Learning Objectives

11.1 To identify traditional, cultural, (ethnic) and contemporary methods of textile design.

Visit a craft show. Prepare an oral or written report for the class that includes the type of products sold, the price range, and types of people who attended the show.

Invite an elder, a member of the Saskatchewan Craft Council, or a community person to demonstrate traditional, cultural, or contemporary methods of textile design. (PSVS)

Invite a member from the Saskatchewan Textiles Firm to your class or tour a worksite.

Have students develop a portfolio of textile design ideas.

11.2 To increase awareness of the wide variety of surface designs available for embellishing sewing projects.

Demonstrate a number of surface design methods:

• hand embroidery – counted cross-stitch, silk ribbon, crewel, needlepoint
• machine embroidery – decorative stitching
• decorative overlock (serger) stitching
• fraying
• appliqué
• fabric painting

Some suggested techniques for fabric painting include:

• fabric paint tube – stencil
• sponge
• brush, or
• splatter painting.

Some ideas for creating blocks for block printing include the use of:

• kitchen or sewing tools
• design cut into a vegetable (potato, turnip, carrot)
• design cut into linoleum
• beads, buttons, trims, bias tape, nail heads
• scanning a design
• quilting
• silk screening
• patchwork
• cut work – done by hand or using a sewing machine

Have students complete a number of samples to put in a portfolio or on a bulletin board. (CCT)

Invite members of the community to visit the class to demonstrate textile design and show samples.

11.3 To increase awareness of a variety of fiber crafts that can be used to create apparel or an accessory.

Through the use of samples and demonstration, introduce a number of fiber crafts:

• knit – hand or knitting machine
• crochet
• macramé
• lace work
• needlepoint

Samples could be put into a portfolio or on a bulletin board. (TL)

11.4 To create awareness of textile design methods.

Through the use of samples and demonstration, introduce a number of colour application methods:

• tie dye
• batik
• splatter painting – using a toothbrush or spray bottle

Samples could be put into a portfolio or on a bulletin board. (CCT)

11.5 To explore the computer as one of the tools used by textile designers. (TL)

Using their portfolio of textile design ideas, have the students create a textile design. Keep in mind:

• one way and two way designs
• colouration
• design repeats
• end use of design – apparel or furnishings
• scanning parts of a design – copyright must be considered
• motifs

Using the student portfolio as a starting point, complete a project using one or more of the textile applications studied in class.

Examples of projects to embellish may include:

• pencil case
• pillow
• tool or cooking apron
• pillowcase
• gift bag
• tote bag
• sweat band
• boxer shorts
• ready made garment
• towels
• dance, skating, gymnastics, Halloween costumes
• vest
• tie
• moccasins
• mitts

Upon completion, students will evaluate their project.

• Students may wish to complete a project for gift giving.

• Students may display their projects in class, in the school showcase, or in the community.

11.7 To explore entrepreneurial opportunities. (NUM)

Have students make their projects into kits. Write instruction sheets to be included in the kits. Determine the selling price.

Have students sell their projects within the school or community.

Have the class complete a number of the same items for an upcoming event:

• convention or conference
• curling bonspiel

Brainstorm personal characteristics and abilities that would be valuable for a person who wished to start a personal business. Invite such a business person to class, if available.

11.8 To discover types of fabric design and the relationship of fabric design to the finished garment.

Differentiate among pattern, motif, and fabric design.

Design fabric motifs.