Fashion- CLIL lesson plan

CLIL LESSON PLAN: FASHION (Ciclo Superior)

Justification High fashion takes inspiration from all sources, from the natural world to fine art.

But perhaps there is no better synergy than that between fashion designers and architects. While architecture gives us the spaces we live and work in, high fashion is constructed to give us wearable art.

Our students need to be aware that fashion is an arena that, over the past few years, has evolved into an artistic entity of its own and that there is a crosspollination between fashion and other arts, among them, architecture.

Group: Ciclo Superior (ages 18-30) Time: 1 week (4 hours)

TOPIC: ARCHITECTURE & FASHION DESIGN

Aims:

To learn about architecture and its influence on fashion design.

To compare fashion and architecture in a critical way.

To be able to confidently and independently convey the results of a comparison using specific vocabulary.

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Teaching objectives

A. CONTENT To study the features of architecture that are transferred to fashion

B. COGNITION To develop critical thinking

Learning outcomes

A. CONTENT Pupils will be able to…

Be aware of the similarities between architecture and art Compare several examples and describe their features

B. COGNITION Pupils will be able to…

To express similarities and differences To convey information in a detailed way To negotiate in a discussion

C. COMMUNICATION

C1. Language of learning

• Adjectives • Vocabulary related to shapes • Garments and their parts • Proportions and measures • Fabrics and textiles

C2. Language for learning

• How to describe • How to explain • Discourse markers and connectors • Language to make hypothesis • Structures to make proposals • Language for group work (suggesting, negotiating, reaching an agreement)

D. Culture / Citizenship

Pupils will be able to…

• Raise awareness about different fashion trends across countries.

• Distinguish the identifying features of architecture in different countries (colours, buildings, etc).

• Carry out research on local architecture • Appreciate the trademark features of clothes and their cultural

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components.

Understand the importance of being able to think critically

•

E. Materials and resources

VIDEOS

https://www.highsnobiety.com/2016/06/01/fashion-designers-influencedarchitecture/(Text showing 10 architecture influences in fashion) https://es.slideshare.net/franqi/architecture-fashion(Slideshare reviewing architectural fashion and providing examples) https://www.youtube.com/watch?v=_Z5Hx1swQJw (TEDx talk by Julian Hakes) https://vimeo.com/225547551(Fashion meets architecture) https://design.britishcouncil.org (For further information, The British Council’s department of collaborative projects. Students might be interested in some of these) Follow-up: https://vimeo.com/12211087 (All fashion history in 140 seconds) For those students who want to delve further into the subject matter, they could find more influences of architecture by analysing this short video.

OTHER

- Slide presentation for the questions presented in class.

- Worksheet with questions for the reading and listening exercises.

- Copies with screenshots of the video (buildings and designs).

- Evaluation rubrics to assess performance.

F. Teaching plan

WARMER (assessing previous knowledge, LOTS) Start off having students discuss the intersections of fashion with other arts, providing examples if possible. Have them use an iPad or cell phone to create a word cloud with all the key words they came up with.

Students share their word clouds and examples. Teacher jots down may ideas and then focuses specifically on everything that came up related to architecture, sparking discussion with Coco Chanel’s quotation: “Fashion is architecture: it is a matter of proportions.”

ACTIVATING VOCABULARY and STRUCTURES (scaffolding, LOTS and HOTS) Students work in pairs to skim through the article in Highsnobiety. Each pair will choose one of the designs and work together on a ThingLink image to explain it to the rest of the class.

VIDEO-WATCHING (vocabulary-building, LOTS and HOTS) Students will watch the video “Architecture and Fashion”, a TEDx talk by Julian Hakes, an award-winning architect who has applied his architectural skills to the design of high fashion women’s shoes. They will listen 4 times. The first time only to get the gist and the main ideas they understand. The other 3 to do some

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specific listening activities guided by the teacher.

When the answers have been provided, the teacher will provide the transcript and encourage students to listen one more time and underline specific vocabulary to build a collaborative glossary (in Padlet), which they will use during the rest of the unit.

Afterwards, to put this vocabulary into practice, and to review the contents from the previous lesson, the teacher will present them with a series of questions to discuss in groups of 3 (the teacher can use the Slideshare to have more info and provide examples): - What is architectural fashion?

- What are its characteristics?

- How would you describe its proportions? Silhouettes? Fabrics?

- Which architecture in our town/community would you use as inspiration for clothes design?

PUTTING IT ALL TOGETHER (communicative skills, HOTS) This time, they will watch the video AT THE END of the activity. The teacher will make screenshots of the buildings that appear in the video and hand them out to half of the students in the class. The other half will receive screenshots of the fashion designs that appear in the video. They will work in two groups, one of the groups focusing on architecture and the other one focusing on fashion. They will have to describe their building/design in as much detail as possible, taking into account that they are going to get together for an information gapfill activity. They also have to come up with predictions (“what kind of dress do you think this building has inspired?” or “what was the building that inspired this dress like”).

They then get in pairs, describe their building and share their predictions. Once they are done, students will watch the video “Architecture and Fashion” and see how both arts intersect.

Finally, as a wrap-up of the lesson, students will be asked to present a sketch or design inspired by a building in their town. They should be able to use specific vocabulary and use some visual aids (photographs of the buildings, sketches they have made, videos they recorded, etc) as well as present their model in an organised, coherent way.

G. Assessment

- Initial assessment to activate previous vocabulary (warmer) (teacher assessment) - Sharing their word cloud (format and words included will be taken into account) in a blog entry (peer assessment by other students) - ThingLink presentation (self-evaluation, peer evaluation and teacher evaluation with a rubric) - Collaborative glossary in Padlet (each student should include an entry and leave a comment with an example sentence in another student’s entry) - Final individual presentation (self-assessment and teacher assessment by means of a rubric)

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