Spring 2018 ARTE Lesson Plan Format 1.19.

18
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Title of Learning Segment: Fashion Collage Grade: 9th-12th (Art I)

Prior Knowledge
Students will have prior knowledge with drawing, collage, color theory, pattern, and
development of an aesthetic inventory.
Central Focus
Students will create a collage aesthetic inventory that will guide them in their garment design.

Learning Segment Overview Four lessons (45 minute)

e.g. Lesson 1 (Day 1) Presentation on runway fashion, sketching, stenciling, and further
exploration with their personal aesthetic inventory.
Lesson 2 (Days 2-3) Students will collage using their aesthetic collection and magazine
clippings.
Lesson 3 (Day 4) Students will compete their designs, matte, and reflect.

Lesson I of 3
Standard
NVAS VA:Cn10.1.IIIa
Synthesize knowledge of
social, cultural, and
personal life with art
making 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.
Objective Assessment
I can describe visual art VTS session
concepts among arts
disciplines, other content
areas, and careers.
I can describe visual art VTS session
concepts among arts
disciplines, other content
areas, and careers.

Lesson 2 of 3
Standard
NVAS VA:Cr.2.3IIIa
Demonstrate in works of
art or design how visual
and material cultures
define, shapes, enhances,
inhibits, and/or empowers
people's lives.
Objective
I can create a body of work in
a specific medium that
explores a personal theme,
idea, or concept.
Assessment
Teacher feedback during guided
and independent practice.
Mix/pair/share
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SCVAS VA.CR.AH.1 I
can use the elements and
principles of art to create
I can create a body of work in
a specific medium that
explores a personal theme,
idea, or concept.
Teacher feedback during guided
and independent practice.
Mix/pair/share

Lesson 3 of 3
Standard
NVAS VA:Re7.2.Ia
Analyze how one’s
understanding of the
world is affected by
experiencing visual
imagery.
SCVAS VA.R.IH.5 I can
interpret and evaluate the
meaning of an artwork.
Objective Assessment
I can analyze the intention of Reflective Response
the artist and explore how the
artwork relates to other ideas.
I can analyze the intention of Reflective Response
the artist and explore how the
artwork relates to other ideas.

Academic Language
1. Language Function: analyze
2. Vocabulary: aesthetic
3. Discourse OR Syntax: class discussion and reflective journal entries
4. Practice: VTS, class discussion, feedback, journal entry

Key Materials
• Digital presentation, tracing paper, writing utensils, camera (phone/iPad)
• Magazines, scissors, glue sticks
• Matte board

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Day 1: (Opening/Motivator)
The instructor will open the period by conducting a Visual Thinking Strategy session based
around the fashion collages of Johanna Goodman. After this session the instructor will present
their own aesthetic inventory, more examples of Goodman’s work, fashion designers, sketches,
and their fashion aesthetic. Then the instructor will demonstrate how to sketch the outline of a
runway figure and how to utilize specific stencils to assist with the outline. The remaining time
in class students will take vertical photos of themselves to refer to when sketching their outline.
If time permits these photos should be emailed to the instructor. Students will be instructed to
send photos outside of class and start collecting for their inventory.
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Day 2: (Procedure/Guided Practice)

Students will receive their photos taken in the previous period while entering the classroom.
Directions will be written on the board, students will be informed to retrieve tracing paper to
create the stencil for their outline. Once drawings are complete students will start to gather
images and utilize their collection for their fashion design. Students will use classroom tools
such as scissors to cut shapes to fit their design. Students should primarily work with a 2
dimensional design. If students wish to create a 3-D representation they should create a 2-D
model to work from as an example.

Day 3: (Procedure/Connect)
Students will repeat the process from the previous period, locating their designs, gathering
materials and continue to work toward completing their fashion design.The instructor will
designate a specific amount of time at the end of the period for students to participate in a mix/
pair/share session. Once this session is complete the instructor will lead a class discussion related
to student discoveries.

Day 4: (Closure)
The instructor will start the period by demonstrating how to matte the students designs. Students
who need more time completing their design will continue working after the demonstration is
complete. Those who have already finished will work with the instructor to begin the matting
process. The instructor will end the period a few minutes early for students to reflect in their
visual verbal journals.

Accommodations
• Representation: Instructions will be presented on the board each period, given verbally, and
instructor feedback will be provided.
• Engagement: Design based on their own personal aesthetic.
• Expression: Students may present their reflection through journal entry, presentation, verbal
presentation of process, create a video/podcast, etc.
• Individual student with special needs: Accommodations as needed.

Resources
Goodman, J. (n.d.). Www.johannagoodman.com. Retrieved from http://
www.johannagoodman.com/#/