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Healthy Spaces

Considering the 3D Art studio as a common space for multiple materials and tools-from wet and messy to dry and digital. 


Big Ideas:

  • There are connections between personal and social behavior and well-being
  • Some tools and technologies require specific care, attention, and maintenance
3D Art Curriculum found here

Lesson Goals:

In I Statements: 

  • I can contribute to the well-being of the social and physical environment. 

  • I can support the development of a welcoming and inclusive community. 

  • I understand how to care for the tools and technologies in the studio.

  • I understand that the studio space is a community space that requires my attention and due diligence in order to support the maintenance of a variety of tools and technologies.

What Students Will Do

Students will be able to:

  • 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:

  • Historical uses of textile items and their influence on modern textile use

  • Interpersonal and consultation skills

Materials and technologies

Students will use the following materials, tools, equipment:

  • BYOD computers

  • Office 365 Suite, Microsoft Teams

  • Teacher website:

  • 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)

  • BYOD technology set-up

  • Set up Microsoft Teams for class, as well as Assignment.

  • Build pages on teacher website:, including links that provide MAY-DO research or deeper learning options.

  • Create tutorial videos with closed captioning

  • Create a reference list of fairy tales and creation stories

  • Create an example mood board


 (Teacher Action)

  • The teacher asks guiding questions:

    • What if my client were a character from a fairy tale, folklore, creation story, or myth?

    • How could I bring a character from the past into a contemporary present through fashion design?

    • What textures, colours, patterns, and moods would capture the essence of my character?

  • 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. 

  • 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).

  • 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.

  • Teacher provides information (in Team assignment) on specific criteria for the unit, and the first project; to create a concept / mood board. 

(Student Action)

  • 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. 

  • Students participate in storytelling circle led by teacher.

  • 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.

  • Students create a concept board for their ensemble. 

  • Students complete self-evaluation and turn in completed concept board. 


​(Students are provided with a list of criteria, to fulfill in I statements) 


Assessment FOR learning:

  • Students share knowledge of fairy tales in a circle, where the teacher can assess if anyone needs additional information.

Assessment AS learning:

  • Students will provide each other with feedback at many points during the completion of this project.

  • The teacher will provide walkabouts and consultation to ensure everyone is on track. 

Assessment OF learning:

  • Students will complete a self-evaluation  with a list of criteria, to fulfill in I statements 

  • Students will be assessed by the teacher on the completed concept board 

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