or discuss (a subject) in detail.

Organic shape

Organic shapes are free-form, unpredictable and flowing in appearance. These shapes, as well as organic forms, visually suggest the natural world of animals, plants, sky, sea, etc..

Flora

The plants of a particular region, habitat, or geological period.

Enhance

Intensify, increase, or further improve the quality, value, or extent of.

lino printing

Lino printing is a form of fine art printmaking where the printing plate is cut into lino.

Printing

Printing is the process of making images that can be transferred onto other surfaces. It can be used to make one or more identical images or to create repeating patterns on papers and textiles.

Mylar (stencils)

Mylar is a durable, very light weight, very flexible material and ideal for cutting stencils out of.

Composition

In the visual arts, composition is the placement or arrangement of visual elements or 'ingredients' in a work of art.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will work in pairs and groups at various stages throughout the project. Students are required to interact throughout, whether it is being, involved in discussions or supporting each other during practical tasks.

Create a supportive community:

Textiles provides an environment where students feel comfortable to express themselves in thoughtful and respectful ways

Term 2: Skills project

COMPONENT ONE

Introductory skills project

In term 2, students continue to do tasks designed to enhance their drawing and painting skills. Students will develop some of their drawings further into larger scale work and into pattern repeats.

Students experiment with more textiles techniques, producing samples for these.

  1. Continuous verbal formative assessment

    Peer/ self-assessment

    Textiles work assessed formally using AQA assessment objectives

Garment construction

A costume or garment is constructed by cutting the fabric into parts according to a pattern which fits the human form; then the different parts are joined together by sewing.

Pattern cutting

In sewing and fashion design, a pattern is the template from which the parts of a garment are traced onto fabric before being cut out and assembled. ... The process of making or cutting patterns is sometimes condensed to the one-word Patternmaking.

Prototype

A prototype is an initial version of a product. The prototype is tested to make sure it is fit for the audience and purpose. If there are any errors or problems, the prototype is improved and tested again.

Brief

A creative brief is what a client will give to a designer/ artist to help them come up with a creative solution

Half drop

It consists of the repeat unit being stacked vertically in a column format which is then offset by half in the next vertical row.

Brick pattern repeat

Just like the half drop, the brick repeat unit is also very commonly used in surface pattern repeats. It’s very similar to the half drop pattern repeat except instead of the repeat unit being stacked vertically in a column format, it

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Looking at the way other artist and designers produce their work will help students to gain understanding of visual language as well as techniques and processes.

Create a supportive community:

Students will be able to reflect on the work of others and use it as inspiration for their work.

Term 3: 'Glorious Nature' Project

COMPONENT ONE

‘Glorious nature’ project

AO1/AO3

Investigations, analysis & experiments

In term 3, students begin their Y10 mock exam project focusing on themes inspired by the natural world. This term focuses on research; analysis; sources of inspiration and experimenting with media and materials as well as textiles techniques and processes. Students will produce a series of drawings and paintings and collect as wide a range of primary and secondary sources of inspiration as possible. They will engage with a number of relevant artists and designers demonstrating a critical understanding of sources. Students will show that they can develop ideas through purposeful investigations by producing a range of ‘Working in the style of’ samples for the artists/ designers they have studied.

  1. Continuous verbal formative assessment

    Peer/ self-assessment

    Assessment focus:

    AO1, AO3

Mixed media

An artwork created from more than one medium (e.g. paint and stitching)

Source

A place, person, or thing from which something originates or can be obtained.

Experimental sample

A trial of various techniques and processes in order to test out and evaluate ideas.

Shisha work

Small mirrors are embroidered onto fabrics to reflect other materials and catch the light.

Shibori

Shibori The technique where a fabric is folded, gathered, pleated, wrapped and bound prior to the application of dye. It is often seen in the textiles of Japan

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Producing artist studies will promote cultural awareness. Students will gain an understanding of how Art and Textiles have impacted on society.

Create a supportive community:

Peer assessment opportunities allow students to learn from each other’s work. Students learn how to give constructive feedback to each other in a respectful and thoughtful way.

Term 4: 'Glorious nature' project

COMPONENT ONE

‘Glorious nature’ project

AO2 - Exploring & developing ideas

During this term, students use their sources of inspiration to inspire a range of initial ideas.

These sketches are then ‘brought to life’ using a range of different materials. Students then explore their initial ideas further by experimenting with a range of drawing and painting media; materials; textiles techniques and processes.

Three of these ideas are then developed further before selecting one to use as a final idea.

At this stage students are still considering different materials, techniques and processes and have not decided on the most suitable ones yet so will produce alternative samples for as many ways of decorating/ constructing their final idea as possible.

  1. Continuous verbal formative assessment

    Peer/ self-assessment

    Assessment focus:

    AO2

Batik

A method of producing coloured designs on textiles by dyeing them, having first applied wax to the parts to be left un-dyed.

Silk screen

A stencil process in which colouring matter is forced onto the material to be printed through the meshes of a silk or organdy screen. A print is made by this process.

Heat gun

A heat gun is a device used to emit a stream of hot air, usually at temperatures between 100 °C and 550 °C (200-1000 °F), with some hotter models running around 760 °C (1400 °F), which can be held by hand.

Quilting

A decorative technique where a design is stitched onto two layers of cloth with a padded layer in-between

Hand embroidery

Embroidery is the craft of decorating fabric or other materials using a needle to apply thread or yarn. Embroidery may also incorporate other materials such as pearls, beads, quills, and sequins.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will creatively approach the task of generating ideas for their practical outcome in their mock exam. Students will have to make decisions about their own work and what direction they wish to take it in.

Create a supportive community:

Students will be able to reflect on the work of others and use it as inspiration for their work.

Term 5: 'Glorious Nature' project

COMPONENT ONE

‘Glorious nature’ project

AO2 - Refining final idea

At this stage, most students have decided which techniques and processes are the most suitable to use but are still refining their use of materials, colour, pattern, shape, style, imagery & texture.

Students will spend time refining every different part of their intended practical outcome. Previous samples will be developed further.

Students will produce mock-ups to trial different shapes and styles as well as a prototype to check the final appearance and function of their intended outcome.

Once students have done this they will produce a refined final idea that incorporates all modifications that arise from the ‘refining final idea’ stage

  1. Continuous verbal formative assessment

    Peer/ self-assessment

    Assessment focus:

    AO2

Block printing

One image stamped over and over again to make a repeat pattern.

Annotate

Add notes to (a text or diagram) giving explanation or comment.

Abstract

Used to describe work that does not try to look like an illusion of something else.

Thermochromic materials

are able to change their colour in response to light.

Thermotropic materials

are able to change their optical properties, for example their transparency - in response to temperature.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students constantly assess their own progress through formal assessment, and informal (discussions with Peers/ teacher/ themselves). Annotations and evaluations (visual and written) will demonstrate reflections.

Create a supportive community:

Students will work in pairs and groups at various stages throughout the project. Students are required to interact throughout, whether it is being, involved in discussions or supporting each other during practical tasks.

Term 6: 'Glorious Nature' project

COMPONENT ONE

‘Glorious nature’ project

AO4 - Presenting a personal response practical outcome

During term 6, students will refine each part of their refined final idea further. Trials of all intended techniques and processes will be carried out before students present a personal & meaningful final practical outcome.

Students will then begin to prepare for their Y11 mock exam project.

  1. ‘Under the sea and on the seashore’ mock exam Textiles work assessed formally using all assessment objective criteria

    Assessment focus:

    AO4

Dressmaker’s shears

Large, sharp scissors for cutting fabric.

Monoprinting

Monoprinting is a form of printmaking that has lines or images that can only be made once unlike most printmaking, which allows for multiple originals.

Exceptional

Extraordinary, out of the ordinary, out of the way, rare, singular, unprecedented. You use exceptional to describe someone or something that has a particular quality, usually a good quality, to an unusually high degree.

Direct printing

A printing paste is applied directly to the fabric. A stencil may be used to create the pattern

Resist printing

A method of applying wax, paste or chemical resist to a fabric. The fabric is then dyed and the resist is removed by washing or heat.

  • Spiritual
  • Moral
  • Social
  • Cultural
Develop the individual:

Students will creatively approach the task of generating ideas for their practical outcome in their mock exam. Students will have to make decisions about their own work and what direction they wish to take it in. Students will have developed their own style throughout the year. Students will have identified the techniques they are best at through self-assessment and this will enable them to work to their strengths in Y11.

Create a supportive community:

Peer assessment opportunities allow students to learn from each other’s work. Students learn how to give constructive feedback to each other in a respectful and thoughtful way.