Textiles Studies Curriculum - International Bureau of … Studies Curriculum Directorate for Quality...

Directorate for Quality and Standards in Education - Curriculum Management and eLearning Department – Textiles Studies – 2012

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Textiles Studies Curriculum

Directorate for Quality and Standards in Education

Curriculum Management and eLearning Department

TEXTILES STUDIES CURRICULUM UNITS – FORM 1

TXT 7.1 One way to sew it up 1

TXT 7.2 Christmas Stockings

TXT 7.3 Taking a Look at Textiles

TXT 7.4 Rags to Riches

TXT 7.5 Creative Design

TXT 7.6 Colour Your Life

To access the pages click on the page title below


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Subject: Textiles Studies Form 1 Unit code and title: TXS 7.1 One way to sew it up 1

Strand: AIDS TO SEWING Unit Duration: 9 sessions of 40 minutes; Total 6 hours

OBJECTIVES The students will be able :

1. To identify and name the commonly used small sewing tools/equipment for dressmaking purposes,

2. To identify and name large sewing equipment, 3. To select, use, care for, and store all sewing tools appropriately, 4. To gain knowledge and identify different types of sewing machines and name the main parts of the sewing machine, 5. To identify, name and work temporary stitches.

Key Words Points to note Resources

Key Terms: Pins, hand sewing

needles, pin- cushion. Coloured

threads, tacking cotton. Measuring

tape, dressmakers tailor’s shears,

pinking shears, seam ripper, tailor’s

chalk, tracing wheel, carbon paper.

Sewing machine

New Technical Terms: treadle

sewing machine, hand sewing

machine, computerized sewing

machine, steam and dry iron, ironing

board sleeve board. Long and short

and even tacking. tailor’s and

diagonal tacking.

The approach to teaching and learning Textiles

Studies is based on the development of a creative

student. Students work on an identified brief,

creating a plan to fit the brief and implementing the

brief while being constantly aware of health and

safety rules. Through hands on experiences and

with ongoing investigation and modification,

students are encouraged to find solutions and

improve their work through evaluation.

Needlework box. Small and large sewing tools – sewing

machines, irons, ironing board etc.

Pictures of all tools. Samples of worked temporary stitches.

Interactive white board.

PowerPoint Presentation

http://www.ehow.com/list_6685667_hand-held-sewing-

tools.html

http://home.howstuffworks.com/framed.htm?parent=sewing-


machine.htm&url=http://www.history.rochester.edu/Scientific_A

merican/mystery/howe.htm

http://www.ehow.com/list_6685667_hand-held-sewing-tools.html

http://www.ehow.com/list_6685667_hand-held-sewing-tools.html


http://home.howstuffworks.com/framed.htm?parent=sewing-machine.htm&url=http://www.history.rochester.edu/Scientific_American/mystery/howe.htm




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Teaching objectives Examples of teaching experiences and activities Indicators of learning outcomes

The teacher will help the students: To identify and name the commonly used small sewing tools/equipment for dressmaking purposes. (1 lesson)

Starter suggestion: Show a PowerPoint Presentation of various people doing different jobs. Students in mixed abilities groups discuss the various tools each worker is making use of. They eventually come to the conclusion that various jobs require the use of different tools.

Main activities: Preferably pair off the students and ask each group to talk about the small equipment that are necessary for Textiles Studies/sewing purposes at home or at school.

The teacher will then ask the students to suggest a suitable container where the small tools will be kept. Other possible answers could be: “in a nice needlework basket or a tin box”. The teacher tries to instil environmental awareness by becoming conscious to the three ‘Rs’, suggesting a biscuit tin or a clean shoe box which can be appropriately recycled to store these tools in.

The teacher shows the students the needlework box full of different tools and asks the students to name the tools and explain what they know of these tools, namely their use and care.

A video clip of different tools is shown to the students. Again students are paired off and given three sets of cards. The first set is of pictures of different tools, another set with different names of tools and the third set with the each tool’s performance. Each group will have to identify and name the tool and match it to its

Students identify, name and explain the function and proper

care of all the small sewing tools/equipment. They can use

each of them safely and confidently. (Level 8)

Students identify, name and state some of the functions and

general care of all the small sewing tools/equipment. They can

use most of the small tools safely.. (Level 7)

Students identify and name the very basic of the small sewing

tools; with help, they will outline the function of some of the

sewing tools/equipment. They can use the basic ones, under

supervision. (Level 6)

Students draw, match the wording of four of the small sewing tools/equipment and write them down in their file. They can use the basic ones in a restrictive manner under supervision. (Level 5)


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proper function.

http://www.youtube.com/watch?v=tVx8TlcPsKM

Other possible activities: On an interactive whiteboard students will be asked to match the tool to its name, or to identify the small tools shown. A word search on a handout can also be used.

To identify and name large sewing equipment. (1 lesson)

Starter suggestion: Students are grouped in pairs and asked to take a look around the Textiles Studies Room and make a list of the large sewing tools that are used for sewing, pressing and storing of different items.

Main activities: The students will be given a pack of different pictures of tools used for different jobs and they have to choose the tool necessary to use in the Textiles Studies Room.

Another list of tools is given out to students and each group will be asked to cut and fix the pictures of each tool on their files. Each tool has to have the proper name assigned to it.

Teacher will ask questions regarding the function of each tool and a discussion will follow. Some examples of questions that can be asked include: What is the difference between the dry and the steam iron? Why do we use an ironing board? What is a sleeve board? Discussion will continue regarding the safety of each tool.

http://tlc.howstuffworks.com/home/ironing-tips.htm

Students identify, name and explain the function and proper

care of all the small sewing tools/equipment. They can use

each of them safely and confidently.(Level 8)

Students will identify, name and state the function and general

care of all the large sewing equipment. They can use most of

the large equipment safely. (Level 7)

Students identify and name the very basic of the small sewing

tools; with help, they will outline the function of some of the

sewing tools/equipment. They can use the basic ones, under

supervision. (Level 6)

Students draw, match the wording of four of the small sewing tools/equipment and write them down in their file. They can use the basic ones in a restrictive manner under supervision.. (Level 5)

http://www.youtube.com/watch?v=tVx8TlcPsKM

http://tlc.howstuffworks.com/home/ironing-tips.htm


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Other possible activities: Teacher asks students to

research information and present a Storyboard or a brief

PowerPoint Presentation on large and small tools.

To select, use, care for, and store all sewing tools appropriately. (1 lesson)

Starter suggestion: A picture of a disorganized

Needlecraft room is shown to the students. A discussion

will follow to elicit the possible accidents that could

happen.

Main activity: A debate will be conducted and the class is

divided into two groups. Each group will have to choose

a speaker to deliver the points that are noted in the

pictures and students name the possible accidents and

what precautions should be taken to avoid such

accidents. Also each group has to suggest ways of how

to store all the tools that are scattered around the room

shown in the picture and what safety precautions should

be taken, giving justified reasons. (Fire extinguisher, fire

blanket, sewing machine safety guard, first-aid box, fire

escape and fire drill). Points will be given to each group

and a chart will be fixed on the wall noting what points

each group will generate during these debates.

Other possible activities: Students will be asked to

conduct an interview with a Health and Safety Teacher

or fire rescue personal or a policeman regarding a

particular accident that this person might have

encountered.

Students explain, giving reasons, while showing confidence of

the practical skills in the proper handling, safe use, correct care

and storage of tools. (Level 8)

Students explain in detail and show adequate practical skills in

the proper handling, safe use, correct care and storage of

tools. (Level 7)

Students explain briefly and, with some guidance, show some

basic practical skills in the handling, use and care of some

tools. (Level 6)

Students outline and, with continuous help and support, show

some elementary practical skills in the handling, care, safe use

of some basic tools. (Level 5)


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To gain knowledge and identify different types of sewing machines and name the main parts of the sewing machine. (3 lessons)

Starter suggestion: Students are presented with

pictures of different types of sewing machines. (Treadle,

hand and computerized sewing machines). The students

are encouraged to comment and spot the differences.

Following this, they will write their observations and

note the differences of the machines shown.

Main activities: The lists are read out and a discussion

will follow on the performance of these sewing

machines. Teacher will question the approximate time a

person may take to learn how to use each sewing

machine. Students will identify the differences between

the sewing machines and the different functions of each

machine shown. The treadle and the hand sewing

machine have very minimal functions compared to the

electric and the computerized one. Cost is also discussed

and taken into consideration when buying a sewing

machine.

The teacher will then display the sewing machine that

there is in class and point out to the students the name

of different part of the sewing machine. The teacher will

then show the students how to thread the sewing

machine and asks each student to try to thread the

sewing machine themselves.

The students will watch a video clip of how the sewing

machine works.

Students identify, name and explain the function, proper care

and safe use of each of the different sewing machines. They

can use more than one of the sewing machines in the Textiles

Room safely and confidently. (Level 8)

Students identify, name and state the function and general

care of the sewing machines. They can use one sewing

machine in the Textiles Room safely and with some

confidence. (Level 7)

Students identify and name some of the large sewing machine

parts. With help, they will outline the function of some of

these parts. They can make basic use of the sewing machine in

a restrictive manner while under supervision. (Level 6)

Students match, with help, names with the drawings of the

common types of temporary stitches and will attempt to work

two types of temporary stitches diligently but with support..

(Level 5)


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http://home.howstuffworks.com/sewing-machine1.htm

A chart showing the sewing machine will then be

displayed and each student will try to name each part.

Emphasis will be given on the safety precautions and

care of the sewing machine. The safety guard must be

installed and students are made aware of the proper

way to handle and care for the sewing machine.

Other possible activities: Students are asked to research

information on different sewing machines. Others will

practice machine stitching on a thread less sewing

machine.

To identify, name and work temporary stitches. (3 lessons)

Starter suggestion: Students will be shown two pairs of

trousers, one sewn with straight machine stitch together

with another one that is sewn with long and short

tacking ready for machining. The students will discuss

the purpose of the different stitches used of the

workmanship of each.

Main activity: The students are asked to discuss the

function of the stitching used on each trouser. Some

possible questions to be asked include: Will each trouser

wear well? Why? Why do we tack first and afterwards

use the sewing machine to assemble the trousers? Each

student has to write her answers and then each will

present the answers to class.

Students identify, name, explain, by giving reasons, the

different purposes and work the different types of temporary

stitches neatly. (Level 8)

Students identify, name, explain the main purpose, and work

the different types of temporary stitches satisfactorily.. (Level

7)

Students identify, name and work, under guidance, the most

common types of temporary stitches adequately.. (Level 6)

Students will be able to match, with help, names with the

drawings of the common types of temporary stitches and will

attempt to work two types of temporary stitches diligently but

http://home.howstuffworks.com/sewing-machine1.htm


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http://www.youtube.com/watch?v=uJUL3tu-Fec

Teacher will show samples of tacking stitches. Each

stitch will be named and students will be asked to

identify it by its specific name.

http://www.youtube.com/watch?v=vG4-

6LRKwfk&feature=related

Scraps of fabrics will be handed out to each student and

they will be shown how to thread the needle with

tacking cotton. Three rows will be drawn on the fabric

given and the teacher will demonstrate how each stitch

will be worked. Individual attention will be given to each

student. Students will continue working the stitches at

home. Others could find information on each stitch and

present a chart on the steps of how to work each stitch.

Once worked, stitches would be mounted on cards and

displayed in their portfolios.

Other possible activities: Students could prepare a

PowerPoint Presentation of four slides on temporary

stitches and present it to the class. Using the Internet

and working in groups, students could research and

download different images of temporary stitches and

prepare a chart with these images to hang in class.

with support. (Level 5)

http://www.youtube.com/watch?v=uJUL3tu-Fec

http://www.youtube.com/watch?v=vG4-6LRKwfk&feature=related

http://www.youtube.com/watch?v=vG4-6LRKwfk&feature=related


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Subject: Textiles Studies Form 1

Unit code and title: TXS 7.2 Christmas Stockings

Strand 1: FASHION, DESIGN AND TEXTILES Unit Duration: 9 sessions of 40 minutes; Total 6 hours

Strand 2: AIDS TO SEWING

OBJECTIVES The teacher will help the student:

1. To become familiar and practise basic ways of permanently stitching fabrics. 2. To investigate ways of designing a Christmas stocking. 3. To layout and cut out the Christmas stocking, 4. To experiment with different methods of decorating the Christmas stocking, 5. To select and use specific methods for joining and finishing Christmas stockings.


Key Terms: stitches, Christmas

stocking, print, decorations,

ribbon, embroidery thread,

sewing machine, recycle.

New Terms: Permanent stitches,

straight stitch and zig-zag, felt,

appliqué, seam, photo-story.




creating a plan to fit the brief and implementing

the brief while being constantly aware of health

and safety rules. Through hands on experiences

and with ongoing investigation and modification,



Fabric for working stitches, fabrics and thread for stockings. Felt scarps or

other non fraying fabric for appliqué. Decorations such as braid, ribbon,

beads, sequins, fabric paints, stencils and buttons. Fabrics and

decorations can be recycled or reused items salvaged from unused

garments or household items. Sewing and embroidery thread, patterns

and small tools found in the needlework box. Sewing machine and iron.

http://www.thequiltshow.com/os/images/projects/10034.pdf

http://www.freeapplique.com/Christmaspatterns.html

http://www.youtube.com/watch?v=WpyF4FRdmiE

http://www.youtube.com/watch?v=oknwFIMCiVg&feature=related

http://www.thequiltshow.com/os/images/projects/10034.pdf

http://www.freeapplique.com/Christmaspatterns.html

http://www.youtube.com/watch?v=WpyF4FRdmiE

http://www.youtube.com/watch?v=oknwFIMCiVg&feature=related


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The teacher will:

help students become familiar and practise basic ways of permanently stitching fabrics. (1 lesson)

Starter suggestion: The students examine sewn items to determine what stitching is and to

brainstorm the different methods and equipment used for hand and machine stitching. The

students can link to other lessons where temporary stitches were covered and compare and

distinguish between these stitches and the permanent stitches.

http://www.creativesewingtips.com/basic-sewing-stitches.html

Main activity: Students make a list and draw some permanent stitches on their worksheets.

Students watch the teacher demonstrate how to make basic permanent stitches. These can be

hand or machine stitches. Each student is given a piece of fabric where to try basic stitches. These

stitches can be continued at home. The use of striped fabric is recommended, so students can

stitch in a straight line without the need for marking.

http://www.5min.com/Video/Learn-Basic-Sewing-Stitches-145438337

http://www.allfreesewing.com/Video-Tutorials/Video-Sewing-101-Hand-Sewing-Basics

http://www.sewdresses.com/sew-dresses/sewing-how-to-sewing-easy-sewing-stitches

http://stitchschool.blogspot.com/2010/01/running-stitch.html

The students will be able to illustrate

the basic permanent stitches using

clear diagrams. The student will be

able to work the basic stitches by

hand or machine. (Level 8)

The students will be able to write the

names of some permanent stitches

and match them to the diagram found

on the teacher’s books, handouts or

website. The student will be able to

work some of the basic stitches by

hand or machine. (Level 7)

The students will be able to

distinguish the names of two

permanent stitches and match them

to the diagram found on the teacher’s

books, handouts or website. The

student will be able to work the two

simplest stitches by hand or machine..

(Level 6)

The students will be able to list the

names of two permanent stitches and

match them with the diagram found

http://www.creativesewingtips.com/basic-sewing-stitches.html

http://www.5min.com/Video/Learn-Basic-Sewing-Stitches-145438337

http://www.allfreesewing.com/Video-Tutorials/Video-Sewing-101-Hand-Sewing-Basics

http://www.sewdresses.com/sew-dresses/sewing-how-to-sewing-easy-sewing-stitches



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work the simplest stitches by hand.

(Level 5)

To investigate ways of designing a Christmas Stocking. (2 lessons)

Starter suggestion: The students watch a video clip showing the making of a Christmas stocking.

Students will be asked about the Maltese traditional “bag” which was a very common practice in

Malta before the Christmas stocking was introduced. This “Hessian” bag used to be filled with

fresh and dried fruits and a few sweets, and given to the children after midnight mass. Students

may be given a chance to opt to make this bag instead of a Christmas stocking. Exemplars from

past years can be shown to the students so that they can better visualize how decorations can be

implemented.

http://www.marthastewart.com/article/felt-stockings

Main activity: The students are given blank paper to design their own Christmas stocking. They

can download a pattern from various sites or make use of the teacher’s copies. Patterns provided

by the teacher can help students visualize the different sizes that can be obtained using a

photocopier. Various sizes of stockings can be made keeping in mind students’ ability. Students

are encouraged to suggest ways of recycling fabrics, buttons, braid, tinsel etc… they have at

home. Decorative motifs can be hand drawn or downloaded from the internet. Students can

suggest embroidery stitches that can be used to outline the shapes. They can draw the stitches on

their shapes.

Other possible activities: A dictionary of decorative stitches can be found and embroidery thread

and other yarns provided. Students should be encouraged to try different stitches on different

backgrounds to visualize the result. There are various levels of difficulty to tackle according to

aptitude and time available.

http://inaminuteago.com/stitchindex.html

The students research and download a

pattern from the internet, modify it to

their needs and plan the decorative

features with very little use of the

teachers’ resources.. (Level 8)

The students download a pattern from

the internet and modify it to their

needs. They will make a plan of the

decorative features with the help of

the teachers’ resources. (Level 7)

The students will be able to

distinguish the names of two

permanent stitches and match them

to the diagram found on the teacher’s

books, handouts or website. The

student will be able to work the two

simplest stitches by hand or

machine.(Level 6)

The students will be able to list the

names of two permanent stitches and

match them with the diagram found

http://www.marthastewart.com/article/felt-stockings



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work the simplest stitches by hand.

(Level 5)

To layout and cut

out the Christmas

stocking.

(2 lessons)

Starter suggestion: The students watch the teacher laying out, pinning and marking the pattern

on the fabric. Using the interactive whiteboard, they write each step the teacher is going through.

Each student can take her turn to write a point down, so that at the end the whole method is

written down and can be printed or sent to them through emails.

http://www.marthastewart.com/268556/felt-stockings?video_id=0

http://www.marthastewart.com/268556/felt-stockings

Main activity: After watching the demonstration, the students will lay out their own stocking

pattern with the help of the teacher. Owing to the fact that the students bring different fabrics,

provision has to be made for explaining different widths of fabric and difficulties in marking

certain fabrics such as slippery or woolly ones, where different marking mediums have to be used.

After pinning and marking, the students cut around the outline. Using the same principle the

students mark and cut any appliqué shapes which will be used as decoration. Shapes have to be

reinforced with Vilene if the fabric frays or is very lightweight. During this activity, the teacher can

group the students when cutting out decorations. In this way they can help each other as well as

share the fabrics they have to avoid waste when they need tiny bits of felt to decorate. Pre-

prepared shapes can be cut for students who do not manage to cut their own.

Other possible activities: Students can take pictures of their work as they progress. They can build

a photostory showing how their stocking was created. This can be uploaded on the internet or

used for an etwinning project.

The students lay out the pattern in the

most economical way taking into

account the fabric grain. They will

mark and cut out the stocking and

decorations in an accurate and neat

way with hardly any help from the

teacher. (Level 8)

The students download a pattern from

the internet and modify it to their

needs. They will make a plan of the

decorative features with the help of

the teachers’ resources. . (Level 7)

The students copy a Christmas

stocking pattern supplied by the

teacher and decorate the stocking

using only the teachers’ resources..

(Level 6)

The students copy a simple Christmas

stocking using the patterns supplied

by the teacher. The students choose

the decorations from those found in

http://www.marthastewart.com/268556/felt-stockings?video_id=0

http://www.marthastewart.com/268556/felt-stockings


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class with the help of the teacher and

the students in their group. (Level 5)

To experiment with different methods of decorating the Christmas stocking, (2 lessons)

Starter suggestion: The teacher shows worked examples of different finished stockings and

finished stitched, printed or stencilled samplers. Students watch a video clip showing how to work

hand appliqué.

http://www.youtube.com/watch?v=x_Y04BeZxo8&feature=related

Main activity: Students watch the teacher work embroidery stitches using stranded cotton.

Stitches can be started from the simplest stitch such as the running stitch to other more complex

stitches such as stem and chain stitch. Students can choose whichever stitches they want.

Another alternative is to stick the shapes with glue or to print designs using stencils and fabric

paints. The teacher can demonstrate these methods to the students depending on their

preference and ability. Students can also try these methods in groups and then compare results.

For the students who have missed lessons the decorations must be simplified, allowing them to

catch on with the aim of finishing the stocking with the others in time for Christmas. Simple

decorative methods can also be continued or experimented on at home.

http://www.youtube.com/watch?v=c7LZYnvXAe8&feature=relatedhttp://www.stitchingcow.com

/patterns/category/30/Tutorials

http://www.youtube.com/watch?v=axDBl7lJuJs&NR=1

Other possible activities: Time permitting students can watch a video clip showing how to attach

beads and sequins to their decorations.

http://www.youtube.com/watch?v=794UZyOheH8&feature=related

The students decorate their stocking,

using more than one method of

embellishment and producing an

excellent and interesting result.. (Level

8)

The students decorate their stocking

creatively, using a chosen method of

embellishment and produce a neat,

interesting and pleasing result.. (Level

7)

The students decorate their stocking,

using a chosen basic method of

embellishment and achieve a

satisfactory result. (Level 6)

The students decorate their stocking

very simply using a chosen method of

embellishment. . (Level 5)

To select and use

specific methods for

Starter suggestion: The students have their decorated stocking pieces and once the decoration is

finished, they can suggest ways of joining the two pieces together. During this brainstorming

The students join the stocking pieces

together neatly and accurately,

http://www.youtube.com/watch?v=x_Y04BeZxo8&feature=related

http://www.youtube.com/watch?v=c7LZYnvXAe8&feature=related

http://www.youtube.com/watch?v=c7LZYnvXAe8&feature=related

http://www.stitchingcow.com/patterns/category/30/Tutorials




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joining and finishing

Christmas stockings.

(2 lessons)

sessions the teacher can show the students different stockings that have been joined in different

methods, such as with running stitch, blanket stitch or by machine. Different yarns can be used

for hand stitching, to make the stocking as interesting as possible.

http://www.simplymodernmom.com/2009/12/blanket-stitch-christmas-stockings/

https://www.craftstylish.com/item/7805/easy-felt-stockings

http://www.youtube.com/watch?v=E5OIpC2TgWc

Main activity: Students determine which method they prefer to use, depending on their realistic

options. Some students do not find machining easy at this stage, so they can hand stitch the

seam. They can also blanket stitch the edges together or use simple stitches such as running

stitch. Stitching can be done with decorative thread woollen yarn. This activity requires support

from the teacher, so students can be grouped together according to the method of joining they

choose and the teacher can demonstrate each method while the students can watch the videos

either on interactive whiteboard or computers in the room. If the stocking is not completely

finished, the activity can be finished at home.

Other possible activities:

The students can watch this particular video, showing how a crazy patchwork stocking can be

made with scraps of fabrics.

http://www.youtube.com/watch?v=cBQCe1T5LUM

showing excellent practical skills.

(Level 8)


together neatly and accurately,

showing good levels of practical skills.

(Level 7)


together adequately, showing limited

skill levels. (Level 6)


together with difficulty and showing

very little practical skills while under

the continuous guidance of the

teacher. (Level 5)

http://www.simplymodernmom.com/2009/12/blanket-stitch-christmas-stockings/

https://www.craftstylish.com/item/7805/easy-felt-stockings

http://www.youtube.com/watch?v=E5OIpC2TgWc

http://www.youtube.com/watch?v=cBQCe1T5LUM


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Unit Duration: 9 sessions of 40 minutes; Total 6 hours

Strand 1: FASHION, DESIGN AND TEXTILES OBJECTIVES The teacher will help the students:

1. To explore the use of textiles, 2. To list different fabric properties and match them to meet needs and requirements, 3. To discover the properties of various fabrics by conducting simple tests, 4. To investigate the basic structure of woven fabric,

5. To gain knowledge on the basic care of textile items, including interpreting basic care labels.


Key Terms:

textiles, fabric properties, absorption, crease resistance, fire resistance, sunlight resistance, washing, drying, bleaching, dry clean, ironing.

New Terms: woven, warp, weft, selvedge, grain, bias, right side, wrong side, care label.


Studies is based on the development of a

creative student. Students work on an

identified brief, creating a plan to fit the brief

and implementing the brief while being

constantly aware of health and safety rules.

Through hands on experiences and with

ongoing investigation and modification,



Picture on the various uses of textiles, pictures of people wearing different clothing, video clip with various pictures showing people in various jobs/occasions, flashcards with pictures of various clothing and household items, table on properties of various fibres, equipment needed for fabric tests, fabric samples, samples of plain weave fabrics, care labels, iron and ironing board, handouts and worksheets.

http://www.ehow.com/fabric-properties/

http://quilting.about.com/od/fabricembellishment/ss/fabric_grain.htm

http://www.squidoo.com/fabric_grain

http://www.textileaffairs.com/lguide.htm

http://www.apparelsearch.com/care_label_symbols.htm

http://en.wikipedia.org/wiki/Laundry_symbol

http://www.ehow.com/fabric-properties/

http://quilting.about.com/od/fabricembellishment/ss/fabric_grain.htm

http://www.squidoo.com/fabric_grain

http://www.textileaffairs.com/lguide.htm

http://www.apparelsearch.com/care_label_symbols.htm

http://en.wikipedia.org/wiki/Laundry_symbol


17


The teacher will help the student: To explore the use of textiles. (2 lessons)

Starter suggestion: The teacher invites students to share what they

understand by textiles. A brainstorming activity follows with the students

listing various uses of textiles. A picture showing the various uses of

textiles can be given so that students identify that textiles can be used

inside the home, outside the home and for clothing. The picture can be

obtained from:

Cunningham, A. & King, H. (1989) Textiles Investigations. Heinemann

Educational: Oxford, p. 129.

Main activity: The teacher explains that textiles are mostly used for

making clothes. Students can list various reasons for wearing clothes.

They discuss some of the reasons why they choose their clothes by

drawing up a chart with three columns: the different times of a particular

day, clothes worn during different times of the day and reasons for

wearing that type of clothing. They can present their results in a pie

chart.

Ridgwell, J. & Davies, L. (1990) Skills in Home Economics: Textiles.

Heinemann Educational Publishers: Oxford, p. 8.

Students can connect to the internet to find pictures of various people

and look for reasons for wearing such types of clothes.

Other possible activities: Students can be given a task where they look

around their home or school and make a list of about ten different ways

in which textiles are used. Students can also interview a person doing a

particular job, e.g. chef, policeman, athlete, etc., asking him/her about

The students explain in detail the various uses

of different textiles inside the home, outside

the home and for clothing purposes. They

give reasons for the wear of different clothes

during a wide range of occasions and at

different times of the day. (Level 8)

The students explain in short the use of

different textiles inside the home, outside the

home and for clothing purposes. They justify

the choice of particular clothing wear during

the different times of the day. (Level 7)

The students outline the use of different

textiles inside the home, outside the home

and for clothing purposes with some help

from the teacher. (Level 6)

The students identify the use of different

textiles inside the home, outside the home

and for clothing purposes with constant

prompting from the teacher. (Level 5)


18

the style of their uniform and why they think it is such.

A recapitulation activity can be done by connecting to the internet and

browsing this website:

http://www.childrensuniversity.manchester.ac.uk/interactives/artanddes

ign/talkingtextiles/whataretextiles.asp

The previous website enables the students to recall the uses of textiles by

means of an online interactive quiz.

http://www.fabrics-manufacturers.com/outdoor-fabric.html

To list different fabric properties and match them to meet needs and requirements. (2 lessons)

Starter suggestion: The teacher can prepare a video clip/flashcards with

various pictures showing people in their various job uniforms and in their

special occasion attire. This activity will help the students identify the

fact that fabric properties are kept in mind when choosing fabrics for

specific jobs/occasions.

Main activity: A brainstorming activity can be done, listing different fabric

properties. The students will be divided in groups and are given

flashcards with pictures of various clothing and household items. They

are to list desired fabric properties for each item of clothing and reasons

why each property is important. Each group will prepare a chart listing

various fabric properties and explaining for what each fabric property is

suitable. Each group will have the opportunity to present the work done

on a chart and give a short presentation in front of the whole class.

Other possible activities: Students can be given a table with different

types of fibres and their properties ranked from 0-10. They can be asked

questions, such as, which is the fibre most suitable to wear next to the

The students discuss the attributes of

different fabric properties and, giving

reasons, they match these to the specific

needs and requirements of identified jobs and

occasions. (Level 8)

The students explain in short the attributes of

different fabric properties and match these to

the specific needs and requirements of

identified jobs and occasions. (Level 7)

The students identify the attributes of some

basic fabric properties and match these to the

basic needs and requirements of some jobs

with guidance from the teacher. (Level 6)

The students name the properties of common

fabrics with prompting from the teacher.

http://www.childrensuniversity.manchester.ac.uk/interactives/artanddesign/talkingtextiles/whataretextiles.asp

http://www.childrensuniversity.manchester.ac.uk/interactives/artanddesign/talkingtextiles/whataretextiles.asp

http://www.fabrics-manufacturers.com/outdoor-fabric.html


19

skin and why?

Sinclair, R. (1997) Skills in Textiles Technology. Heinemann Educational

Publishers: Oxford, p. 46.

They can connect to various internet sites so that they will get familiar

with the range of properties that different types of fibres have. They will

understand that different fibres have different properties and these

properties are needed to meet different needs and requirements such as

for particular jobs.

http://www.samthelamb.com/index.htm

http://www.youtube.com/user/woolmarkonline#p/u/2/xsooOyRZB0Q

http://www.colgate.com.au/app/PDP/2xUltraConcentrate/AU/fabric-

care-guide-information.cvsp

http://www.colgate.com.au/app/PDP/2xUltraConcentrate/AU/fabric-

care-guide-information.cvsp

(Level 5)

To discover the properties of various fabrics by conducting simple tests. (3 lessons)

Starter suggestion: A quick revision of fabric properties is carried out at

the beginning of the lesson. Students are asked to play the role of a

manufacturer of a clothing industry; they have to find a way of how to

identify the fabric property of specific clothing. The answer should be

that fabric tests could be one way of discovering the properties of various

fabrics.

Main activity: With the help of the teacher, the students conduct the

following fabric tests: water absorption (hoop method only), crease

The students show competence in following

safety precautions and conduct fabric tests

using different types of natural and synthetic

fabrics; they discuss and record in detail the

results of each test. (Level 8)

The students conduct fabric tests using

different types of natural and synthetic

fabrics under supervision and briefly

http://www.samthelamb.com/index.htm

http://www.youtube.com/user/woolmarkonline#p/u/2/xsooOyRZB0Q

http://www.colgate.com.au/app/PDP/2xUltraConcentrate/AU/fabric-care-guide-information.cvsp





20

recovery, flammability and resistance to light: using different types of

fabrics, both natural and synthetic. Results are recorded onto experiment

sheets provided. The following booklet contains worksheets which are a

step-by-step guide for the tests mentioned above to be carried out. A

section called Evaluating your results is included for recording the result

of each test.

Grech, C. (1999) Testing fabric properties. In-service 1999: Malta

http://www.youtube.com/watch?v=kb4tCcnA6jo&feature=related

Other possible activities: Students can repeat these experiments at home

on various household items. For example, the absorbency test can be

carried out on different types of towels or floor cloths to find out which

type is the most absorbent. The flammability test is not to be carried out

at home for safety purposes.

http://missourifamilies.org/features/materialarticles/feature7.htm

comment and record the results of each test..

(Level 7)

The students carry out, with teacher’s help,

some fabric tests and record in simple form

the results obtained.. (Level 6)

The students fill in a simple guided sheet with

the results obtained when carrying out some

fabric tests with teacher’s help. (Level 5)

To investigate the basic

structure of woven fabric.

(1 lesson)

Starter suggestion: Students will be given a piece of plain weave fabric. They are to observe the piece of fabric given and encouraged to try to identify and comment on the structure of a plain weave fabric. By fraying the plain weave fabric, the students will observe and find out that the fabric is made by interlacing two yarns at right angles to each other, the weft and the warp yarns. Main activity: Students are presented with the terms selvedge and straight grain. With the help of the teacher, they are led to define their meaning. By trying to fray the selvedge, students will realise that the selvedge does not fray and it is firm. A test for finding the direction of the warp or selvedge may be carried out. On a square piece of woven fabric,

The students apply the properties of the

warp, weft and bias to match the specific

design requirements of common different

fabric items and clothing.. (Level 8)

The students investigate the structure of

different fabrics to label swatches of fabrics

and draw illustrations while explaining in

short the properties of the warp, weft and

bias. (Level 7)

http://www.youtube.com/watch?v=kb4tCcnA6jo&feature=related

http://missourifamilies.org/features/materialarticles/feature7.htm


21

the direction of the warp yarns/selvedge may be determined by pulling each straight edge firmly. The warp yarns will not ‘give’ while the weft yarns will ‘give’ slightly. The students identify that the weft and warp yarns are firm and will not stretch but the warp is stronger than the weft. The bias is explored, as students will find out that by stretching the sample fabric on the bias, it is more flexible and stretchy. Students can also fix samples, marking the right and wrong sides of fabric in file. Other possible activities: Students can look for pictures of garments or parts of garments which they think are cut on the bias. With help, they will provide simple explanations why they think that these are cut on the bias. They can also try cutting very small sample patterns on the grain and on the bias to explore and feel the difference between the two. http://www.youtube.com/watch?v=Vh72ucqvRgQ

The students show awareness, while handling

and labelling some fabric samples that the

construction of different fabrics, contribute to

a different property. (Level 6)

The students identify the right side and wrong

side of fabric and comment briefly on the

obvious differences, if any.. (Level 5)

To gain knowledge on the

basic care of textile items,

including interpreting basic

care labels.

(1 lesson)

Starter suggestion: Students read care labels found on their uniform or textile item in their possession. Although they do not know their meaning, they will get familiar with the care label and the symbols used. Main activity: The teacher explains that care labels are needed on each item of clothing so that we will know how to care for them. Students will draw and give the meaning of the basic care label symbols including: washtub, bleaching triangle, drying square, dry cleaning circle and ironing. The ironing symbols only should be covered in detail. The students can handle the iron and observe the heat settings. They can try the heat settings on various fabric samples. Other possible activities: A matching exercise on basic care label symbols and their meaning can be given. Students can take a look at care label symbols on items of clothing that they have at home and observe the differences and similarities that various clothing have with regards to care label symbols. Students can browse websites to get more familiar with the care label

The students explain in detail the care of

different textile items and give reasons for

the interpretation of different care labels

(Level 8)

The students explain the general care of

common textile items and interpret the

meaning of different care labels.. (Level 7)

The students explain in simple terms the

general care of common textile items and

match care label symbols with their meaning

with support from the teacher. (Level 6)

The students outline the general care given to

http://www.youtube.com/watch?v=Vh72ucqvRgQ


22

symbols and find out that each symbol category is varied according to the type of fabric used. http://www.youtube.com/watch?v=hb_N7N_ETTI&feature=related http://www.kew.org/plant-cultures/schools/schools_textiles_care.html

common textile items and recall the symbols

of some common care labels with continuous


http://www.youtube.com/watch?v=hb_N7N_ETTI&feature=related

http://www.kew.org/plant-cultures/schools/schools_textiles_care.html


23


Unit code and title: TXS 7.4 Rags to Riches Unit Duration: 9 sessions of 40 minutes; Total 6 hours

Strand 1: Fashion, Design and Textiles OBJECTIVES The teacher will help the students:

1. To explore the history of fibres, 2. To identify and describe the sources of natural fibres. 3. To identify man-made and synthetic fibres, 4. To categorize some common fabrics for clothing and household items, 5. To identify and explore the environmental aspect of fibres.


Key Terms: Cotton, linen, wool, silk, silkworm, sheep, flax, cotton ball, man-made fibres, synthetic, absorbs moisture, washing, environment, warm, soft, light weight, heavy weight, cool, clean, comfortable, strong, wrinkles

New Technical Terms: Manufactured, clammy, sustainability, breathes, hardwearing, shrinks, scratchy, absorbs heat, dyeing, reflect heat, stretchable, lustrous.

The approach to teaching and

learning Textiles Studies is based on

the development of a creative

student. Students work on an

identified brief, creating a plan to fit

the brief and implementing the brief

while being constantly aware of

health and safety rules. Through

hands on experiences and with

ongoing investigation and

modification, students are

encouraged to find solutions and

improve their work through

evaluation.

Samples of the following: Cotton balls, silk cocoons, raw wool, fibre and fabric samples of cotton, linen, silk and wool, CD of the History of wool in Malta, photos or computer images of the weaving cottage industry in Malta, handouts and worksheets

http://www.youtube.com/watch?v=oZP8DCN7dbc

http://cottontoday.cottoninc.com/

http://www.youtube.com/watch?v=orwrgv75Z4o&feature=relatedhttp://www.youtube.com/watch?v=UaaKg2qsNHs&NR=1

http://www.sardegnadigitallibrary.it/index.php?xsl=626&s=17&v=9&c=4460&id=8698

http://www.fabrics.net/manufact.asp

http://www.dolceta.eu/malta/Mod5/spip.php?rubrique54

http://www.elna.com/engb/sewingideas.php?sewingidea=405&new=1

http://www.youtube.com/watch?v=oZP8DCN7dbc

http://cottontoday.cottoninc.com/

http://www.youtube.com/watch?v=orwrgv75Z4o&feature=related

http://www.youtube.com/watch?v=orwrgv75Z4o&feature=related

http://www.youtube.com/watch?v=UaaKg2qsNHs&NR=1



http://www.fabrics.net/manufact.asp


http://www.elna.com/engb/sewingideas.php?sewingidea=405&new=1


24


The teacher willhelp the student: To explore the history of fibres. (1 lesson)

Starter suggestion: The students watch a short clip showing how wool from sheep

was traditionally used to make blankets and how cotton was grown in Malta in past

times and used to make fabric for various household items and clothing. The

students can view photos of the weaving cottage industry still used in Malta. This

industry makes use of natural fibres to make items for the home.

Main activity: Students are divided into groups. They are introduced to fibres by

handling different raw samples of natural fibres. They use the internet to discover

how these fibres have been around for a long time, and have been used by ancient

civilizations for clothing, accessories and household items, with special reference to

the cotton and wool industry in Malta in past times. Students can help each other

to download images and create a chart, a page in their file or a photo-story about

the history of fibres with special reference to Malta and Gozo. This activity can be

extended and/or continued as homework.

http://www.historyforkids.org/learn/clothing/cotton.htm

http://www.naturalfibres2009.org/en/index.html

http://www.youtube.com/watch?v=FzTMH5NdwWY

Other possible activities: Students are encouraged to look for possible articles or

items which are still available in some homes. These antique samples are usually

hand made and are handed down as heirlooms from one generation to the other.

Samples of cotton plants can still be found growing in the countryside in Malta, and

if a plant can be found, the seeds can be used to plant and watch the seedling grow.

The students become familiar with the

history of fibres and be able to give an

account of it without any help and in

various ways. (Level 8)

The students become familiar with the

history of fibres and they are able to

produce an outline of the common

fibres. . (Level 7)

The students show some understanding

of the history of fibres and they are able

to compare the information with some

help. (Level 6)

The students have limited understanding

of the history of fibres and are able to

list, with continuous guidance from the

teacher, the outline/development.

(Level 5)

To identify and describe the sources of natural

Starter suggestion: The students look at a variety of clothing items and fabric

samples of different fibre content. The students are divided into groups. A

The students explain in some detail how

natural fibres are obtained and how

http://www.historyforkids.org/learn/clothing/cotton.htm

http://www.naturalfibres2009.org/en/index.html

http://www.youtube.com/watch?v=FzTMH5NdwWY


25

fibres . (2 lessons)

discussion and handling of samples will help students determine the content.

Main activity: The students are asked about their knowledge of fibres. Starting from

the known to the unknown the discovery of fibres starts to unfold. Here the teacher

can guide the students to various websites to see how silkworms are farmed and

how this beautiful fibre is made into the richest of the fibres.

http://www.silk.org.uk/

http://www.youtube.com/watch?v=e5olY3oWXzA&feature=related

Each fibre can be researched and the natural fibres are presented again. This time

the fibres or tiny hairs can be observed and compared regarding length, lustre,

fineness etc. The students can be given information (handout) on the origin of the

four basic natural fibres. In groups, the students create a chart with samples of the

four main natural fibres. A sample of each fibre can be stuck to the chart. Students

can also identify international labels linked to fibre content. Books and handouts

can be of help to some pupils who might find it difficult to spell technical words.

http://www.aussiewoolbedding.com/woolmark

At home students can go on a fibre hunt to identify one or two items made from

natural fibres. They can also research how the fibre is processed to make it into

fabric.

Other possible activities: According to their ability, the students will find out

specific information about fibres from internet sites. These sites show how a fibre is

processed from the field to the manufacturer to make the necessary items.

Students come up with a list of garments and household items made from natural

fibres. Students can find out what parachutes were made of before manufactured

fibres were invented.

each fibre is identified by its particular

fibre content label. They are able to

compile a chart finding their own

samples of the natural fibres. (Level 8)

The students explain how natural fibres

are obtained and how each fibre is

identified by its particular fibre content

label. They can prepare a chart by

selecting samples of natural fibres found

in the classroom. (Level 7)

The students show some basic

understanding of how the natural fibres

are obtained and how each fibre is

identified by its particular fibre content

label. They are able to give proof of their

understanding by creating a chart with

samples provided by the teacher. (Level

6)

The students will recall how natural

fibres are obtained and recognize the

fibre content label. They will create a list

of these fibres and stick a sample of the

fibre given by the teacher. (Level 5)

http://www.silk.org.uk/

http://www.youtube.com/watch?v=e5olY3oWXzA&feature=related

http://www.aussiewoolbedding.com/woolmark


26

To identify man-made and

synthetic fibres.

(2 lessons)

Starter suggestion: The students are presented with different items made from synthetic fibres, such as an anorak, an umbrella, a PVC apron etc… In groups the students compare the feel of these fibres to the natural fibres. They investigate the use of these fibres and the reason why there was a need for these fibres. During this brainstorming session the students create a web diagram on the interactive whiteboard, showing the various needs which inspired the discovery of these fibres.

Main activity: In groups, and with the help of the teacher’s marked samples of fabrics, the students will try to identify the names of some samples of these main manufactured fibres.

http://www.madehow.com/Volume-2/Polyester.html

According to their ability, students can make a chart showing how manufactured fibres are classified and stick samples of these fibres or fabrics on their files. Finally the students will play the game dress me up to evaluate their knowledge of fibres. The game will help the students to become familiar with common fibre terminology.

http://www.bbc.co.uk/scotland/education/as/tech/fabric_colour/which_fabric/dress_up/index.shtml

Other possible activities: Students can conduct an experiment where they subject different fabrics to different environments such as burying natural and manufactured fabrics in the ground, to see how long each sample will take to rot. Groups of students can compile a table showing the results of this experiment.

http://www.need.org/needpdf/SecNaturalandManMadeFibers.pdf

The students identify and produce a list

of how the main man-made and

synthetic fibres are classified and select

and match various samples from a

school fabric box or from fabrics found

at home. (Level 8)

The students produce a list showing how

the main man-made and synthetic fibres

are classified and distinguish various

samples of fabrics provided. (Level 7)

The students show basic understanding

how the main man-made and the

synthetic fibres are classified and are

able to distinguish a few samples of the

fabrics provided, with some help from

the teacher. (Level 6)

The students identify, with help and

prompting from the teacher, how the

main man-made and synthetic fibres are

classified and recognize, again with

prompting, a few of the samples of the

fabric provided. (Level 5)

To categorize some

common fabrics for

clothing and household

Starter suggestion: The students are asked to look at the samples they brought

from home and try to name them. Students can come to the classroom when they

have some free time to obtain samples from the Textiles Studies room if no samples

The students select and distinguish a

comprehensive number of fabrics and

http://www.madehow.com/Volume-2/Polyester.html



http://www.need.org/needpdf/SecNaturalandManMadeFibers.pdf


27

items.

(1 lesson)

are available at home. Students can be grouped to make sharing of samples easy, so

that a wider selection of samples is available for everyone. To supplement this they

will then be given other fabric samples in common use. It will be easy for students

to find samples of denim and towelling, but more difficult to find a pure linen

sample.

Main activity: Students will stick the samples on their files/ handout and are

encouraged to identify their names and use. Flashcards with names of fabrics can

be used and a matching exercise done for the less able students. Students will

select pictures of garments and other items and match them with fabric samples.

This is a practical session where students become familiar with fabrics in common

use. A lens can be used to observe the fabric more closely. Students can discuss

print, weave, knit and other characteristics of certain fabrics.

Other possible activities: Students are divided into groups. The teacher can supply

figure templates which the students can dress up using their favourite fabrics from

the samples available. These can be scanned by the students at home.

http://www.fashion-era.com/elegant_fashion_templates.htm

More adventurous students can create a swatch file showing interesting fabrics used for soft furnishings, car seats, tents etc and keep this in class for reference. http://www.robertkaufman.com/fabrics/designers/february_13_creative/

identify their names. (Level 8)

The students select some fabric samples

they brought from home and stick them

on the worksheet under their proper

name. (Level 7)

The students distinguish a few common

fabric samples and stick them on their

worksheet with some help from the

teacher. (Level 6)

The students match and label different

fabric samples on their worksheet and

write the names from the flash cards,

with continuous help from the teacher.

(Level 5)

To identify and explore the environmental aspect of fibres. (3 lessons)

Starter suggestion: The students will link to Dolceta site to Your Sustainable Wardrobe:


Together with the teacher students read and discuss fashion and the environment.

In groups, students can discuss and put forward ideas of how textiles can be

The students explain by giving various

examples, how to be a sustainable

consumer of textiles and produce a

textile item, made from a discarded

textile item and other components.

(Level 8)

http://www.fashion-era.com/elegant_fashion_templates.htm

http://www.robertkaufman.com/fabrics/designers/february_13_creative/



28

recycled or reused. They can examine an item which they brought from home and

suggest ways how the item can be reused or recycled. Students will be encouraged

to embark on a reuse/recycling project. The teacher will show some recycling

projects/ exemplars.

Main activity: Students can be grouped and each group can redesign a different

item from what we usually discard such as jeans, jackets, broken umbrellas, and old

quilts that are no longer fashionable or are torn in some places. Simplicity website:

http://www.simplicity.com/t-how-to-sew-jeans-purse.aspx

can be accessed to show how this can be done to produce lovely projects. Students

are encouraged to be creative and plan an interesting and useful item. Project

should recycle or reuse fabric, buttons etc Small items can be made such as a face

cloth from an old torn towel, cleaning cloths from old sheets, bags and purses from

old jeans and trousers, according to the ability of the students and the time

available. This would be a good time to help students plan their collage, using

fabrics and other components “rescued from the thrash bin”. The more

adventurous students can try their hand at felting old woollen sweaters at home by

incorrectly washing them in the washing machine. This felted fabric can be reused

for their collage.

Other possible activities: quiz from dolceta website

http://www.dolceta.eu/malta/Mod5/spip.php?article231

The students explain by giving some

examples how to be a sustainable

consumer of textiles and produce an

interesting textile item, made from a

discarded textile item. (Level 7)

The students explain briefly how the

consumer can be responsible when

choosing and using textile items to

protect the environment. Students make

a simple item from a discarded textile

item with regular help from the teacher.

(Level 6)

The students outline how the consumer

can be responsible when choosing and

using textile items to protect the

environment. With continuous help

from the teacher, the students make a

very simple item from a discarded textile

item. (Level 5)

http://www.simplicity.com/t-how-to-sew-jeans-purse.aspx

http://www.dolceta.eu/malta/Mod5/spip.php?article231


29


Unit code and title: TXS 7.5 Creative Design

Strand: FASHION, DESIGN AND TEXTILES Unit Duration: 9 sessions of 40 minutes; Total 6 hours

OBJECTIVES: The teacher will help the students:

1. To define a simple fabric collage in its various forms, 2. To design and plan a simple fabric collage creatively, 3. To embellish the collage using various techniques including embroidery stitches and appliqué,

4. To identify embroidery stitches by name and work a number of basic embroidery stitches, 5. To present an effective finished product and be able to evaluate its process.


Key Terms: Fabric collage, felt fabric, embroidery thread, embroidery stitches- stem stitch, lazy daisy stitch, buttonhole stitch, couching, feather stitch and chain stitch. New Technical Terms: sequins, beading, appliqué, trims, quilting, stamping, stencilling, block-printing, fabric paint/markers, bondaweb and Vilene, layout of pattern, correct grain line placement, pinning , cutting and marking.




creating a plan to fit the brief and implementing

the brief while being constantly aware of health

and safety rules. Through hands on experiences

and with ongoing investigation and modification,


better their work through evaluation.

Students are encouraged to develop skills and

attitudes to create attractive textile items in a

time-effective manner.

PowerPoint presentation, assortment of different fabrics, embroidery threads, trims, sequins etc…

http://video.about.com/diyfashion/How-to-Design-a-Fabric-Collage.htm

http://www.youtube.com/watch?v=C5k0FVi3ZmQ

http://www.youtube.com/watch?v=Rhpa7gOlbJU&NR=1

http://www.youtube.com/watch?v=ToXWQH6yi5w&feature=relmfu

http://www.youtube.com/watch?v=i8hw8_eoGlc&feature=related

http://www.sublimestitching.com/patterns/all

http://www.cindycooksey.com/obox_road_trip.html



http://www.youtube.com/watch?v=C5k0FVi3ZmQ

http://www.youtube.com/watch?v=Rhpa7gOlbJU&NR=1



http://www.youtube.com/watch?v=i8hw8_eoGlc&feature=related

http://www.sublimestitching.com/patterns/all

http://www.cindycooksey.com/obox_road_trip.html


30


The teacher will help the

students:

To define a simple fabric

collage in its various forms. (1

lesson)

.

Collage is an art form that involves using an assortment of different materials to create a picture. Fabrics offer great options for these collages because they come in a variety of colours, materials and prints

that will give built-in interest, dimension and texture to the collage. It can be finished as a picture or a wall hanging.

Starter suggestion: Teacher shows a short PowerPoint presentation of past projects. A display of different fabrics, embroidery threads, pictures of different embroidery stitches and sequins is exhibited. The students explore and discuss the various ways how the collages shown have been creatively assembled. At the same time, reference is made to how the use of fabrics has been included.

Main activities: During a brainstorming session the teacher asks the students to think of possible sources of inspirations for their collage. The theme could be based on a ‘garden full of flowers’, ‘under the sea’, ‘a favourite character in a poem, or a fairytale’. Students are encouraged to decide which picture/theme they wish to work on.

Motifs or designs provided by the teacher can be of help for some

students. If desired the collage can be worked out in the form of a comic

strip/story with a group.

Each student in the group can work on one section of the comic

strip/story and then the collage can be presented as a final product of

the teamwork.

Other possible activities: At home, students can research pictures on the Internet for ideas; although students, especially the more capable ones,

The students explain in some detail what a

fabric collage is and give various examples of

what can be included in a collage. (Level 8)

The students explain what a fabric collage is

and give some clear examples of what can be

included in a collage. (Level 7)

The student s explain in simple terms what a

fabric collage is and, with some assistance, give

a few examples of what can be included in a

collage. (Level 6)

The students define a fabric collage as basically

a fabric picture and identify with continuous

prompting, a simple example of what has been

included in a collage that is presented in class.

(Level 5)


31

are encouraged to create their own creative designs. Further work can be done in consultation with the Art teacher.

To design and plan a simple fabric collage creatively. (2 lessons)

Starter suggestion: After the students decide which theme they will work

on, a handout will be distributed to each student to fill it in. This will be

an exercise which will help the students to analyse factors relating to

size, colour scheme, techniques to be used, choice of suitable fabrics,

trimmings, sequins, etc.

Main activities: Questions like, What material can I use for the

background? Shall I use Hessian, Felt or tied and dyed fabric? What

different techniques can I use? Shall I use appliqué? What is appliqué?

Shall I use fabric paint/fabric markers? Stencilling or block printing?

Which embroidery stitches are suitable for my collage?

How am I going to cut and mark my design onto the fabric?

The students will have to decide the tasks they wish to work on and a

plan must be formulated. A time chart or a flow chart can be designed

with the help of the teacher so that the student makes efficient use of

time allotted for the making of the collage. Safety measures must also be

taken into consideration. The students will then start copying their

designs onto the chosen fabric.

http://www.youtube.com/watch?v=uXvMP2VypEs&NR=1

Other possible activities: Students research other techniques using

books found in the school library or use the Internet. This information

can be presented to the class as a PowerPoint Presentation. Others can

conduct a questionnaire regarding different techniques still popular

The students provide good evidence of

creativity and a detailed logical sequence of

the design and planning process of the fabric

collage. ( Level 8)

The students provide promising evidence of

creativity and a logical sequence of the design

and planning process of the fabric collage. (

Level 7)

The students include some flair of creativity

with prompting from the teacher and present,

with some assistance, an outline of the basics

in the design and planning of the fabric collage.

(Level 6)

The students follow the basic steps in the

design and planning process of the fabric

collage with continuous help and direction

from the teacher. ( Level 5)

http://www.youtube.com/watch?v=uXvMP2VypEs&NR=1


32

today as opposed to traditional ones and present their results in a form

of a pie chart using ICT.

Others research different techniques such as English and Italian quilting,

crazy and log cabin patchwork and other techniques. They present their

findings to their class as a photo-story for discussion purposes.

To embellish the collage using various techniques, including embroidery stitches and appliqué. (2 lessons)

Starter suggestion: Students will be shown a video clip on how appliqué

is worked.


Main activities: Some may opt to work on appliqué, while others will use

fabric paint or fabric markers to outline their designs. Bondaweb will be

introduced and students will be shown how to use it to fix their appliqué

onto the background fabric. This will eventually be decorated either by

different stitches or other trims and ribbons.

Most objects can be recreated in a collage using 3D technique known as

soft sculpture. These items can be given shape and form by padding,

stuffing, stiffening and layering.

The teacher would make available different packs with instructions and

design clues of different techniques at the work stations to help the

students decide on the choice of the technique to work on.

Other possible activities: The more able students may make their own

blocks for their block printing while others may create their own stencils.

Others may want to make use of both paint and embroidery stitches.

Beadsand sequins may also be used.

The students show evidence of some creative

details and good practical work in the

embellishment of the fabric collage. (Level 8)

The students show evidence of satisfactory

practical work in the embellishment of the

fabric collage. (Level 7)

The students show evidence of basic skills in

the embellishment of the fabric collage. (Level

6)

The students show evidence of elementary

work in the embellishment of the fabric

collage. (Level 5)



33


To identify embroidery stitches by name and work a number of basic embroidery stitches (2 lessons)

Starter suggestion: The teacher will demonstrate how to work some of

the embroidery stitches. The teacher will give out scraps of fabrics for

embroidery sampling. Students are paired off and each group can

choose a different embroidery stitch and practice how to work it. The

teacher will go round and help those who find it difficult to work these

stitches to secure their appliquéd design onto the fabric.

Pictures of embroidery stitches will be given to students and each will be

matched to its appropriate name.

Students can access a blog where the basic embroidery stitches can be

viewed.


The teacher will show a sampler of different embroidery stitches. Using

the interactive white board the students will drag and drop the stitches

shown to their respective name and picture.

Main activities: Students are paired off in groups, a design motif will be

given to each group and each group will fill it in with the most

appropriate stitches.

Students will have the opportunity to access Internet sites where

different embroidery stitches are worked in an elaborate manner.


The work can be exhibited during some school functions or in the

The students illustrate, name and work mostly

independently a good number of embroidery

stitches. (Level 8)

The students name and work neatly a number

of basic embroidery stitches. (Level 7)

The students name and work with some

guidance a limited number of basic embroidery

stitches. (Level 6)

The students match the name and work, with

continuous guidance, a total of four basic

embroidery stitches. (Level 5)





34

classroom.

Other possible activities: Besides working on their creative collage

students can work samplers of other embroidery stitches for their own

use and put in their portfolio for future reference.

To present an effective finished product and be able to evaluate its process. (2 lessons)

Starter suggestion: Teacher will show students different methods of finishing collages. Some are mounted on picture frames while others are finished as wall hangings.

Main activities: Students will be asked to bring their finished work to class. Each student will be asked to evaluate her work. An evaluation sheet will be handed out to each student and each will fill it accordingly.

Peer evaluation is recommended and students will give their opinion regarding the finished work and identify improvements to the finished work if needed.

Are the stitches secured well on the wrong side? The correct methods of how the work should be finished are discussed. Pressing the finished work on the right side should be avoided for fear of causing the threads or the raised stitches and techniques to flatten.

The work should be placed face downwards on several layers of fabric covered with a clean white cotton fabric. Another layer of white fabric should cover the finished work and pressing should be done very lightly.

The different processes of mounting of their collage will be discussed and each student will choose the best way her collage will be presented, taking into consideration where the collage will be placed in the home.

Other possible activities: Students could be encouraged to mount their own work by cutting a piece of board or card the size of their work. The design can then be mounted onto this with the excess edges of the

The students report in detail the main

strengths and weaknesses and suggest some

tangible improvements; also show evidence of

good craftsmanship and original creativity of

the finished collage. (Level 8)

The student s identify the main strengths and

weaknesses of the finished collage and show

evidence of satisfactory craftsmanship and

creativity of the finished collage. (Level 7)

The students identify with help, the obvious

strengths and weaknesses and show evidence

of adequate craftsmanship and simple


The students identify, with prompting from the

teacher, some strength and weakness and will

show evidence of simple craftsmanship and



35

fabric secured firmly out of sight on the wrong side of the work. Students can take pictures of their work and create a PowerPoint Presentation of four slides. Each slide will have a basic explanation of the process involved.


36


Unit code and title: TXS 7.6 Colour Your Life

Strand 1: Fashion, Design and Textiles Unit Duration: 9 sessions of 40 minutes; Total 6 hours

Strand 2: Aids to Sewing

OBJECTIVES The teacher will help the student:

1. To use the colour wheel to produce different colour schemes in relation to textiles and fashion, 2. To use Tie and Dye to produce an original textile item, 3. To explore how natural dyes can be used to apply colour to fabrics, 4. To use the 8½ heads rule to draw fashion drawings, 5. To investigate the role of basic consumer rights and responsibilities in relation to Textiles and Fashion.


Key words:

Colour wheel, primary colours, secondary colours, tertiary colours, tie and dye, fashion, designer, fashion house, consumer.

New Technical Terms:

Monochromatic colours, complementary colours, warm colours, cold colours, hue, shade, tint, tone, hot and cold water dyes, colour fastness, 8½ heads, mood board, consumer rights and responsibilities.

The approach to teaching and learning Textiles Studies is

based on the development of a creative student.

Students work on an identified brief, creating a plan to fit

the brief and implementing the brief while being

constantly aware of health and safety rules. Through

hands on experiences and with ongoing investigation and

modification, students are encouraged to find solutions

and improve their work through evaluation.

Colour wheel, string, pieces of cotton fabric, Hot water dyes, cold water dyes, Hot water, Bucket, Natural dyes e.g: beetroot, 8½ heads chart, cardboard paper, scissors, magazines, consumer and competition division leaflets.

Colour wheel: http://www.tigercolor.com/color-lab/color-theory/color-theory-intro.htm http://www.kinderart.com/textiles/easytiedye.shtml http://www.theecologist.org/green_green_living/clothing/404783/how_to_dye_clothes_using_natural_methods.html http://www.littlehandsdesign.com/interactive_fashion_studio.asp

http://www.tigercolor.com/color-lab/color-theory/color-theory-intro.htm

http://www.tigercolor.com/color-lab/color-theory/color-theory-intro.htm

http://www.kinderart.com/textiles/easytiedye.shtml

http://www.theecologist.org/green_green_living/clothing/404783/how_to_dye_clothes_using_natural_methods.html



http://www.littlehandsdesign.com/interactive_fashion_studio.asp

http://www.littlehandsdesign.com/interactive_fashion_studio.asp


37


The teacher will help the students: To use the colour wheel to produce different colour schemes in relation to textiles and fashion. (2 lessons)

Starter suggestion: Flashcards showing different colours are displayed on the

board. Students are asked what they can see. Students discuss what colour

means for them, the importance of colour when buying textiles, and the

influence of colour trends on clothes’ choice.

Teacher presents a large colour wheel chart and refers to Primary, Secondary

and Tertiary colours with the help of flashcards. Students are encouraged to

discuss the relation between these colours by explaining how secondary

colours are produced from primary colours and how tertiary colours are

produced from secondary colours. Students will fill in an empty template of

the colour wheel to keep as a resource.

http://www.xtec.cat/~maltemir/Tertiary%20colours.htm

Main Activity: Students work in groups to create a colour wheel using

cardboard paper and pictures of textiles from magazines. Students are

encouraged to discuss and work together. Teacher presents Monochromatic,

complimentary and harmonious colours using an interactive PowerPoint which

displays pictures with examples. Warm and Cool colours are highlighted using

flashcards. Students are encouraged to use the terms ‘warm colours’ and ‘cool

colours’. Students work in groups on an activity related to warm and cool

colours. During this activity students are expected to fill in a fashion design

silhouette according to the situation (warm or cool). All students are expected

to participate and use the correct colour schemes according to the situation.

As recapitulation of the colour wheel students play a game on the association

of colour. There will be two sets of cards facing down and the students will

have to pick two: one from each pile and see if the colour matches with its

The students produce a colour wheel showing the

primary, secondary and tertiary colours and select

colours to situations in life whilst distinguishing

between warm and cool colours. (Level 8)

The students produce a colour wheel showing the

primary, secondary and tertiary colours and relate

colours to situations in life. (Level 7)

The students identify a colour wheel and give an

example of primary and secondary colours. (Level

6)

The students recognize a colour wheel and give an

example of primary and secondary colours with


http://www.xtec.cat/~maltemir/Tertiary%20colours.htm


38

association.

Other possible activities: A video clip is used as an introduction or as

recapitulation. Students are asked to discuss and give examples of how

different colour schemes can be used and relate to adaptation to different

situations.

http://www.youtube.com/watch?v=59QGexKdFUI

To use Tie and Dye to produce an original textile item.(2

lessons)

Starter suggestion: A short video on tie and dye is shown to the students.

Students are asked questions related to what they just saw and discuss how

tie and dye can be used as a creative way of adding colour to fabric.

Teacher presents a display to the students of what is needed for tie and dye.

All materials needed are explained together with their role in the tie and dye

process. Reference is made to the difference between cold and hot water

dyes, the type of fabric which absorbs the dye more easily and the use of salt

as a fixative.

Main Activity: Students go through the tie and dye process and work in groups

to fill in a simple worksheet on the process of tie and dye. Students prepare

materials needed for tie and dye. Various textile items can be made using tie

and dye e.g. cushions, bags, and scarves.

Teacher presents a PowerPoint presentation which shows students different

tying techniques in order to produce different effects as the end result. All

students are expected to plan their design and choose at least two different

tying techniques to be used.

http://www.helenhudspith.com/textiles.html (Tie and Dye PowerPoint)

Students are to use string to tie up their fabric and with the help of the

The students prepare the fabric for dyeing using

various ways of tying, repeating the process and

using more than one colour. (Level 8)


at least two different ways of tying. (Level 7)


one way of tying with some help from the

teacher. (Level 6)


one way of tying with the continuous help of the

teacher. (Level 5)

http://www.youtube.com/watch?v=59QGexKdFUI

http://www.helenhudspith.com/textiles.html


39

teacher mix the dye to dye their fabric. As a recapitulation students are to be

divided into two groups and do a short quiz on the important points of the

lesson.

To explore how natural dyes can be used to apply colour to fabrics. (2 lessons)

Starter suggestion: Discuss with the students that before we had synthetic

dyes, people had to make their own paints and dyes using plants and other

resources available. A display of different items that can be used to dye fabrics

is shown to the students. Present: spinach, onions, blueberries, beetroot,

carrots, walnuts, strawberries, red cabbage, coffee and different flowers.

http://www.pburch.net/dyeing/naturaldyes.shtml

http://www.pioneerthinking.com/crafts/crafts-basics/naturaldyes.html

Main Activity: The students are shown a PowerPoint presentation with

different pictures of natural dyes. Students prepare different dye solutions

using natural ingredients. Different samples of fabric are dyed using a

selection of natural dyes.

Results are to be presented and commented on. Emphasis should be made on the intensity of the colour, the different hues produced as well as the final result.

Other possible activities: Students think about other possible natural dyes which can be used and try them out.

The students explain in detail and illustrate the

use of three ingredients to dye fabric naturally.

(Level 8)

The students explain in some detail and illustrate

how to prepare fabric for dyeing using at least

two natural ingredients. (Level 7)

The students prepare, with considerable help

from the teacher, the fabric for dyeing, using one

ingredient. (Level 6)

The students illustrate the use of at least two

ingredients to dye fabric naturally, using the help

of their peers and of the support and guidance of

the teacher. (Level 5)

To use the 8½ heads rule to draw fashion drawings. (2 lessons)

Starter suggestion: A piece of paper is to be given to all students and they are

encouraged to write down the meaning of fashion for them. Papers are to be

collected, read, interpreted and stuck on a chart which shall represent the

meaning of fashion for the young generation.

The students will be able to prepare a mood

board and three fashion drawings.(Level 8)

The students prepare a mood board and draw

two fashion drawings using figure templates.

http://www.pburch.net/dyeing/naturaldyes.shtml

http://www.pioneerthinking.com/crafts/crafts-basics/naturaldyes.html


40

Main Activity: The word ‘fashion’ should be discussed in various contexts and

meanings. Importance should be given to the students’ feelings towards the

ever changing cycle of fashion. Related words such as: fashionable, trendy,

haute couture, fashion house, fashion designer, brand names and street

fashion should be discussed.

Each student is to choose an envelope which corresponds to a theme. Various

themes should be presented such as: nature, sea, flowers, animals, Asian,

country and western, winter etc... Students are to produce 2 fashion drawings

using figure templates related to their particular theme.

http://www.designersnexus.com/design/free-fashion-croquis-templates/

http://www.fashion-era.com/fashion_tutorials.htm

An example of a mood board is shown and explained to the students.

Emphasis must be made that a mood board can be very individual and a

creative way to express feelings on a particular topic.

Students are to create a mood board related to their particular topic and

attach the fashion drawings to it. As a recapitulation activity students take part

in a crossword quiz.

Other possible activities: Students design outfits and garments using fashion

design programs on the computer and online.

http://www.fashionplaytes.com/design/new

(Level 7)

The students use a figure template to draw one

fashion drawing and construct a mood board with

some guidance from the teacher. (Level 6)

The students reproduce, with continuous

guidance from the teacher, a fashion drawing

using the help of a figure template and ready-

made drawings. (Level 5)

To investigate the role of basic consumer rights and

Starter suggestion: A provocative statement is written on the board to get

students thinking. ‘All that matters when shopping is getting the best deal

The students apply consumer rights and

responsibilities according to different situations

http://www.designersnexus.com/design/free-fashion-croquis-templates/

http://www.fashion-era.com/fashion_tutorials.htm

http://www.fashionplaytes.com/design/new


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responsibilities in relation to Textiles and Fashion. (1 lesson)

possible: i.e. the lowest price. Do you agree or disagree? Why?’

Main Activity: The term ‘rights’ should be discussed with the students.

Emphasis should be made to basic rights. Students work in groups to come up

with a list of rights that they think consumers should be entitled to in relation

to textiles. Each group’s work should be presented and discussed.

With the help of flashcards basic consumer rights and responsibilities should

be explained and discussed with the students. Particular emphasis should be

made on the right to redress and places from where consumers can get more

information should be pointed out.

Students work in groups to tackle different situations in which they will have

to make a complaint related to textiles using different forms of redress.

Students can access the Maltese consumer and competition department

website for more information.

https://secure2.gov.mt/consumer/home?l=1

Other possible activities: As a recapitulation, students play a quick board game

related to consumer rights and responsibilities in relation to textiles and

fashion.

related to textiles. (Level 8)

The students comprehend the difference between

consumer rights and responsibilities and give

different examples. (Level 7)

The students recognize a consumer right and

responsibility whilst stating an example with the

help of the teacher. (Level 6)

The students recall, with prompting from the

teacher, one consumer right and responsibility in

relation to textiles. (Level 5)

https://secure2.gov.mt/consumer/home?l=1

Textiles Studies Curriculum - International Bureau of … Studies Curriculum Directorate for Quality...

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