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Activity 1: Comparing Product Marketing Strategies in the Textile Industry
Outcomes:
H5.1 investigates and describes aspects of marketing in the textile industry.
Description of Activity:
Students will compare and contrast the marketing strategies of Australian brands STAX and Triangl using a Venn diagram. Students will write a paragraph to discuss and explain the effectiveness and appropriateness of these strategies.
Instructions:
Venn Diagram Activity (15 minutes):
Divide students into pairs
Provide each group with a Venn diagram template
Instruct students to research and identify the marketing strategies used by STAX and Triangl, and compare and contrast them in the Venn diagram.
Encourage students to include specific examples of marketing strategies, such as social media campaigns, influencer collaborations, sales promotions, and brand messaging.
Allow students to discuss and collaborate within their pairs to complete the Venn diagram.
Discussion (10 minutes):
Bring the class back together and display the completed Venn diagrams on the board.
Lead a class discussion on the similarities and differences between the marketing strategies of STAX and Triangl, as shown in the Venn diagrams.
Encourage students to share their observations and insights about the marketing strategies of the two brands.
Summarise the main points of the discussion and highlight the effectiveness and appropriateness of the strategies used by STAX and Triangl.
Writing Activity (10 minutes):
Instruct students to individually write a paragraph to discuss and explain the effectiveness and appropriateness of the marketing strategies used by STAX and Triangl.
Encourage students to use evidence from the Venn diagrams and the class discussion to support their arguments.
Collect the paragraphs for assessment purposes, or allow students to share and discuss their writing in pairs or small groups.
Conclusion (5 minutes):
Recap the main points discussed in the lesson about the marketing strategies of STAX and Triangl.
Summarise the key takeaways and reinforce the importance of marketing strategies in the fashion industry.
Conclude the lesson by encouraging students to apply the knowledge gained in their future studies or career pursuits.
Scaffolds to support students as they complete this task
Activity 2: Exploring Cultural Influences on Aboriginal and Torres Strait Islander Textile Design
Outcomes:
H6.1 analyses the influence of historical, cultural and contemporary developments on textiles.
Description of Activity:
Students will be able to analyse and discuss the cultural factors that influence textile design and designers specific to Aboriginal and Torres Strait Islander culture.
Students will be able to understand the significance of textiles as a medium for self-expression, communication, and cultural preservation within Aboriginal and Torres Strait Islander communities.
Instructions:
Introduction (10 minutes):
Begin the lesson by engaging students in a discussion about textiles and their cultural significance.
Ask questions such as:
What are textiles and how are they used in our everyday lives?
Have you ever thought about how textiles can express culture and identity?
Can you think of any examples of textiles used in traditional or cultural contexts?
Encourage students to share their thoughts and experiences with textiles, and create a KWL chart (What I Know, What I Want to Know, What I Learned) on the whiteboard or chart paper to document their prior knowledge about Aboriginal and Torres Strait Islander textile design.
Jigsaw Learning Activity (40 minutes):
Divide students into five groups, assigning each group to one of the following aspects to investigate:
Group 1: textile production and textile art forms textiles as a medium for self-expression and communication between people
Group 2: effects of the culture on textile design in contemporary society
Group 3: external factors that have influenced textile design
Group 4: cultural influences, including geographic location, resources available and technological developments, religious practices, workers’ skills and status
Students are to utilise the resources provided and conduct further in-depth research on their assigned aspect specific to Aboriginal and Torres Strait Islander culture.
In their groups, students should read and discuss their research materials and develop a shared google document to take notes that includes key points, examples, and visuals to support their findings.
After the research time, students will be reorganised into new groups, with one representative from each initial group in each new group. These new groups will be "expert groups" where students from the same initial group come together to share their findings with each other.
"Expert group" will present their findings to their new group, explaining the cultural factors that influence textile design and designers in the specific aspect they researched.
Encourage students to actively listen, take notes, and ask questions for clarification during the presentations.
Whole Class Discussion and Reflection (10 minutes):
Once all the "expert groups" have presented, reconvene as a whole class for a discussion and reflection session.
Facilitate a discussion by asking questions such as:
What were some common themes or patterns that emerged from the different presentations?
How do the cultural factors discussed in the presentations influence Aboriginal and Torres Strait Islander textile design and designers?
What did you learn about the significance of textiles as a medium for self-expression, communication, and cultural preservation within Aboriginal and Torres Strait Islander communities?
Provide opportunities for students to share their thoughts, insights, and reflections on the cultural influences on Aboriginal and Torres Strait Islander textile design and designers.
Culminating Activity (5 minutes):
Have students complete the "L" section of the KWL chart by writing down at least one thing they learned about Aboriginal and Torres Strait Islander textile design during the lesson.
Scaffolds to support students as they complete this task
Jigsaw Activity.docxActivity 3: Vogue Magazine Spread Featuring an Australian Textile Designer
Outcomes:
H6.1 analyses the influence of historical, cultural and contemporary developments on textiles
Description of Activity: Students explore and showcase a contemporary Australian textile designer in Vogue Magazine's 2023 issue, highlighting the designers profile, textile focus area, incorporation of design elements and principles, sources of inspiration, influence on trends, and contribution to the Australian textile industry.
Introduction (5 minutes)
Introduce the concept of promoting Australian textile designers in Vogue Magazine's December 2020 issue to showcase culture and heritage.
Discuss the importance of textiles in fashion, apparel, furnishings, costume, textile arts, and non-apparel items.
Designer Profile (15 minutes)
Provide a brief profile of the chosen Australian textile designer, including their name, age, where they grew up, their journey, and their business/brand.
Discuss the designer's background, education, and experience in the textile industry.
Show images and/or sketches of the designer's work to visually illustrate their profile.
Textile Focus Area (20 minutes)
Describe the specific textile focus area the designer produces, such as apparel, furnishings, costume, textile arts, or non-apparel items.
Discuss the aesthetic and functional features of the designer's products in relation to their textile focus area.
Show images and/or sketches of the designer's work with annotations explaining how design elements and principles are incorporated.
Design Elements and Principles (20 minutes)
Explain the different elements of design, including line, shape, space, value, form, texture, and colour, and how the designer incorporates them into their work.
Discuss the various principles of design, including balance, symmetry, emphasis, proportion, rhythm & repetition, unity, and variety, and how the designer applies them in their creations.
Show images and/or sketches of the designer's work with annotations illustrating the use of design elements and principles.
Sources of Inspiration (20 minutes)
Reflect on the designer's Australian historical/cultural or contemporary sources of inspiration.
Provide examples of how the designer's work is influenced by Australian culture, heritage, or traditions.
Discuss how the designer incorporates these inspirations into their designs and materials used.
Show images and/or sketches of the designer's work with annotations explaining the sources of inspiration.
Success Factors (20 minutes)
Critically evaluate the external and internal factors that contribute to the designer's success.
Discuss economic, political, social, ecological, and technological factors that impact the designer's business.
Discuss the designer's expertise, facilities, and financial resources that influence their design and business success.
Provide examples of how these factors have contributed to the designer's success or challenges faced by the designer.
Discuss the designer's contributions to the Australian textile industry and how they showcase Australia's culture and heritage.
Influence on Trends (20 minutes)
Investigate how the designer has influenced trends in the textile and fashion industry, or how trends have influenced the designer's work.
Discuss who is wearing the trend, the specific target market, and what makes the product promoted to this target market (e.g. socioeconomic status, location, gender, demographic, color, fabric used).
Discuss how the trend became popular, such as through social media, celebrity endorsements, or fashion influencers.
Provide examples of trends influenced by the designer or trends that have influenced the designer's work.
Show images and/or sketches of the designer's work with
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