Students in high school will study the history of costumes and fashion, do concept drawings, and create a design in a group to then make into a complete outfit out of newspaper and tape. A fashion show will be the final product.
5 sessions; 50 minutes per session
1. SWBAT identify elements of fashion history in several time periods.
2. SWBAT use the elements of art and principles of design in their final projects.
3. SWBAT work in a group and effectively collaborate.
4. SWBAT create a wearable piece of art from newspaper and tape and demonstrate the art of fashion through unconventional methods.
various washi tapes
1. The first couple of lessons are spent reviewing a history of fashion, costumes, etc or focus on fashion periods that the students are interested in.
2. Students will get into groups and begin concept designs for an outfit. You can have them write a short paragraph for what type of person would wear this outfit.
3. Each student should have a job (Models, measuring, cutting, application, etc)
4. After approval of concept drawing from the teacher, students can start to construct the outfit. Exact patterns are not necessary, they can start to drape and piece on their model. Make sure they do not trap them in the outfit though till the final product because it should take a couple of days to complete.
5. Create a runway in the hallway or your classroom and set up fun lights, sound effects, and have the groups all model their outfits. Have the students wear a fitted pair of pants and t-shirt underneath so they are comfortable.
Students will be assessed based on their ability to work together as a team and each person doing their part. Ability to describe the elements of art and design in their piece, and have a complete look that matches their concept design and is entirely made out of newspaper and tape.
Clips or powerpoints of fashion history, fashion design shows such as Making it or Project Runway
My students all love this project and I have been able to do it in both Art classes and theatre classes, as it goes with both standards. They get very into it and love to have a healthy competition to see who can create the best "look" for the show. It breaks up the monatany of other art projects.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
Art Deco, Constructivism, Expressionism, Folk Art, Futurism, Photography, Realism