Art 2

1. S c h o o l o f R e s e a r c h S c i e n c e
Year 8 Art Textiles Scheme New Sep 2016
About the Unit
What will pupils do? Students will build on the skills learnt in year 7, whilst at the same time, develop a more detailed, in-depth
knowledge of DT and some relevant skills. They will work with a variety of tools, processes and materials – fabrics, smart
materials, CAD/CAM.
What skills/knowledge will they develop? They will be able to work accurately and safely in a practical environment. They will
develop their problem-solving skills and understanding of customers’ needs.
Why will they do this? Students will understand the use of textiles manufacturing. They will become aware of the use of
CAD/CAM within Art Textiles
How will this be delivered? – project learning – group work – independent study.
Intermediate level Art Textiles skills, batik, free motion embroidery, planning, practical, research.
Every Child Matters (ECM) Issues
Be Healthy – H&S in the classroom, hot wax pots, irons
Stay Safe – A clearly-defined set of rules & procedures in place and adhered to for working on practical activities. Students are
encouraged to participate but have a healthy respect for machines and equipment.
Enjoy and Achieve – Each student will produce a range of work that they are encouraged to take home. They will be given
freedom to experiment. Work will be varied so that all students have an opportunity to succeed.
Make a Positive Contribution – Much of the work is envisaged to be displayed around the school. Work will be used by
younger children.
Economic Well Being – Students are to gain an understanding of the importance of recycling and minimising waste during this
project including tessellation/lay patterns. They will be encouraged to use scrap materials/small pieces where possible as well
as the use of recycled materials.
Personal Learning & Thinking Skills (PLTS)
Independent enquirers: Students will produce their own design for their batik.
Creative Thinkers: Students are encouraged to produce a creative response to the brief. They are to design and create.
Reflective Learners: Pupils will be encouraged to review and refine their work as it progresses. Opportunities will be given for
peer assessment. They are required to photograph practical work in progress.
Team Workers: Constructive support and feedback opportunities will be allocated during lesson times. This will allow pupils to
question their own skills and review them for possible development. Pupils will work in teams to assist with designing. Team-
work is essential in the class to share equipment, respect others’ space, work etc

2. Self Managers: Pupils will be in charge of their own time to some extent, they are to demonstrate initiative and given freedom.
Effective Participators: Pupils will be encouraged to guide and help those around them. Although given a level of freedom, all
students are expected to participate. As they are producing individual work, they are more likely to play an active role than if
dictated to them.
Assessment
This will take a variety of forms, including self-assessment. Students will be asked to level their work, to choose tasks of varying
degrees of difficulty. Work will be marked using the pathway tracker sheets and in-line with the National Curriculum.
L Objectives
At the end of the lesson the
pupils will be able to:
Activities H/W Teaching
Styl
es
Resources
1
• By the end of the lesson all
students will have
knowledge and
understanding of a range of
traditional Art Textiles
techniques
• Be able to identify a range
of different techniques
through their characteristics
• Ask students what they understand by
the term Art Textiles. Group mind map
on the board
• Introduce Art Textiles and the project for
the next 12 weeks.
• Hand out folders/labels
• Organise seating plan
• Discuss Health and Safety requirements
• In groups discuss Batik, Monogramming
and Calligraphy. Show examples
V A K Year 8 Art
Textiles
PowerPoint
20 Folders
20 Labels
20 mini white
boards
20 board
pens
2 • Understand the meaning of
a brief
• Understand the importance
of planning
• Demonstrate researching
skills
Brief:
• My Dubai has commission the
students at The School Of Research
Science to create a piece of Textile
Art inspired by ‘Arabic Art’
• Whole class research task to
produce a mood board inspired by
contemporary calligraphy
Treasures of
the UAE
Competition (all
details on the
VLE) 2 week
HW
Encouraging
independent
learning
V A K Computer
Room
Coloured
Printer
Photoshop
Student
Tablets

3. 3
• Will be able to develop
literacy in response to a
creative brief
• Develop sketchbook
drawing skills and refine
artwork
• Teacher demonstration on how
to rapid sketch to develop
creative ideas also how to refine
ideas only explored
• Students to experiment with
design ideas for their Art Textiles
piece
Finish the
poem/story
which was
started in the
lesson
V A K Arabic Key
Words Sheet
Moodboards
from the
previous
lesson
4
• Demonstrate Knowledge
and understanding of the
Textiles technique Batik
• To follow Health & Safety
guidelines when working
with hot wax
• Teacher demonstration on the
Health & Safety when working
with hot wax. Including how to
iron off the hot wax after applying
colour( Zero tolerance for any
inappropriate behaviour (ie
dipping fingers in the wax etc)
• All students to experiment on
paper with different methods of
doing batik: brush/canting tools
• Focus on literacy: Arabic Poems
V A K 10 Wax Pots
(1 between 2
students)
20 canting
tools
10 large
paint brushes
20 sheets of
A4 White
Cartridge
Paper

4. 5 • Demonstrate skill when
doing batik
• Demonstrate
knowledge and
understanding of
Islamic Culture
• Develop a range of
batik technique skills
Quick Teacher Demonstration on:
• How to create a cracked effect
• How to create a ragged effect
• How to use a decorating brush to
create a stoke effect
• Students will start to create the main
Art Textile piece
Write poem or illustrate the story on
fabric using pencil first ( must write
on the fabric without pressure)
• Using the canting tools to start draw
using wax the poem/story created
for homework
• Group critique/Peer Assessment at
the end of the lesson
Produce a
PowerPoint on
how to do Batik
using the notes
taken during
the lesson
V A K 20 Cotton
Squares size
15cm by
15cms
10 Rolls of
Masking
Tape
Washing line
to hang up
wet batik
squares
Newsprint
Paper
6 • Improve knowledge of
surface decoration
• Demonstrate colour theory
• Teacher demonstration on how to
add colour to the batik.
• Students can choose between
brushing on the dye or submerging
the fabric in the dye bath to gain
colour.
• Students to illustrate the batik
process within their sketchbooks
(Wax to be ironed off by the Art
Technician and work mounted within
a white cardboard square ready for
display if students don’t wish to take
them home
V A K Batik Dyes in
a range of
colours
(mostly warm
colours)
Dye Baths
Hot Water
Iron
Ironing Board
Grease Proof
Paper
Brown Paper
20 white
pieces of
card
Craft Knife
Ruler

5. 7 Art Textiles and Graphics
Gift Wrap It (Mini Project)
• Understand the
connection between
Art Textiles and CAD
within industry
• Develop knowledge
of pattern repeats
• Have an awareness
of Art Textiles within
industry
Brief: A proposal to design a
gift wrap package to submit to
a leading gift wrap company in
Dubai
• Using 2Design students are to
create a design for wrapping
paper inspired by Arabic
Art/Dubai Culture. Inspiration can
be taken for the previous mood
board. However, images must
not be copied due to copy right
issues.
• Elements to consider:
• Pattern Repeat
• Symmetry
• Tessellation
• Colour Combinations
Bring in
examples of
wrapping paper
designs
V A K Graphics
Suite
Examples of
gift wrap
designs
Colour
Charts from
Ace
Hardware
Moodboards
from last
lesson
8
• Knowledge of Geometric
shapes and compositions
• Continue working on the 2Design from
last lesson. Wrapping paper design
must be include a pattern repeat, half
pattern drop, tessellation or brick repeat
• Students will produce a swing tag
design to go with the wrapping paper
Finish of the
class work and
print out ready
to embellish
next lesson
V A K 20
Computers
2D Design
Program
Photoshop
20 Graphic
Tablets
9 • Students will be able to add
effective embellishments to
2D work
• Improve knowledge of
surface decoration
• All students will develop
CAM and CAD skills
• Teacher demonstration of hand
embroidery and how to create
embroidered lettering using CAM
(Monogramming)
• Students can then decide if they would
like to add this to their swing tag. They
can also embellish wrapping paper if
Photograph
work and mount
within
sketchbook
Evaluate work
based on initial
design ideas
V A K A3 Paper to
print out
wrapping
paper on
Gold ribbon
for the swing
tag
Hold Punch
Laminator /

6. they choose to with gems etc Laminating
pouches
Gems/Beads
Embroidery
threads
10 • Introduction on how to set
up a Sewing Machine (as
not used in year 8 due to
new rotations) Understand
& name all the parts on the
sewing machine
• Independently be able to
set up a sewing machine
• Identify problems with the
machine
• Pass the sewing driving test
• In pairs students will learn how to thread
up the machine and how to fill a bobbin
Then they will complete the sewing
machine driving test to demonstrate
evidence of how to use the sewing
machine
V A K 20 Sewing
Machines
20 Bobbins
20 Scissors
20 Cottons
11 • To create a range of sewing
techniques
• Students will be taught a range of
different sewing techniques such a zig
zag stitch, back stitch and satin stitch.
• Produce a sample of each one
Mount samples
in sketchbook
and evaluate
V A K 20 Sewing
Machines
20 Bobbins
20 Scissors
20 Cottons
12 • To explore alternative
methods to draw with
Demonstrate skill when
doing free motion
embroidery
• Students will create their poem/story
using free motion embroidery
Photograph
work
Add to
sketchbook
Evaluate
against the
tracker inline
with the NC
V A K 20 A4 pieces
of paper
Range of
threads ie
sandy
colours/gold/
metallic
Possible Literacy Aspects: • SOW supports the National Agenda by developing Arabic through Calligraphy

7. • Key Words
Possible Numeracy
Aspects:
• Pattern Repeats/Drops/Tessellation/Geometric Shapes
Possible Spiritual, Moral,
Social and/or Cultural
development aspects or
SEAL:
• Project based on the Dubai Culture and Arabic Art
Possible Key Skills:
(communication, number,
IT, group work, improving
own learning, problem
solving)
• Independent learning when creating the contents of the artwork
Other aspects: (e.g.
financial capability,
enterprise, work-related
learning, sustainable
development)
• Industry links/business links