Stranded Final Unit

Stranded: Creating Your Own Jewelry!
http://strandedecuaig.weebly.com
An Introduction to Jewelry Design

Designing With a Customer in Mind
Marketing Your Design
Trunk Show Treasures
Do you love accessorizing? Have you ever thought about making your own jewelry?
Step into the world of jewelry design and learn how to create your own beautiful
baubles! Join us for an exciting week exploring the tools and materials of jewelry
design, get inspiration from some of todays trendiest designs, and enjoy a chance to
create beautiful jewelry of your own! Well have plenty of hands-on opportunities to bring
your designs to life with traditional and nontraditional materials. This experience will go
far beyond your typical friendship bracelets, welcoming your most eclectic and one-of-a-
kind ideas. Youll learn how to market your designs to customers, and how to make
money doing something you love. Its time to design and shine!
What is your design aesthetic?
Carlie Davis and Jessica Williams

SPED 6402 Spring 2017
East Carolina University
CONTENT RESEARCH PAPER
Jewelry Design
Jewelry design has been around for as long as people have been. Although the
uses and designs have changed, it is still held in a very high context in society. Whether
for everyday wear or adornment for representing social classes, the styles and
techniques involved in jewelry design are constantly changing. Producing jewelry is
much more than just stringing beads; it is a process that takes planning, design
strategies, knowledge of tools, techniques, and mediums, as well a sense for what your
designated audience desires.
The history of jewelry is traced to the earliest of times from examples and
writings. Work from goldsmiths have been found in Egyptian tombs as early as the
fifteenth century and jewelry is even referenced in the Bible (Rose & Cirino, 1967).
Jewelry was first designed using materials from animals and products off of the land.
Many times, shells, animal horns, rocks or insect shells were used as the jewels, and
fibers from vegetables were used as the structure and support of the piece (Gregorietti,
2004). The earliest use of jewelries were made out of respect for the dead. Along with
the richest garments available, people in early civilizations were use jewels as
decoration in part of the ceremonies and rituals. Later jewelry design was used to
represent ranking in the social class. Jewelry pieces then multiplied to every body part
over time. No longer limited to necklaces and earrings, it evolved into hairpins, combs,
earrings, ear plugs, brooches, belts, bracelets, rings, toe rings and shoe buckles
(Gregorietti, 2014). Today jewelry design has become modernized, often using
microscopes to ensure clarity of pieces and with an almost endless number of
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resources. Many designers often recommend searching for non-traditional items for
jewelry designs. For example, search for steel wire in the floral section, look for chains
or buttons in the sewing section or beads in the drapery sections often used for tie-
backs (Chandler & Ritchey, 2005). Chandler and Ritchey state, Allow yourself enough
time to leisurely stroll through every aisle. With todays technology and marketing, any
material is literally a click away.
Although the designs, tools and techniques have changed over time, one factor
remains the same: each piece of jewelry is designed to serve a purpose. In modern
America, jewelry mainly serves one function, and that is to adorn oneself by displaying a
particular style. Newman defines jewelry as any decorative article that is made of metal,
gemstones and/ or hard organic material of high quality, contrived with artistry...and
intended to be worn on a person, including such articles that are functional as well as
decorative (Newman, 1981). Looking at the specific age group ranging from 18 and
older, jewelry mainly consists of rings, bracelets, necklaces and earrings. Boutique style
jewelry has flourished within the past five years, being large in size and flashy in color,
but mast produced at a cheaper rate. Other jewelry pieces are pure and original, while
some are still family heirlooms passed down from generation to generation. In Metcalfs
article on jewelry, he defines five functions of jewelry. They are; attachment to the body,
personal decoration, displaying social codes, portable and redeemable wealth and
spiritual remediation (Metcalf, 1989). In an interview with Biancca Rivera, Head of
Product Design and Development at Twine and Twig, she stated that their business is
always changing, adapting to the trends and focusing on what sells and what doesnt
sell. When looking at the latest trends and comparing them to early forms of jewelry, it is
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clear that the popular functions of jewelry have remained constant, even with a
changing economy and audience.
Jewelry production can be a tedious task that requires patience, skill, and
knowledge of your clients. As previously noted, there are many different types of jewelry
and in which ways it can be worn. Necklaces and bracelets are the go-to items in
production for the Twine & Twig jewelry business, and their most used materials in
producing their jewelry designs are wax-coated string, assorted beads, scissors and
pliers (Rivera & Davis, 2017). Sherri Haab lists over 23 tools and findings to create
jewelry. Some of her recommended tools include; jump rings and split rings, both used
to join pieces together; head and eye pins used to attach pieces to one another; clasps
used to close pieces; bead tips to cover knots when stringing thread; pliers; thread; and
epoxy resin. Finishing a piece of jewelry is sometimes the most important step in the
process of creating it. You want a piece to hold up and look professional at the same
time. (Haab, 2004). Commonly the tools most used for production of necklaces and
bracelets are beads, needle-nose pliers (due to the long tapered jaws with teeth), a
ruler, bead board, scissors, tweezers and nylon-coated string or thread. The production
of smaller jewelry such as earrings is a different process due to the materials needed
and the size of the project. The materials and tools available to make jewelry are almost
endless, and those needed will depend on the artists preference and ease of use.
Before production, a jewelry artist must have an influence of design. For the
sisters at Twine & Twig, their influences are mainly African culture and island life, and
they source most of their materials from Africa, Indonesia, and Bali (Rivera & Davis,
2017). When creating new designs, they have to consider questions such as, Is this
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trending?, Will people like this?, and Is it easy to wear? Regardless of the project at
hand, remember this advice, Be good to yourself. If youre not having fun or would
rather be doing something else, stop making jewelry and come back to it later.
(Chandler & Ritchey, 2005).
The production of jewelry, like any art, comes with safety precautions that
beginners need to be aware of. Working with sharp tool and wire can be dangerous. If
using wire and scissors, safety glasses are suggested to protect your eyes from wires
and flying objects. Using magnifying glasses helps to prevent eyestrain. To rest your
eyes and to prevent tiredness, it is suggested to take off the magnifying device and look
into the distance or close them for a brief period. It is also suggested to keep good
posture to avoid an aching neck or back. Get up and stretch or walk every so often to
keep stiffness to a minimum. One of the most helpful pieces of advice offered by
Chandler and Ritchey is to stretch your hands and fingers. The technique they suggest
is to place one palm down on a piece of furniture, lean gently towards the fingers to
stretch the wrists. These stretches will help avoid carpal tunnel syndrome if jewelry
making is a prolonged hobby (Chandler & Ritchey, 2005).
Jewelry making and production is a business that requires merchandising skills,
advertising, style insight, and selling techniques. According the National Craft
Association, when the item is for themselves, relatives or close friends, they spend
around twenty to thirty dollars. McDougall suggests that before jumping into the jewelry
business, take an informal poll to see how much they would pay for your crafts. This
would give you an idea as to if your profit would exceed your production costs
(McDougall, 2007). Biancca Rivera states that the Twine & Twig sisters started their
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business by making jewelry for themselves and then started selling to family and
friends. She also says that when creating new designs, their design team first sources
the materials they believe will be popular with their target audience, and then they base
their prices on the materials used in each design, with prices ranging from $20 to
upward of $250 (Rivera & Davis, 2017).
Identifying your market is a key piece of jewelry merchandising. Knowing who
you are selling to will give your jewelry purpose. According to Rivera, Twine & Twig
targets three generations of women; grandmother, mother and daughter (Rivera &
Davis, 2017). There are two markets that handcrafted jewelry falls into, retail and
wholesale. When you retail your products that means you are selling directly to the
customer who will either keep the piece or give it as a gift. Wholesale market means
that you are selling products to a middleman who will raise the price and then resell it
(McDougall, 2007). Smaller craftsmen make most of their products for the retail market.
When it comes to selling jewelry, one of the biggest jewelry selling markets today
is Etsy. Etsy is both producer and buyer friendly, where jewelry designers can post
photos of their pieces as well as comments and can communicate with their potential
buyers if there are any questions. Many retail sales take place on social media, craft
fairs, markets, or festivals of some sort. For the Twine & Twig sisters, Instagram and
word of mouth were huge assets for their company, and were what helped them get
their start in the jewelry market. The sisters sell their products via advertising on
Instagram and Facebook, through their business webpage, and in hundreds of stores in
the United States and internationally (Rivera & Davis, 2017).
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From the early Egyptians tombs designs to the simplicity of a bracelet for ones
self, jewelry design has been a critical statement for many years. Although many
techniques in the process of jewelry production have been modernized, people still
value the handmade technique and personal touch of jewelry making. With a design
concept, the right production tools, and your preferred materials, your jewelry can be the
perfect accent to any wardrobe or fashion statement.
References
Chandler, L.L & Ritchey, C.R. (2005). Getting started making wire jewelry and more.
Loveland, CO: Interweave Press.
Haab, S. (2004). Designer style jewelry: techniques and projects for elegant designs
from classic to retro. New York, NY: Watson- Guptill Publications.
McDougall, J.S. (2007). Start your own arts and crafts business: retail, carts and kiosks,
craft shows, street fairs (2nd ed.). Irvine, CA: Entrepreneur Press.
Metcalf, B. (1989). On the nature of jewelry. Australia: Jewelry Australia Now.
Newman, H. (1981). An illustrated dictionary of jewelry. New York, NY: Thames and
Hudson.
Rivera, B. (2017, January 23). Twine and Twig Expert Consultation [Telephone
interview].
Rose, A.F., & Cirino, A. (1967). Jewelry making and design: an illustrated textbook for
teachers, students of design, and craft workers. New York, NY: Dover Publications.
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CONNECTION TO THE THEME
ENIGMA to us, in relation to our unit, means several things. A common dictionary
defines ENIGMA as a puzzling situation, or something that is hard to understand. Our
week in camp will be focusing on jewelry design but we face a great ENIGMA. While we
will go in with our ideas of how our camp week is going to go, we are facing possibly 10-
15 students who may have different ideas. We have no way of knowing the amount of
background knowledge our students may already have on jewelry design or if they
already make their own pieces as a hobby. We are facing an ENIGMA.
Our students will also be learning the definition of ENIGMA throughout the week. One of
our topics of focus during camp will be determining your own personal style. What
influences do you have as an artist? Students may have never been faced with this
ENIGMA. We will be able to tell that our students have experienced this ENIGMA by
their journey through the design process of their pieces. They wont get it just right the
first time. There will be peer critiques that may bring challenges in the redesign process.
Our measurement of ENIGMA will be present through evaluating the students,
comparing their growth from day one to day four, and examining their individual jewelry
in their exhibits.
It is another ENIGMA that a jewelry designer must keep up with ever changing trends
and styles while holding true originality to ones self and fashion. Through our
strategically planned lessons with thought provoking questions, we hope to challenge
the minds of our designers to think out of the box while still designing a product that is
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marketable. Creating this ENIGMA for them isnt necessarily a bad thing. Stepping out
of the comfort zone is an ENIGMA in itself. Allowing students to explore different
materials and create their own one of a kind collection is a very scary, but empowering
thought. What will they design? What will they need? Is this challenging for them? How
is this helping them grow as a designer?
As we have begun planning our unit, our definition of ENIGMA has both changed and
grown, and we are beginning to see how jewelry design can definitely fit into the
ENIGMA theme of this years camp. The biggest ENIGMA that we are facing is not
knowing exactly what to expect and knowing that things may not go according to plan!
Merriam-Webster defines an ENIGMA as, something hard to understand or explain.
As we have researched and planned for our summer camp unit, it has become very
clear to us how jewelry design can be an ENIGMA, in more ways than one.
One way that jewelry design is an ENIGMA is that when designing anything new and
on-trend, it is important to have a knowledge of current or upcoming styles. Trends
change often and can be an ENIGMA to keep up with. Before beginning their jewelry
collections, our students will be working to discover upcoming trends by doing some
research in current publications and online. The ENIGMA is that what is popular now
may be completely different than the upcoming seasons trend predications.
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There is a certain level of trendiness that must be present for our students to make their
products marketable with todays ever-changing styles. When interviewing Biancca
Rivera of Twine & Twig we asked what types of questions she and her fellow jewelry
designers ask themselves when designing their seasonal collections, and most of them
revolved around the ENIGMA of changing styles and trends. They ask themselves
questions like, What is trending? Will people like this? Do we think this will sell? Is
this appealing? Keeping up with current trends is a never-ending ENIGMA.
Another way that jewelry design is an ENIGMA is identifying your personal aesthetic. As
part of our unit, our students will be creating an inspiration board to help them discover
their own style preferences. So many of our conversations in preparation for our unit
have referred to jewelry design and styling as a form of art. As with any art form, there is
a certain amount of the artists unique sense of style that goes into each piece. The
pieces should reflect the personality and preferences of the artist creating it.
Perhaps our greatest ENIGMA will lie in having our students mesh these two areas:
current trends and personal style. Our students will be presented with the task of
creating a 2 to 3 piece jewelry collection that reflects their personal style preferences
while keeping up with current trends. Students will be designing their collections with a
specific customer in mind, and their goal will be to create pieces that are marketable to
that client. As with any form of art, our students final products will need to be appealing,
on-trend, and marketable, while maintaining their personal aesthetic.
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The final ENIGMA of our jewelry design unit will be reflecting on their work. As our
students move through the design process to create a marketable jewelry collection
they will be required to evaluate their designs. After receiving input from their peers and
teachers on their pieces, they will be faced with the ENIGMA of deciding if their
products are something that might sell in the current market or if they need to go back to
the drawing board. We anticipate that it will be an ENIGMA for many of our students to
redesign based on comments from their peers and ourselves.
We have already discovered so many ways that jewelry design can be an ENIGMA, and
we are certain that we will stumble upon more as we move toward summer camp
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TECHNOLOGY INTEGRATION
We will be incorporating several different technology components into our unit on
jewelry design. Most of our technology will require our students to have one device per
student, preferably Chromebooks for their ease of use. We will also need access to a
projector and/or SmartBoard daily.
Throughout the week we will present our content through Google Slides via a
SmartBoard, in the event we have access to one. We will have several interactive slides
on day 1 in which we would like students to be able to come up and make choices on
the board. We will use Google Slides to present most of our content, and will
incorporate these interactive pieces to ensure our students are engaged and
understanding the content. Most of our interactive pieces will involve the elements and
principles of design, two pieces that will be crucial for our students to understand before
they can begin designing their jewelry.
Since we want to make absolutely sure that the elements and principles of design are
clear to our students, we also be using an interactive assessment on this content. We
will be using Kahoot! as an engaging way to assess our students on their knowledge of
the elements and principles of design. Students will be choosing examples and non-
examples of the different elements and principles. This activity will also require one-to-
one Chromebook access for our students.
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Another piece of technology well be using is an online bulletin board tool, Padlet, as a
peer evaluation tool. As part of the design process, our students will be providing each
other with feedback (day 3) so that they can make necessary changes to improve their
designs. Each student will be creating their own Padlet and will then receive real-time
feedback from their peers to help them make decisions on where to go with their design.
This activity will require one-to-one Chromebook access for our students.
We will also be using our Weebly website throughout the week, to provide our students
with access to specific resources that we have pre-selected for each lesson. This is
where students will gain access to any websites, resources or videos that we use in our
lessons or activities throughout the week. Our daily lessons will also be posted here.
On day one our students will be creating an inspiration board to help them find their
personal style. We originally considered having our students create an online inspiration
board through a website such as Pinterest, but we decided that too much would be lost
in translation. Our unit is very creatively charged, and includes mostly visual and tactile
elements, which may not be accurately represented through technology.
We will be using technology to engage our students throughout our unit, but our main
focus remains on making this unit as creative and hands-on as possible. We would
rather use a select few pieces of technology that will enhance our lesson. The
technology pieces we have chosen are directly aligned with our main goal for our
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students, which is their creative expression. We hope to encourage our students to think
outside the box to create their own original designs.
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CONTENT OUTLINE
Jewelry Design Content Outline
I. Jewelry
A. Objects designed for the adornment of the body
B. Functions of Jewelry
1. Personal decoration: a form of personal and artistic expression
2. Displaying social codes: a sign of wealth
3. To provide a specific function (see below: buckle, brooch, hairpin)
C. Types of jewelry
a) Necklace: a decorative chain or string of beads, jewels, or
links worn around the neck
b) Earring: a piece of jewelry worn on the lobe or edge of the
ear
c) Hairpin: a pin used for fastening hair
d) Ear plug/gauge: an ornament worn in the lobe of the ear
e) Brooch: decorative pieces designed to be attached to
garments, often to hold them closed
f) Buckles: flat, typically rectangular frames with a hinged pin,
used for joining the ends of a belt or strap
g) Bracelet: an ornamental band, hoop, or chain worn on the
wrist or arm
h) Ring: a circular band worn on a finger
i) Toe ring: a circular band worn on a toe
II. Main elements of jewelry design: basic components of any work of art
A. Line: the visual path that enables the eye to move within a piece
1. Draws the eye around a piece
2. The direction of lines is expressive
a) Horizontal: peaceful and calming
b) Vertical: strength and stability
c) Diagonal: suggest movement and activity
d) Curved: movement
e) Jagged: energy and enthusiasm
B. Shape: the structure of a design or the individual parts of a design
1. Creates visual interest
2. A variety of shapes causes the mind to subconsciously analyze the
piece
3. Too few shapes can cause a piece to be uninteresting
C. Color:
1. Can be used to create emotion
2. Different colors are used to evoke different emotions
a) Red: energy and excitement
b) Orange: happiness and energy
c) Yellow: optimism
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d) Green: tranquility and calmness

e) Blue: calmness and serenity
f) Purple: exoticism and sophisticated
g) Pink: love and romance
h) White: purity and cleanliness
i) Black: strength and authority, death
D. Texture: surface quality that can be seen and/or felt
1. Adds interest to a piece
2. Can be tactile or visual (as in the illusion of texture)
3. Examples of textures
a) Rough
b) Smooth
c) Pebbly
d) Shiny
e) Soft
III. Jewelry Design
A. Types of materials that might be used
1. Wire, string, or thread: used for stringing necklaces and bracelets
a) Different types depending on their use
b) As a general rule, the bigger the bead, the thicker the wire or
thread
2. Beads
a) Plastic
b) Glass
c) Wooden
3. Natural materials: materials that come from nature
a) Animal horns
b) Shells
c) Rocks
d) Pearls
e) Leather
4. Jump rings: used to join pieces together
5. Head and eye pins: used to attach pieces to one another
6. Clasps: used to close pieces
B. Types of tools
1. Scissors
2. Pliers
a) Used as wire cutters
b) Used for tasks such as opening and closing jump rings,
making bends in wire, and attaching pieces
3. Rulers: used for measuring length of materials and final products
4. Tweezers: used for precision work such as stringing small beads
C. Safety precautions when designing jewelry
1. Safety glasses: protect your eyes from wires and flying objects
2. Magnifying glasses: help to prevent eyestrain
3. Keep good posture: helps to avoid an aching neck or back
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4. Stretch your hands and fingers: help avoid carpal tunnel syndrome
D. The Design Process
1. A series of steps to guide you in creating a new product
a) There are many versions of the design process, this is just
one interpretation
b) Some steps of the process are designed as a loop, intended
to be revisited as needed
c) Your product should improve as you move and loop through
the design process
2. Steps of the design process
a) Identify your problem
(1) Decide what your goal is and your expected outcome.
(2) Research your problem to determine your needs
(3) Questions to ask during this step
(a) What is the goal? (To make a marketable
jewelry product that reflects your style while
keeping up with current trends.)
(b) What is currently trending?
(c) Who is your target audience? (Who are you
selling to?)
b) Brainstorm
(1) Generate ideas for your design
(a) What colors, textures, styles (etc.) reflect your
personal style?
(b) What elements of current jewelry trends can be
incorporated into your design?
c) Design
(1) Gather your materials and begin sketching and/or
putting together a design
(a) How can you blend your personal style with
current trends?
(b) Will this idea be marketable?
d) Build
(1) Make the item you designed
(2) This item will be your prototype, and is meant to be
redesigned and reworked as needed to make the best
possible piece
e) Test and evaluate
(1) Revisit the original problem to determine if you are
set to move forward with your design or if you need to
make changes to better meet the original goal
(2) Get feedback from others on what works and what
doesnt
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(a) Does the design meet the requirements

established in the problem?
(b) Does the design represent current trends while
staying true to your design aesthetic?
f) Redesign
(1) Involves making changes to the prototype to better
meet the requirements established in the problem
(a) What did you learn from the feedback you
received?
(b) What one big change can be made to help the
prototype meet the goal?
g) Share
(1) The product is no longer a prototype, it is a piece of
original jewelry that represents the designer as well
as current trends
(2) The product is ready to be marketed in the real world
IV. Marketing jewelry
A. Product: What are you selling?
B. Price: How much will you sell your piece for?
1. Determine your production cost
a) How much money did you spend in materials?
b) How much time/effort went into building your piece?
2. Determine your profit (Price-production cost)
C. Placement: Where will you sell?
1. Etsy: an online marketplace of individual sellers/creators of
handmade or vintage items, art, and supplies
2. Social media
a) Instagram: used to capture, edit & share photos, videos &
messages
b) Facebook: used to share photos and videos, send messages
and get updates
3. Websites
4. Other: craft fairs, markets, festivals, stores
D. Promotion: How will you get the word out?
1. Posters
2. Advertisement: a paid notice or announcement
a) Newspapers/Magazines
b) Television
c) Radio
d) Social Media
3. Promotion
a) Discount: offering a sale
b) Free shipping
c) Flash sale: an offer that only lasts for a limited time
d) Product giveaways
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LESSON #1
An Introduction to Jewelry Design
I. DEFINE OBJECTIVES AND CONTENT
LESSON Students will be able to identify what inspires their designs

OBJECTIVE and communicate their specific influences by constructing
an inspiration board from different materials (i.e.-
magazines, fabric, patterns, etc.) to guide their jewelry
design and style process.
POINT TO Style is a way to say who you are without having to

PONDER speak.
Rachel Zoe
ESSENTIAL What is your design aesthetic?

QUESTION
CONTENT
Outline the content I. Jewelry
you will teach in this A. Objects designed for the adornment of the
lesson. body
B. Functions of Jewelry
1. Personal decoration: a form of
personal and artistic expression
2. Displaying social codes: a sign of
wealth
3. To provide a specific function (see
below: buckle, brooch, hairpin)
C. Types of jewelry
a) Necklace: a decorative chain or
string of beads, jewels, or links
worn around the neck
b) Earring: a piece of jewelry worn
on the lobe or edge of the ear
c) Hairpin: a pin used for fastening
hair
d) Ear plug/gauge: an ornament
worn in the lobe of the ear
e) Brooch: decorative pieces
designed to be attached to
garments, often to hold them
closed
f) Buckles: flat, typically
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rectangular frames with a

hinged pin, used for joining the
ends of a belt or strap
g) Bracelet: an ornamental band,
hoop, or chain worn on the wrist
or arm
h) Ring: a circular band worn on a
finger
i) Toe ring: a circular band worn
on a toe
II. Main elements of jewelry design: basic components
of any work of art
A. Line: the visual path that enables the eye to
move within a piece
1. Draws the eye around a piece
2. The direction of lines is expressive
a) Horizontal: peaceful and
calming
b) Vertical: strength and stability
c) Diagonal: suggest movement
and activity
d) Curved: movement
e) Jagged: energy and enthusiasm
B. Shape: the structure of a design or the
individual parts of a design
1. Creates visual interest
2. A variety of shapes causes the mind to
subconsciously analyze the piece
3. Too few shapes can cause a piece to
be uninteresting
C. Color:
1. Can be used to create emotion
2. Different colors are used to evoke
different emotions
a) Red: energy and excitement
b) Orange: happiness and energy
c) Yellow: optimism
d) Green: tranquility and calmness
e) Blue: calmness and serenity
f) Purple: exoticism and
sophisticated
g) Pink: love and romance
h) White: purity and cleanliness
i) Black: strength and authority,
death
D. Texture: surface quality that can be seen
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and/or felt
1. Adds interest to a piece
2. Can be tactile or visual (as in the
illusion of texture)
3. Examples of textures
a) Rough
b) Smooth
c) Pebbly
d) Shiny
e) Soft
III. The Design Process
1. A series of steps to guide you in
creating a new product
a) There are many versions of the
design process, this is just one
interpretation
b) Some steps of the process are
designed as a loop, intended to
be revisited as needed
c) Your product should improve as
you move and loop through the
design process
2. Steps of the design process
a) Identify your problem
(1) Decide what your goal is
and your expected
outcome.
(2) Research your problem
to determine your needs
(3) Questions to ask during
this step
(a) What is the goal?
(To make a
marketable jewelry
product that
reflects your style
while keeping up
with current
trends.)
(b) What is currently
trending?
(c) Who is your target
audience? (Who
are you selling
to?)
b) Brainstorm
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(1) Generate ideas for your

design
(2) Questions to ask during
this step
(a) What colors,
textures, styles
(etc.) reflect your
personal style?
(b) What elements of
current jewelry
trends can be
incorporated into
your design?
II. PRE-PLANNING
What will students Students will understand the basics of the design process,
UNDERSTAND as and how the elements and principles of design will
a result of this influence their own designs. They will also understand the
lesson? How does different types of jewelry and get a grasp on modern
this connect to the trends. This connects to the Essential Question because
Essential Question? the students will use their research to explore current
fashion and jewelry trends, and will use the elements and
principles of design to merge trends with their personal
style. The students will begin brainstorming on their jewelry
designs that they will create later in the week.
What will students Students will be able to identify and communicate their
be able to DO as a personal style choices and inspirations through the display
result of this of their design board. They will use these boards to
lesson? verbally communicate with their teachers and peers what
type of style best expresses their design.
III. PLANNING
HOOK TIME: 10 minutes

Describe how you Students will choose 2-3 items from an assortment that
will grab students describe their personal style (flowers, scraps of fabric, etc.)
attention at the and will share with others the reasoning behind their
beginning of the choices.
lesson. Why did you choose these items?
BE CREATIVE.
Page 22 of 38
What attracted you to each item?

How do the items relate to your personal style?
Are your items connected in any way?
This will also be used as an icebreaker/ introductory tool
where students will tell their name, where they go to school
and why they chose jewelry design as one of their studies
for the week.
INSTRUCTION TIME: 20 minutes

Explain Step-by- Our lesson will begin by introducing ourselves to the group
step what you will and explaining why we chose jewelry design as a camp
do in this lesson. topic. We are both creative people and enjoying wearing
Be explicit about and styling jewelry, and we were interested in learning
ties to Points to more about creating jewelry.
Ponder, Essential
Question, and Next we will jump into the lesson with an interactive Google
Interactions here. Slides presentation. The first slide poses our point to
Include ALL ponder: Style is a way to say who you are without having
support and to speak. Rachel Zoe. Students will then be asked: How
teaching materials does this point relate back to the introductory activity we
with your unit. just completed? Did the items you choose reflect your
personal style?
Then students will respond to the following questions to get

a discussion started. The questions posed will be:
Why do people wear jewelry?
What are some different types of jewelry?
How can jewelry be an ENIGMA?
We want students to understand that jewelry design is
always changing and forever a question, or a puzzling
statement. What materials will be used next? How long will
it be in style? What will be the next trend in jewelry?
We will then move into the lesson part of the presentation

where we will discuss their responses in regard to the
remainder of the slide topics which include jewelry functions
and types, elements of design, and the design process we
will be following this week (identifying the problem, and
brainstorming). We will then leap into our activity for the
day. Students will be able to interact during the lesson by
choosing examples and non-examples of the elements of
design on the SmartBoard throughout the presentation.
ASSESSMENT TIME: 40 minutes
Page 23 of 38
(Performance
Task) What will the The students will begin gathering materials and ideas for
students DO to their inspiration boards to showcase their personal design
demonstrate that style. (This activity is not limited to jewelry design, we want
they have mastered students to have a good idea of what their style preference
the content? Be is). Students will be provided with a wide variety of
specific and include magazines, color swatches, fabric pieces, artificial flowers,
actual assessment etc. that they may add to their inspiration boards.
with unit materials.
Once students have completed their inspiration boards they
will have the opportunity to begin browsing materials for
their jewelry based on their personal style preferences
shown on their boards. The inspiration boards will serve as
a guide for selecting materials that appeal to their personal
aesthetic.
For the two items below, HIGHLIGHT either YES or NO.
1. DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT

THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES OR NO
2. HAVE YOU SPECIFICALLY CONNECTED TO THE THEME? YES OR NO
ASSESSMENT AND INSTRUCTIONAL MATERIALS

Insert ALL materials here including Assessments and Instructional Materials.
Explicitly LIST any additional files for this lesson. Be sure that ALL materials have been
submitted for this lesson.
Lesson One Slides Presentation
Kahoot Game for Assessment
Page 24 of 38
LESSON #2
Designing With a Customer in Mind
LESSON Students will be able to mesh their personal style with

OBJECTIVE current trends while building a cohesive 2-3 piece jewelry
for Thursdays trunk show.
POINT TO Create the things you wish existed. Unknown

PONDER
ESSENTIAL What makes a marketable design?

QUESTION
CONTENT I. Jewelry Design

Outline the content A. Types of materials that might be used
you will teach in this 1. Wire, string, or thread: used for
lesson. stringing necklaces and bracelets
a) Different types depending on
their use
b) As a general rule, the bigger the
bead, the thicker the wire or
thread
2. Beads
a) Plastic
b) Glass
c) Wooden
3. Natural materials: materials that come
from nature
a) Animal horns
b) Shells
c) Rocks
d) Pearls
e) Leather
4. Jump rings: used to join pieces
together
5. Head and eye pins: used to attach
pieces to one another
6. Clasps: used to close pieces
B. Types of tools
1. Scissors
2. Pliers
a) Used as wire cutters
b) Used for tasks such as opening
and closing jump rings, making
Page 25 of 38
bends in wire, and attaching

pieces
3. Rulers: used for measuring length of
materials and final products
4. Tweezers: used for precision work
such as stringing small beads
C. Safety precautions when designing jewelry
1. Safety glasses: protect your eyes from
wires and flying objects
2. Magnifying glasses: help to prevent
eyestrain
3. Keep good posture: helps to avoid an
aching neck or back
4. Stretch your hands and fingers: help
avoid carpal tunnel syndrome
II. The Design Process
A. A series of steps to guide you in creating a
new product
1. There are many versions of the design
process, this is just one interpretation
2. Some steps of the process are
designed as a loop, intended to be
revisited as needed
3. Your product should improve as you
move and loop through the design
process
B. Design
1. Gather your materials and begin
sketching and/or putting together a
design
2. Questions to ask during this step
a) How can you blend your
personal style with current
trends?
b) Will this idea be marketable?
C. Build
1. Make the item you designed
2. This item will be your prototype, and is
meant to be redesigned and reworked
as needed to make the best possible
piece
II. PRE-PLANNING
What will students Students will understand that there are many different
Page 26 of 38
UNDERSTAND as materials and tools that can be used in jewelry design, and
a result of this how their choices can affect the marketability of their
lesson? How does products. Students will also understand the design process
this connect to the steps of designing and building, and will be using this new
Essential Question? knowledge to design and build their own marketable
pieces.
What will students The students will be using todays information to design
be able to DO as a and build a 2-3 piece cohesive collection (a bracelet and
result of this necklace will be required, and any other pieces students
lesson? may add if time allows) to present at the trunk show on
Thursday. They will have to identify and use the materials
and tools that will be needed for their pieces, and will be
expected to use appropriate safety precautions when
necessary.
III. PLANNING

Describe how you The students will play Hot or Not? via Kahoot! A wide
will grab students variety of pictures of jewelry designs will be displayed (the
attention at the good, the bad, and the very very ugly) and students will
beginning of the vote on whether they think the design is hot or not based
lesson. on the trends we discussed yesterday.
BE CREATIVE.

Explain Step-by-
step what you will We will begin this lesson by introducing to students that
do in this lesson. they will be going to market today to select materials that
Be explicit about they will be using in building a bracelet. Theyll need to
ties to Points to keep in mind their style boards and personal preferences
Ponder, Essential as well as design elements from yesterday, and will
Question, and combine those aspects with todays. We will go over
Interactions here. different materials and tools and how they are used in
Include ALL jewelry design using Google Slides. We will discuss the use
support and of each material and tool, and will show examples of each
teaching materials (that students will be using later in the day to create their
with your unit. designs).
We will also be covering safety precautions that may be

necessary during the students jewelry design, and will
show examples that will be available to students during
Page 27 of 38
their design time.
We will then introduce the next two steps in the design

process, both of which will be covered in todays activities:
design and build. We will emphasize to students that they
will be designing a marketable piece, meaning it needs to
be directed at a specific customer, not just something that
they like. Students will need to consider todays jewelry
ENIGMA: What makes a marketable design? We will go
over the GoogleSlides of what is currently trending to show
students things that customers are currently wanting to buy.
While designing, students will need to merge their personal
style with current trends, and will need to keep in mind the
elements of design that were covered yesterday. Another
ENIGMA to consider: How do you keep your design
interesting without over or under designing? We will
demonstrate for students how to put together a marketable
piece (keeping in mind the elements of design and whats
trending), and how to actually construct the bracelet using a
YouTube video.

(Performance
Task) What will the The students will be demonstrating their knowledge of
students DO to todays content by identifying and using the materials and
demonstrate that tools that will be needed for their pieces, and by using
they have mastered appropriate safety precautions when necessary.
the content? Be
specific and include Students will be going to market today to select the
actual assessment materials needed for their designs, and will begin building
with unit materials. their pieces. Students will be keeping in mind their own
style preferences as well as current trends, and also
thinking back to the principles and elements of design that
were presented yesterday. The ENIGMA of jewelry design
is certain to show itself throughout this step and the next
few, as this can be a difficult concept to master.
The students will follow the steps demonstrated for them to

construct their own bracelets using the materials they
chose.

Page 28 of 38

Google Slides Presentation Day 2
Kahoot "Hot or Not" Game
YouTube video, How to Make a Stretch Cord Bracelet
Page 29 of 38
LESSON #3
Marketing Your Designs
LESSON The students will be able to test and evaluate their designs,
OBJECTIVE redesigning if necessary to make sure their products are as
marketable as possible. (Would people buy your product?)
POINT TO To live a creative life we must lose our fear of being

PONDER wrong. Joseph Chilton Pearce
ESSENTIAL What can be changed about your design to make it more

QUESTION marketable?
CONTENT I. The Design Process

Outline the content A. A series of steps to guide you in creating a
you will teach in this new product
lesson. 1. There are many versions of the design
revisited as needed
process
B. Build
1. Make the item you designed
2. This item will be your prototype, and is
meant to be redesigned and reworked
as needed to make the best possible
piece
C. Test and evaluate
1. Revisit the original problem to
determine if you are set to move
forward with your design or if you need
to make changes to better meet the
original goal
2. Get feedback from others on what
works and what doesnt
a) Does the design meet the
requirements established in the
problem?
b) Does the design represent
Page 30 of 38
current trends while staying true

to your design aesthetic?
D. Redesign
1. Involves making changes to the
prototype to better meet the
requirements established in the
problem
a) What did you learn from the
feedback you received?
b) What one big change can be
made to help the prototype
meet the goal?
II. Marketing jewelry
A. Product: What are you selling?
B. Price: How much will you sell your piece for?
1. Determine your production cost
a) How much money did you
spend in materials?
b) How much time/effort went into
building your piece?
2. Determine your profit (Price-production
cost)
C. Placement: Where will you sell?
1. Etsy: an online marketplace of
individual sellers/creators of handmade
or vintage items, art, and supplies
2. Social media
a) Instagram: used to capture, edit
& share photos, videos &
messages
b) Facebook: used to share photos
and videos, send messages and
get updates
3. Websites
4. Other: craft fairs, markets, festivals,
stores
D. Promotion: How will you get the word out?
1. Posters
2. Advertisement: a paid notice or
announcement
a) Newspapers
b) Magazines
c) Television
d) Radio
e) Social Media
Page 31 of 38
3. Promotion
a) Discount: offering a sale
b) Free shipping
c) Flash sale: an offer that only
lasts for a limited time
d) Product giveaways
II. PRE-PLANNING
What will students The students will understand today that it is okay not to
UNDERSTAND as succeed in your first attempt at creating a marketable
a result of this product. They will also understand that when designing
lesson? How does something, it is necessary to evaluate the product, seek
this connect to the the help of others, and to sometimes rethink the design.
Essential Question? We want students to understand that sometimes what we
like isnt necessarily what others like or would want to
buy. Students will be thinking about changes they can
make to their designs to make them more marketable.
The students will also understand that there are many

ways of marketing their final designs.
What will students The students will begin testing and evaluating, redesigning
be able to DO as a as needed, and preparing their pieces for their marketing
result of this opportunity: the trunk show.
lesson?
III. PLANNING

Describe how you Students will watch Kid Presidents How to Be an
will grab students Inventor, relating it to using their own creativity in their
attention at the jewelry design process.
beginning of the What problem are you trying to solve?
lesson. Is it realistic to think youll create a perfect product in
BE CREATIVE. just one day?
How can other people help you in your design
process?
What lessons can you learn from failing?

Explain Step-by-
Page 32 of 38
step what you will We will begin todays lesson by covering two more steps in
do in this lesson. the design process, testing/evaluating and redesigning, via
Be explicit about Google Slides.
ties to Points to
Ponder, Essential The students will begin by designing and building a
Question, and necklace to compliment their bracelet from yesterday. They
Interactions here. will again be keeping in mind their personal aesthetic, the
Include ALL elements of design, and what is currently trending when
support and designing. They will later on be using their necklaces as the
teaching materials subject of their redesigning based on their peers feedback.
with your unit. (Would you by this?)
There will be a great emphasis today on the fact that some

steps of the design process are designed as a loop,
intended to be revisited as needed, and that sometimes our
failures can help us to grow as creators. Failure is an
ENIGMA in the sense that something positive can come
from something negative. The design process at this point
can also become an ENIGMA because of the evaluating
and redesigning that has to happen at this point.
We will then move into the different ways of marketing

jewelry, seeking the input of our expert on how pricing
occurs, and the different types of marketing used by jewelry
designers in todays market.

(Performance The students will begin testing and evaluating, redesigning
Task) What will the as needed, and preparing their pieces for their marketing
students DO to opportunity: the trunk show.
demonstrate that
they have mastered The students will evaluate each others designs by creating
the content? Be their own Padlet to receive real-time feedback on their
specific and include product styling and marketability. (What do you like about
actual assessment this design? What dont you like? What would you change
with unit materials. about this design? Is this trending? Would people buy this?)
As students receive feedback on their designs, they will use
the input to go back and redesign as needed. The steps of
the design process will vary for each student at this point.

Page 33 of 38

Kid President: How to Be an Inventor
Day 3 Google Slides
Page 34 of 38
LESSON #4
Trunk Show Treasures
LESSON Students will complete the steps of the design process,

OBJECTIVE resulting in a 2-3 piece collection to present at todays trunk
show.
POINT TO An artist cannot fail. It is a success just to be one.

PONDER Charles Horton Cooley
ESSENTIAL How is the design process an ENIGMA?

QUESTION
CONTENT I. The Design Process

Outline the content A. A series of steps to guide you in creating a
you will teach in this new product
lesson. 1. There are many versions of the design
revisited as needed
process
B. Share
1. The product is no longer a prototype, it
is a piece of original jewelry that
represents the designer as well as
current trends
2. The product is ready to be marketed in
the real world
II. PRE-PLANNING
What will students Students will understand the full spectrum of the design
UNDERSTAND as process: how their creating, evaluating, and redesigning
a result of this have all come together to create their final products. The
lesson? How does students should understand the ENIGMA of the design
this connect to the process in that it is not a set procedure that looks the same
Essential Question? every time for every person or every product. The steps
will differ depending on many variables.
What will students The students will be completing their collections (bracelets
Page 35 of 38
be able to DO as a and necklaces) today and sharing their work in a mock

result of this trunk show.
lesson?
III. PLANNING

Describe how you
will grab students YouTube video Origami Owls Story: Bella Weems
attention at the Journey
beginning of the
lesson. Students will watch the video of 14-year jewelry designer
BE CREATIVE. Bella Weems jewelry line and success and will discuss
how she turned her ideas into a reality.

Explain Step-by- We will be introducing the final step in the design process
step what you will today, sharing, via Google Slides. Students will be
do in this lesson. preparing for this final step today in getting their collections
Be explicit about ready for the trunk show. We will open with a discussion of
ties to Points to where students are in the design process to help plan our
Ponder, Essential time for the day, and will discuss the ENIGMA of how
Question, and different the design process looks for every person and
Interactions here. every piece.
Include ALL
support and Next, we will go over the expectations of todays trunk
teaching materials show. Students will be working their way through different
with your unit. design process steps today, but will need to have their
collections ready for sharing this afternoon. Each display
will need to include their inspiration board from day 1, their
finished 2-3 piece collection, and a short About the Artist
blurb, written by the artist.

(Performance The students will be completing their collections today. The
Task) What will the steps of the design process that will be followed at this
students DO to point will be very different for each student.
demonstrate that
they have mastered As students complete their collections, they will be setting
the content? Be up their areas with their inspiration boards and collections.
specific and include Each student will create a short About the Artist blurb to
actual assessment include with their work during todays trunk show.
with unit materials.
Page 36 of 38
Students who finish early will have the opportunity to create

an additional piece for their collection, or will assist others
who are lagging behind in preparing their designs for the
trunk show.
A rubric will be used throughout the week to show where

students are in the design process. Categories we will be
developing, proficient and accomplished.


Day 4 Google Slides
Page 37 of 38
RUBRIC:
Developing Proficient
-Chooses materials that do not -Chooses materials that

correspond to current trends. correspond to current trends.
-Chooses materials without -Chooses materials that keep
Day 2: keeping in mind their own style with their own style
Market Materials preferences preferences
-Chooses materials without -Chooses materials while
considering elements of considering elements of
design (color, texture, etc.) design (color, texture, etc.)
-Designed a necklace that -Designed a necklace that

Day 3: does not match previous days matches previous days
Necklace bracelet. bracelet.
Evaluation and -Did not use peer comments to -Used peer comments to
Redesign evaluate and redesign their evaluate and redesign their
necklace as necessary. necklace as necessary.
-Does not complete at least 2 -Completes at least 2

corresponding pieces (bracelet corresponding pieces
and necklace) to show. (bracelet and necklace) to
Day 4: -Trunk show set-up is messy show.
Trunk Show and unorganized. -Trunk show set-up is neat
-Trunk show set-up does not and organized.
include all finished pieces and -Trunk show set-up includes
About the Artist Blurb. all finished pieces and About
the Artist Blurb.
Page 38 of 38

Stranded Final Unit

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Stranded: Creating Your Own Jewelry!

An Introduction to Jewelry Design

What is your design aesthetic?

Carlie Davis and Jessica Williams

CONTENT RESEARCH PAPER

techniques involved in jewelry design are constantly changing. Producing jewelry is

designated audience desires.

microscopes to ensure clarity of pieces and with an almost endless number of

material is literally a click away.

spiritual remediation (Metcalf, 1989). In an interview with Biancca Rivera, Head of

changing economy and audience.

(Chandler & Ritchey, 2005).

making is a prolonged hobby (Chandler & Ritchey, 2005).

Jewelry making and production is a business that requires merchandising skills,

upward of $250 (Rivera & Davis, 2017).

Identifying your market is a key piece of jewelry merchandising. Knowing who

the United States and internationally (Rivera & Davis, 2017).

perfect accent to any wardrobe or fashion statement.

Loveland, CO: Interweave Press.

from classic to retro. New York, NY: Watson- Guptill Publications.

Metcalf, B. (1989). On the nature of jewelry. Australia: Jewelry Australia Now.

CONNECTION TO THE THEME

defines ENIGMA as a puzzling situation, or something that is hard to understand. Our

already make their own pieces as a hobby. We are facing an ENIGMA.

Our measurement of ENIGMA will be present through evaluating the students,

strategically planned lessons with thought provoking questions, we hope to challenge

of the comfort zone is an ENIGMA in itself. Allowing students to explore different

is this helping them grow as a designer?

Merriam-Webster defines an ENIGMA as, something hard to understand or explain.

on-trend, it is important to have a knowledge of current or upcoming styles. Trends

may be completely different than the upcoming seasons trend predications.

products marketable with todays ever-changing styles. When interviewing Biancca

this appealing? Keeping up with current trends is a never-ending ENIGMA.

on-trend, and marketable, while maintaining their personal aesthetic.

redesign based on comments from their peers and ourselves.

We will be incorporating several different technology components into our unit on

projector and/or SmartBoard daily.

they can begin designing their jewelry.

clear to our students, we also be using an interactive assessment on this content. We

one Chromebook access for our students.

elements, which may not be accurately represented through technology.

outside the box to create their own original designs.

Jewelry Design Content Outline

d) Green: tranquility and calmness

(a) Does the design meet the requirements

I. DEFINE OBJECTIVES AND CONTENT

LESSON Students will be able to identify what inspires their designs

POINT TO Style is a way to say who you are without having to

ESSENTIAL What is your design aesthetic?

rectangular frames with a

(1) Generate ideas for your

HOOK TIME: 10 minutes

What attracted you to each item?

INSTRUCTION TIME: 20 minutes

Then students will respond to the following questions to get

We will then move into the lesson part of the presentation

ASSESSMENT TIME: 40 minutes

For the two items below, HIGHLIGHT either YES or NO.

1. DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT

2. HAVE YOU SPECIFICALLY CONNECTED TO THE THEME? YES OR NO

ASSESSMENT AND INSTRUCTIONAL MATERIALS

Lesson One Slides Presentation

Kahoot Game for Assessment