A costume designer and a costumer are two different things. A costume designer creates pieces from the drawing board to the stage, while a costumer pulls from already existing pieces to create fully realized characters. This means that the approach is different.
In this six lesson unit students will learn the tools of a successful costumer. They will start by reflecting on their own personal style and the choices that go into that style. They’ll move on to look at versatility and adapting costume staples, creating a costuming vision, period clothing as the costumer, how to use the colour wheel as a costuming tool and everything culminates in a final project (two options).
The overview gives an outline of the course and how each lesson breaks down.
In this lesson, students will reflect on their personal style, learn clothing vocabulary, and identify how to apply personal style to creating costumes for a show. They will also learn the difference between a costume designer and a costumer.
How do you take existing pieces and create a costume? One of the keys to successful costuming is knowing how to adapt staples into a variety of different costumes for different productions. As highlighted in Lesson One, when it comes to costuming, sometimes what you come up with won’t be the perfect costume. It’s important to learn to work with what you have. This lesson allows students to continue working on their clothing vocabulary document.
One issue that costumers run into is that because they’re pulling together from existing pieces, the costumes’ overall look can lack unity. The best way to achieve unification is by creating and executing costumes through a costuming vision. In this lesson, students will answer questions in order to develop a costuming vision for a show.
Sometimes a costumer not only has to put together clothes for a modern production, but they have to create a period look. This lesson identifies the items of clothing most associated with specific eras and how to emulate those eras using modern clothing. This lesson also enforces that costuming is an illusion. You work with what you have to create the atmosphere of an era. What can you do to create the illusion of the original?
Costuming with colour is another technique to unify a look for a show. It’s a great way to visualize theme and mood. How do different colours make you feel? What colours are associated with different moods? Can colour be used to identify a group? Students will first assess character types and use the colour wheel to create a costume look. Their task for the lesson is to assign colours to different groups in a play, based on relationship, mood, and era.
Students will apply what they have learned to two possible culminating assignments.
TH:Cr1.1.6.b - Identify solutions to design challenges in a drama/theatre work.
TH:Cr1.1.7.b - Explain and present solutions to design challenges in a drama/ theatre work.
TH:Cr1.1.HSI.b - Explore the impact of technology on design choices in a drama/theatre work.
TH:Cr1.1.HSII.b - Understand and apply technology to design solutions for a drama/theatre work.
TH:Pr5.1.6.b - Articulate how technical elements are integrated into a drama/ theatre work.
TH:Re9.1.HSI.b - Consider the aesthetics of the production elements in a drama/theatre work.
6.TH:Cr1.c - Identify solutions to design challenges in a drama/theatre work.
7.TH:Cr1.c - Explain and present solutions to design challenges in a drama/ theatre work.
6.TH:Pr5.b - Articulate how technical theatre elements are integrated into a drama/ theatre work.
Acc.TH:Cr2.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.
I.AE.1.1 - Use technical knowledge and design skills to formulate designs.
P.AE.1.1 - Analyze design concepts for aesthetic impact of technical elements.
A.AE.1.1 - Use technical knowledge and design skills to formulate designs for a specific audience.
B.1.E - apply knowledge of theatrical vocabulary and terminology.
C.4.B - relate historical and cultural influences on theatre.
1 - demonstrate understanding of the purpose of costume
2 - recognize the importance of illusion in costume design
3 - recognize the importance of artistic unity in costume design
demonstrate a willingness to take calculated and reasonable risks
demonstrate awareness of the multidisciplinary nature of drama/theatre
focus concentration on one task at a time
generate imaginative and creative solutions to problems
meet deadlines and follow through on individual and group commitments
offer and accept constructive criticism, given specific guidelines, with a desire to improve
recognize that there is an historical and cultural aspect of drama/theatre
share ideas confidently with others
develop a sense of responsibility and commitment
develop the ability to initiate, organize and present a project within a given set of guidelines
develop the ability to interact effectively and constructively in a group process
develop the ability to offer and accept constructive criticism
develop the willingness to make a decision, act upon it and accept the results
extend the ability to explore meaning through abstract concepts
1 - recognize the basic terminology associated with the component being studied
2 - demonstrate understanding of the basic functions of the component being studied.
3 - show awareness of the importance of research
5 - demonstrate understanding of the various conventions of the components being studied
14 - use appropriate tools and skills to assemble or construct the planned project
cope with success and failure in positive ways
demonstrate self-discipline, self-direction and a sense of responsibility
display consideration and respect for self and others
offer and accept constructive criticism with a desire to progress
positively support the work of others
Reflect on works of art and creative processes to understand artists' intentions
Experiment with a range of props, processes, and technologies
Compose, interpret, and expand ideas using symbolism and imagery