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and Students Since 1994
Clothing as Story-telling
Submitted by: Shannon McGraw
Middle School Art Teacher, Parish Episcopal School, Dallas, Texas
Grade level: 7th/8th (but could be given to high school)
Goal:
To create an article of clothing for a particular individual (real or imagined) that tells a broad story and illustrates rules of effective composition, and story-telling.
Objectives:
Students will understand how clothes are created using a pattern and "fabric paper."
Students will research imagery and history of person or character in order to have a rich resource.
Students will work within specific requirements: each piece needed to have painting, text, found object and a 3-D element.
Students will demonstrate a clarity of theme and craftsmanship.
Students will think about proper process in putting together the article of clothing and covering its surface.
Students will have opportunity to explore many media and make many decisions to create a very individual piece of art.
Students will demonstrate an understanding of compositional rules of variety,rhythm, balance, focal point, unity.
Students will also think about and show how to tell an effective story - i.e. how to evoke emotion in a more subtle way rather than being too heavy handed, and how to use color emotionally.
Materials Needed:
Several basic clothes patterns, pin, Thread
Images of artistic clothing and websites that explain the history of clothing.
Wooden hangers
Fabric Paint
Computer for gathering and Printer
Website blockposters.com to print images in large sizes.
Cloud clay, found objects, anything!!
Images of Robert Rauschenberg
Lesson Description:
This took many hours and 'hits' to articulate to the students.
I gathered many images of clothes that were more artistic. I also showed them Rauschenberg's work that displayed how he told visual stories.
Students began to brainstorm in whose article of clothing they wished to create.
As students started gathering imagery for their piece I again went over the ideas of effective composition. For instance, one image probably needed to be larger - a focal point, and also kids have a tendency to make every image the same size with the same negative space around them. (I call it polka dotting!)
Also, they needed to go beyond just the surface or most obvious elements of a person or character. For instance, maps as background were often used. Images from history, signatures were also used.
As students chose their person and the article of clothing, I worked with each student posing questions of how their piece was working - that they used the tools of composition effectively. Also, they needed to think ahead as to what steps should come before others.
Assessments:
How clearly was the person or character portrayed?
To what degree were the principles of composition on display?
How well was the article of clothing put together?
How inventive was the imagery that was chosen?
Were all the elements included?
How good was the craftsmanship?
