4 modern textiles ppt
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This document discusses using new technologies to improve GCSE grades in textiles. It provides examples of how technologies like CAD, CAM, digital printing and e-textiles can engage students and help improve their work. Specific software, tools and methods are described for teaching techniques like pattern making, embroidery and fabric manipulation digitally. The document emphasizes giving students ownership of their work through these technologies to help develop skills and produce high quality coursework.
4 modern textiles ppt
- 2. KS3 D&T • Importance statement • Key concepts • Key processes • Range and content • Curriculum opportunities
- 3. Textiles Technology GCSE Rescue – workshop Funded by the All Saints Educational Foundation – Created by Heidi Ambrose Brown
- 4. Using New Technologies to Improve GCSE Grades. This session should give you ideas for using new technologies within your teaching, which should motivate your students more and help them achieve their potential exam grades Research has shown that using ICT in teaching does have a positive effect on student motivation and achievement.
- 5. Definition: “New Technologies” Any means of communication other than paper and pen. For example…. • Software programmes • Internet • Audio • Visual • May require digital equipment • Should promote independent learning
- 6. Has using any “New Technology” made an impact on the quality of your students work? Or What type of “New Technology” would make a difference to your students attainment? Challney High School for Boys. Lanterns project. Ask during your professional practice serial visits
- 7. New Technologies: Teaching and Learning Teaching Learning • Specification • How do content Smart Generation Z • Transferable CAD access skills phones information? • Improve • How does this Creativity help them • Improve CAM Internet learn and Quality apply this information? E- School Textiles VLE
- 8. CAD in TEXTILES Expected use in KS3 curriculum & essential element at GCSE Paint Picasa Corel Draw Photoshop Illustrator Paintshop Pro Grid Magic 2D Design SpeedStep
- 9. CAD in TEXTILES WHAT DOES A TEACHER NEED TO SHOW STUDENTS? • How to select an object or section • How to copy and paste • How to group/ungroup • How to move the selection around the page • How to resize a selected object • How to mirror/rotate a selected object • How to add colour • How to add text Might be working from an original drawing done using the software or using an imported image from internet/previously saved document.
- 10. BASIC OFFICE SOFTWARE: CREATING A REPEAT PATTERN 1. PAINT 2. CLIP ART (Word or Publisher)
- 11. USING GRID MAGIC – GREAT FOR SEN STUDENTS Working with photos For more examples look on www.teachnet-uk.org.uk – search for PATTERN or GRID MAGIC
- 12. www.q4technologies.com download free trial version and pdf with prices. Also available from www.isub-education.co.uk
- 13. CAD in TEXTILES Use specialist/commercial software such as Speed Step or Illustrator: • Technical drawings • Repeat patterns and colourways • Presentation sheets Student Version can be • Logos loaned for NTU • Draping patterns onto photographs
- 14. The photograph of the sofa is already in the Speed Step library. Fabric can be draped three dimensionally to present the finished product.
- 15. For further information on Speed Step go to: www.digitaldandt.org or follow the link from www.data.org.uk by clicking on Curriculum Projects/Digital D&T.
- 16. WHAT IS YOUR D&T DEPARTMENT ALREADY USING? Often used to export work to laser cutter. Good for producing nets and technical drawing. Can also design interesting pattern fills very easily Often not used to its full potential Could another trainee help show you? Look at the tutorials in 2D Design – easy to follow.
- 17. CAM IN THE CLASSROOM What are the options? • Embroidery • Printing • Cutting
- 18. EMBROIDERY INDUSTRY CLASSROOM •Specialist software allows designs •Old method of scanning and to be created on screen, saved and saving to a card is being loaded into the embroidery machine superseded by software that •Single head machines for one-off allows the design on screen to be custom designs. More often multi sent directly to the embroidery head machines allow for many machine. products to be identically •One design at a time can be embroidered at the same time. stitched. •Designing embroidered motifs is a •Designs by students tend to stay complex method of laying down quite basic because it is quite stitches to the correct challenging to use the whole density, length and direction – in the range of the software. Good use right colour order. This will affect can be made of pre-programmed the final cost of production. designs.
- 19. EMBROIDERY Potential drawbacks for CAD/CAM through embroidery. •Software – check that it is suitable for your needs. Will it only work on certain models? •Cost of machines – often will do huge amount of different stitches/functions e.g. 8 different buttonholes. DO YOU NEED THEM? •Time – only one person’s design at a time. A 10 minute design turns into 30 minutes very quickly when consider setting up and stopping to change colours. •Threads – need a wide choice in stock in order for students to achieve their design. Money tied up in stock, could be put to better use? Logo showing variations in stitch direction and density
- 20. EMBROIDERY Be realistic and use your budget wisely •Avoid paying for expensive sewing/embroidery machines when you can get a dedicated Janome 300E embroidery machine for much Embroidery machine less - approx. £939 •Be brave and consider a part exchange on the embroidery machine that’s hardly ever used for a couple of simpler ones. •Make friends with a local dealer – after sales MC11000 service/advice is as important 120+ built in designs 300+ stitch options as price. Edit & combine facility £4495.00
- 21. What software do I use to design original patterns/logos? Usually a specific software package is linked to the make of the machine but now it is possible to export the design as a generic file e.g. JPEG so it could be used on other makes of machine. Janome’s Digitizer software: £849 Brother PE £949 These are the top of the range options – do you need them? Get a demo either on line or in a shop to decide which type of software you will use best.
- 22. Import image from Brother embroidery software into ProPainter, then create repeat and export back for digitising then embroidering Picture: Rose Sinclair
- 23. DIGITAL PRINTING What is it? 2 Types DIRECT METHOD INDIRECT METHOD – KNOWN AS DYE •Use Reactive Dyes in the printer. SUBLIMATION PRINTING •Fabric has been pre treated to • Use Disperse Dyes in the printer. accept the dye. •Can only print onto materials containing a •Fabric is ironed onto paper polymer e.g. polyester, acrylic. Dye will not backing to help it pass through the adhere to natural fabrics. printer. •Print onto dye sublimation paper first. •A wide variety of fabrics can be Then apply design using a heat press. printed. •Resulting fabric is fast and needs no •Printed fabric needs to be fixed further processing. by steaming. •Can use this method to print onto wide •Only printing onto fabric – not range of pre made imprintables and other products. materials e.g. plastic, wood.
- 24. Direct digital printing onto fabric Bullet steamer approx. £1300 Set up costs are a lot more than dye sublimation. Contact R.A. Smart for up to date details.
- 25. DYE SUBLIMATION PRINTING In the classroom, this equates to putting sublimation ink on paper using a digital printer and applying heat and pressure using a heat press to sublimate the image to the chosen substrate (end product). www.isub-education.co.uk is a good starting point for more information and prices. DO NOT BUY OFF E-BAY AND ALWAYS BUY THE PRINTER AND THE INKS FROM THE SAME SUPPLIER. TIP: Look at the starter packs as they offer the best value. Go for at least A3 printer. Gel printers are more expensive but much better in schools
- 26. How does Sublimation printing improve GCSE results? • Gives students ownership of their work. • Can design their own fabric and actually use it on their coursework • Develop problem solving skills when considering type of fabric to use, size of pattern repeat and size of heat press bed. • Produce relevant printing tests on different types of fabric, at different temperatures/timings. • Easy to modify their ideas and try different ideas. • The above can all be easily recorded as part of controlled assessment folder. • Relatively inexpensive process that be used to transform remnant fabrics/up cycling old ones. Creating fabric for a small embroidered felt bag.
- 27. DIGITAL PRINTING ONTO COTTON CHROMOBLAST • Same principle as dye sublimation printing onto polymer based materials: i.e. indirect printing method onto paper then heat transferred to fabric. • Separate printer is required as the inks are different – not disperse dyes. You cannot alternate between the two systems on one printer! • Benefits: soft touch to fabric (no hard vinyl feel to print), no weeding out of fine details (when using fabric vinyls), not messy, no ink wastage – only use what you need, can use existing heat press. • Drawbacks: designed for cotton so limited range of use (compared to general dye sublimation), need to buy new printer as the inks are specially designed to form chemical bond with cotton.
- 28. PRINTING ONTO COTTON Chromoblast gives option to have detail around edges. Fully washable product. Investment to set up. DIGICOAT – spray that can be applied to anything which will fit under the heat press. Adds polymer based film to surface that enables “usual” sublimation printing to work. Great for T-Shirts and only £14.95! See www.isub-education.co.uk
- 29. CUTTING KNIFE LASER Camm 1 Cuts intricate Vinyl Cutter designs Cuts vinyl, H&S – check non wovens fumes! Both give accuracy to GCSE controlled assessment work.
- 30. Is a machine like this somewhere in your department? Is it still used – or has the laser cutter taken over? Get it in the Textiles room! Pelmet Vilene can be cut out and coloured. Basic net for a lantern.
- 31. Incorporating “New Fabric Technology” in GCSE work. How do you actually get to use it in students’ work? Is it easy to get hold of ? Do you have to buy it in large quantities? Is it too expensive?
- 32. E-Textiles to the rescue! • Allows students to make interactive textiles products • Inexpensive – you don’t need large quantities per student • Makes use of textiles components as switches e.g. metal zips, poppers • Easily buy conductive thread, fabric and Velcro from educational suppliers. Mini Mii toys – squeeze the phone/camera and it will play a tune and eyes flash. Lanterns made in a day by teachers
- 33. New Technologies: Teaching and Learning Teaching Learning • Specification • How do content Smart Generation Z • Transferable CAD access skills phones information? • Improve • How does this Creativity help them • Improve CAM Internet learn and Quality apply this information? E- School Textiles VLE
- 34. USING “NEW TECHNOLOGIES” TO MAKE LEARNING MORE INTERESTING USE ON SMART PHONES CAN GET GENERAL NOT SPECIFIC TEXTILES ONES e.g. Fashion APPS FOR GCSE network, Fashio n terms. TEXTILES USE ON I- PAD
- 35. USING THE INTERNET • PODCASTS – little specifically on GCSE Textiles but might find more regarding general textiles. Learn how to create your own! • YOU TUBE – great for quick visual information on all sorts from techniques to yarn production. • SPECIFIC SEARCHES – give key words to get students started. E.g. E- textiles and see where it takes them. Make their own presentation on what they discovered. • SPECIFIC WEBSITES – e.g. Cute Circuit, Instructables (with key words also here) Appeal to Generation Z and how they access information. Encourage them to get motivated and want to find out more.
- 36. SCHOOL VLE Many school websites have been transformed recently to hold information on different layers: for public, for parents, for pupils/staff. • Exemplar work • GCSE specification • Revision planning • Exam dates • Supporting materials for different topics Think about what format you would use for this: • Power Point slides • Photographs as starting points • Video clip • Podcast
- 37. With thanks to our funders
Editor's Notes
- #5: Host of meeting - Louise