gcse textiles coursework examples

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GCSE Art and Design

8201, 8202, 8203, 8204, 8205, 8206

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Knowledge and understanding
• 3.4 Art, craft and design
• 3.5 Fine art
• 3.6 Graphic communication

3.7 Textile design

• 3.8 Three-dimensional design
• 3.9 Photography
• 3.10 Progression
• Scheme of assessment
• Non-exam assessment administration
• General administration

Textile design is defined here as the creation of designs and products for woven, knitted, stitched, printed or decorative textiles that might have a functional or non-functional purpose.

Areas of study

In Component 1 and Component 2 s tudents are required to work in one or more area(s) of textile design, such as those listed below:

• a rt textiles
• f ashion design and illustration
• c ostume design
• c onstructed textiles
• p rinted and dyed textiles
• s urface pattern
• s titched and/or embellished textiles
• s oft furnishings and/or textiles for interiors
• d igital textiles
• i nstalled textiles.

They may explore overlapping areas and combinations of areas.

Knowledge, understanding and skills

Students must develop and apply the knowledge, understanding and skills specified in the Subject content to realise personal intentions relevant to textile design and their selected area(s) of study.

The following aspects of knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant to textile design.

Knowledge and understanding

The way sources inspire the development of ideas, relevant to textile design including:

• how sources relate to cultural, social, historical, contemporary, environmental and creative contexts which might be determined or influenced by functional or non-functional considerations
• how ideas, feelings, forms, and purposes can generate responses that address personal needs or meet external requirements, such as client expectations and any associated constraints.

The ways in which meanings, ideas and intentions relevant to textile design can be communicated include the use of:

• figurative and non-figurative representations, stylisation, simplification, surface embellishment, constructional considerations and imaginative interpretation
• composition

Within the context of textile design, students must demonstrate the ability to:

• appliqué
• construction methods
• textile materials
• digital imagery.

Textiles: Fibres

Textiles are categorised into several types: plant-based natural fibres, animal-based natural fibres, synthetic fibres, blended and mixed fibres, woven fabrics, non-woven fabrics, and knitted textiles.

Plant-based natural fibres

• These plant fibres can be spun together to make yarn.
• Fabrics are extracted from plant-based materials that are renewable but take a long time to grow.
• The most common type is cotton.

Animal-based natural fibres

• These animal-based fibres can be spun together to make yarn.
• Fabrics are taken from animal-based materials that are renewable but take a long time to extract.
• The most common type is wool and silk.

Synthetic fibres

• Synthetic fibres are readily available and easy to maintain.
• Synthetic fibres are durable and have a high resistance to wear and tear.
• Synthetic fibres absorb very little water and dry very quickly.
• Synthetic fibres can be very lightweight and wrinkle resistant.

Blended and mixed fibres

• Blended fabrics are created by combining one or more fibres together to make a new fabric.
• They tend to be easy to clean, care for and comfortable.
• Common examples include polyester/cotton and Nylon/wool.

Textiles: Weave

Woven textiles

• Woven textiles are produced by weaving yarn a technique that dates back thousands of years.
• There are many types of woven textiles the most common being plain weave.

Woven textiles cont.

• The warp threads run horizontally the length of the fabric.
• The weft runs across the fabric from selvedge to selvedge.

Non-woven textiles

• Non-woven textiles are made directly from fibres without being spun into yarns.
• These fabrics tend to be bonded together from a web of fibres held together with heat or adhesive.
• Non-woven textiles can be given special properties to make them heat resistant.

Examples of non-woven textiles

• Surgeon’s garments.
• Dishcloths.
• Crime scene investigator overalls.

Knitted textiles

• Knitted textiles is a traditional technique that has been used for hundreds of years and incorporates interlocking yarn loops to make a fabric.
• There are two types of knitted fabric called warp and weft knit.
• Knitting can be done by machine or by hand.

Weft and warp knitting

• Weft knitting fabrics are made by hand or by machine and tend to be quite stretchy due to the loose knitted yarns.
• Warp knitting fabrics are made by hand or machine and tend to be more complex in shape due to the interlocking yarns.
• They tend to be less stretchy and hold their shape for longer.

1 Core Technical Principles

1.1 New & Emerging Technologies

1.1.1 Industry

1.1.2 Enterprise

1.1.3 Sustainability

1.1.4 People

1.1.5 Culture & Society

1.1.6 Environment

1.1.7 Production Techniques & Systems

1.1.8 Emerging Technologies & Design

1.1.9 End of Topic Test - New & Emerging Technologies

1.1.10 Exam-Style Questions - Emerging Technologies

1.2 Energy Generation & Storage

1.2.1 Fossil Fuels & Nuclear

1.2.2 Renewable Energy

1.2.3 Energy Storage Systems

1.3 Developments in New Materials

1.3.1 Modern Materials

1.3.2 Smart Materials

1.3.3 Exam-Style Questions - Smart Materials

1.3.4 Composite Materials

1.3.5 Technical Textiles

1.4 Systems Approach to Designing

1.4.1 Inputs

1.4.2 Processes

1.4.3 Outputs

1.4.4 Looped Systems

1.5 Mechanical Devices

1.5.1 Types of Movement

1.5.2 Levers

1.5.3 Linkages

1.5.4 Rotary Systems

1.5.5 End of Topic Test - Designing & Mechanical Devices

1.6 Materials Categories

1.6.1 Timbers

1.6.2 Metals & Alloys

1.6.3 Metals & Alloys 2

1.6.4 Polymers

1.6.5 Polymer Types

1.6.6 Textiles

1.6.7 Textile Types: Fibres

1.6.8 Textile Types: Weave

1.6.9 Paper & Boards

1.7 Material Properties

1.7.1 Physical & Working Properties

1.7.2 End of Topic Test - Materials

1.7.3 Exam-Style Questions - Materials

2 Paper & Board: Specialist Technical Principles

2.1 Selection of Materials

2.1.1 Paper & Boards

2.1.2 Working with Paper & Boards

2.2 Paper & Board: Forces & Stresses

2.2.1 Paper & Board: Forces & Stresses

2.2.2 Cardboard & Paper

2.3 Paper & Board: Ecological & Social Footprint

2.3.1 Paper & Board: Ecological & Social Footprint

2.3.2 Paper & Board: The Six Rs

2.3.3 Social Issues

2.4 Paper & Board: Sources & Origins

2.4.1 Paper & Board

2.4.2 End of Topic Test - Paper & Board

2.5 Paper & Board: Using Materials

2.5.1 Paper & Board: Properties of Materials

2.5.2 Paper & Board: Modification of Materials

2.5.3 Paper & Board: Shape & Form

2.6 Paper & Board: Stock Forms, Types & Sizes

2.6.1 Paper & Board: Forms

2.6.2 Paper & Board: Types

2.6.3 Paper & Board: Sizes

2.6.4 Paper & Board: Standards Components

2.7 Paper & Board: Scales of Production

2.7.1 Paper & Board: Scales of Production

2.7.2 Exam-Style Questions - Scales of Production

2.8 Paper & Board: Specialist Techniques & Processes

2.8.1 Paper & Board: Techniques & Processes

2.8.2 Paper & Board: Quality Control

2.9 Paper & Board: Surface Treatments & Finishes

2.9.1 Paper & Board: Surface Treatments & Finishes

2.9.2 End of Topic Test - Specialist Techniques

3 Timber: Specialist Technical Principles

3.1 Timber: Selection of Materials

3.1.1 Timber Based Materials

3.1.2 Timber: Environment & Ethics

3.2 Timber: Forces & Stresses

3.2.1 Timber: Forces & Stresses

3.2.2 Timber

3.3 Timber: Ecological & Social Footprint

3.3.1 Timber: Ecological & Social Footprint

3.3.2 Timber: The Six Rs

3.3.3 Timber: Social Issues

3.3.4 Exam-Style Questions - Timber

3.4 Timber: Sources & Origins

3.4.1 Timber

3.4.2 Timber: Processing & Seasoning

3.4.3 Manufactured Board

3.4.4 End of Topic Test - Timber

3.5 Timber: Using Materials

3.5.1 Timber: Properties of Materials

3.5.2 Timber: Modification of Materials

3.5.3 Timber: Shape & Form

3.5.4 Timber: Shape & Form 2

3.6 Timber: Stock Forms, Types & Sizes

3.6.1 Timber: Stock Forms, Types & Sizes

3.7 Timber: Scales of Production

3.7.1 Timber: Scales of Production

3.8 Timber: Specialist Techniques & Processes

3.8.1 Timber: Tools, Equipment & Processes

3.8.2 Timber: Tools, Equipment & Processes 2

3.8.3 Timber: Quality Control

3.9 Timber: Surface Treatments & Finishes

3.9.1 Timber: Surface Treatments

3.9.2 Timber: Finishes

3.9.3 End of Topic Test - Specialist Techniques

4 Metal: Specialist Technical Principles

4.1 Metals: Selection of Materials

4.1.1 Metal-Based Materials

4.1.2 Ferrous Metals

4.1.3 Non-Ferrous Metals

4.1.4 Alloys

4.1.5 Metals: Environment & Ethics

4.2 Metals: Forces & Stresses

4.2.1 Metals: Forces & Stresses

4.3 Metals: Ecological & Social Footprint

4.3.1 Metals: Ecological Footprint

4.3.2 Metals: Social Footprint

4.3.3 Metals: The Six R's

4.3.4 Metals: Social Issues

4.4 Metals: Sources & Origins

4.4.1 Origins of Metal

4.4.2 Processing Metals

4.5 Metals: Alloy-Based Materials

4.5.1 Types of Metal Alloys

4.5.2 Alloying Elements

4.5.3 Properties & Benefits

4.5.4 Processing & Fabrication

4.5.5 Applications of Alloys

4.5.6 Metal Alloys in Industry

4.5.7 Applications of Metal Alloys

4.6 Metals: Using Materials

4.6.1 Properties of Metals

4.6.2 Modification of Metals

4.6.3 Metals: Shape & Form

4.7 Metals: Scales of Production

4.7.1 Metals: Scales of Production

4.8 Metals: Specialist Techniques & Processes

4.8.1 Metals: Tools

4.8.2 Metals: Tools & Equipment

4.8.3 Metals: Cutting, Forming & Machining Processes

4.8.4 Metals: Joining, Casting & Heat Treatment Process

4.9 Metals: Quality Control

4.9.1 Metals: Quality Control

4.9.2 Metals: Quality Control Processes

4.10 Metals: Surface Treatments & Finishes

4.10.1 Metals: Surface Treatments

4.10.2 Metals: Surface Treatments for Metals

4.10.3 Metals: Finishes

4.10.4 Metals: Finishing Techniques for Metals

5 Polymers: Specialist Technical Principles

5.1 Polymers

5.1.1 Polymers: Functionality & Aesthetics

5.1.2 Polymers: Environment & Ethics

5.1.3 Polymers: Sources, Origins & Properties

5.1.4 Polymers: Forces & Stresses

5.1.5 Polymers: Ecological & Social Footprint

5.1.6 Polymers: The Six R's

5.2 Polymer Categories

5.2.1 Categories of Polymers

5.2.2 Thermoforming Polymers

5.2.3 Thermosetting Polymers

5.3 Polymer Forms

5.3.1 Polymers: Stock Forms

5.3.2 Polymers: Shape & Form

5.4 Polymer Production, Techniques & Quality Control

5.4.1 Polymers: Scales of Production

5.4.2 Polymers: Specialist Techniques & Processes

5.4.3 Polymers: Quality Control Systems: Tolerance

5.4.4 Polymers: Finishes

6 Textiles: Specialist Technical Principles

6.1 Textile Materials

6.1.1 Origin of Textiles

6.1.2 Textile Industry

6.2 Selection of Materials

6.2.1 Natural Fibres

6.2.2 Synthetic Fibres

6.2.3 Environmental Concerns

6.2.4 Environmental Impact

6.2.5 Ethical Challenges

6.3 Forces & Stresses

6.3.1 Forces & Stresses

6.4 Ecological & Social Footprint

6.4.1 Ecological Footprint

6.4.2 Social Footprint

6.4.3 Addressing Ecological & Social Footprints

6.4.4 The Six R's

6.4.5 Labour Conditions

6.4.6 Social Issues

6.4.7 Addressing Social Issues

7 Designing & Making Principles

7.1 Investigation & Data

7.1.1 Iterative Design

7.1.2 Primary & Secondary Data

7.1.3 Market Research

7.1.4 Ergonomics

7.1.5 Specifications

7.1.6 End of Topic Test - Investigation & Data

7.1.7 Exam-Style Questions - Specifications

7.2 Environmental, Social & Economic Challenges

7.2.1 Challenges

7.2.2 Your Research

7.3 The Work of Others

7.3.1 Designers

7.3.2 Architects

7.3.3 Product Design

7.3.4 Industrial Designers

7.3.5 Product Design Companies

7.3.6 Textile Design Companies

7.3.7 End of Topic Test - The Work of Others

7.4 Design Strategies

7.4.1 Design Strategies

7.5 Communication of Design Ideas

7.5.1 Design Communication

7.6 Prototype Development

7.6.1 Prototype Development

7.7 Selection of Materials

7.7.1 Materials

7.8 Tolerances

7.8.1 Tolerances

7.9 Material Management

7.9.1 Managing Material

7.9.2 Tools

7.10 Specialist Equipment

7.10.1 Health & Safety

7.11 Specialist Techniques & Processes

7.11.1 Specialist Techniques & Processes

7.11.2 Surface Finishes

7.11.3 End of Topic Test - Designing & Making

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Super Helpful GCSE Textiles AQA Coursework Guide 2018 Submission Only

Subject: Design, engineering and technology

Age range: 14-16

Resource type: Unit of work

Last updated

8 July 2020

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Textiles – GCSE coursework.

Jan 04, 2020

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Textiles – GCSE coursework. Abbie Sidaway. What different techniques could I use on my product?. Task Analysis.

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• clothes show
• current fashion
• environmentally friendly
• college fashion show
• current fashion price range

Presentation Transcript

Textiles – GCSE coursework. Abbie Sidaway.

What different techniques could I use on my product? Task Analysis I will research on the internet about different techniques and methods I will look in a range of fashion books and look at the different techniques which have been used on other clothing. What are the issues associated with the textile industry? What products have been designed already which do not harm people or environment? I will go onto the internet and look at ethical and environmental information. I will look at books and leaflets that are in the textiles room. Also I will look on ‘student read’ as I know there is lots of good information on there. I will visit a shop which is located in Selby, this shop specialises in recycled materials which are designed into new dresses. I will look on the internet and find out about already existing product. • What I already know – • I know that the “Clothes Show live” has college fashion shows there so whilst im there, I will take some photos of the clothes and analyse the designs.. • How they’ve designed it? • What techniques have been used • What materials have been used? • By doing this it will help me understand how designers design their clothes. • Also it will help me as I it will help me to improve my own designs. • There are also stands which sell retro & reused materials clothes which will give me some good ideas for when I design my product. What fashion designers are big and are into using old fabrics? I will research on the internet about some different designers. Also what things they have achieved.I will be going on a school trip soon to “the clothes show” which has a lot of designers clothes, I will look at the components used for the existing products. This will increase my knowledge of fashion. Design brief .. Design and make a product from textiles that will not harm people or environment. The product will be sold on a internet site which specialises in products that are environmentally friendly, for e.g. I could use materials, from organic or ethical sources or with logos and designs that highlight ethical messages.

‘HARMONIZING’ Mood Board. ‘INSPIRE’

Research into Sustainability and Textiles The issues I have decided to research about the environment issues in the textile fashion industry, as I am using denim in my design. Designers and customers are not thinking about the materials they are using/buying. While designers are making products the environment is getting seriously damaged. Whilst I was researching about the fashion industry I found out, how we was damaging our environment how we could prevent this in the future. Child labour - Whilst researching about the issues in the fashion industry I found out that young children are from poor countries. In a single workshop, 12 boys between the ages of 8 and 16 will work for 14–16 hours daily, collecting cotton from cotton plants, and sewing things getting only the smallest of wages. Tie Dyeing – Clothing manufactures are dumping the dyes into our rivers destroying our wildlife and rivers. The fish in the rivers are dying and the rivers are turning into sludge. If we are going to save our rivers and wildlife we need to stop dumping dye into our rivers, so if we recycle our old clothes and encourage designers to use recycled materials we will not have to use dye, which end up in our rivers. These outfits have been designed using old, used materials. This means it is sustainable as they have used recycled materials rather than new. The first outfit has been made from old newspapers. The second dress has been made from old coats. Obviously these are not to wear but for the media. The designers are trying to get it across that it is easy to reuse your old products.

Visiting ‘Clothe Show Live’ helped me with this project as it gave me an idea of what to do with my product. Watching the fashion show gave me knowledge about the current fashion, and what is in at the moment. When I was looking around at the college stalls it made me notice how much effort is needed. I could see the detail that had been put into the garments, which made it look professional. I noticed that there was a number of organic, and environmentally friendly clothes being sold which means there is a large market for this, and many people were prepared to buy these products. Overall, my experience gave me a lot of ideas for my designs, I know have ideas about what colours harmonise with each other and what colours clash and what styles have a high market for. Clothes Show Live 2009.

Internet research I have gone onto the internet and looked for college textile products to gather an idea of quality, style and techniques of product been made in the current fashion status. Tulle skirts have seemed to dominate the work of these students at colleges. I have noticed the high nature of quality in these garments, and also the originality that has been put in to these designs. The students in colleges use a range of materials. Especially recycled and environmentally friendly materials which I have found are commonly used. I know this as I have recently visited ‘The Clothes Show Live’ where there is a lot of college fashion show. One particular show the student focused on recycled materials but still kept the uniqueness and stylish factor to their garments.

Jackson Pollack - Inspiration The work of Jackson Pollack Paul Jackson Pollock (January 28, 1912 – August 11, 1956) was an influential American painter and a major figure in the abstract expressionist movement. The design of his painting had no relation to the shape or size of the canvas -- indeed in the finished work the canvas was sometimes docked or trimmed to suit the image. All these characteristics were important for the new American painting which matured in the late 1940s and early 1950s. He was strongly supported by advanced critics, but was also subject to much abuse and sarcasm as the leader of a still little comprehended style; in 1956 Time magazine called him `Jack the Dripper'. Jackson Pollack inspired me as his art work reflect freedom, he used the paint to express his feelings. He did his art work by dripping the paint in a way to make it look crazy, his work was very unique.

Analysis of research. I decided to create a mood board to give me an ideas for my bodice which I am currently designing. I used modern and quirky photos with harmonizing colours of blue tones which really inspired me, and gave me ideas for what I want my garment to look like. My visit to ‘The Clothes Show Live’ gave me more knowledge about the current fashion and an incite into colleges and I got to see the designs and the process of how they design, create and make their designs unique. Also it gave me an idea of what the current fashion price range is at, I found that garments at the moment are at a reasonable price, and is affordable. The tulle skirt is a very popular garment and is found in most high streets, I know this because whilst visiting London in the holidays, I went into the high street shops including, River island, Top shop and H&M. After researching about the issues which the fashion industry is facing I now understand about how fashion and the process of garment making is affecting the environment. In further research I found out how other designers over come this by using fair trade materials and also using recycled materials. I will make sure that my product is environmentally friendly. I found internet research useful because it was really quick and I could do it at school, and could access a lot of information at once. I was also able to look at construction, detail, fabrics, components, target groups and finally cost. The pieces that I copy and pasted where linked to recycling in a very high profile way. The research I did that was primary was the college student stand. I did this piece of research because I found that I was inspired by the quality and abstract nature of the pieces. Overall, I feel that my research albeit was limited it was all relevant and informative.

Design Specification Function/Purpose. • The product will be designed and made for any teenage girls, aged around 14-18years old. • It will be a fashionable and detailed bodice which would be worn for special occasions'. • It will make teenagers feel feminine and feel like they are unique. ‘stand out from a crowd.’ Aesthetic and functional characteristics. • The bodice will be unique and creative, the main colours which I will be using are; Blues Greens Purples. • The top must be practical and comfortable to wear. • The components which I will be using must be strong, so that nothing falls off. • It must appeal to the target market, that I am aiming at, teenagers to young professional and modern women. • The final design will be created by using a mixture of techniques such as: Different types of sewing techniques Bead work Appliqué Dye effects. Target market and consumer requirements. • This product are aimed at females aged14-30 • It is required to be fashionable, and to be a fashion statement piece. • It must be reasonably priced for the target market. • The bodice must suit the seasons fashion trend, and could be marketed with a range of garments and accessories so that it looks convincing to the buyer. • The garment will be made to last and will be ‘fit for the purpose’. Time and resources • Resources used to make this product must be colourful and good quality. • Resources must be relevantly cheap, since the product id going to be a mass product. • Resources must be simple to assemble; otherwise it would be a struggle to keep to deadlines.

Designs one Firstly, I experimented with colours and different styles. I tried to find colours which I wanted to use that harmonized. I decided to design a bodice, and use colours, Blues, Purples and Greens.

This design would have a range of techniques, it would be a simple but stylish bodice. Down the front a zip will be attached to give the top a modern feel to it. Designs Two The components which would be used on this design will be bead work. Also it will be made by using cotton dyed indigo blue, using the cold water dyeing method The first bodice design, has a lot of detail on the chest area. It would have blue frill with a light blue bow in the centre. The bodice will be very shaped by the boning.

Designs Three

This design is one of my favourites as I think it would be very marketable, and would sell in today's fashion industry. This bodice is simple but stylish. Also it is very sustainable, because it can be easily recycled, as it would be made my denim.

I decided to make this design as it inspired me, also I think the front panel would look very abstract. I could be creative with this design. This design is also is very marketable.

Appliqué These pieces have been created using TIE DIE. The method – First I cut out a piece of fabric, then I scrunched it up into a ball and tied elastic bands around randomly. When I had done this and made sure the bands were tight enough, I dropped them into a dish of die. I used three different tones of blue to create this effect. After this i then left the fabric to dry I repeated this process another time to give it more colour. I found this method easy to do and every time it comes out different this is what I like about this type of style, its unique itself every time. I would like to use this in my product as I like the effect that is given. The method – firstly, I cut out a piece of denim. I then cut out the separate pieces which I had drawn out on the fabric. Then I placed the pieces onto the denim and sew it on with a zigzag stitch. This was my first time using appliqué, I found it hard at first but after a while I got used to it. I could improve this method by practicing and taking more time on it. Then I would get a better and neater finished product.

Techniques – cording and sewing using the embellishers and computerised sewing machine

Components Evaluation of techniques and suggested alternatives I think sewing on the cording went well, to say it was my first try. This technique looks abstract which makes it different and unique. I think this styles fits the look I am going for very well. I believe this will appeal to my target market. The colours and textures I have used work well together and create a unique, crazy style. This is my first try at the pattern.

Washing symbols; Wash Care Labels. Tumble dry Washing at 30ºC Iron on low heat Cotton wash Synthetic wash Wool wash Hand wash Do not wash

Production Plan

Production plan two.

Bodice. Pattern pieces and layout plan Working drawing Side panels. Back Front Back panels. Materials + components Eyelets Stainless steel Cotton Yard Boning ribbon Interfacing Beading Front Wash care labels. Machine + stitch settings Zig Zag Straight. Costings Cotton 1m = £1.99 Cord = 50p Bones = £1.00 Yarn = 50p Ribbon = £1.00 Beads =£1.50 TOTAL = £6.49 40◦c

Flow Chart. Turn the correct way START. Sew front and back together. Pin pattern pieces together. Iron and add eyelets. Make sure front and back are equal NO Check both sides are equal NO Pin lining. FINISH. Sew pattern pieces.

Front Back Components: used; Turquoise ribbon Navy ribbon Silver SS eyelets Nylon bonding Navy/deep blue treads Computerised machine

Public Opinion. When my product was finished, I went into the public and asked what they thought. “I think this style is very marketable and would be suitable for teenagers as it is very fashionable.” “This stand out from a crowd. The techniques which have been use are very well done. I love the detail which has been added to the front panel.” “Very attractive, I would defiantly love to see my girlfriend wearing this. I love the colours and it is sassy and sexy. I think this is very successful. “

Final Product Bones Pattern pieces.

Final Product Cord. Eyelets and Ribbon.

Final Evaluation At the beginning of this project is set out to work with a team of two other students to make a range of products which could be worn together or separate. My job was to design and make the top part of the outfit. After research and a lot of sketches I decided to make a bodice. This bodice was going to be something different and quirky, this is when I started to research different artist. I saw a range of artwork by Jackson Pollack which really inspired me and gave me some crazy ideas of what I could create. After looking on the internet at various websites and also looking in the school textile book, I decided to use different shades and tones of blue, green. I found that they complemented each other and work well together. As well as been inspired by Jackson Pollack, The colours of the sea also inspired me. I like the different of tones as I have shown in my mood board. Deciding on the components I was going to use the easy part, I knew exactly what I wanted to use however I did research the components to see how they worked and the best way to use them. Before starting on the techniques I used I looked around at exciting product, magazines and again the internet to see what works together and which techniques I would like to use. There were certain aspects of the research that was really helpful, the internet was a real help as used this type of research a lot and it gave me load of information. Going to the Clothes Show in Birmingham was one of the best experiences and it gave me so much knowledge about the current fashion and also what college students are up to and how they produce their products. The fashion shows which was going on there also gave me a lot of ideas of what style or look I wanted to betray. The only thing I regret was not taking any photos of the shows, this would have gave me a lot of help and more to work with. In the making of my product there way one problem, when I had sewn all the bones into place there where not quite the same on each side, to overcome this problem I had to unstitch the fabric on one side and re sewn it into place. The reason why I changed this was that if each side wasn’t the same the quality of my product would have decreased and I wanted the quality of my Bodice to be at the highest. In the end I decided to work on my own instead of working as a group as one of the students recently moved away and we decided that if we still did it in a group of two the product would not be as detailed as we would be doing no one but two products. My bodice came out just how I imagined it, and the front panel looks really abstract, this makes the whole bodice unique.

To make sure that my product appealed to the target market I asked some public what they though about my product and if they would buy it if sold in the high street. The results I got back where positive with some comments about what would make it even better, If this bodice was to be sold as a ‘small batch’ then I would change some things on the production line, The only thing which I would change would to make the side panels a little longer to cover the hips, I initially wanted the bodice to finish at the hips but I must have made a measuring error and it now goes over the hips instead. I believe this bodice could be part of a clothes range and could easily be made in different colours. If my product was to be made in the industry it would be made exactly how have done but in larger sizes and also with special machines, It would be made on a production line with machinery to speed up the production. My product does suit the design brief, it is environmentally friendly, as it is made from all 100% natural fabrics and also it has a long life span.

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