Course Title: Analyse use of colour in textiles
Part B: Course Detail
Teaching Period: Term1 2012
Course Code: VART5905C
Course Title: Analyse use of colour in textiles
School: 350T Fashion & Textiles
Campus: Brunswick Campus
Program: C5213 - Diploma of Textile Design and Development
Course Contact : Julia Raath
Course Contact Phone: +61 3 9925 9201
Course Contact Email:julia.raath@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Libby Noblet, email; elizabeth.noblet@rmit.edu.au phone; 9925 9421
Sandy Darrington, email; Sandra.darrington@rmti.edu.au phone; 9925 9127
Jodie Stephens, email; jodie.stephens@rmit.edu.au phone; 9925 9127
Nominal Hours: 30
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
This course will be delivered concurrently with
VART 5904c Assist in the Development of Textile Designs
VART 5903c Textile Design Influences.
Projects have been designed to link each of these competencies. It is strongly advised that students ensure that enrolment for these courses occurs during the same teaching period.
Course Description
This unit covers the skills and knowledge to analyse and apply colour theory to the design process for textile products. Students will undertake a variety of project that introduce them to the world of colour in textiles. Projects will be applied into design courses and will simulate industy applications.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
LMTTD4012A Analyse use of colour in textiles |
Element: |
1 Analyse effects of colour used in textiles |
Performance Criteria: |
1.1 Effects of colour dimensions are examined. |
Element: |
2 Analyse suitable colour combinations for use in textile design |
Performance Criteria: |
2.1 Colour combinations are developed using computer software or manual processes |
Element: |
3 Consider use of colour in textile design |
Performance Criteria: |
3.1 Different colour uses are identified and compared for impact. |
Learning Outcomes
This studio based course gives students the opportunity through practical projects to demonstrate the following skills and knowledge:
• identify uses of colour in textile designs
• using a given piece of fabric, colour match all components to complement, such as zip, buttons, threads, linings and other appropriate trims
• document colour investigations
• apply OH&S practices in work operations
• maintain accurate records
Details of Learning Activities
introduction to personal colour palette and colour theories
understanding the relevance of colour palettes and colour schemes.
developing examples of colour scales including; achromatic, monochromatic, tints tones and shades.
translating tonal values.
analysing colour systems and color wheels
applying colour systems into designs and colour ways
analysing and selecting an appropriate colour palette for a design range
analysing colour proportions
apply presentation techniques to design outcomes
Teaching Schedule
week / lecture topic | studio | |
1. Contemporary textiles in the global market place. What is a textile designer? A look at some current examples of the Textile Design Industry |
project 1“Geometrica” Introduction and OH&S, warm up Visual diary – what is it? past students examples on display Task 1 Personal colour palette source samples of colour and images that represent what you believe is you own personal colour direction or style. Create your own concept board. Task 2 Visual diaries Research colour schemes used in textile designs. |
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2. Colour schemes terms; value, shade, tint, tone, saturation. Simulating depth Achromatic, monochromatic and polychromatic. Major and minor keys. |
project 1“Geometrica” task 3 Achromatic scales 1. Use textural mark making techniques to simulate an even gradation of tonal values. 2. Use flat, well-mixed gouache in nine even steps. 3. Use textile/ printed media/yarn wraps in nine even steps. |
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3. Colour theories and effects. How do we perceive colour? | project 1“Geometrica” Discuss your personal colour palette concept boards with the class. Task 4 in visual diary; major and minor keys |
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4. colour systems; Colour wheels, pantone colour reference, textile colouration, and digital colour systems (CMYK, RGB). |
project 1“Geometrica” task 5 translate your designs into colour using the same tonal values |
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5. Colour schemes How are they used in Textile design? Colour contrasts Simultaneous contrasts Contrast of saturation contrast of proportion |
Project 2 “Floral” Introduction to the project Explore monochromatic colour scale Explore dimensions of the colour wheel Homework task; collect examples of colours in printed media, yarns and textiles for group colour wheel. |
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6. Monday Labour day holiday. No lecture | Project 2 “Floral” Group colour wheel exercise; bring in your own samples of colours to contribute Submit project 1 Geometrica for assessment |
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7. Students presentation of geometrics project to class | Project 2 “Floral” Develop colour schemes, and a colour palette. Discuss colourway and coordinate possibilities. |
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8. What is a concept board? How is it used in fashion and Textile Design? The importance of colour palettes in the design process. |
Project 2 “Floral” Building a coordinated collection of designs relating to your theme. How well do the designs meet the thematic styling in terms of colour palette, tonal value and overall unity of the collection? |
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9. Repeat systems Basic repeat structures as the building blocks of textile design. |
Project 2 “Floral” Refine and select cohesive colour palette from your designs |
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10. Textile designs, croquis, swatches, samples. Coordinates and colourways; hat is a design range? | Project 2 “Floral” Swiss repeat colour selection and paint up |
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11. Presentation styles and techniques; Technical specifications, Storyboards, and brochures. | Project 2 “Floral” Swiss repeat colour selection, paint up and presentation |
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12. Students presentation of floral project to class Submit project 2 “florals” |
Project 3 “tribes” Introduction to the project Research themes and develop a colour palette |
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13. Excursion to Bendigo regional gallery; Grace Kelly, style Icon (TBC). | Project 3 “tribes” Exploring new dimensions of colour Colour exercises |
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14. The design process Examples of different practices and approaches to designing textiles. |
Project 3 “tribes” Exploring new dimensions of colour Colour exercises |
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15. Colour proportions | Project 3 “tribes” Continue Colour exercises |
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16. Demonstration and examples of presentation techniques | Project 3 “tribes” Presentation techniques and styling, complete project work |
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17. Marking week | Submit project 3 “tribes” for assessment |
Learning Resources
Prescribed Texts
References
Other Resources
You will also need to supply your own general Design kit to bring to studio sessions;
 Set of lead pencils; H, HB, 2B, 4B and 6B
 Black fine liner pens; 0.2 mm and 0.5 mm
 Black permanent marker
 Eraser
 Glue stick
 30 cm steel ruler and plastic set square
 Sharp Scissors
 Cutting knife with replaceable blades
 Tape measure
 Variety of paint brushes, round size; 00, 1, 3, 6, 10. You will also find chisel brushes useful. Acrylic brushes available in local $2 shops are quite satisfactory. Pure Sable brushes are expensive, but one or two can be a good investment.
 Set of gouache paints* (14 to 22 ml) in; warm yellow, cool yellow, warm red, cool red (magenta), cool blue (cyan or cerulean), warm blue (ultramarine), black and a large tube of white (37 ml). Sets of gouache may be purchased at art supply stores- there are a wide variety available and the quality also varies.
*Getting the right gouache colours is important, so you may want to wait until the colours are discussed in the first class before purchasing.
 Small water-tight plastic containers with lids – for example pill containers or take away sauce containers, for holding mixed colours of paint.
 Paint palette – white iceblock trays are very good and very inexpensive a set of 3 can be easily purchased locally.
 Visual Diary (A4 or A3 is recommended)
 Technical notebooks / folders – teachers will advise you will need one for each practical class.
 Pen and paper/notebook/digital alternative, for writing notes
Overview of Assessment
To achieve successful completion of this course students must demonstrate an understanding of all elements of competency.
Assessement tasks have been designed to measure achievement of each competency in a flexible manner.
Assessment will incorporate a variety of methods including:
- visual diary,
- technical folder,
- practical problem solving exersices,
- indvidual and group presentations
The students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher.
This unit is concurrently delivered with
VART 5905c Use of colour in textiles and
VART 5903c Textile design influences
several assessement tasks will be assessed through combined project work.
Assessment Tasks
project 1 "geometrica"
 Task 1 Personal colour palette concept board; Create your own concept board with your image and 5 to 6 colour chips arranged on it. (Size A4, or collage of images to A4) this task is assessed as Assessed as competent / not yet competent only.
 Task 2 Visual diary; Research examples of four different colour schemes used in textile designs. Analyse the colour combinations by describing the mood, season and application. Use one of the colour schemes to mix the main four colours in gouache paints. Use the colours you have mixed in gouache to re-colour your own or an existing design (minimum size 10 x 10cm). Assessed as competent / not yet competent only.
 TASK 3 Achromatic Scales; Produce 3 x nine-step achromatic tonal scales (9 steps from white to black). Present all three scales together on the same page, label and arrange neatly in your folder/folio. This task is assessed as Assessed as competent / not yet competent only.
 TASK 4; Visual diary, Major and Minor Keys Find 4 achromatic images of textiles) that vary in mood and contrast. Determine if they are Major or Minor keys. Note the Major Key (high, mid, low) or Minor Key (high, mid, low). Find a minimum of 2 colour images of textile designs that vary in mood and contrast. Present your colour examples next to your B & W copies, label with the key, and note your findings. This task is assessed as Assessed as competent / not yet competent only.
 Task 5; translate your designs into colour using the same tonal values., translate at least one stripe, one check and one geometric you have designed in design class into colour. Match your colours to the same tonal values in each design. Present your designs together with the concept board given. This task is assessed as Assessed as competent / not yet competent only.
project 2 "Floral"
Assessed as competent / not yet competent and graded 50%.
project 3 "tribes"
Assessed as competent / not yet competent and graded 50%.
Assessment Matrix
Course Overview: Access Course Overview