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

Name and Contact Details of All Other Relevant Staff

Libby Noblet, email;  phone; 9925 9421
Sandy Darrington, email;  phone; 9925 9127
Jodie Stephens, email;  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


1 Analyse effects of colour used in textiles

Performance Criteria:

1.1 Effects of colour dimensions are examined.
1.2 Relationship of colour theory to textile design process is identified.
1.3 Visual or optical effects of colour are analysed.
1.4 Samples of textile products that demonstrate different visual effects are collected and compared


2 Analyse suitable colour combinations for use in textile design

Performance Criteria:

2.1 Colour combinations are developed using computer software or manual processes
2.2 Colour wheel and colour charts are used to assist colour investigations
2.3 New colour schemes are identified and illustrated


3 Consider use of colour in textile design

Performance Criteria:

3.1 Different colour uses are identified and compared for impact.
3.2 Colour forecasting options are investigated.
3.3 Colour investigations are documented for future reference.

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.
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.
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
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
 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.
 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
 7. Students presentation of geometrics project to class  Project 2 “Floral”
Develop colour schemes, and a colour palette. Discuss colourway and coordinate possibilities.
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?
 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
 10. Textile designs, croquis, swatches, samples. Coordinates and colourways; hat 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, 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 colour palette
 13. Excursion to Bendigo regional gallery; Grace Kelly, style Icon (TBC).  Project 3 “tribes”
Exploring new dimensions of colour
Colour exercises
 14. The design process
Examples of different practices and approaches to designing textiles.
  Project 3 “tribes”
Exploring new dimensions of colour
Colour exercises
 15. Colour proportions  Project 3 “tribes”
Continue Colour exercises
 16. Demonstration and examples of presentation techniques  Project 3 “tribes”
Presentation techniques and styling, complete project work
 17. Marking week  Submit project 3 “tribes” for assessment

Learning Resources

Prescribed Texts


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