Uploaded by Matthew Gerlick

Art Project Runway Trashion Show Lesson Plan

Project Runway – Trashion Show
Instructor: Erin Davis
Subject/Class: ART III/IV – Sculpture Unit
Time: 15 - 55 minute class periods
 To create an outfit out of unconventional materials that might otherwise be thrown away,
recycled, or considered “trash”.
Objectives of Lesson:
 The student will research recycling/reusing and why these are important global issues
(Earth Day).
 The student will explore various forms of sculpture using found objects.
 The student will create an outfit out of unconventional materials that might otherwise be
thrown away, recycled, or considered trash.
 The student will recycle and repurpose materials in a creative and innovative way using
various sculpture techniques.
 The student will use technology such as digital cameras, video cameras and/or
computers to research and document their work.
 The student will collaborate with classmates to plan, design, and solve a given problem.
 The student will critique works of art with reference to the elements of art and the
principles of design.
Vocabulary: Recycle, reuse, found objects, unconventional, design, accessory, sculpture in the
round, functional sculpture, assemblage, additive technique, balance, color, texture,
form, unity.
Materials: Pencil, eraser, white drawing paper, colored pencils, trash/recyclable materials/found
objects, muslin, ruler, measuring tape, calculator, thread, yarn, needles, glue, scissors,
Velcro, tape, markers, paint.
Lesson Sequence:
 Introduction: Show video/video clips of recycling and/or Earth Day. These videos give
the students more background information on the importance of recycling and activate
their prior knowledge. Optional: Have students read informative non-fiction articles on
recycling and answer questions from the reading.
 Discussion: Does your family recycle? Why do you think it’s important to recycle?
What is the difference (if any) between reuse and recycle? Do you believe that recycling
is a global issue that should be addressed more often? Why or why not? Allow time for
small group discussion before sharing answers.
 Discuss the sculpture term “assemblage”. Explore the term “found sculpture” and
“functional sculpture”. Share images of these sculptures. Why do you think these artists
chose to reuse items for their sculptures rather than use traditional materials?
 Introduce the television show “Project Runway” by showing season 3, episode 6, “Waste
Not, Want Not” and/or other clips or images from other season’s unconventional
challenges. Students will complete exit slips after each video.
 Discuss the problem/challenge: Create an outfit out of unconventional materials that
might otherwise be thrown away, recycled, or considered “trash”.
 Review lesson plan and rubric. Break into groups of 3 or 4 students and allow time for
questions and discussion. Students will have the opportunity to view the “trash” and
other materials provided. They are also encouraged to bring in their own items that
would otherwise be thrown away or recycled.
 Students will first brainstorm individually and use computers to research and to create an
inspiration board. Students will complete a sketch showing their ideas and point of
 Students will then collaborate as a group to brainstorm, share ideas and sketch. Groups
take turns choosing various pieces of “trash” to use as their materials for this project.
Each group will create a final sketch to base their design off of. Each sketch will also
include a written description of the design and where and how the materials will be used.
 Instructor individually critiques each group’s sketches and discusses their feelings and
ideas for the final design before the final sketch is approved.
 Students will create a plan which includes a list of tasks to complete and a checklist of
items needed in order to keep organized and to stay on task.
 Instructor demonstrates and reviews proper measurement techniques using a ruler and/or
measuring tape.
 Students will collaborate to construct their garment(s) out of trash/recycled materials
using various sculpture techniques and following the given set of requirements.
 Model fittings and/or measuring is done on an as-needed basis to ensure a tailored fit.
Patterns may be designed to aid in the creation of the garment.
 Students will use technology to document their progress in a visual journal by recording
their daily activities. (Digital camera, camcorder, smart phone apps, etc…)
 Students will participate in peer critiques with other groups on a weekly basis and will
share and accept constructive criticism. Instructor will critique and assist each group on
a daily basis.
 Aside from working as a group, each student will also be responsible for completing an
accessory for the outfit and will be given an individual grade.
 Students will use their list of tasks and checklist to aid in time management in order to
complete the group project and their individual assignment.
 Students will complete a final model fitting the day before the runway show to ensure
that the outfit has a tailored fit and is wearable. Students will solve any problems or
issues with their sculpture during this final fitting.
 Closure: Upon completion of the assignment, students and models will participate in a
runway show/gallery walk. After the gallery walk, students will then share their
thoughts with the class. What was the most successful part of each design? What was
the least successful? What was one problem you encountered and how did you
overcome/solve it? Does your view on recycling/reusing differ from when you began
this project? If so, how?
 Evaluation: Class critique, written self-evaluation, teacher evaluation
Materials were
recycled and
repurposed in a
creative and
innovative way
using various
10-8 points
All materials
were recycled or
repurposed in a
creative, unique
and innovative
way. Various
techniques were
7-5 points
Some materials
were recycled or
repurposed in a
creative and
innovative way.
There is some
evidence of
4-2 points
An attempt was
made, but shows
lack of effort or
creativity in
materials. Very
little evidence of
1-0 points
and effort was
given in
recycling or
creatively. No
evidence of
Outfit was made Outfit was made
of 90% recycled of 90% recycled
Outfit was made
of 75% recycled
Outfit was made
of 50% recycled
Half of the
materials were
redesigned in a
way that hides
their original
identity, some
materials can be
Outfit was very
difficult for the
model to wear
and/or did not
function as
clothing, i.e. fell
off of the model
or did not cover
An attempt was
made, but the
overall design
did not have a
high level of
difficulty and
was not
enough for the
time allotted.
Outfit shows
little attention to
There is little
Outfit was made
with less than
50% of recycled
There is little to
no evidence that
the recycled
materials were
repurposed, the
original materials
can be easily
materials were
repurposed or
redesigned in a
way that hides
their original
The recycled
materials were
redesigned in a
way that hides
their original
identity in a
creative and
innovative way.
Most of the
materials were
redesigned in a
way that hides
their original
Outfit is
wearable and
functions as
Outfit is
wearable and
functions as
clothing. Model
can move
without ruining
the sculpture.
Design was
innovative and
ambitious and
had a high level
of sculptural
Outfit is
wearable and
functions as
however, the
model might
have problems
moving in the
Design was
Certain aspects
of the outfit
showed evidence
of sculptural
Outfit is neat,
professional and
Materials were
Outfit is neat and
most parts of the
design are well
made. Shows a
Degree of
Outfit was not
wearable. The
garment did not
fit the model
and/or did not
stay on the
Design had a
very low level of
difficulty and
was too simple.
Design was not
enough for the
time allotted.
Outfit has a
Very minimal
worked in
with other
Effort and Time
on Task, good
Contribution to
the group and
project as a
used effectively,
technique is
sense of
Student worked
extremely well
with others.
There was group
harmony and a
sense of
effort among the
entire group on a
daily basis.
10-8 points
Shows daily
engagement and
100% effort
throughout the
entire project.
Outfit was
completed and
on time.
Excellent daily
20-16 points
Evidence of daily
contributions in
the planning,
designing and
execution of the
garment. The
individual ideas
and contributions
are visible in the
final sculpture.
Student worked
well with others.
There was group
harmony and a
sense of
effort among the
entire group on
most days.
7-5 points
Student was
engaged in
assignment and
effort was
evident most
days. Outfit was
turned in
completed and
on time. Good
daily attendance.
15-11 points
contributed in the
designing and
execution of the
garment although
their individual
ideas and
might not be
visible in the
final sculpture
evidence of
techniques and
outfit may look
messy or rushed.
Student had a
hard time
working with
others and/or
some days did
not collaborate
with other
students on ideas
or design.
attention has
been given to
4-2 points
Student was
engaged in
assignment 50%
of class time or
less. Outfit may
be incomplete.
Fair daily
1-0 points
Student spent
very little time
on task and
showed lack of
effort. Outfit
was incomplete.
Poor daily
10-6 points
contributed some
ideas and helped
execute the final
design, however,
their individual
ideas and
contributions are
not evident.
5-0 points
Student rarely
contributed to the
project and they
had no individual
ideas or
contributions that
were visible.
Student did not
work well with
others and/or did
not work with
their group.
5E Lesson Components
The activities in this section capture the
participants’ attention, stimulate their thinking,
and help them access prior knowledge.
In this section, participants are given time to
think, plan, investigate, and organize collected
Participants are now involved in an analysis of
their exploration. Their understanding is
clarified and modified because of reflective
Description of Activity
Students will be engaged by the television
show, Project Runway, and by viewing the
challenges and video clips. They will access
their prior knowledge of fashion, and design
and their prior knowledge of recycling, reusing
and Earth Day and apply them to a given
Students will explore ways to reuse and recycle
materials by brainstorming and creating
inspiration boards. Students will work
collaboratively to share ideas and develop a
creative and innovative solution for designing
an outfit out of unconventional materials.
Students will be involved in critiques that
allow them describe, analyze, and interpret
their sculpture. They discuss collaboratively
on possible solutions to their design problems
and will use technology (computers, digital
cameras, camcorders, etc…) to assist them in
recording and reflecting on daily activities.
Large and small group discussions on
recycling/reusing and how it relates to the
given challenge. Students will refine their
sketches and plans to construct an innovative
outfit out of unconventional materials.
Students will present their designs in a runway
show/gallery walk.
Self-critiques, peer critiques and instructor
critiques during the project. Runway
Evaluation occurs throughout the lesson.
show/gallery walk and class critique after the
Scoring tools developed by teachers and
assignment is completed. Teacher evaluation
participants target what participants must know using rubric.
and do. Consistent use of scoring tools
improves learning.
This section gives participants the opportunity
to expand and solidify their understanding of
the concept and/or apply it to a real world
State Outcomes and Indicators in this Lesson:
Outcome 1: Perceiving and Responding-Aesthetic Education
Expectation A: The student will identify, describe, and interpret qualities of form that affect
visual perception and response.
2. Critical response; Use appropriate art vocabulary to describe, analyze, and interpret qualities
of visual form perceived and recorded in works of art.
Expectation B: The student will select works of art and interpret their meaning based upon the
application of expressive characteristics and use of symbolism.
1. Creative Expression: Working from observation, memory or experience, create a work using a
way of representation and form that serves personal ideas, thoughts and feelings.
2. Describe, analyze, and interpret how people select ways of representing personal ideas,
thoughts and feelings.
Expectation C: The student will compare the use of elements of art and principles of design in
selected works of art and demonstrate their application by executing expressive compositions.
1. Creative Expression: Develop unique and individual ways to heighten feelings, ideas, or
meaning by using specific elements of design and principles of design.
2. Use art vocabulary to describe the role of design in expressing unique adaptations to a visual
Outcome 2: Historical, Cultural, and Social Contexts
Expectation A: The student will propose ways that the visual arts as basic aspect of history and
human experience.
1. Critical Response: Determine how works of art provide social commentary, document
historical events, and reflect the values and beliefs of the society in which they are created.
2. Creative Expression: Artwork which explores and historical, cultural and social theme.
Expectation B: The student will determine factors that influenced the creation of art in
specific historical eras and places by studying art works and other sources of information.
2. Creative Expression: Create a piece of artwork based on your interpretation of a humanistic
theme such as: cultural experience, visual intent, social influences.
Outcome 3: Creative Expression and Production
Expectation A: The student will demonstrate competent application of the skills, knowledge,
and attitudes required to produce works of art in a variety of media.
1. Creative Expression: Within the context of a given or chosen art problem, select media,
experiment with processes and representational skills, exploring a range of personal ideas that
can be expressed with different media.
2. Critical Response: In reflecting on the completed work, describe, analyze, and interpret the
meaning created and evaluate the choice and use of media, skills and knowledge in solving the
art problem.
Expectation B: The student will create visual images that reflect knowledge of various subjects
from observation and imagination.
1. Creative Expression: Draw upon individual experiences the basis for personally meaningful
images developed through a process that includes: Using two or more strategies to generate ideas
for personal work, solving intermediate representational problems by doing research, using
references, models or practicing different strategies, Crafting a quality product demonstrating
care, thought.
2. Critical Response: Describe sources of ideas for a personal work and discuss how ideas were
generated, how representational problems were solved, what visual references and information
was used, and how the work changed from beginning to completion and what was thought about
in the process of making the work.
Outcome 4: Aesthetic Criteria
Expectation A: The student will apply knowledge of aesthetic traditions and conventions
including contemporary criticism to find value in diverse artworks.
1. Critique artworks, to better understand the personal intent of the artist in the creative process.