Title of Learning Segment: Fashion Collage Grade: Art 1 (9th-12th)

Prior Knowledge
Students will have prior knowledge on color theory, collaging, drawing, patterns, and aesthetic
inventories.
Central Focus
Students will create a collage aesthetic inventory to guide them in a garment design.

Learning Segment Overview​ 3 Lessons (42 minute ea)

Lesson 1 (Day 1) ​Presentation on fashion plating and sketching, seek and find with magazines
Lesson 2​ ​(Days 2-3)​ Practice sketching, collage and put together garments
Lesson 3 (Day 3) ​Put design together, matte, and reflection

Lesson 1 of 3
Standard Learning Objective Assessment

NVAS VA:Cn10.1.IIIa I can describe visual art Diagnostic assessment - VTS

Synthesize knowledge of concepts among arts session with exemplar of
social, cultural, and personal disciplines, other content fashion design
life with art making areas, and careers.
approaches to create
meaningful works of art or
design.

SCVAS VA.C.NM.7 I can

relate visual art ideas to other
art disciplines, content areas,
and careers.

Lesson 2 of 3
Standard Learning Objective Assessment

NVAS VA:Cr.2.3IIIa I can create a body of work in Teacher feedback from

Demonstrate in works of art a specific medium that walking around the room
or design how visual and explores a personal theme,
material cultures define, idea, or concept. Mix, pair, share
shapes, enhances, inhibits,
and/or empowers people's
lives.

SCVAS VA.CR.AH.1 I can

use the elements and
principles of art to create
 create artwork.

Lesson 3 of 3
Standard Learning Objective Assessment

NVAS VA:Re7.2.Ia Analyze I can analyze the intention of Reflection - analyze their
how one’s understanding of the artist and explore how the aesthetic through a journal
the world is affected by artwork relates to other ideas. entry
experiencing visual imagery.
Final garment design
SCVAS VA.R.IH.5 I can
interpret and evaluate the
meaning of an artwork.

Academic Language
Students will analyze their aesthetic with a reflective journal entry.
1.​ ​Language Function ​- “analyze”
2. Vocabulary​ - aesthetic
3. Discourse OR Syntax​ - with a reflective journal entry
4. Practice​ - VTS session, feedback, journal entry

Key Materials
Smart board with powerpoint presentation
Matte boards
Magazines
Glue sticks
Scissors
Pencils, pens, other writing utensils
Tracing
Phone/camera/iPad

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Day 1:
When students enter the classroom, the teacher has their personal fashion aesthetic exemplar
on the board. The teacher will facilitate a VTS session of personal aesthetic. This should take
approximately 5 minutes. The teacher will present personal aesthetic in relation to fashion and
clothing choices. The powerpoint will include examples of work from Johanna Goodman,
fashion sketching, designers, and people with personal styles/aesthetics. The teacher will then
demonstrate fashion sketching and how to trace silhouettes of bodies. Students will spend the
last 10 minutes of class taking full-length pictures of themselves for their fashion sketching and
email picture to the teacher.

Day 2:
The teacher will have the student’s full-length body pictures printed out for students. The
teacher will recap how to trace and use a fashion-sketching template using tracing paper.
Students will then trace themselves for their final design. Students will use magazines and
collect images for their aesthetic garment design. They can utilize classroom tools like scissors,
or rip out the magazines. Students will be reminded that they don’t have to think just
two-dimensionally. Students will spend the rest of the class in a studio day tracing and finding
their collage papers. The teacher will walk around the classroom and provide help/feedback.

Day 3:
The teacher will recap fashion sketching and how to collect images for their aesthetic garment
design. Students will spend the class in a studio day finalizing their designs. The teacher will
walk around the classroom and provide help/feedback. In the middle of class, students will
participate in a mix, pair, share and reflect on their progress.

Day 4:
The teacher will start class by demoing how to matte their designs. Students will spend the rest
of class finishing their designs and then matting them. When they have completed their work,
they will complete a reflective journal assignment: “How does this design represent either your
current aesthetic or how you wished your aesthetic was?”

Accommodations
● Representation: Instructions will be posted on board, in powerpoint, verbally, and
teacher will provide feedback
● Engagement: Design is of their own personal aesthetic with images they collect on their
own
● Expression: Instead of writing in a journal, the can present it, talk about it, do a video,
etc.
● Individual student with special needs: Accommodations as needed

Resources
http://www.johannagoodman.com/#/