We live in a very multi-cultural country and the diversity of religion, food, & cultural experiences provides a great platform from which to learn. This would be a perfect opportunity to engage a flipped classroom. Here's my ideas:
Unit of work: Textiles & Design/Cultural Story
Design Context: Australia has a close relationship with Asian and this
international influence is reflected in many areas of Australia’s
diverse culture including the variety in it's textiles and the influences on
it's styles.
LEARNING: Research the textile component of our international neighbour and investigate the elements of design in those textiles to produce a garments (pants, shirt, shorts) inspired by these techniques.
(batik design https://www.sarong-pareo-bali.com)
Considering the task requirements typical Home Economics, the learning could be broken into the following skills:
IDENTIFYING: Asian/Indian cultures that influence textile designs, textile techniques, elements & principles of design within the cultural designs
(shibori design www.designsponge.com)
CREATING: ideas, polyvore or own created mood board reflecting these techniques, drawings, mind maps, making the actual garments
RESEARCHING a bit about the cultures, techniques, fabrics
EVALUATING: trial attempts at techniques and with different fabrics, the end product
Initial class time could be used for Blue hat thinking about the learning. Students could work in groups to identify "international neighbours" and come up with some possibilities.
The CREATING and RESEARCHING aspect of the learning could definitely be an opportunity for a flipped classroom. Students would be given not only the task sheet, but additional information on these topics and access to a blog like this one.
1. Information about textiles - Japan, Asia, India
Flipped classroom activity: Read through the information at home and using a thinking skills framework or Web 2 tool for organizing information, bring a summary of findings with information about the cultures and influences on designs. In class time could be used for shared responses/learning and move onto the next section by the teacher demonstrating a particular technique. Students could then be involved in another flipped classroom time of further research on techniques.
2. History of Batik Art/Textile, Shibori dyeing, Ikat or Kasuri dyeing
Flipped classroom activity 2: Read through the information at home and using a thinking skills framework or Web 2 tool for organizing information, bring a summary of findings with black hat thinking of what techniques are feasible and able to be recreated for the purpose of designing and creating in the Home Ec room. Students could access the blog at home to look at techniques and any other information relevant to the research.
3. Elements & Principles of Design
Flipped classroom activity (on-going): Engage information about the elements and principles of design and create a small portfolio of examples. As the weeks continue and students learn more about different cultural techniques and dyeing they could add to their portfolio including the textile designs from Asia. An on-line quiz tool could be used to check students are keeping up to speed and have the correct knowledge.
In class time: The actual design for fabric and construction of the garment could become the assessment part of the learning for students in class time. In this way the students have been through a process of collaborative decision making on research and techniques for future learning.
In class time could be utilized for tutoring of concepts and the general capability requirements of assessment in class (eg literacy skills for written work, intercultural understandings, ethical understandings) and cross cultural priorities embedded in the curriculum
The creating of mood boards in class opens opportunity for the teacher to work with individual students who may be struggling with the creativity process and designs a well as supporting the student in the actual dyeing process and corresponding work place health & safety issues.
Unit of work: Textiles & Design/Cultural Story
LEARNING: Research the textile component of our international neighbour and investigate the elements of design in those textiles to produce a garments (pants, shirt, shorts) inspired by these techniques.
(batik design https://www.sarong-pareo-bali.com)
Considering the task requirements typical Home Economics, the learning could be broken into the following skills:IDENTIFYING: Asian/Indian cultures that influence textile designs, textile techniques, elements & principles of design within the cultural designs
(shibori design www.designsponge.com)
CREATING: ideas, polyvore or own created mood board reflecting these techniques, drawings, mind maps, making the actual garments
RESEARCHING a bit about the cultures, techniques, fabrics
EVALUATING: trial attempts at techniques and with different fabrics, the end product
Initial class time could be used for Blue hat thinking about the learning. Students could work in groups to identify "international neighbours" and come up with some possibilities.
The CREATING and RESEARCHING aspect of the learning could definitely be an opportunity for a flipped classroom. Students would be given not only the task sheet, but additional information on these topics and access to a blog like this one.
1. Information about textiles - Japan, Asia, India
Flipped classroom activity: Read through the information at home and using a thinking skills framework or Web 2 tool for organizing information, bring a summary of findings with information about the cultures and influences on designs. In class time could be used for shared responses/learning and move onto the next section by the teacher demonstrating a particular technique. Students could then be involved in another flipped classroom time of further research on techniques.
2. History of Batik Art/Textile, Shibori dyeing, Ikat or Kasuri dyeing
Flipped classroom activity 2: Read through the information at home and using a thinking skills framework or Web 2 tool for organizing information, bring a summary of findings with black hat thinking of what techniques are feasible and able to be recreated for the purpose of designing and creating in the Home Ec room. Students could access the blog at home to look at techniques and any other information relevant to the research.
3. Elements & Principles of Design
Flipped classroom activity (on-going): Engage information about the elements and principles of design and create a small portfolio of examples. As the weeks continue and students learn more about different cultural techniques and dyeing they could add to their portfolio including the textile designs from Asia. An on-line quiz tool could be used to check students are keeping up to speed and have the correct knowledge.
In class time: The actual design for fabric and construction of the garment could become the assessment part of the learning for students in class time. In this way the students have been through a process of collaborative decision making on research and techniques for future learning.
In class time could be utilized for tutoring of concepts and the general capability requirements of assessment in class (eg literacy skills for written work, intercultural understandings, ethical understandings) and cross cultural priorities embedded in the curriculum
The creating of mood boards in class opens opportunity for the teacher to work with individual students who may be struggling with the creativity process and designs a well as supporting the student in the actual dyeing process and corresponding work place health & safety issues.
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