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Fibre landscape

Unit description

In this unit of work students will design, produce and evaluate a wallhanging using a variety of materials. Inspiration for the design will come from the local landscape. The theme of the work may tell a story, represent natural features, flora and fauna of local area or depict an aspect of the day to day life in the landscape. The students will explore Aboriginal people’s knowledge of the local environment and its resources, and how they apply this knowledge to their cultural practicesand design work.

Design project: Students design, produce and evaluate a quality wallhanging that reflects the local landscape. The work should use textiles and mixed materials and be developed using a design process.

Aboriginal perspectives

  • use of natural materials
  • living with the environment
  • identification and knowledge of local geographical features, flora, fauna
  • gender roles
  • sources of inspiration and design considerations for Aboriginal artists and designers.

Phases of learning: a design process

  1. Analysing problems, needs and opportunities
    Students will discuss the design project for this unit of work and establish the criteria for success. They will use a design folio as a document that provides ongoing evidence of the application of a design process and the specific technologies used in the wall-hanging project. Students will develop a case study of an Aboriginal artist/designer, including his/her sources of inspiration, techniques used, scope of work, functional and aesthetic aspects of the designs and considerations of ethics and protocols.
  2. Researching, generating and communicating design ideas
    Students explore the uses of fibres by local Aboriginal people. They will research the characteristics of a range of materials (including history, uses, range available, preparation of the materials, tools and techniques for construction). Students participate in a ‘nature walk’ led by a community member looking at local geographical features, native flora and fauna. They note these features on the nature walk as sources of inspiration for design ideas and add these to their design folio. Students use sketches to develop four different design ideas for surface decoration for the wall-hanging and evaluate these ideas.
  3. Experimenting and testing ideas
    Students will explore of a range of materials, tools and techniques. Students will experiment with traditional and non-traditional materials and techniques to produce surface decoration appropriate for a wallhanging. They will draw on results of experimentation to propose a final design solution.
  4. Producing, managing and evaluating the solution
    Students will determine limitations and resources required for the construction the design project. They follow an action and time plan for its development. Students select materials for construction of the project and produce the textile wall-hanging using the selected tools, materials and techniques. They will evaluate at each step of the design process, develop the design folio as a way of documenting the stages of the design process and evaluate the final solution in terms of the criteria for success.

Quality teaching framework

All units have been mapped to QT throughout.

Click here for QT details for this unit. (PDF, 19 pages, 604 KB) (refer to page 17).

Assessment

Assessment activity 1

Students develop a case study of an Aboriginal artist/designer, and illustrate it with examples of the artist’s work. They evaluate the appropriateness of the design solutions for the intended use.

Assessment activity 2

Students sketch local natural features, flora and fauna. They annotate these design inspirations in their folios, and use them to generate four different design ideas for a surface decoration for their wall-hanging project. Students evaluate and refine their design ideas.

Assessment activity 3

Students design, produce and evaluate a quality wall-hanging that reflects the local landscape theme. The work should use textiles and mixed materials and be developed using a design process.

Cross-curriculum content

  • ICT
  • Literacy
  • Eenvironment
  • Key Competencies
Unit of work
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