Welcome to Arts Online

Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


Back to the 'Jump link' navigation, at the top of the page

Teaching and Learning Sequence - Teacher Copy

Chapter navigation:

Learning Experience: Plan and make an item of wearable art, based on your local culture and environment.

Optional Investigation (UC, CI) - Approx 2 Periods

Note: This section of the assignment provides students with the opportunity to investigate some historical elements of fashion and culture. Depending on the class they are teaching teachers may elect not to teach this section.

  1. In small groups students investigate the four historical clothing examples -  Te Rauparaha wearing a naval uniform, late 1840s ; Woman's dress, early 1900s ; Man's jacket, c 1900 ; Chasuble, 1978 - by filling out a Venn Diagram which compares the traditional style of clothing with the specific item the are investigating. They may need to use the Internet to find out details for filling in the traditional style section of the Venn diagram. Groups working on the Te Rauparaha asset may gain more from looking at the image than from reading the text
  2. Groups working on the same asset join to compare investigations and share any additional information.
  3. Brief class discussion about what has been learnt from the investigations of the historical items of clothing - clothing is an important way that elements of culture are communicated, clothing often shows combinations of cultural influence, use of a range of materials to make items of clothing etc.

Wearable Art Introduction (UC, CI) - Approx 1 PeriodTeacher leads a whole-class discussion of contemporary wearable art, based around the assets Graffiti dress 'Bombacific', 1995 and 'Kiwi quarter acre', 1997

  • Clothing designed as an art work, not for everyday wear
  • Key concept of the Montana World of Wearable Art (WOW) is 'taking art off the wall and onto the moving body'
  • WOW is not the only wearable art competition in New Zealand. There are a whole range of competitions which include recycled wearable art, and competitions like the Action Pasifka (the competition Graffiti dress 'Bombacific' was entered in)
  • Inspiration for outfits comes from all sorts of things: Graffiti dress 'Bombacific' was based on graffiti from a building in Wellington; 'Kiwi quarter acre' was inspired by the traditional Kiwi dream of having a house with a white picket fence on quarter of an acre of land
  • Comment on how the above assets are (somewhat extreme!) examples of culture being shown in the clothing that people wear. A short discussion of what culture is may be necessary.

Producing the wearable art (PK, DI) - Approx 7 - 10 Periods

  1. In groups of four students brainstorm 'What are some ways that elements of our local culture could be turned into a piece of wearable art?'
  2. Working in pairs, students draw up a plan for a wearable art accessory (hat, scarf, glasses etc.) that incorporates one or more of their ideas from the brainstorm.
    • Teacher may need to direct students towards a design that is achievable given the materials and time available.
     
  3. In pairs, students produce their wearable art accessory.
  4. The will need to source many of their own materials for the making of the artwork. Many of these could be collected from around home and school. Teachers may want to provide a range of recycled items eg bottles, food wrapping, magazines and newspapers etc.
  5. Fabrication skills and materials required to assemble the art work will be dependent upon the nature of the work itself. Teachers should assist students to find assembly methods that are most suitable to the students' ability and available materials.
  6. In pairs, students present their wearable art accessory to the class. It would be appropriate if this were done in the form of a wearable art fashion show.
  7. Students complete the peer assessment sheet and hand in work.

Download Word file (Word 112 KB)

Back to the 'Jump link' navigation, at the top of the page

Footer: