District Name : Okanagan Skaha
District Number : 67
Developed by : Pat Mayne
Date Developed : Feb. 22, 2004
School Name : Penticton Secondary School
Principal’s Name : Peter J. Corcoran
Board/Authority Approval Date :
Board/Authority Signature :
Course Name : Textile Arts and Crafts 10
Grade Level of Course : Grade 9 or 10
Number of Course Credits : 4 ((Fine Arts(Visual Arts) and/or Applied Skills))
Number of Hours of Instruction : 120
Prerequisite(s) : none
Special Training, Facilities or Equipment Required :
Textiles lab, sewing machines, sergers and computerized embroidery machine with designer software.
The teacher will need training and experience in using standard sewing machines, sergers, and computerized sewing machines as well as the software that goes along with the embroidery machine. Teachers should also have a working knowledge of various appliqué and hand embroidery techniques.
Course Synopsis :
Textile Arts and Crafts 10 is a creative course that has been developed to explore the world of Arts and Crafts through the use of different sewing techniques. It is a course that incorporates hand/machine/serger sewing and craft making techniques. Students are introduced to quilting, appliqué, hand and computerized machine embroidery, the making of stuffed animals/toys, and needlepoint. The student’s individual choice of crafts for personal, special occasion gifts and celebrations will vary according to difficulty, time, availability of materials and interest.
BAA Textile Arts and Crafts 10 Framework 1

Rationale : In this course students create and embellish a variety of projects for personal, home use or as gifts.
Textile Arts and Crafts 10 provides an opportunity for those students interested in using the latest technology available in the Textiles field. Students learn to design and create projects on standard sewing machines and add detail to their finished projects with personalized computer embroidery lettering or designs. Finally, students will display their work to the public at their school and/or a designated community facility.
Organizational Structure :
Unit/Topic Title Time
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Total Hours
Unit/Topic/Module Descriptions :
Unit 1 : Overview - Appliqué Techniques Time – 20 hours
Students will become familiar with the techniques of machine and hand appliqué. They will begin by searching for and sketching their own designs to appliqué. The designs will be specific to the student’s personal choice of fabric, project theme and end product. After a design has been chosen, the student will receive instruction on various appliqué techniques and use of the standard sewing machine.
Curriculum Organizers and Learning Outcomes -Applied Skills
Applied Problem Solving
It is expected that students will:
 use appropriate problem solving models in the creation and utilization of ideas to design their own appliqués.
 analyze and use appropriate problem solving strategies and critical thinking when resolving problems with the creation and construction of their appliqué designs.
 identify and apply appropriate knowledge, skills, and attitudes when making choices concerning the creation and construction of their designs.
 use appropriate criteria and standards to assess and evaluate the finished design.
Communication
It is expected that students will:
 use effective communication skills when gathering and sharing information independently and in the classroom.
 select appropriate information gathering and communication skills when solving problems related to the use of the machinery and equipment in the classroom.
Technology
It is expected that students will:
 use the appropriate textiles lab technology in the creation and construction of their design.
 maintain an orderly and safe environment in the use of the equipment in the textiles lab.
 identify and evaluate the impact of the new technology of the machines used in the classroom on their finished work.
BAA Textile Arts and Crafts 10 Framework 2

Self in Society
It is expected that students will:
 demonstrate an ability to assess that acquiring the skills to design and construct their own projects could have the potential to become a lifetime hobby or career in the field of Textile Arts and Crafts.
 demonstrate a positive attitude toward lifelong health and well being in the use of their leisure time.
 demonstrate a willingness to participate independently and interdependently in a productive classroom environment.
Curriculum Organizers and Learning Outcomes –Fine Arts
Elements and Principles
Creating, Performing, and Communicating
It is expected that students will:
 create a work of appliqué art using the basic elements and principles of design.
Perceiving, Responding, and Reflecting
It is expected that students will:
 have a working knowledge of the basic elements of design in the creation of their appliqué project.
 identify, describe, analyze, interpret and make judgments about the basic elements and principles of design in the creation of unique appliqué designs.
Personal, Social, Cultural, and Historical Contexts
Creating, Performing, and Communicating
It is expected that students will:
 create a work of appliqué art that communicates their own beliefs or traditions of contemporary or historical issues.
 create a work of appliqué that reflects their understanding of social, cultural and historical contexts.
Perceiving, Responding, and Reflecting
It is expected that students will:
 identify, describe, and analyze cultural or historical styles as represented in their choice of appliqué design.
 critique their own project work.
Expressing our Humanity
Creating, Performing, and Communicating
It is expected that students will:
 create a work of appliqué art expressing their own ideas, thoughts or feelings.
Perceiving, Responding, and Reflecting
It is expected that students will:
 identify, describe, analyze, interpret and make judgments about how ideas, thoughts, feelings, or messages are communicated in their own and their classmates’ art work.
 examine the possible tensions between public acceptance and personal expression in their choices of designs .
Unit 2 : Overview – Hand and Machine Embroidery Techniques Time – 30 hours
Students will become familiar with the techniques of machine and hand embroidery. They will begin by searching for and sketching their own designs to embroider. The designs will be specific to the student’s personal choice of fabric, project theme and end product. After a design has been chosen, the student will receive instruction on various embroidery techniques and use of the standard sewing machine and the computerized embroidery machine as well as the software that helps create the design.
BAA Textile Arts and Crafts 10 Framework 3

Curriculum Organizers and Learning Outcomes -Applied Skills
Applied Problem Solving
It is expected that students will:
 use appropriate problem solving models in the design and utilization of ideas to create their own embroidery designs.
 analyze and use appropriate problem solving strategies and critical thinking when resolving problem with the design and construction of their embroidery designs.
 identify and apply appropriate knowledge, skills, and attitudes when making choices concerning the design and construction of their embroidery.
 use appropriate criteria and standards to assess and evaluate the finished design.
Communication
It is expected that students will:
 use effective communication skills when gathering and sharing information independently and in the classroom.
 select appropriate information gathering and communication skills when solving problems related to the use of the machinery and equipment in the classroom.
Technology
It is expected that students will:
 use the appropriate textiles lab technology in the creation and construction of their design.
 maintain an orderly and safe environment in the use of the equipment in the textiles lab.
 identify and evaluate the impact of the new technology of the machines and computer software used in the classroom on their finished work.
Self in Society
It is expected that students will:
 demonstrate an ability to assess that acquiring the skills to design and construct their own projects could have the potential to become a lifetime hobby or career in the field of Textile Arts and Crafts.
 demonstrate a positive attitude toward lifelong health and well being in the use of their leisure time.
 demonstrate a willingness to participate independently and interdependently in a productive classroom environment.
Curriculum Organizers and Learning Outcomes –Fine Arts
Elements and Principles
Creating, Performing, and Communicating
It is expected that students will:
 create a work of embroidery art using the basic elements and principles of design.
Perceiving, Responding, and Reflecting
It is expected that students will:
 have a working knowledge of the basic elements of design in the creation of their embroidery project.
 identify, describe, analyze, interpret and make judgments about the basic elements and principles of design in the creation of unique hand and machine embroidery designs.
Personal, Social, Cultural, and Historical Contexts
Creating, Performing, and Communicating
It is expected that students will:
 create a work of embroidery art that communicates their own beliefs or traditions of contemporary or historical issues.
 create a work of hand/machine embroidery that reflects their understanding of social, cultural and historical contexts of the chosen design.
BAA Textile Arts and Crafts 10 Framework 4

Perceiving, Responding, and Reflecting
It is expected that students will:
 identify, describe, and analyze cultural or historical styles as represented in their choice of embroidery design.
 critique their own project work.
Expressing our Humanity
Creating, Performing, and Communicating
It is expected that students will:
 create a work of hand/machine embroidery art expressing their own ideas, thoughts or feelings.
Perceiving, Responding, and Reflecting
It is expected that students will:
 identify, describe, analyze, interpret and make judgments about how ideas, thoughts, feelings, or messages are communicated in their own and their classmates’ art work.
 examine the possible tensions between public acceptance and personal expression in their choices of designs .
Unit 3 : Overview - Quilting Techniques Time – 20 hours
Students will become familiar with the techniques of machine and hand quilting. They will begin by searching for and sketching their own designs to quilt. The designs will be specific to the student’s personal choice of fabric, project theme and end product. After a design has been chosen, the student will receive instruction on various quilting techniques and use of the standard sewing machine and the serger.
Curriculum Organizers and Learning Outcomes -Applied Skills
Applied Problem Solving
It is expected that students will:
 use appropriate problem solving models in the creation and utilization of ideas to design their own quilts.
 analyze and use appropriate problem solving strategies and critical thinking when resolving problems with the creation, organization and construction of their quilt designs.
 identify and apply appropriate knowledge, skills, and attitudes when making choices concerning the design and construction of their quilt.
 use appropriate criteria and standards to assess and evaluate the finished design.
Communication
It is expected that students will:
 use effective communication skills when gathering and sharing information independently and in the classroom.
 select appropriate information gathering and communication skills when solving problems related to the use of the machinery and equipment in the classroom.
Technology
It is expected that students will:
 use the appropriate textiles lab technology in the creation and construction of their design.
 maintain an orderly and safe environment in the use of the equipment in the textiles lab.
 identify and evaluate the impact of the new technology of the machines used in the classroom on their finished work.
BAA Textile Arts and Crafts 10 Framework 5

Self in Society
It is expected that students will:
 demonstrate an ability to assess that acquiring the skills to design and construct their own projects could have the potential to become a lifetime hobby or career in the field of Textile Arts and Crafts.
 demonstrate a positive attitude toward lifelong health and well being in the use of their leisure time.
 demonstrate a willingness to participate independently and interdependently in a productive classroom environment.
Curriculum Organizers and Learning Outcomes –Fine Arts
Elements and Principles
Creating, Performing, and Communicating
It is expected that students will:
 create a quilt using the basic elements and principles of design.
Perceiving, Responding, and Reflecting
It is expected that students will:
 have a working knowledge of the basic elements of design in the creation of their quilt.
 identify, describe, analyze, interpret and make judgments about the basic elements and principles of design in the creation of unique appliqué and embroidery designs on their quilt.
Personal, Social, Cultural, and Historical Contexts
Creating, Performing, and Communicating
It is expected that students will:
 create a quilt that communicates their own beliefs or traditions of contemporary or historical issues.
 create a quilt that reflects their understanding of social, cultural and historical contexts.
Perceiving, Responding, and Reflecting
It is expected that students will:
 identify, describe, and analyze cultural or historical styles as represented in their choice of quilt design.
 critique their own project work.
Expressing our Humanity
Creating, Performing, and Communicating
It is expected that students will:
 create a quilt expressing their own ideas, thoughts or feelings through the appliqué and embroidery squares on their project.
Perceiving, Responding, and Reflecting
It is expected that students will:
 identify, describe, analyze, interpret and make judgments about how ideas, thoughts, feelings, or messages are communicated in their own and their classmates’ art work.
 examine the possible tensions between public acceptance and personal expression in their choices of designs .
Unit 4 : Overview – Stuffed Animal /Toy making Time – 20 hours
Students will become familiar with the techniques of constructing stuffed animals/toys using commercial patterns.
They will begin by searching for and sketching the stuffed animal/toy they wish to construct. The designs will be specific to the student’s personal choice of fabric and end product. After a design has been chosen, the student will select and buy their own fabric and then receive instruction on various sewing construction techniques and use of the standard sewing machine and serger.
BAA Textile Arts and Crafts 10 Framework 6

Curriculum Organizers and Learning Outcomes -Applied Skills
Applied Problem Solving
It is expected that students will:
 use appropriate problem solving models in the design and utilization of ideas to select their stuffed animal/toy pattern and fabric.
 analyze and use appropriate problem solving strategies and critical thinking when resolving problems with the design and construction of their stuffed animal/toy.
 identify and apply appropriate knowledge, skills, and attitudes when making choices concerning the selection of pattern and fabric as well as the techniques used for the construction of their project.
 use appropriate criteria and standards to assess and evaluate the finished project.
Communication
It is expected that students will:
 use effective communication skills when gathering and sharing information independently and in the classroom.
 select appropriate information gathering and communication skills when solving problems related to the use of the machinery and equipment in the classroom.
Technology
It is expected that students will:
 use the appropriate textiles lab technology in the creation and construction of their design.
 maintain an orderly and safe environment in the use of the equipment in the textiles lab.
 identify and evaluate the impact of the new technology of the machines used in the classroom on their finished work.
Self in Society
It is expected that students will:
 demonstrate an ability to assess that acquiring the skills to design and construct their own projects could have the potential to become a lifetime hobby or career in the field of Textile Arts and Crafts.
 demonstrate a positive attitude toward lifelong health and well being in the use of their leisure time.
 demonstrate a willingness to participate independently and interdependently in a productive classroom environment.
Curriculum Organizers and Learning Outcomes –Fine Arts
Elements and Principles
Creating, Performing, and Communicating
It is expected that students will:
 create a stuffed animal/toy using the basic elements and principles of design.
Perceiving, Responding, and Reflecting
It is expected that students will:
 have a working knowledge of the basic elements of design in the creation of their project.
 identify, describe, analyze, interpret and make judgments about the basic elements and principles of design in the creation of their project.
Perceiving, Responding, and Reflecting
It is expected that students will:
 identify, describe, and analyze cultural or historical styles as represented in their choice of stuffed animal/toy.
 critique their own project work.
BAA Textile Arts and Crafts 10 Framework 7

Expressing our Humanity
Creating, Performing, and Communicating
It is expected that students will:
 create a stuffed animal/toy expressing their own ideas, thoughts or feelings.
Unit 5 : Overview - Needlepoint Techniques Time – 30 hours
Students will become familiar with the techniques of rug hooking and/or plastic canvas work and/or cross stitch.
They will begin by searching for and sketching their own designs. The designs will be specific to the student’s personal choice of technique, project theme and end product. After a design has been chosen, the student will purchase retail kits for their needlepoint and receive instruction on appropriate needlepoint techniques and finishing technique choices for their project.
Curriculum Organizers and Learning Outcomes -Applied Skills
Applied Problem Solving
It is expected that students will:
 use appropriate problem solving models in the design and utilization of ideas to select needlepoint project.
 analyze and use appropriate problem solving strategies and critical thinking when resolving problems with the design and construction of their needlepoint designs.
 identify and apply appropriate knowledge, skills, and attitudes when making choices concerning the construction and finishing of their designs.
 use appropriate criteria and standards to assess and evaluate the finished design.
Communication
It is expected that students will:
 use effective communication skills when gathering and sharing information independently and in the classroom.
 select appropriate information gathering and communication skills when solving problems related to the use of equipment in the classroom.
Technology
It is expected that students will:
 use the appropriate textiles lab technology in the creation and construction of their design.
 maintain an orderly and safe environment in the use of the equipment in the textiles lab.
Self in Society
It is expected that students will:
 demonstrate an ability to assess that acquiring the skills to design and construct their own projects could have the potential to become a lifetime hobby or career in the field of Textile Arts and Crafts.
 demonstrate a positive attitude toward lifelong health and well being in the use of their leisure time.

Demonstrate a willingness to participate independently and interdependently in a productive classroom environment.
Curriculum Organizers and Learning Outcomes –Fine Arts
Elements and Principles
Creating, Performing, and Communicating
It is expected that students will:
 create a work of needlepoint using the basic elements and principles of design.
BAA Textile Arts and Crafts 10 Framework 8

Perceiving, Responding, and Reflecting
It is expected that students will:
 have a working knowledge of the basic elements of design in the creation of their needlepoint project.
 identify, describe, analyze, interpret and make judgments about the basic elements and principles of design in the creation of unique needlepoint designs.
Personal, Social, Cultural, and Historical Contexts
Creating, Performing, and Communicating
It is expected that students will:
 create a work of needlepoint art that communicates their own beliefs or traditions of contemporary or historical issues.
 create a needlepoint that reflects their understanding of social, cultural and historical contexts of the design selected.
Perceiving, Responding, and Reflecting
It is expected that students will:
 identify, describe, and analyze cultural or historical styles as represented in their choice of needlepoint design.
 critique their own project work.
Expressing our Humanity
Creating, Performing, and Communicating
It is expected that students will:
 create a needlepoint project expressing their own ideas, thoughts or feelings.
Perceiving, Responding, and Reflecting
It is expected that students will:
 identify, describe, analyze, interpret and make judgments about how ideas, thoughts, feelings, or messages are communicated in their own and their classmates’ art work.
Instructional Components :
 direct instruction
 indirect instruction
 interactive instruction
 independent instruction
 modeling
 practical creativity
 analysis of commercial designs
 analysis of own and classmates’ finished projects
Assessment Component :

Eighty percent of the grade will be on the practical evaluations of the finished projects constructed throughout the course. This portion of the grade will reflect the student’s level of achievement after each unit of the course, although special consideration will be given depending on the difficulty and size of the student’s choice of projects.

Twenty percent of the grade will be based on the design sketches of each of the projects. This portion of the grade will reflect the student’s ability to correctly reflect their designs on paper.
BAA Textile Arts and Crafts 10 Framework 9

Performance Methods
-project sketch
-projects are marked on degree of difficulty, stitching accuracy,
Personal Communication
-student/instructor dialogue
-self evaluation
-teacher evaluation
-teacher demonstrations
Other
-daily visual assessment
-interim reports
-end of unit submission of sketches/projects
shape, fit,
finishing accuracy, neatness
and final appearance
-attendance/work habits
-student/classmates dialogue
Learning Resources :

Teacher resource materials/sketches of design choices

Teacher library of pattern choices

Internet resource materials/sketches of design choices

Computer software design choices

Bernina Artista: The Art Of Embroidery – Version 3.0

Embroidery machine design module

Books
McCalls Book of Handicrafts, Nanina Comstock, Random House – The McCall Pattern Company,
1972
McCalls Needlework Treasury, The Editors of McCalls Needlework and Crafts Magazine,
Random House –The McCall Corporation, 1972
Additional Information :
This is a course that has been offered at Penticton Secondary School for the past decade. Students will need adequate sewing supplies (list to be given students) and the ability to purchase the required fabric and materials to complete their projects. A $15.00 course fee is mandatory for those students wishing to make a series of small projects for Units 1, 2 and 3. All students will have to purchase materials for Units 4 and 5.
BAA Textile Arts and Crafts 10 Framework 10