fashion (2014) sample assessment instrument: project ... · pdf filefundamentals project:...

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Project: Fashion watch

This sample has been compiled by the QCAA to help teachers plan and develop assessment instruments for individual school settings. It demonstrates the following dimensions:

• Knowing and Understanding

• Analysing and Applying

• Evaluating and Creating.

Assessment instrument Comments

The context statement refers to the elective context chosen and provides a specific example.

The task statement describes the design challenge (Syllabus p.17).

Knowledge and understanding objectives will be assessed in all stages of the design process.

The task is designed to be implemented in Year 12 and provides opportunities to demonstrate:

• application of fashion design processes

• identification and interpretation of fashion fundamentals

Project: Fashion Watch Context Designers often tailor the design collections around their own design philosophy. This is essentially the underpinning thinking or inspiration behind the motivation for design. For example: Givenchy derived his design philosophy from Balenciaga: ‘Keep it simple. Eliminate everything that interferes with the line.’ Givenchy continued to refine his designs, placing more emphasis on shape. http://contagiousinspiration.wordpress.com/design-philosophy/ Task Design challenge Use a design process to construct a garment/fashion item that is inspired by one of the collections of a designer or fashion house, considering the techniques and trends evident in the work of this designer. There are two components to this task. Component 1: Written folio The written folio is to demonstrate: • exploration of the design challenge

• development of the design brief

• development of ideas and possible solutions

• planning and management of the design process

• evaluation of your design process.

Component 2: Product One garment or fashion item in response to the design challenge. Guidelines Explore the design challenge. Choose a fashion designer or fashion house that interests you, and conduct a comparative analysis of two collections by this designer or fashion house. Include notes and illustrations.

Fashion 2014 Sample assessment instrument

http://contagiousinspiration.wordpress.com/design-philosophy/

Fashion 2014 Sample Assessment Instrument Project: Fashion Watch

Queensland Curriculum & Assessment Authority March 2015

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Comments

The task is designed to be implemented in Year 12 and provides opportunities to demonstrate:

• analysis of fashion fundamentals

• explanation of design briefs

• demonstration of the elements and principles of fashion design and technical skills in fashion contexts

• application of technical skills and design ideas related to fashion contexts

• generation, modification and management of plans and processes

• synthesis of ideas and technical skills to create design solutions

• critique of design ideas and products

• use of language conventions and features to achieve particular purposes

• creation of communications that convey meaning to an audience

• Consider the following questions:

− What is the background or history of the designer/fashion house (e.g. birth place, where their fashion house is situated) and what inspires him/her? What style of fashion do they contribute to the industry (e.g. haute couture, leisure wear)?

− What is it about the designer that interests you as a fashion observer?

− What is the overarching philosophy of the designer?

• Compare and contrast the collections, taking into account the:

− use of design elements

− construction techniques.

Design brief Decide on a garment/fashion item to be constructed based on the exploration. Discuss further details of your design brief with your teacher and consider the limitations including the following: • supply of all materials required for the construction of the

garment/fashion item. Remember that some fabrics are easier to work with than others; some cost more or are immediately available.

• the garment/fashion item is to be completed in class time, with work completed outside the classroom negotiated with the teacher.

Develop ideas and solutions • Develop ideas for a garment/fashion item that is inspired by one of the

collections of work by:

− choosing an aesthetic that interests you considering the techniques and trends this designer uses. This can be a small detail (such as a collar style) or the overarching theme of a collection (such as ‘silk haze’)

− demonstrating and applying the elements and principles of design to your design ideas.

Create the design solution (garment/fashion item) • Develop and modify your plans to construct your garment/fashion item.

• Demonstrate and apply design and technical skills.

Evaluate • Evaluate how effectively the garment/fashion item meets the design

brief and design challenge.

Assessment conditions Semesters 3–4

Written component 500–900 words for design folio (plus sketches, diagrams etc. as needed) and include your exploration of the design challenge and brief, idea development, planning and evaluation.

Product component 1 garment/fashion item 7 weeks continuous class time to develop the product component

Authentication strategies Initial discussion: Discuss exploration and design brief with your teacher. Progress: Show and discuss with your teacher your planning prior to purchasing fabric and during the developing ideas and construction phases. Make adjustments based on the feedback.



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Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E

Kno

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d U

nder

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The student work has the following characteristics:





• accurate identification and thoughtful interpretation of fashion fundamentals

• clear identification and appropriate interpretation of fashion fundamentals

• identification and interpretation of fashion fundamentals

• variable identification and simple interpretation of obvious fashion fundamentals

• sporadic identification and superficial interpretation of aspects of fashion fundamentals

• thorough explanation of design brief

• clear explanation of design brief

• explanation of design brief • variable explanation of design brief

• partial explanation of aspects of design brief

• proficient demonstration of the elements and principles of fashion design and technical skills in the fashion context.

• apt demonstration of the elements and principles of fashion design and technical skills in the fashion context.

• demonstration of the elements and principles of fashion design and technical skills in the fashion context.

• variable demonstration of the elements and principles of fashion design and technical skills in the fashion context.

• partial demonstration of aspects of the elements and principles of fashion design and technical skills in the fashion context.

Ana

lysi

ng a

nd A

pply

ing






• informed and thorough analysis of fashion fundamentals

• effective analysis of fashion fundamentals

• analysis of fashion fundamentals

• simple analysis of basic fashion fundamentals

• partial analysis of aspects of fashion fundamentals

• systematic application of fashion design processes

• organised application of fashion design processes

• application of fashion design processes

• variable application of fashion design processes

• partial application of aspects of fashion design processes

• proficient application of technical skills and informed application of design ideas related to fashion contexts

• apt application of technical skills and design ideas related to fashion contexts

• application of technical skills and design ideas related to fashion contexts

• variable application of technical skills and design ideas related to fashion contexts

• partial application of aspects of technical skills and design ideas

• controlled use of language conventions and features to achieve particular purposes.

• effective use of language conventions and features to achieve particular purposes.

• use of language conventions and features to achieve particular purposes.

• variable use of language conventions and features that achieve aspects of particular purposes.

• partial and sometimes inappropriate use of language conventions and features.



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Standard A Standard B Standard C Standard D Standard E

Eval

uatin

g an

d C

reat

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• skilful generation, thoughtful modification and efficient management of plans and processes

• successful generation, modification and management of plans and processes

• generation, modification and management of plans and processes

• variable generation, simple modification and inconsistent management of plans and processes

• partial generation and superficial modification of plans and processes

• skilful synthesis of ideas and technical skills to create resolved design solutions

• successful synthesis of ideas and technical skills to create effective design solutions

• synthesis of ideas and technical skills to create design solutions

• simple synthesis of ideas and technical skills to create variable design solutions

• partial use of ideas and technical skills to create aspects of solutions

• informed and thorough critique of design ideas and products

• reasoned critique of design ideas and products

• critique of design ideas and products

• simple critique of rudimentary design ideas and products

• superficial critique of design ideas and products

• skilful creation of communications that successfully convey meaning to an intended audience.

• effective creation of communications that convey meaning to an audience.

• creation of communications that convey meaning to an audience.

• variable creation of communications that convey simple meaning to an audience.

• creation of aspects of communications that convey superficial meaning.

fashion (2014) sample assessment instrument: project ... · pdf filefundamentals project:...

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