Discussion Forum Teaching Resource Pack Fashioning Science

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1 Discussion Forum Teaching Resource Pack Fashioning Science

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3 Introduction Introduction to the RSE The RSE is an educational charity providing public benefit throughout Scotland. The RSE was established in 1783 and currently has more than 1600 Fellows (members), who are based in Scotland, the rest of the UK and beyond. Fellowship includes people from a wide range of disciplines - science & technology, arts, humanities, social science, business and public service. Well-known Fellows include J.K. Rowling, Peter Higgs (Nobel Laureate in Physics), Ian Wilmut (creator of Dolly the Sheep), James Macmillan (composer), Ian Rankin and David Attenborough. We are grateful to our Fellows for the time they give, for free, to support and enable the delivery of the RSE activities. Introduction to the RSE s Young People s Programme The aim of the RSE s Young People s Programme is to inspire and motivate school pupils by providing free educational events throughout Scotland. Through the Young People s Programme, the RSE aims to actively promote the education of young people and to stimulate and develop interest in science, society, culture and the arts across all age groups. The programme is made up of four core activities: Start-up Science Masterclasses; School Talks; a Discussion Forum; and a Christmas Lecture. Additionally, other events may take place throughout the year. We also have a YouTube series called Quiz-a-Whiz. The idea is really simple: we invite school pupils to submit questions to one of our experts and we record an answer to it. Our whizzes included Nobel Laureates, bestselling authors, famous painters, TV personalities and world leading scientists. If you are interested in learning more about any of our school activities, or would like to book one of our school talks, please contact our Schools Programme Officer, Patrycja Kupiec at pkupiec@royalsoced.org.uk. The RSE s Young People s Discussion Forums Every year, the RSE runs a day of discussion with students, in a different location each time. The discussions are topical and delivered by expert speakers. Last year s event used parkour and dance to illustrate different aspects of human movement such as balancing, jumping and spinning, and looked into the science behind these movements. The event gave pupils the opportunity to try these moves out with the help of trained professionals and allowed them to explore potential careers that could come from studying these subjects further. The event also gave pupils the chance to investigate and discuss a range of topics associated with these physical activities, to gain a better understanding of the connections between these movements and our sensory organs. The RSE produces a Resource Pack from each event, allowing teachers to use these curriculum-linked resources to run a debate or discussion in their own classroom.the resource pack from last year s event can be found from the following link:bit.ly/1mabrjw 1

4 This Resource Pack This Resource Pack has been produced using information and live video footage from the 2014/15 RSE Young People s Discussion Forum, Fashioning Science, which took place on 19th February 2015 at Galashiels Academy, Elm Row, Galashiels, Selkirkshire and was held in collaboration with Edinburgh College of Art s Textiles and Fashion departments. The event aimed to investigate the links between fashion and science by focusing on a range of different themes related to sustainability, ethics and environmental concerns. The event was interactive, hands-on and introduced pupils to some of the important issues in the fashion and textiles industries today. It also gave pupils an insight into possible career paths related to these subjects. This resource pack is split into six sections: Section 1: Introduction to Event Section 2: Introduction to Themes Section 3: Practical Workshop. Section 4: Discussion and Presentation Session Section 5: Career Stories. Teachers may wish to skip straight to section 5 if using this pack for career information Section 6: Useful Resources This pack demonstrates close links between science and art, and it focuses on practical applications of both. The pack also includes a section on potential careers, which might be particularly useful for pupils who have not yet decided what subjects they want to take at a higher level, or pupils who are thinking about further studies. 2

5 Learning Outcomes This pack supports CfE level 4 outcomes related to the following areas: Expressive Art Health and Wellbeing Science Social Studies English This pack can also help pupils develop and enhance the following skills: Leadership Skills Career Management Skills Personal Learning Planning Working with others Thinking Skills Numeracy Skills Enterprise and employability 3

6 Contents Section 1 - Introduction to Event 5 Section 2 - Introduction to Themes 6-7 Section 3 - Practical Workshop 8-10 Section 4 - Discussion and Presentation Session Section 5 - Career Stories Section 6 - Useful Resources Acknowledgements The Royal Society of Edinburgh (RSE) 2014/15 Discussion Forum Fashioning Science was supported by the Darwin Trust of Edinburgh The RSE would also like to thank: Lindy Richardson Programme Director in Textiles, Edinburgh College of Art Wendy McMurdo Artist, Photographer and member of the RSE s Young People s Committee Natalie Adamson-Wain Freelance Designer Lyndsay Mackie Textiles Artist in Residence, Edinburgh College of Art Ninela Ivanova Design PhD student at Kingston University The 3rd year Textiles Students from Edinburgh College of Art Staff and students at Galashiels Academy 4

7 Section 1: Introduction to Event The following video gives a general outline on the event by Lindy Richardson, Programme Director of Edinburgh College of Art. The 2014/15 Discussion Forum The live discussion event Fashioning Science took place on 19 February 2015 at Galashiels Academy. The event was organised by the Royal Society of Edinburgh in collaboration with Edinburgh College of Art s Textiles and Fashion departments and kindly supported by the Darwin Trust of Edinburgh. The day began with an introduction to fashion and how the subject was closely linked to science. This was done by introducing pupils to the following themes: The Fashion of Science: How can Clothes Give Back to Society? The Ethics of Fashion: What are the Ethical Questions Regarding Fashion and Manufacture? The Aesthetics of Fashion: How can the Natural World Inform Fashion? The Biology of Fashion: How can Biological Organisms Inform New Materials and Processes for Fashion Fabrication? The Sustainability of Fashion: What can the Fashion Industry do to reduce its Environmental Impact? The pupils were then split into five groups and were given the opportunity to explore the themes through a practical workshop which involved the pupils transforming plain white shirts into something which demonstrated their allocated theme. Section 3 provides details to allow teachers to recreate these activities. The purpose of the practical session was to get pupils to consider the themes in hands-on activity, in order to establish the link between fashion and science and get pupils to think about fashion in a more scientific way. Once the practical session came to a close pupils were given the opportunity to discuss and explore the themes more generally with the Textile and Fashion undergraduate students from Edinburgh College of Art. This was to encourage the pupils to ask new questions and consider new ideas with young people they could relate to in order to present their thoughts to the rest of the group (see Section 4). The event encouraged pupils to think about science in a new way and gave pupils the opportunity to explore issues which may help them identify new career paths and identify the subjects and skills which may be relevant for their future careers (see Section 5). 5

8 Section 2: Introduction to Themes This section gives a brief introduction to the five themes which are explored throughout the Resource Pack. The themes are all linked together; however, if you would like to choose one theme to focus on, this section will give you a brief overview of each. If you would like more information on the theme please see Section 5 where you will also find video interviews with speakers and students. There are numerous of examples which support these themes. Please see Section 6 for more sources of information. The Science of Fashion: How can Clothes Give Back to Society? Science behind fashion is extremely important for society and it can be incredibly beneficial. Science has allowed the creation of fireproof, bulletproof, breathable, waterproof and insulating clothing. New manufacturing processes such as laser cutting and machine weaving have enabled cutting-edge uses of these materials, such as prosthetic legs created by weaving carbon fibre composites, and fire proximity suits by using Kevlar (woven material with a laminate finish and reflective aspect, which is also fireproof and bulletproof). There are also exciting developments in the study of environmentally friendly materials, such as biodegradable materials like jute. The Ethics of Fashion: What are the Ethical Questions Regarding Fashion and Manufacture? Fabrics can be manufactured in a variety of ways before being sent out to factories. Some manufacturers produce fabrics in an ethical manner with Fairtrade regulations. For example, people working on cotton farms are guaranteed decent working conditions, fair terms of trade, and receive a minimum wage. Many high street retailers, on the other hand, often operate under poor ethics. Working conditions in these factories can be dangerous, with long hours and hourly wages as low as 10p. High street companies argue that they are providing job opportunities that would otherwise not exist; however, they are earning huge profits in comparison to workers. Pupils may not be aware of how far their clothes have travelled and the working conditions people have to undergo in order to produce everyday items. Some companies promote ethical trade at all levels of production, but how can we as consumers make our voice heard in the debate for fairer working conditions? 6

9 The Aesthetics of Fashion: How can the Natural World Inform Fashion? The natural world is very important to the fashion industry. Natural fibres come from plants and animals; e.g., cotton from cotton plant, silk from silk worms. Whereas synthetic fibres are manufactured using plant materials and minerals e.g. viscose comes from pine trees, nylon and polyester come from oil and coal. What does this mean for the future of fashion and what influences do our fashion choices have on the environment? Many fashion designers are influenced by the natural world. Alexander McQueen s Plato s Atlantis collection is influenced highly by nature, not just in the print, but also the pattern and shape of his garments. One question which you can put to pupils is; how and where does the fashion industry use the natural world as a source for fashion inspiration? The Biology of Fashion: How Can Biological Organisms Inform New Materials and Processes for Fashion Fabrication? How can fashion be inspired by nature and biological processes? In recent years fabric, has been redefined by revolutions in material processes. Advances in biotechnology and synthetic biology are increasingly inspiring designers to create new fabrics made from living organisms. Designers are drawing upon an alternative range of raw materials, such as bacteria, skin, bone tissue and fungi for producing clothing. In light of environmental concerns, sustainability, and our future wellbeing, it is considered that the impact of such methods may be kinder to the planet. Is this something that pupils would be willing to wear? The Sustainability of Fashion: What can the Fashion Industry Do to Reduce its Environmental Impact? The fashion and textiles industry is incredibly wasteful and there are dangerous risks placed on workers abroad. Companies save money by manufacturing abroad; however, they cause more damage to the environment as they do not use the same disposal methods as the UK and more CO 2 emissions are involved with the transportation and disposal of goods. Many new designers are experimenting with recycled goods, which is much more eco-friendly, but is there anything we can do to help the environment? 7

10 Section 3: Practical Workshop This section will inform teachers how they can recreate the practical session which took place in the Fashioning Science Event held at Galashiels in early A brief introduction to the practical session can be found at the following link: The purpose of the practical session was to encourage the pupils to think about the link between fashion and science first hand. This session gave pupils the opportunity to communicate what they had learnt earlier on that day through the redevelopment of white shirts. During the event, the class of 35 pupils were split into five groups of five pupils, and each group was told to focus on one of the five themes. Depending on what themes you want to focus on, you may choose to give the whole class the same theme or, alternatively, choose two or three different themes. There are links between all the themes, so teachers can focus on as many or as few as they wish. Once pupils have been split into their groups, each group should receive a pack. The packs should include the following items: - 2 plain white shirts - Heat transfer papers - Dispersed dyes - Cold water dyes - Several different scraps of material Other items which may be required during the practical are as follow: - Scissors - Glue guns - Mannequins (not essential) - Staplers - Scalpels/craft knives and cutting mat (not essential) - Buckets or plastic crates for dyeing fabrics - Iron and ironing board - Scrap paper - Newsprint paper - Paint brushes - A3 and A4 paper When the groups receive the pack, they are then free to re-image their white shirts. The shirts that were created following the event in Galashiels can be viewed below to get an idea of the type of designs which were produced: Learning Outcomes This section is thought to help achieve the following outcomes: EXA 3-02a/ EXA 4-02a, EXA 3-03a/ EXA 4-03a, EXA 3-04a/ EXA 4-04a EXA 4-05, EXA 4-07a 8

11 The shirt on the right was produced by the group looking at the science of fashion. This group was particularly interested in sport fashion and decided to upcycle this shirt into one suitable for sports. The group thought about what material would need to improve its performance. For example the group added extra padding to the shoulders for sports such as American football. The shirts on the left were created by the group looking at the ethics of fashion. This group wanted their shirts to reflect the child labour and poor working conditions to which the workers are subjected in order to produce garments to be sold in our country. The shirt on the right was created by the group looking at the aesthetics of fashion. This group created patterns and textures which were closely linked to those you would find in the natural world. This group thought a lot about how the natural world is affected simply to make clothes look aesthetically pleasing, and also tried to reflect this in their redesigned shirt. 9

12 The shirts to the left were created by the group looking at the biology of fashion. This group wanted to reflect how nature, the environment and fashion are connected. This group also investigated how different types of material were affected by dyes and used them to decorate their shirts. The shirts on the right were created by the group looking at the sustainability of fashion. This group focused on reducing waste by using old materials to create new sleeves, and they also attached heat transfer papers, which they had used to put different shapes on the shirt, instead of throwing these sheets away. 10

13 Section 4: Discussion and Presentation Session This section explains how the activities discussed in Section 3 can be developed into a presentation and discussion session. So far, the pupils have been introduced to the theme(s), and have redeveloped white shirts to reflect important issues regarding this particular theme. Pupils are now asked to discuss their themes within their groups, and then present their thoughts to the rest of the class. During the presentations, pupils should refer to their redesigned shirts, and explain why they designed them the way they did, and how they used the design process to illustrate issues related to their theme. This section has video clips from ECA Textiles students and staff from the day who will explain each theme. These clips give an introduction to what each theme covered, what their group of pupils came up with, and what knowledge and skills pupils learnt from taking part in this activity. Through this section teachers will find links to video clips, summary points and questions they may want to put to pupils while discussing each theme. Learning Outcomes This section is thought to help achieve the following outcomes: English: LIT 3-02a/ LIT 4-02a, LIT 3-08a/ LIT4-08b, LIT 3-09a/ LIT4-09a, LIT 3-10a/ LIT4-10a Science: SCN3-04b/ SCN 4-04b, SCN3-05b/ SCN 4-05b, SCN 4-14a, SCN 3-20a/SCN 3-20b/ SCN 4-20a Social Studies: SOC 3-04a/ SOC 4-04a/ SOC 4-04c, SCO3-05a/ SOC4-05a,SOC4-05b SOC 4-05c, SOC 3-08a/ SOC4-08A, SOC4-09a, SOC4-09b, SOC3-10a/SOC4-10a, SOC 3-11a/SOC4-11a, SOC3-16a/SOC4-16a, SOC3-19a/SOC4-19a, SOC3-20b/SOC4-20a/ SOC4-20c 11

14 The Fashion of Science: How can Clothes Give Back to Society? Please see the following link for a video clip on this theme: Summary Points from The Fashion of Science Video This theme looks at how fashion and science are linked and how this is benefical for society This theme gives teachers the opportunity to investigate different types of materials, manufacturing processes, and the key advancements that have been made in these areas Teachers can also investigate how science feeds into the aesthetics and practicalities of fashion Example materials, which could be investigated further, include Kevlar or carbon-based fabrics Questions Teachers may want to put to pupils How can fashion benefit society? What scientific advances in manufacturing of fabrics are you most excited about, and why? The Ethics of Fashion: What are the Ethical Questions Regarding Fashion and Manufacture? Please see the following link for a video clip explaining the theme and how the group of pupils approached this theme during their practical and discusssion. Summary Points from The Ethics of Fashion This theme allows teachers to investigate the ethical issues related to the manufacturing side of fashion, including manfacturing processes for different fabrics prior to creating garment Teachers can look at examples of ethical and unethical manufacturers Difference in pay and standards between this country and countries where pupils clothes come from Pupils can be made more concious of where their clothes come from and how much waste is created from producing the most basic items of clothing Questions Teachers may want to put to pupils What can manufacturers and customers do to make sure that clothing we wear is produced ethically? What are the damaging patterns of modern fashion consumption? Would you be willing to pay more for clothing that puts the wellbeing of the people behind the fashion first? 12

15 The Aesthetics of Fashion: How can the Natural World Inform Fashion? Please see the following link for a video clip explaining the theme and how their group of pupils approached this theme during their practical and discusssion. Summary Points from The Aesthetics of Fashion This theme explores how fashion is influenced by both aesthetics and practical considerations Teachers can discuss the properties of different fabrics, for example waterproof and reflective fabrics, and consider how these could have been inspired by nature They can also investigate what scientific advancements and technologies enabled the creation of these fabrics Pupils can consider their own motivations for choosing clothing Questions Teachers may want to put to pupils What is more important in fashion, aesthetics or practicality? How does the natural world influence fashion? What are the possible issues with using synthetic fabrics? The Biology of Fashion: How can Biological Organisms Inform New Materials and Processes for Fashion Fabrication? Please see the following link for a video clip explaining the theme and how their group of pupils approached this theme during their practical and discusssion. Summary Points from The Biology of Fashion This theme focuses on links between nature, environment and clothing Teachers can discuss natural plant-derived materials, such as cotton, silk and linen, and animalderived materials, such as leather and fur They can also investigate how biological organisms can inspire new fabrics The group can the consider ethics behind using natural fabrics Questions Teachers may want to put to pupils How can fashion be inspired by biological organisms? Are natural fabrics more ethically sound than synthetic materials? How we can use science to create new natural fabrics? 13

16 The Sustainability of Fashion: What can the Fashion Industry do to reduce its Environmental Impact? Please see the following link for a video clip explaining the theme and how the group of pupils approached this theme during their practical and discusssion. Summary Points from The Sustainability of Fashion This theme explores the environmental cost of making clothing Teachers can discuss the processes involved in making clothing, from dyeing the fabric to transport to stores, and consider the environmental impact of each of these stages The group can investigate how this impact can be reduced; for example, by recycling clothing, buying vintage clothing, donating used clothing, mending clothing instead of throwing it away etc. Questions Teachers may want to put to pupils Is the fashion industry damaging the environment? In what ways? What can you do as a consumer to reduce the environmental impact of the fashion industry? Should there be laws regulating the environmental impact of fashion? 14

17 Section 5: Career Stories In this section, pupils will be introduced to potential career paths in this area. Each speaker will explain why they chose their career and feed back any advice that they would give to young people leaving school today. Class Activity Before showing the videos to the class, teachers may want to introduce pupils to the different careers about which they are about to hear and encourage pupils to think about what each career involves, as well as the skills and subjects essential for each. Pupils may be surprised to find out how different their thoughts are to the reality of these careers. Learning Outcomes This section is thought to help achieve the following outcomes: HWB 2-20a/HWB3-20a/ HWB 4-20a, HWB 3-19a/ HWB4-19a, EXA 3-01 a/ EXA 3-01b/ EXA 4-01a 15

18 Ms Lindy Richardson Programme Director of Textiles at Edinburgh College of Art For an introduction from Lindy on her career, please see the following link, Important notes from Video 1. What Lindy s role involves Lindy works with students to develop projects; she is responsible for maintaining industrial contacts for the university; and she also works on her own research projects. 2. As a Programme Director, she coordinates everything according to the vision she has for the Textiles Department. This is developed in collaboration with students, staff and the wider community to try to get the best for the the Department. 3. What skills are needed for Lindy s job? Communication skills are incredibly important, as well as the ability to plan ahead. 4. Most rewarding part of Lindy s job? Seeing her students graduate every year. 5. Most challenging part of Lindy s job Negotiation and being able to work with a range of people. 6. Lindy would tell her younger self to calm down, and concentrate on living in the present with an eye on the future. Ms Ninela Ivanova PhD Student, Kingston University For an introduction from Ninela on her career, please see the following link, Important notes from Video 1. Ninela s career path Ninela has completed Undergraduate and Master s courses in fashion, and is now working on her PhD in design. This has helped Ninela develop a range of skills, as well as professional qualities. 2. Ninela believes that in order to have a successful career in fashion, one needs to have skills in art and design. Social skills are also important to engage with a wide range of people. Excellent communication skills (both oral and written) are essential to communicate ideas effectively. 3. Ninela feels that to prepare for an academic career, pupils need to listen to current experts before formulating opinions and be bold when expressing these opinions. It is also important to be openminded and curious. 4. Ninela would tell her younger self to have fun and be open to exploring different paths.do not be afraid to fight your battles. If you have a passion for something, then follow it! 16

19 Ms Natalie Adamson - Wain Freelance Fashion Designer For an introduction from Natalie on her career, please see the following link, Important notes from Video 1. Natalie s role is to produce fashion for textile prints based on current fashion trends and seasons. There is a lot of technology involved to design the prints, and she often uses a computer design programme called CAD, and Photoshop. 2. Natalie feels that university can be tough to get into, but there are other ways to get into a career such as hers. For example, Natalie went to college and completed an HNC and HND before entering university, which helped to build her confidence. Natalie urges young people to think about what they really want to study before siging up to something for the next three or four years, and then changing their minds. If you can, do extra work outside of the university to show that you are truly passionate about the subject; for example, you can keep a sketchbook of your design ideas. 3. Most rewarding part of Natalie s job It is hard work, but it pays off. Opportunity to travel and to meet new people. 4. What skills are needed for Natelie s job? Hard-working, and willing to put in extra hours. Determined, and thick-skinned to deal with criticism. People s person to get on with different types of people. And finally, always stay positive! 17

20 Section 6: Useful Resources This section lists useful resources for each discussion topic. Teachers might find it useful to read some of these resources before running the activities, so that they can gain more knowledge on this subject area. These resources could also be given to pupils, or could be used as a back up if pupils are unable to find their own information. Teachers do not have to use these resources, but they are supplied for extra support. 1. Fashion and Science The website of the project, in which the world of scientific discovery offers inspiration for the innovative minds of fashion designers - Includes a useful introductory video explaining the aims of the project. A line of clothes that can purify the air we breathe html An article about spill, stain, and odor repellent fabrics articles/ /these-shirt-makers-claim-they-can-get-you-through-the-workday-sweatfree A blog on interactive fashion Solar panels and clothing 2. The Ethics of Fashion A downloadable resource pack on Fairtrade textiles Victoria and Albert Museum intro to Ethical Fashion articles/w/what-is-ethical-fashion/ Articles on ethical fashion 3 & 4. Fashion and Nature A handbook on natural dyes handbook In this Planet Science resource, an introduction on natural and synthetic dyes leads on to activities in which students devise an experiment for making a natural dye uk/rx5uu Microalgae dyes Jellyfish leather A TED talk by the co-founder and CEO of Modern Meadow andras_forgacs_leather_and_meat_without_killing_animals?utm_campaign=&utm_ content=awesm-publisher&awesm=on.ted.com_forgacs&utm_medium=on.ted.comstatic&utm_source=modernmeadow.com 18

21 Section 6: Useful Resources 5. Sustainable Fashion Activity pack in which students are challenged to design and make good quality textiles from some throwaway textiles collected from home or bought from a charity shop nationalstemcentre.org.uk/elibrary/resource/1642/reusing-textiles-waste-to-wear A blog by the Centre for Sustainable Fashion Eco Fashion Guide Sustainable and ethical fashion Articles about sustainable fashion 19

22 Supporting Organisations The Royal Society of Edinburgh wishes to acknowledge the support of: Edinburgh College of Art Kingston University The Darwin Trust of Edinburgh 20

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24 The Royal Society of Edinburgh George Street EDINBURGH EH2 2PQ T F E. The Royal Society of Edinburgh, Scotland s National Academy, is Scottish Charity No. SC000470