Back

Art: Textiles

INTENT: WITHIN THE SUBJECT

Textiles is not only a subject which opens up a range of career opportunities for the future, but it also teaches our students basic life skills, particularly in sewing. Our approach to Textiles comes from an artistic angle, offering the students a diverse range of opportunities to explore not only Art based skills, but also Textile specific skills in response to a selection of themes. These are pre-determined at GCSE level with free choice in terms of idea development and media selection later on in the course. Cementing the artistic skills learnt in Years 7 and 8, and the Textile specific skills learnt in Year 9 and building upon this with new knowledge and skills; students respond to observation as well as conceptual ideas through the media of Textiles. The subject is taught through the same four key strands learnt in KS3: Develop, Refine, Record & Present (which are also the Assessment Objectives used at GCSE & A-Level), and students develop their project-based work in a sketchbook to conclude into a final outcome, just as they would in Art. Independent learning is encouraged within Textiles, to not only ensure that students are gaining an opportunity to develop their learning outside the classroom, but to assist in managing the demands of the course. Students should ideally take every chance to expand their ideas by taking inspiration from the world around them.

A selection of the skills taught within the course include:

  • · Recording from observation & secondary sources through drawing and photography
  • · Hand, machine and free machine embroidery
  • · Applique, reverse applique & quilting
  • · Printmaking: transfer print, mono print, lino print and stencilling
  • · Fabric dyeing techniques: tie dye, salt dye, brusho, hand dyeing and hand painting fabric
  • · Embellishing: beading, buttons, using the embellishing machine to combine fabrics
  • · 3D techniques: use of fabric stiffeners, soft sculpture, papier mâché and modroc
  • · Experimental Textiles: Tyvek and heat gun, fusing plastics, water dissolvable fabric
  • · Photoshop digital editing: layering, colour changes, geometric patterns, tessellation, adding text

Knowledge and skills are developed and strengthened throughout KS4 and then approached at a much deeper level at KS5 with a greater emphasis on investigative work and applying conceptual ideas to the work. Students also have free choice of project in KS5 as part of their Personal Investigation (coursework unit). The main aim of the course being to equip the students with the necessary skills to prepare them for a future University place/ career in Textiles and to build resilient, confident who can approach a creative ‘problem’ or brief with imagination and flair.

INTENT: OUTSIDE THE SUBJECT

Students will be able to apply their presentation and analysis skills across all subjects; whether through the production of diagrams/ illustrations/ improved page presentation/ the ability to think creatively about their approach to a piece of work/ creatively mind map ideas. Skills such as presentation, analysis, drawing and imagination will be transferable, and will support learners across the whole school curriculum.

INTENT: BEYOND THE SUBJECT

Throughout the course students will not only produce work which can be used as part of their University application or career portfolio, but they will have the opportunity to learn subject specific skills to meet the needs of the entry requirements to University or career expectations. The natural progression for a GCSE Textiles student is to study A-Level Textiles, although we also offer A-Level Fine Art and A-Level Photography. Support and advice are given to students on career opportunities in the Creative Industry, as well assistance with University and career applications, portfolio preparation and interview coaching. We are dedicated to ensure that our students are prepared beyond KS5.

 

KS4: GCSE Textiles (OCR)

Exam board: OCR

Having been equipped with the knowledge and skills from the four key strands studied at KS3, students can commence the GCSE course with a foundation of skills they will build upon and strengthen throughout Years 10 and 11. They will already understand the language of the Assessment Objectives (Develop, Record, Refine & Present) and will then be able to focus on deepening their understanding throughout the course. GCSE Textiles has been structured to allow for a specific focus to enhance imagination and independence from the start. This will assist learners in becoming more resilient and confident in their own decision making, so they take ownership and are motivated by their own ideas. Students will also understand how to respond to the work of artists and other contextual sources by first recording their observations, then embedding an idea, and exploring different compositions. This process will help them gain a full understanding of how ideas can be developed from start to finish. Students will produce two ‘bodies’ of work throughout the course, and these are as follows:

 

COURSE STRUCTURE:

1. Portfolio (Coursework Unit): 60% of final grade

This consists of a sketchbook of preparatory work, additional separate pieces, final outcome & evaluation.

2. Externally Set Task (Exam Unit): 40% of final grade

This includes an A4 sketchbook of preparatory work, additional separate pieces, a final outcome produced during the 10 hour exam, and an evaluation.

 

YEAR 10

This year will focus entirely on the Portfolio (Unit 1), which will run into the first term of Year 11. The Portfolio is centred around the theme ‘The Human Body’ and students will work through a series of stages against the four key strands/ assessment objectives; deepening their understanding to meet the high expectations of the course. The theme itself allows students full scope to develop their ideas and consider all aspects and influences on the human body. These stages are as follows:

  • · (DEVELOP) Considering the main theme ‘The Human Body’ and gain a full understanding of its meaning in all contexts and from all angles, gathering ideas and imagery and developing initial thoughts and feelings.
  • · (RECORD & REFINE) Focusing on both internal and external organs and elements of the human body, students carry out observational drawing and recording in different styles, on different scales and surfaces using wet, dry and textile media.
  • · (RECORD & REFINE) Focusing on the theme ‘Changing the human body’, students carry out a photoshoot and develop this work through digital and hand rendered photo manipulation to broaden students’ skills base and promote further use of imagination.
  • · (DEVELOP, RECORD & REFINE) There will be a Museum visit to promote further understanding of the human body where students will carry out note taking during the visit, as well as observational sketches. This will later be developed into a written account in school. From this, students will explore a particular area of interest about the Human Body and produce a contextual research and analysis page about this.
  • · (DEVELOP, RECORD & REFINE) Students will then explore a series of artists and contextual references in line with their chosen direction. They will develop work in response to these explorations using a combination of media and techniques.

 

YEAR 11

The second year of the GCSE course is separated into two parts, one of which focuses on the refinement of the Portfolio work (coursework unit), planning and production of a final outcome. As students will have progressed and developed throughout the course, the quality of their work will also have significantly improved, therefore time is required for refining touches. The second part of Year 11 focuses on the Externally Set Task (exam unit) which is a much shorter project set by the exam board, whereby students choose their starting point from a list of options and are free to interpret this any way they choose following set stages of development. By this stage, students will be confident in their ability to produce work against the four assessment objectives, having done this throughout their Portfolio. Production of a final outcome will take place during their 10 hour exam. Details of the course content are as follows:

 

PART 1 (TWO HALF TERMS)

  • · (DEVELOP, RECORD, REFINE & PRESENT) Students review and make improvements to their work, but also start to bring their ideas together into plans for a final outcome, which may require further exploration of artists/ contextual references.
  • · (PRESENT) Production of a final outcome, which is the student’s free choice in terms of media, in response to their planning. This is also supported by a full evaluation of the project.

 

PART 2 (THREE HALF TERMS)

  • · (DEVELOP) Students choose their starting point from the exam paper, and follow the initial process of gathering ideas and imagery relating to their chosen theme.
  • · (DEVELOP, RECORD & REFINE) Students explore three artists/ contextual references of their choice, then explore their own ideas, through observational recording through the use of different media, application of ideas and experimentation with composition.
  • · (DEVELOP, RECORD, REFINE & PRESENT) Then, as above, students bring their ideas together through planning, introduction of another artist/ contextual reference, so they are sufficiently prepared for their final exam.
  • · (PRESENT) Students take their sketchbooks and any preparatory work into their exam as reference, and then produce their final outcome in the allocated 10 hour exam period (over two days).

 

EDUCATION BEYOND GCSE:

The natural progression route for a GCSE Textiles student is to study A-Level Textiles, and an interest and motivation in Textiles is the perfect starting point for studying an A-Level in the Art & Design field. There are two other specialist areas from which to choose: Fine Art and Photography; all of which offer freedom of expression and complete free choice of topic for the Personal Investigation (coursework element). Opting to study a creative A-Level will provide the student with a portfolio of work which they can then use to apply for a career or University course. The Creative Industry is huge, and covers an extensive range of subject specialist fields. Here is just a small selection of the types of careers/ Degree courses which exist in the Creative Industry:

ART: Illustrator/ Teacher or Lecturer/ Freelance Artist/ Curator/ Graphic Illustrator/ Photography/ Photo Journalism/ Art Therapist/ Art Technician/ Auctioneer/ Tattoo Artist/ Courtroom Artist/ Printmaker

CRAFT: Fashion (womenswear/ menswear/ tailoring)/ Theatre Design/ Textile Design/ Jewellery Design/ Glass Maker/ Ceramicist/ Casting Technician/ Prop Maker/ Blacksmith/ Sculptor/ Shoe Maker/ Book Binder

DESIGN: Graphic Design/ Product Design/ Industrial Design/ Advertising/ Architecture/ Interior Architecture/ Interior Design/ Film & TV/ Animation/ Landscape Architect/ Special Effects Designer/ Video Game Designer

TEXTILES SPECIFIC: Fashion Designer (womenswear, menswear, tailoring, sports apparel)/ Millinery (hat-making)/ Accessories Design (bags and shoes)/ Fashion Illustration/ Fashion Photography/ Visual Merchandising (including window dressing)/ Fashion Consultant/ Pattern Maker/ Dressmaker/ Textile Designer/ Theatrical Costume Designer/ Fashion Merchandising and Buying

KS5 A Level Textiles (OCR)

Exam board: OCR

The A-Level Textiles course follows much the same process as the GCSE course, but with the main aim to consider deeper meaning, and explore greater experimentation and refinement of ideas. Students have full ownership over their project choice in order to allow their work to be completely personal. This aim is also to promote full motivation and enjoyment in the work, and meets the needs of the coursework unit, which is entitled a ‘Personal Investigation’. The A-Level Textile course is also designed in a way to support students with no prior experience of Textiles at GCSE, with a large portion of time in the first full term dedicated to the teaching of skills workshops. These workshops act as a skills refresher for students who do have prior experience, but will teach new techniques to those who do not. The workshops include: hand dyeing techniques, hand and machine embroidery, printmaking, experimental techniques such as distressing types of fabric, applique and reverse applique. Further skills will be taught in addition to these throughout the course. All samples/ work produced will be designed to relate to the student’s chosen theme; working from primary or secondary source references. On completion of the skills workshops, students will go on a Gallery/ Museum visit to gather ideas and respond to this; allowing them to see Textiles work in context. A series of artists are then explored and responded to. Students develop their sketchbook work into a final piece of their choice: garment/ hanging/ sculpture/ decorative canvas/ installation.

If students have a particular interest in a specific Degree course or career, they are also encouraged to steer the topic of their Personal Investigation towards this. Previous students have found that in having a portfolio of work which overlaps their field of interest, it has given them a significant advantage in gaining a University place/ career appointment. Alongside the Personal Investigation, there is a ‘Related Study’ which is a piece of written work over 1000 words. The essay is related to the Personal Investigation, and we encourage our students to conduct a mini research project exploring a proposal for their final outcome; this is then written as an analytical essay. Just as the Personal Investigation allows students creative freedom, the essay gives them a glimpse into the written element of a Degree Course. The second part of the A-Level focuses on the Externally Set Task (exam unit), which is similar to the GCSE paper. Students follow the same process of investigation and exploration after choosing one starting point, but then sit a 15 hour exam over three days, to conclude the A-Level course.

 

COURSE STRUCTURE:

1. Personal Investigation (Coursework Unit) & Related Study (Essay): 60% of final grade

This consists of a sketchbook of preparatory work, additional separate pieces, final outcome & evaluation, as well as the written essay (1000 words minimum)

2. Externally Set Task (Exam Unit): 40% of final grade

This includes an A4 sketchbook of preparatory work, additional separate pieces, a final outcome produced during the 15 hour exam, and an evaluation.

 

YEAR 12

This year is based entirely on the Personal Investigation (Unit 1), which will run into the first term of Year 13. Students commence their project choice in the Summer holiday before the start of their A-level course, in order to carry out idea development for their Personal Investigation. This transitions straight into their project and prevents any delay in the production of practical work. The focus of the year is based on the presentation and further

gathering of ideas, mini skills workshops, responding to artists and visits and recording from observation with experimentation. Before carrying out any practical work, students will complete a ‘planning page’ whereby their make notes on ideas, collect reference images to work from and sketch ideas for outcomes. All work continues to follow the four main strands, with an adaption in the title of ‘Refine’ to ‘Explore’. Students still refine their work as it progresses, but there is further emphasis on the investigative nature of their work and considering its historical and cultural links. Students complete the following:

 

  • · (DEVELOP) Considering their main topic choice and gaining a full understanding of its meaning in all contexts and from all angles, then gathering further ideas and imagery in order to develop initial ideas for the project.
  • · (DEVELOP, RECORD, EXPLORE, PRESENT) Undertaking a series of skills workshops working from related primary and secondary source references which they have collected. Samples are presented in the main sketchbook and annotated accordingly with reference sources included.
  • · (DEVELOP, RECORD & REFINE) There will be a Gallery visit to strengthen students’ understanding of viewing Art & Textiles work in context, whereby students will investigate work/ artists that inspire them. They can be directly linked to their theme, or just a style of work the student would like to explore. This will later be developed into a written account in school, from which students will develop outcomes.
  • · (DEVELOP, RECORD & REFINE) Following on from their gallery investigation project, students will research a linked artist/ contextual reference whose work follows on from their previous investigations. They will research the artist/ work, analyse it in-depth and develop responses to it using and combining techniques they have developed as well as additional processes.
  • · (DEVELOP, RECORD & REFINE) Following on from their previous work, students will find a second linked artist/ contextual reference to research, analyse and develop responses to, whose work develops their investigations further.
  • · (RELATED STUDY) Students will choose an area of interest for their final piece, and form a title/ question based on this. They will aim to complete the introduction and first section of the essay in stages during Year 12.
  • · (REFINE) To support their main sketchbook, students will keep a scrap book of ideas and notes which will form the ‘roots’ of their ideas. All initial planning will start in the scrap book, which allows ideas to be thoroughly planned before commencing.

YEAR 13

Year 13 will be structured in much the same way as Year 11, with students finalising their Personal Investigation (coursework unit), and developing ideas and planning towards a final outcome (of their choice). They will produce their final outcome, evaluate this, and conclude the final parts of their essay; writing the remaining sections and conclusion. The final two and a half terms will be focused on the Externally Set Task, with students choosing one starting point from the exam paper, and developing an A4 sketchbook of preparatory work with supporting studies. They will strengthen and apply their skills of recording, refining, experimenting and analysis developed throughout the course to their work, and explore three contextual references to which they will respond. Work will be developed into ideas for a final outcome, and students will sit a 15 hour examination (over three days) to complete this. Details of the course content are as follows:

 

  • · (DEVELOP, RECORD & EXPLORE) Students explore one final linked artist which they can develop into planning for their final outcome (and reference will be made to artists researched as part of the Related Study (essay) as part of this planning.
  • · (RELATED STUDY) The remainder of the Related Study will be written, including the final sections and conclusion. Final ideas for presentation will be considered.
  • · (PRESENT) Production of a final outcome, which is the student’s free choice in terms of media, techniques and processes. Students may opt to produce a garment/ hanging/ sculpture/ decorative canvas/ installation or work of another nature in response to their planning. This is also supported by a full evaluation of the project.
  • · EXAM UNIT (DEVELOP) Students choose their starting point from the exam paper, and follow the initial process of gathering ideas and imagery relating to their chosen theme.
  • · EXAM UNIT (DEVELOP, RECORD & EXPLORE) Students explore three artists/ designers/ contextual references of their choice, then explore their own ideas through recording, media experimentation, compositional ideas and embedded meaning.
  • · EXAM UNIT (DEVELOP, RECORD, EXPLORE & PRESENT) Students then bring their ideas together through planning, introduction of another artist/ contextual reference if necessary, linked to the final outcome ideas, and final experimentation through media, technique and process choice.
  • · EXAM UNIT (PRESENT) Students take their sketchbooks and any preparatory work into their exam to use for reference, and then produce their final outcome in the allocated 15 hour exam period (over three days).

 

UNIVERSITY/ CAREER OPPORTUNITIES:

There is a huge range of subject specialist careers in the Creative Industry which span across Art, Craft & Design. In order to prepare for University life, students can either opt to apply directly for a Degree course, or if they are unsure of the field in which they would like to work and need further opportunities for investigation, the majority of students undertake a one year Foundation Course in Art & Design or a Textiles specific version of the course. This will prepare students with a portfolio of work, which they can then use to apply for a Degree of their choice. Students will receive advice in choosing an appropriate course, preparing their personal statement, portfolio presentation and interview coaching. The A-Level course will prepare students with a solid foundation of the skills required to start a Foundation course/Degree. Here is just a small selection of the types of careers/ Degree courses which exist in the Creative Industry:

 

ART: Illustrator/ Teacher or Lecturer/ Freelance Artist/ Curator/ Graphic Illustrator/ Photography/ Photo Journalism/ Art Therapist/ Art Technician/ Auctioneer/ Tattoo Artist/ Courtroom Artist/ Printmaker

CRAFT: Fashion (womenswear/ menswear/ tailoring)/ Theatre Design/ Textile Design/ Jewellery Design/ Glass Maker/ Ceramicist/ Casting Technician/ Prop Maker/ Blacksmith/ Sculptor/ Shoe Maker/ Book Binder

DESIGN: Graphic Design/ Product Design/ Industrial Design/ Advertising/ Architecture/ Web Designer/ Interior Design/ Film & TV/ Animation/ Landscape Architect/ Special Effects Designer/ Video Game Designer

TEXTILES SPECIFIC: Fashion Designer (womenswear, menswear, tailoring, sports apparel)/ Millinery (hat-making)/ Accessories Design (bags and shoes)/ Fashion Illustration/ Fashion Photography/ Visual Merchandising (including window dressing)/ Fashion Consultant/ Pattern Maker/ Dressmaker/ Textile Designer/ Theatrical Costume Designer/ Fashion Merchandising and Buying

Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now

×