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Pro forma Scheme Plan: Melanie Jones

Title of Scheme: No. of Lessons:6 Group: 2nd year

Printed textile wall Total Time: 6 hours No. of Pupils: 24
hanging inspired by
hat designs.
Students will explore screen print technique.
Students will experience the creative use of fabric, paper.
Students will learn about design ;motif; pattern; colour;
placement; stencil; composition of a textile piece through print
Students will investigate hat designer Philip Treacy within a
contemporary textiles

Overall Learning Outcomes for the Scheme:

• Student will understand and implement all techniques
through samples and making a printed textile piece
• Student will learn about fabric, motifs, colour and
composition for design
• Student will research Philip Treacy and key areas.
Investigating/Exploring/Creating (include illustrations, especially
your own work):

Hat designs and sketch by Philip Treacy

Philip Treacy hat are… bold; vivid; theatrical; imaginative

structure; unusual objects; couture; beautiful; unlikely bric –a-
brac sculptures; part of the fashion world but also cross
boundaries to visual arts; curvy; handmade creations; fun and
glamorous to wear; worn on and around the head.
• Investigating… the form and shape of hats looking at Philip
Treacy design work;
• Exploring…require the students: observation drawings from
hat shapes, design a motif; colour studies to be used in
2colour print for screen printed imagery.
Creating…require the students: observation drawings, tracing;
design motif; tracing; cutting shapes; translate own designs onto
fabric and printing, design mood boards; sample work for each
techniques, a visual interesting finished printed textile wall
hanging. This wall hanging will be rich; colourful; textured; bold;
bright; experimental; fabrics; printed imagery; and visual

Stencil technique with sponge Design work;

tracing; stencil cut

Stencil design; 2&3 colour print Stencil template

Screen printed imagery onto paper

Screen printing technique

• By the end of the teaching block each students will have

finished an individual quality piece: 1 x A3 printed textile
wall hanging which show evidence of all techniques within
the design.
• 2 x A4 observation drawings; 1 x motif studies; 1x colour
studies; 1 x mood board and final composition plan

Understanding/Evaluating: (include illustrations):

• Allowing for question and answer time after technical

demonstration and lessons.
• Evaluations through group reviews, research, homework,
design worksheets.
• Group presentation on research area.
• Students will show evidence of problem solving with relation
to their design work
• Exploring the work of Philip Treacy in relation to his
innovative hat designs

• Images sourced from internet and books on print,
contemporary textiles and designer Philip Treacy.
• Presentation on Philip Treacy designs
• record progress of students work using digital camera
• use of whiteboard to outline the structure of the lesson

Key words/phrases:
• Fabric, textiles
• Screen print, resist
• Design motif, translation simple lines, tracing
• Colour, composition
• Decoration, construction, deconstruction
• flowing shapes, form, balance, hats
• designers, contemporary textiles

Teaching/Learning Strategies:
• Presenting information on the subject matter and key areas
of learning through visual aids
• Describing the key area, techniques and subject matter
verbally and through observation drawings
• Demonstrations to the group explaining techniques and
• Homework will demonstrate if the student has grasp the key
areas during the lessons and further research will give the
students knowledge, skills and confidence.
• Students will create sample work and a final printed textile
• Reviews will be teacher led of students work and learning
throughout the whole teaching block

Materials: Selection of fabrics, screen printing materials and

equipment, craft knives and cutting board; scissors, pva, masking
tape, cartridge paper, fabric paint, cardboard, newspaper print;
tracing paper, paint, colouring pencils, wax crayons protective
cloth for surfaces light box; iron; hairdryers, string, pegs,
sponge, bucket, cloths and pens.
Safety Precaution:
• Safety talk and demonstration on correct use of craft knives, screen
printing equipment and cutting boards, and iron where applicable to
lesson plan.

• Two students have SN.assistant who accompanies them in
class. One student had a brain tumour and the other
student has asperser.
• Another student shows signs of dyslexia (ref: art teacher)
not been official diagnosed or assigned a SN assistant.
• Use key words on whiteboard to support and map out each
• Students will be encouraged to simplify design, textile piece
and techniques i.e. explore sponge printing. Select a range
of materials and techniques that will allow them to explore
these suitable to their individual capabilities.
• A4 laminated photocopies of visual images and worksheets
with key words.

Timeline/Sequence of Lessons:
Week One
Lesson 1 (single)
Introduce the subject matter, key words and hat designer i.e.Philip
Treacy. Group
work : hat designs by Philip Treacy given to each group to describe.
Present feedback to the group.
Homework: bring in an interesting hat and accessories from home
for observation drawings in next lesson.
Lesson 2 (double) – Construct and accessories own hat to use for 4
observation drawing and studies. i.e. shape and form, lines and
texture, colour studies, motifs and design
Using paper, pencils, fabric: Homework for lesson 3: complete -4
observation drawings for Friday.
Lesson 3 (Single) Review homework. Introduce design and
composition plan selecting students design work as examples.
Homework: 2 x A4 samples simply design and start collecting
imagery for mood board.

Week two
Lesson 4 (single) Review. Introduce key words associated with
screen printing i.e. positive and negative space and demonstrate
stenciling technique. Handout for group: Homework: prepare stencil
design for a 2 colour print.
Lesson 5 (double) Screen printing workshop. Demonstration on
screen printing technique i.e. how to use a screen, squeegee, inks,
cleaning procedures. Student will create a print based on own
design work. ( Continue screen printing in lesson 5(double lesson)
for unfinished prints)
Lesson 6 (single) Review prints; Introduce key areas for group
research for design board and mood board. Homework for Friday:
start on mood board for own design i.e. inspiration of hat design,
colour studies, drawings

Week Three
Lesson 4 (single) – Review. Introduce about presenting work:
Homework: design work
Lesson 5 (double) Screen printing workshop continued for designs
not completed. Students who have finished their prints will continue
to work on designs for mood board. Homework: finish mood board
and final work for lesson 6
Lesson 6 (single) Final work hand in: Group review and discussion

Assessment Rubric:
• Design concept/ creativity
• Technical skills and development
• Knowledge and understanding
• Effort/ commitment to project
• Evidence of Learning
Assessment rubric – 2nd year
print scheme – block 1
Design Concept/ Technical skills Knowledge Finished work Effort/
Creativity & development and (20) commitment to
(20) (20) understanding project (20)

Composition/Final Balance of colour; Design / research Worksheet support; Effort during class
Plan (5) shape; print; (5) Knowledge and And applying this to
placement (5) understanding of key homework (5)
areas (5)
Development of Design/drawing/ Key areas (5) Visual impact of finished Student taking on
ideas and samples textiles/ motif (5) piece; presentation (5) board guidance and
(10) evidence shown in
work (5)
Demonstrate Development of Print Student technical Works well
independent class work/ composition (5) response to composition individually and in
thinking (5) Homework (5) (5) group work (5)
Experiment with Techniques learnt Creative ideas and Enthusiasm
different mediums and Medium experimenting (5) throughout the project
and took time in used (5) and finished piece
creating the artwork. reflects students best
(5) work (5)