Tiger Lesson Plan Team 2 Jaime Daylor Rachel Navarro Olivia Vitale The Function of Fashion Enduring Understanding:

Cultural Perception We are surrounded by objects that exist because of their essential function in our lives, but our lives are enriched by the non-essential beauty of these objects. The way we perceive culture is embedded in that non-essential design. This lesson will raise awareness in these students of the qualities of both function and fashion in the clothing they wear through the consideration of the form and function of clothing from cultures of the past. In examining the messages embedded in the clothes from the past, we may also reveal messages inherent in the clothing we wear today. Our clothes are important because they serve a purpose (to protect us) and because their style says something about who we are. By learning about the purpose and style of clothing used by people in the past, we will also investigate the purpose and meaning of our own clothing. Standards: NAEA: The National Visual Arts Standards Grades 5 - 8 (content standard: achievement standard) 1. Understanding and applying media techniques and processes A. select media, techniques and processes: analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices B. intentionally take advantage of the qualities and characteristics of art media, techniques and processes to enhance communication of their experiences and ideas 2. 2. Using knowledge of structures and functions A. Generalize about the effects of visual structres and functions and reflect upon these effects in their own work B. Employ organizational structures and analyze what makes them effective or not effective in the communications of ideas 3. Choosing and evaluating a rage of subject matter, symbols and ideas A. Integrate visual, spatial and temporal concepts with content to communicate intended meaning in their artworks B. Use subjects, themes and symbols that demonstrate knowledge of contexts, values and aesthetics that communicate intended meaning in artworks 4. Understanding the visual arts in relation to history and cultures A. Know and compare the characteristics of artworks in various eras and cultures B. Describe and place a variety of art objects in historical and cultural contexts

C. Analyze, describe and demonstrate how factors of time and place (such as climate, resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others B. Analyze contemporary and historic meanings in specific artworks though cultural and aesthetic inquiry NCCAS: **high school standards Visual Arts Anchor Standards (process component: anchor standard) Creating Experiment/Imagine/Identify: Initiate making works of art and design by experimenting imagining and identifying content Investigate/Plan/Make: investigate, plan and work though materials and ideas to make works of art and design Presenting Prepare/Curate: use a variety of methods for preparing their artwork and the work of others for presentation Exhibit/Share: Communicate artistic meaning though sharing their work and the work of others Responding Experience/Analyze/Interpret: Experience, analyze and interpret art and other aspects of the visual world Communicate/Internalize: Communicating through art helps viewers understand and appreciate people, the natural world and constructed environments Missouri Department of Elementary and Secondary Education Visual Grade Level Expectations Strand I: 1:A:Grade 7: Use a variety of media such as pencil, pastels, color sticks, and/or markers to create simulated/implied texture 2:A:Grade 7: Create an in-the-round artwork by joining two or more surfaces using a layering material 3:A:Grade 7: Create original artwork using the following subjects: Human figure, still life from observation 3:B:HS Level 1: Create an original functional artwork that expresses a culture 3:C:Grade 6: create an original artwork that communicates ideas about the following themes: Functions of Art in Culture, Personal Identity 3:C:Grade 8: Create an original artwork that communicates ideas about the following theme: environment, time Strand II:

 1:D:Grade 6: Identify and use real/actual texture 2:B:Grade7: Identify and use center of interest (focal point) 2:F:Grade 8: Identify and use appropriate scale relationship Strand III: 1:A:Grade 6: Discuss how different cultures have different concepts of beauty; Explain how responses (feelings or ideas) to artworks from various cultures are based on both personal experience and group beliefs Strand IV: 2:A:Grade 6: Explain how artworks reflect the cultures in which they were created Strand V: 1:A:Grade 8: Identify works of art from United states (Native American Painting, Sculpture, Architecture) 1:B:Grade 8: Compare and contrast two artworks on: Time, Place, Subject matter, Theme, Characteristics, Material/Technology, Ideas and beliefs of culture, Function of art in culture/society

Key Concepts: Fashion and Function are not mutually exclusive. Our lives are enriched by the artful design of utilitarian objects. The styles and design of our clothing and the choices we make about what we wear says something about our identity, about our culture, and about how we live. Different cultures have different clothing styles that can tell us about how and where they live.

Essential Questions: How do artifacts shape a culture as well as reflect the culture? How does clothing, specifically outerwear, function? Why do we add decoration or design to functional objects? What does our clothing say about our identity, our culture, and how we live?

Objectives: A. Viewing Art a. Students will view and analyze artifacts in a museum. b. Students will compare and contrast their own cultural artifacts with those found in the Museum and in literature. c. Students will identify connections between the function of cultural objects and the environment and culture from which they originate. d. Students will identify connections between the fashion of cultural objects and the environment and culture from which they originate. B. Making Art a. Students will construct meaningful symbols. b. Students will convey symbols of self-identity through wearable art. c. Students will plan, design, and execute their wearable art. C. Presenting Art a. Students will present their work through modelling and photography.

Supply List Plastic wrap (one roll per kid?) Clear packing tape (one roll per kid?) Basic stickers with shapes like stars (not figurative) Large sequins and jewels Feathers Flowers Ribbon of assorted colors Other patterned tapes Other decorative materials Hot glue Hot glue guns White paper Construction paper Markers pencils Lesson Vignette 9:30-9:45, Rachel and Jamie Welcome and Engage Students Have students gather in a circle. Travel around circle introducing oneself including name, age, and why they picked the clothes they are wearing (hopefully wearing coats, and touch on function as well as aesthetics) 9:45-9:50, Rachel Introduce theme of fashion and function. 9:50-10:00, Olivia, Jamie, Rachel Walk to Museum Talk about non-essential design in what they see on the walk. Associate form vs. function idea beyond clothing. Use buildings on quad, sidewalks, benches, columns and other elements on the quad as examples. 10:00-10:20, Olivia, Rachel Museum of Anthropology Museum Viewing & Activity Instruct students (as collective group) about parka and seal intestine coat, inviting them to make observations about the functional and fashionable parts of the clothing. Read Arctic Son by Jean

Craighead George to help make a picture in their minds of the culture and environment that these clothes developed in. 10:20-10:30 Olivia, Jamie, Rachel Walk back to Townsend Review the museum and what they saw. Imagine what the walk would be like in the Arctic. 10:30-10:50 Rachel, Jamie, Olivia Art viewing into making Show them a power point that contains images of outerwear that start with high fashion (nonfunctional), show other coats through history and other utilitarian clothing. We will ask them to speculate about what we know about the person based on what they are wearing. Then we will introduce Motel of Mysteries book. We will talk about the page in which the women is wearing the toilet seat and drain stopper as a headdress and necklace. We will have a class discussion about how we look at artifacts and fashion. Lastly, we will show our exemplars and discuss their meaning so they can start thinking about how they would like their coat to look and introduce project and process. 10:50-11:50, Olivia, Jamie Engage Students in Art making Students will be distributed a blank template to plan their coat design. Teachers will begin to wrap students with plastic wrap and clear tape, ideally accomplishing up to five students every ten minutes. Students will move between planning, getting wrapped and executing designs within this time. Teachers will float among students as needed. Beginning at 11:30-12:00pm, Jamie, Olivia, Rachel Presenting Art Teachers will begin taking pictures of students modelling their coats as they finish. Pictures will be added to a magazine cover if time permit. Students will clean up as they finish. Note: Students will be able to take home their molded coats at the end of Tiger Artists, but they will stay in the classroom as reminders of what they have already learned until the last day. Formative Assessment Instructors will invite students to analyze their own clothing when they first arrive so that the instructors can observe the students initial understanding of the basic concepts of fashion and function. Summative Assessment Students will present their artwork by modelling their coats for a photo shoot/fashion show. Their increased understanding of the concepts will be evident in their discussion of the art they have created and the meanings they have attached to it.

Rubric Creation Student both designs and decorates their coat in a coherent and meaningful way. Student designs and decorates coat. Student decorates the coat without consideration of an overall scheme. Student makes minimal or no effort to decorate coat. Presentation Student models coat for photographs and writes headlines for magazine cover. Student models coat and discusses meaning. Student has picture taken without interaction. Student does not model coat. Participation Student responds to questions in the classroom and in the museum multiple times. Student participates in discussion at least twice. Student responds once.

Excellent

Good

Fair

Poor

Student does not respond or participate in discussion.