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
1.2 Other key requirements for textile product are identified
1.3 Priorities of client or industry professionals are analysed and noted for addressing in presentation
1.4 Purpose of presentation is identified and form of communication to be used selected to maximise impact of design and meet communication objectives
1.5 Presentation details are negotiated to enable sufficient time for preparation

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
2.2 Inspiration or storyboards are developed to visually demonstrate the process of design development and the key features of the design
2.3 Other visual tools are selected or developed to positively demonstrate key features of textile design

Element:

3. Prepare for presentation

Performance Criteria:

3.1 Resources required for presentation are selected and prepared
3.2 Presentation area is prepared as appropriate for audience needs and resource requirements, and according to OH&S practices
3.3 Presentation plan is developed to meet key objectives

Element:

4.Conduct presentation.

Performance Criteria:

4.1 Benefits and features of design concepts are explained and promoted using effective presentation skills.
4.2 Production techniques and considerations for developing textile product are explained
4.3 Questions are invited and responded to appropriately
4.4 Feedback is sought on design concepts and appropriate modifications to the design are identified
4.5 Commitment to design concept or further development is sought and confirmed.
4.6 Outcomes of the presentation are documented


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 developmentCroquis/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 MatrixElement1;Analyse the requirements of the briefElement 2; Develop visual tools to communicate textile design conceptsElement 3; Prepare for presentationElement4; 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

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