Course Title: Assist in the development of textile designs
Part B: Course Detail
Teaching Period: Term1 2012
Course Code: VART5904C
Course Title: Assist in the development of textile designs
School: 350T Fashion & Textiles
Campus: Brunswick Campus
Program: C5213 - Diploma of Textile Design and Development
Course Contact : Julia Raath
Course Contact Phone: +61 3 99259201`
Course Contact Email:julia.raath@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Teachers;
Sandy Darrington, email; Sandra.darrington@rmti.edu.au phone; 9925 9127
Libby Noblet, email; elizabeth.noblet@rmit.edu.au phone; 9925 9421
Jodie Stephens, email; jodie.stephens@rmit.edu.au phone; 9925 9127
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
This course is delivered concurrently with
- VART 5905C Use of colour in textiles and
- VART 5903CTextile design influences.
- ISYS 5657 C Produce Computer Aided Folios
Projects and assessment tasks have been designed to directly link to each of these competencies.
It is highly recommended that students ensure that enrollment in each of these courses occurs during the same teaching period.
Course Description
This unit covers the skills and knowledge to assist with the development of designs for textiles products. The unit applies to assisting others in the development of design concepts for textile products according to a specified brief.
Work includes research, creation or adaptation of designs and preparation of design concepts for presentation.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
LMTTD4009A Assist in the development of textile designs |
Element: |
1.Interpret design brief for textile product |
Performance Criteria: |
1.1 Purpose of textile product is clarified and impact on design requirements analysed |
Element: |
2.Analyse technical requirements of design brief |
Performance Criteria: |
2.1 Trends in yarns and raw materials used in similar textile products are researched and performance, colour, availability, care and maintenance requirements compared against design requirements |
Element: |
3 Contribute to design concepts |
Performance Criteria: |
3.1 Preliminary concepts are developed with others to explore possibilities. |
Element: |
4 Assist in the preparation of presentation materials |
Performance Criteria: |
|
Learning Outcomes
This studio based course gives students the opportunity to undertake practical assessment tasks that enable them to demonstrate skills and knowledge to:
• research textile material and process trends
• assess technical requirements of textile brief
• contribute to design concepts
• work as a member of a team
• apply OH&S practices and maintain accurate records
Details of Learning Activities
OH & S studio orientation
group task to analyse and discuss trend concept board
drawing lines, stripes and check designs
discussion of examples of visual diaries
research lines, stripes, checks and geometrics in your visual diary
create geometric designs using collage techniques
explore design principles and elements in your designs
research and select relevant visual information for concept development
develop concept boards to a theme
collect inspiration for floral project
explore and develop hand rendering techniques
create a "swiss" repeat layout and design
develop original drawings and motifs for design projects
apply presentation techniques to design outcomes
Teaching Schedule
topic-studiotopic studio
week / lecture topic | studio tasks |
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 Concept board – what is it? Group concept board analysis Task 1 lines stripes and checks Drawing and designing lines, stripes, and checks for Men’s shirts. Task 2 visual diaries Homework task; collect examples of line and stripe used in Textile Design. Homework task; Research geometric shapes and patterns in textiles and other areas of design. |
2. Colour schemes terms; value, shade, tint, tone, saturation. Simulating depth Achromatic, monochromatic and polychromatic. Major and minor keys. |
project 1“Geometrica” Task 1 lines stripes and checks Continue working on stripes and checks designs in black, white and grey colour palette before translating into concept board colours. Present designs mounted on A4 paper. Visual Diary homework task; Collect examples of lines, stripes and check designs. Collect examples of geometric patterns |
3.Colour theories and effects. How do we perceive colour? | project 1“Geometrica” Draw a range of geometric shapes. Design three different geometric designs, exploring design principles and elements. |
4.colour systems; Colour wheels, pantone colour reference, textile colouration, and digital colour systems (CMYK, RGB). |
project 1“Geometrica” Draw a range of geometric shapes. Design three different geometric designs, exploring design principles and elements |
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 Floral concept board development Homework task; Collect inspiration and references for floral |
6.Monday Labour day holiday. No lecture | Project 2 “Floral” Bring in floral inspiration to draw from. Introduction to rendering techniques. Submit project 1 Geometrica for assessment |
7.Students presentation of geometrics project to class | Project 2 “Floral” Class discussion on concept boards, design mood. Developing your thematic direction. Develop drawings and rendering techniques |
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” Exploring variation in rendering techniques and styles. Develop a collection of 8 x A4 designs |
9.Repeat systems Basic repeat structures as the building blocks of textile design. |
Project 2 “Floral” Choose your final motifs. Rework if needed; develop techniques further through exploring size/scale. |
10.Textile designs, croquis, swatches, samples. Coordinates and colourways; what is a design range? | Project 2 “Floral” Swiss repeat colour selection and paint up |
11.Presentation styles and techniques; Technical specifications, Storyboards, and brochures. | Project 2 “Floral” Swiss repeat colour selection and paint up and presentation |
12.Students presentation of floral project to class Submit project 2 “florals” |
Project 3 “tribes” Introduction to the project Research themes and develop a concept board |
13.Excursion to Bendigo regional gallery; Grace Kelly, style Icon (TBC). |
Project 3 “tribes” Develop motifs for your tribe |
14.The design process Examples of different practices and approaches to designing textiles |
Project 3 “tribes” Develop motifs for your tribe |
15. Colour proportions | Project 3 “tribes” Tribes full repeat paint up |
16.Demonstration and examples of presentation techniques | Project 3 “tribes” Tribes full repeat paint up and presentation |
17.Marking week | Submit project 3 “tribes” |
Learning Resources
Prescribed Texts
References
Other Resources
You will also need to supply your own general Design kit;
 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 ice block 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:
- workbook
- problem solving exersices and design briefs
- 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 AnalyseTextile Design Influences.
Several assessement tasks will be assessed across these courses.
Assessment Tasks
project 1; "geometrica"
assessed as competent / not yet competent only
Stripes and checks
 Warm up exercise; minimum of one page of drawings of lines and stripes exploring; media, mark making, textural line and tonal value.
 4 stripe designs 16 x 16 cm suitable for Men’s shirts 2013, in black, white, and greys.
 4 check designs 16 x 16 cm suitable for Men’s shirts 2013, in black, white, and greys.
 One of your stripe designs and one of your check designs converted into concept board colour palette.
 Exploration of variation in direction by using horizontal, vertical and diagonal lines.
 A black, white and grey colour palette only.
 Clean and neat work, with consideration for the overall unity of the presentation.
 Present your work mounted on suitable paper or board.
Homework task - Research in your Visual Diary
 Minimum of 10 examples of line, stripe and check designs with brief comments next to your samples that note; the designer, season, and if they are printed, knitted or woven.
 Minimum of 10 examples of geometric patterns found in Textiles, architecture, industrial, graphics, nature etc. make brief notes on the shapes used, and analyse the design principles and elements used.
Geometrics
 Warm-up exercises; minimum of one page of drawings of a range of geometric shapes, exploring ways they can interlock, and repeat, in your visual diary, or fill a page, or use graph paper.
 3 different geometric designs in the collage technique, size A4, exploring;
□ Vary your use of design elements; tonal value, size, shape
□ the design principles of ; balance, rhythm, dominance, contrast, harmony and repetition
□ major and minor tonal keys (try to make each of the three designs a different tonal key)
□ Variety in the type, size & scale of shapes to create both harmony and contrast.
□ Some shapes which are cut out many times to help create repetition, rhythm and dominance.
 Choose your best geometric design to convert to colour, and reproduce in gouache paints.
 Keep work clean and neat, and consider the overall unity of the presentation.
 Present your work mounted on suitable paper or board.
project 2 "Floral"
assessed as competent / not yet competent and graded 50%
- visual diary references
- concept board
- development drawings
- exploration of rendering techniques
- exploration of the design principles and elements
- cohesive design range including motifs and coordinate designs as part of collection
- "swiss’ repeat design and presentation
project 3 "Tribes"
assessed as competent / not yet competent and graded 50%
-
theme development and research - design development
- motif development
- exploration of design options
- full repeat design paint up
- design range presentation
Assessment Matrix
Course Overview: Access Course Overview