CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
• No of lessons: 6
• Total time: 8 hours
• Classes a week: 1 double, 1 single
• Year group: 1st years, Colaiste
• No of pupils: 30
• Start date: 9 January 2011 (Block 2)
Buildings with memories
Create an image of the exterior of your favourite
building and garden from a front view, including a self
portrait in a window, using applique, dyeing fabrics,
dye paint, photo transfer and found objects/fabrics.
Aims:
1. To encourage students to look closely and
analyse their favourite building/garden in detail
which can be located in any country/place
2. To understand the process of designing and refining the design of an image
and then making it
3. To explore the composition of their chosen building and garden and different
viewpoint and scale options
4. To acquire the skills in particular textile techniques and combine them to
create an image
Learning outcomes:
1. To be aware of textile artists/designers work in terms of composition and
design, texture, pattern, colour and different techniques
2. To be experimental and include the ‘happy mistakes’ in dyeing and the other
processes to further the design of the piece
3. To be able to work efficiently, safely and cleanly in a textile workshop
4. To have completed the full process from design and refining the design of
their image to combining elements of the building, person and garden
5. To have mastered the ability to transfer the designed image/tracing onto
fabrics and to be able to choose where each technique is to be used
6. To be able to measure timeframes on dyeing of fabrics, cut and select fabrics,
sew buttons, paint dye onto fabric, glue and overlay fabrics and create a small
photo image transfer
7. To be able to compare and contrast different textures/fabrics/techniques and
to be selective in choosing whats to be included in final image
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CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
Investigating subject matter
1. Buildings and gardens
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CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
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CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
Investigating subject matter
1. Buildings and gardens. The variety of buildings and types of gardens to
choose from is wide and exciting. Its important that the choices are personal
and meaningful to the student.
2. Happy memories on holidays in Ireland: It could be a holiday in a straw
thatched cottage with a beautifully rich vegetable garden in the foreground or
tall elegant sunflowers or a medley of wild flowers. A happy child looking out
one of the little poky windows gives the images a personal feel. Or a holiday in
a caravan set in a field on its own beside a forest, an adventure off the beaten
track.
3. A trip to another country, to New York city, with towering apartment blocks of
different colours, textures, lights in buildings and tall trees reaching to the
sky. A park in the foreground with colourful flowers and mini lakes.
4. A sun holiday where the buildings are such rich colours, the sun making
everything bright and cheerful. Large cactus, huge strange shaped spiky
plants and flowers in pink, orange and yellow. Maybe you visited an old
beautiful church on holidays and loved its decorated exterior or a beautiful
castle or manor house in Ireland with magnificent gardens, maybe even a
maze or strangely shaped topiary.
5. Maybe its home. The house you know so well and love. Looking out your
bedroom window down onto the garden where you helped to plant the onions,
carrotts and daffodils and pick the weighed down apples off the tree every
Autumn. Or maybe you live in the city in a row of houses or a bungalow in the
countryside. You could choose your old shed out the back with all its
character and fun memories, overgrown and hidden amongst the trees,
flowers and weeds.
6. Finally it may be your favourite shop. The one with all the vegetables outside
on display all fresh and earthy. Or the sweet shop with rows of colourful jars
of magical jellies, bon bons, gumdrops and a delicious selection too many to
mention all waiting in the window for you to go in and choose. We can see
your face in the window as you take your time choosing.
7. The view is looking straight at the facade of the building or buildings, so that
we can see a persons face inside one of the windows and a type of garden in
the foreground. Perspective is not part of the learning.
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CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
Exploring / Creating
1. To be written...
Understanding / Evaluation
1. To be written...
History of Art and Appreciation
1. By discussing and analysing textile artists/designers i hope to create an
enthusiasm in the subject and also in the processes. It will give them a feeling
of excitement for whats possible and open their minds.
2. Artist: Betty Fraser Myersclough.
‘Towers 1,2,3’ (appliqued silk and stitching)
Questions to students:
- What kind of building was the artist portraying in this image?
- What words can you see in these tower blocks?
(‘Towers, Flats, Towers in the city’ are words she used in these pieces)
- What colours did she group together and why?
- Do you think her idea has worked?
- How did she make this piece?
Artist: Ryan McDaid
‘Cityscape’ (applique, stitching, batik, dye painting)
Questions to students:
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CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
- What can you see in the final piece and what does it remind you of when its all
put together? Why did he create this kind of layout?
- What kinds of buildings are they? What kinds of colours and fabrics did he use?
Artist: Laura Mc Cafferty (http://lauramccafferty.com)
- Artist statement:
I am an obsessive collector of printed material; considering myself to be a
textile anthropologist, continually sourcing and archiving each find in a
deliberate and negotiated way. It is with these printed samples that I visually
narrate social engagement. I like to engage people with the work, perhaps
through discussion or actual representation. In the ideas I choose to pursue the
underlying theme is reportage of the here and now.
- Screen-print is able to translate the accuracy, immediacy and quality of line of
the ink drawing onto the surface of the cotton fabrics. Each colour or pattern
that you see in the work is a separate piece of cloth that has been individually
cut, placed and bonded and hand stitched. The line is powerful and gives the
work its narrative and identity.
Questions to students:
- Lauras compositions are well balanced. How does she draw your eye to look at
the couple outside the caravan or the tree in the image with the dog peeing?
- What are the main features of her work in terms of colour, fabric, people?á
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CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
Artist: Juan Miro, The kitchen garden
with donkey
- Questions to students:
- Why do you think this is called ‘The
kitchen garden with donkey’, what is
a kitchen garden?
- Why are the vegetables separated out
into rows or sections of the garden?
- What do you think the donkey is
doing?
- Has anyone planted vegetables or
flowers in the garden and what
happened?
Artist: Glenys Mc Claren
1. Good example in how to use buttons,
beads, fabrics and stitching in a colourful,
rich exciting way for flowers and vegetable
gardens.
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CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
Artist: Peruvian fabric design
1. What can you see in this textile image?
mountains, cactus, types vegetables, birds,
animals etc.
2. Notice the way the artist has shown a flat
view of the vegetables and buildings.
3. Discuss history/ideas behind peruvian
fabrics, get info on this.
Option for extension of scheme
1. Add more buildings and create a street scene. Create a village, cityscape.
Change viewpoint, introduce perspective or an aeriel view.
2. Combine with sculpture and make building and garden out of found objects or
clay.
3. Connect in with Graphic Design and design an identity/signage for the shop.
4. Connect with printmaking and do screenprinting line or solid colour
ICT
1. Use laptop and overhead projector to show images of subject matter and show
utube video (download not direct from internet) of how to do fabric dyeing,
applique, dye painting and image transfer.
2. Presentation and discussion of artists work on overhead projector. Include
artists books to discuss also.
3. Use of digital camera to record progress of students work, as they progress
for written evaluation and assessment.
Key words/phrases:
1. Colour, viewpoint, variety, memories, texture, selecting, fabrics, sewing,
applique, painting, dyeing, tones, quantitive measuring, tracing, designing,
refining, analysing, discussing, describing, colourful, sourcing, found objects,
narriative, stitching, drawing
Teaching / Learning Strategies:
1. Step by step guide: to be written...
Art materials needed:
1. To be written...
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CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
Safety precautions for people and clothes:
1. Have a discussion on safety procedures at the start of the class. No walking
around with sizzors.
2. Remind students to clean up at the end of the session, cleaning away glue and
keeping scrap fabrics together in a bag
3. Remind them to turn off the iron after use and to be careful with dye so as not
to spill it
4. Aprons must be worn.
5.
Differentiation:
1. Adjust scheme to suit any individuals who may struggle with the design
process...
to be written...
2. Adjust scheme for students who are very fast and very good, or very fast and
rushing...
to be written...
Timeline/Sequence of lessons: Block 2 (to be written...)
January 9 – Week 1
Double: 80 minutes
Single: 40 minutes
January 16 – Week 2
Double: 80 minutes
Single: 40 minutes
January 23 – Week 3
Double: 80 minutes
Single: 40 minutes
January 30 – Week 4
Double: 80 minutes
Single: 40 minutes
Ruberic/Assessment: to be written...
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CLIONA GEARY- BLOCK 2 TEXTILES- 1ST YEARS – COLAISTE
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SUBJECT: PRINTMAKING - LINO FIRST YEARS
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SUBJECT: PRINTMAKING - LINO FIRST YEARS
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SUBJECT: PRINTMAKING - LINO FIRST YEARS
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