Teaching fashion and textiles through science in the primary classroom

Abstract

The fashion industry is of utmost importance especially since textiles surrounds the environment around us. Despite Fashion and Textiles is offered, as an option at secondary level in some schools, the number of students opting to study the subject are still low. Moreover, most of the younger generation lack information and skills relating to the fashion industry in the 21st Century (Brown, 2019). In view of this, research conducted by Buttigieg (2021), denoted that Fashion and Textiles should be introduced to all children from a younger age to promote the subject. This includes exposing young children through fun textile related activities and lessons in the primary. Research conducted by Buttigieg (2021), also suggested that an activity workbook featuring sewing activities should be developed for primary students (Buttigieg, 2021). Currently there is a great emphasis being made towards the Science education within all age groups in schools and workforce. Given that Fashion and Textiles is a “unique blend” of STEM related activities it allows children to develop their Science and mathematical skills in an interesting way (Liu, 2016). This can include learning how to conduct basic experiments whilst identifying fibre properties (Liu, 2016). Through fashion, students can also learn basic Science through tie-dye along with problem solving (Serr, 2020). Fashion goes beyond its historical artistic roots and must be adapted to be in line with current changes that are taking place amongst younger generations of the 21st century (Brown, 2019). In view of this, the relation between Science and Fashion was identified. Moreover, an interview was done with a Science Education Specialist to determine and discuss the topics currently taught within the year 5 and 6 primary Science syllabus. Further to this a set of lesson plans and resources, that link Fashion and Science were created targeted for year 5 and 6 primary students. Finally, the lesson plans and resources were shared with a few Primary Science teachers for feedback.