Ancient Dress For Success

Ancient Dress For Success lesson plan

Explore cultures through clothing, using a variety of Crayola Colored Pencils and construction paper to make 3-D models of hats, garments, and accessories worn by various peoples of the world.

  • 1.

    Students research the history of clothing in ancient, or past, cultures. Encourage the investigation of how climate, available resources, sophistication of manufacturing, etc. influenced fashion of the period. Discuss how the fashion reflected the time period and culture.

  • 2.

    Using white construction paper and Crayola Colored Pencils, students design 3-D patterns for ancient people's clothing and accessories. Students cut out the patterns using Crayola Scissors.

  • 3.

    Students trace their patterns on colored construction paper using the colored pencils. Cut out and fold pieces as necessary.

  • 4.

    Students add color, texture, and detail to the clothing using Crayola Colored Pencils. For shiny effects, such as for armor, suggest using Crayola Metallic Colored Pencils.

  • 5.

    Students glue clothing pieces together as needed to create the desired costume.

  • 6.

    Students prepare an organized presentation to share their research with classmates.

Standards

  • LA: Integrate information presented in different media or formats (e.g., visually, quantitatively)as well as in words to develop a coherent understanding of a topic or issue.
  • LA: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies.
  • LA: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  • MATH: Convert like measurement units within a given measurement system.
  • SCI: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
  • SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.
  • SS: Explore factors that contribute to one's personal identity such as interests, capabilities, and perceptions.
  • SS: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.
  • VA: Select media, techniques, an processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of choices.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.
  • VA: Describe and place a variety of art objects in historical and cultural contexts.
  • VA: Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.

Adaptations

  • Possible classroom resources include: Clothing and Jewelry (Discovering World Cultures) by Fiona MacDonald; Clothing in the Middle Ages by Lynne Elliott; What We Wear: Dressing Up Around the World by Maya Ajmera; Ancient Roman Clothes (Ancient Communities) by Paul Harrison; Clothes of the Ancient World by Christine Hatt; India and Sri Lanka (Cultures and Costumes: Symbols of Their Period) by Connor Kilgallon
  • Invite students to design a label for their imaginary clothing line. Remind them to include fabric content, size, laundering instructions, safety warnings, etc. for their garments. Encourage students to use the written language of the people in the culture studied, or design pictorial symbols to convey the message if writing had not yet been invented.
  • Invite a local designer to visit with the class to discuss the various aspects of his profession with students. Prior to the meeting, students generate questions for the expert. Afterward, students post learning to a class blog.
  • Organize a field trip to a local clothing merchandiser. Ask the professional to share with students how he anticipates the purchasing trends of his customers. Also inquire about how the store is set up, safety issues that should be considered, etc. After returning from the trip, students post learning to a class blog.
  • Working in small groups, students design a clothing line of the future. Encourage students to include examples of professional, casual, exercise, and/or sleep clothing.