T1 to T3 is an Art unit. Please see the Art online curriculum for more details. Thank you.
T1 to T3 is an Art unit. Please see the Art online curriculum for more details. Thank you.
T1 to T3 is an Art unit. Please see the Art online curriculum for more details. Thank you.
SOFT SCULPTURE BIRD PROJECT:
Students will investigate the work of specific artists and designers and will use this research to inspire a range of ideas for a soft sculpture fabric bird and a 'Visual Language' decorative A3 piece. Students will develop drawing and painting skills with a particular emphasis on line, colour & shape. This project introduces students to the basic skills required in Textiles and to the visual elements and principles of art and design.
In term 4, students will develop the basic skills necessary for use in Textiles. Cutting and shaping fabric is a vital skill and students will learn how to do this accurately and safely.
Students will learn about:-
●visual language and visual elements
●joining techniques
●the work of specific artists and designers
●different types of Textiles tools & equipment
Students will be taught how to:-
●produce an artist study
●use tools and equipment specific to Textiles
● cut shapes accurately out of fabric by making and using a paper template
-Students will self and peer assess their work as it develops to help them to become reflective in their progress.
-Teachers will regularly provide verbal feedback throughout lessons to aid progress.
-Work will be formally assessed with a level linked to the GCSE criteria and written comments will be given.
Work will be assessed at the end of the term as well as in February when this project ends
For measuring the body.
Large, sharp scissors for cutting fabric.
Small scissors with short blades for cutting loose threads
Sharp with a small head on one end, used to secure fabric together.
A very fine slender piece of polished metal with a point at one end and a hole or eye for thread at the other, used in sewing.
A small metal or plastic cap with a closed end, worn to protect the finger and push the needle in sewing.
Small pad for holding pins.
Hard chalk or soapstone used in tailoring and dressmaking for marking fabric.
A wooden figure or model of the human figure used by tailors, dress designers, etc., for fitting or making clothes.
A small tool used for ripping stitches. The most common form consists of a handle, shaft and head. The head is usually forked with one side of the fork flattening out and becoming a blade and the other side forming a small point.
Shears with a serrated blade, used to cut a zigzag edge in fabric to prevent it fraying.
Producing artist studies will promote cultural awareness. Students will gain an understanding of how Art and Textiles have impacted on society. Students will be made aware of social issues when re-cycling by re-using textiles in their work.
Students will have an increased awareness of the wider world around them.
A02: Experiment with appropriate media, materials, techniques & processes
A03: Record ideas, observations and insights
In T5 students will learn about and experiment with different ways of decorating and embellishing fabrics. Applique is a very effective way of adding colour, shape and texture to fabrics, so students will gain experience of this technique. Students will develop a range of ideas for a soft sculpture bird and an A3 decorated piece.
Students will learn about:-
●applique
●basic hand stitches
●the creative process of developing ideas from starting point to final resolution
Students will be taught how to:-
●do applique,
●do running stitch, backstitch, whip stitch & blanket stitch
●experiment with beads and sequins
●experiment with ways of colouring fabrics
●produce a range of ideas that link to specified artists and themes
●annotate ideas using Art and Textiles vocabulary
A03: Record ideas, observations and insights
Students will self and peer assess their work as it develops to help them to become reflective in their progress.
-Teachers will regularly provide verbal feedback throughout lessons to aid progress.
-Work will be formally assessed with a level linked to the GCSE criteria and written comments will be given.
Work will be assessed at the end of the term as well as in February when this project ends
A kind of cloth made by rolling and pressing wool or another suitable textile accompanied by the application of moisture or heat, which causes the constituent fibres to mat together to create a smooth surface.
Fabric that originates from the cotton plant
Unbleached cotton.
Soft sculpture is a type of sculpture made using cloth, foam rubber, plastic, paper, fibres and similar material that are supple and nonrigid.
Soft, thick material used to line garments or pack fragile items, especially cotton wool formed into a fleecy layer.
A small disc sewn on to a garment, either to fasten it by being pushed through a slit made for the purpose or for decoration.
A small piece of glass, stone, or similar material that is threaded with others to make a necklace or rosary or sewn on to fabric
Thread or filament from which a vegetable tissue, mineral substance, or textile is formed.
The fine, soft curly or wavy hair forming the coat of a sheep, goat, or similar animal, especially when
A long, narrow strip of fabric, used for tying something or for decoration.
Students will learn about techniques and processes used in other cultures as well as our own.
Students will work in pairs to peer assess. Students will interact with each other during 'Walkabout galleries where they will give opinions of the work of others in a respectful way.
A02: Refine work by exploring ideas
A03: Record final idea with annotations
A04: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language
In term 6, students will produce a decorated panel that reflects the theme and work of artists studied and demonstrates an understanding of visual language. This final outcome will be presented as their personal response. Some students may choose to present their work as ‘soft sculpture’.
Students will:
●explore their ideas further by producing some samples of possible outcomes
●identify their best samples
●evaluate their work aiming to highlight the techniques and processes they were most successful in
●produce a final idea which includes the most successful work so far
●work on presenting a personal response final outcome in the form of a decorated panel
A03: Record final idea with annotations
A04: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language
Students will self and peer assess their work as it develops to help them to become reflective in their progress.
-Teachers will regularly provide verbal feedback throughout lessons to aid progress.
-Work will be formally assessed with a level linked to the GCSE criteria and written comments will be given.
-Work will be formally assessed in February when this project ends
A simple needlework stitch consisting of a line of small even stitches which run back and forth through the cloth without overlapping.
Overcast stitch is one of several types of sewing stitches, this type being used to enclose a raw, or unfinished, seam or edge. The purpose is to prevent unravelling of the fabric.
A basic sewing stitch in which widely spaced, interlocking loops, or purls, are formed, used for cut work, as a decorative finish for edges, etc.
A stitch sewn one stitch length backward on the front side and two stitch lengths forward on the
An embroidery stitch resembling a chain.
A seam allowance is the area between the edge and the stitching line on two (or more) pieces of material being stitched together. Seam allowances can range from 1⁄4 inch (6.4 mm) wide to as much as several inches.
A line where two pieces of fabric are sewn together in a garment or other article.
Soft sculpture is a type of sculpture made using cloth, foam rubber, plastic, paper, fibres and similar material that are supple
Needlework in which small pieces of cloth in different designs, colours, or textures are sewn together.
Ornamental needlework in which pieces of fabric are sewn or stuck on to a larger piece to form a picture or pattern.
Students will have learnt how to develop a personal response to a given brief. Students will have used homework tasks to develop their understanding of Textiles techniques & processes.
Students will have a broader understanding of how different people approach creative tasks. Students will have had the opportunity to reflect on theor own work and that of others. This will inform future creative decisions for the better.