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Resource Overview
Boost your student’s fashion design expertise with this fabric colouration & manipulation technique manual!
Increase student creativity by demonstrating the realm of fabric manipulation techniques to inspire and educate your students.
Use this resource to assist your students to embellish and experiment with a range of fabric finishes to liven up any project.
Pack includes:
- 9-page fabric colouration & manipulation manual with technique instructions and relevant youtube tutorial links.
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Curriculum
- Australian
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Design and Technologies > Year 9, Year 10 > Design and Technologies Knowledge and Understanding
ACTDEK046
Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions
Elaboration
- analysing and explaining the ways in which the properties and characteristics of materials have been considered in the design of a product with specific requirements such as reduced weight to reduce transport costs in rural Australia
- critiquing the design of an existing product to identify environmental consequences of material selection
- investigating emerging materials and their impact on design decisions
- justifying decisions when selecting from a broad range of technologies - materials, systems, components, tools and equipment, for example selecting low-emission paints and locally sourced materials
NSW NESA TEXTILES AND DESIGN STAGE 6 SYLLABUS (2013)
Fabric colouration and decoration
- principles of applying colour to fabrics
- methods of fabric decoration, including printing, dyeing, appliqué and embroidery
NSW NESA TEXTILES AND DESIGN STAGE 5 SYLLABUS (2019)
examine methods of colouration and decoration used by textile designers, for example: (ACTDEK046)
- dyeing
- beading, embroidery, appliqué
- fabric manipulation
- digital textile printing
investigate at least one technique of colouration and decoration, for example
- sublimation printing on a T-shirt
- fabric manipulation for a cushion or soft furnishing surface
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Reviews
Catherine Woods
09/12/2020Found some info missing/confusing for beginning students such as on these posters eg Ombre Dip Dye says 'towel' fabric and it does not mention the best fibre to use (cotton) or a warning to not use polyester as the dye will not 'Take'. The bubble technique needs a certain fibre too. I would include pintucks and beading - plus other eg zipper insertion. I am using these as laminated posters to decorate the classroom..kara osborne
08/12/2020Love t very informativeMerran Marriott
18/11/2020These cards are very useful - again as a starting point to introduce the topic of ColourationKim Monaghan
26/03/2021
Fabric Colouration & Manipulation Technique Manual – Digital
Units Sold: 5
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01RDTFCAMTM| Digital or Physical | |
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| Formats Included | |
| Product Type | |
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| Year Level | High School, Year 10, Year 11, Year 12, Year 7, Year 8, Year 9 |
Fantastic pack to start 2021! Get your school year off on the right track with this General Capabilities and Icebreaker Activity Pack.
All activities are mapped to the Quality Teaching Framework, NESA Glossary of Key Terms and The Australian Curriculum General Capabilities.
Pack includes:
- 40 formative assessment slips (one for each week of school)
- Human Bingo icebreaker
- 84 Share bear cards
40 Formative Assessment Slips
Engage your students in quick and easy formative assessment of learning and for learning. Designed to get their neurons firing, or check for understanding whilst meeting the general capabilities. The general capabilities as outlined by the Australian curriculum ‘encompasses knowledge, skills, behaviours and dispositions that will assist students to live and work successfully in the 21st century’.
Additionally, all the glossary keywords as outlined by the NSW Education Standards Authority (NESA) have been implemented throughout this activity pack in the aim to familiarise and engage students with these terms. Furthermore, this pack is closely aligned to the revised Bloom’s Taxonomy for Teaching, Learning and Assessment (2001) which explores the verbs describing the cognitive processes by which thinkers (students) encounter and work with knowledge’.
Human Bingo Icebreaker
This hands-on fun activity is aimed at breaking the ice in the classroom to allow students to familiarise themselves with fellow class members.
Students, using the worksheet are to find a different class member through verbal conversation for each statement such as ‘Has a dog’, ‘Wears glasses’, ‘Has a sibling at this school’ etc. The student to first find a class member for each statement is the winner.
Share Bear
This hands-on communication activity is aimed at breaking the ice in the classroom through active communication skills both verbal and non-verbal it involves students selecting a card and asking a number of class members the response to the question on the card, this involves students both listening and contributing to the conversation.
ZIP File Type: PDF (Acrobat) Document File
Resource Type: Activities
This resource pack includes 14 laminated, colour posters, aimed at breaking down the elements and principles of design.
This set of classroom posters will brighten up any space.
Specifically related to Design and Technology, Textiles, Graphic Design and Art these posters will assist you to teach students about the Elements and Principles of Design.
Pack includes:
- 14 a4 colour laminated posters
- Balance
- Colour
- Contrast
- Direction
- Emphasis
- Line
- Harmony
- Proportion
- Rhythm
- Shape
- Size
- Unity
- Value
- Texture
Relevant to:
TEXTILES TECHNOLOGY YEARS 7–10 SYLLABUS (2003)
- investigate the elements of design, for example:
- line, direction, shape, size, colour, value and texture
- describe how the elements of design have been used by textile designers
TEXTILES AND DESIGN STAGE 6 SYLLABUS (2013)
P1.1 describes the elements and principles of design and uses them in a variety of applications
ACARA Syllabus Links
Design and Technologies
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- Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
The Strategic Study Tools form the basis of the Flourish Generation program, which includes an online study course and downloadable resources. It is designed to help students in secondary schools, colleges and universities to understand how the brain works, recognise their own unique learning style and make the most of the time they spend learning, studying and revising. These tips are just a taste of the many strategies that could change the way you study.
This resource pack includes a total of 25 A4 coloured and laminated posters, which display; the five focus areas apparel, non- apparel, costume, textile arts and furnishings 20 contemporary textile designers matching the 5 focus areas and a student worksheet.
Pack includes:
- 20 x contemporary textile designer posters
- 5 x textile five focus areas posters
- Student activity worksheet
The poster format of these focus areas and contemporary textile designers is broken down into a clear, simple and visual structure increasing literacy skills and learning in the classroom.
20 Contemporary Textile Designers included:
- Ann Hould-Ward
- Behnaz Farahi
- Bonnie and Neil
- Christian Dior
- Colleen Atwood
- Zsofi Levai
- Donna Karan
- Izziyana Suhami
- Julie Taymor
- Karl Largerfeld
- Kate Spade
- Lyn-Al Young
- Marc Jacobs
- Nicholas Ghesquiere
- Penny and Bennett
- Riccardo Tisci
- Spell and the Gypsy
- Susan Hilferty
- Vivienne Westwood
- Lauren Bowker
Textile five focus areas posters.
These posters are A4 colour printed and laminated, displaying both text and visual cues to guide students in their understanding of the different focus areas and include:
- Apparel
- Non-apparel
- Costume
- Furnishings
- Textile Arts
Additional suggestions for use in the classroom are included in this pack and linked directly to the following syllabus dot points.
Stage 5 Dot Point Students learn to:
- textile designers across the focus areas
Stage 5 Dot Points students learn about:
- identify textile designers in selected focus areas
- explore textile applications across the focus areas
HSC Dot Point Students learn to:
Contemporary designers
- sources of inspiration for designers
- factors that determine the success or failure of designers:
– external factors, including economic, political, social, ecological and technological
– internal factors, including expertise, facilities and financial
– trends in society that influence:
– apparel designers
– interior designers
– costume designers
– textile art designers
non-apparel designers
HSC Dot Point Students learn about:
- undertake an investigation of at least ONE contemporary designer, analysing the influences that:
– the designer has on trends, and/or
– trends have on the designer.
Suggestions for use for stage 5 include displaying the textile designer and focus area posters around the classroom. The teacher is to explicitly explain each focus area, it’s definition and items it could include e.g. Textile Arts is defined as any art of craft that uses plant, animal or synthetic fibres to construct practical or decorative objects this includes wall hangings, fabric-based artworks, embroidery and wearable design.
Students then use the included worksheet and ‘scavenger hunt’ around the room identifying which focus area each textile designer is categorised as based on the five focus areas. Included in the worksheet is space for students to conduct their own research finding one other designer (not listed on the posters) that fits into each focus area category.
Suggestions for stage 6 include displaying the contemporary textile designer and focus area posters around the classroom aiding as inspiration towards the students Major Textiles Project. Additionally, these posters could act as a platform for investigation of at least ONE contemporary designer, whereby students investigate the influence the designer has on trends, and/or trends have on the designer.
Engage your students with this Agriculture and Food Technologies games pack. Includes three games for you to use in the classroom; Beat the Beanstalk game, Farm Bingo and Feed Me.
Students learn a variety of aspects from the Technology Mandatory – Agriculture and Food Technologies Syllabus. Including but not limited to; predicting ideal conditions for growth and development of an agricultural plant or animal, communicate recipe improvement or enhancement and identifying safe work practices.
Pack includes:
Beat the Beanstalk:
- Beat the Beanstalk game colour, laminated poster (3 x A4 posters)
- 52 Beat the beanstalk game cards
- 30 Beat the beanstalk colour, laminated game tokens
- Beat the beanstalk instructions for play
- 54 Beat the beanstalk game questions based on the Technology Mandatory Agriculture and Food Technologies Syllabus
Feed Me:
- 6 Feed Me colour, laminated posters
- Feed Me instructions for use
- Post-it-notes for students to attach to the Feed Me posters, which predict what food type is required for each animal or vegetable for correct growth.
Farm Bingo:
- 24 Farm Bingo colour, laminated cards
- Farm Bingo teacher calling card, with a variety of skill level questions for each item, to suit a variety of learners.
Beat the Beanstalk is aimed at involving students on both a theoretical knowledge and kinaesthetic level.
- Students sit in a circle facing the board where the Beat the Beanstalk game poster is blu-tacked. The teacher’s role in this game is to ask the questions and moderate fair play.
- The deck of card is in the centre of the table.
- All students select a fruit or vegetable as their game token.
- The first to begin the game the person whose birthday is closest to the date of play. Passed birthdays do not count.
- The person who is in takes a card, reads it to the class and then answers a question (asked by the teacher) accordingly. The game continues in a clockwise motion unless reversed. If you land on a troll, you must pick up a second card.
- Whoever reaches the highest point of the beanstalk at the end is the overall winner.
Feed Me is aimed at involving students in predicting optimum food and growth of development of animals and plants.
- Teacher blu-tack’s the six ‘Feed Me’ posters around the room.
- Student’s using Post-it Notes write a prediction of what foods are required to feed each animal.
- The teacher then reads aloud responses and suggests other correct foods that could be fed to each animal.
Farm Bingo is aimed at testing student’s knowledge of specific food and agricultural animals. The teacher uses the cryptic calling card, ready outs each item until there is BINGO winner.
Resource Type: Classroom Activity, Game, Posters, Starter and Plenary
Downloadable File Type: PDF (Acrobat) Document File ZIP
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