-SQA-SCOTTISH QUALIFICATIONS AUTHORITY. Hanover House 24 Douglas Street GLASGOW G2 7NQ NATIONAL CERTIFICATE MODULE DESCRIPTOR

Transcription

1 -SQA-SCOTTISH QUALIFICATIONS AUTHORITY Hanover House 24 Douglas Street GLASGOW G2 7NQ NATIONAL CERTIFICATE MODULE DESCRIPTOR -Module Number Session Superclass- JK -Title- DESIGN AND FASHION ILLUSTRATION OF CHILDREN -DESCRIPTION- Purpose This module was designed as part of a two year course in fashion technology. It is intended to be taken in conjunction with practical skills modules such as Garment Pattern Construction: Children's Wear and Garment Pattern Machine Sewing Skills: Children's Wear. It introduces the student to the special requirements of design and illustration of children's fashion garments. Preferred Drawing Skills: Figure/Life Drawing 1. Entry Level Learning Outcomes The student should: 1. apply knowledge of changing proportions of children to fashion illustration; 2. illustrate a garment, both plain and patterned, on a figure in a variety of different poses; 3. design a range of co-ordinated garments for children. Content/ Relating to Learning Outcomes 1-3: Context Current legislation relating to copyright and the acknowledgement of other people's work should be known and followed at all times. Legislation and

2 regulations regarding materials, etc. permitted in children s' wear should similarly be known and observed. 1. Methods of sizing children s wear employed by retail outlets such as height, average measurements and age of child, figure size charts from design and pattern construction text showing head/body ratio sizes standard balance lines, size of head, length of arms, body, legs and feet in relation to a variety of age bands eg. 2-3, 4-5, 6-7. The study of the stylising of children in fashion drawing using children s books, comics, catalogues, fashion and trade magazines. 2. The observation and drawing (from life, models or photographs) of a child in a garment in a standing position from the front, side and back. The child in action poses such as running, playing, or sitting. The study of different patterns (checks, stripes and florals) on a garment when the figure is in movement ie. the effect of folds, draping, gathering and stretching of patterned fabric. 3. The tactile quality and application of a variety of fabrics to the design of children's wear ie. denim and corduroy for dungarees and jackets, cotton voile for dresses, blouses and shirts, and knitted cottons for T-shirts sweatshirts and tracksuits. Several ranges of co-ordinated garments by retail outlets produced such as Mothercare, Bennetton, Marks and Spencer. Suggested Discussions could take place on the various Learning methods of sizing of children s' wear. The tutor and or students could contact companies who use Teaching different methods of sizing, ie. Marks and Approaches Spencer, height, age and chest, measurement; C & A, height and age and Clothkits use age only. (Research could be made in conjunction with communication studies). The tutor could prepare standard average figure size chart which cover a variety of agebands. These charts could have information on head/body ratios, standard balance lines. Students should be encouraged to observe the proportions of children by visiting a school or playgroup and sketching, or photographing the children in static and action poses. They should be encouraged to collect source material using photographs and catalogues such as Littlewoods, Mothercare and Clothkits and international children s wear magazines. -2 -

3 The tutor should supply the student with a variety of different weights and textures of fabric and explore with student their possible practical uses related to design. Students should be encouraged to find their own fabrics suitable for children's wear taking account of safety and legislation and regulations, for example, flammability They could produce a booklet with fabric samples and relate them to types of garments by such as Marks and Spencer, Mothercare or Benetton. Visits to wholesale agents or local designer manufacturing units would ensure the student is aware of market trends in design and co-ordination. The student should be encouraged to collect samples of fashion drawings of children. Examples of fashion illustration should be supplied by the tutor covering a variety of drawing and painting techniques i.e. felt pens, water colour pencils, gouache, airbrush etc. A wide range of presentation techniques could be demonstration, window and spray mounting, use of coloured paper in double mounting, attachment of fabric trimmings. Assessment Procedures Acceptable performance in the module will be satisfactory achievement of the performance criteria for each Learning Outcome. The following abbreviations are used below: LO Learning Outcome IA Instrument of Assessment Performance Criteria LO1 APPLY KNOWLEDGE OF CHANGING PROPORTIONS OF CHILDREN TO FASHION ILLUSTRATION (d) states the factors which determine the sizing of children's wear; states the typical head/body height ratio for children of various ages; produces line drawings of children of various age bands with correct proportions; uses stylisation in children's fashion illustration. -3 -

4 IA Assignment: The student is presented with an Assignment containing four items (questions or tasks) which allow the student to demonstrate mastery of each Performance Criterion. The student may also have access to a range of children's fashion source material. Satisfactory performance will be demonstrated by the student: (I) (ii) (iii) (iv) listing 3 factors for ; correctly identifying ratios at 3 ages at 2 yearly intervals for ; producing diagrammatic drawings of children at 3 ages for ; producing a drawing from source materials with 3 stylised features annotated; LO2 ILLUSTRATE A GARMENT, BOTH PLAIN AND PATTERNED ON A FIGURE IN A VARIETY OF DIFFERENT POSES. draws back, front and side views of a child wearing an outfit; draws the outfit on a child in a variety of action poses; illustrates how different patterned fabrics change in different positions. IA Project: ` The tutor presents the student with a brief closely modelled on the Performance Criteria. The tutor will provide models or source material. Satisfactory Performance will be demonstrated by the student presenting a folio of 9 drawings based on the 's as follows: (I) (ii) (iii) back, front and side views of same garment (3 drawings); same garment in different action poses (3 drawings); draped fabric showing change in texture (1 drawing); -4 -

5 (iv) 2 draped fabrics showing change in pattern (one geometric, one other) (2 drawings). LO3 DESIGN A RANGE OF CO-ORDINATED GARMENTS FOR CHILDREN. suggests appropriate fashion use for a number of different textured fabrics; balances colour and pattern in designs or a range of co-ordinated garments; incorporates a knowledge of children's proportions in the design of garments. IA Restricted Response Questions. The student will be given 10 samples of fabrics of different textures and weights and will be asked to suggest a suitable fashion use for each. From these 10 samples the student will illustrate a fashion use for 3, to be agreed by the tutor. Satisfactory performance will be demonstrated by the student suggesting a suitable fashion use for each fabric and illustrating the use of 3. Project The student will be presented with a swatch of 3 fabrics of different weights, textures and patterns, The tutor will present the student with a brief, closely modelled on and, which requires the student to use the given fabrics in a co-ordinated range children s' garments for a specified age range. The brief will require the student to design and illustrate 5 outfits with interchangeable items. Satisfactory performance will be demonstrated by the student illustrating designs for 5 outfits using the given fabrics. Each outfit will show appropriate use of fabrics, a balanced use of colour and pattern and correct use of children's proportions in the illustrations. The given fabric swatches will be attached to the final presentation. Copyright SQA