Assessment criteria

VH

H

M

L

VL

NS

KEY TO GRADE ALLOCATION

A+

A

B+

B

C+

C

D+

D

E+

E

NA

50-44

43-39

38-35

34-31

30-27

26-24

23-20

19-16

15-12

11-9

8-0

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title:  Tie Dyed Lamps

Curriculum-Framing Questions
Essential Question:
What is tie dying?
How do I construct a lamp?
Unit Questions:
How do I tie dye fabric?
How do I build a lamp that I can incorporate my tie dyed fabric into?
Content Questions:
What materials do I need to tie dye fabric?
What different tie dying techniques can be used?
What patterns and shapes do these create?
What types of fabrics can I use to tie dye?
What types of dyes can I use to tie dye?
What structure can I use to build a lamp?
How can I incorporate my tie dyed fabric into the lamp construction?

Unit Summary
The intention of this unit is to experiment with tie dye techniques, use these techniques to produce a design on a large piece of fabric and to construct a lamp structure that is functional and displays the tie dyed fabric. 

Teaching and Learning Strategies

Introduce tie dying through examples of tie dyed garments and other fabric objects.   Allow students to experiment with various tie dying techniques and to use these experiments to produce a final tie dye design.  Students will be given choices on how they will construct the lamp structure to most effectively present their tie dyed fabric designs.  

Professional  Learning

• Library and internet resources to source information and examples.
• Make samples of different tie dying techniques to illustrate variety of potential outcomes.
• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of tie dying fabric and lamp construction.

Year Levels

Year 9 and 10

Special needs such as: Gifted, ESL

Key Learning/Subject Areas

Arts Level 5 – 6

Arts Practice

5.1 Use starting points to generate and expressively develop ideas when making and presenting art works.

5.2. Demonstrate a range of skills, techniques and processes in organising art elements, principles and concepts to structure art works.

6.2 Structure and present art works appropriate to chosen styles and forms.

Responding to the Arts

Learning Outcomes

Students should be able to:

• Discuss the history of tie dying.
• Recognize different tie dying techniques and designs.
• Use tie dying techniques and materials to produce designs.
• Produce tie die fabric designs that incorporate deliberate patterns and shapes.
• Construct a lamp structure using wire.
• Display tie dyed fabric by attaching it neatly to a lamp structure.

Procedures:

1. Research Activity:

• Research the history of tie dying.

• Using websites and books from the library find information on tie dying, remember to keep a record of these for your bibliography.
• Write the heading: The History of Tie Dying.
• From the information you have collected answer the following questions:

• When and where did people first practice tie dying?
• What materials were traditionally used?
• What types of techniques were traditionally used?
• Where is tie dying found today?
• What recent era do we associate tie dying to?
• What types of people wore tie dyed garments?

2. Research 4 different tie dyed patterns.

• Write out descriptions of the processes used to create each pattern and the effects typical of these techniques.
• Print/Photocopy examples of these patterns.

Finished Tie Dyed Lamp

3. Tie dye samples,

• Demonstrate the tie dying process, discussing materials, protective clothing and processes, such as mixing the dye and heating the dye.
• Complete small samples of the patterns you have researched and discussed.

5. Visual Diary:

• Show examples of various styles of finished lamps.

• Design a lamp structure.
• In your visual diary write the heading ‘Tie Dyed Lamp – Lamp Structure’
• Complete three different examples of lamps you might like to construct.
• Use the internet to help you come up with different types of lamps if you wish.
• Try to design lamps with different structures, for example hanging, collapsible, etc.
• Draw the fabric on the lamp, indicate where you would incorporate different tie dyed patterns.

6. Finished Tie Dyed Lamp

• Construct the lamp you think has the most successful structure and will best display the tie dyed fabric.
• Using the techniques you have researched to create different patterns and shapes, tie dye a large piece of fabric to use for your lamp.
• Think about composition.  Would you like repeated tie dye patterns around your lamp or would you like one central feature pattern?

7. Tie Dyed Lamp Evaluation

• Write the heading ‘Tie Dyed Lamp Evaluation’ in your visual diary.
• Answer the following questions:
• Were you able to construct the structure of the lamp as you intended?
• Is the structure of the lamp stable?
• Were you able to successfully produce tie dye patterns and shapes in a composition?
• Is the fabric neatly secured to the lamp structure?
• What do you like about the tie died lamp?
• What don’t you like about the tie died lamp?

Approximate time needed:

13 50-minute lessons @ 9 lessons per 2 weeks = 3 weeks

Prerequisite Skills:

Basic research skills, basic literacy skills, basic drawing skills.

Materials and Resources

Technology - Hardware

Printer

Computer(s)

Internet connection

Technology - Software

Internet Web Browser

Word processing

Printed Materials:

• Research questions worksheet.
• Procedure worksheet
• Assessment criteria sheet.

Supplies:

• Scraps of fabric
• Dyes
• String
• Thread
• Scissors
• Wire
• Staple gun
• PVA Glue
• 1 X 1 meter of cotton fabric (supplied by student)
• 1.5 meters of dowel or cane (supplied by student)

Internet Resources:
http://www.travelchinaguide.com/attraction/yunnan/dali/tie-dying.htm
http://www.michigan.gov/hal/0,1607,7-160-15481_19268_20778-52666--,00.html
http://www.erowid.org/culture/art/art_tie_dye.shtml

Accommodations for Differentiated Learning

Students with Special Needs:
Modified research questions, modified evaluation questions.  Step-by-step worksheet explaining how to tie dye, including images.  Students with special needs to work with partners when wrapping fabric to make tie die patterns and dying.

English as a Second Language (ESL) Student:
Modified research questions, modified evaluation questions.  Step-by-step worksheet explaining how to tie dye, including images. 

Gifted Students:
Gifted students may produce two different lamps using two different lamp structures (e.g., collapsible/hanging and solid/freestanding0 and dye fabric in two different patterns (e.g., irregular scrunching and deliberately placed sunrays.)

Student Assessment:

Combined Assessment for Printing and Dying Folio – 50 points Tibetan Flags/50 points Tie Dyed Lamp = 100 points total.

Instruction sheet will have a table of assessment criteria.

Research:
Response to questions – 5 points
Four different tie dye pattern examples and descriptions – 5 points

Tie Die Sample Patterns
Clarity of sample patterns – 5 points

Visual Diary:
Neatness/Organization – 5 points
Creativity/Originality of 4 potential lamp designs - 5 points
Appropriate selection of most successful design– 5 points
 
Final Presentation:
Sturdiness of lamp structure – 5 points
Clarity and placement of tie dye patterns – 5 points
Attaching of fabric to the lamp structure – 5 points

General:
Behaviour/Use of Class Time:  - 5 marks

Total 50 marks

Key Word Search:

Dye, fabric, dowel, design.

KEY TO GRADE ALLOCATION

A+

A

B+

B

C+

C

D+

D

E+

E

NA

50-44

43-39

38-35

34-31

30-27

26-24

23-20

19-16

15-12

11-9

8-0

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title:  Sewing – Fabric Doll

Curriculum-Framing Questions
Essential Question:
How do I make a doll made of fabric?
Unit Questions:
What materials and equipment do I need to make a fabric doll?
How are patterns used to construct sewn objects?
How do I use a pattern to make a doll?
What sewing techniques do I use to make a fabric doll?

Content Questions:
How do I read a sewing pattern?
How do I place patterns shapes together to construct a doll?
How do I operate a sewing machine?
What materials do I use to decorate a fabric doll?

Unit Summary
The intention of this unit is to introduce students to basic sewing techniques.  Students will collect material swatches and research properties and uses for collected fabrics.  Students will learn how to read and use sewing patterns, cut out patterns, machine sew and construct a doll and add detail using decorative techniques.  

Teaching and Learning Strategies

Provide step-by-step instructional worksheets for fabric doll sewing procedure.  Give practical demonstrations of steps as students progress.   Provide an overview of synthetic and natural fibers and assist students with self directed research.  

Professional  Learning

• Library and internet resources to source information and examples.

• Collect a variety of different natural and synthetic fabrics to illustrate variety of fabrics available to research.

• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of researching fabrics and constructing a fabric doll.

Year levels

Year 9 and 10

Key Learning/Subject Areas

Arts Level 5 – 6

Arts Practice

5.1 Use starting points to generate and expressively develop ideas when making and presenting art works.

5.2. Demonstrate a range of skills, techniques and processes in organising art elements, principles and concepts to structure art works.

6.2 Structure and present art works appropriate to chosen styles and forms.

Responding to the Arts

6.3 Analyse and interpret the content, structure and aesthetic qualities of art works.

Learning Outcomes

Students should be able to:

• Recognise both synthetic and natural fibre fabrics and their uses.
• Read and use sewing patterns.
• Cut out fabric using sewing patterns.
• Sew together fabric using a sewing machine.
• Add stuffing to a fabric doll.
• Add appropriate decorative features to a fabric doll.

Procedures:

Practical
1. Research Activity:

• Research the properties and uses of synthetic and natural fabrics.

• Hand out an information sheet outlining different types of synthetic and natural fibres, students to paste in visual diaries under the heading ‘Synthetic and Natural Fibres’.
• Students must find 3 types of synthetic fabrics and 3 types of natural fabrics and complete research on each type of fabric.
• Students must answer the following questions for each type of fabric in their visual diaries:

• Is the material natural or synthetic?
• What material is the fabric made from?
• When was this material first used to make fabric?
• What type of clothing or objects is this fabric mostly used for?
• What are its benefits?
• What are its disadvantages?
• What is the texture of this fabric?

• Students must glue the appropriate fabric sample below each set of questions

2. Visual Diary:

• Students to write the heading ‘Designs for Fabric Dolls’ in visual diaries
• Students to complete 3 coloured examples of different ways they may decorate their dolls, listing materials and techniques they would use to achieve the different decorative effects. 

3. Finished Fabric Doll:

• Hand out work sheet exampling step-by-step procedure for making a fabric doll.
• Hand out fabric doll pattern and explain the pattern layout, e.g., the significance of guidelines, etc.
• Lay out fabric and trace around pattern for the front and back of the doll.
• Cut out traced shapes.
• Pin fabric together.
• Demonstrate how to use the sewing machine, including threading the bobbin, etc.  Handout sewing machine diagram, discuss and have students paster these into their visual diaries.
• Sew together the two pieces of cut out fabric, leaving a small space to turn the doll inside out through and for stuffing.
• Turn the doll inside out through the space left unsown.
• Stuff the doll and sew up the space used for stuffing..
• Add clothing, hair, facial features using previously completed designs in visual diaries.

4. Evaluation

• Underneath the 3 potential fabric doll designs previously completed students are to write the heading ‘Fabric Doll Evaluation’ and answer the following questions (written on board):

• In what way do you think using a pattern is beneficial?
• Did you encounter any problems using the sewing machine?  If so, what?
• Was the shape of your doll accurate or where their unexpected problems, such as bumps and puckering?
• What materials did you use to add decorative details?
• Are you happy overall with the fabric doll? Why? Why not?

Approximate time needed:

13 50-minute lessons @ 9 lessons per 2 weeks = 3 weeks

Prerequisite Skills:

Basic research skills, bacsic drawing skills, basic literacy skills.

Materials and Resources

Technology – Hardware

Printer

Computer(s)

Internet connection

Technology – Software

Internet Web Browser

Printed Materials:

• List and basic descriptions of synthetic and natural fibres
• Research questions for synthetic and natural fibres
• Step-by-step instruction sheet for making the fabric doll
• Doll pattern
• Evaluation questions (can be written on board)
• Sewing machine diagram sheet.
• Assessment criteria sheet.

Supplies:

• Scraps of fabric
• Calico fabric
• Stuffing
• Thread
• Sewing Machines
• Scissors
• Fabric pastels
• Grey lead pencils
• Colour pencils
• Pins

Internet Resources:
http://www.42explore.com/fibers.htm
http://www.selectcomfort.com/research/researcharticledisplay.cfm?siteLocation=001~003~300~011~002-1659

Accommodations for Differentiated Learning

Students with Special Needs:
Modified research questions, modified evaluation questions.  Step-by-step worksheet explaining how to make the fabric doll, including images.  Students with special needs to work with partners when cutting out fabric using a pattern and sewing the fabric together.

English as a Second Language (ESL) Student:
Modified research questions, modified evaluation questions.  Step-by-step worksheet explaining how to make the fabric doll, including images. 

Gifted Student:
Gifted students may use sewing techniques to make clothing for the fabric doll and use other sewing techniques for decoration, such as embroidery.

Student Assessment:

Combined Assessment for Sewing Folio – 50 points Fabric Doll/50 points Decorative Cushion = 100 points total.
Instruction sheet will have a table of assessment criteria.

Research:
Collection of fabric samples – 5 points
Response to questions – 5 points

Visual Diary:
Neatness/Organisation – 5 Points
Creativity/Originality of 3 potential fabric doll designs - 5 points
Appropriate selection of most successful decorative elements– 5 points
 
Final Presentation:
Use of a sewing pattern for accurate doll shape – 5 points
Neatness and accuracy of machine stitching – 5 points
Use of materials for doll decoration – 5 points

Evaluation:
Response to questions – 5 points

General:
Behaviour/Use of Class Time  - 5 marks

Total 50 marks

Key Word Search:

Natural fibres, synthetic fibres, stitching, sewing pattern, stuffing, design.

Assessment Criteria

VH

H

M

L

VL

NS

Research:

Response to questions

Collection of fabric samples

Visual Diary:

Neatness/Organisation

Creativity/Originality of 3 potential fabric doll designs

Appropriate selection of most successful decorative elements

Final Presentation:

Use of a sewing pattern for accurate doll shape

Neatness and accuracy of machine stitching

Use of materials for doll decoration

Evaluation:

Response to questions

General:

Behaviour/Use of Class Time

KEY TO GRADE ALLOCATION

A+

A

B+

B

C+

C

D+

D

E+

E

NA

50-44

43-39

38-35

34-31

30-27

26-24

23-20

19-16

15-12

11-9

8-0

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title: 

Curriculum-Framing Questions
Essential Question:
How do I make a decorative cushion?
Unit Questions:
What types of techniques are used to decorate cushions?
What shapes can cushions be?
What materials are used to make cushions?
What sewing techniques are used to make cushions?
Content Questions:
How do I make a pattern to use for my cushion?
How do I put a zip into my cushion?
How will I decorate my cushion?
What fabric will I use to make my cushion?
What colour will my cushion be?

Unit Summary
The intention of this unit is to allow students to use the skills they have learnt previously making their fabric cloth dolls.  They will learn how to make a basic pattern, use zips and make a range of choices related to decoration and design. 

Teaching and Learning Strategies

Students will work independently to research different cushion designs commercially produced and complete a series of designs they would potentially like to make.  An example of a basic cushion pattern will be provided to guide students on how to make their own patterns.  Steps on how to sew zips into cushions will be demonstrated.  Examples will be provided on different decorative techniques, for example, embroidery.

Professional  Learning

• Library and internet resources to source information and examples.
• Collect a variety of differently shaped and decorated cushions to illustrate variety of styles students may wish to use.

• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of constructing and decorating a cushion.

Year levels

Years 9 and 10

Key Learning/Subject Areas

Arts Level 5 – 6

Arts Practice

5.1 Use starting points to generate and expressively develop ideas when making and presenting art works.

5.2. Demonstrate a range of skills, techniques and processes in organising art elements, principles and concepts to structure art works.

6.1 Make and present art works which explore themes, issues and ideas.

6.2 Structure and present art works appropriate to chosen styles and forms.

Responding to the Arts

6.6 Extension

Structure art works using appropriate elements, styles and forms, and demonstrate a range of skills, techniques and processes to control the medium.

Learning Outcomes

Students should be able to:

• Research a variety of commercial cushion varieties.
• Make decisions related to developing a range of potential cushion designs.
• Develop a basic cushion pattern.
• Sew a zipper into a cushion.
• Use decorative effects to embellish a cushion design.
•  

Procedures:

1. Research:

• Hand out ‘Cushion Evaluation’ worksheet.
• Students are required to research and collect 10 different examples of different cushion designs and evaluate each example answering the following questions:

• List three words that describe the overall appearance of the cushion.
• What shape is the cushion?
• Is this a standard shape or something irregular?
• What fabric is the cushion made of?
• What effect does the fabric have on the appearance of the cushion, for example, does it make it look soft and comfortable or hard and uncomfortable? Etc.
• What colour is the cushion?
• Have any decorative effects been added to the cushion? If so, do you think they are successful? Why?
• Overall do you like the cushion? Why?

2. Visual Diary:

• Students to complete 10 different designs of cushions they would potentially like to make in their visual diaries in colour pencil. 
• Students are to annotate each design, for example, they are to list the fabric they would like each one to be made of, etc.

3. Cushion Sewing

• Show students an example of a cushion pattern, drawing attention to guidelines, etc.

• Students are to make a pattern for their cushion using paper.
• Cut out the pattern.
• Pin the fabric and zipper.
• Sew the fabric into a cushion.
• Demonstrate to any student who does not know how to use the sewing machine, but all students should have sewing machine skills from cloth doll previously completed.

4. Cushion Decoration

• Show students examples of differently decorated cushions.

• Students are required to decorate cushions using various decorative techniques, such as embroidery, fringes, sequins, etc.

4. Evaluation

• Students are to complete a self evaluation in their visual diaries, answering the following questions: (written on board).

• What shape is the cushion you have made?
• What fabric did you use to make the cushion?
• Did you encounter any problems sewing the cushion, for example the zipper?
• What decorative effects have you added to your cushion?
• Overall are you happy with the cushion? Why? Why not?

Approximate time needed:

13 50-minute lessons @ 9 lessons per 2 weeks = 3 weeks

Prerequisite Skills:

Moderate sewing skills, basic research skills, basic literacy skills.

Materials and Resources

Technology – Hardware

Computer(s)

Printer

Internet connection

Technology - Software

Internet Web Browser

Word processing

Printed Materials:

• Research question sheet.
• Assessment criteria sheet.

• Supplies:
• Sewing machines
• Thread
• Grey lead pencils
• Colour pencils
• Paper
• Scissors
• Fabric and stuffing supplied by student
• Pins

Internet Resources:
http://www.abentleycushions.co.uk/

http://www.distinctive-decor.com/decorative-pillows.html?OVRAW=decorative%20pillows&OVKEY=decorative%20pillow&OVMTC=standard

http://modernata.com/mm5/merchant.mvc?Screen=CTGY&Store_Code=M&Category_Code=Pillows

Accommodations for Differentiated Learning

Students with Special Needs:
Students with special needs to follow step-by-step instruction sheet and work with partners to design pattern, cut out pattern and sew pattern (no zipper).  Demonstrate steps for students. Students with special needs to complete modified analysis questions in response to collected examples.

English as a Second Language (ESL) Student:
ESL students to complete modified analysis questions in response to collected examples.  Demonstration of how to design pattern, cut out pattern and sew pattern and provision of step-by-step instruction sheet with simplified text and diagrams.

Gifted Student:
Gifted students may produce two cushions exploring different decorative techniques.

Student Assessment:

Combined Assessment for Sewing Folio – 50 points Fabric Doll/50 points Decorative Cushion = 100 points total.

Instruction sheet will have a table of assessment criteria.

Research:
10 examples of cushion examples – 5 points
Response to analysis questions – 5 points

Visual Diary:
Neatness/Organization – 5 points
Creativity/Originality of 10 potential cushion designs - 5 points
Annotation of designs – 5 points
Appropriate selection of most successful design– 5 points
 
Final Presentation:
Design of a pattern – 5 points
Neatness and accuracy of machine stitching – 5 points
Use of materials for cushion decoration – 5 points

General:
Behaviour/Use of Class Time:  - 5 marks

Total 50 marks

Key Word Search:

Cushion, design, sewing pattern, sewing machine, fabric, decorative.

VH

H

M

L

VL

NS

Research:

Collection of 5 different cushions

Response to questions

Visual Diary:

Neatness/Organization

Creativity of cushion shape

Creativity of cushion decoration

Annotation of designs

Final Presentation:

Neatness and accuracy of stitching

Inclusion of decorative effects

Selection of effective fabric

Evaluation:

Response to questions

General:

Behaviour/Use of Class Time

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title: 

Curriculum-Framing Questions
Essential Question:
What is a cross stitch?
Unit Questions:
How do I make a cross stitch?
Content Questions:
What cross stitch techniques can I use?
What materials do I need to make a cross stitch?
What cross stitch techniques can I use to make a cross stitch?
How do I make a pattern for a cross stitch?

Unit Summary
Students will research general questions relating to cross stitch and collect cross stitch examples.  Students will design a series of potential cross stitch patterns, select the most successful one and cross stitch the pattern.  Students will evaluate the completed cross stitch.

Teaching and Learning Strategies

Facilitate students to work independently and research cross stitch using internet resources.   Assist students to develop their own designs referring to collected examples.  Demonstrations of various cross stitch techniques. 

Professional  Learning

• Library and internet resources to source information and examples.
• Collect a variety of different cross stitch patterns and finished cross stitch examples to illustrate a variety of techniques students may wish to use.

• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of designing and completing a cross stitch.

Year Level

Year 9 and 10

Key Learning/Subject Areas

Arts Level 5 – 6

Arts Practice

5.1 Use starting points to generate and expressively develop ideas when making and presenting art works.

5.2. Demonstrate a range of skills, techniques and processes in organising art elements, principles and concepts to structure art works.

6.1 Make and present art works which explore themes, issues and ideas.

6.2 Structure and present art works appropriate to chosen styles and forms.

Responding to the Arts

Learning Outcomes

The student should be able to:

• Understand the use of materials, techniques and terms relating to cross stitch.
• Design a cross stitch pattern.
• Use cross stitch materials and techniques to make a cross stitch.

Procedures:

1. Research Activity:

• Handout ‘Cross Stitch Research Worksheet’.
• Students are to complete research using the internet and answer the following questions:

• What are three main techniques used in cross stitch?
• Find illustrations of these techniques.
• What is non-counted cross stitch?
• What is counted cross stitch?
• What is unique about a tapestry needle?
• What is Aida cloth?
• What is cotton embroidery floss?

• Students are to collect examples of the following:

• 5 cross stitch patterns.
• 5 finished cross stitch examples.

• Students are to paste these into their visual diaries under the heading ‘Cross Stitch Examples’.

2. Visual diary:

• Write the heading ‘Cross Stitch Designs’ under their collected cross stitch examples and patterns.
• Complete 5 potential cross stitch designs in colour textas.
• Select the most successful design to make into a finished cross stitch design.

4. Finished cross stitch:

• Students are to cut a piece of Aida cloth to a size big enough for their cross stitch design.
• Students are to transfer their cross stitch design to the Aida cloth.
• Students are to complete the cross stitch using techniques researched.
  

5. Evaluation:

• Students are to complete a self evaluation in their visual diaries, answering the following questions: (written on board).

• Did you encounter any technical difficulties completing your cross stitch?
• What cross stitch techniques did you use?
• Do you think the colours you used were appropriate?
• Are you happy with your overall design?
• If you were to do another cross stitch would you do anything differently?

Approximate time needed:

13 50-minute lessons @ 9 lessons per 2 weeks = 3 weeks

Prerequisite Skills:

Basic research skills, basic drawing skills.

Materials and Resources

Technology – Hardware

 Computer(s)

Printer

Internet connection

Technology - Software

Internet Web Browser

Word processing

Printed Materials:

• Research question sheet.
• Assessment criteria sheet.

Supplies:

• Cross stitch cotton
• Cross stitch needles
• Aida cloth
• Textas
• Grey lead pencils
• Scissors

Internet Resources:
http://www.classiccrossstitch.com/history.html
http://www.netstitch.co.uk/cross_stitch_stitching_techniques.htm#Basic%20Cross%20Stitch

Accommodations for Differentiated Learning

Students with Special Needs:
Students with special needs to complete modified research questions. Students with special needs to work with a partner to complete finished cross stitch.

English as a Second Language (ESL) Student:
ESL students to complete modified research questions. Demonstrate steps for finished cross stitch.

Gifted Student:
Gifted students are to complete a second cross stitch using different techniques to those used to complete the first cross stitch.

Student Assessment:

Combined Assessment for Embroidery Folio – 50 points Cross Stitch/50 points Greeting Card Stitching = 100 points total.

Instruction sheet will have a table of assessment criteria.

Research:
Response to questions – 5 points
Collection of cross stitch pattern and cross stitch samples – 5 points
 
Visual Diary:
Neatness/Organisation – 5 Points
Creativity/Originality of 5 cross stitch designs - 5 points
Appropriate selection of most successful decorative elements– 5 points
 
Final Presentation:
Use of several cross stitch techniques – 5 points
Neatness and accuracy of stitches – 5 points
Effective use of coloured cotton  – 5 points

Evaluation:
Response to questions – 5 points

General:
Behaviour/Use of Class Time:  - 5 marks

Total 50 marks

Key Word Search:

Aida cloth, embroidery floss, stitches.

VH

H

M

L

VL

NS

Research:

Response to questions

Collection of cross stitch pattern and cross stitch samples

Visual Diary:

Neatness/Organisation

Creativity/Originality of 5 cross stitch designs

Appropriate selection of most successful decorative elements

Final Presentation:

Use of several cross stitch techniques

Neatness and accuracy of stitches

Effective use of coloured cotton 

Evaluation:

Response to questions

General:

Behaviour/Use of Class Time

KEY TO GRADE ALLOCATION

A+

A

B+

B

C+

C

D+

D

E+

E

NA

50-44

43-39

38-35

34-31

30-27

26-24

23-20

19-16

15-12

11-9

8-0

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title: 

Curriculum-Framing Questions
Essential Question:
What is embroidery?
Unit Questions:
How do I incorporate embroidery into a greeting card?
How do other craft artists use embroidery in their work?
Content Questions:
What materials do I need to make an embroidered greeting card?
What embroidery techniques do I need to learn to embroider my greeting card?
What design will I use for my greeting card?

Unit Summary
The intention of this unit is to allow students to further develop embroidery skills, following the previously completed cross stitch unit of study.  Students will explore embroidery techniques, analyse the work of an embroidery artist and complete an embroidered greeting card from an embroidery design. 

Teaching and Learning Strategies

• Provide students with an example of embroidery art and assist students to answer analysis questions.

• Practical activities with allow for individual choice and have a range of potential outcomes.  
• Give demonstrations of embroidery techniques.
• Provide embroidery technique worksheets and embroidery patterns.

Professional  Learning

• Library and internet resources to source information and examples.
• Collect a variety of different embroidered objects using different embroidery techniques to illustrate variety of styles and techniques students may wish to use.

• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of constructing teaching embroidery techniques.

Year Level

Year 9 and 10

Key Learning/Subject Areas

Arts Level 5 – 6

Arts Practice

5.1 Use starting points to generate and expressively develop ideas when making and presenting art works.

5.2. Demonstrate a range of skills, techniques and processes in organising art elements, principles and concepts to structure art works.

6.1 Make and present art works which explore themes, issues and ideas.

6.2 Structure and present art works appropriate to chosen styles and forms.

Responding to the Arts

Learning Outcomes

The student should be able to:

• Analyse and interpret the content, structure and aesthetic qualities of an embroidered artwork.
• Recognise a variety of embroidery techniques.
• Use materials and techniques to create an embroidered greeting card.

Procedures:

1. Art Analysis

• Handout ‘Embroidery Art Analysis’ worksheet ( including colour photocopy example of Annemieke Mein’s ‘Butterflies’ and accompanying analysis questions).
• Have students complete the questions and paste the sheet into their visual diaries.
• Students are to research 5 different embroidery stitches they would like to use in their greeting card design using the internet resource - http://inaminuteago.com/stitchindex.html
•  Students are to print off a description and an illustration/photograph of the stitches to put into their visual diaries later.

2. Visual Diary

• Have students write a heading for each type of stitch they have collected.
• Students are to cut out the illustrations/photographs they have collected and write out the descriptions of the processes used to create the 5 stitches.

• Show students an example of the finished greeting card.
• Students are to:
• Complete 4 potential embroidery designs in their visual diaries.
• Write the heading ‘Greeting Card Embroidery Designs.’
• Paste 4 empty rectangle shaped grids into their visual diaries.
• Use these grids to help them design patterns for their greeting cards using the ‘embroidery technique’ illustrations they have pasted into their visual diaries previously. 
• (Provide examples of embroidery designs - students may research designs on the internet id they wish to)
• Sketch a simple design onto the grid in grey lead pencil.
• Draw stitches over the design.

• Students are to select the most successful design to use for the final greeting card.

3. Greeting Card Procedure

• Students are to complete the following steps:
• Trace the most successful greeting card design from drawing in visual diary onto a piece of lightweight white paper.
• Lay the drawing over the top of a piece of colour cardboard.
• Using an embroidery needle, push the needle through both pieces of paper to create holes where the stitches will start and end.
• Once the holes for stitching have been made on the coloured piece of cardboard, students are to thread their embroidery needles and stitch the design.
• Remind students not to pull the thread too hard so that the paper does not tear.
• Once the design has been stitched students are to fold another coloured piece of cardboard into a card shape and glue the embroidered cardboard onto the front.

4. Evaluation

Students are to complete an evaluation of their greeting cards in their visual diaries answering the following questions (written on the board).

• What embroidery techniques did you use to complete the design for your greeting card?
• Did you encounter any technical difficulties in this project? Were you able to resolve problems you experienced?
•  What is your opinion of the finished pieces? Do you think that the greeting card you completed was successful over all or not? Why? Why not?
• Do you think that you chose the most successful embroidery design?
• If you were to complete this project again, what would you do differently to improve the overall presentation?

Approximate time needed:

9 50-minute lessons @ 9 lessons per 2 weeks = 2 weeks

Prerequisite Skills:

Basic literacy skills, basic drawing skills, basic sewing skills

Materials and Resources

Technology – Hardware

Computer(s)

Printer

Internet connection

Technology - Software

Internet Web Browser

Word processing

Printed Materials:

• ‘Embroidery Art Analysis (Annemieke Mein) and Embroidery Stitch Research’ worksheet.
• Assessment criteria sheet.
• Empty grids for design development.
• Photocopies of different embroidery designs.

Supplies:

• Coloured cardboard.
• White paper.
• Large sewing needles – Embroidery needles.
• Embroidery cottons.
• Glue.

Internet Resources:
http://home.vicnet.net.au/~highwayg/2001.htm
http://inaminuteago.com/stitchindex.html
http://www.amefird.com/embroidery_terms.htm

Accommodations for Differentiated Learning

Students with Special Needs:
Modified ‘Embroidery Artwork Analysis’ worksheet.  Modified Evaluation questions.  

English as a Second Language (ESL) Student:
Modified ‘Embroidery Artwork Analysis’ worksheet.   Modified Evaluation questions.

Gifted Student:
Gifted student may complete an embroidery design on a piece of calico using an embroidery hoop and explore a range of embroidery techniques.

Student Assessment:

Combined Assessment for Embroidery Folio – 50 points Cross Stitch/50 points Greeting Card Stitching = 100 points total.

Instruction sheet will have a table of assessment criteria.

Research:
Embroidery Art Analysis questions  – 5 points
Collection of 5 embroidery stitch illustrations and descriptions – 5 points
 
Visual Diary:
Neatness/Organisation – 5 Points
Creativity/Originality of 4 embroidery pattern designs - 5 points
Appropriate selection of most successful design – 5 points
 
Final Presentation:
Accurate transference of design to greeting card – 5 points
Neatness and accuracy of stitches & a range of embroidery stitches – 5 points
Effective use of coloured cotton  – 5 points

Evaluation:
Response to questions – 5 points

General:
Behaviour/Use of Class Time:  - 5 marks

Total 50 marks

Key Word Search:

Embroidery, stitches, techniques, embroidery needle, pattern, design.

VH

H

M

L

VL

NS

Analysis and Research:

Embroidery Art Analysis questions

Collection of 5 embroidery stitch illustrations and descriptions

Visual Diary:

Neatness/Organisation

Creativity/Originality of 4 embroidery pattern designs

Appropriate selection of most successful design

Final Presentation:

Accurate transference of design to greeting card

Neatness & accuracy of stitches & a range of embroidery stitches

Effective use of coloured cotton 

Evaluation:

Response to questions

General:

Behaviour/Use of Class Time

KEY TO GRADE ALLOCATION

A+

A

B+

B

C+

C

D+

D

E+

E

NA

50-44

43-39

38-35

34-31

30-27

26-24

23-20

19-16

15-12

11-9

8-0

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title:  Decoupage Folio – Candle Holder

Curriculum-Framing Questions
Essential Question:
What is decoupage?
Unit Questions:
What are the materials and techniques used to decoupage objects?
What is the history of decoupage?
Content Questions:
How do I acquire and prepare images for decoupage?
How do I apply the images to the surface?
How will I arrange the images on the surface?
How to I apply decoupage?

Unit Summary
The intention of this unit is to explore decoupage.  Students will gain an understanding into the history of decoupage through research and will discover the potential of decoupage through collection of images.  Students will explore decoupage materials and techniques by making a decoupage candle holder.

Teaching and Learning Strategies

Facilitate students to work independently to research decoupage through internet resources.  Demonstrations of decoupage techniques and provision of decoupage examples.

Professional  Learning

• Library and internet resources to source information and examples.
• Collect a variety of decoupage objects to illustrate a variety of decoupage outcomes.

• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of decoupage.

Year Level

Years 9 and 10

Key Learning/Subject Areas

Arts Level 5 – 6

Arts Practice

5.1 Use starting points to generate and expressively develop ideas when making and presenting art works.

5.2. Demonstrate a range of skills, techniques and processes in organising art elements, principles and concepts to structure art works.

6.1 Make and present art works which explore themes, issues and ideas.

6.2 Structure and present art works appropriate to chosen styles and forms.

Responding to the Arts

5.3 Describe how the organisation of art works communicates ideas and feelings.

5.4 Demonstrate an understanding of the ways in which art works are made in particular cultural and historical contexts.

6.3 Analyse and interpret the content, structure and aesthetic qualities of art works.

Learning Outcomes

The student should be able to:

• Developed a range of skills using materials and techniques used to decoupage objects.
• Understand the history and origin of decoupage techniques.
• Design and create a decorative candle holder using decoupage techniques.

Procedures:

1. Research.
Students are to complete research using the internet and answer the following questions.

• What is decoupage?
• Provide a brief overview of the history of decoupage (http://www.decoupage.org/abitof.asp.)
• What materials do you need to decoupage?
• List five objects that decoupage techniques are commonly applied to.

• Collect five examples of decoupage.
• Write the heading ‘Decoupage Examples’ in your visual diary.
• Paste each example into your visual diary and answer the following questions:

• What object has had decoupage techniques applied to it in this example?
• What image/s have been applied?
• What background colour has been used?
• Do you think the background colour has been applied using a decoupage technique or is the background the surface material of the object showing through?
• Do you think this example of decoupage is successful? Why/Why not?

2. Visual Diary.

• Write the heading ‘Decoupage Designs’.
• Collect three different types of wrapping paper you like.
• For each type of wrapping paper, cut out an example of the image used in the wrapping paper design and answer the following questions:

• Why did you choose wrapping paper that used this image?
• How will you arrange the images? Randomly/In a pattern/In rows, etc?
• Why do you think this choice is appropriate?
• Will you use only one image or incorporate other wrapping paper images?
• What colour tissue paper would you use for the background? Why do you think this colour will complement the image?

3. Decoupage Candle Holder

• Demonstrate how to decoupage and show students examples of objects that are decorated using decoupage.
• Students are to tare tissue paper into small pieces.
• Students are to apply the tissue paper to the glass using decoupage.
• Students to carefully cut out images from the wrapping paper/s.
• Students are to apply the images to the candle holder.

4. Evaluation

Students are to write the heading ‘Decoupage Candle Holder Evaluation’ into their visual diaries and answer the following questions.
Do you feel that you made the right choice regarding the selected image/s and background colour?
Do you feel you made the right choice regarding the arrangement of the images?
Did you experience any difficulty using the decoupage technique?
Are you happy with the overall result? Why? Why not?

Approximate time needed:

9 50-minute lessons @ 9 lessons per 2 weeks = 2 weeks

Prerequisite Skills:

Basic research skills.

Materials and Resources

Technology – Hardware

Computer(s)

Printer

Internet connection

Technology – Software

Internet Web Browser

Word processing

Printed Materials:

• Decoupage research worksheet.
• Assessment criteria sheet.

Supplies:

• Wrapping paper
• Yellow tissue paper
• Decoupage
• Cuticle scissors
• Small paintbrush
• Damp paper towel

Internet Resources:

http://familycrafts.about.com/cs/decoupage/a/012201a.htm

http://www.decoupage.org/abitof.htm

Accommodations for Differentiated Learning

Students with Special Needs:
Modified research questions. Modified evaluation questions.

English as a Second Language (ESL) Student:
Modified research questions. Modified evaluation questions.

Gifted Student:
May complete a series of candle holders decorated with related decoupage images.

Student Assessment:

Combined Assessment for Decoupage Folio – 50 points Candle Holder/50 points Decoupage Blown Eggs = 100 points total.

Instruction sheet will have a table of assessment criteria.

Research:
Decoupage research questions  – 5 points
Collection of 5 decoupage examples and evaluations – 5 points
 
Visual Diary:
Neatness/Organisation – 5 Points
Selection of wrapping paper images - 5 points
Response to design/composition questions – 5 points
 
Final Presentation:
Neatness and accuracy of cut out images edges – 5 points
Neatness and accuracy of decoupage application – 5 points
Effective use of composition using repetition  – 5 points

Evaluation:
Response to questions – 5 points

General:
Behaviour/Use of Class Time:  - 5 marks

Total 50 marks

Key Word Search:

Decoupage, repetition, lacquer, varnish, decorative.

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title:  Decoupage Folio – Decoupage Blown Eggs

Curriculum-Framing Questions
Essential Question:
How do I create a decorative egg using decoupage techniques?
Unit Questions:
What is the history of egg decoration?
What materials and techniques do I need to acquire to decorate an egg using decoupage techniques?
Content Questions:
How do I prepare the egg for decoupage decoration?
How do I apply the images to the surface?
How will I arrange the images on the surface?
How to I apply decoupage?

Unit Summary
The intention of this unit is to extend on the decoupage techniques learned by students previously (decoupage candle holder).  Students will explore the potential surfaces decoupage techniques can be applied to and will explore the origins of egg decoration in various countries. 

Teaching and Learning Strategies

Facilitate students to work independently to research the history of egg decoration through internet resources.  Demonstrations of decoupage techniques and provision of decoupage and painted egg examples.

Professional  Learning

• Library and internet resources to source information and examples.
• Collect a variety of decoupage objects to illustrate a variety of decoupage outcomes.
• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively approach and undertake the process of decoupage.

Year Level

Year 9 and 10.

Key Learning/Subject Areas

Arts Level 5 – 6

Arts Practice

5.1 Use starting points to generate and expressively develop ideas when making and presenting art works.

5.2. Demonstrate a range of skills, techniques and processes in organising art elements, principles and concepts to structure art works.

6.1 Make and present art works which explore themes, issues and ideas.

6.2 Structure and present art works appropriate to chosen styles and forms.

Responding to the Arts

6.3 Analyse and interpret the content, structure and aesthetic qualities of art works.

Learning Outcomes

The student should be able to:

• Understand the materials and techniques used to decoupage different objects and curved surfaces.
• Understand the history and origin of egg decoration techniques.
• Design and create a decorative egg using decoupage techniques.

Procedures:

1. Research

Students are to complete research using the internet and answer the following questions.

• What are Pysanky eggs and what is their origin? (http://www.johnstons.org/roy/pysanky/links.html)
• What are Eglomise eggs and what is their origin?
• Provide a brief overview of the history of egg decoration. (http://www.shaywood.com/raising/articles/Eggtoart.htm)

• Collect five examples of decorative eggs.

2. Visual Diary

• Write the heading ‘Decorative Eggs’ in your visual diary.
• Paste each of the five examples into your visual diary and answer the following questions:

• What techniques and materials have been used to decorate this egg?
• What image/s have been used to decorate the egg?
• What background colour has been used?
• Do you think the background colour has been applied using a decorative technique or is the background the surface material of the object showing through?

3.  Decoupage Egg Procedure

• Handout ‘Steps for Egg Blowing and Decoupage’ worksheet.

• Demonstrate how to decoupage the egg following the sheet and show students examples of eggs that are decorated using decoupage.
• Students are to blow their eggs.
• Students are to paint or dye their eggs.
• Students to carefully cut out images from the wrapping paper/s.
• Students are to apply the images to the egg using the ‘Steps for Egg Blowing and Decoupage’ worksheet.

4. Evaluation

Students are to write the heading ‘Decoupage Egg Evaluation’ into their visual diaries and answer the following questions.

• Do you feel that you made the right choice regarding the selected image/s and background colour?
• Do you feel you made the right choice regarding the arrangement of the images?
• Did you experience any difficulty using the decoupage technique?
• Are you happy with the overall result? Why? Why not?

Approximate time needed:

9 50-minute lessons @ 9 lessons per 2 weeks = 2 weeks

Prerequisite Skills:

Basic decoupage skills, basic research skills

Materials and Resources

Technology – Hardware

Computer(s)

Printer

Internet connection

Technology – Software

Internet Web Browser

Word processing

Printed Materials:

• Research and procedure work sheet
• Assessment sheet

Supplies:

• Eggs
• Large Needle
• Scissors
• Decoupage
• Gold and Silver Pens
• Paint brushes
• Spoons
• Sponge
• Paint
• Dyes

Internet Resources:
http://www.save-on-crafts.com/howtodeceg.html
http://www.johnstons.org/roy/pysanky/links.html

Accommodations for Differentiated Learning

Students with Special Needs:
Modified research questions. Modified evaluation questions.

English as a Second Language (ESL) Student:
Modified research questions. Modified evaluation questions.

Gifted Student:
Gifted students may complete a series of decoupage eggs, concentrating on establishing relationships between the eggs in the series, e.g., through colour, images, etc.

Student Assessment:

Combined Assessment for Decoupage Folio – 50 points Candle Holder/50 points Decoupage Blown Eggs = 100 points total.

Instruction sheet will have a table of assessment criteria.

Research:
Decorative Egg research questions  – 5 points
Collection of 5 Decorative Egg examples– 5 points
 
Visual Diary:
Neatness/Organisation – 5 Points
Evaluation of Decorative Egg examples – 5 points

Final Presentation:
Egg preparation – Blowing and application of background colour - 5 points
Neatness and accuracy of cut out images edges – 5 points
Neatness and accuracy of decoupage application – 5 points
Effective use of composition using repetition  – 5 points

Evaluation:
Response to questions – 5 points

General:
Behaviour/Use of Class Time:  - 5 marks

Total 50 marks

Key Word Search:

Decoupage, repetition, lacquer, varnish, decorative egg, Pysanky eggs, Eglomise eggs.

KEY TO GRADE ALLOCATION

A+

A

B+

B

C+

C

D+

D

E+

E

NA

50-44

43-39

38-35

34-31

30-27

26-24

23-20

19-16

15-12

11-9

8-0

KEY TO GRADE ALLOCATION

A+

A

B+

B

C+

C

D+

D

E+

E

NA

50-44

43-39

38-35

34-31

30-27

26-24

23-20

19-16

15-12

11-9

8-0