Teaching Strategies
Explain the strategies that influence fashion: Social and Cultural, Religious, Historical and Economic. People in societies have been identifiable for thousands of years by the clothing they wear. Their customs, culture and heritage acquired over the years has influenced clothing / costumes. After the study of understanding fashion, through written and performance criteria students will research and document students will an influence related directly to their personal or chosen heritage. Utilizing Common Core Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12, Integration of Knowledge and Ideas a report will be written based on rubric assessment. Performance product will require producing a beaded panel that tells a story of their influence.
Materials Needed: text, you Tube videos, New Orleans natives, beads, feathers, sequins, canvas, sewing notions, miscellaneous embellishments.
Instruction: Understanding Fashion unit taught, basic sewing skills demonstrated.
Differentiation: Appropriate for all levels, degree of expertise and complexity will be varied.
Objective: The understanding of the Influences that effect clothing and the significance of the Mardi Gras Indians costumes. The creation of a three dimensional product that relates a part of the students heritage. To give students and understanding of their ancestors experiences and history. Record information they have learned and express their informed opinions in written form.
Research to Build and Present Knowledge: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing: 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Common Core Standards for Literacy in History/Social Studies, Science and Technical Subjects 6-12 - Integration of Knowledge and Ideas: 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Research to Build and Present Knowledge: 7.Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing: 10.Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Subjects Covered: Apparel and Costume Design, Social Studies, American History, Writing
Duration: 4-7, 90 minutes block sessions, depending on the level of the students.
Recommended photographs to view: http://www.flickr.com/photos/demian-roberts
Please contact me for specific outlines and detailed lesson plans; barbara.wesselmancms.k12.nc.us or brbwesselmangmail.com.
I also recommend the review of all other curriculum units written under this topic: The Big Easy; The Intangible Heritage of New Orleans.
Students will employ skills of critical thinking and problem solving when translating their design into a dimensional product through their chosen application.
Day 1-Introduce students to the Mardi Gras Indians through the history of New Orleans explained in this unit. Present slide show about the city and the Mardi Gras Indians. Begin conversation about heritage and culture. Ask students to explore the following questions:
What do you know about your families' background? How far back can you go with historical information?
Do you talk with your parents about your ancestors? Do you talk with your Grandparents?
Select two stories you are willing to share. Prepare to share your heritage stories in class. Document that information. Each student will have four minutes to present.
Day 2-Heritage sharing day. Students will share a significant story from their heritage with the class, in four minutes. If the student elects to share further, questions may be asked and answered for two minutes. Oral Assessment explained and used.
Student will think about how to illustrate their story. I will use pictures of my quilt square created during the Yale National Initiative as one example of putting memories down on fabric. We will also view pictures of the Mardi Gras Indian suits as well as other creations that tell a story.
Students will bring drawing in the next class. Technique Rubric will be explained.
Day 3-Teacher will present images of Mardi Gras Indians suits (some included), historical bead works, tapestries, and canvas art to interrupt. Students will share their images with classmates for input and begin revisions. We will discuss various methods of creative expression and students will choose a method to complete. All students will be required to complete some bead work or dimensional element that required sewing.
Because sewing is a skill and an art, I would expect that the degree of difficulty will vary based on experience.
Day 4-Distribute materials and review techniques, allow time for the students to begin.
Students will have three weeks to complete their project. A percentage of class time will be given for student work and questions during the next 4 class periods. Technique Rubric will be explained and used.
With Permission from Demian Roberts- Mill Creek Studios, David Montana
With permission from photographer: Demian Roberts- Mill Creek Road Studios, David Montana
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