Elizabeth Tolson Lesson Plan Integrative Studio 2: Fashion TESOL Methods Intensive Lesson Plan Monday February 6th, 9AM - 11:40AM Ages: 18-23 Learning Context: Academic Number of Students: 17 Integrative Skills: Speaking, Listening, Vocabulary, Pronunciation Topic: Sewing Demos and Reconstruction of Deconstructed Garments Objectives: Students will learn how to prepare a bobbin and thread a sewing machine. They will learn how to create a stitch and practice their movements with the sewing machine. With their knowledge from the sewing machine demo they will be able to start piecing together their deconstructed garments for their Bridge 1 Project: Deconstruction/Reconstruction. Materials: Sewing Machine, Thread, Bobbin, Fabric Scissors, Seam Ripper, Fabric Pinning Needles, Push Pin, Hand Sewing Needles, Iron, Muslin, Pieces from deconstructed garment from Bridge 1. High Frequency Vocabulary Words: Process, Documentation, Deconstruction, Reconstruction, Reverse Engineer Sewing Vocabulary Words: Bobbin, Seam Ripper, Reverse Stitch, Pivot, Muslin, Stitch, Tension, Seam Length 9:00AM-9:10AM • Class arrives to room 703. 9:10AM • Walk down to the Making Center on the 2nd floor. • Sign in and receive Singer Heavy Duty Sewing Machines (The Making Center does not have a lot of sewing machines so students will have to share.) • Set up area for demo.
Thread Guide
Thread tension dial
Three needle position dial
Spool Pin
Stitch width dial
Take-Up Lever Bobbin Winder Stitch length dial
Thread cutter Hand Wheel Reverse Stitch Lever
Thread Guide
Needle
Presser Foot Lever
Stitch Selector
Presser Foot
Feed Dogs Shuttle Cover Bobbin Housing
Removable extension table/ accessory storage
9:20AM Engage: • Students gather around the demo area. • Hand out the Singer Heavy Duty Sewing Machine Diagram (above). • Ask Students if they can compare the diagram to the sewing machine set up for the demo. • Where is the Stitch Selector? What does it do? Go through all the parts of the sewing machine like this. Use context clues as well. Ex. What might the Presser foot do? Presser means: to hold. Foot is the bottom or base of something. So what could the presser foot do? It holds the fabric in place. 9:35AM • Explain how to set up the machine and how to plug in the pedal. • Discuss posture when sewing. • Demonstrate how to thread a bobbin. Use the thread cutter after bobbin is threaded. • Place the bobbin in the bobbin housing. Remember to raise the needle and the foot when doing this. • Thread the sewing machine. Remember it’s as easy as counting to 1-2-3. Follow the numbers on the machine to thread. Again context clues! • When threading the needle remember to lower the foot and raise the needle. • Question time!
9:40AM Sewing Demo! • Bring out the muslin. When creating a prototype with muslin you would normally test the weight of the fabric you want to use. That is how you pick the weight of your muslin. Cut the fabric and demonstrate how it can rip on the weave. Cut fabric into 6in x 6in pieces. • Iron fabric piece to allow for easier sewing. • First stitch! Raise the foot and needle. Please the fabric under the needle/foot so the the first stitch will be in the top right hand corner of the fabric. Lower the foot. Make sure your posture allows you total control over the fabric. Using the hand wheel lower the needle so it is the fabric. • Place your hand on both sides of the fabric. Put a little pressure on the sewing pedal so the need starts moving. Let the fabric slowly move away. • Once the stitch is down the end, demonstrate a pivot by lowering the needle into the fabric, lift the foot, and move the fabric counter clockwise to start a new stitch down the other side of the fabric. Continue until the students understand the practice. Show finished pre-made examples. 10:15AM In Class Assignment Study: • Students will be put in teams of 2. They need to set up a sewing machine, cut fabric, and make a square and circle maze from the demonstration above. • Practice control over the sewing machine by stitching a box maze then a circle maze. (Examples Below)
10:30AM Bridge 1 Check ins Activate: • Check in with students and their deconstructed garments. Start discussing the reconstruction of garments. How can they use the sewing skills they learned today to reconstruct their garments? • Have students that are finished with practice sewing start staging their garment on the dress forms. Use pinning needles to create forms. 11:20AM Clean up! 11:30AM - 11:40AM Discuss what is expected next week during final Critic for Bridge 1: Deconstruction/ Reconstruction (Bridge 1: Deconstruction/Reconstruction is pasted below). How can they use the sewing skills they learned today to piece together their reconstructed garment? • Students will need to make a presentation that shows the research investigation, process, and final reconstructed piece. Order of presentation should be: • Introduction • Photo of original garment • Audio, video, sketches, etc of documentation exploration of garment deconstruction. • Photos of deconstructed object. • Process photos of reconstructing the garment. • Final reconstructed piece. Students will also present their final reconstructed garment on a dress form in the classroom. • ——————————————————————————————————————————- Bridge 1: Deconstruction/Reconstruction Final Piece DUE 2/13/2017 Key Questions: How is clothing constructed? What is a “finished” garment? How is meaning constructed through clothing? What can we learn about clothing through deconstruction? How can the examination of our creative processes reveal new and multiple perspectives? Reconstruction Questions: What is a sleeve? Do we need two of them? Do sleeves need to be around arms? Studio Project: Garment deconstruct/reconstruct: Deconstruct a garment and document it in a Learning Portfolio post. Then using the pieces reconstruct a new object. • Acquire a piece of fashion (bag, shoes, dress, jackets, suit, etc.). Complicated is better. Budget is $15 if you need/want to buy something at a thrift store. • Take it apart. Completely. And keep everything. Fully deconstruct the item down to hems and threads and buttons and stuffing and... • Remember to keep everything, every single bit, to be documented.
• Plan your documentation method. Will you photograph every piece? Draw it? Describe it into an audio recording? Deconstructed Object Due next week: 2/6/2017 • Your item. Find something inspiring! • Your item deconstructed about 95%, if not completely, definitely enough so that you can finish during class next week and work on documentation. A camera or other method of documentation. (Video, sound, pencils, etc.) You will be graded on: How interesting is your item? How fully have you deconstructed it? Have you imagined a creative way to document it? And is the documentation exciting? Does it show the item in a new way? Grading: Object Deconstruction: Documentation: Reconstructed Object:
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