Upholstery 10, 20, 30: Curriculum Guidelines

Module 14: Repairs (Optional)

Suggested time: 10-15 hours
Level: Introductory
Prerequisite: Modules 2, 3, and 4

Foundational Objectives

To develop skills in the use of equipment and materials common to the upholstery industry.
To develop workplace skills, knowledge, and attitudes that may lead to successful employment.
To demonstrate safe working practices and techniques for the upholstery industry.
To develop independent decision-making skills pertaining to the upholstery industry.

Common Essential Learnings Foundational Objectives

To participate in activities that focus on problem solving in which students develop their own perspectives and give reasons for their conclusions. (CCT)

	Learning Objective	Notes
14.1	To understand the characteristics of frame materials.	A guest speaker from a carpentry shop, an upholsterer or a furniture maker would be advantageous.
14.2	To identify worn or damaged frames. (CCT)	Have students study different damaged furniture pieces. Have the students identify in their journals typical problem areas for furniture. Invite a guest speaker from a carpentry shop, an upholsterer or a furniture maker to discuss: furniture repairs adhesives frame materials alterations frames changes in the technology used in repair work
14.3	To identify the types of joinery found on furniture. (COM)	List and draw the different types of joints and state the advantages and disadvantages of each.
14.4	To build joints. (TL)	Design a lab activity that has students build joints.
14.5	To identify clamping methods to secure joints. (TL)	Students will use different types of clamping tools.
14.6	To understand the characteristics of adhesives.	Use a carpentry text book. A guest speaker who knows and works with a variety of adhesives would be a good resource. Discuss the changing technology in the occupation, the strengths and weaknesses of modern and traditional glues.
14.7	To test different adhesives. (CCT)	Have the students try to break glue joints they have made. Then have them analyze and assess the strength of glued joints.
14.8	To identify different stains and colors.	Use a stain chart. Tour a paint store and ask the retailer to explain the differences in product (stains and colours). Have students use a piece of wood to make a stain chart. A piece of wood 5 x 60.5 cm (2 x 12 in), divided into 2.5 cm (1 inch) strips with masking tape dividers, can be stained with different stains to see how stains differ on the same piece of wood. For refinishing tips, see Module 21.
14.9	To prepare a piece of wood for staining. (TL)	Have students sand and prepare a wood sample for staining.
14.10	To stain a wood sample.	Caution: Make sure the students are wearing safety glasses and gloves, if necessary, when staining the wood sample.
14.11	To apply a protective coating to the stained wood.	Spray or brush on the coating and allow to dry.
14.12	To identify scratches and finish faults.	Have the students scratch a finished wood sample.
14.13	To repair the scratched surface. (TL)	Have the students sand out or touch up the stain to match the original piece. Matching stain and touching up can be difficult. Make sure all coating edges are feathered.
14.14	To refinish the piece.	Before refinishing a piece, consider the age and antique value of the piece prior to refinishing. Refinishing an antique can destroy its value. If a piece appears to be an antique, see a wood refinishing professional before proceeding. Either use a spray or brush finish.
		Projects: There are a number of projects that will afford student practice. See the recommended resources for repair project examples. Repairable furniture from customers, board office, local library branch, second-hand stores or students' homes may be appropriate.