Assessment Task One required me to write a design brief which is reflective of the current Australian Textiles curriculum, and to construct a textile product that responds to my own Design Brief specifications. My design brief was aimed at Year 8 students studying textiles, some had four weeks introduction to the Home Economics subject in Yr 7 and others had not used a sewing machine before. The 9 week term was planned to spend four weeks introducing students to the textiles classroom covering an induction and safety in the room and with the equipment. Getting to know a sewing machine parts, threading correctly, as well as doing a bobbin (filling it, inserting it into the bobbin case and picking up the bobbin thread in readiness to sew). The 'how to' of simple techniques of straight stitch, zigzag stitch, back-stitching and pivoting, trimming seams and clipping corners and curves; and the purpose of these techniques are also covered. This is followed by a few practices on both paper without thread and lines drawn on calico. Finally students will complete a very easy exercise of designing a teddy face (initially on paper pattern, followed by the fabric) using embellishments of buttons and embroidery onto a teddy pattern and making the bear out of scrap material; and why we chose to recycle fabric for our teddy and use a jar of thrift shop buttons as part of our embellishments. After the construction of the teddy the class is introduced to more comprehensive sustainability theory within all aspects of the fashion industry from manufacturing, processing into textiles, construction, retail sales and the after-life of discarded and unwanted clothing. This leaves the next five lessons for students to concentrate on their assessment in which they had to demonstrate:
* Upcycling or repurposing of a textile
* 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 was 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 Magazine website, 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 was made out of cotton/linen (both natural fibres), with various wear marks and mended areas which required some consideration during the cutting and making 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. My assessment task aligns with curriculum content requirements of 7-8 ACTDEK025 and 7-8 FASH ACTDEK034 as well as the cross curriculum priority of sustainability and the seven general capabilities being:
• Literacy Capability
• Numeracy Capability
• Information & Communication Technology Capability
• Critical and Creative Thinking Capability
• Personal and Social Capability
• Ethical Understanding Capability
• Intercultural Understanding Capability
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 enriched 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 attached to this Blog Post as a separate PDF document in ePortfolio.
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 (well actually, just a few are better than my children's). I've overcome the fear of doing something wrong (only slightly) 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. I have found the Blog a fine line between what a high school student within the age bracket of twelve to sixteen would be interested in reading, and what is required to fulfil the questions within each weekly topic as a university student. As my Blog will remain with me throughout my career and be used as a Web 2.0 teaching tool; it has been my intent to fully complete the topic tasks required each week with concise content and through the use of simple wording. I have also endeavoured to keep information relevant to the interests of Years Seven to Ten age bracket and easily understandable for all of my future students.
Working within the education system as a teacher assistant, I have been fortunate to possess the necessary sewing skills to effectively complete the design task within this course; as well as having some 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 be correct, and maybe this differs within each school; but I feel if parents can see a relevance to the subject other than their perception of cooking, eating and 'crafting'; 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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