Year 10 Textiles Unit

A decorative t-shirt

STUDENT WORKBOOK

Image from, 2009: www.iaretalk.com/2009/03/designer-spotlight-c...

Students Introduction to unit

INTRODUCTION TO UNIT

 This Unit requires you to make a basic cotton-stretch t-shirt and design a decorative feature from a selection of practiced techniques.

The main aim of this unit is to develop your textile embellishment skills including, tie-dye, screen-printing, iron on prints and machine embellishment. These skills are developed through the important design process including, investigation, design, planning, creating and evaluating.

You will need to produce your design folio that shows the development of the design process.

You will also be required to conduct research of a cultural decorative textile technique to support the investigation component.

You will be assessed on their ability to, investigate, design, plan, create, evaluate and your attitude in technology. The criteria are equally weighted, maximum of 6 with a final available score of 36. You will hand all work in at the end of the unit for assessing. It is important to note that the criterion of attitudes in technology will be taken note of throughout the completion of the unit.

Please refer to the the next page for a check list of what you must hand in.

A decorative t-shirt Check sheet

Requirements Comments L M H

Design Brief: Outline of situation

Constraints

Considerations

Evaluation Criteria

Research component – cultural decorative textile technique (at least one A3 page).

Workshops samples of the decorative techniques; tie dye, screen printing, iron on print and machine embellishment with evaluation questions and required annotations.

6 Design options – front and back using different mediums, with annotations on construction and evaluation.

Fashion drawing of final design and justification for choice of design.

Production plan with a series of logical steps; makes effective use of resources and time.

Evaluation- using evaluation criteria, design and any modifications with justifications, production process and use of production plan, areas for improvement.

Photo of final t-shirt

Final T-shirt

Comments: __________________________________________________________________________________________________________________________________________________________

Design briefDevelop a design brief, this should include:

BRIEF

Outline of situation;

Who it is to be worn by – for this case it will be yourself

Why – why do you need the product?

What – what will the product be used for – what is its purpose?

Where – where will the product be used (indoors/outdoors, formal/informal, specific activities etc.)?

When – How frequently will the product be used (special occasions, everyday use)?

How - How much time is available?

SPECIFICATIONS

Constraints

What MUST be done, or the t-shirt to have?

E.g. – The t.shirt must be made of stretch t-shirt cotton fabric

At least 5 constraints

Considerations

What might you consider?

E.g. – choice of decorative technique

At least 4 considerations

EVALUATION CRITERIA – developed as a classNo. (in order of importance)

Evaluation criteria (written as a question)

Reason or importance

Suggestions to ensure this will occur in finished product

Checking method to see if it has been achieved in finished product

1.

2.

3.

4.

Research Component You must include an A3 page in your folio on research conducted on

cultural decorative techniques. You may do this separately or as a group but all must submit a page independently.

Different areas you may like to research:

Indian block printingEnglish medieval embroidery- try googling: Bayeux Tapestry Indonesian batik Asian Ikat Japanese Shibori Hawaiian Kapa African dying(You may think of your own but check with teacher first!)

Use pictures, annotations and answer the following questions, including anything more you think may be relevant.

What process is undertaken?What materials is used?What equipment is used?Where and when does it originate from?Describe the final outcome of the process using pictures.Are there any cultural or religious implications?

Embellishment workshops

You are to complete samples of the following workshops.

Screen Printing

Tie Dye

Iron on print

Machine embellishment

• They should be nicely presented, labelled, ironed, and presented in your design folio.

• Next to each example list the materials and equipment you used. • Evaluate each sample with the following questions:

What did you find difficult?

Do you like the effect? Why/why not? • What technique will you be using on your final t-shirt? Why? - refer back to

your brief.

Screen PrintingResources

Yellow Stencil paper

Scissors

Pencils

Eraser

Craft knife

Cutting board

Clear adhesive

Screen

Cardboard boarder (if needed)- thin cardboard, marsking tape

Fabric or garment to be printed

Apron

Printing Ink

Ink knife

Squeegee

Iron

Detergent

StepsFollow the following steps slowly remember safety!

1. Cut required size of the yellow stencil paper. (Ensure to make piece at least 2 cm bigger on each edge that required for final design).

2. Draw with pencil (so can erase mistakes) on to yellow stencil paper.

3. Using a craft knife on a cutting board, very carefully cut out your design from the yellow stencil paper. Don’t cut all the way through and cut the white backing.

4. Remove cut out pieces of yellow, the places where there is white is what your stencil looks like.

5. Once you have a final cut stencil you are happy with, cut a piece of the clear adhesive just a little bigger (couple of mms on each edge) than yellow stencil.

6. Remove backing from clear adhesive and stick on to top of yellow stencil, (RUB IT HARD and get all air bubbles out).

7. Now it is time to stick the stencil on to the screen. If your design is small you may need to make a cardboard boarder to go around it.

TO MAKE CARDBOARD BOARDER:

Take a piece of thin cardboard (just a little smaller than screen size) and place stencil in middle of cardboard and draw around. Cut out inner area of cardboard. Stick cardboard to right side of screen using marsking tape (mesh should be flush with wood).

8. Once the screen is ready, remove the white backing from the stencil and stick stencil on to right side of screen (mesh should be flush with wood).

9. Once stuck down smoothly remove the clear adhesive from stencil.

NOW YOU ARE READY TO PRINT!!

10. Prepare area and lye fabric flat. Place screen on top of fabric.

11. Dip an ink knife into the ink and laden the squeegee blade by placing the ink knife against the blade and holding the squeegee still, pull the ink knife downwards – the blade of the squeegee will ‘scrape’ the ink off the ink knife.

12. Dip Pull the squeegee across the screen at an angle of approx. 70 degrees, you will hear the squeegee ‘rip’ over the mesh.

Remember:

It is best to pull the squeegee towards you

Side to side motions may place uneven pressure on the squeegee

Do not change the angle of the squeegee with you wrist whilst printing

13. When complete, raise the squeegee angle back to vertical to ‘pick up’ the ink and remove from the squeegee from the screen.

Some excess ink will remain on the screen – part of this will be collected next print

If too much ink was applied the squeegee will not pick it up – collect with your ink knife.

14. Rest the squeegee on some paper beside the screen and lift the frame in a hinge motion to reveal the print below.

15. Heat set your prints (only fabric) by placing paper over the design and pass iron over the design from one side to the other ensuring you do NOT hold it still in any area, or scorching will occur.

16. Ensure all screens are cleaned thoroughly using water (water blasters are very useful if able to resource) and detergent.

17. Air-dry screens.

Tie-Dye

ResourcesProcions Dyes in squeeze bottles

Apron

String

Disposable Gloves

Plastic tubs for dying

Cling Wrap

Hitech Wash off

Washing powder

Tie Dye

Steps1. Prepare your area, ensure table is covered and you have all equipment

including your apron on!

2. Wet fabric.

3. Tie your fabric/garment WHILE IT IS STILL WET in any of the patterns using string (see next page). You may need to spray water on fabric while you work to stop it drying out.

4. WEARING GLOVES - Lay fabric into a plastic tary. Carefully squeeze bottles of prepared die solution into folds of tied fabric, keeping to the sections created by the string and being careful not to excessively mix colours on the fabric. Push the nozzle well into the centre of the folds. When you have coloured one side, gently turn fabric over and repeat on second side. The fabric should be well covered with dye solution.

5. Finally cover fabric with plastic sheet, or wrap in cling wrap and leave it overnight to fix.

WASHING OFF

6. First, wearing gloves, leave fabric ties and rinse in cold water to remove excess dye.

7. Then carefully cut string from fabric and wash in warm water, adding 1 capful (Hitech bottle cap) of Hitech Wash off for every litre of rinsing bath. Let it sit for 10mins then give it a normal hot, soapy wash in washing machine. Wash separately for the first few times.

FOLDING TECHNIQUES:Here are 3 simple basic folding techniques used for TIEDYE – they can be used on their own or together

Spiral fold – catch centre of the fabric in the prongs of a fork, twist to spiral fabric. When it gets too bulky, remove fork and ‘help’ the remainder of the fabric into a complete, compact shape. See above. Pleat fold – Make uniform pleats in the fabric – as above.Scrunch – Great to use either side of a pleat fold – carefully push/scrunch fabric towards tied pleat fold, keeping fabric flat, then tie as above.String needs to be firm, but not too tight when tying folds.

INFORMATION TAKEN FROM: TIR DYE KIT – KRAFTKOLOUR VICTORIA

Iron on Print

ResourcesInkjet Transfer paper

Computers

Picture to be printed (must be a mirror image)

Inkjet or Bubblejet printer

Iron

Scrap piece of fabric

Glad Bake

Sissors

Fabric to be printed

StepsFor sample prints you can work together and print pictures on the same piece of

paper to save (think environmentally!)

Printing:

1. Print onto the plain/coated side of the transfer paper.

2. Image saved under my pictures, select image and print this picture under picture tasks.

3. Follow steps insuring; you select correct printer and printing preferences are under highest quality. Select size want to print (for sample only print 9x13cm cut out prints).

Transferring the Image by Iron:

4. Trim paper to outline of image.

5. Heat iron to cotton/linen setting. Never use steam and make sure there is no water in iron!

6. Iron on a table top (the surface needs to be firm) protected by scrap piece of fabric.

7. Place printed image face down onto the fabric with the red lines facing up.

8. Place a sheet of “Glad Bake” between the transfer paper and the iron.

9. Iron the back of the paper for 15-20 seconds. Giving firm, even pressure.

10. Wait several seconds and slowly peel away the paper in one motion.

Machine EmbellishmentResourcesHusqvarna Viking ER10 Embellishing Machine

Fabric Scissors

Tailors chalk

Fabric to sew embellishment on

Different materials/ fabrics to sew on/cut out

Steps1. Prepare all you materials – cut to sizes shapes required

2. Draw any patterns you need for placement with tailors chalk

3. Layer and stitch the areas needed to secure.

Step no.

Description of the step or process Materials & equipment needed

How will you ensure quality work is done?

Approx time.required

Production Plan

EvaluationEvaluation using criteria:

Evaluation of my final garment and justification of any modifications to design include points like:

Do my t-shirts fit me as required?What embellishments did I use on t-shirt? Were they successful?Was my sewing/construction accurate?Is my finished product successful?

Areas for improvement, include points like:Did I make any mistakes when making my t-shirt? How could I rectify this next

time?What have I learnt from my experience?

Production process and use of production plan include points like:Was my product finished on time?Evaluate your production plan, the change you made and justify why you made the

change.

Evaluation Criteria How you tested/checked this

Results and conclusions

Weight

Criteria 0 Marks 1-2 Marks 3-4 Marks 5-6 Marks

INVESTIGATEInvestigation is an

essential stage in the design cycle. Students are

expected to identify the problem, develop a design

brief and formulate a design specification.

Students are expected to acknowledge the sources

of information and document these appropriately.

The student does not reach a standard described by any of the descriptors given.

The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.

The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

The student explains the problem, discussing its relevance, The student critically investigates the problems, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

DESIGNStudents are expected to generate several feasible

designs that meet the design specification and to evaluate these against the

design specification. Students are then

expected to select one design, justify their choice and evaluate this in detail

against the design

specification.

The student does not reach a standard described by any of the descriptors given.

The student generates one design, and makes some attempt to justify this against the design specifications.

The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.

The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

PLANConstruct a plan for the

production of their pyjama bottoms that has a series of logical steps, and that makes effective use of

resources and timeEvaluate the plan and

justify any modifications to the design.

The student does not reach a standard described by any of the descriptors given.

The student produces a plan that contains some details of the steps and /or the resources required.

The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.

The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

ASSESSMENT RUBRIC

CREATEDocument any changes made to plan or design,

materials used, extra time taken while constructing

the pyjama bottoms.Follow their plan and

justify any changes made to plan.

Use appropriate techniques and equipment

resulting in a product of good quality.

The student does not reach a standard described by any of the descriptors given.

The student considers the plan and creates at least part of a product/solution.

The student uses appropriate techniques and equipment. The student follow the plan and mentions any modification made, resulting in a product/solution of good quality.

The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

EVALUATEEvaluate personal and

peers product against the design specifications in an

objective manner.Explain how the

product/solution could be improved as a result of

these evaluations.Evaluate their own performance at the

planning and creating stages of the design cycle

and to suggest ways in which their performance

could be improved.

The student does not reach a standard described by any of the descriptors given.

The student evaluates the product/solution his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.

The student evaluates the success of product/solution in an objective manner based on the results of testing, and the views of the intended users, The student provides an evaluation of his or her own performance at the planning and creating stages of the design cycle and suggests improvements.

ATTITUDES IN TECHNOLOGY

Personal engagement (motivation,

independence, general positive attitude)

Attitudes towards safety, cooperation and respect

for others.

The student does not reach a standard described by any of the descriptors given.

The student occasionally displays a satisfactory standard in one of the aspects.

The student frequently displays a satisfactory standard in both of the aspects.

The student consistently displays a satisfactory standard in both of the aspects.

Criteria 0 Marks 1-2 Marks 3-4 Marks 5-6 Marks

ASSESSMENT RUBRIC CONTINUED