TECH209 - Textile Industries

Year

Credit points

Campus offering

Prerequisites

TECH108 Design in Textiles

Teaching organisation

Unit rationale, description and aim

In order to achieve accreditation in Textiles and Design (including Textiles Technology) from the New South Wales Standards Education Authority and fulfil the role of a as secondary teaching professionals, students need to undertake a sequence of advanced Textiles units to acquire conceptual, procedural and professional levels content, knowledge and skills in textile design. Through examples and case-studies, students will develop knowledge of how past, current and emerging technologies influence principles and processes of textile design and production. An industry excursion synthesises and further contextualises knowledge of textiles design contexts, design and manufacturing processes and industry issues. Students will conduct scientific textile testing to evaluate properties and performance characteristics of fibres, yarns, fabrics and finishes and explore a range of experimental colouration, surface design, fabric manipulation techniques, CAD/CAM textile technologies to develop a creative textile art product which integrates original textile print design and applies advanced textile techniques. The aim of this unit is for students to explore the role of textiles in the context of the Australian Textile, Clothing and Footwear industry.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Discuss examples of past, current and emerging technologies in relation to the Australian Textiles, Clothing and Footwear industry (GA2, GA3, GA4, GA8)

LO2 - Compare a range of textile testing and experimental design techniques and evaluate the results (GA4, GA8)

LO3 - Design, illustrate, evaluate and safely manufacture creative textile products which incorporate a range of textile design techniques (GA5, GA8, GA10).

Graduate attributes

GA2 - recognise their responsibility to the common good, the environment and society 

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA10 - utilise information and communication and other relevant technologies effectively.

Content

Fibre 

• Classification 
• Agriculture and Processing 
• Australian Fibre Industry (including cotton and wool) 
• Manmade and synthetic fibre imports 
• Morphology 
• Molecular 
• End Use Applications 

Yarn 

• Structure and Properties (staple spun, filament, bicomponent) 
• Factors affecting properties 
• Types of yarns and end use applications 

Finishes 

• Aesthetic and functional finishes  

Textile Testing 

• Fibre Dye Affinity 
• Care, Comfort & Appearance  
• Fibre identification  
• Yarn identification  
• Fabric identification 
• Stage of dyeing identification  
• Finish identification  

Colouration & Surface Design 

• Tie and Dye 
• Batik 
• Natural Dyes 
• Silk Painting 
• Screen Printing 
• Transfer Printing 
• Digital Printing 

Australian TCF 

• Industry Overview (past, present) 
• Sectors of the Industry (textiles, clothing, footwear, allied industries) 
• Textile production in Fabric production in Australia 
• Designers (trends, influences, factors affecting success/failure) 
• Government Assistance Packages 
• Free Trade 
• Quality Assurance 
• Sustainability and Ethics 

Techniques 

• Gathering, ruffles, flounces 
• Pleats and Tucks 
• Piping 

Patterns 

• Pattern Drafting (Bodice) 

Manufacturing 

• Quality Assurance 
• CAD/CAM 
• Homeworkers Code of Practice 
• WH&S 
• Intellectual Property (protecting fashion) 
• Labelling 

Management practices for technology teachers including safety and risk management, budgeting, selecting, storing, maintaining and replacing materials, equipment and other resources related to product design technologies. 

Learning and teaching strategy and rationale

A student-focused, problem-based learning approach is used in this unit. Students encounter concepts and principles of textile design and design theory through interactive lectures, concepts are discussed and broadened through analysis of specific case studies and further informed by independent research during development of design projects. In practical workshops students design, manufacture and evaluate textile items. Design thinking skills in textiles are introduced through a practice-oriented learning method. This method involves the parallel development of procedural and conceptual skills required for design, development and documentation of textile material products in technologies. Students develop solutions to textile design problems using a design thinking methodology and a user-centred design approach. They develop conceptual knowledge in textiles alongside procedural knowledge of textile material and manufacturing technologies through practical design projects. Students design, manufacture, communicate and evaluate itemsusing principles of textile design. These methods enable the development of conceptual, procedural and professional knowledge and skill which allows students to practice design thinking and problem solving in technologies contexts with textiles materials.

Mode:On campus lectures, and practical workshops.

Duration: Five hours per week for twelve weeks or equivalent.

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments used in this unit, as described in the learning and teaching strategy and the assessment strategy.

Assessment strategy and rationale

The problem-based learning strategy employed in this unit is supported by the integration of progressive authentic assessment tasks completed at critical points of the students’ learning. Theoretical conceptual knowledge and practical skills-based knowledge is developed on a three-stage learning model of acquisition, assimilation of knowledge and application. Initially students acquire industry knowledge in textiles by undertaking primary research during an industry visit, then secondary research to develop a contextual industry report on key concepts introduced in the lectures. They also undertake research and develop skills through textile laboratory and colouration experiments in the practical workshop classes. Advanced safe work practices are introduced in workshops and assessed through a hurdle task. Practical workshops provide opportunities for formative assessment which supportsassimilation of knowledge. Summative assessment aims to assess students’ application of knowledge and skills (conceptual, procedural and professional) and competenciesholistically using an integrated approach common in design education. This focusses on the assessment of an entire design activity rather than specific elements in isolation. In this unit the method aims to assess students’ achievement of a synthesis between design theory and practice in textiles. Therefore, the main assessment method used is design projects which include two components, design documentation folio and a designed and manufactured product or products. Folios document students design processes and include evidence of project definition, research, ideation, prototyping, iteration, critical evaluation and risk assessment.

Overview of assessments

Representative texts and references

Brahams, S. (2017). The fundamentals of quality assurance in the textile industry. New York, NY: CRC Press.

Bubonia, J. (2017). Apparel production terms and processes (2nd ed.). New York, NY: Fairchild Books.

Clark, M. (2011). Handbook of textile and industrial dyeing: Principles, processes and types of dyes. Philadelphia, PA: Woodhead Publishing.

Cheney, N., & McAllister, H. (2013). Textile surface manipulation. London: A. & C. Black.

Chow, P.S., Chiu, C.H., Yip, A.C.Y., & Tang, A.K.Y. (2018). Contemporary case studies onfashion production, marketing and operations. Singapore: Springer Singapore.

Cohen, A., Johnson, I., & Pizzuto, J. (2015). J.J. Pizzuto's fabric science (11th ed.). New York, NY: Fairchild Books.

Ha-Brookshire, J. (2017). Global sourcing in the textile and apparel industry (2nd ed.). New York: Fairchild Books.

Kadolph, S., & Marcketti, S. (2017). Textiles (12th ed.). Boston, MA: Pearson.

Sinclair, R. (2015). Textiles and fashion: Materials, design and technology. Cambridge, England: Woodhead Publishing Limited.

Thompson, R. (2014). Manufacturing processes for textile and fashion design professionals. New York, NY: Thames & Hudson.