Super Creation- Costumes!
Lesson Description: Students will be moving forward from exploring their personal identity to their newly created superhero identity. On the first day of this lesson students will start by brainstorming potential costume designs for their superhero. They will then be using these designs on the next day to start making a costume to reveal their super identity to their community. During the brainstorming process, student will be experimenting with fabric as a new art material. During this experimentation they will be encouraged to try applying different materials like; markers, crayons, and found objects to the fabric. Also they will work with different attachment techniques. On the second day when students will start to create their costume they will first work on making a life size plan of their costume. This will help them to plan out the amount of fabric they will need to create one piece of their costume. Also on this day students will be focusing more on the characteristics and expressive features of art like shape and color when designing their costumes.
Essential Understanding:
Learning Target:
Students will be able to brainstorm costume designs and develop studio skills involving attaching and applying materials to fabric.
Key Concepts:
Identity
Visual narrative or story
Symbols
Characteristics and expressive features of art
Intent and purpose
Skills:
Planning for art making; Attaching and applying different materials to fabric.
Art Focus/Techniques:
Fibers; Drawing and Ideation
Literacy Focus:
RAFT
Vocabulary
Students describe artistic decisions
Documentation:
- lesson plans are attached below
- presentations are attached below
Essential Understanding:
- An artist's identity can influence the visual narrative or story expressed in artwork.
- Symbols create meaning using characteristics and expressive features of art.
- Using expressive features of art, artists communicate their intent and purpose.
Learning Target:
Students will be able to brainstorm costume designs and develop studio skills involving attaching and applying materials to fabric.
Key Concepts:
Identity
Visual narrative or story
Symbols
Characteristics and expressive features of art
Intent and purpose
Skills:
Planning for art making; Attaching and applying different materials to fabric.
Art Focus/Techniques:
Fibers; Drawing and Ideation
Literacy Focus:
RAFT
Vocabulary
Students describe artistic decisions
Documentation:
Day One: Planning stage one
|
|
For Mat's costume design he thought about elements like, oiled cloths and a tool belt, to include into his costume because he waned to be able to communicate that his superhero was a mechanic.
|
When Ella was brainstorming ideas for her costume she planned on including her symbol on her cape so that people in her community would know who she was. She also included design elements like feathers to add style to her cape.
|
|
|
When Kaden brainstormed his costume design he included his symbol and an ice cape to communicate his identity through his costume.
Day 2: Life-size plan
Emmie chose to use her favorite colors and include her "running E" symbol in the middle. r She used green to make her rocket boots look rubber and be the source of of her super fast power.
|
After Sofia had drawn a costume design she started to experiment with fabric to create a small version of the hood on her costume.
Isabella included feathers on her head that would blow in the wind while she runs quickly with her rocket boots that boost her super power, speed.
|
Ella included her superhero symbol on her costume plan. She chose the colors because she wanted bright colors to be seen and because they are her favorite colors. She used outlines to show the different parts of her costume plan.
|
Kaden chose to make his costume blue because he is Iceman and ice looks blue. He marked the costume item with a star so he knew which part he was going to create in the next part of the lesson.
|
Students collaborated in pairs to create life-size plans of their costumes. They used these plans to decide on which piece of their costume they would make and used it as inspiration when they started creating their costumes.
Day 3/4: Costume Creations
Sigrun explains her though out plan on how she created the symbol on her cape. She used the attaching technique of hot glue because she felt that it made the piece of her cape stick together best.
Students used hot glue as a way to attach materials.
|
Noah explains how he used previous knowledge of how to manipulate a available material. He used finger-knitting to create a tail for his Squirrel superhero costume.
Keagan used a creative approach to create the piece of his costume that he wanted. He molded his new creation around his feet to create his paw-like shoes.
|
Kaden talks about how he used sewing as a design element on his cape instead of using it as an attachment technique.
|
|
|