FASHION DRAWING AND ILLUSTRATION GRADES 9-12 [LEVEL 2] EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ BOE Approval Date: 6/27/05

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1 FASHION DRAWING AND ILLUSTRATION GRADES 9-12 [LEVEL 2] EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ BOE Approval Date: 6/27/05 Written by: Anne Benedetti Kristy DeFlores-Elliott Raymond Broach Superintendent

2 TABLE OF CONTENTS Page Affirmative Action Statement 1 Board Policy on Curriculum Guides 2 Indicators/Outcomes/Assessments: Unit 1: Introduction to Fashion 3 Unit 2: Media/Technique 3 Unit 3: Figure Proportion/Gesture Application 4 Unit 4: Fashion Study 5 Unit 5: Inspired Fashions 5 Unit 6: Accessories 5 Unit 7: Fashion Application 6 Unit 8: Fashion Critique 6 Elements of Design 7 Principles of Design 8 Appendix: Handout 1: Figure Proportion Handout 2: Garments and Garment Details Handout 3: Drawing Dictionary Necklines Handout 4: Guest Artist: Saida Mouradova Rubric for Fashion Line

3 1 AFFIRMATIVE ACTION STATEMENT It is the intention of the Ewing Township Public Schools to provide equal educational opportunities for all students, including equal access to all school facilities, programs, equipment, staff services, financial resources, courses or activities, and other benefits regardless of race, color, creed, religion, sex, ancestry, national origin, social, economic or academic status or physical handicap.

4 2 EWING TOWNSHIP BOARD OF EDUCATION Ewing, New Jersey Policy File Code: 2230 CURRICULUM GUIDES Curriculum guides shall be prepared for each course and/or area to be taught in the schools of this district to assist in the articulation of educational programs (curricula) between and among schools to provide continuous learning. Each guide shall contain objectives to be developed, suggested materials, activities designed to achieve all of these, and evaluation criteria intended to test the extent to which learning objectives have been achieved. The teacher will use the guide as the core of the courses he/she has been assigned to teach. It shall be the responsibility of the Superintendent to ensure that the curriculum guides are being followed. The Board of Education directs that a copy of each guide be maintained in the Office of the Assistant Superintendent for Curriculum and Instruction for review by members of the staff and Board. The Superintendent shall provide new curriculum guides or revisions to existing guides to the Board for study before implementation. By this means, the Board will determine which alterations to courses of study as defined by the law require the approval of the Board. Date: November 22, 1999 Legal Reference: N.J.S.A. 18A:33-1

5 3 INDICATORS/OUTCOMES/ASSESSMENTS: UNIT 1: INTRODUCTION TO FASHION Standards/ CPIs 1.1 A1, D2,3 2.1 A2 1.2 D2,3 1.3 B3 Outcomes: Students will - identify the procedures, policies and rules involved in fashion figure and design, such as clean up, supplies and storage within the classroom, along with rules and regulations of the classroom - discuss safety procedures for tools and supplies and show their understanding of these - study the art elements and principles of design and then incorporate them properly in their production Assessments - Demonstrate and participate in a daily clean up routine, as well as a demonstration of policies for a safe, functioning classroom - Demonstrate proper use of tools and supplies by adhering to department safety regulations and a department test (see attached test/safety rules handout) - Incorporate the art elements and the design principles accurately in their art pieces - Demonstrate their comprehension of these foundational art concepts INDICATORS/OUTCOMES/ASSESSMENTS: UNIT 2: MEDIA/TECHNIQUE Standards/ CPIs 1.1 A1,2 1.2 A1,2 1.3 A1,2 1.4 B3 1.2 B3 1.3 B3 1.4 D2,3 1.2 D2,3 1.3 D2,3 1.4 A2 Outcomes: Students will - use a variety of mediums and different techniques, such as pencil, watercolor, color pencil, acrylic paint, etc. - transform personal experience into artistic expression - manipulate new media such as pencil, watercolor, color pencil, acrylic paint/tempera, etc., through exploration and experimentation Assessments - Create an original work of art that will express their knowledge of media and technique - Create an original work of art based on real-life experience and observation - Explore and experiment in practice exercises developed by the teacher to enhance the students skill of technique and use a variety of media and mediums (pencil, watercolor, color pencil, tempera/acrylic paint, etc.)

6 4 INDICATORS/OUTCOMES/ASSESSMENTS: UNIT 3: FIGURE PROPORTION/GESTURE APPLICATION Standards/ Outcomes: Students will Assessments CPIs 1.2 A1 - examine the human figure (face and body) and the appropriate proportions for both the male and female form - Draw a proportional figure and face of both the male and female - Handout: Explains and shows the proper proportions of figure and face 1.1 B3 1.2 D1-3 - compare and contrast similarities and differences between the average human figure and the fashion figure - Create a series of drawings of a proportional human figure and a fashion figure which will show the differences among the two figures 1.2 D2,3 - explore and examine the human figure in motion/ movement/body angles draw the human form showing movement and poses in various angles - compare and contrast good and bad figure layout and composition, overlapping figures - organize one or more figures behind each other - See attached handout that shows the difference between the two figures (Handout 1) - Create a series of gesture drawings that display motion, angles and movement in real-life poses - Teacher observation will assess students understanding and proper application of human motion, movement and body - Create a fashion line which will demonstrate their knowledge of proper figure layout and composition - See fashion line rubric and specifications (attached)

7 5 INDICATORS/OUTCOMES/ASSESSMENTS: UNIT 4: FASHION STUDY Standards/ Outcomes: Students will CPIs demonstrate the rules of drapery (gravity, angle, perspective) through drawings identify and explain the rules of drapery (gravity, angle, perspective) - identify different clothing types and materials, along with fashion vocabulary - produce a series of drawings that include clothing types approved by the instructor demonstrate knowledge of textile design and flats, as well as applying color to textile designs 1.1 B3, D2,3 1.2 A1,2 1.3 A1,2 - express their creativity through designing textile flats - demonstrate an understanding of proportion, rules of drapery, textile/flat development, and application of color and clothing design Assessments - Create a series of sketches that incorporate the rules of drapery - Teacher observation will assess their understanding of rules of drapery - Handout 2 - Create a series of fashion flats and label the types of clothing using a fashion glossary - Handout 3 - Create original textile design employing the basic principles of design - Create a fashion sketch INDICATORS/OUTCOMES/ASSESSMENTS: UNIT 5: INSPIRED FASHIONS Standards/ Outcomes: Students will Assessments CPIs research forms of media, resources and visuals to inspire their own creativity - Create a fashion line inspired by their research use various forms of media to inspire color which - Create a color study that demonstrates will be applied to their fashions/fashion line their knowledge of color theory (based on self-evaluation and research) study and research different eras of fashion and culture which will be applied to their own fashions - Create a fashion line that demonstrates their research INDICATORS/OUTCOMES/ASSESSMENTS: UNIT 6: ACCESSORIES Standards/ Outcomes: Students will Assessments CPIs study, examine and identify different forms of accessories - Research the different kinds of accessories 1.2 A1,2, B1 - render accessories using a variety of mediums - Create series of sketches/designs of different accessories 4.2 A2, B2 - transform 2-D accessories into 3-D accessories - Create 3-D forms of accessories from

8 sketches 6

9 7 INDICATORS/OUTCOMES/ASSESSMENTS: UNIT 7: FASHION APPLICATION Standards/ CPIs Outcomes: Students will - understand and study the history and current trends in fashion design/illustration around the world - identify and study different careers in fashion design understand and identify the do s and don ts of current fashion Assessments - Research and view videos which contain information on the history of fashion and current trends - Compete a variety of worksheets and activities which will assess their understanding - Research and view videos which contain information on careers in fashion industry - Worksheet, research projects and activities to assess their understanding - Create a series of sketches which display the do s of current fashion from their research findings - Critique current fashion INDICATORS/OUTCOMES/ASSESSMENTS: UNIT 8: FASHION CRITIQUE Standards/ CPIs 1.2 D D1,2 1.5 A2 Outcomes: Students will - research a fashion illustrator to become cognizant of the achievements in fashion design Assessments - Research fashion illustrator - Present their findings to the class 1.2 D D1,2 - learn, identify and define fashion terms that are commonly used in the fashion industry - Write a report on the illustrator - Use appropriate terminology when discussing, critiquing and writing fashion design

10 8 ELEMENTS OF DESIGN Line: Line can be considered in two ways: The linear marks made with a pen or brush, or the edge created when two shapes meet. Contour Line: Contour line is an outline of an object. This outline goes from light to dark and dark to light. Shape: Direction: Size: Texture: Hue: Value: A shape is a self-contained defined area of geometric or organic form. A positive shape in a painting automatically creates a negative shape. All lines have direction: horizontal, vertical or oblique. Horizontal suggests calmness, stability and tranquility. Vertical gives a feeling of balance, formality and alertness. Oblique suggests movement and action. Size is simply the relationship of the area occupied by one shape to that of another. Texture is the surface quality of a shape: rough, smooth, soft, hard, glossy, etc. Texture can be physical (tactile) or visual. Hue is a color and a specific shade of a particular color. Value is the lightness or darkness of color. Value is also called tone.

11 9 PRINCIPLES OF DESIGN Balance: Gradation: Repetition: Contrast: Harmony: Dominance: Unity: Balance in design is similar to balance in physics. A large shape close to the center can be balanced by a small shape close to the edge. A large light-toned shape will be balanced by a small dark-toned shape (the darker the shape, the heavier it appears to be). Gradation of size and direction produces linear perspective. Gradation of color from warm to cool and tone from dark to light produces aerial perspective. Gradation can also add interest and movement to shape. Gradation from dark to light will cause the eye to move along a shape. Repetition with variation is interesting; without variation, repetition can become monotonous. Contrast is the juxtaposition of opposing elements; e.g., opposite colors on the color wheel (red/green, blue/orange, etc.); contrast in tone or value (light/dark); or contrast in direction (horizontal/vertical). The major contrast in a painting should be located at the center of interest. Too much contrast scattered throughout a painting can destroy unity and make work difficult to look at. Unless a feeling of chaos and confusion are what you are seeking, it is a good idea to carefully consider where to place your areas of maximum contrast. Harmony in painting is the visually-satisfying effect of combining similar, related elements; i.e., adjacent colors on the color wheel, similar shapes, etc. Dominance gives a painting interest, counteracting confusion and monotony. Dominance can be applied to one or more of the elements to give emphasis. Relating the design elements to the idea being expressed in a painting reinforces the principles of unity; e.g., a painting with an active, aggressive subject would work better with a dominant oblique direction and course, rough texture, angular lines, etc.; whereas a quiet passive subject would benefit from horizontal lines, soft texture and less tonal contrast. Unity in a painting also refers to the visual linking of various elements of the work.

12 APPENDIX

13 HANDOUT 1: FIGURE PROPORTION

14 HANDOUT 2: GARMENTS AND GARMENT DETAILS

15 HANDOUT 3: DRAWING DICTIONARY NECKLINES

16 HANDOUT 4: GUEST ARTIST: SAIDA MOURADOVA

17 RUBRIC FOR FASHION LINE

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