fashion drawing and illustration g9-12

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FASHION DRAWING AND ILLUSTRATIONLEVEL 2

GRADES 9-12

THE EWING PUBLIC SCHOOLS2099 Pennington Road

Ewing, NJ 08618

Board Approval Date: June 25, 2012 Michael NittiRevised by: Lisa Daidone Superintendent

In accordance with The Ewing Public Schools Policy 2230, Course Guides, this curriculum has been reviewed and

found to be in compliance with all policies and all affirmative action criteria.


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Table of Contents

Page

Course Description 1

Scope and Sequence of Essential Learning:

Unit 1: Introduction to Fashion (1 Day) 2Unit 2: Fashion Preferences and Customer Analysis (5 Days) 4Unit 3: Media and Technique (10 Days) 6Unit 4: Figure Proportion (10 Days) 8Unit 5: Fashion Study (10 Days) 10Unit 6: Inspired Fashion (20 Days) 12Unit 7: Accessories (15 Days) 14

Unit 8: Fashion Application (2-4 Days) 16

Bibliography 18


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Course Description

This course will emphasize the development of the fashion figure, design details,fashion rendering, target customer analysis and fashion line development. Figure

proportions, stylizing the figure, and depicting clothing using various techniques andmedia will be emphasized.


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Unit 1: Introduction to Fashion (1 Day)

Why Is This Unit Important?

This unit will familiarize students with classroom procedures, policies and safetyguidelines.

Enduring Understandings:

1. Identify procedures, policies and rules involved in figure fashion and design suchas clean-up, storage and supplies within the classroom as well as classroomrules and regulations.

2. Discuss safety procedures for tools and supplies and show understanding ofthese.

Essential Questions:

1. What are the course expectations regarding procedures, behaviors and clean upand storage of artwork and supplies?

2. What are the safety guidelines for using tools and materials?Acquired Knowledge:

1. This course has behavioral guidelines and procedures that must be met.2. Tools must be properly used and cared for in order to maintain a safe and

organized work environment.

Acquired Skills:

1. Model appropriate behavior.2. Demonstrate understanding of safety procedures by passing a teacher prepared

safety quiz.

Major Assessments

Formative Assessments:1. Class discussion of course expectations.2. Ongoing observation of implementation of understanding of behavioral andsafety guidelines.Summative Assessments:1. Model appropriate behavior.2. Quiz on understanding of safety guidelines.


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Instructional Materials

1. Handouts with course proficiencies and expectations.2. Safety guidelines packetNJCCCS and Standards/CPIs Covered in this Unit

1.3.12.D.5

Activities

1. Pair-share reading of proficiencies and safety guidelines2. Modeling of safe tool usage (Pass your scissors to the person across from you)Accommodations or Modifications

1. Unlimited testing time as needed.2. Read aloud test questions as needed.


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Unit 2: Fashion Preferences and Customer Analysis (5 Days)


This unit will explore students fashion interests and preferences. It will also identifycurrent customer trends and interests.


1. Students will express personal fashion style and interests through thedevelopment of a fashion line concept and logo.

2. Students will consider fashion consumer need and interest.Essential Questions:

1. What are students personal fashion interests and preferences?2. How would students fashion line concepts translate in todays market?Acquired Knowledge:

1. The fashion course provides an opportunity to express personal style andinterest.

2. Fashion consumers respond to current fashion trends.Acquired Skills:

1. Design and render a logo for a new original fashion line.2. Conceptualize consumer interest and marketability.Major Assessments

Formative Assessments:1. Create a series of thumbnail sketches to explore logo and fashion concept

possibilities.2. Edit ideas to select a strong design concept.Summative Assessments:

1. Presentation of designs including peer reaction and evaluation.2. Grading rubric for completed final project.Instructional Materials

1. Handout of existing fashion brand logos.2. Samples of completed projects.


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NJCCCS and Standards/CPIs Covered in this Unit

Will be added

Activities

1. Logo and brand identification discussion2. Preliminary sketches (thumbnails)Accommodations or Modifications

1. Extend project time deadlines as needed


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Unit 3: Media and Technique (10 Days)


This unit will provide students with media and techniques used to successfully renderfashion drawings.


1. Manipulate a variety of media such as graphite pencil, colored pencil, markerand watercolor, through exploration and experimentation.

2. Acquire skills and techniques required to render artworks such as gradient,cross-hatch and stipple.

3. Demonstrate knowledge and use of 3 rules of drapery (gravity, angle andperspective)

Essential Questions:

1. What tools and media available and appropriate to fashion drawing?2. How do I successfully apply these media and techniques to artworks?Acquired Knowledge:

1. A variety of media can be used for fashion design and rendering.2. Various drawing techniques can be applied to fashion drawingsAcquired Skills:

1. Produce artworks using a variety of media such as graphite pencil, coloredpencil, marker and watercolor.

2. Demonstrate effective use of gradient blend, cross-hatch and stipple in theseartworks.

3. Implement three rules of drapery: gravity, angle and perspective.Major Assessments

Formative Assessments:

1. Practice (sketchbook) assignments following teacher model/demonstration.Summative Assessments:1. Grading rubric for final projects.2. Classroom critique identifying strengths and weaknesses of project criteria.


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1. Samples of completed projects2. Gradient, cross-hatch and stipple value scales3. Demonstration of implementation of the 3 rules of drapery: gravity, angle and

perspective.


1.3.12.D.2 1.3.12.D.3

Activities

1. Produce drapery studies using each demonstrated technique (gradient-blend,cross-hatch and stipple)

2. Produce samples using each medium with appropriate papers3. Combine techniques and media to complete a fashion still-lifeAccommodations or Modifications

1. Extended project time deadlines as neededExtensions

1. Students with prior art experience or advanced ability may incorporate additionaldetail in artistic rendering.


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Unit 4: Figure Proportion (10 Days)


This unit will provide students with proper proportions of the idealized fashion figure (vs.average human proportions). Techniques and strategies for rendering the human formwill be taught.


1. Students will identify and render average human proportions (6 to 7 heads tall).2. Students will identify and render the idealized fashion figure (9 to 10 heads tall).3. Students will render the figure in various fashion poses.Essential Questions:

1. What are the differences between the average human and idealized fashionfigure proportions?

2. How do I successfully render the figure using accurate proportions?3. How do I render the figure in fashion poses?Acquired Knowledge:

1. There are proportional differences between realistic human figures and theidealized fashion figure.

2. There are techniques and strategies for rendering proper fashion figures.Acquired Skills:

1. Produce artworks using a variety of media such as graphite pencil, coloredpencil, marker and watercolor.

2. Demonstrate effective use of gradient blend, cross-hatch and stipple in theseartworks.

3. Implement 3 rules of drapery: gravity, angle and perspectiveMajor Assessments

Formative Assessments:1. Practice (sketchbook) assignments following teacher model/demonstration.Summative Assessments:1. Grading rubric for final projects.2. Classroom critique identifying strengths and weaknesses of project criteria.


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1. Samples of completed projects2. Gradient, cross-hatch and stipple value scales3. Demonstration of implementation of the 3 rules of drapery: gravity, angle and

perspective.


1.3.12.D.2 1.3.12.D.3

Activities

1. Produce drapery studies using each demonstrated technique (gradient-blend,cross-hatch and stipple)

2. Produce samples using each medium with appropriate papers3. Combine techniques and media to complete a fashion still-lifeAccommodations or Modifications




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Unit 5: Fashion Study (10 Days)


This unit will identify different clothing types and materials, textiles and patterns andfashion vocabulary.


1. Students will identify the different fashion styles and silhouettes (necklines,sleeves, skirts/dresses used in fashion design.

2. Students will become familiar with textiles and textures/patterns used for fashioncreation.

3. Students will render fashion textures and patterns and apply to clothing design.Essential Questions:

1. What are the different fashion styles and silhouettes (necklines, sleeves,skirts/dresses used in fashion design?

2. What are the different patterns and textures used for fashion textiles?3. How do you render patterns and textures and apply appropriately to fashion

designs?

Acquired Knowledge:

1. There are classic fashion silhouettes and design details used for fashion design.2. There are standard textile prints, patterns and textures used in fashion rendering.Acquired Skills:

1. Demonstrate knowledge and use of fashion silhouettes.2. Create textile prints, patterns and textures.3. Use appropriate fashion vocabulary.Major Assessments

Formative Assessments:

1. Create a series of fashion flats and label the types of clothing using a fashionglossary.2. Create original textile designs employing the basic principles of design.Summative Assessments:1. Grading rubrics for completed projects.2. Classroom critique identifying strengths and weaknesses of project criteria.


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1. Glossary of fashion details (sleeves, necklines, dress silhouettes, etc.)2. Samples of completed projects.3. Demonstration of rendering of textile prints, patterns and textures.NJCCCS and Standards/CPIs Covered in this Unit

1.1.C2 1.2.B1,2 1.3.A1,2

Activities

1. Create a Fashion Journal with examples of fashion details and silhouettes2. Create fashion flats using classic sleeves, necklines and dress detailing3. Render fashion textile print, patterns and textures.4. Create original fashions combining silhouettes and design detailsAccommodations or Modifications

1. Extend project time deadlines as needed.2. Reduce quantity of required examples as needed.Extensions



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Unit 6: Inspired Fashion (20 Days)


This unit will provide information, resources and inspiration for student creativity anddesign.


1. Students will research forms of media, resources and visuals to inspire their owncreativity.

2. Students will use various forms of media to inspire color which will be applied totheir fashions/fashion line.

3. Students will study and research current fashion designers.4. Students will study and research different eras of American fashion and culture.Essential Questions:

1. What are the current fashion trends?2. How does color application effect design?3. Who are the current fashion designers?4. What are the past fashion trends and how do they relate to the present?Acquired Knowledge:

1. Current fashion trends can be used to inspire design ideas.2. Color choices can be related to season and trend.3. Fashion designers set current trends.4. Fashion history can be used to inspire current trends and designs.Acquired Skills:

1. Study current fashion trends.2. Use color expressively and in accordance with season and trends.3. Use fashion history to inspire current designs ideas.Major Assessments

Formative Assessments:1. Thumbnail sketches for design ideas.2. Fashion Journal used to store design inspirations.Summative Assessments:1. Presentation of designs including peer reaction and evaluation.2. Grading rubrics for completed projects.


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1. Text and internet sources for fashion history and designer biography.2. Fashion magazine and newspaper reviews of current fashion show presentations.3. Examples of completed student projects.NJCCCS and Standards/CPIs Covered in this Unit

1.2.B4 1.3.A2 1.4.C2,3 1.5.C2

Activities

1. Create fashions inspired by research.2. Create a color study that demonstrates knowledge of color theory (based on self-

evaluation and research)3. Create a fashion line that demonstrates their research.Accommodations or Modifications




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Unit 7: Accessories (15 Days)


This unit will provide inspiration and art technique to render and fabricate fashionaccessories.


1. Students will study and identify different forms of accessories.2. Students will render accessories using a variety of mediums.3. Students will fabricate a three-dimensional accessory.Essential Questions:

1. What are the fashion terms used for different accessories?2. How are fashion accessories fabricated?Acquired Knowledge:

1. Accessories can be used to enhance overall fashion aesthetics.2. There are a variety of materials that can be used to fabricate accessories.Acquired Skills:

1. Design original fashion accessories.2. Use a variety of materials to fabricate accessories.Major Assessments

Formative Assessments:1. Fashion Journal used to store accessory examples and design ideas.2. Thumbnail sketches of design concepts3. Practice pieces that incorporate a variety of materials.Summative Assessments:1. Grading rubric for final projects.2. Classroom critique identifying strengths and weaknesses of project criteria.Instructional Materials

1. Glossary of accessory terms2. Hand-outs with accessory examples3. Three-dimensional accessory examples


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1.2.B2.B4 1.2.B5.B1

Activities

1. Design a series of accessory flats2. Create a patterned scarf using the Batik dying method.Accommodations or Modifications


1. Students with prior art experience or advanced ability may incorporate additionaldetail in artistic rendering by planning more elaborate and detailed designs.


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Unit 8: Fashion Careers and Opportunities (2-4 Days)


This unit will provide information on fashion careers and opportunities and preparestudents for additional future study in Fashion Drawing.


1. Study different careers in fashion.2. Become familiar with portfolio preparation for college entrance.Essential Questions:

1. What career opportunities are available in the fashion industry?2. What are the requirements for developing a fashion portfolio?Acquired Knowledge:

1. There are many career opportunities available in the fashion industry.2. An art portfolio is required for admission to a post-secondary fashion design

program.

Acquired Skills:

1. Research career opportunities.2. Create a fashion portfolio.Major Assessments

Formative Assessments:1. Presenter presentation worksheets2. Display boards for completed projectsSummative Assessments:1. Questions and answer sessions with presentersInstructional Materials

1. Brochures and pamphlets from assorted colleges2. College level fashion portfolio examplesNJCCCS and Standards/CPIs Covered in this Unit

1.2.B4 1.4.C2


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Activities

1. Present college level portfolios2. Guest speakers from post-secondary institutions3. Internet research for institutions and careersAccommodations or Modifications

1. Students requiring modifications may use computer to record presenter notesand information.

Extensions

1. Students with prior art experience or advanced ability may develop professionallevel fashion portfolios.


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Bibliography

Abling, Bina. Fashion Sketchbook (4th

Edition)

Reeder, Jan Glier. High Style: Masterworks from the Brooklyn Museum CostumeCollection. Yale University Press, New Haven and London, 2010 by MetropolitanMuseum of Art, NY

Riegelman, Nancy. 9 Heads: A Guide to Drawing Fashion (3rd

Edition). Los Angeles,2006

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