Textiles

Students are shown and taught how to develop a project from concept to final outcome.

Students are encouraged to continue to develop an independent project showing thorough connections and explorations of the theme.

Understand and analyse the work of a range of textile artists; their purpose, techniques and subject matter. Textile artists they will be introduced to are Cas Holmes, Haf Weighton, Jette Clover, Victoria Rose Richards, Claire Benn, Caroline Dunn and Dee Thomas.

 Students are encouraged to develop an independent and individual project that will lead to the mock exam.

Students will start to develop deeper meanings into their projects linking to social and moral issues. Introducing students to textile artists’ Bisa Butler, Nneka Jones and Sharon Peoples.

Students work in exam conditions for 10 hours to produce a final outcome inspired by an artist of their choice. Reflection on marks for mock exam prior to starting the self-directed project.

To experiment with emotion and colour symbolism.

Brainstorm ideas visually.

Mood board creations

Photo shoot skills.

To make decisions about a suitable textile artists and designers to influence their design and gain an understanding of that artist or designers purpose, techniques and subject matter.

Drawing objects from observation. Looking at shape, space and pattern.

Experiment with a range of different textile materials, exploring different image transfer techniques.

Explore different techniques to apply tone, colour and texture.

To experiment with composition, space and collage.

Develop the ability to make decisions and work through refining and modifying ideas/ processes independently to create personal and meaningful responses that realise students’ intentions.

Brainstorm ideas visually.

Mood board creations.

Photo shoot skills.

To make decisions about a suitable artist to influence their design and gain an understanding of that textile artist’s purpose, techniques and subject matter.

Drawing landscapes from observation. Looking at shape, space and pattern.

Experiment with a range of different textile materials, exploring different drawing techniques.

Explore different techniques to apply tone, colour and texture.

To experiment with composition, space and collage.

Develop the ability to make decisions and work through refining and modifying ideas/ processes independently to create personal and meaningful responses that realise students’ intentions.

Drawing portraits and the human form from observation. Looking at proportion, form and features of the face.

Experiment with a range of different textile materials, exploring different drawing techniques.

Understand and analyse the work of a range of textile artists; their purpose, techniques and subject matter.

Develop processes such as the use of pattern and repeating patterns in compositions.

Introduction to Kantha stitching

Students encouraged to weave independent artist research into their projects.

Students shown how to develop an independent project and the processes to achieve a successful narrative through a guided process.

Creating a unique final piece inspired by a textile artist of their choice.

Selecting and recording landscapes from first hand observation using mixed media textile techniques.

Develop processes such as momigami (kneaded paper) to stitch into.

Art

Geography

Biology

Photography

Visit galleries and museums to see art and textiles first hand and make connections with your own work. Evidence this in your sketchbook.

Those who are aiming for the highest grades need to work independently to produce more than the minimum amount of work which is that set by the class teacher. They should complete more pieces of recording; more development pieces; more pieces of refinement and use more textile artist links as their work develops. They need to show a greater level of independence and a greater depth of contextual understanding in their artist and designer links.

Visit galleries and museums to see art and textiles first hand and make connections with your own work. Evidence this in your sketchbook.

Those who are aiming for the highest grades need to work independently to produce more than the minimum amount of work which is that set by the class teacher. They should complete more pieces of recording; more development pieces; more pieces of refinement and use more textile artist links as their work develops. They need to show a greater level of independence and a greater depth of contextual understanding in their artist and designer links.

Visit galleries and museums to see art and textile first hand and make connections with your own work. Evidence this in your sketchbook and mock exam prep work.

Those who are aiming for the highest grades need to work independently to produce more than the minimum amount of work which is that set by the class teacher. They should complete more pieces of recording; more development pieces; more pieces of refinement and use more artist links as their work develops. They need to show a greater level of independence and a greater depth of contextual understanding in their artist links.

Selection of an appropriate theme by reflecting on strengths and weaknesses of Y12 work (with support from class teacher).

Consider a theme which relates to Portfolio project without overlapping artists.

Create title and intention for study.

Look at examples from previous students and put in rank order with explanations.

Look at OCR criteria for Set Task and reflect upon language used for each band.

Reflect upon mock exam results and what they learned from this experience.

Brainstorm of ideas with visual.

Mood boards.

Drawing as design development.

Photo shoot skills.

Recording skills in a range of textile medias and materials.

Presentation skills and background effects (marbling, tea/coffee stain, salt resist etc.).

Textile artist and fashion designer research and analysis of their work.s’ intentions.

Reflect on previous written analysis work from Year 12.

Research chosen textile artists and designers – biographical information, themes, styles, media using a variety of different sources (internet, books, videos, direct contact with artist where possible).

Present this information in a PowerPoint to present to the rest of the group as it develops

Compare and contrast images by chosen artists and designers.

Brainstorm ideas visually.

Mood boards.

Begin to find artists and designers whose work inspires them that links to their theme.

Photo shoot – take photos specifically for their chosen starting point.

Recording using relevant textile techniques that demonstrates their strengths

More in-depth research of relevant artists and designers to inspire and influence the development of ideas.

Refinement of ideas.

Making stronger links to artists’ and designers work and deeper level analysis.

More thorough development and refinement of ideas.f their choice.

Presentation of related study.

Create copies of 2 pieces of work being analysed in the study to accompany the related study.

How to select a starting point.

Presentation of exam prep.

English literature – written artist analysis

Photography

Art

English Literature – written analysis

Psychology

Photography

Art

Visit galleries and museums to see art and textiles first hand and make connections with your own work. Evidence this in your sketchbook.

Those who are aiming for the highest grades need to work independently to produce more than the minimum amount of work which is that set by the class teacher. They should complete more pieces of recording; more development pieces; more pieces of refinement and use more textile artist links as their work develops. They need to show a greater level of independence and a greater depth of contextual understanding in their artist and designer links.

Visit galleries and museums to see art and textiles first hand and make connections with your own work. Evidence this in your sketchbook.

Those who are aiming for the highest grades need to work independently to produce more than the minimum amount of work which is that set by the class teacher. They should complete more pieces of recording; more development pieces; more pieces of refinement and use more textile artist links as their work develops. They need to show a greater level of independence and a greater depth of contextual understanding in their artist and designer links.

Visit galleries and museums to see art and textile first hand and make connections with your own work. Evidence this in your sketchbook and mock exam prep work.

Those who are aiming for the highest grades need to work independently to produce more than the minimum amount of work which is that set by the class teacher. They should complete more pieces of recording; more development pieces; more pieces of refinement and use more artist links as their work develops. They need to show a greater level of independence and a greater depth of contextual understanding in their artist links.