Lesson Plan Secondary Full Class Lesson

Student Teacher: Katherine Lee

Date: Thursday, 28 August 2014
Lesson start time: 2:03pm
Subject: Visual Arts (Fashion and
Design)

Year Level: Year 9
Lesson end time: 3:00pm
Mentor Teacher: Anna Dyer
Number of Students: 22
Lesson length: 50-55 minutes
Topic: Fabric Performance
ACARA focus: Visual Arts; Year 9. Students are able to manipulate materials, techniques and processes to represent
ideas and subject matter (ACAVAM126).


Students Prior Knowledge and Experience:
Students already have previous knowledge in fashion and design as they are a part of the specialist Fashion and Design
program. They are able to sew fabrics by hand and by machine. The students are also able to identify and use different
fibres and fabrics. The students now understand the different zipper types and their uses.


Learning Purposes:
Through different performance tests students will be able to assess the suitability of different fabrics to different
purposes. The students will be able to use this newfound understanding of the durability of different fabrics to make an
informed decision about what fabrics they will use for their handbag designs in future lessons.


Student Evaluation:
Students will be able to observe the different performance levels of each fabric and with focus questions will be able to
decide what fabrics to use when and will be able to give reasons for their decisions.


Preparation and Resources:
4 x strips of each fabric to be tested (a total of 9 different fabrics)
3 x candles
1 x lighter
3 x steel wool cloths
3 x containers of water
3 x worksheets (each with three different fabrics to be tested)

Timing:
2:03pm








2:18pm









Learning Experiences:
Introduction. 10-15 minutes.
1. Have the students sit in three even groups.
2. Explain that the purpose of the lesson is to determine the best fabrics to use in the designs that
they will do for their handbags.
3. Recall the last lesson Ask the students to name the different zipper types that they learnt in the
last lesson.
4. Segway into a discussion with the students about what different fabrics that they could possibly
use to make a handbag and what fabrics are most commonly used to make handbags (get the
students to think out of the box make out there suggestions such as silk, satin, velvet etc.).
5. Discuss with the class what different issues can be faced with different materials (try to prompt the
students. E.g. water soaking through the bottom or throughout your bag, or certain materials
melting under heat.)


Main Body. 25-30 minutes.
1. Introduce the activity (testing the performances of each fabric against water, fire, wear and tear
and elasticity). Explain that the purpose of the activity is to gain an understanding of what different
fabrics are most suitable under different conditions for the design of a handbag. As the activity is
being explained, hand out the variables for the testing along with the three different fabric types

























3:00pm
for each table)
2. Demonstrate each test that is to be done with a sample piece, explaining what we want the
students to observe during each test. Run through with the students our expectations of them
when handling the fire)
3. Have the students perform each test on all three fabrics provided and have them record their
observations, as a group, in the table provided. Walk around the class, observing the students and
also prompting them about what they have observed with the testing of each fabric. (offering a
different fabric for the groups to test if they finish the activity before the rest of the class)
4. When all of the students have finished testing ask for a volunteer from each group to present their
results to the rest of the class. (Collect the materials from the students beforehand. Ask them to
name the three fabrics that they have tested, explain their observations and explain which fabric
was most suitable for making a handbag)
5. Bring the class together and ask the focus questions, going around the class and picking different
students to answer and explain their choices.

Focus Questions:
What fabrics were the least/most durable? Why?
Is it a good or bad thing that the fabrics are highly flammable/stretchy/absorbent? Why?
What can you do to different fabrics to combat water absorbency?
Think about the functions and purposes of a handbag. What fabrics tested best suit those purposes?
Why?



Conclusion. 10-15 minutes.
1. Pass out the sample handbags provided and have the students examine the different designs.
Discuss the different designs and fabrics with the students and have them think about what
designs they will use and what different fabrics they have in mind. (help prompt the students with
more focus questions. Always ask the students why they have come to their conclusions)

Focus Questions:
What other fabrics can you think of that you can use for your handbag design?
Will you use a zipper, clasp or button in your handbag design?
What kind of statements could you make with your design/
Will you use your handbag as a statement piece or more practical uses?
What colours would you use for your design?
Think about the purposes of your handbag. What fabrics will you use and why?

2. Recall what types of zippers they remember from the last lesson.


Lesson Evaluation:
I projected my voice enough so that the whole class could hear me.
I handled any behaviour issues successfully with the use of some techniques that I learnt from my last mentor teacher.
I was able to have a successful discussion with the individual groups using the focus questions I already had prepared
but a faltered a little when it came to the whole class.
I need to check my vocabulary and speak in a way that is appropriate for a teacher. I was able to build a good rapport
with the students but I need to speak to the students about topics appropriate to student-teacher relationship.
I spread out during the class, addressing the students from different points in the classroom. At times however I had my
back to some of the students. This could have provided them with the chance to misbehave.
I should go over my lesson plan before the lesson so that I dont falter as much and dont have to rely fully on my lesson
plan during the actual lesson.
I accidentally skipped part of my lesson and instead of continuing on and coming back to that part at a later point I
stopped where I was up to in the lesson, told the class that I had skipped a part went back to the part that I had skipped.
Looking back at it now, I see that it might not have appeared to the students as the professional thing to do.
I also forgot the names of the students, and this made it awkward when it came to the focus questions. Next time I will
see if I can get a copy of the class list to go off of and have my name displayed somewhere so that they will remember
mine as well.