In this unit, students will explore and collaboratively take on the role of costume designers. Students will explore the elements of design, director’s concept, and the considerations for costume design. They will then apply this knowledge in a culminating project.
This unit has been designed to integrate technology into the curriculum. Students will utilize technology throughout via HyperDocs, internet research, and Google tools such as Google Drive, Google Forms, Google Slides, and Google Docs. A digital Learning Tools Introduction resource is provided for additional help in using the different tools and applications.
The overview lays out all of the lessons and road map for the unit.
Be sure to download the digital learning tools introduction (button below) before you start. This guide outlines how to share the hyperdoc format of this unit with your students, with clear step by step directions. It is imperative that you download and read this guide before accessing any of the materials for the unit.
Students will be introduced to and demonstrate their understanding of the elements of design by collaboratively completing a class HyperDoc and going on an Emotion Scavenger Hunt to create a digital collage.
Students will explore the considerations for costume design and what can be communicated through clothing. Students will create a “rocker” costume for a character as a means of introducing students to director’s concept and how it can shape a design.
Students will review director’s concept and be introduced to the steps of design. Students will create a director’s concept for the costume design and costume team portfolio project and select an artifact to help support their idea.
Students will present and refine their director’s concept by presenting it to another costume team in class in the form of an “elevator pitch.” Students will explore characterization and what they need to consider when designing a costume for a production.
Students will review the role and process of research in design as well as how to do that in a digitally responsible way by looking at the difference between research for inspiration and perspiration.
Students will be given resources to help them draw their costume designs in proportionally appropriate ways. Students will also understand how to utilize the work they have done up to this point with the physical creation of their costume designs.
Students will explore effective collaboration, complete their costume designs, and participate in a costume team meeting in preparation for their final portfolio.
Students will work collaboratively to create a Google Site final portfolio to showcase the work they have done as a costume team. Students will also begin to prepare their costume team pitch presentation.
Students will create and refine their costume team pitch and portfolio by preparing a presentation and receiving peer feedback.
Students will demonstrate their understanding of design and collaborating on a costume team by presenting their costume design and costume team pitch presentations. Students will participating in survey activities to reflect on the design and collaborative process.
TH:Re9.1.HSI.b - Consider the aesthetics of the production elements in a drama/theatre work.
TH:Re9.1.7.b - Consider the aesthetics of the production elements in a drama/theatre work.
TH:Cr1.1.HSII.b - Understand and apply technology to design solutions for a drama/theatre work.
TH:Cr1.1.HSI.b - Explore the impact of technology on design choices in a drama/theatre work.
TH:Cr1.1.7.b - Explain and present solutions to design challenges in a drama/ theatre work.
TH:Cr1.1.6.b - Identify solutions to design challenges in a drama/theatre work.
TH:Pr5.1.6.b - Articulate how technical elements are integrated into a drama/ theatre work.
7.TH:Cr1.c - Explain and present solutions to design challenges in a drama/ theatre work.
6.TH:Cr1.c - Identify 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.
TH.912.H.3.2 - Compare the applications of various art forms used in theatre production.
TH.912.S.2.1 - Create one or more technical design documents for a theatrical production.
B.1.E - apply knowledge of theatrical vocabulary and terminology.
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
6 - demonstrate understanding of the importance of planning and organization
7 - select a project appropriate to the component being studied
8 - demonstrate understanding of the use of colour, shape and texture to achieve a desired effect
14 - use appropriate tools and skills to assemble or construct the planned project
Describe, interpret and respond to works of art and explore artists’ intent
Reflect on works of art and creative processes to understand artists’ intentions
Interpret works of art using knowledge and skills from various areas of learning
Reflect on works of art and creative processes to understand artists motivations and meanings
Interpret and communicate ideas using symbols and elements to express meaning through the arts
Develop and refine ideas and technical skills to improve the quality of performance pieces
Demonstrate respect for themselves, others, and the audience
Experiment with a range of props, processes, and technologies
Examine the influences of social, cultural, historical, environmental, and personal context on drama
Compose, interpret, and expand ideas using symbolism and imagery
make and act on reasoned and thoughtful decisions
suggest and try a variety of appropriate solutions to a given problem
use given criteria to assess and evaluate their work
enhance dramatic work with available technical elements
select design elements—colour, level, space—to achieve a desired effect