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ART

LESSON/UNIT PLAN ART 404


Kansas City Art Institute
Dr. Sheri Klein Fall 2014

Name of Lesson : ____Shape Shifting: Transforming the Body through Fashion______________________ MoPTA Lesson Plan Format (revised by KCAI)

Name of Teacher Candidate: ____Alison L. Miller____________________________________________________________________


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.

List at least 2 visuals that are


relevant and appropriate to
the lesson objectives. This
could include technology and

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

Shape Shifting: Transforming the Body through Fashion


Scoring Guide

0-1
Approaching Criteria

Craftsmanship

Material Exploration

Research/Planning

Form

Photography

Small-group discussions

Critique







COMMENTS:




2
Meets Criteria

3
Exceeds Criteria

1)Materials selected and used in a careless


manner.
2) Few materials are neatly trimmed and
secured.
3) Stray elements are apparent.
1) The artwork shows that the student
applied the principles discussed in class in a
careless manner.
2) Materials are used in a random or
disorganized manner.
2) Little or no planning/research is evident.

1) Materials selected and used in a thoughtful


manner.
2) All materials are neatly trimmed and secured.
3) Stray elements are apparent.

1) Materials selected used in a thoughtful and


innovative manner.
2) All materials are neatly trimmed and secured.
3) No stray elements are apparent.

1) The artwork shows that the student applied


the principles discussed in class in a careful
manner.
2) The materials are unified in a thoughtful
manner.
2) Planning/research is mostly evident.

1)The artwork shows that the student applied


the principles discussed in class in a careful and
innovative manner.
3) The materials are unified in thoughtful and
innovative manner.
2) Planning/research is evident.

1) Little to no use of form.


2) Little or no planning is evident in the use of
form.
1) Little to no use of photographic
composition.
2) Little or no planning is evident in the
use of photographic composition.
1) Poor participation little enthusiasm, does
not stay on task.
2) Students gives no or negative feedback to
group members.

1) Form mostly enhances the garment.


2) Planning is mostly evident in the use of form.

1) Form fully enhances the garment.


2) Planning is evident in the use of form.

Composition mostly enhances the


garment.
2) Planning is mostly evident in the use of
photographic composition.
1) Good participation good enthusiasm, stays
on task.
2) Student gives limited, non-judgmental
feedback to group members.

Composition fully enhances the


garment.
2) Planning is evident in the use of
photographic composition.
1) Excellent participation great enthusiasm,
stays on task.
2) Student gives extensive, non-judgmental
feedback to group members.

1) Exhibits little enthusiasm, poor critique


skills.
2) Student gives no or negative feedback.

1) Exhibits good enthusiasm, good critique skills.


2) Student gives limited, non-judgmental
feedback.

1) Exhibits great enthusiasm, exemplary critique


skills.
2) Student gives extensive, non-judgmental
feedback.

1)

1)

______/33

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