Assessment Task 1 required me to write a design brief which is reflective of current Australian Textiles curriculum, and to construct a textile product that responds to my own Design Brief specifications. My design brief was aimed Year 8 students studying textiles and had to demonstrate:
* Upcycling or repurposing
* Sewing techniques
* Technology Use
* Embellishments
My design brief entailed making a Market Product using upcycled textiles to sell at the Year 8 School Fete Stall. The money raised from the market stall is to go toward the Year 8 Camp. I enjoyed the process and production of my design brief. The design I used for my market product was an oversized relaxed fit blouse that would suit a variety of ages, sizes and body shapes. The patten was free from Peppermint Magazines, was easy to sew and fitted the design criteria. I chose to make the blouse using a vintage hand embroidered tablecloth that was given to me by a friend. The tablecloth had various wear marks and mended areas which required some consideration during the process. Furthermore, due to the wear and tear of the textile it was perfect for this design brief, perfectly showcasing ethical and sustainable fashion methods.
As a lover of fashion, sewing and textiles my sewing skills were capable of incorporating sewing methods of invisible slip stitching, lace hemming and french seams into my blouse. I felt that these time honoured sewing methods were complimentary to the beauty of the original textile and completed the garment in a manner where no raw edges were visible. I felt these methods further enhanced a sense of 'specialness' to the garment, making it lovely for anybody to wear and own. My time management was sufficient for the production and sewing component of this task, creating the online Creative Folio was fiddly and time consuming - however it was totally enjoyable as I endeavoured to use as many Web 2.0 tools as possible. Evidence of each element of my design process from concept to product is enclosed in this Blog Post.
Self Reflection: My textiles learning journey has been both challenging and enjoyable. I have learnt technology skills that are surprisingly better than my teenage children. I've overcome the fear of doing something wrong and mastered the art of asking for help, as well as discovering that 'youtube' can teach you almost anything. It has been challenging for me to be effective with time management throughout this subject as I have found the flipped classroom concept difficult to grasp and consuming, leaving me not as much time as I would have liked to focus on my other studies.
Working within the education system as a teacher assistant, I have been fortunate to have the sewing skills to effectively complete the design task within this course; as well as having an understanding of the theory aspects. There is no doubt that I will imbed the Web 2.0 tools that I have gained through this subject into my classes when I become a Home Economics Teacher, and I would love to create a 'Maker Space' for all students to enjoy. I feel the way forward for Home Economics within the education system is for parents to see a value in home economics that matches the enjoyment their children have in doing it; and I see the use of technology as the key to this goal. My design brief also had a small element of business imbedded within the theory aspect; I did this primarily because I hear many students at my school say they would like to choose 'home-ec' as their elective, but their parents are making them choose 'business'. I may not correct and maybe this differs within each school, but I feel if parents can see a relevance to the subject other than their perception cooking, eating and sewing; then we are more likely to keep this very important subject alive and thriving. I've thoroughly enjoyed watching the recorded Zoom sessions each week, and I'm looking forward to learning new skills and meeting everyone at residential school; as well as hearing more of Dr Jay's entertaining stories.
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