Task Description

During the 4-day intensive Residential School you will use a wide range of textile skills and techniques to construct samples for display in a creative multimodal portfolio. The portfolio must be suitably communicated for use as a classroom learning and teaching resource. In addition to building your confidence to manipulate textile materials and equipment, you will learn strategies to organise, manage and teach in this high-risk environment through an experience of a school-based textiles classroom. All practical tasks and portfolio construction will occur during the 4-day workshop.

Practical tasks include, however, are not limited to:

1. Sewing samplers:

• Darts
• Zips
• Gathering – interfaced band
• Set in sleeve
• Front and neckline facing
• Front hip pocket
• Hems
• Buttons

2. Wearable technology
3. Denim bag
4. Bucket Hat
5. Felting
6. Fabric Printing
7. Tie Dying
8. Beading and Sequinning
9. Creating a "feltie" pattern and product
10. Mixed media surface design
11. Embroidery – hand stitching and freehand machine techniques
12. Applique
13. Multimodal creative portfolio

You will be supported in development of each element by your tutors at Residential School.

• Demonstrate a range of textiles related practical skills
• Create textiles samplers and products using a range of techniques and materials
• Select designs, materials and techniques to satisfy task requirements
• Communicate information and instructions suitable for secondary school audiences
• Use time management and organisational skills
• Select and use resources sustainably
• Apply Workplace Health and Safety procedures.

Write a Design Brief

Write a design brief that is reflective of the current Australian curriculum. This design brief must demonstrate a range of skills and techniques (minimum of 5). As an example, skills and techniques suitable for a Year 10 Design and Technologies Design Brief might include:

• Investigation of Aboriginal and Torres Strait Islander or Asian designs and techniques 
• Fabric printing, mixed media design or natural dyes
• Upcycle or repurposing (ethical and sustainable)
• Sewing techniques (for example, hem, zipper, pocket, sleeves)
• Embellishments (appliqué, beading, ribbon, embroidery)
  

You must identify your intended audience and ensure the assessment instrument is developmentally appropriate for either Year 7, 8, 9 or 10 students.

Additional support on how to write an effective design brief appropriate for the Australian Curriculum will be provided in Moodle.

Create Marking Rubric

Create a marking rubric to accompany the design brief that aligns with current Australian Curriculum requirements.

Educational Textile Blog

Use ICTs to create an educational textile blog that scaffolds the teaching of the design brief. The blog is intended as stimulus material for the target audience to guide students to create and construct their own designed solution to the design brief.

Weekly learning activities in Moodle will guide the headings and content of your blog entries. Your blog will be a collection of statements, pictures, links to textiles websites, interesting and inspiring images and textile projects. Your blog may also include links to instructional YouTube videos or “conversation starters” about specific textile related design brief topics. How you present your blog is up to you; however, all listed topics in Moodle must be covered. Your blog will become a “resource bank” and interactive online environment for your students to safely explore textile technology in schools. Your blog will demonstrate your ability to engage with ICTs and web 2.0 Teaching Tools.

Your blog should:

• Demonstrate a passion for education and textiles
• Be a collection of textile resources and educational tools to support learning
• Reflect your genuine interest in developing experiences that will inspire students
• Document your own learning journey about teaching and textiles.

• Develop an assessment instrument suitable for the current Australian Curriculum
• Use a variety of ICTs to communicate information and instructions in multimodal formats
• Construct teaching and learning resources that facilitate student creativity and designed solutions
  
• Select and apply teaching tools to plan, structure and sequence student success.
  

Construct a Textile Product with accompanying Creative Portfolio

You are to create a designed solution to the design brief submitted in Assessment Task 2. The textile product will demonstrate your application of technical and practical textiles skills. The creative portfolio will communicate and provide evidence of your application of design thinking including knowledge, understanding, processes and production skills. The purpose of this assessment task is to create a model assessment response of a design brief for use as a teaching and learning tool for students in schools.

To create a designed solution with an evidence portfolio, it is essential that you know and understand your design brief. As you develop your textile project and engage in the design process - investigate, generate, design, produce, evaluate - update your AT2 Educational Blog with any additional relevant information, videos, resources or instructions that you think would assist your future students to complete a design brief as an assessment task at school.

Your creative design solution portfolio must:

• Identify design brief constraints and considerations (for example, budget, time, resources, target audience etc)
• Investigate opportunities to create an authentic designed solution that meets a human need or problem
• Analyse and make judgements about characteristics and properties of materials, tools and equipment that can be used and combined to create your design solution
• Include a component in your design that addresses sustainability challenges
• Incorporate Aboriginal and Torres Strait Islander and/or Asian techniques, concepts, ideas into your design
• Create a moodboard for your project as a source of inspiration
• Develop your design thinking by including concepts covered in weekly Moodle content such as the Elements and Principles of Design, fabric and fibre properties, colour psychology, fashion forecasting
• Include sketches to demonstrate your original ideas
• Use annotations to justify decisions made about specific techniques used and selection of materials and resources
• Construct a project plan to manage your project including time, cost, risk assessment, equipment, processes and production
• Take photos of your work in stages that demonstrate application of safety procedures to safely make your design solution (for example, ironing, machine use, needle work)
• Create a step-by-step guide with images that communicates clearly how to replicate your textile product
• Photograph the final textile product with attention paid to construction details and presentation.

Process and Product Evaluation

Evaluate the product and processes used to create your designed solution. Critique your designs, skills, time management, and your ability to develop evidence for each element of the design process from concept to product.

Use the rubric created in AT2 and mark your product and creative portfolio against the criteria and standards.

Self-reflection

Include a page in your creative portfolio that is a personal reflection on your textiles learning journey.

What to submit

Choose one of the following options for constructing and submitting your creative designed solution portfolio:

1. extend your Assessment Task 2 Educational Blog by adding clearly marked webpages of your creative portfolio, OR
2. create a hardcopy A3 portfolio, then take clear photographs of each page and submit as one .pdf.

Further instructions are available in Moodle and discussed in weekly tutorials.

• Design and create a textile product that demonstrates a range of practical skills and techniques
• Create a portfolio that communicates design thinking processes and procedures
• Investigate a textiles solution for an authentic human need or problem
  
• Select and apply teaching and learning methods, strategies and resources
• Embed Australian Curriculum general capabilities and cross-curriculum priorities into a designed solution  
• Plan and manage a substantial textiles design project
  
• Evaluate and reflect on professional practice.