Course Title: Present and promote textile design concepts

Part B: Course Detail

Teaching Period: Term2 2011

Course Code: VART5909C

Course Title: Present and promote textile design concepts

School: 350T Fashion & Textiles

Campus: Brunswick Campus

Program: C6082 - Advanced Diploma of Textile Design and Development

Course Contact : Pat Jones

Course Contact Phone: +61 3 9925 9518

Course Contact

Name and Contact Details of All Other Relevant Staff

Jodie Stephens

phone; 9925 9127

office; 511.01.04A

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


1 Analyse requirements of design 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


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


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


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 is a studio based course covering both theory and practice of presenting and promoting textile design concepts. Individual and group projects and presentations will be undertaken in a simulated industry environment. Projects have been linked with all courses in the program to present a simulated industry environment.

Teaching Schedule

Week 1

Project 1
Contemporary Toile De Jouy
Introduction to Design Concepts course
Introduction to Project 1; Toile De Jouy project briefing
- creating a story/narrative/conversation
- styles
- Themes; books, films, place, social comment, political message etc.
- write a brief statement that describes your theme (use this to present your concept board to the class)
- develop a concept board (or other presentation) that describes your theme visually
Meet in the library at 1pm to research themes. Submit a brief outline of your project by 4pm.

Week 2

Project 1
Contemporary Toile De Jouy
Present concept boards to the class for discussion and feedback
Create drawings to be taken into digital design class
Create one drawing style and stick to it. Focus on using line, e.g. Fineliner pen, ink and wash create as many drawings as possible around your theme

Week 3

Project 1
Contemporary Toile De Jouy
Continue with drawings; discuss development of drawings with your teachers. Review and clarify theme and relationships of the drawings.

Week 4

Project 1
Contemporary Toile De Jouy
Create coordinates using diamonds and ogees. Bring in a range of media to explore hand rendered mark-making techniques. Create six hand-rendered design coordinates that use either diamond or ogee shapes.

Week 5

Project 1
Contemporary Toile De Jouy
Toile de Jouy coordinates. Bring in a range of media to explore hand rendered mark-making techniques. Create six hand-rendered design coordinates that use either diamond or ogee shapes.

Week 6

Project 2
WGSN Forecasting; sport active

Introduction to project
Look at WGSN forecasting website, forecasted seasons, market sectors and themes.
Discuss how to use trend forecasting to develop your own design ranges.
Develop your “design language” through class discussion of forecasted themes.
Choose a theme (in the correct season and market sector), and expand on the theme through relevant research. Document all research in your visual diary.

(Create a digital concept board in CAD Folios)

Week 7

Project 2
WGSN Forecasting; sport active
Bring in concept boards for class presentations and discussion. Develop drawings around your theme.

Week 8

Project 2
WGSN Forecasting; sport active
Using your research and concept board, develop drawings in your own styles.

Week 9

Student reviews
Student Meetings times will be scheduled.
All drawing and design work needs to be completed and presented for review and feedback.
(There will be no formal class, however Studios will be available for self-directed learning).

Week 10

Project 2
WGSN Forecasting; sport active
Use your research and drawings to further develop your own graphic illustration styles by exploring colour, media and rendering techniques. Use the photocopier to make multiples of your drawings and re-work in different ways. Scan your most successful illustrations ready to take to CAD.

Week 11

Project 3
Textures resource book
Research a broad variety of textures and document them in your visual diary. Bring in a range of experimental media and materials to explore texture (e.g. sponges, unusual paper, gesso, wax, found objects for creating stamps). Use your visual diary as inspiration for developing your own hand-rendered textures. Use a monochromatic colour palette to explore tonal variations, and create a book of original texture croquis.

Week 11

Project 3
Textures resource book
Continue adding examples of textures to your visual diary. Continue developing your book of 12 textures. Suggest appropriate potential uses for your texture croquis.

Project 2
WGSN Forecasting; sport active
Present your digital concept boards for class presentation and discussion

Week 12

Project 3
Textures resource book
Present your 4 best textures for display and discussion with the class.

Project 4
Contemporary interiors
Introduction to project
Research the Autumn/winter 2010-13 forecasted trends for interiors. Create a concept board using one theme and corresponding colour palette. Look specifically at current and forecasted interiors trends in Textiles. Your concept board must include at least one example of an innovative textile. You can choose to work in small groups or individually.

Week 13

Project 4
Contemporary interiors
Concept board presentations
Present your interiors concept board to the class for discussion. Tell us about the innovative textiles you have included on your concept board, and what they could be used for.

Develop three motifs from your concept board, and re-work them in at least 4 different media.
Use your repertoire of design principles and elements to create variation in your design development ideas. Add texture using your texture resource book as inspiration. Create a minimum of 8 experimental Textile design croquis.

Week 14

Project 4
Contemporary interiors
Using the best of your design work so far, create a large scale interior design with 2 coordinates. Create a 64 x 64 cm main design layout. Your design range needs to include texture in each design.

Week 15

Project 4
Contemporary interiors
Hand-render your main design and coordinates for your chosen interiors theme.
Present your designs professionally mounted with labelling, and suggest possible construction methods.

Week 16

Project 4
Contemporary interiors
Finalise and present your main designs and coordinates for your chosen interiors theme.

This teaching schedule may be subject to change. You will be notified of any changes during scheduled classes.

Learning Resources

Prescribed Texts

WGSN forecasting website (access from RMIT campus only)

Textile View Magazine

Repeat Patterns, a manual for Designers, artists and architects. Peter Phillips and Gillian Bunce, Thames and Hudson, 1993.


Contemporary Illustration and it's Context, Gestalten, Berlin 2009


Drawing Now; eight propositions, Laura HoptmanMOMA NY2002


Textile designs; 200 years of patterns for printed fabrics arranged by motif, colour, period and design. Meller, S & Elfers, J. (1991) Thames and Hudson.


Other Resources

Students are expected to provide a wide range of their own media for developing design work: Visual diary, folder, range of pencils, scissors, craft glue, sharp stencil cutting knife, paint brushes, watercolour paints (gouache), selection of papers, lino-cutting tools and experimental mark-making tools.

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 2 design briefs, each one is designed to allow students to demonstrate particular industry standards.

Assessment Tasks

To successfully complete this unit, students will undertake 3 projects, and will be assessed against the Elements and performance criteria. Assessment includes a range of Textile design briefs which will  including trend research, design development, presentations and discussions.

Projects are;

Toile de Jouy,
Forecasting - graphic illustration,

Contemporary interiors.( including Textures resource )
The submission details of each project will be provided with each project brief.

Visual diary; research on drawing and design themes and styles, inspiration and colour schemes.

Design folio; design development drawings, design layout work, hand-rendered designs, colourways, coordinates, and presentation boards.

Concept boards and storyboards; theme, appropriate imagery, colour palette and industry standard information.

Individual and group presentations; that demonstrate contribution to process and team work, develop appropriate design language and presentation skills.

Assessment Matrix

Course Overview: Access Course Overview