Textiles and Design 2019 HSC exam pack

Students should:

• ensure the Major Textiles Project Cover Sheet is completed and placed in the front of the folio on a separate page
• acknowledge any outsourcing or external assistance on the Cover Sheet, for example designer, fashion school, outsourcing of techniques such as digital printing of fabric
• adhere to the requirements of the supporting documentation in terms of FONT SIZE and PAGE LIMITS for each of the four sections
• adhere to the requirements of the textile item(s) in terms of the SIZE and relative WEIGHT of the item and its packaging
• ensure the style and colour of font in the supporting documentation is clear, legible and distinct from the background
• use sewing and decorative techniques, rather than glue or painting to display evidence of textile construction
• ensure that eTextiles suit the purpose of your project and are attached to the item using appropriate textile techniques.

In better responses, students were able to:

• create a textile item(s) that clearly relates 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.

Areas for students to improve

• create item(s) with a textile end use that uses textile techniques rather than gluing, painting
• ensure all pins and needles are removed from textile item(s) prior to submission
• ensure the item(s) is functional and able to be used for its intended purpose, for example, appropriate closures, means of hanging a wall hanging.

Students should:

• identify major source(s) of inspiration and give details, rather than provide too many sources of inspiration
• state the relevance and make a clear link of the inspiration to the item in the chosen focus area.

In better responses, students were able to:

• identify and explain the relationship of the design inspiration to one focus area, and the relationship of the inspiration 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 historical, cultural, and/or contemporary factors with clear identification of the relevant inspiration.

Students should:

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

In better responses, students were able to:

• produce high-quality, labelled sketches/drawings that show a direct link between the inspiration and the developed design ideas
• create a visual flow of the design development that clearly presents the progression of design ideas and concepts in a sequence manner
• identify the strengths and weaknesses throughout the development of designs
• analyse the aesthetic and functional design features of the final design with reference to the elements and principles of design.

Students should:

• 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 accurate, labelled production drawing of item(s) showing all appropriate measurements
• draw or computer-generate pattern pieces rather than submit photocopies of commercial pattern instruction sheets
• present detailed cutting instructions
• present a sequential and logical outline of 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 an 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 accurate drawings of pattern pieces to scale with appropriate labelling, such as grain line, number to cut and other relevant markings
• indicate modification of pattern pieces to achieve the design of item(s)
• use a key to explain pattern markings and indicate the scale of the pattern shapes and production drawings.

Students should:

• provide evidence of experiments, including actual samples of techniques relevant to the textile item(s) rather than scans or photographs of evidence
• analyse the properties of fibre, yarn and fabric that are relevant to the item(s)
• use experimentation to analyse and justify the selection of materials, equipment and manufacturing techniques used for the item(s).

In better responses, students were able to:

• demonstrate relevant and extensive experimentation for the materials, equipment and most significant manufacturing techniques used in the production of the textile item(s) appropriate to its end use
• provide control samples and actual evidence samples of appropriate experimentation to justify the use of materials, equipment and manufacturing processes and modification to the item
• include relevant information to the justify the selection of fibre, yarn and fabric for the textile item(s) produced.

Students should:

• use appropriate textile terminology
• use textile related examples in responses
• study a contemporary designer where all factors that impact success/failure can be addressed in detail
• study a culture where all cultural influences related to textile production and art forms can be addressed in detail.

Question 11

In better responses, students were able to:

• demonstrate their knowledge of the impact of globalisation on consumers
• relate how designers respond to changes in lifestyle using specific examples of the designers work
• identify current examples of distribution channels and promotional strategies appropriate to target market of babywear.

Areas for students to improve include:

• use examples relevant to the question, that is consumer, not manufacturer or environment
• answer the question related to globalisation not climate change
• provide examples of designer work rather than generalised statements
• understanding of distribution channels, that is how the item gets to a target market, using specific examples.

Question 12

In better responses, students were able to:

• identify a printing method suitable for small scale production for items to be sold in boutiques and markets
• demonstrate their understanding of design development of a specific focus area and provide reasons for changes in design
• demonstrate their understanding of how specific technologies contribute to the success of a contemporary designer.

Areas for students to improve include:

• include reference to the question stimulus in their response
• avoid using general timelines and engage with the question
• study a contemporary designer who is currently active in the textile industry.

Question 13

In better responses, students were able to:

• demonstrate their understanding of the properties of bicomponent yarns relevant to the specific end use listed in the question
• identify a relevant fibre innovation and demonstrate understanding of its impact on the environment
• demonstrate knowledge of how the fibre composition and the fabric structure contribute to the functional properties of the end use listed in the question.

Areas for students to improve include:

• demonstrate understanding of the link between bicomponent yarn properties and end use
• avoiding general comments and instead using a specific example
• demonstrate understanding of the functional properties of the end use listed in the question.

Question 14

In better responses, students were able to:

• demonstrate their knowledge of the factors that influence textiles of a culture providing specific examples of production and/or art forms.

Areas for students to improve include:

• using specific terminology and examples of textile production rather than general statements, such as ‘uses CAD and CAM’.

Question 15

In better responses, students were able to:

• identify an appropriate fibre, fabric structure and fabric finish
• demonstrate understanding of how each of these is appropriate to the end use listed in the question.

Areas for students to improve include:

• using appropriate textile terminology relating to the properties and performance of textiles for the end use specified in the question.