Spring 2018 ARTE Lesson Plan Format 1.19.

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Title of Learning Segment: Aesthetic Fashion Collage Grade: Art I or Art II

Prior Knowledge include relevant content knowledge, media use, and skill development):
Collage: Aesthetic Inventory; Pattern; Drawing; Color Theory
Central Focus: Students will create a collage inventory to guide a garment design.

Learning Segment Overview Four lessons (45 minute)

e.g. Lesson 1 (Day 1) Intro/ Motivation/Engage/Research:
 Create collection of magazine scraps
 Show examples of collaged design
 Demo creating a garment collage from a fashion template
Lesson 2 (Days 2-3) Instruction process/Procedure/Explore/Guided Practice
 Collect reference images of high fashion
 Practice working with fashion template in artist journal/sketchbook
 Mix-pair-share final ideas
 Work on final product
Lesson 3 (Day 4) Present/ Respond and/or connect/present
 Finalize final project
 Demo mounting strategies
Lesson 4 (Day 5) Summative Assessment/ Evaluation/Closure
 Answer reflection question in sketchbook/artist journal

Standard, Objective, & Assessment use similar language

Standard Learning Objective Assessment

Lesson 1 NVAS: VA.CR.1.2.LA

VA.CR.1 I can shape an artistic investigation Diagnostic: Students will have
Generate and of an aspect of present-day life previously created an aesthetic
conceptualize using a contemporary practice of art inventory
artistic ideas and or design
work Formative: Mix-Pair-Share
Lesson 1 SCVAS: I can create a body of work in a sketches with classmates
VA.CR.AH.1 specific medium that explores a
I can use the personal theme, idea, or concept. Summative: Journal entry
elements and reflection on garment design (“How
principles to does this reflect your current
create a work of fashion aesthetic, or how does it
art not?”
Lesson 2 NVAS: VA.Re.7.2.11a
VA.R.7 I can recognize and describe
Perceive and personal aesthetic and empathetic
analyze artistic responses to the natural work and
work constructed environments.
Lesson 2 SCVAS: VA.CR.MA.2
VA.CR.2 I can invent different ways to
I can use different combine materials to develop a
materials, personal style
techniques, and
processes to
make art
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Lesson 3 NVAS: VA.Re.7.2.11a

VR.Re.7 I can evaluate the effectiveness of
I can perceive an image or images to influence
and analyze ideas, feelings, and behaviors of
artistic work specific audiences
Lesson 3 SCVAS: VA.R.AH.5.1
VA.R.5 I can justify the purpose or intent of
I can interpret and my collage
evaluate the
meaning of an
artwork

Academic Language
1. Language Function—Students will analyze their aesthetic through a reflective journal entry.
2. Vocabulary–Aesthetic: the branch of philosophy that deals with the nature and value of art
objects and experiences. It is concerned with identifying the clues within works that can be used
to understand, judge, and defend judgments about those works.
3. Discourse OR Syntax: Reflected- Discourse
4. Practice: “How does this reflect your current fashion aesthetic, or how does it not?”

Key Materials: slightly translucent paper, magazines, scissors, pencils, colored pencils (or tool
of choice), sketchbooks, technology (for reference imagery- phones, ipads, etc.),

Instructional Strategies and Learning Tasks (Procedures & Timelines)

Day One:
 As students enter class, there are stacks of magazines and scissors at each table
 Instructions will be displayed on board and teacher will recite them once everyone is
seated: “using the magazines at your table, find at least 10 images/colors/patterns
that appeal to you and cut or tear them out
 Give students half an hour/25 minutes to collect their images
o Walk around and encourage students to trade/share as needed; encourage a
wide variety of clippings
 Pull up presentation of lesson, introduce lesson, then show an example of collaged
design
 Demonstrate how to use fashion template to create garment and demonstrate how to
collage garment using the template
 End class with questions about the assignment, allow students to add to their
inventory or trade between next class if needed/wanted.
Day Two/Three:
 As students enter class, a bellringer will be posted on the board and students will be
allowed to use technology to find reference images
 Following the bellringer, students will be called by tables to choose a design template
and begin practicing template design in their sketchbooks or artist journals
 Students will mix-pair-share their ideas
 Students will work on their final fashion design
Day Four:
 As students enter the class, their final collages will be at their spots, along with
supplies to finish up their collages. Students will be given 5-10 minutes to finalize
work before mounting
 As students finalize their work, teacher will pass out pre-cute mounting paper and
rubber cement to tables
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 Students will then be shown a quick mounting demonstration using rubber cement
and registration
 Students will spend the rest of class mounting their work and answering reflection
questions in their sketchbooks

Accommodations Universal Design for Learning used in this art lesson.

 Representation: accessibility scissors (left or right handed), speaking expectations and
displaying them on the board (audio and visual)
 Engagement: allowing students to work individually and in groups
 Expression: allowing students to choose their own template and mounting paper color
 Individual student with special needs: follow IEP or Accommodations as needed

Resources Johanna Goodman- artist inspiration

Artifacts model template, powerpoint + bellringer
Reflection I think the actual collage making might take more than 2 class periods, depending
on the class duration and how involved the students get with it.