Textiles and Design 2017 HSC exam pack

In better responses, students were able to:

• create a textile item(s) that clearly related to the intended end use, with attention to both aesthetic and functional features
• complete all aspects of the item(s)
• demonstrate a high level of proficiency in the techniques and manufacture of the item(s)
• create textile item(s) with a level of creativity/innovation, degree of difficulty and degree of proficiency using a number of quality techniques and a variety of unique and innovative fabrics.

Students should expect to:

• identify major source(s) of inspiration and give details, rather than provide too many sources of inspiration
• adhere to font size and page limits.

In better responses, students were able to:

• clearly identify and explain the relationship of the design inspiration to one focus area, and justify the relationship to the end-use application of the textile item(s)
• demonstrate a thorough understanding of the design inspiration and the visual presentation by including detailed annotations
• analyse the inspiration of historical/cultural/contemporary factors specifically relevant to their textile item(s).

Students should expect to:

• relate principles and elements of design to the end use of the intended textile item(s)
• link the visual imagery/collage to the inspiration and textile item(s)
• present sketches that identify construction techniques appropriate to the design development process
• present sketches with a visual flow of ideas from initial design to final design development.

In the better responses, students were able to:

• describe the inspiration and the development of design ideas for the item(s)
• label high-quality sketches/drawings that show a direct link between the inspiration and the developed design ideas
• write a detailed analysis of the aesthetic and functional design features of their final design
• identify the strengths and weaknesses of their developed designs
• create a visual flow of the design development that clearly presents the progression of design ideas and concepts sequentially.

Students should expect to:

• identify the use of a commercial pattern and the modifications made, or any outsourcing or commercially produced components of the textile item(s); for example, commercial quilting, fabric printing
• draw or computer-generate pattern pieces rather than submit photocopies of commercial pattern instruction sheets
• present detailed cutting instructions
• present a sequential and logical order of construction
• outline the order of construction rather than submit a detailed set of instructions on how to make the items
• present clearly labelled and correctly identified fabric swatches
• include a product label with all information relevant to the textile item(s)
• include an accurate cost table with a total cost .

In better responses, students were able to:

• provide a concise and accurate written description of the textile item(s)
• present high-quality production drawings to scale and in proportion with appropriate views, along with accurate measurements and labelling
• provide pattern pieces to scale with appropriate labelling, such as grain line, number to cut and other relevant markings
• use a key to explain pattern markings and indicate the scale of the pattern shapes and production drawings.

Students should expect to:

• provide evidence of experiments, including actual samples of techniques relevant to the textile item(s) rather than scans or photographs of evidence
• include information only from textbooks/websites relating to the properties of fibre, yarn and fabric that are relevant to the item
• ensure experiments are used to justify the materials, equipment and techniques
• include relevant testing and experiments and clear analysis of the experimentation.

In better responses, students were able to:

• describe relevant and extensive experiments for the most significant techniques used in the production of the textile item(s)
• provide control samples and actual evidence samples of appropriate experimentation throughout the manufacturing process to justify the use of materials, equipment and manufacturing processes
• justify the selection of fibre, yarn and fabric for the textile item(s) produced.

Students should:

• read all exam instructions carefully ensure exam questions are not rewritten as part of the response
• use the space provided for the response on the exam paper as a guide for the length of the response.

Students should expect to:

• provide specific textile and design examples
• use textile and design terminology appropriate to the question.

Question 11

In better responses, students were able to:

• identify a changing consumer demand and relate this to a design change within active wear
• identify a marketing strategy relevant to teenagers and describe features of this strategy
• demonstrate their understanding of environmental sustainability through the use of a relevant example.

Question 12

Students should:

• understand the difference between inspiration and current trends
• explain the work of a designer, current trends that influence them and the textile products they produce
• include relevant textile examples of the designer rather than non-textile products such as glasses and perfume
• clearly outline influences on historical design developments.

In better responses, students were able to:

• name an actual designer rather than a brand name
• indicate a variety of current trends
• include examples of actual items the designer makes as part of those trends
• clearly outline an influence on a historical development.

Question 13

Students should:

• define textile terminology and provide appropriate examples of textile items
• understand the difference between CAM and CAD.

In better responses, students were able to:

• clearly define bicomponent yarns using appropriate terminology
• state a relevant example of a washable web and directly link the example to advantages of their use for consumers
• clearly explain CAM and how it affects the textile industry.

Question 14

Students should:

• identify specific textile examples of influences on a culture’s textiles
• give examples of cultural textiles from wide research.

In better responses, students were able to:

• demonstrate their understanding of how the textiles of a specific culture reflect self-expression and communication by using specific examples
• differentiate between self-expression and communication rather than providing a general discussion of textiles of a nominated culture
• relate only to the factors required in the question.

Question 15

Students should:

• demonstrate knowledge of performance criteria of a school shirt
• use textiles and design terminology throughout their response.

In better responses, students were able to:

• correctly identify a suitable fibre, yarn and fabric structure appropriate for a school shirt
• justify the properties of a fibre, yarn and fabric structure that enhance the end use of the school shirt
• relate performance criteria of the school shirt to the properties and characteristics of the chosen fibre, yarn, and fabric structure.