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Fairy Tale Fashion
Textiles 12 Unit
Exploring characters from myth, folklore, legend, and fairy tale, through the lens of contemporary fashion.
Inspired by FAIRY TALE FASHION
at The Museum at FIT
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Big Ideas:
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Personal design interests require evaluation and refinement of skills
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Tools and Technologies can be adapted for specific purposes.
Textiles 12 Curriculum is found here https://curriculum.gov.bc.ca/curriculum/adst/12/textiles
Curricular Competencies:
Ideating:
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Identify, critique, and use a variety of sources of inspiration and information
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Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
Prototyping:
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Demonstrate appropriate use of a variety of tools, materials, and processes to create and refine textile item
Testing
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Identify and communicate with sources of feedback
Making
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Identify appropriate tools, technologies, materials, processes, cost implications, and time needed for production
Sharing
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Identify and analyze new design possibilities, including how they or others might build on their concept
Meeting ALL learning needs
The unit will include the following formats:
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Video Tutorials with closed captioning: Assists Visual learners, ESL students, and Auditory learners. It also gives students the ability to pause, re-watch, or fast forward based on their own learning needs.
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Website & Teams with explicit written instructions: Visually impaired students, or ESL can translate/ read the text provided on the website/ Teams. Students that need explicit step-by-step instruction, that do not have the patience to sit and watch demo videos can use the written descriptions to complete assignments.
About technologies
Technologies used in this unit are:
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BYOD computers.
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Office 365 Suite, Microsoft Teams
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Teacher website: www.ajvittie.com
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Google Arts and Culture
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Video Moodboards/ Content Boards
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Mailanote or Canva or other online applications to create mood boards.
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Sewing Machines, Tools, Thread etc
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Foam Board,,Fabric,, Magazines,, Glue and other materials for mood boards
Lesson 01) Intro to Fairy Tale Fashion
2 days to complete
What Students Will Do
Students will be able to:
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Identify, critique, and use a variety of sources of inspiration and information
-
Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
-
Identify and analyze new design possibilities, including how they or others might build on their concept
What Students Will Know
Students will know the following concepts and content:
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Historical uses of textile items and their influence on modern textile use
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Interpersonal and consultation skills
Materials and technologies
Students will use the following materials, tools, equipment:
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BYOD computers
-
Office 365 Suite, Microsoft Teams
-
Teacher website: www.ajvittie.com
-
Google Arts and Culture
-
Video Moodboards/ Content Boards
-
Mailanote or Canva or other online applications to create mood boards.
-
Sewing Machines, Tools, Thread, etc
-
Foam Board, Fabric, Magazines, Glue and other materials for mood boards
Pre-Class Preparation
The teacher will need to make the following preparations prior to the class(es)
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BYOD technology set-up
-
Set up Microsoft Teams for class, as well as Assignment.
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Build pages on teacher website: www.ajvittie.com, including links that provide MAY-DO research or deeper learning options.
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Create tutorial videos with closed captioning
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Create a reference list of fairy tales and creation stories
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Create an example mood board
Lesson
(Teacher Action)
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The teacher asks guiding questions:
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What if my client were a character from a fairy tale, folklore, creation story, or myth?
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How could I bring a character from the past into a contemporary present through fashion design?
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What textures, colours, patterns, and moods would capture the essence of my character?
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Teacher Assigns 01) Fary Tale Fashion on Teams including links to Google Arts and Culture lesson on Fairy Tale Fashion (for students to complete ahead of class time) If students are unfamiliar with fairy-tales, there will also be a list of fairy tales, folklore, myths and creation stories for students to reference, as well as the definition of each of these types of stories.
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In class, teacher guides students through a storytelling circle, where students share their favorite fairy tales from childhood, and if there are any students willing to share short story summaries it is encouraged (especially of cultrially diverse stories).
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Teacher will explain the major projects of the unit (to create a high-fashion item for your fairy-tail client), and ask students to partner, or group together based on the story that interests them. There is no limit to group size, but Students must partner with a minimum of 1 person. Alternatively, if students cannot agree on the same fairy tale, they can group based on theme, or moral.
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Teacher provides information (in Team assignment) on specific criteria for the unit, and the first project; to create a concept / mood board.
(Student Action)
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Students come prepared to class by completing the introduction to assignment on Teams, visiting the Fairy Tale Fashion gallery in Google Arts and Culture, and consulting anciliry resources.
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Students participate in storytelling circle led by teacher.
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Students find partners/ groups based on stories. Students consult on which characters will be their clients and how they will make their ensemble either harmonize or juxtapose with each other.
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Students create a concept board for their ensemble.
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Students complete self-evaluation and turn in completed concept board.
Assessment/Evaluation
(Students are provided with a list of criteria, to fulfill in I statements)
Assesment FOR learning:
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Students share knowledge of fairy tales in circle, where teacher can assess if anyone needs additional information.
Assesment AS learning:
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Students will provide each other with feedback at many points during the completion of this project.
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Teacher will provide walk-abouts and consultation to ensure everyone is on track.
Assesment OF learning:
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Students will complete a self-evaluation with a list of criteria, to fulfill in I statements
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Students will be assessed by teacher on completed concept board
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Lesson 02) Fashion Croquis
2 days to complete
Materials and technologies
Students will use the following materials, tools, equipment:
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BYOD computers
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Office 365 Suite, Microsoft Teams
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Teacher website: www.ajvittie.com
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Video Moodboards/ Content Boards from previous assignment
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Drawing paper, pencil crayons, watercolours etc...
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Digital drawing programs like Autodesk Sketchbook, Photoshop, Medibag, Procreate or Krita
Pre-Class Preparation
The teacher will need to make the following preparations prior to the class(es)
-
BYOD technology set-up
-
Set up Microsoft Teams for class, as well as Assignment.
-
Build pages on teacher website: www.ajvittie.com, including links that provide MAY-DO research or deeper learning options.
-
Create tutorial videos with closed captioning
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Create an example of a Fashion Croquis
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Create a Unity and Juxtaposition Kahoot!
Lesson
(Teacher Action)
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The teacher asks guiding questions:
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How can I turn my ideas in to an ensemble?
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What elements can we use from the past to create contemporary looks in the present?
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How can I convey these ideas in a drawing?
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Teacher will provide Kahoot on Unity and Juxtaposition.
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Teacher Assigns 02) Fashion Croquis on Teams on how to make a fashion croquis with Nick Verreos (for students to complete ahead of class time).
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In class, teacher provides materials for drawing, and technical support for students to complete their Fashion Croquis.
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Teacher provides information (in Team assignment) on specific criteria for the unit, and project 2 the Fashion Croquis
What Students Will Do
Students will be able to:
-
Demonstrate appropriate use of a variety of tools, materials, and processes to create and refine textile
-
Communicate with sources of feedback
What Students Will Know
Students will know the following concepts and content:
-
Complex textile designs
-
Interpersonal and consultation skills
(Student Action)
-
Students come prepared to class by completing the video on how to draw a Fashion Croquis.
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Students participate in class Kahoot for Unity and Juxaposition
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Students make their Fashion Croquis drawing(s).
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Students consult each other on completed Fashion Croquis, and provide peer suggestion using Seesaw
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Students turn in completed Croquis.
Assessment/Evaluation
(Students are provided with a list of criteria, to fulfill in I statements)
Assesment FOR learning:
-
Students participate in Kahoot! about unity and juxtaposition.
Assesment AS learning:
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Students will provide each other with feedback using Seesaw
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Teacher will provide walk-abouts and consultation to ensure everyone is on track.
Assesment OF learning:
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Students will be assessed by teacher on completed croquis
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Lesson 03) Item Proposal with Flats
3 days to complete
Materials and technologies
Students will use the following materials, tools, equipment:
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BYOD computers
-
Office 365 Suite, Microsoft Teams
-
Teacher website: www.ajvittie.com
-
Croquis from previous assignment
-
Drawing paper, pencil crayons, watercolours etc...
-
Digital drawing programs like Autodesk Sketchbook, Photoshop, Medibag, Procreate or Krita
Pre-Class Preparation
The teacher will need to make the following preparations prior to the class(es)
-
BYOD technology set-up
-
Set up Microsoft Teams for class, as well as Assignment.
-
Build pages on teacher website: www.ajvittie.com, including links that provide MAY-DO research or deeper learning options.
-
Create tutorial videos with closed captioning
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Create an example of a Proposal with Flats
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Create an EDpuzzle video
Lesson
(Teacher Action)
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The teacher asks guiding questions:
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How do professionals plan out their garments?
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What do I need to make my own Pattern?
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Teacher Assigns 03) Fashion Flats on Teams
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Teacher will provide video with embedded questions on Edpuzzle how to make a fashion flats with Nick Verreos (for students to complete ahead of class time).
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In class, teacher provides materials for drawing, and technical support for students to complete their Fashion Flats
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Teacher provides information (in Team assignment) on specific criteria for the unit, and project 3 the Fashion Flats and proposal
What Students Will Do
Students will be able to:
-
Identify appropriate tools, technologies, materials, processes, cost implications, and time needed for production
-
Communicate with sources of feedback
What Students Will Know
Students will know the following concepts and content:
-
Complex textile designs
-
Interpersonal and consultation skills
(Student Action)
-
Students come prepared to class by completing the video and Edpuzzle on how to draw a Fashion Flats
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Students complete their Fashion Flats drawing(s).
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Students consult each other on completed Fashion Flats, and their completed proposal. Peers provide feedback on any missing items, or improvements to be made, using Seesaw
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Students complete self-evaluation and turn in completed Fashion Flat & proposal.
Assessment/Evaluation
(Students are provided with a list of criteria, to fulfill in I statements)
Assesment FOR learning:
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Students participate in Edpuzzle about creating Flats
Assesment AS learning:
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Students will provide each other with feedback using Seesaw
-
Teacher will provide walk-abouts and consultation to ensure everyone is on track.
Assesment OF learning:
-
Students will complete a self-evaluation with a list of criteria, to fulfill in I statements
-
Students will be assessed by teacher on completed Proposal & Flats
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