Professional Documents
Culture Documents
Rationale
for
the
Unit
5
points
Fashion
has
a
long
history
of
transforming
the
human
form
from
its
natural
proportions
to
the
most
(2-3
sentences
about
why
this
extreme
dimensions.
It
has
the
potential
to
exaggerate
or
even
eliminate
parts
of
the
body,
depending
on
topic
is
important
and
relevant
what
is
valued
in
any
particular
society.
Through
this
lesson,
students
will
have
the
opportunity
to
to
age
group)
st
examine
and
respond
to
early
21
century
values
as
evident
in
visual
culture
by
designing
garments
that
augment
the
body
imaginatively
in
a
way
that
might
be
useful
to
a
person
living
in
our
society.
CLEAR
&
AGE
APPROPRIATE
Art
Learning
Objectives
20
points
Studying
artists,
art/understanding
art
List
the
lessons
objectives
and
-
Students
will
discuss
the
purpose
of
fashion
in
history
and
our
society.
learning
outcomes
appropriate
-
Students
will
cite
specific
examples
of
fashion
they
have
seen
in
the
media
that
accentuate/diminish
for
meeting
curricular
and
certain
areas
of
the
body
and
examine
what
that
means.
student
needs.
-
Students
will
explain
how
the
body
can
be
transformed
through
fashion
on
the
board
before
beginning
Include
objectives
for:
the
Powerpoint
presentation.
studying
artists,
-
The
teacher
will
show
a
Powerpoint
presentation
that
examines
fashion
and
the
body
throughout
art/understanding
art
history
and
in
contemporary
media.
integrating
technology
-
The
teacher
will
show
a
brief
TED
Talk
regarding
technology,
fashion,
and
the
body.
creating/expressing
evaluating
art
works
Integrating
technology
exhibiting
art
works
-
Students
will
view
a
Powerpoint
presentation
that
examines
fashion
and
the
body.
-
Students
will
view
a
brief
TED
Talk
regarding
technology,
fashion,
and
the
body.
-
Students
will
use
the
Internet,
books,
magazines
and
other
resources
to
develop
a
fashion
design
project
based
on
augmenting
the
human
body
through
clothing.
-
Students
will
photograph
their
finished
pieces
with
a
digital
camera
and
print
their
photographs
for
display.
Creating/Expressing
-
Students
will
work
together
in
small
groups
to
design
a
garment
on
paper
that
will
transform
the
human
form.
-
These
small
groups
of
students
will
translate
their
designs
into
garments
made
from
paper
and
other
materials.
Evaluating
art
works
-
Students
will
discuss
their
completed
garments
in
both
a
small
group
and
whole
group
setting.
-
Students
will
individually
fill
out
a
final
reflection
sheet
about
their
completed
garments.
Exhibiting
art
works
-
Students
will
photograph
their
designs
on
a
model
and
then
display
the
printed
photographs.
-
Students
will
plan
a
fashion
show
to
display
their
designs.
Standards/Quality
Indicators/Skills
10
points
Missouri
National
Core
Art
Standards
MOVA:
FAI.1D.HS2
VA:Cr1.2.Ia
MOVA:
FAI.2A.HS1
VA:Cr2.3.IIIa
MOVA:
FAI.3A.HS2
VA:Pr6.1.IIa
MOVA:
FAI.3B.HS2
VA:Re8.1.Ia
MOVA:
FAI.3C.HS2
VA:Cn10.1.IIIa
MOVA:
FAII.1C.HS2
MOVA:
FAII.1G.HS2
MOVA:
FAIII.1A.HS2
MOVA:
FAIII.2A.HS2
MOVA:
FAIV.2A.HS2
Visuals
5
points
Identify
the
Missouri
and
national
[art
core]
standards,
quality
indicators,
and
skills
addressed
for
each
objective.
3
websites
Elizabethan
Fashion
Victorian
Fashion
Edwardian
Fashion
1950s
Fashion
Valeska
Jasso
Collado
Junya
Watanabe
Thom
Browne
Fashion
Photography
Lesson
Structure
and
Daily
Procedures
20
points
DAY
1
Consider
the
Studio
Thinking
Engagement/Opening
and
Choice
Based
Education
Models
here
in
your
strategies
for
engaging
students.
Introduction
-
To
introduce
the
assignment,
the
teacher
will
ask
students
about
their
thoughts
on
current
fashion,
how
Link
your
procedures
to
your
it
is
displayed
in
the
media,
and
what
it
means
to
them/society.
objectives.
-
The
teacher
will
then
ask
the
students
how
fashion
can
change
the
body.
Review
of
any
concepts
-
The
teacher
will
review
form
in
the
round,
negative
and
positive
space,
how
the
media
reflects
cultural
values,
and
how
cultural
backgrounds
can
affect
your
perception
of
artwork.
Checking
for
Understanding
-
The
students
will
provide
the
teacher
with
ways
in
which
the
body
can
be
transformed
through
fashion,
and
the
teacher
will
write
those
ideas
on
the
board.
-
The
teacher
will
ask
students
to
provide
examples
of
ways
in
which
their
own
bodies
have
been
transformed
by
what
they
wear/have
worn.
Demonstration/Lecture
The
teacher
will
introduce
students
to
the
idea
of
body-transforming
fashion
through
a
brief
Powerpoint,
which
will
focus
on
key
ideas
and
examples
of
designers
whose
work
stems
from
playing
with
materials
to
discover
their
properties
and
how
those
properties
can
influence
how
the
body
looks
and
moves
in
them.
Procedures
Students
at
Work
-
Students
will
work
in
groups
of
two
or
three.
-
Students
will
be
instructed
to
research
fashion
through
the
ages
to
find
examples
that
transform
the
body
in
ways
that
they
can
relate
to
contemporary
society.
-
Using
these
images
as
inspiration,
the
students
will
design
three
garments
that
will
transform
or
augment
the
body
in
a
way
that
will
help
them
navigate
todays
world.
In
progress
Assessment
-
Students
will
fill
out
a
planning
guide
as
they
work
on
their
fashion
designs.
-
Student
groups
will
decide
which
of
their
three
designs
will
be
created.
Clean
up
-
Students
will
be
warned
when
they
have
10
minutes
left
before
class
ends.
-
Students
will
be
asked
to
clean
up
when
they
have
5
minutes
left
before
class
ends.
Review
and
Closure
-
Students
will
be
instructed
to
consider
how
they
might
create
their
garments
from
paper
during
the
next
class.
-
The
teacher
will
meet
with
each
group
to
see
which
of
their
designs
they
are
planning
to
create.
Final
assessment
(if
applicable)
-
N/A
Engagement/Opening
Introduction
-
The
teacher
will
review
the
ideas
from
the
previous
class.
Review
of
any
concepts
-
See
above.
Checking
for
Understanding
-
The
teacher
will
meet
with
all
the
groups
to
discuss
their
planning
guides.
-
The
teacher
will
brainstorm
with
students
to
develop
plans
for
constructing
their
garments
in-the-
round.
Demonstration/Lecture
-
The
teacher
will
demonstrate
multiple
ways
of
folding,
joining,
draping,
and
adhering
large,
heavy
pieces
of
paper
to
create
three-dimensional
forms.
-
The
teacher
will
introduce
the
students
to
the
idea
of
embellishing
fabric.
Procedures
Students
at
Work
-
Students
will
be
encouraged
to
experiment
with
a
variety
of
paper-manipulation
techniques
to
create
the
garments
they
have
designed.
-
Students
will
use
at
least
one
group
member
as
a
model
to
form
the
body-transforming
garment
on/around.
-
Students
will
add
yarn
and
other
materials
to
embellish
their
garments.
In
progress
Assessment
-
The
teacher
will
be
active
in
the
classroom
and
available
for
consultation/conversation.
-
The
students
will
create
fabric
samples
to
accompany
their
garment
constructions.
Clean
up
-
Students
will
be
warned
when
they
have
ten
minutes
left
before
the
end
of
class.
-
Students
will
be
asked
to
clean
up
when
they
have
five
minutes
left
before
the
end
of
class.
Review
and
Closure
-
The
teacher
will
ask
the
students
to
share
with
their
peers
what
contemporary
issue/problem
they
are
confronting
through
their
garment
design.
Final
assessment
(if
applicable)
-
N/A
Engagement/Opening
Introduction
-
Students
will
finish
up
their
designs.
-
The
teacher
will
show
students
images
from
fashion
magazines
for
them
to
reference
when
photographing
their
completed
projects
in
front
of
a
backdrop.
-
The
teacher
will
ask
students
about
fashion
photography,
what
types
of
fashion
photography
they
have
seen,
and
what
fashion
photography
represents
in
society.
Review
of
any
concepts
N/A
Checking
for
Understanding
N/A
Demonstration/Lecture
-
The
teacher
will
demonstrate
how
to
photograph
and
print
images
with
the
digital
camera.
Procedures
Students
at
Work
-
Students
will
finish
up
their
designs.
-
Students
will
photograph
and
print
images
of
their
completed
garments.
In
progress
Assessment
N/A
Clean
up
-
Students
will
be
warned
when
there
are
ten
minutes
left
before
the
end
of
class.
-
Students
will
be
asked
to
clean
up
when
there
are
five
minutes
left
before
the
end
of
class.
Review
and
Closure
Students
will
critique
their
work
in
small
groups
and
the
whole
group,
focusing
on
methods,
materials
and
meanings.
Final
assessment
(if
applicable)
-
Students
will
fill
out
final
reflection
worksheets.
-
The
teacher
will
fill
out
a
rubric
accompanying
the
assignment.
Resources
Supplies,
&
Equipment
Books
(author,
date,
title)
Koda,
Harold.
2001.
Extreme
Beauty:
The
Body
Transformed.
Web
(URL
and
title)
Pinterest
(Shape
Shifting
by
Alison
Miller)
-
http://www.pinterest.com/alisonlmiller/shape-shifting/
Lucy
McRae:
How
can
technology
transform
the
human
body?
-
http://www.ted.com/talks/lucy_mcrae_how_can_technology_transform_the_human_body?language=en
Trendland
(Valeska
Jasso
Collados
Voluminous
Designs)
-
http://trendland.com/valeska-jasso-collados-
voluminous-designs/
Trendhunter
(Folded
Foam
Fashion
Looks)
-
http://www.trendhunter.com/trends/experimental-fashion
Design
Fetish
(Crazy
Balloon
Couture
Creations
by
Daisy
Balloom)
-
http://www.designfetish.org/2013/07/crazy-balloon-couture-creations-by.html
Supplies/Equipment
3
yards
of
heavy
paper
per
student
Newspaper,
yarn,
and
other
recyclables
Scissors
Pencils
10
points
List
all
resources
(book,
web,
art
supplies,
etc.)
used
in
the
planning
of
and
during
the
instruction
of
the
lesson(s).
Be
specific
!!
Paint
Paintbrushes
Water
cups
Staplers
Staples
Tape
Backdrop
Digital
Cameras
Photo
paper
for
printer
Other
Samples
Fashion
Books
Printouts
Planning
Guide
Reflection
Worksheet
Rubric
Technology
Integration
Powerpoint
presentation
Blogs
Pinterest,
TED,
other
websites
Computers
Overhead
projector/screen
(smart
projector)
Speakers
Digital
Cameras
Printers
Assessment
Plan
and
Tool
(attach
tool
with
unit
plan)
In
progress
assessments:
-
The
teacher
will
list
students
ideas
of
how
the
body
can
be
transformed
through
fashion
on
the
board
before
beginning
the
Powerpoint
presentation.
10
5
points
List
all
Instructional
and/or
assistive
technology
incorporated
into
the
lesson(s)
to
enhance
instruction
and
student
learning,
5
points
List
Assessment(s)
used
before,
during,
and/or
after
the
lesson.
-
After
watching
the
Powerpoint,
students
will
conduct
research
on
fashion
and
the
portrayal
of
bodies
on
camera
(e.g.
in
magazines,
on
television)
and
then
complete
a
Planning
Guide
before
working
with
materials.
-The
teacher
will
visit
with
each
small
group
and
ask
them
questions
about
their
understanding
of
fashion
and
fashion
design.
Plan
for
critique/exhibit:
-
One
member
of
each
group
will
model
the
completed
pieces
during
whole
group
discussion/critique.
-
Students
will
fill
out
final
reflection
sheets.
-
Students
will
photograph
their
pieces
on
models
in
order
to
display
them
in
the
school.
-
Students
will
organize
a
fashion
show
on
or
off
campus
in
order
to
display
the
original
pieces.
Differentiation/Accommodations/Modifications/Increase
in
Rigor
5
points
Increase
in
Rigor:
-
Students
will
choose
a
material
other
than
paper
to
create
a
garment.
-
The
teacher
and
students
will
develop
an
alternative
assignment.
Modifications:
If
needed:
-
Students
will
be
given
different
questions
to
focus
on
during
the
in-progress
and
final
reflections.
-
Students
will
be
allowed
to
present
information
for
the
in-progress
and
final
reflections
in
an
alternative
format.
-
Students
will
be
allowed
to
use
the
computer
and
cad-elements
to
create
their
fashion
designs.
-
The
teacher
and
the
student
will
develop
an
alternative
assignment.
Accommodations:
If
needed:
-
The
teacher
will
provide
a
worksheet
listing
the
information
provided
in
the
presentation.
-
The
teacher
will
provide
an
assignment
worksheet,
display
the
assignment,
and
present
the
assignment
verbally.
-
The
teacher
will
say
and
write
down
the
ideas
students
suggest
during
the
whole
group
discussion.
-
The
teacher
will
instruct
the
students
to
select
a
note
taker
during
the
small
group
critiques
and
the
11
Attach
1
tool
you
can
use
with
students
that
you
have
created
for
this
lesson/unit.
Please
identify
1
or
2
examples
of
diverse
learners
and
how
you
would
modify
content,
materials,
and
environment
to
meet
needs.
whole
group
critique.
-
The
teacher
will
allow
students
to
work
in
groups
or
solo
during
work-time.
-
The
teacher
will
allow
extra
time
to
complete
tasks.
Classroom
Management
12
5
points
-
The
teacher
will
present
the
information
in
an
upbeat
and
excited
way.
Identify
strategies
you
can
use
-
The
teacher
will
keep
the
presentation
short,
use
many
pictures
in
my
Powerpoint,
and
include
a
few
to
help
keep
students
on
task
words
in
the
presentation
for
emphasis.
and
actively
engaged
AND
to
-
The
teacher
will
stop
presenting
information
if
students
are
talking
amongst
themselves
or
otherwise
redirect
inappropriate
interrupting.
behavior.
Consider
the
-
The
teacher
will
let
the
students
know
in
advance
that
they
should
bring
sketchbooks
to
class
for
the
materials
you
will
be
using,
assignment.
and
how
they
might
be
-
Students
will
be
instructed
to
stay
on
task
when
researching
and
designing
fashion.
To
reinforce
this,
the
organized.
teacher
will
spend
time
walking
around
the
room
and
speaking
with
each
group
about
their
research
and
designs.
-
The
supplies
will
be
easily
accessible
to
students
and
easy
to
clean
up.
Extensions
5
points
-
Students
will
have
the
opportunity
to
design
an
accessory
(such
as
a
hat)
to
accompany
their
garment.
Identify
activities
for
early
-
Students
will
have
the
opportunity
to
either
journal
or
post
a
blog
entry
about
their
fashion
design
and
finishers
that
extend
students
explore
what
the
form
means
physically,
culturally,
aesthetically,
etc.
understanding
of
and
thinking
-
Students
will
have
the
opportunity
to
use
their
designs
to
develop
a
fabric-based
garment.
about
the
learning
objectives
by
applying
their
new
knowledge
in
a
different
way.
Reflection
(150
words)
5
points
Reflect
on
the
planning
process-what
was
challenging
for
you,
and
what
you
need
further
development
on
at
this
time.
13
MO
ART
STANDARDS
MOVA:
FAI.1D.HS2
-
Demonstrate
one
printmaking
process
(e.g.,
mono-print,
collagraph,
stamp,
reduction
relief
block,
lithograph,
etching,
serigraph;
Create
an
edition;
Create
an
artwork
combining
different
fiber
arts
materials
(e.g.,
paper,
yarn,
string,
wire,
metal,
reed,
raffia,
fabric,
beads,
shells,
found
material
MOVA:
FAI.2A.HS1
-
Create
a
sculpture
by
layering
and
adhering
material
or
objects
(e.g.,
natural
or
manufactured
clays,
paper,
board,
plastercraft,
papier
mache,
assemblage);
Create
ceramics
using
a
hand-building
process
(e.g.,
pinch,
coil,
slab);
joining
techniques,
and
a
uniform
thickness
MOVA:
FAI.3A.HS2
-
Communicate
ideas
through
the
creation
of
a:
portrait,
still
life,
landscape,
non-objective,
or
architecture
MOVA:
FAI.3B.HS2
-
Create
an
original
functional
artwork
that
expresses
a
culture
MOVA:
FAI.3C.HS2
-
Create
an
original
artwork
that
communicates
ideas
through
the
following
themes
(e.g.,
cultural
identity,
social
commen-tary,
ceremony/ritual,
myth/legend,
reflection/transparency)
MOVA:
FAII.1C.HS2
-
Identify
and
use
form
in-the-round;
Identify
and
demonstrate
the
illusion
of
complex
form
in
a
two-dimensional
artwork
MOVA:
FAII.1G.HS2
-
Identify
and
use
positive
and
negative
space
in
three-dimensional
work;
Identify
and
use
perspective
techniques
to
create
the
illusion
of
space
(two-point
linear
perspective,
overlap-ping,
and
change
of
size,
detail,
placement,
value,
contrast,
color)
MOVA:
FAIII.1A.HS2
-
Discuss
how
perceptions
in
art
reflect
community
and/or
culture
beliefs
and
values;
Compare
how
responses
to
works
of
art
differ
based
on
whether
the
viewer
is
a
member
of
the
culture
in
which
the
art
was
created
MOVA:
FAIII.2A.HS2
-
Compare
and
contrast
two
artworks:
describe
artwork;
analyze
the
use
of
elements
and
principles
in
the
work;
Interpret
the
meaning
of
the
work
(subject,
theme,
symbolism,
message
communicated);
Judge
the
work
from
various
perspectives;
Showing
a
real
or
idealized
image
of
life
(Imitationalism);
Expressing
feelings
(Emotionalism/
Expressionism);
Emphasis
on
elements
and
principles
(Formalism)
Serving
a
purpose
in
the
society
or
culture
(Functionalism)
MOVA:
FAIV.2A.HS2
-
Explain
how
historical
events
and
social
ideas
are
reflected
in
artworks
from
selected
cultures
or
historical
time
periods.
14
NATIONAL
ART
STANDARDS
VA:Cr1.2.Ia
Shape
an
artistic
investigation
of
an
aspect
of
present-day
life
using
a
contemporary
practice
of
art
or
design.
VA:Cr2.3.IIIa
Demonstrate
in
works
of
art
or
design
how
visual
and
material
culture
defines,
shapes,
enhances,
inhibits,
and/or
empowers
peoples
lives.
VA:Pr6.1.IIa
Make,
explain,
and
justify
connections
between
artists
or
artwork
and
social,
cultural,
and
political
history.
VA:Re8.1.Ia
Interpret
and
artwork
or
collection
of
works,
supported
by
relevant
and
sufficient
evidence
found
in
the
work
and
its
various
contexts.
VA:Cn10.1.IIIa
Synthesize
knowledge
of
social,
cultural,
historical,
and
personal
life
with
art-making
approaches
to
create
meaningful
works
of
art
or
design.
15
0-1
Approaching
Criteria
Craftsmanship
Material Exploration
Research/Planning
Form
Photography
Small-group discussions
Critique
COMMENTS:
2
Meets
Criteria
3
Exceeds
Criteria
1)
1)
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