Annotation:

I created and planned this two lesson sequence to fit within my supervising teacher’s program of study for Stage 6 Textiles and Design (3.2). The two
lessons logically follow each other and focus on the same concept, ‘digital printing’ (2.2). I set clear and appropriate learning goals that are consistent
with syllabus requirements (2.3, 3.1).

Unit/Lesson Title: Introduction to Digital Printing and Lesson duration: 3 x 50 min Stage 6 Year 11 Class/Group 11TXD1
Reverse Appliqué periods (1 double and 1 single)
Rationale Syllabus Outcomes Syllabus Content Commented [HT1]: Designing a lesson with clear links to the
Evolving technology means that there are H1.3 identifies the principles of colouration for specific Fabric colouration and decoration teaching and learning program (2.3)
now a number of digital printing end-uses  principles of applying colour to fabrics
techniques available to the textile  investigate, through experimentation, the  methods of fabric decoration, including printing,
industry. Students will explore 2 types of principles of printing, appliqué and embroidery appliqué and embroidery
techniques, and investigate how they can
apply them to their Major Textile Project
with methods of fabric decoration.

Prior Knowledge Risk Assessment Resources

Students have been researching a culture for their Apply paint in a well-ventilated area.  Inkjet Printable Fabric Sheets- one per
Major Design Project. Discuss how to use the heat press safely. student
They have been exploring different methods of  TAP Transfer Artist Paper- half sheet per
manipulating fabric such as shibori, marbling, student
cyanotype and block printing. They can successfully  Acrylic paints, Markers, Pencils, Paint
apply paint and dye to fabric. brushes, Paint tray
 Vlisofix
 Heat press
 Scrap fabric, fabric scissors and pins
 Embroidery thread
Specific Teaching Target (Identified from previous feedback, and/or aspects of the Professional Experience Report)
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
- specifically time management
Learning Assessment Time Content/Learning Experience Teaching Class Commented [HT3]: Developing a logical lesson sequence that
Indicators & Guide Strategies Organisation reflects curriculum requirements (2.2)
Recording Grouping & Commented [HT2]: Establishing appropriate learning goals for
Introduction (Engagement) classroom
Strategies Double students (3.1)
Students will what will you period environment
Intro to digital fabric printing:
understand the use to (100min)
Discuss the difference between screen-printing, direct to garment printing Class discussion
difference between assess their
(DTG), sublimation. Discuss constraints and limitations of each method of and questioning Students enter
printing techniques. learning
printing. the classroom
15 min
Show students images of prints from of an innovative Australian digital and sit around
printing (sublimation) company- Think Positive Prints. Showing one table.
Students will select examples
an appropriate Body (Exploration/Transformation/Presentation)
image and
successfully Direct to garment printing (DTG)
25 min
produce a DTG Give ongoing Students use their laptops and the internet to select an image of a motif or
print. feedback a pattern from the culture they have selected for their Major Textile Project. Inquiry based Students take
learning: turns to use the Commented [HT4]: Using inquiry based learning to enable
Students print the image on Inkjet Printable Fabric Sheets and leave the Experimentation inkjet printer. students to ‘learn by doing’ (2.2).
fabric to dry overnight.
Students will draw
from their Sublimation printing (Part 1)
40 min
inspiration to Students use acrylic paint, pencils and markers to draw/paint a design
design an (inspired by their chosen culture) on Transfer Artist Paper.
appropriate print on Paper is put aside to dry overnight.
sublimation paper. Conclusion (Presentation/Reflection)
Informal
assessment 10 min Pack up art supplies, wash paint brushes, and leave samples to dry.
of student
work Verbally self-evaluate DTG sample.
Students will be samples 10 min Reflect on what worked and what didn’t.
able to reflect on Discuss how this could be applied to a Major Textile Project/ how it could Reflection
the results of their be further manipulated.
experimentation.

Transition to next lesson

Next lesson students will do step 2 of sublimation and manipulate their samples.
Next lesson:

Learning Assessment Time Content/Learning Experience Teaching Class

Indicators & Guide Strategies Organisation
Recording (50min) Grouping &
Introduction (Engagement) classroom
Strategies
what will you environment
Recap of previous lesson- “digital printing techniques”. Teacher explains Questioning
use to 10 min
that they will take turns on the heat press during the lesson to complete the Students enter
Students will assess their
second step of sublimation. and sit around 1
understand the learning
Teacher models how to use the heat press. table.
definition of reverse
applique.
Students gather
Intro to fabric decoration technique: reverse appliqué. around heat
5 min
Discuss what is reverse appliqué, how is it different to normal appliqué. press for demo.
Teacher shows students examples/images of reverse appliqué.
Give ongoing
feedback Body (Exploration/Transformation/Presentation)
Students will
successfully Fabric decoration
Reverse appliqué Teacher modelling
demonstrate the
reverse appliqué 5 min
technique. 20min Teacher models technique: reverse appliqué. Inquiry based Students return
Students use reverse appliqué to decorate their DTG fabric print. learning: to main table.
Experimentation
Students will use Sublimation printing (Part 2) When called,
the heat press to One at a time, teacher selects a student to use the heat press to apply their students take
successfully print on Transfer Artist Paper to fabric. Other students continue to work on turns to use the
produce a their reverse appliqué. heat press.
sublimation print. Informal
assessment
of student Conclusion (Presentation/Reflection)
work 10 min Pack up supplies.
Self-reflection
samples
Students will be Verbally self-evaluate sublimation sample and reverse appliqué sample.
able to reflect on Reflect on what worked and what didn’t.
the results of their Discuss how this could be applied to a Major Textile Project/ how it could be
experimentation. further manipulated.

Students put samples in their folios.

Transition to next lesson:

Students continue to experiment with methods of fabric decoration.