Lesson 1

Subject: Art/Fashion Design Topic: Dart Manipulation Grade: 12 Allocated Time: 120 minutes

Student Population: The twelfth grade heterogeneous class is comprised of 25 students having various ethnic backgrounds, learning styles and multiple intelligences. The group is taking an introductory Fashion Design elective and has basic knowledge of design concepts and principles having previously taken art and/or design classes.

Description: This is the first lesson in a fashion design class. It serves as an introduction and preparatory class for the beginning of patternmaking. It is intended to begin the creative process by making an introductory page for semester long patternmaking book. It also provides background information on the various places on the bodice darts can be located.

State Standards:9.4.12.A: Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.

9.1.12.A: Know and use the elements and principles of each art form to create works in the arts and humanities.

Goal: Introduction of teacher to student and students to each other, creation of a mood board and plotting on a chart different dart locations on the body.

Measurable Objectives: ● Students will be able to explain and create a mood board through reading a set of

given instructions, seeing examples, and creating their own with materials in the classroom.

● Students will have 90% mastery of the different places designers plot darts on the bodice through classroom discussion of dart concepts and the labeling and of a dart chart.

Student Behaviors Sources of Evidence Criteria for Evaluation

Students will get to know their instructor and other students through beginning of the year ice-breaking activity

“All about me worksheet” (Attachment A)

Student introductions to each other as well as teacher introduction to students

Student Input

Rubrics (Attachment F)Students demonstrate proficient, partially proficient, or needs improvement level of participation in Time and Effort category on rubrics

Students will create a mood board

Written directions given on mood boards (Attachment B)

Blank mood board for students to design their own (Attachment C)

Students demonstrate proficient, partially proficient, or needs improvement level of understanding in Creativity and Design category on rubrics

Students will be able to name the various places designers put darts on a bodice

Blank chart for students to label the different dart locations (Attachment D)

Students demonstrate proficient, partially proficient, or needs improvement level of understanding in Understanding of Media category on rubrics

Students will participate in following directions, project preparation, and orderly dismissal after a group activity

Single Dart Series Template sheet for students to cut out and store templates for tomorrow’s lesson (Attachment E)

Verbal directions for how to assemble beginning of pattern book

Students demonstrate proficient, partially proficient, or needs improvement level of understanding in Attention to Theme category on rubrics

Background InformationMood Boards

What is a Mood Board?● A mood board is a collection of ideas that give an overall theme or idea. ● They are typically used to help establish a style, theme, expression,

environment, atmosphere or feeling. ● Many different types of objects can be used in mood boards. Magazine

clippings, text, quotations, digital photos, Internet pictures, and fabric or color swatches are some commonly found components.

● Principles of design should be kept in mind when arranging items onto the page.

● A mood board gives an overall impression of an idea you wish to convey.

Method● On a large board, lay out the reference materials you have gathered and consider how

they look together. ● Play with scale, proportion and color on the board and try to find a harmonious

combination. ● To do this, you can enlarge or reduce the size of items so that they appear smaller or

exaggerated.● Consider the colors that will be used most prominently and which items are primarily

background. ● Creating your mood boards should use design ideas and your imagination to give the

viewer an idea of who you are as a designer.

Patternmaking Terms

Pattern Plot: the act of placing lines on a traced copy of the working pattern relating directly to the design features. The lines are used as guidelines for dart manipulation.

Pattern Manipulation: the act of slashing and spreading or pivoting a pattern section to alter its original shape. The new pattern shape represents design features of the garment.

Design Pattern: the finished pattern that contains all the features related to the design.

Pivotal Point: a designated point on the pattern (for example, the bust point). The pattern is slashed to, or pivoted from, this point. This allows the pattern shape to be altered without changing its size or fit.

Basic Patterns: the original pattern set: bodice front and back, skirt front and back, and sleeve. They are the bases for all designs.

Patternmaking Techniques

Slash-spread and overlap: through the manipulating process, the patternmaker is able to see how the original working pattern changed into a design pattern.

Pivotal-transfer: this method does not require that the working pattern be slashed in order to change its original shape into a design pattern. It is a faster method and, with experience, it is preferred.

Basic Dart Locations on the Bodice

1. French Dart

2. Straight (Side) Dart

3. Mid-armhole Dart

4. Shoulder tip Dart

5. Mid-shoulder Dart

6. Mid-neck Dart

7. Center Front Neck Dart

8. Center Front Bust Level Dart

9. Center Front Waist Dart

10. Waist Dart

Time Activity Differentiation

25 Minutes

WARM-UP: First patternmaking class getting to know you activities

● (As students enter class) “All About Me” worksheet (A) will be waiting on their desks for them to fill out.

●● Students will be given instructions to fill out questionnaire.

● After questionnaire is

Linguistic learners can write about themselves on “All About Me” sheet.

Kinesthetic learners can get up and introduce themselves during introduction.

Visual learners can informally share a drawing they made as part of their introduction.

30 Minutes

50 Minutes

collected, teacher will give a brief introduction of who they are before going around the class to have students introduce themselves.

INTRODUCTION: Students will be introduced to the concept of mood boards and use their given materials and instructions to create their own board. This mood board will serve as the beginning page of their semester long patternmaking book project.

● Directions for mood boards (B) are distributed and discussed as a class to ensure comprehension.

● Teacher hands out materials for students to make their own mood boards (C).

●● Students choose their own

materials from: drawing supplies, magazines, fabric and paint swatches, and small found objects.

● Computers are available for Internet research.

● Students will compile pictures and clippings from various resources and create a mood board of their own.

● Students will be given instruction to put away materials after they have completed their mood board.

DEVELOPMENT: Semester long patternmaking book project is introduced.

● Charting Dart Locations worksheet (D)

Linguistic students can write explanations based on mood board background and directions worksheet as well as research Internet articles that have mood board examples.

Kinesthetic learners can physically create their mood boards from art supplies, and found objects.

Visual learners can compile their images and play with the arrangement on the page to come up with a visual composition before creating their board.

Linguistic students can write the various dart locations on their chart.

is handed out.●

● Students will look at diagram and we will discuss as a class the different placements of darts on a pattern.

● Students will label their diagram.

● After diagrams have been labeled ask:

1. “Can anyone show me on their diagram where the waist dart is?”2. “Can anyone come up to the board and draw a diagram of a French dart?”

● Break students up into groups of four.

● Distribute templates of One Dart Series Quarter Size templates (E) to students.

● Tell students what supplies they will need to get out: scissors, hole punch and patternmaking copybook.

● Students will cut out templates to use for beginning of dart manipulation and store them in their patternmaking copybook.

● Students will arrange the front of their copybook in this order:

1. Cover Page2. Mood Board3. Directions and Information on mood boards4. Charting dart locations worksheet.

ASSESSMENT: Teacher uses a

Kinesthetic learners can follow the different dart locations on life-sized model of a dress form.

Visual learners can concentrate on the diagram of the different types of darts as their basis for understanding them.

Linguistic students can write verbally given instructions for how to assemble their patternmaking book to aide them in its compilation.

Kinesthetic students can physically cut pattern templates and assemble book.

Visual Learners can arrange all of the components before assembling to get a better visual understanding of how the book will look before they begin assembling it.

15 Minutes

checklist rubric (F) to rate student experience as “proficient,” “partially proficient” or “skill needs improvement” for the following categories: Time and Effort, Creativity and Design, Understanding of Media, Attention to Theme. This will assess all of the activities from the day’s class.

CLOSURE: The class will break out of groups and the teacher will ask the following questions:

● “What was the purpose of creating your mood board?”

● “What challenges did you have?”

● “Why do you think mood boards are helpful for designers?”

● “Was it easy or hard to use your creativity to create something that was personal to you? Why or why not?”

CONNECTIONS: Students can connect the principles of measurement and proportion to math classes. Students can also use verbal expression about creativity through class discussion that connects to English class.

Linguistic learners can listen to questions and participate in verbal review

Kinesthetic learners can come to the front of the class with mood boards and show what they chose to to make it with and why

Visual learners can look at mood board they created when thinking about closure/review questions

Follow-up:

● Students research dart manipulation over the Internet.

● Students can create designs on their cut out templates to model the appearance of fabric and give a more life-like quality to the examples in their pattern books.

● Students can research the principles of design: form, line, color etc. and think about how they can use them in fashion design when they are thinking of what kind of patterns they want to create. Students can then research sources to find examples of what they consider “successful design” and “unsuccessful design”.

Materials:

● “All About Me” worksheet (A)● Directions for mood board (B)● Blank mood board sheets (C)● Materials and resources needed to aide students in completion of mood board:

computers, magazines, fabric and paint swatches, scissors, glue/tape, markers, colored pencils

● Charting dart location worksheet (D)● Dart template sheet (E)● Hole punch for assembling books● Rubrics for evaluating mood boards (F)● Patternmaking for Fashion Design book

Resources:

● Patternmaking for Fashion Design – Fourth Edition: Helen Joseph Armstrong○ This book serves as the most current and primary basis for pattern drafting

in the Fashion Industry.

● Patternmaking for Fashion Design – Second Edition: Helen Joseph Armstrong○ This book is a previous edition of the book listed above. It provides some

of the examples in a more simplistic form.

● http :// www . wisegeek . com / what - is - a - mood - board . htm ○ This site provides background information on mood boards.

● www . viget . com / inspire / getting - moody ○ This site provides a practical how-to for creating your own mood board.

Technology

● The Internet can be utilized by students during the making of their mood boards.

● Follow-up and differentiation activities include multiple instances where Internet research would be used to complete the activity.