Design Brief and Marking Criteria Rubric for Year 9 Textile Technologies Assessment - Chat GPT Generated

 

Design Brief Task

                                                     

Design Brief for Year 9 Textile Technology Class: Creating a Talking Stick

Project Title: Talking Stick

Project Theme: Metamorphosis

Project Overview:

Year 9 students will design and create a talking stick that symbolises the theme of "Metamorphosis." This project is designed to support the school’s signature practices of morning circles and end-of-week closing circles. The talking stick will be used to encourage students to share their personal goals and achievements, helping them feel heard and validated. The design and creation of the talking stick will integrate a variety of textile techniques and emphasize sustainability.

Project Objectives:

1. Understanding Purpose: Students will explore the significance of a talking stick in creating a respectful and inclusive communication environment with references to indigenous cultures.
2. Creative Expression: Students will design a talking stick that reflects the theme of "Metamorphosis" using various textile techniques.
3. Skill Development: Students will apply their knowledge of natural dyeing, tie-dye, wet felting, needle felting, stitching, embroidery, hammering techniques, and embellishments to create their talking stick.
4. Reflective Practice: Students will document their design process and reflect on how their talking stick represents transformation and personal growth.

Target Audience:

• Primary Audience: Year 9 students (ages 14-15)
• Secondary Audience: School community participating in morning circles and closing circles

Design Criteria:

1. Theme Representation: The talking stick must visually and symbolically represent the theme of "Metamorphosis."
2. Textile Techniques: The design must incorporate at least three textile techniques learned in class (e.g., natural dyeing, wet felting, embroidery).
3. Functionality: The talking stick should be durable and comfortable to hold, allowing easy use during circle discussions.
4. Aesthetic Appeal: The design should be visually striking, incorporating colours, textures, and embellishments that resonate with the theme.
5. Sustainability: Where possible, students should use sustainable materials and processes in the creation of their talking stick.

Materials & Resources:

• Textile Materials: Natural fabrics, wool for felting, embroidery threads, fabric paints, sustainable dyes
• Tools: Needles, fabric scissors, hammers, felting tools
• Embellishments: Buttons, beads, natural objects (e.g., stones, feathers)
• Additional Resources: Sketchbooks for design ideas, portfolio materials, design process guides

Timeline:

1. Weeks 1-2: Introduction to the concept of metamorphosis and its symbolism. Exploration of textile techniques through mini-projects and experiments.
2. Weeks 3-4: Ideation and sketching of the talking stick design. Selection of materials and techniques. Annotating design ideas.
3. Weeks 5-6: Construction of the talking stick, applying chosen techniques and incorporating feedback.
4. Week 7: Final touches and embellishments. Preparation of the portfolio documenting the design journey.
5. Week 8: Presentation of the talking stick and reflective evaluation of the design process.

Assessment Criteria:

1. Design Innovation: Creativity and originality in the representation of the metamorphosis theme.
2. Technical Proficiency: Skilful application of textile techniques and attention to detail in construction.
3. Cultural Sensitivity: Respectful integration of cultural elements and understanding of cultural significance.
4. Sustainability: Thoughtful integration of sustainable practices in the design and creation process.
5. Portfolio Quality: Comprehensive documentation of the design journey, including sketches, annotations, reflections, and evaluations.

 

Portfolio Guidelines:

• Content:
• Identification of the need for a talking stick in circle practices.
  
• Brainstorming and idea generation, including sketches and annotations.
• Documentation of the creation process with photographs and notes.
• Reflection on the final product and its alignment with the metamorphosis theme.
• Format - Multimodal
  : Organized, visually appealing, and clear presentation of the design journey.

Australian Curriculum Alignment:

This project aligns with the Australian Curriculum's focus on design and technologies, encouraging students to create designed solutions considering ethical, social, and sustainability factors. It also supports the development of practical skills and critical thinking through the design process, fostering creativity and innovation.

Marking Criteria Rubric

Assessment Criteria	A (Exceeding Expectations)	B (Meeting Expectations)	C (Approaching Expectations)	D (Below Expectations)	E (Limited Achievement)
1. Design Innovation	Exceptionally creative and original design, strongly representing the theme of metamorphosis with innovative ideas.	Creative and original design, effectively representing the theme of metamorphosis with some innovative elements.	Adequate creativity, with a satisfactory representation of the theme of metamorphosis, but lacks originality.	Limited creativity, with minimal representation of the theme of metamorphosis. Lacks originality and innovation.	Lacks creativity and originality. Theme of metamorphosis is poorly represented or not addressed.
2. Technical Proficiency	Highly skilful application of advanced textile techniques, with exceptional attention to detail and construction quality.	Skilful application of textile techniques, with good attention to detail and construction quality.	Basic application of textile techniques with satisfactory attention to detail and construction quality.	Limited skill in the application of textile techniques. Attention to detail and construction quality is lacking.	Poor application of textile techniques, with minimal attention to detail and poor construction quality.
3. Cultural Sensitivity	Thoughtful and deeply respectful integration of cultural elements, with a strong understanding of cultural significance.	Respectful and informed integration of cultural elements, demonstrating a good understanding of cultural significance.	Basic integration of cultural elements with some awareness of cultural significance, but lacks depth.	Minimal integration of cultural elements, with limited awareness of cultural significance.	Disrespectful or uninformed use of cultural elements, demonstrating a lack of understanding of cultural significance.
4. Sustainability	Exceptional use of sustainable materials and practices, demonstrating a strong commitment to sustainability in design.	Effective use of sustainable materials and practices, showing good consideration for sustainability in design.	Basic use of sustainable materials and practices, with some consideration for sustainability in design.	Limited use of sustainable materials and practices, with minimal consideration for sustainability in design.	Negligible or no use of sustainable materials and practices, with no consideration for sustainability in design.
5. Portfolio Quality	Comprehensive and highly reflective documentation, with detailed research, sketches, annotations, and thorough evaluations.	Good quality documentation, with relevant research, sketches, annotations, and evaluations, though some areas lack depth.	Satisfactory documentation with basic research, sketches, annotations, and evaluations, though lacking thoroughness.	Limited documentation with minimal research, sketches, annotations, and evaluations, lacking depth and reflection.	Incomplete or poorly documented portfolio with negligible research, sketches, annotations, and evaluations.