Sunteți pe pagina 1din 17

SKIN + BONES Parallel practices in Architecture, Fashion and Art

/ programSDJHVWZRSDJHVWRÀYH
/ critcal and historical table pages six to eight
/ artmaking assessment: the hoodSDJHVQLQHWRHOHYHQ
/ student samples of the hoodSDJHVWZHOYHWRWKLUWHHQ
/ artmaking assessment: oscillations pages fourteen to sixteen
/ student samples of oscillationsSDJHVHYHQWHHQ

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08


SKIN + BONES Parallel practices in Architecture, Fashion and Art
Program

Year group 11 Duration 9 weeks

Unit of work SKIN AND BONES, parallel practices in architecture, fashion and art.
Outcomes Making: P1 P2 P3 P5 P6 Critical History: P7 P8 P9 P10

Rationale 7KLVSURJUDPJLYHVVHQLRUVWXGHQWVWKHRSSRUWXQLW\WRH[SORUHWKHFRPSOH[LWLHVDQGEUHDGWKRIFRQWHPSRUDU\DUWLVWVSUDFWLFHDQG
WKHSDUDOOHOVWKDWH[LVW7KHFRQWHQWDOVRGHYHORSVVWXGHQWVXQGHUVWDQGLQJDQGWHUPLQRORJ\RIWKHIRUPVRIDUFKLWHFWXUHDQGIDVKLRQ
GHVLJQ6NLQDQG%RQHVLVDSURJUDPLQVSLUHGE\DFXUUHQWSKHQRPHQRQRIYLVXDOFXOWXUHWKDWPDQLIHVWVLQ$UFKLWHFWV'HVLJQHUVDQG
$UWLVWVSUDFWLFHWKDWLVVLPLODU,QSDUWLFXODUWKLVSURJUDPLVLQVSLUHGE\DQ,QWHUQDWLRQDOH[KLELWLRQDQGSXEOLFDWLRQE\02&$ҋV&XUDWRURI
Architecture & Design, Brooke Hodge.
7KHSURJUDPHPEUDFHVWKHVRSKLVWLFDWHGDVSHFWVRIWKH16:9LVXDO$UWVV\OODEXVWKDWGHDOVZLWKWKHFRQWHPSRUDU\QRWLRQRI3UDFWLFH
ZLWKDFFHVVLEOHDQGDWWUDFWLYHH[DPSOHVIRU9LVXDO$UWVVWXGHQWV$VHYLGHQFHGE\WKHIROORZLQJSURJUDPWKHFRQWHQWFDQDOVREHHDVLO\
geared to concentrate on the Conceptual Framework and the Frames.
Forms Sculpture, Textiles, Architectural modelling and 4D.

Frames 6XEMHFWLYH6WUXFWXUDO&XOWXUDO3RVWPRGHUQ
Conceptual FW $UWLVW$UWZRUN:RUOG$XGLHQFH
Practice ,QWHQWLRQV$FWLRQV VNLOOVWHFKQLTXHVPHWKRGV &KRLFHV GHFLVLRQVPDGHIURPWKHLUYDOXHVLQÁXHQFHVEHOLHIVDQGSKLORVRSKLHV

Key Artists 'HVLJQHUV+DVVDLQ&KDOD\DQ&RPPHVGHV*DUFRQ,VVH\0L\DNH<DPDPRWR:DWDQDEH<HRKOHH7HQJ


/designers/architects
Architects: )UDQN*HKHU\=DKD+DGLG'DQLHO/LEHVNLQG)UDQN/OR\G:ULJKW6KLJHUX%$1DUFKLWHFWV/H&RUEXVLHU

Artists: /XF\2UWD'RULV6DOFHGR&KULVWRDQG-HDQQH&ODXGH/HRQDUGR'D9LQFL&ODLUH+HDO\DQG6HDQ&RUGHLUR

Assessments 6WXGHQWVZLOOEHJLYHQWZRDUWPDNLQJDVVHVVPHQWWDVNVҊ7KH+RRGҋDQG´2VFLOODWLRQVҋ
Students will complete one art critical/ historical assessment, which comprises of Section 1 of a HSC exam with images from architects,
GHVLJQHUVDQGDUWLVWVWKH\KDYHVWXGLHG

Resources ArtmakingQHZVSDSHUZKLWHSDSHUFDUGERDUGFDOLFRULEERQPDVNLQJWDSHVWLFN\WDSHZLUHPHVKZDGGLQJKRWJOXHJXQIHOW
SODVWHUIDEULFWDEOHFORWKIDEULFQ\ORQSODVWLFVKHHWLQJ5HYHUVHJDUEDJHHTXLSPHQWEDOVDZRRG
Art Critical & Historical6WXGHQWWKHRU\KDQGERRNZLWKZRUNVKHHWV)LOPV:HEVLWHV,QWHUYLHZVPXOWLPHGLD3RZHU3RLQWV3OHDVH
UHIHUWRWKHFULWLFDOKLVWRULFDOWDEOHWRJDLQGHHSHUXQGHUVWDQGLQJRIWKHUHVRXUFHVXVHG

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08


WEEK 1 / overview
Integrated learning experiences, instruction and assessment A CH Evidence of learning Feedback
% ,QWURGXFWRU\OHVVRQ3URJUDP2YHUYLHZGLVFXVVHG Students engage with and Teacher provides verbal
can articulate aspects the feedback as students
% 6WXGHQWVDUHLVVXHGZLWKDQ$UWFULWLFDODQGKLVWRULFDOERRNOHW role of the curator. begin to understand how
architecture, fashion and art
% 6WXGHQWVLQYHVWLJDWHWKHUROHRIWKHFXUDWRUDQGDQVZHUTXHVWLRQVIURPKHU 9 Students are able to explore can be related.
LQWHUYLHZ the concept of identity by
% 6WXGHQWVDUHJLYHQDUWPDNLQJDVVHVVPHQWRQHRXWOLQH7KH+RRG 9 writing about a garment that Teacher and students
expresses their self. discuss the answers
concerning curator!s
interview.

WEEK 2 / Identity
Integrated learning experiences, instruction and assessment A CH Evidence of learning Feedback
% 6WXGHQWVREVHUYHDQGHQJDJHZLWKPXOWLPHGLD3RZHUSRLQWÀOPVDQGDUWFULWLFDO Students discuss, Teacher marks this
UHYLHZVDERXW6DOFHGRDQG&KDOD\DQ 9 explore and then give a artmaking identity task as
% 6WXGHQWVDUHDVNHGWRXVHWKHLU9$3'WRGRFXPHQWLGHDVDQGPHPRULHVXQGHU written account of their part of the overall mark of
the concept of identity. 9 understanding of the artists The Hood assessment.
% Teacher models some techniques used to create models such as cutting, practice and the concept of
tearing, pleating, curling, twisting, scrunching, slashing, crumpling, shredding, 9 identity. Teacher also provides
SHUIRUDWLQJVDQGLQJEXUQLQJVRDNLQJDQGPRXOGLQJ verbal feedback on their
% 6WXGHQWVFUHDWHVNHWFKPRGHOVLQWHPSRUDU\PDWHULDOVRIDQREMHFWWKDW 9 Students are able to explore process and ability to
UHSUHVHQWVWKHLULGHQWLW\HJIDYRXULWHMHDQVEDJKDW the concept of identity by write about what they
% 6WXGHQWVPXVWGRFXPHQWWKHVNHWFKPRGHOLQWKHLU9$3' writing about a garment that understand from the Critical
expresses their self. & Historical lessons.

WEEK 3 / Shelter
Integrated learning experiences, instruction and assessment A CH Evidence of learning Feedback
% 6WXGHQWVREVHUYHDQGHQJDJHZLWKPXOWLPHGLD3RZHU3RLQWÀOPVDQGDUWFULWLFDO Students able to question Teacher marks this
UHYLHZVDERXW/XF\2UWDDQG'DQLHO/LEHVNLQG 9 and discuss appropriately by artmaking shelter task as
% 6WXGHQWVDUHDVNHGWRXVHWKHLU9$3'WRGRFXPHQWLGHDVDQGPHPRULHVXQGHU engaging with the images part of the overall mark of
the concept of shelter. 9 concerning shelter. The Hood assessment.
% Teacher models some techniques used to create models such as cutting,
tearing, pleating, curling, twisting, scrunching, slashing, crumpling, shredding, Students create 3D spaces Teacher also provides
SHUIRUDWLQJVDQGLQJEXUQLQJVRDNLQJDQGPRXOGLQJ inspired a place they have verbal feedback on their
% 6WXGHQWVFUHDWHVNHWFKPRGHOVLQWHPSRUDU\PDWHULDOVRIDQREMHFWWKDW written about that evokes a artmaking process and
represents a place where they feel protected, at peace, secure, a memory of sense of shelter for them. ability to write about what
DKROLGD\KRXVHSDUNOLEUDU\ 9 they understand from
% 6WXGHQWVPXVWGRFXPHQWWKHLUVKHOWHUVNHWFKPRGHOLQWKHLU9$3'7KLV the Critical & Historical
GRFXPHQWDWLRQFDQEHDFKLHYHGE\SKRWRJUDSKLQJVNHWFKLQJRU lessons.
photocopying. 9

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08


WEEK 4 / Geometry
Integrated learning experiences, instruction and assessment A CH Evidence of learning Feedback
% 6WXGHQWVREVHUYHDQGHQJDJHZLWKPXOWLPHGLD3RZHU3RLQWÀOPVDQGDUWFULWLFDO Students are aided by the Teacher observes the level
UHYLHZVDERXW*UHHN$UFKLWHFWXUH0RQD/LVD7XUQHUҋVVXQULVHDQG0RQGULDQҋV 9 9 structural frame to observe, of student engagement
DEVWUDFWLRQV describe and comment with the geometry
% 6WXGHQWҋVDUWPDNLQJUHTXLUHVWKHPWRWUDQVODWHHLWKHUWKHLULGHQWLW\RUVKHOWHU of the notion of geometry content and givse formal
sketch model into another model that is geometric. Procedures might include throughout the Art History written feedback on how
WHVVHOODWLQJDGHFNIURPWKHLUVKHOWHUVNHWFKPRGHORUWXUQLQJDSDLURIMHDQV Cano. successfully students
from identity sketch model into a folding structure of triangles. 9 are working with their art
% 6WXGHQWVPXVWGRFXPHQWWKHLUVKHOWHUVNHWFKPRGHOLQWKHLU9$3'7KLVFDQEH Students select a successful critical & historical booklet.
DFKLHYHGE\SKRWRJUDSKLQJVNHWFKLQJRUSKRWRFRS\LQJ sketch model and resolve it
with a geometric sensitivity.

WEEK 5 / Construction/ Deconstruction


Integrated learning experiences, instruction and assessment A CH Evidence of learning Feedback
% 6WXGHQWVFRQWLQXHWRUHVROYHÀQDO+RRGGHVLJQIRFXVLQJRQKRZFOHDUO\WKHLU Students work independently Teacher marks task
techniques and materials are expressing their ideas. 9 to make successful aesthetic one and gives a mark
% 6WXGHQWVDUHUHVSRQVLEOHIRUGRFXPHQWLQJWKHLUÀQDOKRRGZRUN and conceptual decisions to and comment based on
% Students hand in Assessment task 1, “The Hood! DQGUHFHLYHRXWOLQHIRU resolve a “Hood!. how successfully they
assessment task 2, “Oscillations”. responded to the brief.
% 6WXGHQWVREVHUYHDQGHQJDJHZLWKPXOWLPHGLD3RZHU3RLQWÀOPVDQGDUWFULWLFDO 9 Students can analyse
UHYLHZVRQWKH3RVW0RGHUQ3KHQRPHQRQRIGHFRQVWUXFWLRQ6WXGHQWVHQJDJH *HKU\ҋVZRUNDVDQH[DPSOH Teacher continues to guide
ZLWK'HUULGDҋVWKHRU\RI'HFRQVWUXFWLYLVP6WXGHQWVDOVRREVHUYHDQGFRPPHQW RI'HFRQVWUXFWLYLVP students understanding as
RQWKHVLPLODULW\RIWKHZRUNRI)UDQN*HKU\DQGWKHFROODERUDWLYHZRUNRI6HDQ Students identify similarities they give verbal indicators
Corderio and Clare Healy. EHWZHHQWKHZRUNRI)UDQN to correct or encourage
*HKU\DQGWKHFROODERUDWLYH their understanding of
work of Sean Corderio and the critical and historical
Clare Healy. content.

WEEK 6 / Wrapping and Folding


Integrated learning experiences, instruction and assessment A CH Evidence of learning Feedback
% 6WXGHQWVZRUNLQWKHLU9$'WREUDLQVWRUPDQGVNHWFKLGHDVIRUWKHSDLULQJRIZRUGV Students explore the Teacher provides verbal
WKDWWKH\KDYHVHOHFWHG 9 possibilities of how they informal feedback as the
% 7HDFKHUFRQWLQXDOO\VKRZVH[DPSOHVRIZRUNE\DUWLVWVDUFKLWHFWVDQGGHVLJQHUV might communicate their Teacher observes and
WKH\KDYHEHHQVWXG\LQJ7KHVHH[DPSOHVH[SODLQKRZDQREMHFWFDQEHERWK select oscillation. guides students to engage
LQVLGHDQGRXWIXQFWLRQDODQGGHFRUDWLYHHWF7KLVSURFHVVDOORZVVWXGHQWVWR in the activity of exploring
REVHUYHH[DPSOHVRIKRZRWKHUSHRSOHSUDFWLFHVKDVUHVROYHGLQZRUNWKDWVHHPV Students can defend and begin to develop.
WREHDQRVLFDOODWLRQ “Wrapped coast”, as an
% 6WXGHQWVREVHUYHDQGHQJDJHZLWKPXOWLPHGLD3RZHU3RLQWÀOPVDQGDUWFULWLFDO 9 artwork, and are able to Teacher gives verbal
UHYLHZVRQWKHSUDFWLFHRIZUDSSLQJDQGZHDYLQJLQWKHZRUNRIWKHDUFKLWHFWV interpret it themselves. feedback on students
Shigeru BAN and the artists Jean-Claude & Christo. Students describe the understanding of Jean-
structure of the Japanese Claude & Christo!s artwork
contemporary house and “Wrapped Coastline.”
compare it with traditional.
Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08
WEEK 7 / Weaving
Integrated learning experiences, instruction and assessment A CH Evidence of learning Feedback
% 6WXGHQWVGHYHORSWKHLULGHDVDVDUHVSRQVHWRWKHRVFLDOOWLRQZRUGVFRQVLGHULQJ Students work independently Teacher work closely with
the material opportunities and limitations. 9 in an artistic practice student to guide them in
to communication their their artmaking process.
% 6WXGHQWVJLYHDZULWWHQUHVSRQVHRQWKHZD\,VVH\0L\DNHDQG=DKD+DGLGKDYH 9 conceptual and aesthetic
WUDQVIRUPHGWKHWUDGLWLRQDOQRWLRQRIZHDYLQJ explorations. Art critical and historical
workbooks are collected by
% 6WXGHQWVREVHUYHDQGHQJDJHZLWKPXOWLPHGLD3RZHU3RLQWÀOPVDQGDUWFULWLFDO 9 Students are able to teacher. Students receive
UHYLHZVRQWKHVLPLODULWLHVDQGGLIIHUHQFHVEHWZHHQWKHSUDFWLFH=DKD+DGLGDQG complete mind maps, and a grade and comment on
,VVH\0L\DNHFRQVLGHULQJWKH\ERWKXVHZHDYLQJLQWKHLU'ZRUNV draw aerial and side views of their progress in completing
Hadid!s MAXXI. the activities involved.

WEEK 8 / Organic Forms


Integrated learning experiences, instruction and assessment A CH Evidence of learning Feedback
% 6WXGHQWVREVHUYHDQGHQJDJHZLWKPXOWLPHGLD3RZHU3RLQWÀOPVDQGDUWFULWLFDO Students understand that Teacher work closely with
UHYLHZVRQWZRVHHPLQJO\GLIIHUHQWSUDFWLFHVRI&RPPHV'HV*DUFRQDQG/H 9 the conceptual framework student to guide them in
&RUEXVLHU is interdependent. Students their artmaking process.
% 6WXGHQWVGHYHORSDPLQXWHLPLWDWLRQLQWHUYLHZEHWZHHQDKRVWDQGHLWKHU/H are is able to explain those
&RUEXVLHURU5HL.DZDNXER &RPPHV'HV*DUFRQGHVLJQHU WKHQSUHVHQWLQ 9 interdependent relationships Teacher grades students
pairs to the class. in an interview format. on their ability to
% 6WXGHQWVDUHZRUNLQJWRUHVROYHWKHLURVFLOODWLRQVZRUN 9 communicate aspects of
Students work independently the conceptual framework
in an artistic practice to in relation to Commes Des
resolve their conceptual and Garcon and Le Corbusier.
aesthetic explorations.

WEEK 9/ Assessment and Resolving


Integrated learning experiences, instruction and assessment A CH Evidence of learning Feedback
% Students hand in assessment task 2, oscillations. 9 Students submit Diary with Teacher gives a mark and
% Students complete art critical and historical assessment task (Section 1 of HSC 9 documentation, experiments, comment to represent
paper). and their resolved artwork student!s ability to engage
with a statement of intent. . with all aspects of both
Students can recall, the artmaking assessment
describe and analyse in a and art critical & historical
written account aspects of assessment.
artists practice, conceptual
framework and the frames. .

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08


SKIN + BONES, Parallel Practices in Architecture, Fashion and Art
Art Critical and Historical Study
Resources: PowerPoint presentations & student activity handbook

Week Concept Artworks Key Questions Activities: Reference


1 Intro to Structural Frame:
Skin & Artists: :KDW ,QWHUYLHZZLWKWKH&XUDWRU%URRNH+RGJHKWWSZZZIDVKLRQSURMHFWVRUJ"S 5
Bones Yeohlee relationship does :RUNVKHHW5ROHRIWKHFXUDWRU 2YHUYLHZRIH[KLELWLRQKWWSSLQJPDJMSVNLQERQHVSDUDOOHO
([KLELWLRQ Teng, WKHH[KLELWLRQ DQGUHODWLRQVKLSEHWZHHQ practices-in-fashion-and-architecture/ and
Hussein communicate fashion & architecture through KWWSZZZDUFVSDFHFRPH[KLELWLRQVVNLQDQGERQHVVNLQDQGERQHVKWPl
Chalayan, EHWZHHQ the use of themes such as
Issey Miyake, architecture and shelter and identity.
etc fashion?
2 Practice:
Identity Artists: Doris How does each 'RULV6DOFHGR´6KLEROHWKµDW7DWH0RGHUQ
Salcedo artist explore 6PDOO*URXSEUDLQVWRUPWHUP KWWSZZZWDWHRUJXNPRGHUQH[KLELWLRQVGRULVVDOFHGRGHIDXOWVKWm
´$WUDELOLDULRVµidentity in his or ´LGHQWLW\µ$FWLYLWLHVDERXW 'RULV6DOFHGR´$WUDELOLDULRVµDW020$
´6KLEROHWKµ her practice? conceptual and material http://www.sfmoma.org/msoma/artworks/8398.html
Hussein practice of each artist. Hussein Chalayan present and past collections:
Chalayan: Share understandings of how http://www.husseinchalayan.com/
LGHQWLW\LVHYLGHQWLQVSHFLÀF &KDOD\DQYLGHRLQVWDOODWLRQ´7KH$EVHQW3UHVHQWµKWWSZZZXQLYHUVHVLQ
ZRUNVE\HDFKDUWLVW XQLYHUVHGHFDUYHQH]LDELHQHQJWXULQGH[KWm

3 Conceptual Framework:
Shelter Artist: Lucy +RZGR2UWDҋV /XF\2UWDLQWHUYLHZ
2UWD´5HIXJH ZHDUDEOHSLHFHV Artwork, artist, world, audience KWWSZZZDEFQHWDXDUWVYLVXDOVWRULHVVKWm
:HDUµ DQG/LEHVNLQGҋV 2UWDҋVEDFNJURXQGLPDJLQH 'DQLHO/LEHVNLQG´-HZLVK0XVHXPµKWWSZZZGDQLHOOLEHVNLQGFRPSURMHFWV
Daniel Jewish Museum ZHDULQJKHU5HIXJHZHDU VKRZDOOMHZLVKPXVHXPEHUOLQ/
/LEHVNLQG create shelter? ²GHVFULEHKRZGRHVVKH 9LGHRIRRWDJHRI´-HZLVK0XVHXPµ
´-HZLVK FROODERUDWHZLWKSHRSOHLQKHU KWWSZZZ\RXWXEHFRPZDWFK"Y %IRP8+L7,E
0XVHXPµLQ :KDWDUH2UWD community?
Berlin DQG/LEHVNLQG /LEHVNLQGҋVXQFRQYHQWLRQDO
sheltering from? DUFKLWHFWXUDOSUDFWLFHGHVLJQ
elements from the Jewish
0XVHXPSV\FKRORJLFDOLPSDFW
RIWKHEXLOGLQJRQWKHDXGLHQFH
architectural terms

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08


Week Concept Artworks Key Questions Activities: Reference

4 Geometry: Structural Frame:


The Greek How has the Mona Lisa:
Golden Architecture: *ROGHQ5DWLR Students annotate artworks KWWSGHPRQVWUDWLRQVZROIUDPFRP0RQD/LVD$QG7KH*ROGHQ5HFWDQJOH/
5DWLR The LQÁXHQFHG using the golden ratio: *ROGHQUDWLRYLGHRRQ<RX7XEHKWWSZZZ\RXWXEHFRP
Parthenon. artistic practice 3DUWKHQRQ´0RQD/LVDµ ZDWFK"Y ]:LYE*5,o
VHHDFWLYLWHV RYHUWLPH" 7XUQHUҋV´1RUKDP&DVWOH
for more) 6XQULVHµF0RQGULDQ
DEVWUDFWLRQV
5 Constru
ction/ Frank How is Practice/Postmodern Frame: *HKU\*XJJHQKHLP%LOEDR
Decon *HKU\´ deconstruction Small Group: Students explain KWWSZZZDUFKLSODQHWRUJEXLOGLQJV*XJJHQKHLPB%LOEDRKWPl
struction Santa Monica and the steps in deconstructing Gehry: Santa Monica Bungalow
%XQJDORZµ  reconstruction and reconstructing elements KWWSZZZJUHDWEXLOGLQJVFRPEXLOGLQJV*HKU\B+RXVHKWPl
Claire Healy HYLGHQWLQ WRFUHDWH´6DQWD0RQLFD Sean Cordeiro and Claire Healey
and *HKU\ҋV %XQJDORZµDQG´3DVW7LPHVµ KWWSZZZQHXEODFNFRPWDJFODLUHKHDO\/
Sean work and the http://artkrush.com/gallery/89/otw/3
Corderio FROODERUDWLRQV
´3DVW7LPHVµ of Cordeiro and
Healy?
6 Cultural Frame/ Structural
:UDSSLQJ Shigeru Ban How has Frame: Shigeru Ban KWWSZZZLQKDELWDWFRPVKLJHUXEDQFXUWDLQZDOO
& Folding ´&XUWDLQ:DOO each artist house/
+RXVHµ approached ,QSDLUVVKDUHNQRZOHGJHDERXWJeanne-Claude & Christo: KWWSZZZFKULVWRMHDQQHFODXGHQHWZFVKWPl
Tokyo. wrapping in their WKHFRQQHFWLRQRI&XUWDLQ:DOO 5()
Jean-Claude own practice? House to traditional Japanese KWWSZZZNDOGRUDUWSURMHFWVRUJDXSDVWSURMHFWDVS"LG([KLELWLRQ  LG$UWLVW 
& Christo: Houses.  LG,PDJH 5
´:UDSSHG The structure of the house & its
&RDVWµ/LWWOH connection with the traditional
Bay 1968 -69 Japanese house.
´5XQQLQJ Postmodern Frame:
)HQFHµ Students asked to respond to
California ҊXQLIRUPHGLQWHUSUHWDWLRQVҋRI
1972-76 :UDSSHG&RDVW

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08


Week Concept Artworks Key Questions Activities: Reference

7 Practice:
:HDYLQJ Issey Miyake +RZKDYH Miyake: KWWSZZZGHVLJQUHODWHGFRPLQVSLUDWLRQYLHZF\DQWLÀNHQWU\5
and Zaha Miyake Students asked to document: Zaha Hadid
Hadid and Hadid 7KHLQQRYDWLYHSURFHVV KWWSZZZGHVLJQPXVHXPRUJGHVLJQ]DKDKDGLd
transformed GLVFRYHUHGE\0L\DNH Zaha Hadid MAXXI Museum http://www.arcspace.com/architects/hadid/maxxi/
the traditional similarities and differences in
practice of the way each designer applies
ZHDYLQJ" WKHFRQFHSWRIZHDYLQJWRWKHLU
work.
Mind map of information
SURYLGHGDERXW+DGLGҋV
practice-
'UDZDHULDODQGVLGHYLHZRI
MAXXI

8 Conceptual Framework:
Organic Commes Des In what way are Commes Des Garcons collections:
Forms Garcons, Le these artworks Form pairs. Students are http://www.infomat.com/runway/commedesgarcons.html
&RUEXVLHU organic? JLYHQLQIRUPDWLRQDERXWDUWLVWV General info Commes Des Garcons:
´1RWUH'DPH and examples of their work. KWWSHQZLNLSHGLDRUJZLNL&RPPHBGHVB*DUoRQs
'X+DXWHµ Students work for 30 minutes Notre Dame Du Haute:
RISUHSDUDWLRQWLPHWRGHYHORS KWWSZZZDUFKLWHFWXUHZHHNFRPFXOWXUHBKWPlhttp://en.wikipedia.
DPLQXWHPRFNLQWHUYLHZRI RUJZLNL1RWUHB'DPe
5HL.DZDNXER &RPPHV'HV
*DUFRQV RU/H&RUEXVLHU
3UHVHQWHGWRFODVVE\
LQWHUYLHZHUDQGLQWHUYLHZHH

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08


SKIN AND BONES Parallel practices in Architecture, Fashion and Art
'8(
Hussein Chalayan, Kinship Journeys,
$XWXPQ:LQWHU
ZZZPRGHUQDPXVHHWVHFKDOD\DQMSJ

:HDUHOLYLQJLQDIDVFLQDWLQJHUD&RQFHSWVWKRVHXVHIXOWRROVWKDWKHOSXVWR
RULHQWDWHRXUVHOYHVLQOLIHDUHJHWWLQJPRUH
unruly. They are expanding and mutating, merging with one another and
UHFHGLQJDQGLQWKHERUGHUODQGEHWZHHQWKHPOLHPDQ\RIWKHNH\VWRWKH
UHDOLW\WKDWLQWLPDWHO\DQGEURDGO\VXUURXQGVXV

7KHERUGHUODQGEHWZHHQDUWDUFKLWHFWXUHDQGIDVKLRQLVSHUKDSVWKHPRVW
H[SORVLYH$UFKLWHFWVDUHXVLQJWKHWHFKQLTXHVRIIDVKLRQGHVLJQHUVIDVKLRQ
GHVLJQHUVZRUNLVEHLQJXQGHUVWRRGDQGH[KLELWHGLQDUWJDOOHULHVDQGWKH
FLUFOHRUZHDYHFRQWLQXHV

,WLVLQ\RXUKDQGVQRZWRGHYHORS\RXUDUWODQJXDJHLQWRVFXOSWXUHVWKDW
H[SORUHWKHVHOLPLWOHVVODQGVRIDUFKLWHFWXUDOIDVKLRQDQGEXLOGLQJVVWUXFWXUHG
with dress making skills. Lift off.

Fashionation, Moderna Museet, 1997

PART A EXPLORING + DEVELOPING

IDENTITY
Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08

<RXZLOOEHDVNHGWRFRQVLGHUDJDUPHQWRIFORWKLQJWKDWPDNHV\RXIHHOOLNH\RX$SLHFHRIFORWKLQJWKDWH[SUHVVHV\RXU
LGHQWLW\PDNHV\RXIHHOVHFXUHPDNHV\RXIHHOOLNH\RXEHORQJ
,Q\RXU9$'\RXZLOOQHHGWRUHFRUGWKHPHPRULHVH[SHULHQFHVDQGHPRWLRQVVXUURXQGLQJWKLVJDUPHQW
/ You will then create a sketch model from temporary materials as newspaper, tape, string and plastics.
<RXPXVWWKHQGRFXPHQWLWLQ\RXU9$'ZLWKDVNHWFK

SHELTER

<RXZLOOEHDVNHGWRFRQVLGHUDQDUFKLWHFWXUDOSODFHZKHUH\RXJDLQDVHQVHRIVKHOWHUSURWHFWLRQDQGFRPIRUW$VSDFHLQ
ZKLFK\RXIHHO\RXEHORQJ
,Q\RXU9$'\RXZLOOQHHGWRUHFRUGWKHPHPRULHVH[SHULHQFHVDQGHPRWLRQVVXUURXQGLQJWKLVDUFKLWHFWXUDOVSDFH
/ You will then create a sketch model from temporary materials such as white paper, tape, string and plastics.
<RXPXVWWKHQGRFXPHQWLWLQ\RXU9$'ZLWKDVNHWFK

GEOMETRY

<RXZLOOEHDVNHGWRUHFRQVLGHUDQHOHPHQWRIHLWKHU\RXULGHQWLW\RUVKHOWHUH[SORUDWLRQDQGDOWHULWWRPDNHDPRGHO
FRPSOHWHO\VWUXFWXUHGE\DVHQVHRIJHRPHWU\)RUH[DPSOH\RXUJDUPHQWPD\WXUQLQWRDFRPSOHWHVHWRIWHVVHOODWLQJ
pattern or a folding structure of triangles.
,Q\RXU9$'\RXZLOOQHHGWRGRFXPHQW\RXUSODQVIRUWKLVJHRPHWULFUHPRGHOOLQJ
<RXZLOOEHDOORFDWHGFDUGERDUGVFDOLFRDQGEDOVDZRRGWRFUHDWHWKHPRGHO
<RXZLOOQHHGWRGRFXPHQWWKHFRPSOHWHGPRGHOE\VNHWFKLQJRUSKRWRJUDSKLQJ
PART B RESOLVED WORK

THE HOOD

$FRYHULQJRUJDUPHQWIRUWKHERG\RIWHQSURYLGLQJVKHOWHURUSURWHFWLRQ

%5,()
<RXQRZKDYHWKUHHVNHWFKPRGHOV
,QZHHNVIRXUDQGÀYH\RXKDYHEHHQDOORFDWHGIRXUSHULRGVLQZKLFKWRUHVROYHRQHRIWKHVHWKUHHVNHWFKPRGHOVLQWRD
ZHDUDEOHKRRGIRUDQ\SDUWRIWKHERG\ QRWMXVWWKHKHDG 
<RXFDQXVHFDOLFRSODVWLFSDSHUZLWKWDSHJOXHRUVWDSOHVWRUHVROYHWKHWHFKQLTXHV\RXKDYHEHHQXVLQJDQGFOHDUO\
articulate your ideas of identity, shelter and geometry.
<RXDUHUHVSRQVLEOHIRUGRFXPHQWLQJWKLVUHVROYHGZRUNWKURXJKHLWKHUDVNHWFKRUSULQWHGSKRWRJUDSKLQ\RXU9$3'
Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08

$ERYH/HIW9LFWRUDQG5ROIQHFNVKRXOGHUKRRG $ERYH5LJKW&RPPHGHV*DUFRQVKLS
hood, shoulder hood and face hood. teamsugar.com
SKIN + BONES
Parallel practices in Architecture, Fashion and Art

+22'$66(660(17&5,7(5,$

Student Name:

Outcomes: P3, P4, P5, P6


:HLJKWLQJ
Due date

WEEK ONE: INDENTITY Limited Basic Sound High Outstanding


0-2 2-4 4-6 6-8 8-10
9LVXDO$UW'LDU\ZLWKSRHPRI
garment that expresses identity
and documented sketch model.
/ Sketch model that explores
your concept of identity with
technical and material resolution.

WEEK TWO / SHELTER Limited Basic Sound High Outstanding


0-2 2-4 4-6 6-8 8-10
9LVXDO$UW'LDU\ZLWKZULWWHQ
expression of architectural
shelter and documented sketch
model
/ Sketch model that explores
your concept of shelter with
technical and material resolution.

WEEK THREE / GEOMETRY Limited Basic Sound High Outstanding


0-2 2-4 4-6 6-8 8-10
9LVXDO$UW'LDU\ZLWKSODQRI
UHZRUNLQJSUHYLRXVVNHWFKPRGHODQG
documented sketch model.
/ Sketch model that uses geometry
Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08

WRFRQVWUXFWSUHYLRXVPRGHOZLWK
technical and material resolution.

WEEK FOUR / THE HOOD Limited Basic Sound High Outstanding


0-2 2-4 4-6 6-8 8-10
9LVXDO$UW'LDU\ZLWKSODQRIERG\
KRRG LQVSLUHGE\SUHYLRXVPRGHOV 
Documentation of hood.
5HVROYHGPRGHOWKDWXVHVRQHRU
more of the concepts of identity,
shelter or geometry to construct a
hood.

FEEDBACK:
Total Marks: /40
Student
Samples
/ Hood
Assesment
Below right / Iden-
tity sketch model
and translated
Geometric sketch
model. Below left /
Geometric mod-
els.
Left / Shelter
sketch model
and translated

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08


Student sample
5HVROYHG+RRG
)OH[LEOHGHWDFKDEOHWLH
Holding hands mitten
9RX\HXUҋV6KHOWHU
7KH*ORYH

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08


SKIN AND BONES
Parallel practices in Architecture, Fashion and Art

7+(%5,()26&,//$7,216

os·cil·la·tion n
 DQHYHQUK\WKPLFFKDQJHLQYDOXHSRVLWLRQRUVWDWHDURXQGDPHDQYDOXH
 DVLQJOHF\FOHRIYDULDWLRQEHWZHHQWZRYDOXHVSRVLWLRQVRUVWDWHV
 WKHDFWRIPRYLQJEDFNZDUGDQGIRUZDUGEHWZHHQWZRH[WUHPHSRLQWV

,163,5,1*

You are to choose oneSDLURIZRUGVIURPWKHOLVWEHORZDVDVWDUWLQJSRLQWIRULQVSLULQJDZHDUDEOHDUWZRUNWKDWRVFLOODWHV


EHWZHHQWKHLGHDVWKDWHDFKZRUGLQWKHSDLULQJUHSUHVHQWV

,QVLGHRXWVLGHIRXQGERXJKW
'LVDVVHPEOHGUHDVVHPEOHGSURWHFWLYHLQYLWLQJ
allusions/reality

Old/new natural/man-made felt/seen


Fragility/strength tradition/trend
)XQFWLRQDOGHFRUDWLYH
DESIGNING

,Q\RXU9$3'EUDLQVWRUPVNHWFKLGHDVIRU\RXURVFLOODWLRQVZHDUDEOHDUWZRUNLQVSLUHGE\\RXUVHOHFWHGZRUGSDLULQJ
&RQVLGHUKRZGLIIHUHQWFRPELQDWLRQVRIREMHFWVRUFRQVWUXFWLRQPHWKRGVIRU\RXUZRUGSDLULQJFDQFUHDWHPHDQLQJLQ\RXU
ZHDUDEOHDUWZRUN

&RQVLGHUKRZZRUNVE\DUWLVWVDUFKLWHFWVDQGGHVLJQHUV\RXKDYHVWXGLHGLQDUWWKHRU\FUHDWHPHDQLQJE\FRPELQLQJ
RSSRVLQJLGHDVREMHFWVFRQVWUXFWLRQPHWKRGVLQWKHLUZRUN6XFKDV/XF\2UWDҋVZHDUDEOHWHQWVZKLFKDUHERWKLQVLGHDQG
RXWVLGH+XVVHLQ&KDOD\DQҋVJDUPHQWVWKDWDUHERWKIXQFWLRQDODQGGHFRUDWLYHDQG'DQLHO/LEHVNLQGҋV-HZLVK0XVHXPEHLQJ
Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08

DGHVLJQHGVSDFHWKDWLVERWKDQHPRWLRQDOH[SHULHQFHDQGVHHQH[SHULHQFH

/XF\2UWD5HIXJH:HDU
,QWHUYHQWLRQ-HZLVK0XVHXP%HUOLQ
London East End, 1998. Image Source:
www.thedesignofprosperity.se
'DQLHO/LEHVNLQGMenashe Void in
Jewish Museum Berlin. Image
source: ZZZMXHGLVFKHVPXVHXP
EHUOLQ
0$7(5,$/3266,%/,7,(6$1'/,0,7$7,216

<RXFDQXVHFDOLFRSODVWLFSDSHUWDSHJOXHVWDSOHVZLUHFDUGERDUGDQGIRXQGPDWHULDOERWKQDWXUDODQGPDQPDGHLQ
WKHFRQVWUXFWLRQRI\RXURVFLOODWLRQVZHDUDEOHDUWZRUN

<RXURVFLOODWLRQVZHDUDEOHDUWZRUNPXVWFRQWDLQDQHOHPHQWWKDWFDQEHG\HGDFRORXULQWKHPDNLQJSURFHVV

0$.,1*&216758&7,21

<RXZLOOVHOHFWFRQVWUXFWLRQWHFKQLTXHVDQGPDWHULDOVWKDWZLOOFOHDUO\DUWLFXODWH\RXULGHDVIRU\RXURVFLOODWLRQVZHDUDEOH
artwork.

,QZHHNRQHWHUP\RXURVFLOODWLRQVZHDUDEOHDUWZRUNZLOOEHG\HGDFRORXUXVLQJIUR]HQG\HPROGHGLQDVKDSH\RX
GHVLJQRUIURPDQREMHFW\RXEULQJLQWKDWUHODWHVWR\RXUDUWZRUN<RXZLOOXVHODWH[WRFUHDWHDPRXOGRI\RXUREMHFWIRU
\RXUFRORXUHGG\HWREHSRXUHGLQWRDQGWKHQVHWLQWKHIUHH]HU<RXZLOOWKHQSODFHWKHIUR]HQG\HREMHFWRQDVHOHFWHG
SDUWRI\RXUZHDUDEOHDUWZRUNWRPHOWDQGUHVXOWDQWO\G\H\RXUDUWZRUN<RXZLOOGRFXPHQWWKLVSURFHVVHYHU\ÀYHPLQXWHV
XVLQJDGLJLWDOFDPHUD7KHVHLPDJHVRI\RXUZHDUDEOHDUWZRUNEHLQJG\HGE\\RXUPHOWLQJIUR]HQREMHFWZLOOEHXVHGWR
FUHDWHDVWRSPRWLRQÀOPWKDWZLOODFFRPSDQ\\RXUZRUNZKHQH[KLELWHG

5(62/87,21'2&80(17$7,21

<RXDUHUHVSRQVLEOHIRUGRFXPHQWLQJWKHSURJUHVVDQGÀQDOUHVROXWLRQRI\RXURVFLOODWLRQVZHDUDEOHDUWZRUNWKURXJK
SKRWRJUDSKVRUVNHWFKHVLQ\RXU9$3'

<RXZLOOVXEPLWDW\SHG$VWDWHPHQWRILQWHQWLQ\RXU9$3'ZKHQVXEPLWWLQJ\RXU9$3'
Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08

-0HHMLQ<RRQ“The Mobius”, 2005.


Parallel practices in Architecture, Fashion and Architecture
26&,//$7,216$66(660(17&5,7(5,$

Student Name:

Outcomes: P3, P4, P5, P6.


:HLJKWLQJ
Due Date

Visual Arts Diary contains: LIMITED BASIC 6281' HIGH 28767$1',1*


1. Thorough documentation of 0-1/2 1 2 3 4 /4
processes.
2.$OOKDQGRXWVSDVWHGLQ9$3'
3(YLGHQFHRIUHVHDUFKRIDQ
artist/s that your artmaking
references.

Lead up work: LIMITED BASIC 6281' HIGH 28767$1',1*


1. Experimentation of materials 0-1/2 1 2-3 4 5 /5
DQGLGHDVLVHYLGHQWWKURXJK
PRGHOVDQGVNHWFKHVLQ9$3'
2.(YLGHQFHRIDHVWKHWLFDQG
conceptual decisions in artmaking.

Independent Artmaking: LIMITED BASIC 6281' HIGH 28767$1',1*


1.5HVROXWLRQLQPDWHULDODQG 0-1/2 1 2-3 4 5 /5
conceptual practice for Oscillations
artwork.
2.(YLGHQFHRIOLQNVWRRWKHUDUWLVWV
practice.
3. Thorough photographic
Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08

GRFXPHQWDWLRQRIERWKZHDUDEOH
DUWZRUNDQGPROGHGLFHREMHFWV
XVHGWRG\HDUWZRUNLQ9$3'

Statement of Intent: LIMITED BASIC 6281' HIGH 28767$1',1*


1. Type A4 statement of intent that /1
outlines the experimentation of
media, lead up work and resolution
in your Oscillations artwork.

Total Marks: /15


FEEDBACK:
Student Sample
5HVROYHG2VFLOODWLRQV

/HIW+XJJDEHOW
Below: Mask me and I can see

Authors:Vanessa Bellemore, Hannah Chapman & Michelle Kals Burwood Girls HS 08

S-ar putea să vă placă și