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

08/2012 from website:

http://camelcaravan.artworksamerica.org/page2d1_50.html

Mohammad Faridi. Iran. 2010

• Ancient Iranian pottery. (between 8650 and 7000 B.C) Clay. Three dimensions.

Retrieved December 08/2012 from website:

http://www.destinationiran.com/pottery-making-in-iran.htm

Ancient Iranian pottery, between 8650 and 7000 B.C, clay Iranian pottery

• Moroccan design. (2009). Pottery exemplifying. Three dimensions. Retrieved December

08/2012 from website:

http://www.themed-homedecor.com/Moroccan-Decorating.html

Moroccan pottery

• Van Gogh Vincent. (1889). The Starry Night. Oil on canvas, Two dimensions, Retrieved

December 08/2012 from : http://en.wikipedia.org/wiki/The_Starry_Night

starry night. Vincent van Gog starry night. Vincent Van Gog

• Uzbek Suzani. (1950s). hand-embroidered in wool on a handmade cotton base. Three

dimensions. Retrieved December 08/2012 from website:

https://www.onekingslane.com/vintage-market-finds/product/787511

• Samarkand. (1870s-80s). Decorative wall-hanging. Hand-woven silk fabric. Three

dimensions. Retrieved December 08/2012 from website:

http://www.cross-dream.info/library/uzbek-suzani/decorative-wall-hanging-01.html

• Tashkent. (Early 20th century). Decorative wall-hanging. Cotton, fabric, silk. Three

dimensions. Retrieved December 08/2012 from website:

http://www.cross-dream.info/library/uzbek-suzani/decorative-wall-hanging-07.html

Samarkand, 1870s-80s, Decorative wall hanging Uzbek, 1875, Cotton

• French textile design. (1900). Pattern. Weaving. Three dimensions. Retrieved December

08/2012 from:

http://french-treasures.blogspot.com/2010/08/orchids-as-motif-in-french-textiles.html

French Textile design, 1900 French Textile design, 1900 French textile design, 1900

• Japanese textile design. (1940). Water color. Three dimensions. Retrieved December

08/2012 from:

http://boxofmisc.wordpress.com/tag/japanese-design-through-textile-

patterns/

• Maru Mary. (2011). Japanese textiles. Water color on fabric. Three dimensions.

Retrieved December 08/2012 from:

http://www.marymaru.com/2011/08/10/design-japanese-textile-design-

8-10-11/

Mary Maru. Japanese textile design

Japanese old textile design, Water color Japanese textile design Japanese textile design, Water color

• Wakisaka Kastuji. (1975). Pattern. Printing. Three dimensions. Retrieved December

08/2012 from:

http://www.designandfun.com/images/Kalikka.jpg

Kastuji Wakisaka, 1975, pattern Kastuji Wakisaka, 1975, pattern

D. TEXT, MEDIA AND WEB RESOURCES:

• Blakemore, F. (1978). Japanese design through textile patterns. New York: Weatherhill.

• Aav, M. (2003). Marimekko: Fabrics fashion architecture. New Haven: Published for the

Bard Graduate Center for Studies in the Decorative Arts, Design, and Culture, New York,

and the Design Museum, Finland, by Yale University Press.

• Barker, A. F. (1930). Ornamentation and textile design. London: Methuen.

• Harvey, J. (1997). Traditional textiles of Central Asia: With 262 illustrations, 212 in

color, and 2 maps. London: Thames and Hudson.

E. INSTRUCTION:

• The teacher will begin the class with a discussion about what design means and who is a

designer.

• The teacher will introduce different fields of design like web design, fashion design,

graphic design, and textile design.

• The teacher will explain about the history of textile design and its use. She will also

introduce pattern as a basic theme for making a textile.

• The teacher will demonstrate different kinds of patterns and textiles from different

countries around the world.

• The teacher will share her own art work in regards to the project, which answers

questions about how to design a new textile by mixing different patterns.

Benchmark

• The teacher will ask the students to refer to the visual information if they think resources

are helpful to giving them ideas.

• The teacher will encourage the students to think about their interests and try to make a

pattern from them.

• The teacher will ask the students to share their ideas, drawings, and patterns with other

students.

• The teacher will put one box of fabric marker, paint (acrylic), paint brushes and pencils

along with one glue stick and beads in the center of each table. She will give each student

a sheet of tracing paper, a piece of burlap, and a piece of rectangular transparent plastic.

• The teacher will walk around the classroom to see how students are involving themselves

in the project and help them to express what they feel and think about their design.

• The teacher will remind the students to feel free to use different materials that they want

to incorporate in their art works.

F. QUESTIONS TO GENERATE DISCUSSION:

• What is the meaning of “design” and who is a designer?

• What is the role of textile design in our lives?

• What is patterns?

• How are patterns repeated in nature?

• How do patterns illustrate a story and show symbols?

• How do cultures and religions affect peoples' art and their creativity?

• How we can create a pattern from our own interests?

G. LEARNING ACTIVITIES:

• Students will observe different kinds of textile design from different cultures.

• Students will learn how their environments have been surrounded by patterns and how

textile design fulfills so many purposes in our lives.

• Students will investigate how nature provides examples of many kinds of pattern.

• Students will see how traditional patterns are still used in modern life.

• Students will think about creating a textile by using symbols, their interest, and

traditional patterns.

• Students will draw their patterns on a sheet of tracing paper.

• Students will put a transparent plastic surface over their drawing.

• Students will paint the plastic surface according to the drawing which is seen under it.

• Students will put the burlap on the painted surface and press it to print the patterns on the

fabric.

• Students will use different kinds of materials like marker, beads, and water color pencil to

complete their textile design.

H. MEETING NEEDS OF A PARTICULAR STUDENT:

• The lesson uses a wide range of visual resources to make the project understandable for

international students. Visual information seems especially effective with students

because it requires no specific knowledge of English to understand and because the

impact of visual language is more immediate than writing text. In classes that have

international students images represent a potentially common language to which

everyone could respond. Also dividing the process into smaller steps and seeing a

benchmark can be helpful to understand the project easier.

Stripe lines

Stripe lines Zigzag lines

Polka dots Counter-changing geometric borders

Patterns in nature