Unit Title: Introduction to Fashion Illustration /Costume Design

Guiding Questions Unit purpose /focus/Big Question

What do I want the students to learn? The main processes involved (What are the big ideas or key concepts to this learning?)

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with designing costumes and presentation of ideas including Mood Students will take on the role of costume
boards, and fashion illustrations designer for the upcoming production of Peter
Why does the learning matter? Real world application for fashion Pan. Students will develop an understanding of
illustration. some of the processes involved in undertaking
What evidence will be collected to demonstrate student learning? this role and have the opportunity to
Mood board, 4 costume ideas, garments on a figure, fashion communicate their own costume ideas using
illustration, illustration using illustrator. some of the methods used in creative roles.
What will students do? Develop an understanding of the role of a
designer and the methods used to communicate ideas
How will they be expected to do it? Undertake their own mood
boards, and fashion illustrations

Subject: Visual Art Specialised B Year level: 9 Time frame and duration
1 x 40 min single and 2x 85 minute doubles /week over 4 weeks
Background information (OPTIONAL) may include context for learning

AC band level description excerpt

 build on their awareness of how and why artists, craftspeople and designers realise their ideas through different
visual representations, practices, processes and viewpoints
 refine their personal aesthetic through working and responding perceptively and conceptually as an artist,
craftsperson, designer or audience
 build on their experience from the previous band to develop their understanding of the roles of artists and
audiences.

AC strands / sub-strands

AC achievement standard – insert relevant aspect(s)

By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and
view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between
visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other
artists on their own artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent
ideas and subject matter in their artworks.

Content descriptions

Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions
(ACAVAM126)

Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)

Plan and design artworks that represent artistic intention (ACAVAM128)

Planning 2017
General Capabilities
The following elements of the general capabilities and cross-curriculum perspectives are covered:
(Darken /highlight the relevant application)
 Literacy  Numeracy  ICT
Comprehending texts Calculating and Estimating Applying social and ethical protocols and
practices
Grammar Knowledge Recognising and using patterns and relationships
Investigating with ICT
Visual Knowledge Using fractions, decimals, percentages , ratios and
rates Creating with ICT
Composing texts
Using spatial reasoning Communicating with ITC
Word Knowledge
Interpreting and drawing conclusions from statistical Managing and operating ICT
Text Knowledge information.

Using measurement

 Critical and creative thinking
Inquiring – identify, explore, organise
information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
 Ethical understanding  Personal and social capability
Understanding ethical concepts and issues Self-awareness
Reasoning in decision making and actions Self-management
Social awareness
Exploring values, rights and responsibilities
Social management

Analysing, synthesising and evaluating

reasoning and procedures

 Intercultural understanding
Recognising culture and developing respect

Interacting with and empathising with others

Reflecting on intercultural experiences and taking responsibility

Cross-Curriculum Priorities
(highlight or tick those relevant to unit of work)
□Living communities
□Identity
 Aboriginal and Torres Strait islander
□People
histories and cultures
□Culture
□Country/place
□Asia and it’s diversity
 Asia and Australia’s engagement with
□Achievements and contributions of the peoples of Asia
Asia
□Australia/Asia engagement
□Systems
 Sustainability □World views
□Futures
□Communication
□Teamwork
□Using Technology
GRADUATE QUALITIES □Citizenship Initiative & Enterprise incl. problem solving
There are opportunities for students to demonstrate the
following within the unit concept. (Tick the appropriate) □Planning & Organising incl. Self-management
□Personal Development incl. Learning
Careers/World of Work Context
□ Opportunities for learning in relation to Careers/the World of Work

Planning 2017
 Unit Outline
F (Formative)
Weeks Tasks and activities Assessment focus/evidence
S ( Summative)
Wk1 Introduce unit of work. Introduce characters. Formative Character chosen and Lotus
Lesson 1 Brainstorming considerations for designing costumes for a diagram filled out
Double production. Have students choose a character and
1hr complete lotus diagram by the end of the lesson.
25min
Lesson 2 Introduce mood boards and show examples. What is it? Formative Checking progress with
Double 1 Who uses it and why? Students given mood board activity mood boards at completion
hr 25min and make a start with theirs of lesson
Lesson 3 Continuing on with mood boards. Students to finish them Summative Completed mood board
Single by the end of the lesson.
40 min
Wk2 Students to come up with 3 ideas for costumes for their Formative Checking progress with
Lesson chosen character and draw them in pencil on a figure and costume ideas, ideally most
4Double annotate them. Introduce SCAMPER graphic organiser to students to have an idea
1hr help students come up with and develop design ideas. done
25min
Lesson 5 Finishing costume ideas and choosing one to take to Formative Completed at least 4
Double 1 Illustration stage. Students to draw chosen garments on costume design ideas
hr 25min croquis (supplied)
Lesson 6 Students to research different styles of fashion illustration Formative 3 Styles identified. Method
Single using internet search and to choose 3 styles that appeal to chosen.
40 min them. They then take chosen design and illustrate it using
a hand technique. Can be hand drawn or painted. Student
to choose preferred method. Examples shown
Wk3 Students continue with Fashion illustrations Formative Illustration started
Lesson 7
Double
1hr
25min
Lesson 8 Finishing Fashion Illustrations Summative Completed hand Fashion
Double 1 Illustration
hr 25min
Lesson 9 Intro to Illustrator. Main functions demonstrated. Students Formative Students image scanned
Single own Fashion Illustrations scanned in and reproduced using
40 min computer drawing program
Wk4 Illustrator Illustrations continued. Formative
Lesson10
Double
1hr
25min
Lesson11 Illustrator Illustrations continued. Formative
Double 1
hr 25min
Lesson12 Finishing computer Illustrations. Summative Completed computer
Single Fashion Illustration
40 min

Planning 2017
 Teaching and learning resources
 Peter Pan film/video and audio-visual equipment to play it? What is available? Are there
any restrictions on what I can play for students in the classroom in regards to copyright?
 Lotus diagram handouts
 Magazines/images to use in making mood boards
 Cardboard
 Scissors and glue
 Template handout for garment designs
 Scamper handout to help with idea generation
 Croqui handouts
 Pens, pencils, watercolour, markers. What materials are available?
 Computers with Adobe Illustrator

Planning 2017