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“Art is not what you see, but what you make others see” - Edgar Degas

Sara Salip, illustrator

ELEMENTS OF ART IN MOTION Unit Plan

Raquel Feliu i Ayala & Sara Salip i Vilanova TEACHER’S GUIDE

February 2018


Table of contents

1 Introduction to the unit

2 Learning-teaching objectives

3 Content obligatory language

4 Evaluation

5 Resources & Materials

6 Preparation

7 Session by session


PROJECT WORK: Developing a fashion collection

1 Student’s roles

2 Calendar

3 Materials & Resources

4 Start the engines!

5 Brainstorming

6 Terms to agree on terms

7 Ready to work individually

8 Final outfits

9 Oral presentation

10 Assessment & Self-assessment

11 Clothes samples


1 INTRODUCTION TO THE UNIT

This unit is mainly about light and colour, but it is based upon a fashion collection project.

It begins by looking at prior knowledge related to shape, form, texture and line learners

studied in previous units. The next section includes task-based activities aimed at understand

the colour theory (colour wheel, colour combinations, additive and subtractive colours) and

explore the colour symbolism.

The unit then goes on to work on a major project. Project work offers a bridge to independent

learning for students. They will put into practise what they’ve learnt in the first sessions of the

unit by becoming fashion designers. First individually, and then in groups, they are going to

create a fashion collection based on a storyboard they must agree on.

2 LEARNING-TEACHING OBJECTIVES

TOPIC: ELEMENTS OF ART (Colour)

Course: 1st ESO (Year 8 UK/Grade 7 US) Timing: 11 sessions UNIT: Elements of art in motion

Previous units: lines, shapes, forms and textures

OBJECTIVE: Within this lesson, students will role play the job of a fashion designer by developing and designing their own clothing collection

Grouping: Individual & In pairs & In plenary & Groups of 4

CONTENT

List and explain 5 Elements of Art -line, texture, shape, form and colour- and apply them to their work

Discover how to use the Colour Wheel

Learn the basic rules of colour relationships, tints, and shades

Develop a basic understanding of how colour is perceived by the eye

TITLE: Elements of art in motion

TOPIC: Colour, light, shapes, fashion design

AUTHOR: Raquel Feliu Ayala & Sara Salip Vilanova

EDITED: February 2018

SUBJECTS: English, Art, Social science, and tutorship

LEVEL: 1st CSE (12-13 years) Lower Secondary Education

TIMING: 10-11 sessions

GROUPING: Individual & in plenary


Distinguish between additive and subtractive colour schemes to effectively manage colours

Understand the different symbolic and cultural meanings of colours

Demonstrate drawing skills required for fashion design

Use English as a vehicular language as much as possible and develop a positive attitude towards learning Art in a foreign language

Write and organize simple paragraphs using English

Grasp the main meaning of texts (videos, descriptions)

Ask and answer, in simple English, questions and statements related to fashion

Review clothes, fabrics, patterns and accessorize in English

COGNITION

Methodological approaches: cooperative project & PBL project

● Activate students prior knowledge on contents they have learnt in previous units through an

online quiz (Kahoot)

● Look at the colour and how it affects the world they live by colouring colour wheels (additive and

subtractive colours)

● Review combinations and relationships between colours by colouring colour schemes

● Reflect on the colour symbolism and meaning in our own culture and others across the world

● Be introduced to top fashion trends from 1915 to today

● Design an outfit as a part of a fashion collection

● Defend their clothing line by preparing an oral presentation to their peers

CULTURE

-Awareness of the spectrum of colour symbolism

-Interest in discovering the history of fashion from 1915 to today through a video

FURTHER LEARNING:

1. How would you describe colours to a blind person?

https://www.youtube.com/watch?v=59YN8_lg6-U

2. Discussion of whether, by and large, top models are extremely thin

https://www.youtube.com/watch?v=59YN8_lg6-U


3 CONTENT OBLIGATORY LANGUAGE

COMMUNICATION

LANGUAGE OF LEARNING

LANGUAGE FOR LEARNING

LANGUAGE THROUGH LEARNING

-Colour wheel

-Warm and cold colours

-Primary, secondary and tertiary

colours

-Hues, tints, shades and tones

-Monochromatic, polychromatic

and achromatic

-Colour harmonies and schemes:

complimentary and analogues

colours

-Colours of light vs. colour

pigment

-Specific colour names:

flamingo, peach, watermelon,

fuchsia, ginger, cantaloupe, etc.

ENGLISH CONTRIBUTION

-Clothes vocabulary: outfit, vest,

suspenders, overalls, tuxedo,

earrings, hat, etc.

-Clothes patterns: checked,

flowered, patterned, spotted,

striped

- Clothing materials: wool, silk,

leather, cotton, denim,

-Fashion adjectives: casual,

classic, formal, chic, glamorous,

feminine

How to describe the elements of

art in clothes

- We present a

womenswear/menswear

collection for summer/winter

2018

-The patterns/lines/shapes are…,

-It consists of…,

-It is composed by…,

-It looks…,

-It tends to…

-Our collection is inspired by/is

based on…

ENGLISH CONTRIBUTION

-Comparative and superlative

-Present simple

- Present continuous

- To have /to be

-We agree on… because…

-We did not agree on…

-We concluded that…/In

conclusion...

4 EVALUATION

Initiative evaluation includes group cohesion and trust-building activities, identification of

previous knowledge and familiarization with clothing and fashion terms.

Summative assessment includes the staging of the project work, either individual or group.

Formative assessment is present in each step of the unit plan.

Each stage of the project is evaluated by both the teacher and the students.


ASSESSMENT

-Demonstrate an understanding of representing action/movement.

-Use a variety of colours, patterns and textures to create an exciting and cohesive clothing line

-Include appropriate accessories and jewellery

-Create a digital presentation to defend the collection

-Group involvement and behaviour

-Apply the theory lessons into the designs

30% Work habits & Behaviour

20% Project file

30% Individual Illustrations/sketches

20% Fashion collection presentation

(See Section 10: Assessment & Self assessment for further details)

5 RESOURCES & MATERIALS

MATERIALS & RESOURCES

-Warm-up Kahoot quiz to activate prior knowledge: https://play.kahoot.it/#/k/546740d2-2618-461e-

bbe3-a1dda099fd4f

- Fashion show video: https://www.youtube.com/watch?v=JZrHsEoQgxk

https://www.youtube.com/watch?v=E8tfyzsMTCw

-Videos to explain the colour theory:

The painter’s colour wheel with clones! https://www.youtube.com/watch?v=LO30zFqpj-c

The effect of colour PBS Digital Studios https://www.youtube.com/watch?v=nX0DHd5QNS8

-Worksheet 1 to review the theory of colour (answer key)

-Worksheet 2 to go through the colours of light and pigments (answer key)

-Worksheet 3 on colour symbolism (answer key): What do colours symbolize?

-Video + worksheet (answer key) https://www.youtube.com/watch?v=M4z90wlwYs8 to discuss about

women’s clothes through the last 100 years. Extra video:

https://www.youtube.com/watch?v=DaSkMWVlFUU (men’s clothes)

-Project file for students including rubrics

-Colour play (poster) https://agirlandherbrush.wordpress.com/2014/05/01/color-play/

-Picture dictionary for kids- Describing clothing

http://kidspicturedictionary.com/english-through-pictures/things-english-through-pictures/describing-

clothing/

-Clothes and mannequins samples from Internet

https://play.kahoot.it/#/k/546740d2-2618-461e-bbe3-a1dda099fd4f


https://www.youtube.com/watch?v=JZrHsEoQgxk




https://www.youtube.com/watch?v=LO30zFqpj-c

https://www.youtube.com/watch?v=nX0DHd5QNS8

https://www.youtube.com/watch?v=M4z90wlwYs8

https://www.youtube.com/watch?v=DaSkMWVlFUU

https://agirlandherbrush.wordpress.com/2014/05/01/color-play/

http://kidspicturedictionary.com/english-through-pictures/things-english-through-pictures/describing-clothing/



6 PREPARATION

Classroom can be decorated with posters showing colour palettes, clothing vocabulary,

Elements of Art and fashion collections from magazines.

NOTE:

Students should have prior knowledge and basic understanding of the following

Elements of Art: shape, form, texture and line. After completing this unit, students

should go on to learn about value and space.

Although this is a CLIL project, teachers should not hesitate to mix learner’s mother

tongue and English for theory lessons and instructional purposes.

7 SESSION BY SESSION

SESSION 1:

Task 1: Warm-up your brain

TIME: 15 minutes

MAIN GOALS IN THIS SESSION

● to refresh what learners know about elements of art, line, shape, form and texture

● to introduce students to a new element of art: colour ● to connect prior knowledge to new knowledge ● to motivate the students and arouse their interest ● introduce new content on colour and help them make meaningful connections

RESOURCES & MATERIALS: Internet access, OHP & Kahoot quiz link


INSTRUCTIONS FOR THE TEACHER: The teacher introduces the unit and uses a

Kahoot quiz to review what students know and remember about the elements of art

they learnt in previous units. A new element of art is introduced: colour.

Copy this playable link

https://play.kahoot.it/#/k/546740d2-2618-461e-bbe3-a1dda099fd4f on your engine

searcher and do the quiz with your students, taking turns to answer the questions. If

necessary, remind them the main characteristics of the elements of art.

You can use this quiz as an indirect measure to assess your students’ prior knowledge and skills.




Q Questions Answers

Pre

vio

us u

nit-

revie

w

Q1 What are the elements of art? Line, shape, form, colour, value, texture and

space

Q2 What kind of line will we draw to express

aggression and anxiety?

Angled or angular lines

Q3 How can we describe what shape is? It’s a 2-dimensional area enclosed by line

Q4 Why are road signs bigger on motorways than on

city streets?

Drivers drive faster and need to see the

signs ahead of time

Q5 How can we give a sense of volume in a drawing? Using the technique of the chiaroscuro

Q6 What body senses are used in the perception of

texture?

Touch and sight

Q7 What adjectives can we use to describe texture? Smooth, rough, bumpy, hard

New

U

nit-

new

know

ledge

Q8 What is the reason why the ink colours in the printers

are cyan, magenta, yellow and black?

They are the primary pigments in the colour

wheel

Q9 What did Isaac Newton discover in reference of

light and colour?

White light was made up of 7 different

coloured rays

Q10 What is a tint? When a colour is made lighter by mixing it

with white

Task 2: The colour wheel (theory class)

TIME: 45 minutes


● to introduce the theory of colour and colour combinations ● to understand the layout of the colour wheel ● to explore the primary, the secondary and the tertiary colours ● to learn colour mixing ● to show understanding by filling their own colour boxes ● to learn vocabulary related to colour relationships (cool, warm, monochromatic,

polychromatic, achromatic, hue, colour discord and colour harmony)

RESOURCES & MATERIALS: Internet access & worksheet 1 & coloured pencils

INSTRUCTIONS FOR THE TEACHER: The teacher explains that the colour wheel or

colour circle is the basic tool for combining colours. The first colour diagram was

designed by Sir Isaac Newton in 1666. Focus attention on the colour wheel and explain

the vocabulary terms through the model. Point out how colours gradually change as

eye moves around the wheel. Talk about colours that mix together to create a new

colour. After it, explain the colour combinations (warm and cool colours, schemes and

scales). Allow the students colour the boxes in worksheet 1 and finally check answers

with the whole class.

The video below can support the teacher’s explanations and get all students engaged

in the new unit.

The painter’s color wheel with clones!




THE COLOUR WHEEL (W1 Answer key)

COLOUR COMBINATIONS AND

RELATIONSHIPS

Pic courtesy of: www.mmprint.com

1 COLOUR TEMPERATURE

Cool colours: the hues (another word for colour) on the green/blue/ violet side of the

colour wheel.

They are related to cold.

Warm colours: the hues on the red/orange/yellow side of the colour wheel. They

evoke the feeling of warmth.

2 CHROMATIC SCHEMES

Harmonious Colour Scheme: Colours that are next to each other on the wheel.

We can see them in nature and they create serene and comfortable designs.

Discord Colour scheme: colours that are separated on the wheel. They are good for

creating drama and getting attention.

3 COLOUR SCALES

Monochromatic scale: shades and tints (tonalitat) of just one colour

Polychromatic scale: shades and tints of more than one colour

Achromatic scale: free from colour (white, black and grey)


SESSION 2:

Task 1:Additive and subtractive colour mixing (theory class)

TIME: 40 minutes

MAIN GOALS:

● to reflect on the relationship between light and colour ● to introduce subtractive and additive colour systems ● to understand why there are different sets of primary colours and the functions

of each set ● to realize the power of colour as a design principle

RESOURCES & MATERIALS: Worksheet 2 & coloured pencils

Further information for teachers:

https://www.sciencelearn.org.nz/resources/47-colours-of-light

https://www.bbc.co.uk/education/guides/zq7thyc/revision/6

INSTRUCTIONS FOR THE TEACHER: The teacher encourages students to answer

the question “why everything we see has a colour”. Then he/she asks learners to focus

on the small images at the top and explains that light is the origin of all colour. Point out

the differences between colour of light and colour of pigment. Allow plenty of time for

students to complete worksheet 2, and colour the circles. Check answers.

https://www.sciencelearn.org.nz/resources/47-colours-of-light

https://www.bbc.co.uk/education/guides/zq7thyc/revision/6


Why everything we see has a colour? (W2 Answer key)

We perceive light as it is white or colourless but actually light is a mixture of all colours of the spectrum. We can say colour

originates in light.

When light hits an object, depending on the object’s colour, its surface absorbs some of the light (wavelengths, ones de longitud) and reflects the rest of it.

The wavelengths of reflected light determine what colour you see.


Task 2: Symbolism of colour: using colour for meaning

TIME: 15 minutes

MAIN GOALS:

● To use the Internet to research information ● To select information from different webpages ● To appreciate the peculiarities and differences between the foreign cultures and

their own in relation to colour ● To develop critical and reflective thought ● To describe and discuss other areas that colour affects our lives (moods,

fashion, personal products, automobiles, etc.) ● To work cooperatively ● to respect each other’s opinions ● to raise hand to speak and wait to be called on ● to exchange information and generate open discussion around colour meanings

RESOURCES & MATERIALS: Internet access & PC/laptops & worksheet 3 & coloured

pencils & blackboard

Further information for teachers:

http://www.incredibleart.org/lessons/middle/color2.htm

https://www.huffingtonpost.com/smartertravel/what-colors-mean-in-other_b_9078674.html

INSTRUCTIONS FOR THE TEACHER: Organize students in pairs to complete

worksheet 3 by finding out as much information as they can on colour symbolism on

the Net. Offer your students useful websites to begin their researches.

When they are working, go round, offering help and encouragement. If you are short of

time you can ask your students to finish the task at home.

Encourage students to report back on their findings on colour meanings. Answers will

vary and teacher should write down responses on board in the form of a brainstorming

web. Check answers to make sure that everyone has completed the table. Explain to

students that one aspect of fashion design that can have far-reaching and sometimes

unintentional effects on consumers is colour.




WHAT DO COLOURS SYMBOLIZE? (W3 Answer key)

Colour symbolizes different things to various cultures and

countries. For us, black is associated with death and mourning. On the opposite, in other

Eastern cultures white is related to death.

Pair-up and get ready to surf the Net to discover what each colour represents and symbolizes.

COLOUR

MEANINGS

Nature, environment, healthy, good luck, spring, renewal, youth, generosity,

fertility, inexperience, misfortune, vigour, envy.

Energy, balance, enthusiasm, warmth, vibrant, expansive, flamboyant,

demanding of attention.

Joy, happiness, betrayal, optimism, idealism, imagination, hope, sunshine,

summer, gold, philosophy, jealousy, dishonesty, illness, hazard, friendship.

Excitement, energy, passion, love, desire, speed, power, heat, aggression,

danger, fire, blood, war, violence.

In Japan, it symbolizes happiness.

Peace, tranquility, cold, calm, stability, harmony, trust, truth, unity, confidence,

security, cleanliness, order, loyalty, sky, water, technology, depression.

Power, sexuality, sophistication, formality, elegance, wealth, mystery, fear, evil,

unhappiness, depth, style, sadness, remorse, anger, anonymity, underground,

death in Western cultures.

Reverence, purity, birth, simplicity, cleanliness, peace, humility, precision,

innocence, youth, winter, snow, good, marriage (in Western cultures), death (in

Eastern cultures), cold, clinical.

Visit http://www.incredibleart.org/lessons/middle/color2.htm and

https://www.huffingtonpost.com/smartertravel/what-colors-mean-in-other_b_9078674.html to know

more about colour symbolism and culture.




PROJECT TIME: Developing a fashion collection

After some theory lessons on colour, students are ready to become fashion designers

in search of a new collection. They will have to demonstrate their knowledge on

elements on art in their designs, as when launching a new line, designers need to

consider the storyboard, colour scheme (monochromatic, polychromatic,

complimentary colours, cool, warm, etc.), texture, line and patterns, and form.

Students will also show their artistic skills and creativity in designing outfits that fit their

preferences with the whole team collection.

SESSION 3: BECOMING FAMILIAR WITH THE PROJECT

Task 1: Getting ready

TIME: 55 min.


● To create a welcoming, pleasant atmosphere in the class and to develop a relationship of trust and confidence

● To make students aware of the importance of their role in the project, thus involving them in the tasks

● To get students involved in the Art class and to start developing a positive attitude towards learning contents in English

RESOURCES & MATERIALS: the project file

INSTRUCTIONS FOR THE TEACHER: Give one project file to each student. Before

starting on the project tasks, the teacher spends some time looking at the project

organization and pointing out specific elements of the project file to enable learners to

find their way around on their own.

Devote some time reading the first part of the project: introduction, students’ roles,

calendar and material & resources. Introduce the project objectives, present the

activities and explain how they will be assessed.

Don’t forget to focus their attention on the orange key words. The boxes throughout the

project provide translations and useful expressions in English to help them when

carrying out tasks.

Make sure they all understand the project steps and use their mother tongue to check

whether they have understood what the final product is about.

Teacher can let learners organize the groups of 4 as they wish and pick their roles in

the project, but the groups should be balanced so that there is a strong student in each

group. They will fill in the project cover page and the chart 1 on student’s roles and

responsibilities. Let them plenty of time to discuss their roles.

The calendar can be completed as the groups move forward with the project, but the

teacher may want to set some deadlines for each task beforehand. The available time

can be negotiated but students must bear in mind that they will need to work together

outside of class to meet their deadlines.


Developing a fashion collection

Group members:

Course and group:

FASHION COLLECTION THEME:

FASHION COLLECTION NAME:

(Decide the name after completing the outfits. Try to find an original name that reflects the essence of your clothing line)

Found on http://www.jlarkowskyillustration.com/illustration

http://www.jlarkowskyillustration.com/illustration

http://www.jlarkowskyillustration.com/illustration


INTRODUCTION

In this project, you are going to be a fashion designer. In

groups of four, you will design a fashion collection based

on a specific theme. You have to agree on how the outfits

will be. Then, each student will draw one outfit for the

collection. You can use colours, fabrics, materials or

magazines scraps. Once you have the four outfits you will

prepare an oral defence of your clothing collection.

The project is divided into 11 sections, and some sections

include common phrases and expressions plus glossary

boxes to use when completing the project file.

1 STUDENTS’ ROLES

Here you will pick your roles for the project. Choose the roles according to your competences

and write them down.

2 CALENDAR

Don’t forget to describe your work habits: expectations, performance and homework schedule

on each session.

3 MATERIALS & RESOURCES

What type of materials and equipment will you need to complete your fashion collection

project? Make sure you have got all the materials before starting it!

4 START THE ENGINES!

Do you need to review clothing vocabulary and adjectives? Here's a quick video for uncovering

clothes vocabulary and learning on fashion trends through history.

Now don’t lose any detail because we are going to enjoy a real fashion show. Pay attention to

the background music, makeup and hairstyle, accessories and jewellery, to name but a few.

This activity will make you think, reflect and relate. Remember to take note of what you have

learnt to design your first collection!

5 BRAINSTORMING!

In this section, your team has to discuss and agree on colours, textures, lines and shapes for

your outfits. As a designing team you have to create the collection around the same theme.

Bring magazines, Internet images, fabrics and different materials to work in class.

Sketches by Brooke Hagel


6 TIME TO AGREE ON TERMS

It is time to discuss and agree on the main features of the collection. What colour

scheme/palette will you use? What kind of fabrics will you choose? Are zig-zag lines or straight

shapes better for your collection?

7 READY TO WORK INDIVIDUALLY?

In this section, you will draw your ideas. It is a first sketch but don’t forget to include

accessories and jewellery, makeup and hair styles to complete an original outfit.

The outfit should include the common features (shapes, lines, texture, colours, forms) you

agreed with your team, because it is a fashion collection not an individual outfit.

8 FINAL OUTFITS

The fashion show is coming soon. Here you will express your ideas creating the last version of

the outfit following the requirements you agreed on. Develop a different and original outfit for

the team’s collection!

9 ORAL PRESENTATION

Prepare an oral presentation introducing your fashion collection to your peers. You can use

music, a background image and some guide notes to help you with the presentation.

10 ASSESSMENT & SELFASSESSMENT

This section includes the assessment criteria and grading percentage for the project tasks. The

total project grade will be based on your behaviour and work habits (30%), the performance in

the project file and your illustrations (40%) and the oral presentation of the fashion collection

(30%). You will use a chart to assess your behaviour and work progress to discover what you

are good at and where there is room for improvement.

11 CLOTHES SAMPLES (Page 11)

You can use this section to help you with your clothes illustrations

if you are running out of ideas.

GLOSSARY BOX

Theme: tema Agree on: posar-se d’acord Fabrics: teixits Magazine scraps: retalls de revistes Project file: dossier del projecte Role: funció Fashion show: desfilada de moda Features: característiques Sketch: esbós Makeup: maquillatge Background: de fons Run out of: quedar-se sense


1 STUDENT ROLES & RESPONSABILITIES

WHO?

Recorder/Secretary: ● Fill in the calendar at the beginning and at the end of the lesson ● Take notes, draw and write in the project file ● Take care and keep the project file in his/her folder

Spokesperson

● Ask questions to the teacher, seek help and solve doubts –raising his/her hand

Summarizer/ encourager

● Read and get discussion moving often by asking the other group members questions

● Make sure that the group stays on track

● Provide a summary of the discussion for other students to approve or amend

Facilitator/mediator

● Register attitude and behaviour comments on the group members and their owns at the end of each lesson (see section 10)

2 CALENDAR

Date

What did we want to do?

Did we do what we

wanted? (Draw a tick or a cross)

Homework due to next

day & responsible

E.g April, 15th

We wanted to decide the students’ roles and start the brainstorming.

Bring magazines

USEFUL EXPRESSIONS TO ANSWER “What did we want to do?” We wanted to start/finish section number x/page number We wanted to draw… We wanted to complete… We wanted to find… We wanted to surf the Internet to…


3 MATERIALS & RESOURCES

Below you will find the materials needed for the project.

The project file (one for each student)

Theory lesson sheets

Bilingual dictionaries

Your sketchbook

PC/laptops/tablets/mobile phones

Art supplies: colored crayons, pencils, felt tips, a glue stick, scissors, ruler

Magazines, fabrics, colored papers, etc.

Embellishments: buttons, sequins, pompons, etc.

4 START THE ENGINES!

SESSION 4:

Task 1: 100 years of women’s fashion

TIME: 35 min.


● to comment on women’s clothes through the last 100 years ● to review clothes vocabulary ● to grasp the main meaning of clothing descriptions ● To practise pronunciation and intonation when reading ● To motive students through interesting videos

RESOURCES & MATERIALS: Internet access & worksheet


INSTRUCTIONS FOR THE TEACHER: Hand out one copy of the worksheet to each

student in the class. Read the instructions and fill in the glossary box with the whole

class. Tell them they get ready for a trip down fashion’s memory lane. Play the 2

minutes video https://www.youtube.com/watch?v=M4z90wlwYs8 in which top style

trends, from 1915 to today are highlighted.

Elicit students’ reactions and check the answers as a class. You may be interested in

watching 100 years of men’s style from 1945 to now at the following link:


https://www.youtube.com/watch?v=M4z90wlwYs8



100 YEARS OF WOMEN’S FASHION (Answer key)

1. Watch the video and match the fashion trends with the corresponding years:

DESCRIPTION ANSWER YEAR

A Fashion was glamorous. Women wore dresses with floral patterns. Makeup was chic and shoulder pads were important. They kept their hair close to their head.

C 1915

B Bright colours and a lot of hair spray were essential. The look was modern.

G 1920

C During the World War I there was a trend of simplicity, convenience and freedom in women’s dress. Plain clothes, no color, no decoration, no frills (volants)

A 1935

D Fashion was influenced by Asian designs. Tunics were very popular. Dresses were not too long, but not too short. Pearl collars were “a must”

F 1945

E A fashion revolution occurred in this year. Polyester was the material of choice and bright colors were everywhere. Men and women wore tight fitting pants and platform shoes. Later, most women wore high boots and low cut trousers.

D 1955

F Women always wore gloves, dresses and skirts. Fur and animal skins were very popular: wallet, suitcases, purses, collars...

I 1965

G After the First World War women’s fashion changed enormously. Dresses got shorter and the curves were replaces by straight dresses with no curves at all. Women smoke cigarettes and danced the Charleston

E 1975

H Women were less interested in provocative clothing. They wore flowery dresses, headbands and short and tight necklaces

B 1985

I The coloured suit was very fashionable. Collars and cuffs were very important and buttons were also accentuated.

H 1995

GLOSSARY BOX

Makeup: maquillatge

Shoulder pad: musclera

Convenience: comoditat

Frill: volant

To be “a must”: ser indispensable

Fur: pèl

Collar: coll d’una peça de roba

Cuff: puny de la camisa/jaqueta


Task 2: Finding the inspiration

TIME: 20 min.


● To become involved in fashion design ● To see the importance of a coherent storyline in a fashion collection ● To use authentic material (a real fashion show) ● To become familiar with the topic ● To develop learners’ capacity for observation

RESOURCES & MATERIALS: the project file +


INSTRUCTIONS FOR THE TEACHER: Prepare the students for the next class by

awakening their curiosity about fashion with a fashion show video. This task aims at

helping students identify what they have to take into account when designing a fashion

collection. Check answers in open class.

2. ANSWER KEY: Watch Alberta Ferretti fashion show and answer the

questions: https://www.youtube.com/watch?v=JZrHsEoQgxk. Look at

the details of the collection to find inspiration for your collection and get

ideas for your outfits.

1) What season does this clothing line show outfits for?

a) Spring-Summer

b) Winter

c) Autumn

2) What image can we see on the stage background screen?

a) Sandy Africa, Sahara

b) Rainforests

c) Savanna

3) How would you describe the background music from the first part

of the fashion show?

a) Vivid and joyful

b) Exotic and Arabian music

c) Techno and electronic music

Alberta Ferretti is an Italian fashion

designer and dressmaker

GLOSSARY BOX

Season: temporada

Joyful: alegre

Pearl: perla

Casual: informal

Bizarre: estrambòtic

Headwear: tocat del cabell

Lipstick: pintallavis




4) What colour scheme/palette did the designer use?

a) cold colours: blue, turquoise, green

b) warm colours: beige, gold, yellow, orange, brown

c) Pink and red

5) What accessories are the top models wearing?

a) Big earing, belts, long necklaces

b) Hats, wide belts and rings

c) Pearl necklaces, umbrellas and bags

6) What cultural influences can we find in this collection?

a) Futuristic, sci-fi, cosmopolitan cities

b) Native, African, Greek

c) Japan and eastern cultures

7) How would you describe the collection?

a) Casual and sexy

b) Elegant and sophisticated

c) Seren

SESSION 5:

Task 1: Brainstorming!

TIME: 35 min.


● To cater for the different styles and fashion motivations of the students ● To use authentic materials, fabrics and embellishments in class ● To install the habit of putting knowledge into practise ● To make students responsible for their tasks ● To reflect on the difficulties and pleasures of the project work

RESOURCES & MATERIALS: the project file, fabrics, materials, magazine scraps,

embellishments (feathers, pompons, sequins, etc.), coloured pencils, scissors, a glue

stick, rulers.

INSTRUCTIONS FOR THE TEACHER: Individually, students complete section number

5 of the project file. Go through the instructions with the whole class.

Encourage them to add their own ideas and to let their imagination and creativity be

wild.

LET YOU BE CAPTIVATED BY A

SPECIAL FASHION COLLECTION:

Do you need ideas for your

collection? Enjoy the best

moments of Alexander Mcqueen,

with his bizarre ideas, strange

headwear, red lipstick and

exaggeration.

https://www.youtube.com/watch

?v=E8tfyzsMTCw




5 BRAINSTORMING!

In order to agree on what characteristics your outfits must have, brainstorm and make a list of

ideas. Think about colours, images, shapes, textures, objects related to the theme of your

fashion collection.

Colour the rectangles with the colour palette related to the theme. Take into account the temperature, tones, shades, colour scheme, symbolism, etc. Check out the guide worksheets about colour completed in class.

Temperature: Tones, shades: Colour scheme: Symbolism:

Draw or find fabrics, materials, objects related to the theme of your collection. You can glue them below.

Draw the shapes related to the theme (vertical, horizontal, wavy, broken, curved, spiral, dotted, zig-zag, varied, organic and geometrical shapes, etc.)


Draw or paste the clothes patterns you can use (a pattern is a repeated form or design used in textile fabrics). For example, striped, checked, plaid, polka dotted, flowered, plain, etc.)

Task 2: Time to agree on terms

TIME: 20 min.


● To review clothes vocabulary (colours, fabrics, accessorizes) ● To use useful expressions to assist them with the tasks ● To write and organize simple sentences in English ● To respect each other’s preferences in the selection of storylines, colours and

materials ● To cooperate and share work in groups ● To increase motivation towards learning English

RESOURCES & MATERIALS: laptops or PCs, bilingual dictionaries (Spanish-English)

INSTRUCTIONS FOR THE TEACHER: Students gather to share their ideas for the

fashion collection. They agree on the storyline, fabrics, colours, style, patterns, etc.

Each group writes the main features of the fashion outfits they are going to design to

develop a successful collection for a specific season and activity.

Teacher must be available to answer questions on language and to ensure that all the

members of the group give their opinions and are active.


6 TIME TO AGREE ON TERMS

Now choose and agree on the common elements that you will use to make your fashion

collection coherent.

Write down at least 5 features that the fashion outfits will have in common. Select them from

the previous brainstorming list.

If you have problems with the clothes vocabulary, you can visit this picture dictionary

http://kidspicturedictionary.com/english-through-pictures/things-english-through-

pictures/describing-clothing/ to review clothes vocabulary.

1._______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

4. _______________________________________________________________

5. _______________________________________________________________

SESSION 6-7:

Task 1: Ready to work individually?

TIME: 110 min.


● To improve the ability to use materials, techniques and tools ● To develop increasing confidence in drawing ● To foster enjoyment and appreciation of the visual arts and a knowledge of

designers ● To apply the group’s decisions ● To work autonomously in class and at home ● To develop creativity and imagination

USEFUL EXPRESSIONS

One key characteristic is...

Our clothing collection tends to...

We chose x colours to communicate...

The textures of our outfits are...

Lines and patterns are...

Some adjectives to describe our collection are...

We use… because…






stick, sketch paper.

INSTRUCTIONS FOR THE TEACHER: Individually, each student use the man

silhouettes to draw 4 different outfits taking into account the features and storyline the

group previously agreed on.

7 READY TO WORK INDIVIDUALLY?

First, cut along the lines carefully and use the man silhouette to draw your ideas individually.

You must apply the characteristics you previously agreed with the group (colour schemes,

theme, shapes, lines, textures and forms)

Use coloured pencils, felt tips, materials, magazines scraps, pieces of fabrics, photos and any

different techniques learnt in class, such as the frottage technique, to make texture more real.

The drawing must explain visually how you imagine the outfit.

Draw and colour it carefully.

You can label the outfit, add notes about the small details or make enlargements (larger

scale copies) of the buttons or the belt.

STEP BY STEP

1 Cut along the lines carefully and individually make lines around the model drawing a sketch

of your outfit

2 Add the basic outline of the dress

3 Draw the basic features of the face

4 Draw the hair as you like

5 Draw the details on the clothes and add more accessories if you like (gloves, necklaces, hats,

etc.).

6 Colour it.

7 Once your finish all the designs, glue the outfits on a sketch paper.

Let your imagination go wild.

GLOSSARY BOX

Apply: aplicar

Label: etiquetar

Enlargement: ampliació

Outline: contorn


SESSION 8:

Task 1: Final outfit

TIME: 55 min.


● To reflect on your teamwork opinions ● To develop confidence in making changes ● To improve drawing techniques ● To work individually ● To stimulates creativity and imagination



stick, sketch paper.

INSTRUCTIONS FOR THE TEACHER: Individually, each student draws the final outfit

making the necessary changes to adapt the outfit to the group collection.

Students can draw the model or trace a man/women silhouette on their sketchbook.

8 FINAL OUTFITS

Share your sketches with your group. Discuss the “pros and cons” and listen to your

team critical opinions. Are you really satisfied with the rough drawings of your fashion

design? The last step is to make the last changes in order that your group releases a

coherent collection. Get ready to draw the final outfit, the one a top model will wear

on a catwalk. If you don’t feel confident in drawing the model, you can go to the

window and trace the man or woman silhouettes on your sketchbook. Remember:

GLOSSARY BOX

Rough: borrador, primer esbós

Catwalk: passarel·la

Feel confident: sentir-se segur

Trace: calcar

You must center the drawing

Draw and colour it carefully.

It is the final version!Improve it!


SESSION 9:

Task 1: Oral presentation plan

TIME: 55 min.


● To use visual and communicative strategies ● To organize an oral presentation ● To learn to share work with their classmates ● To display their artistic talents ● To make a personal commitment to the completion of the final product ● To get ready for the final task by rehearsing it ● To write simple paragraphs in English

RESOURCES & MATERIALS: PC, OHP, sketches

INSTRUCTIONS FOR THE TEACHER: This is the final task as well as the final group

assessment for the project work. Make sure learners are aware of this beforehand.

In groups, students devote this session to organize the oral presentation. They must

distribute the work within each group, so get them to fill in the grid with the tasks they

are personally responsible for. They need to decide what they are going to say and

who is going to say it. All members of the group should participate, so they must divide

up the work. Students will need to work together outside the class to finish the final

presentation.

9 ORAL PRESENTATION

It is time to present your fashion collection to your classmates. You have to accompany the

explanation/defense with a visual presentation with the following sections:

-Introduce your teamwork and comment your fashion collection’s name

-Present the collection theme and explain what the key words of your clothing line are. Talk

specifically about colours: Why did you choose these colours? What temperature? What is the

colour scheme? What do they symbolize?

-Talk about how you agree on the collection: Was it difficult? How did you do it? Did you have

problems to agree on everything?

-Show your collection and explain all the outfits (try to be original, choose some music

according to the storyline, some animations...)

-Comment what you have learnt through the project: What did you do well? What can you

improve? What mark do you deserve? Do you all deserve the same mark? Why?

Use this chart to prepare the oral presentation guide notes. Write down the group members

who will explain each section and choose the images

for the presentation.

GLOSSARY BOX

Deserve: Merèixer


Image, slide, video Explanation Student who

speaks

Slide 1

Image:

We are going to present a womenswear/menswear

collection for summer/winter 2018 called… (name)

We are ... (students’ names)

Slide 2

Image:

The collection is based on... (theme). We chose it because...

Slide 3

Image:

First, we discussed on the main features of the collection.

They are:

-The color scheme is.... they symbolize...

-Textures:

-Shapes:

-Lines:

-Fabrics:

We agree on... but we didn’t agree on...

Slide 4

Image:

Now, we are going to explain each outfit.

The first model is wearing....

Slide 5

Image:

The second model is wearing...

Slide 6

Image:

The third model is wearing...

Slide 7

Image:

The fourth model is wearing...

Slide 8 Conclusions

Image:

In our opinion, our collection is...

We have learnt that...

We can improve...

We think that we deserve ... (mark) because...

Slide 9 Farewell

Image:

Thank you very much for your attention.

Do you have any question?


SESSION 10-11:

Task 1: Oral presentation

TIME: it depends on the number of groups in class


● To learn to share work with their classmates ● To display their artistic talents ● To enjoy a fashion collection ● To become aware of the objectives achieved ● To provide feedback of the work done

RESOURCES & MATERIALS: PC, OHP, sketches

INSTRUCTIONS FOR THE TEACHER: If possible, try to arrange the presentation of

the collections in a large room. After the presentations, give students time to express

their feelings about how the work went, what the audience thought. They can use their

mother’s tongue if necessary.

Ask them to assess their performance and work by completing the assessment charts

in section 10.

10 ASSESSMENT & SELF ASSESSMENT

ART PROJECT RUBRIC Never Needs

to do

better

Almost

always

Always! Self Teacher

GROUP WORK HABITS AND BEHAVIOUR (30%)

● The group got on well and came to agreements. We listened while others were talking and worked cooperatively with others.

● Accepted responsibility for our roles

(secretary, spokesperson, summarizer and facilitator)

● We worked quietly, raised hand to

talk and stayed in seat

● We followed directions and used time wisely

● We distributed the tasks and worked

equally


● We brought materials and kept them organized

● We helped each other in order to

get better results

PROJECT FILE (20%) ● No sections have been skipped

● Handwriting is neat

● There are no spelling mistakes

● The presentation is clear and easy-

to-understand

● We followed the project directions

ILLUSTRATIONS (30%) ● Drawings are clear and accurate

(centred on paper, good line, well-coloured)

● The final drawings keep the group’s

agreements

● We did our best and we tried to be creative and imaginative paying attention to details

ORAL PRESENTATION (20%) ● We planned the presentation in

advance following the guidelines we have

● Overall we did a good and an

effective presentation: look at the audience, speak loudly and clearly, use drawings, pictures and props, answer questions from the audience)

● We strongly believe all the group members deserve the same mark


TEACHER’S GRID TO ASSESS THE PROCESS:

Students

Behaviour in class (Speak quietly, collaboration, good

contributions, facilitator, etc.)

Work done

- - - -

- - - -

- - - -

- - - -

- - - -


11 CLOTHES SAMPLES AND SKETCHES

More sketches are available on Internet. Google “clothes sketches” to find more illustrations.

edgar degas - apliense.xtec.cat · “art is not what you see, but what you make others see” -...

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