Textiles 10

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

User needs and interests drive the design process.
Social, ethical, and sustainability considerations impact design.
Complex tasks require different technologies and tools at different stages.

Content

Learning Standards

Content

design opportunities
origins
including original source, raw materials, countries that are major producers of fibres and fabrics
, characteristics, and care of natural and manufactured textiles
hand and machine construction techniques for producing and/or repairing textile items
First Peoples traditional and current textile knowledge and practices
strategies for altering
for example, changing sleeve style or length
patterns and upcycling
changing the original use of an item or its materials to make a new item of better quality or better environmental value
principles
including balance, proportion, rhythm and movement, harmony, and scale
of design used in the design of textile items
environmental factors
for example, harvesting of raw materials, sustainable growing methods, dyeing and processing of textiles, disposal of textiles
and ethical factors
production of raw materials; workers’ rights; cultural appropriation, such as use of a cultural motif, theme, “voice”, image, knowledge, or story, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn
that influence textile choices and the impact of those choices on local and global communities

Curricular Competency

Learning Standards

Curricular Competency

Applied Design

Understanding context
  • Engage in user-centred research
    research done directly with potential users to understand how they do things and why, their physical and emotional needs, how they think about the world, and what is meaningful to them
    to determine design opportunities and barriers
Defining
  • Identify potential users or consumers, and impacts of design choices
  • Identify criteria for success and any constraints
    such as available technology, expense, resources, time, environmental impact
    for a chosen design opportunity
Ideating
  • Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
  • Critically analyze the impacts of competing social, ethical, economic, and sustainability considerations on the availability of textile items
  • Maintain an open mind about potentially viable ideas
Prototyping
initial trials, including half-scale, samples, mock-ups, toiles, croquis, technical drawings, patterns
  • Identify and use sources of inspiration
    may include personal experiences, exploration of First Peoples perspectives and knowledge, the natural environment, places, cultural influences, users and experts
    and information
    may include First Nations, Métis, or Inuit community experts; sewists, tailors, weavers; secondary sources; collective pools of knowledge in communities and collaborative atmospheres
  • Choose an appropriate form, scale, and level of detail for prototyping
  • Evaluate a variety of materials for effective use and potential for reuse, recycling, and biodegradability
  • Experiment with a variety of tools, materials, and processes to create and refine textile items
Testing
  • Identify feedback most needed and possible sources of that feedback
    may include First Nations, Métis, or Inuit community experts; keepers of other traditional cultural knowledge and approaches; peers, users, and other textiles specialists
  • Develop appropriate tests
    for example, durability, washability, fit, usability
    of the prototype
  • Gather feedback from users to evaluate the design and make changes to product or processes
 Making
  • Identify and use appropriate tools, technologies
    tools that extend human capabilities
    , materials, processes, cost implications, and time needed for production
  • Create textile items, incorporating feedback from self and others, and testing prototypes
  • Evaluate skills and knowledge needed
Sharing
  • Decide on how and with whom to share
    may include showing to others or use by others, giving away, or marketing and selling
    textile items
  • Share progress while making to gather and apply feedback
  • Critically reflect on their design thinking and processes, and identify new design goals
  • Assess their ability to work effectively both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspace

Applied Skills

Demonstrate an awareness of precautionary and emergency safety procedures for self and others in both physical and digital environments
Identify skills needed in relation to project or design interests, and develop and refine them

Applied Technologies

Choose, adapt, and if necessary learn more about appropriate tools and technologies to use for tasks
Evaluate impacts
personal, social, and environmental
, including unintended negative consequences, of choices made about technology use
Evaluate the influences of land, natural resources, and culture on the development and use of tools and technologies