Design A Lesson in Creating Textile Design Pottery and ceramics, Iran African textile Iranian carpet, Yamini Telkar Hand carved wooden stamp, India Wall carving, Morocco Hand fan, Jipan CREATED BY AZITA MORADKHANI MIXED MEDIA – GRADE Four DECEMBER 2012
10
Embed
Design - Squarespace Fabric painting (Jacquard textile color) • paint brushes (eight) ... • Textile design: Is the process of creating designs and structures for knitted, woven,
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Design
A Lesson in Creating Textile Design
Pottery and ceramics, Iran African textile Iranian carpet, Yamini Telkar
Hand carved wooden stamp, India Wall carving, Morocco Hand fan, Jipan
CREATED BY
AZITA MORADKHANI
MIXED MEDIA – GRADE Four
DECEMBER 2012
Introductory Information:
Lesson Title: Textile Design: A Lesson in Creating a Textile Design
Grade: Four
Class size: 11
Length of period: 45 minutes, 3-4 classes
LESSON TOPIC AND DESCRIPTION: In this lesson, students will discover what design means
and who is a designer. They will explore different fields of design and will focus on textile
design specifically. Pattern is on of the elemental themes in textiles and students will discover
multiple kinds of patterns from varying cultures. Then, based on the visual information and their
discussion, they will design their own textile on a piece of cloth handkerchief using printing
techniques taught in this lesson.
STAGE 1 - DESIRED RESULTS
A. ENDURING UNDERSTANDINGS:
We are all designers as long as we create or plan something that will be made or
built.
Artists have created patterns inspired by their environment for thousands of years.
Throughout history, textile designs have been considered symbols of different
ethnic groups.
A theme like pattern can be used in different fields of art and also surrounds us in
our daily life.
B. ESSENTIAL QUESTIONS:
Who is a designer?
How do elements in nature and the environment affect our art style?
How can different objects from our lives be differentiated into patterns?
C. GOALS/STANDARDS (Massachusetts State Frameworks):
#1. Media, Materials, and Techniques. Students will demonstrate knowledge of the media,
materials, and techniques unique to the visual arts.
#3. Observation, Abstraction, Invention, and Expression. Students will demonstrate their
powers of observation, abstraction, invention, and expression in a variety of media,
materials, and techniques.
#5. Critical Response. Students will describe and analyze their own art work and the work of
others using appropriate visual arts vocabulary. When appropriate, students will connect
their analysis to interpretation and evaluation.
D. LEARNING OBJECTIVES:
The students will explore what textile design is.
The students will identify different patterns from various countries and cultures.
The students will investigate various patterns and integrate them with their own
ideas, interests and cultures to create a new textile.
STAGE 2 – ASSESSMENT EVIDENCE
A. PERFORMANCE TASKS AS EVIDENCE (Art Product): A successful example of the final
project will be a printed textile design on a piece of cloth which shows the student's
understanding of different kinds of patterns and demonstrates their effort in creating a new
composition and design from what they have observed and what they are interested in.
B. OTHER EVIDENCE /CONTINUUM OF ASSESSMENT STRATEGIES: Student's
brainstorming, their sketches of patterns, the composition of their drawings, and final printing
can be all be considered as evidence for the student's assessment.
C. CRITERIA:
• Did the students understand different aspects of textile design?
• Did the students recognize different kinds of patterns?
• Did the students use printing techniques appropriately?
• Did the students create their own patterns?
• Did the students take inspiration from the textiles presented?
• Did the students' work show consideration and effort?
STAGE 3 – LEARNING PLAN
A. MATERIALS AND EQUIPMENT:
• 8 x 8 inch piece of burlap (eight pieces)
• Tracing paper (eight sheets)
• 12 x 9 inch transparent plastic rectangle (eight pieces)
• Fabric painting (Jacquard textile color)
• paint brushes (eight)
• Fabric marker
• Glue sticks
• Craft supplies (string, beads, etc)
• White sheet of paper A4 (eight sheets)
B. VOCABULARY WITH DEFINITIONS:
• Design: An outline, sketch, or plan, as of the form and structure of a work of art. To
make a drawing or plan of something that will be made or built.
• Textile design: Is the process of creating designs and structures for knitted, woven, or
decoration of fabrics.
• Pattern: An arrangement of repeated or corresponding parts, decorative motifs, etc.
• Stripe: A relatively long, narrow band of a different color, appearance, weave, material,
or nature from the rest of a surface or thing.
• Geometric: An abstract or nonrepresentational motif, a shape that is not a picture of
something out in the real world.
• Floral: decorated with or consisting of flowers or patterns of flowers.
C. VISUAL IMAGE RESOURCES:
• Faridi Mohammad, (2010). Chakavak. Sculpture. Three dimensions. Retrieved December