Lesson Plan
Course Title:
Fashion Design
Session Title:
Design Defense
Lesson Duration: Approximately two 90-minute class periods.
Day 1: Cover Formal Analysis, the Guidelines of Critique, and Defending Your Own Work
Day 2: Carry out the process of Formal Analysis through a Group Critique
[Lesson length is subjective and will vary from instructor to instructor.]
Performance Objective:
Upon completion of this lesson, the student will be able to analyze a work of art, participate in a
group critique, and defend the elements of their own work.
Specific Objectives:
1. Explain formal analysis.
2. Explain the steps of formal analysis.
3. Explain the process of group critique.
4. Identify the guidelines of group critique.
5. Identify methods for defending decisions in your own work.
6. Carry out the process of formal analysis and participate in a group critique.
Preparation
TEKS Correlations:
130.93(C)
(1) The student applies academic knowledge and skills in fashion, textile, and apparel
projects. The student is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a
variety of written documents such as patterns, brochures, advertisements, and press
releases.
(2)
The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) give formal and informal presentations; and
(E) apply active listening skills.
(9)
The student applies technical skills for efficiency. The student is expected to employ
planning and time-management skills to complete work tasks.
(10) The student develops an understanding of fashion and the textile and apparel industries.
The student is expected to:
(I) analyze the apparel production process from design concept to finished product by:
(i) analyzing elements and principles of design as related to apparel.
AAVTC: Fashion Design: Design Defense
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Instructional Aids:
1. Slide presentation – Design Defense
2. Possible Works of Art to Evaluate
3. Blank Formal Analysis Handout (one per student)
4. Group Critique Rubric
Materials Needed:
1. Display space for student work
2. Clips or tacks to hang student work
Equipment Needed:
1. Projection system to display slide presentation.
Learner
Materials Needed:
1. Pen or pencil
Introduction
MI
Introduction (LSI Quadrant I):
ASK: How do we know if artwork is good or bad?
SAY: Many times we rely on professional art critics to determine if a work of art is
considered successful. Professional art critics use the process of formal analysis to
describe, analyze, interpret, and judge a work of art. As artists, it is necessary that
we be able to analyze and defend our own work in order to clearly communicate our
message to viewers.
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
1. Explain formal analysis.
A. Define art criticism
1. Responding to, interpreting meaning,
and making critical judgments about
specific works of art.
B. Who are art critics?
1. News writers
2. Scholars writing journals and
professional texts
3. Artists
2. Explain the steps of formal analysis.
A. Description
1. Pure description of object
2. Free from judgment, analysis, or
interpretation
B. Analysis
AAVTC: Fashion Design: Design Defense
Copyright © Texas Education Agency, 2012. All rights reserved.
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1. Determine what the features suggest
2. Decide why the artist used features to
convey specific ideas
C. Interpretation
1. Establish the broader context for this
type of art
D. Judgment
1. Giving it a rank in relation to other works
2. Rank may be based on content and
originality
3. Explain the process of group critique.
A. Formal analysis vs. critique
1. Formal analysis ends with judgment
2. Critique does not include judgment stage
B. Expectations of group critique
C. Getting started
1. Filling out the Formal Analysis Handout
4. Identify the guidelines of group critique.
A. 100% participation from class members
B. Students should complete the Formal
Analysis Handout before the discussion
begins
C. Students should ask open questions that are
neutral or positive
1. NO negative comments or connotations
2. Ask questions that foster discovery
D. No “suggestions” are allowed
E. The artist must wait until after others have
talked before they “explain” the true
intentions of the work
Note: It is important that a
group critique be a POSITIVE
experience for both artist and
viewer. Using the guidelines
provided and actively guiding
the class in the beginning will
teach students how to
participate effectively in a
critique. DO NOT allow
negative comments (redirect
when necessary) or
suggestions. Open-ended
questions will force the artist
to use critical thinking skills
and positive self-discovery to
see the positive elements of
their work as well as the
mistakes that others see in
their work without directly
telling them how to fix each
individual problem. This takes
patience in the beginning but
it forces the artist to use selfcritique when viewing their
own work and it reinforces
critical-thinking, discovery
learning techniques, and
encourages experimentation
from the artist.
AAVTC: Fashion Design: Design Defense
Copyright © Texas Education Agency, 2012. All rights reserved.
3
5. Identify methods for defending decisions in your
own work.
A. Artist must wait until after others have talked
before they “explain” the intentions of the
work
B. Artist must learn how others are reading the
work
C. The work is the work, whether or not it is
interpreted as the artist intended
Note: Design defense is
geared at answering
questions set forth by the
viewers. While the artist will
be given the opportunity to
explain their intentions the
purpose of critique is for the
artist to see how viewers read
and interpret the work.
6. Carry out the process of formal analysis and
participate in group critique.
A. Complete steps 1-3 of formal analysis using
Formal Analysis Handout
1. Description
2. Analysis
3. Interpretation
B. Complete group critique using the guidelines
for group critique (from this lesson)
C. Evaluate participation in group critique using
attached rubric
Note: Make sure all students
participate by calling on
quieter students and limiting
talkative students.
Application
MI
Guided Practice (LSI Quadrant III):
Teacher will go over the computer-aided presentation with the class. During the
presentation, engage students in the discussion and have them help answer
questions from the Formal Analysis Handout related to an example work of art of
your choosing. Use this time to model how the group critique will proceed.
Note: Many examples of formal analysis written by professional art critics are
available in textbooks, journals, and the internet.
MI
Independent Practice (LSI Quadrant III):
Students will be given a blank Formal Analysis Handout. Students will be divided
into small groups. Each student will completely fill out the handout about the
example artwork assigned to their group. While the critique will occur as a whole
class group, having small groups fill out the handout about a specific piece of work
ensures that each piece of artwork receives the same amount of attention. It also
ensures that there are several people prepared to begin and lead the discussion
about that specific work of art. Use the questions from the Formal Analysis Handout
to lead the discussion and analysis about the work of art. Make sure students are
describing what they see and using open questions that are neutral or positive.
Make sure to firmly redirect students if their questions are negative or have a
negative connotation. DO NOT allow “suggestions” about how to improve the work.
AAVTC: Fashion Design: Design Defense
Copyright © Texas Education Agency, 2012. All rights reserved.
4
Ensure 100% participation from the class by calling on quieter students and limiting
talkative students. Use the attached rubric to evaluate student participation in the
group critique.
Note: Normally students would be participating in a group critique using their own
work. Due to time constraints it would be beneficial to use several example works of
art (of your choosing) to teach the process of group critique. Teaching the process of
group critique now will help student critiques go smoothly during future project
evaluations in the Principles of AATVC course and other AATVC cluster classes.
Summary
MI
Review (LSI Quadrants I and IV):
Review the guidelines of group critique before students begin working on the Formal
Analysis Handout during Independent Practice. Be available while students
complete their handouts to clarify any questions that they may encounter. Once the
group critique begins, you will be available to help lead the group critique and
reinforce positive behaviors and redirect negative comments or behaviors.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
During the group critique students will discuss their findings with the group and the
instructor.
MI
Formal Assessment (LSI Quadrant III, IV):
The teacher will assess understanding of objective concepts using the attached
rubric.
AAVTC: Fashion Design: Design Defense
Copyright © Texas Education Agency, 2012. All rights reserved.
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Extension
MI
Extension/Enrichment (LSI Quadrant IV):

Students can research “formal analysis” and “group critique” on the internet or in
books.

Students will apply the processes of formal analysis and group critique to future
projects in AATVC cluster courses.
AAVTC: Fashion Design: Design Defense
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Possible Works of Art to Evaluate
NOTE: The following images are suggested artworks to use for the evaluation activity. This is
not an all-inclusive list and teachers may select other works for students to analyze. These
images can be found on the Internet via a simple Google search.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
Piet Mondrian. Composition II in Red, Blue, and Yellow. 1930
Georges Seurat. Sunday Afternoon on the Island of La Grande Jatte. 1884–1886
Georgia O'Keeffe. Above the Clouds. 1962/1963
Georgia O'Keeffe. Abstraction White Rose. 1927
Georgia O'Keeffe. Pelvis Series, Red with Yellow. 1945
M.C. Escher. Hand with Reflecting Sphere. 1935
M.C. Escher. Relativity. 1953
M.C. Escher. Spirals. 1953
M.C. Escher. Three Worlds. 1955
Dana Blanchard. Blackboard Schematic. c. 2000
Dana Blanchard. Processional. c. 2000
Carol Carter. Nothing Held Back. 2006
Jan Vermeer. Girl with a Pearl Earring. c. 1665-1666
Jan Vermeer. The Girl with the Red Hat. c. 1665-67
Claude Monet. Water Lilies. 1916
Claude Monet. The Grand Canal. Venice 1908
Claude Monet. Rouen Cathedral: Facade (Sunset). 1892-1894
Diego Rivera. Agrarian Leader Zapata. 1931
Steve Gianakos. She Could Hardly Wait. 1996
Martin Kippenberger. Content on Tour (Inhalt auf Reisen). 1992
James Rosenquist. F-111. 1964–65
Ellen Gallagher. Black Combs from DeLuxe. 2004–05
Tauba Auerbach. The Whole Alphabet, From the Center Out, Digital, V. 2006
Vincent van Gogh. The Starry Night. 1889
Vasily Kandinsky. Panel for Edwin R. Campbell No. 2. 1914
Josef Albers. Homage to the Square. 1967
Cynthia Brants. Celebrity. 1950
Adolph Gottlieb. Apaquogue. 1961
Hans Hofmann. To Miz-Pax Vobiscum. 1964
Ellsworth Kelly. Curved Red on Blue. 1963
Roy Lichtenstein. Mr. Bellamy. 1961
Jackson Pollock. Masqued Image. 1938
Robert Rauschenberg. Whistle Stop (Spread). 1977
Santiago Calatrava. PATH Terminal at the WTC site in New York.
Santiago Calatrava. Tenerife Opera House Valencia.
AAVTC: Fashion Design: Design Defense
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Name______________________________________
Formal Analysis Handout
Use the assigned work of art to complete the following questions. Give first impressions; if you
are unsure make guesses. Say what you see, do not say what you like or do not like. DO NOT
JUDGE. Describe, analyze, and interpret. Be prepared to share your findings with the class.
1. What stands out the most when
you first see it?
2. Explain the reason that you
notice what you mentioned in
number one.
3. As you continue to look at the
work, what else seems
important?
4. Why does what you mentioned
in number three seem
important?
5. What is the most original or
creative thing you see?
6. How would you guess the thing
mentioned in number five
happened or how would you
explain it?
7. How does the composition
make you feel?
8. Why does the composition
make you feel the way you
mentioned in number seven?
9. What seems to be hiding in the
composition?
10. Why do you think this element
was partially hidden?
11. What titles could you give this
artwork?
12. What feelings and meanings do
you think this artwork
represents?
13. What other things interest you
about this artwork?
AAVTC: Fashion Design: Design Defense
Copyright © Texas Education Agency, 2012. All rights reserved.
8
Principles of AATVC: Design Defense Rubric
Student Name__________________________________________
Assessment Criteria
1. Written Participation
 All relevant sections of
Design Defense handout
completed
 Describes, analyzes,
interprets the work of art
 Does not judge
2. Creativity
 Speculates about meaning
and feeling of work
 Makes original and
innovative comments
3. Verbal Participation
 Asks open questions
 Is cooperative, tactful, and
considerate during
discussion
 Avoids negative comments
4. Appropriate Critique
Behavior
Max.
Points
20
20
20
20
 Listens intently when others
are speaking
 Is not involved in outside
conversations
 Avoids negative
connotations
TOTAL:
Points Earned
Comments
Exceptional
Above Average
Average
Below Average
Poor
(18-20 points____)
(15-17 points___)
(11-14 points____)
(6-10 points____)
(1-5 points____)
(0 points______)
All elements
thoughtfully
completed.
Most elements
thoughtfully
completed.
More than half of
the elements are
completed.
Less than half of
the elements are
completed.
Less than one
quarter of the
elements are
completed.
No elements
completed; no
submission.
(18-20 points____)
(15-17 points___)
(11-14 points____)
(6-10 points____)
(1-5 points____)
(0 points______)
Creatively asks and
answers questions
regarding the work.
Asks and answer
questions
regarding the work
somewhat
creatively.
(15-17 points___)
Asks and answers
some questions
regarding the work.
Asks and answers
few questions.
Asks and
answers very few
questions.
No participation;
no submission.
(11-14 points____)
(6-10 points____)
(1-5 points____)
(0 points______)
Is very positive and
asks open questions.
Is positive and
asks open
questions.
Is somewhat
positive and asks
open questions.
Is somewhat
negative and lacks
clear direction.
Is negative or
lacks direction.
Negative; No
submission.
(18-20 points____)
(15-17 points___)
(11-14 points____)
(6-10 points____)
(1-5 points____)
(0 points______)
Listens very
intently; speaks in
turn.
Listens intently;
speaks in turn.
Listens somewhat
intently; struggles
with speaking in
turn.
Is distracted or
makes negative
connotations.
Is uninvolved or
disruptive; makes
negative
connotations.
Disruptive; no
submission.
(18-20 points____)
80
Point Conversion to Letter Grade:
72.0 - 80.0
A
64.0 - 71.9
B
56.0 - 63.9
C
48.0 - 55.9
D
Below 48
F
AAVTC: Fashion Design: Design Defense
Copyright © Texas Education Agency, 2012. All rights reserved.
9
No Submission