Course Title: Present and promote textile design concepts
Part B: Course Detail
Teaching Period: Term1 2009
Course Code: VART5909C
Course Title: Present and promote textile design concepts
School: 350T Fashion & Textiles
Campus: Brunswick Campus
Program: C5213 - Diploma of Textile Design and Development
Course Contact : Pat Jones
Course Contact Phone: +61 3 9925 9518
Course Contact Email:pat.jones@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Julia Raath julia.raath@rmit.edu.au +61 3 99259201
Libby Noblet libby.noblet@rmit.edu.au +61 3 99259214
Jodie Stephens jodie.stephens@rmit.edu.au +61 3 9925 9158
Sandra Darrington sandra.darrington@rmit.edu.au +61 3 9925 9158
Nominal Hours: 50
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
Pre requisites; Students are strongly advised to complete core modules
VART 5905C Use of colour in Textiles
VART5904C Development of Textile Designs before undertaking this course
VART5903C Textile Design Influences
Students are advised that projects in this course may be assessed in conjunction with ISYS 7969C Develop Designs Using the Computer
Course Description
This unit covers the skills and knowledge required to present and promote textile design concepts to clients or other industry professionals. Students will undertake a variety of design briefs that enable them to demonstrate design competency.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
LMTTD4008A Present and promote textile design concepts |
Element: |
1. Analyse the requirements of the brief. |
Performance Criteria: |
1.1 Purpose of textile product and performance requirements are analysed and application in design established |
Element: |
2.Develop visual tools to communicate textile design concepts |
Performance Criteria: |
2.1 Sources of design ideas are identified and application of design principles in textile design are analysed |
Element: |
3. Prepare for presentation |
Performance Criteria: |
3.1 Resources required for presentation are selected and prepared |
Element: |
4.Conduct presentation. |
Performance Criteria: |
4.1 Benefits and features of design concepts are explained and promoted using effective presentation skills. |
Learning Outcomes
Completion of this course will enable students to demonstrate skills and knowledge to:
• complete inspiration or storyboards to present design concepts
• communicate application of design principles in textile design
• communicate design concepts
• interpret and respond to a design brief
• sell features and benefits of design concepts
• use presentation skills
• convey necessary information to meet needs of audience
• apply OH&S practices
• maintain accurate records
Details of Learning Activities
This course is studio based and a range of theoretical and practical projects have been designed to allow students to demonstrate competency.
Each week the students be set a range of design tasks which will enable them to complete the project briefs.
The assessment tasks for this course have been grouped into the following folios.
Written Folio containing.
Work sheets. The worksheets will provide information to the assessor regarding the student understanding of a particular topic. The knowledge gained from the participation in the worksheets is considered important to the students thorough understanding of the project goals.
Oral presentations. Oral presentations will be given by the students throughout the course. The information to be included in the presentation will be determined by the student response to the brief. The main purpose for the presentation is to share personal responses and relevant information while also gaining experience and developing confidence in discussing ones own work.
Written report. The oral presentation will be supported by a written report including references and bibliography.
Design Folio
Concept board The concept board represents a beginning reference in the design process and provides the visual resources for the designs to come. The concept board may come in many forms, so there is no folio specification size.
Croquis samples Croquis are the first stage in the development of finished designs. They may be produced by hand rendering and/or digitally. Croquis are also developed in a range of sizes.
Finished design and coordinate presentation A finished design represents exactly how the designer wants the design to be when it is carried in to production. The finished design is presented professionally and includes precise production specifications.
Story boards The story board visually indicates to the client how the product will look when it has been produced and is in context. The story board can also take many forms ranging from the hand rendered to the digitally manipulated and may also include samples, coordinates and colourways to support the presentation.
Developmental Folio
A4 - A3 visual diary. Developmental research is undertaken throughout each project. The research evidence mostly includes visual imagery collected from a variety of sources and is supported by the students own visual responses. Primarily it is used as a form of communication between the student and ’the client’ for the duration of a project, but it is also a valuable visual resource for years to come.
Drawings The still life drawings will be completed mainly in class time and will be used as the basis for the design project. For this reason the drawing exercises have been included as part of the developmental folio.
Teaching Schedule
| Week | Learning Activity | Assessment tasks |
| 1. | Overview of the Present and Promote Textile Course. Overview of Project 1; Concept to Story. Determining the requirements of a design brief;considering who the design is for, what the design will be about, where the design will be worn, why the design takes a particular form. Students bring in imagery from Analyse Textile Design Influences and through group work lay out what elements are suitable for the concept board. | Design brief |
| 2. |
Concept board presentation. Discussing where ideas have come from, where they may lead, composition and arrangement. Group work for fabric analysis/worksheet. Colour palette development and/ or yarn wraps. Motif development. Students will collect suitable base fabrics and/or fabrics which emulate possible structural outcomes. |
Concept board presentation Worksheet Developmental research; visual diary presentation. |
| 3. | Discussion about relationship between concept boards and croquis developmental work. Discussion about fabric collections; what they are and why they exist. A worksheet will accompany this discussion which will involve the student researching a fabric collection fabric Continue on with Croquis development using a combination of wet and dry media drawing techniques. Hand rendered work developed into repeats in CAD. |
Worksheet A series of croquis |
| 4. | Overview of Project 2; Space arrangements. Determine design parameters. Colour palette / yarn wrap development. Design needs to consider elective possibilities and restraints. |
Developmental research; visual diary presentation Colour palette/ yarn wraps |
| 5. | Still life drawing using various media and a variety of approaches. Student directed theme. Students bring their own related objects to draw |
Drawings |
| 6. | Continued design development -still life drawing. Student directed theme. | Drawings |
| 7. | Final croquis development | Croquis/samplers |
| 8. | Final presentation of croquis designs relating to allocated space. Including colour chips, yarn wraps and a written report. |
Croquis presentation board Oral presentation/ written report |
| 9. | Design repeat paint up. Repeat designs return from CAD and are painted up in to a final design displaying at least one repeat unit, with other croquis presented as coordinates. | Finished design and coordinate croquis |
| 10. | Discussion about the different modes of presentation for collection display. Design repeat presented as part of story board presentation. Completion of the Concept to Story project. | Story board/s |
| 11. | Class presentation. Overview of Project 3; Toying with an idea. Development of a textile idea which uses materials in a non conventional way. Researching of Textile Designer makers- information for this project will come from Analyse Textile Influences. | Developmental research/ visual diary presentation |
| 12. | Materials discovery and research. Visit to a recycling facility. | Participation in excursion |
| 13. | Experimentation with materials found. Sampling and refining ideas for project. | Samples presentation |
| 14. | Sampling and refining ideas for project. Finalising ideas and approach fo project. | |
| 15. | Production of final product. | |
| 16. | Presentation of final project to the class. Discussing individual approaches to the design process, evaluating the outcome success in terms of original aims. |
Presentation to class of finished product. |
Learning Resources
Prescribed Texts
References
Arnason,H.H A history of Modern Art Thames and Hudson, London Itten, Johannes The Art of Colour Van Nostrand Reinhold Company McNamara,A and Snelling,P Design and Practice for Printed textiles Oxford Books Craft Arts Magazine Craft Arts International Neutral Bay, NSW Jaques Damase, Sonia Delauney Fashion and Fabrics London; Thames and Hudson |
Other Resources
This course is studio based, therefore, students will be required to have a kit which ensures the projects can be worked on during and outside of class time. Some materials will be supplied to the student such as quality papers, specialty inks and drawing tools. It is important to have at least the visual diary, biro, removable tape and pencils for the first week of the course.
visual diary A4
biro
display folio A4
A range of paint brushes 00-9 flat and round
gouache cool and warm primary colours, black and white
pastels, dry and oil based
A range of grey lead pencils, from hard to soft, BB-HB-6B
eraser
metal ruler/s large, small, set square
cutting mat
cutting knife
scissors
masking tape, double sided tape, removable magic tape
Overview of Assessment
To achieve successful completion of this course students must demonstrate an understanding of all elements of Competency.
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment will incorporate a variety of methods including technical requirements documentation, homework and in class exercises and practical problem solving exercises and design briefs. Students are advised that they are likely to be asked to personally demonstrate their assessment work to ensure that the relevant competency standards are being met.
Specifically students will undertake 3 design briefs, each one is designed to allow students to demonstrate particular industry standards.
Assessment Tasks
Project 1; Concept to Story Concept board development, including imagery, colour palette, yarn wraps. Fabric analysis through group work. Developing related motifs, textures and patterns,( initially in this course, later in Develop Designs using the Computer). Developing a fabric collection for presentation. Paint up of final design. Story board presentation.
For this project the student will submit for assessment;
Design Brief,
Visual diary research,
Concept board,
Worksheet,
Croquis,
Digitally produced repeats,
Paint up of Finished Design,
Coordinate designs,
Storyboard,
Oral presentation
Project 2; Space Arrangements Designing designated textile outcomes for a pre determined space. Still Life drawing. Related croquis development. Presentation of designated space along with croquis ideas and written report.
For this project the student will submit for assessment;
Visual diary research development,
Colour palette/ yarn wrap development,
Drawings,
Croquis presentation board
Oral presentation/written report
Project 3: Toying with an idea Development of a textile idea which uses all recycled materials, to be made in to a three dimensional product. Students will visit a recycling plant. Experiment with found materials. Draw and refine ideas. Produce a final product. Final presentation to class.
For this project the student will submit for assessment;
Visual diary research development,
Presentation of samples,
Presentation to class of finished product ,
Written report
Although this will not be assessed, it will be compulsory for students to visit a recycling plant for this project
Assessment Matrix
| Assessment Matrix | Element1;Analyse the requirements of the brief | Element 2; Develop visual tools to communicate textile design concepts | Element 3; Prepare for presentation | Element4; Conduct presentation |
| Evidence/ Assessment tasks | ||||
| Written folio | 1.1 1.2 1.3 1.4 1.5 | 3.2 3.3 | 4.1 4.2 4.3 4.4 4.5 4.6 | |
| Design folio | 2.2 2.3 3.1 | 4.1 4.2 | ||
| Developmental folio | 2.1 2.2 | 4.1 4.2 |
Course Overview: Access Course Overview