theatrical-costuming-and-makeup by shuifanglj

VIEWS: 10 PAGES: 60

									                               Hanford Joint Union High School
                              DISTRICT CURRICULUM GUIDE
                                     Course Cover Page

I. Course Title:              Theatrical Costuming and
                              Makeup
     Grade Level:             10-12
     Prerequisite:            Art or Theater
     Duration:                1 year
     Credit:                  Visual and Performing Arts
     Guide- Board             October, 2009
     Adoption Date:
     Course Articulation:
     Text - Board             No Current Text
     Adoption Date
     Textbook Name:
     Publisher:
     Publication year,
     edition:
     ISBN-Student text
     ISBN-Teacher text




II. Course Description

The purpose of Costume and Makeup is to teach students the fundamentals of costume design
and construction techniques along with stage makeup application and design. Students will
study the history of the theater and fashion. They will also learn about the various careers
available in the theater for people with skills in costume and makeup. Students will learn to
analyze scripts with respect to designing for a production. They will also learn how to work
with a production team. Students will experience first hand what is like to work in costuming
and makeup by participating in one of the school productions each semester.

In this class, students will learn how to: hand sew, use a sewing machine, basic sewing
techniques like creating a ruffle and putting in a zipper, how to use colors and fabric, how to
apply many types of stage makeup, do a fashion research project, be a crew member, how to
take measurements and how to justify decisions made in the design process.




                                                                                                  1
III.A Timeline
First Semester Units
Unit Name:        Hand Sewing                     Length of Unit:      One Week
Unit Name:        Basic Stage Makeup              Length of Unit:      One Week
Unit Name:        First Show - Design             Length of Unit:      Three Weeks
Unit Name:        Crew for Show                   Length of Unit:      One Week
Unit Name:        Sewing Machine Skills           Length of Unit:      One Week
Unit Name:        Backpack Bag                    Length of Unit:      Two Weeks
Unit Name:        Bruises - Makeup                Length of Unit:      One Week
Unit Name:        Design Project – Fairy Tale     Length of Unit:      Two Weeks
Unit Name:        Fabrics and Color               Length of Unit:      One Week
Unit Name:        Old Age Makeup                  Length of Unit:      One Week
Unit Name:        Sewing Project - Stocking       Length of Unit:      Three Weeks



III.B Timeline (continued)
Second Semester Units
Unit Name:      Sewing Project – Special Skills   Length of Unit:      Two Weeks
Unit Name:      Fashion Design Project - Barbie   Length of Unit:      Two Weeks
Unit Name:      Musical Project                   Length of Unit:      Five Weeks
Unit Name:      Fashion Research Project          Length of Unit:      Three Weeks
Unit Name:      Makeup Project - Hairstyles       Length of Unit:      One Week
Unit Name:      Costume Reconstruction            Length of Unit:      One /Two Week
Unit Name:      Makeup Project – Fantasy          Length of Unit:      One Week
Unit Name:      Self-Selected Design Project      Length of Unit:      Three Weeks



IV. Appendices
Supplemental Resource:
                Costume Design 2nd Edition Barbara & Cletus Anderson
                Costume Designers Handbook
                Various plays
                Elna 3007 Sewing Machine (or equivalent machine)
Optional Appendices:




                                                                                       2
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Hand Sewing Skills
Name:
Length of    One Week
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note: When CTE is used, it will be the Consumer and Family Studies –
         Fashion and Interior Design Pathway Foundation Standards.
CTE      Understand how to construct, alter, and repair fashion and interior items and
10.5     accessories through the use of basic construction techniques and equipment.




CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas




CAHSEE Math Standards:
2.1   Estimating answers and determining reasonableness of answers.




                                                                                         3
Learning Objectives/Outcomes:
The Student will…
     Properly thread a needle
     Tie a proper sewing knot
     Straight stitch
     Backstitch
     Whipstitch
     Decorative stitch
     Sew a button on

Extensions & Enrichments as time allows:
     Sew name into a piece of fabric with stitches learned.




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills to fabric

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
                                                                                             4
          None
Additional Resources and Materials:
          Needle, thread, material
School Site Library:
          HHS:
Interactive Websites


Assessments Tools:
Quizzes\Tests:
        Finished Sewing Project is the assessment.
Datawise:

Other assessments:
         Material with all objectives hand stitched in it




Projects and Activities:
Required Labs\Activities:
             All students will hand sew the straight stitch, back stitch, whip stitch, a
             decorative stitch and a button onto a piece of fabric.

Recommended Labs\Activities:



Optional Labs\ Activities:
             Students who finish early can hand stitch an additional project for extra
             credit.




                                                                                           5
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Basic Stage Makeup
Name:
Length of    One Week
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Design, produce, or perform scenes or plays from a variety of theatrical
2.3      periods and styles, including Shakespearean and contemporary realism.
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors.



CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas




CAHSEE Math Standards:
2.1   Estimating answers and determining reasonableness of answers.




                                                                                           6
Learning Objectives/Outcomes:
The Student will…
     Learn about health and safety of makeup application
     Learn about different types of stage makeup
     Learn about application techniques
     Learn how to apply basic stage makeup
     Properly apply stage makeup to a partner

Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
         None
Additional Resources and Materials:
                                                                                             7
          Makeup, makeup remover, towels
School Site Library:
          HHS:
Interactive Websites




Projects and Activities:
Required Labs\Activities:
             Students apply stage makeup to a partner
             Students will have stage makeup applied to their face

Recommended Labs\Activities:



Optional Labs\ Activities:




Assessments Tools:
Quizzes\Tests:



Datawise:

Other assessments:
         Stage makeup application on another student




                                                                     8
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         First Show Design
Name:
Length of    Three Weeks
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Document observations and perceptions of production elements, noting mood,
1.2      pacing, and use of space through class discussion and reflective writing
VPA      Identify key figures, works, and trends in world theatrical history from various
3.3      cultures and time periods
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors
CTE      Understand how apparel and interior fashions meet social, physical, and
10.1     psychological needs of individuals and families.
CTE      Understand the elements and principles of design and color theory as they
10.2     apply to the selection of apparel, furnishings, and housing.
CTE      Understand the historical and cultural influences on apparel, furnishings, and
10.3     housing


CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas




                                                                                            9
CAHSEE Math Standards:
2.1,  Estimating answers and determining reasonableness of answers.
2.3,
3.1




Learning Objectives/Outcomes:
The Student will…
     Read and be able to discuss the play
     Research time period
     Create designs for all main characters in the play
     Justify their design choices
     Work with a partner or small team in creating costumes for the play
     Take measurements of actors in show
     Create makeup designs for show
Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy


                                                                                             10
Instruction Material:
Textbook & Publisher items available:
          None
Additional Resources and Materials:
          Copy of fall play
          Internet research
          Articles/information
School Site Library:
          HHS:
Interactive Websites
          Costumegallery.com
          Historyinthemaking.org
          Fashion-era.com
          : http://timelines.ws/


Projects and Activities:
Required Labs\Activities:
              Students read play aloud in class
              Students research their time period; including, possible clips of movies of time
              period
              Students design costumes for all characters
              Students create a costume plot
              Students go to a rehearsal to watch and to take measurements
              Students try costumes on their actor and make adjustments if necessary
              Students design makeup for show

  Assessments Tools:
  Quizzes\Tests:

  Datawise:

  Other assessments:
           Research paper, brochure, designs, costume, and presentation


Recommended Labs\Activities:

Optional Labs\ Activities:



                                                                                                 11
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Crew for Show
Name:
Length of    One Weeks
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Document observations and perceptions of production elements, noting mood,
1.2      pacing, and use of space through class discussion and reflective writing
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors
VPA      Demonstrate an understanding of the professional standards of the actor,
5.3      director, scriptwriter, and technical artist, such as the requirements for union
         membership


CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas



CAHSEE Math Standards:
2.1,  Estimating answers and determining reasonableness of answers.
2.3,
3.1




                                                                                            12
Learning Objectives/Outcomes:
The Student will…
     Learn how to work as a costume or makeup crew member on the show
     Manage time and responsibilities
     Take measurements of actors in show
     Learn the chain of command for a production
     Create makeup designs for show
     Learn how to strike the show
Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
         None
Additional Resources and Materials:
                                                                                             13
          Copy of musical
School Site Library:
          HHS:
Interactive Websites




Projects and Activities:
Required Labs\Activities:
             Students go to a rehearsal to watch and to take measurements
             Students try costumes on their actor and make adjustments if necessary
             Students design makeup for show
             Students are crew members for a show – they are required to participate for
             a minimum of two shows/dress rehearsals
             Students strike the costumes and makeup for the shows
Recommended Labs\Activities:

Optional Labs\ Activities:




Assessments Tools:
Quizzes\Tests:

Datawise:

Other assessments:
         Hours logged as a crew member




                                                                                           14
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Sewing Machine Skills
Name:
Length of    One Week
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note: When CTE is used, it will be the Consumer and Family Studies –
         Fashion and Interior Design Pathway Foundation Standards.
CTE      Understand how to construct, alter, and repair fashion and interior items and
10.5     accessories through the use of basic construction techniques and equipment.




CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas




CAHSEE Math Standards:
2.1   Estimating answers and determining reasonableness of answers.




                                                                                         15
Learning Objectives/Outcomes:
The Student will…
     Learn parts of sewing machine
     Learn how to thread a sewing machine
     Learn how to thread the bobbin
     Learn how to set the machine dials properly
     Learn how to stitch a straight line
     Learn how to stitch a corner
     Learn how to wind a bobbin
     Learn to troubleshoot the machines
Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills to fabric

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
                                                                                             16
          None
Additional Resources and Materials:
          Needle, thread, material
School Site Library:
          HHS:
Interactive Websites




Assessments Tools:
Quizzes\Tests:
        Demonstration of correct threading techniques
        Finished Sewing Project is the assessment.
Datawise:

Other assessments:
         Material with all objectives machine-stitched in it


Projects and Activities:
Required Labs\Activities:
             Students must pass test of threading machine and bobbin before using
             machine
             Student will have a demonstration piece of material with showing straight
             stitching and a correct corner.
Recommended Labs\Activities:



Optional Labs\ Activities:
             Students who finish early can hand stitch an additional project for extra
             credit.




                                                                                         17
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Backpack bag
Name:
Length of    Two Weeks
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note: When CTE is used, it will be the Consumer and Family Studies –
         Fashion and Interior Design Pathway Foundation Standards.
CTE      Understand how to construct, alter, and repair fashion and interior items and
10.5     accessories through the use of basic construction techniques and equipment.




CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect
      ideas.




CAHSEE Math Standards:
1.2   Construct and read drawings and models to scale.




                                                                                         18
Learning Objectives/Outcomes:
The Student will…
     Learn how to read the instructions for the pattern
     Learn how cut out material
     Learn how sew using traditional sewing construction
     Learn how to create straps
     Learn how create a backstitch for strength
     Practice corners
     Create a casing
     Put a strap into a casing using a safety pin
Extensions & Enrichments as time allows:
     Students may add pockets/decorations as they see fit




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills to fabric

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
                                                                                             19
          None
Additional Resources and Materials:
          Sewing machine, thread, material, pattern
School Site Library:
          HHS:
Interactive Websites




Projects and Activities:
Required Labs\Activities:
             Students create a backpack bag

Recommended Labs\Activities:



Optional Labs\ Activities:




Assessments Tools:
Quizzes\Tests:



Datawise:

Other assessments:
         Bag is complete per instructions
         Finished Sewing Project is the assessment.




                                                      20
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Makeup - Bruises
Name:
Length of    One Week
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Design, produce, or perform scenes or plays from a variety of theatrical
2.3      periods and styles, including Shakespearean and contemporary realism.
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors.



CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect
      ideas.




CAHSEE Math Standards:
2.1   Construct and read drawings and models to scale.




                                                                                           21
Learning Objectives/Outcomes:
The Student will…
     Learn about how bruises are formed
     Learn different colors used in bruises
     Learn how to use and blend cream colors
     Learn how to create a realistic looking bruise
     Properly apply stage makeup to create a bruise on a partner

Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
         None
Additional Resources and Materials:
                                                                                             22
          Makeup, makeup remover, towels
School Site Library:
          HHS:
Interactive Websites




Projects and Activities:
Required Labs\Activities:
             Students apply stage makeup as a bruise to a partner
             Students will have stage makeup applied to them

Recommended Labs\Activities:



Optional Labs\ Activities:




Assessments Tools:
Quizzes\Tests:



Datawise:

Other assessments:
         Stage makeup application on another student




                                                                    23
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Design Project – Fairy Tale
Name:
Length of    Three Weeks
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Document observations and perceptions of production elements, noting mood,
1.2      pacing, and use of space through class discussion and reflective writing
VPA      Identify key figures, works, and trends in world theatrical history from various
3.3      cultures and time periods
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors
CTE      Understand how apparel and interior fashions meet social, physical, and
10.1     psychological needs of individuals and families.
CTE      Understand the elements and principles of design and color theory as they
10.2     apply to the selection of apparel, furnishings, and housing.
CTE      Understand the historical and cultural influences on apparel, furnishings, and
10.3     housing




CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas
1.4   Develop main idea with supporting evidence.


CAHSEE Math Standards:

                                                                                            24
1.2       Construct and read drawings and models to scale.




Learning Objectives/Outcomes:
The Student will…
     Choose a fairy tale
     Rewrite the fairy tale into a concept for a one-act play.
     Make design choices based on fairy tale concept
     Design all characters in the fairy tale
     Justify design choices
     Create makeup designs for show
Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy




                                                                                             25
Instruction Material:
Textbook & Publisher items available:
          None
Additional Resources and Materials:
          Copy of fall play
          Internet research
          Articles/information
School Site Library:
          HHS:
Interactive Websites
          Historyinthemaking.org
          Fashion-era.com



Projects and Activities:
Required Labs\Activities:
             Students research for a fairy tale
             Students research their time period, and/or the fairy tale including, possible
             clips of movies of time period, or of fairy tale
             Students design costumes for all characters
             Students create a costume plot
             Students design makeup for show
Recommended Labs\Activities:

Optional Labs\ Activities:



Assessments Tools:
Quizzes\Tests:

Datawise:

Other assessments:
         Written: Fairy Tale concept, Design Justifications
         Designs of Costumes and Makeup




                                                                                              26
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Fabrics and color
Name:
Length of    One Week
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Document observations and perceptions of production elements, noting mood,
1.2      pacing, and use of space through class discussion and reflective writing
CTE      Understand how apparel and interior fashions meet social, physical, and
10.1     psychological needs of individuals and families.
CTE      Understand the elements and principles of design and color theory as they
10.2     apply to the selection of apparel, furnishings, and housing.
CTE      Understand the characteristics of different textile fibers, fabrics, and finishes
10.4     used for apparel and furnishings


CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas




CAHSEE Math Standards:
2.1   Construct and read drawings and models to scale.




                                                                                             27
Learning Objectives/Outcomes:
The Student will…
     Learn about and identify different types of fabrics
     Be able to describe how stage lighting effects the fabric on stage
     Be able to explain which fabrics are good substitutes for more expensive fabrics
     Be able to describe how color choices are made for a stage production
     Be able to describe how colors can influence an audience about a character
     Know how different lighting choices effect color on stage
Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
         None
Additional Resources and Materials:
                                                                                             28
          A variety of fabric types,
          Colors
          Articles/information on colors
School Site Library:
          HHS:
Interactive Websites




Projects and Activities:
Required Labs\Activities:
             Students feel different fabrics
             Students do an assignment on color association

Recommended Labs\Activities:



Optional Labs\ Activities:




Assessments Tools:
Quizzes\Tests:




                                                              29
         Color on the Stage

Datawise:

Other assessments:
         Students identify various fabrics




                               Hanford Joint Union High School
                              DISTRICT CURRICULUM GUIDE
                                      Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Makeup – Old Age
Name:
Length of    One Week
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Design, produce, or perform scenes or plays from a variety of theatrical
2.3      periods and styles, including Shakespearean and contemporary realism.
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors.



CAHSEE English Standards:

                                                                                           30
2.4      Synthesize content; paraphrase & connect ideas




CAHSEE Math Standards:
2.1   Construct and read drawings and models to scale.




                                                          31
Learning Objectives/Outcomes:
The Student will…
     Learn about the physical aging process
     Be able to identify wrinkling according to age
     Learn about highlighting and shadowing and how it works with stage lighting
     Learn how to use pencils and brushes to apply highlights and shadows
     Properly apply old age stage makeup on a partner

Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
         None
Additional Resources and Materials:
                                                                                             32
          Makeup, makeup remover, towels, pictures of people of all ages
School Site Library:
          HHS:
Interactive Websites




Projects and Activities:
Required Labs\Activities:
             Students bring in pictures of people of all ages and we create a class collage
             Students apply old age stage makeup to a partner
             Students will have stage makeup applied to them

Recommended Labs\Activities:



Optional Labs\ Activities:




Assessments Tools:
Quizzes\Tests:



Datawise:

Other assessments:
         Stage makeup application on another student




                                                                                              33
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Stocking Sewing Project
Name:
Length of    Three Weeks
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note: When CTE is used, it will be the Consumer and Family Studies –
         Fashion and Interior Design Pathway Foundation Standards.
CTE      Understand how to construct, alter, and repair fashion and interior items and
10.5     accessories through the use of basic construction techniques and equipment.




CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect
      ideas.




CAHSEE Math Standards:
1.2   Construct and read drawings and models to scale.




                                                                                         34
Learning Objectives/Outcomes:
The Student will…
     Design an original stocking (it can be Christmas, but it doesn’t have to be)
     Create the design out of fabric
     Correctly read the pattern, and modify as necessary
     Cut out pattern and fabric on their own
     Learn how to create a cuff
     Learn how to create a tab
     Sew crisp corners
     Sew curves smoothly
     Learn how to hide all raw edges
Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills to fabric

Bloom’s Taxonomy




Instruction Material:
                                                                                             35
Textbook & Publisher items available:
          None
Additional Resources and Materials:
          Sewing machine, thread, material, pattern, paper, colored pencils
School Site Library:
          HHS:
Interactive Websites




Assessments Tools:
Quizzes\Tests:



Datawise:

Other assessments:
         Stocking is complete per instructions and design




Projects and Activities:
Required Labs\Activities:
             Students create a stocking (it can be Christmas, but doesn’t have to be)

Recommended Labs\Activities:



Optional Labs\ Activities:




                                                                                        36
                                   SECOND SEMSETER
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Special Skills Sewing Project
Name:
Length of    Two Weeks
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note: When CTE is used, it will be the Consumer and Family Studies –
         Fashion and Interior Design Pathway Foundation Standards.
CTE      Understand how to construct, alter, and repair fashion and interior items and
10.5     accessories through the use of basic construction techniques and equipment.




CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas




CAHSEE Math Standards:
2.1   Estimating answers and determining reasonableness of answers.




                                                                                         37
Learning Objectives/Outcomes:
The Student will…
     Learn to gather material
     Learn how to sew a ruffle by hand
     Learn how to sew a ruffle with the machine
     Learn how to put a zipper in
     Learn how to create a button hole
     Learn how to use special stitches on the sewing machine

Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills to fabric

Bloom’s Taxonomy




                                                                                             38
Instruction Material:
Textbook & Publisher items available:
          None
Additional Resources and Materials:
          Sewing machine, thread, material
School Site Library:
          HHS:
Interactive Websites




Projects and Activities:
Required Labs\Activities:
             Students sew a ruffle by hand
             Students sew a ruffle by machine
             Students sew in a zipper
             Students sew buttonhole and special stitches onto fabric
Recommended Labs\Activities:



Optional Labs\ Activities:




Assessments Tools:
Quizzes\Tests:



Datawise:

Other assessments:
         Ruffles turned in
         Zipper sewn in
         Fabric with buttonhole and special stitches turned in




                                                                        39
                             Hanford Joint Union High School
                            DISTRICT CURRICULUM GUIDE
                                    Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Design Project – Barbie
Name:
Length of    Two Weeks
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
CTE      Understand how apparel and interior fashions meet social, physical, and
10.1     psychological needs of individuals and families.
CTE      Understand the elements and principles of design and color theory as they
10.2     apply to the selection of apparel, furnishings, and housing.
CTE      Understand the historical and cultural influences on apparel, furnishings, and
10.3     housing
VPA      Students apply what they learn in theatre, film/video, and electronic media
5.0      across subject areas. They develop competencies and creative skills in problem
         solving, communication, and time management that contribute to lifelong
         learning and career skills. They also learn about careers in and related to
         theatre




CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas
1.4   Develop main idea with supporting evidence.
                                                                                          40
CAHSEE Math Standards:
1.2   Construct and read drawings and models to scale.

1.3      Convert fractions to decimals and percents and use these representations in
         estimations, computations and applications.




Learning Objectives/Outcomes:
The Student will…
       Understand how a design concept gets translated to reality
       Measure Barbie (Ken) or similar dolls and use as a miniature model.
       Make a fashion design on paper
       Create the fashion design into an outfit for Barbie
       Describe the difficulties of making a paper design into a fabric design
       Justify design choices

  Strategies\Accommodations
  SDAIE\ELL Students
        Metacognition & Authentic Assessment: Use a variety of strategies to check for
        understanding
        Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
        variety of ways. Provide both verbal and written input. Display models of end
        products
        Explicit Instruction: Elicits students’ background knowledge as a conceptual
        springboard to new learning. Move from whole to part to whole
        Guided Interaction: Content knowledge: Structure multiple opportunities for
        peer-to-peer interactions as they learn content & develop their use of academic
        language in speaking/listening, reading & writing

  Primary Learning Styles: Refer to these and use as appropriate for suggested
  accommodations and strategies for all students including those with disabilities and those
  above grade level
  Gardner’s Intelligence
        Bodily-kinesthetic: Students learn by applying skills

  Bloom’s Taxonomy


Extensions & Enrichments as time allows:
                                                                                               41
Instruction Material:
Textbook & Publisher items available:
          None
Additional Resources and Materials:
          Barbie, Ken, Skipper, or dolls similar to her
          Measuring Tapes
          Paper, color pencils
          Fabric, Notions, Sewing Machines
School Site Library:
          HHS:
Interactive Websites
          Fashion-era.com

Projects and Activities:
Required Labs\Activities:
             Students design for current fashion
             Students measure Barbie (or other doll) and use as miniature model
             Students create fashion design from fabric
             Students write a description of design and of difficulties of bringing it to a
             miniature model.
             Students present design and creation to the class
Recommended Labs\Activities:

Assessments Tools:
Optional Labs\ Activities:
Quizzes\Tests:

Datawise:

Other assessments:
         Written: Justifications




                                                                                              42
         Fashion Design
         Miniature model of design
                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Musical Project Design
Name:
Length of    Five Weeks
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Document observations and perceptions of production elements, noting mood,
1.2      pacing, and use of space through class discussion and reflective writing
VPA      Identify key figures, works, and trends in world theatrical history from various
3.3      cultures and time periods
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors
CTE      Understand how apparel and interior fashions meet social, physical, and
10.1     psychological needs of individuals and families.
CTE      Understand the elements and principles of design and color theory as they
10.2     apply to the selection of apparel, furnishings, and housing.
CTE      Understand the historical and cultural influences on apparel, furnishings, and
10.3     housing




CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas


                                                                                            43
CAHSEE Math Standards:
2.1,  Estimating answers and determining reasonableness of answers.
2.3,
3.1




Learning Objectives/Outcomes:
The Student will…
     Read and be able to discuss the play
     Research time period
     Create designs for all main characters in the play
     Justify their design choices
     Work with a partner or small team in creating costumes for the play
     Take measurements of actors in show
     Create makeup designs for show
     Learn to be crew member for the show
     Learn how to strike the show
Extensions & Enrichments as time allows:




   Strategies\Accommodations
   SDAIE\ELL Students
         Metacognition & Authentic Assessment: Use a variety of strategies to check for
         understanding
         Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
         variety of ways. Provide both verbal and written input. Display models of end
         products
         Explicit Instruction: Elicits students’ background knowledge as a conceptual
         springboard to new learning. Move from whole to part to whole
         Guided Interaction: Content knowledge: Structure multiple opportunities for
         peer-to-peer interactions as they learn content & develop their use of academic
         language in speaking/listening, reading & writing

   Primary Learning Styles: Refer to these and use as appropriate for suggested
   accommodations and strategies for all students including those with disabilities and those
   above grade level
   Gardner’s Intelligence
         Bodily-kinesthetic: Students learn by applying skills


                                                                                                44
   Bloom’s Taxonomy


Assessments Tools:
Quizzes\Tests:
Instruction Material:
Textbook & Publisher items available:
          None
Additional Resources and Materials:
          Copy of musical
          Internet research
          Articles/information
          Clips from movies related to the time period, or the musical itself
School Site Library:
          HHS:
Interactive Websites
          Costumegallery.com
          Historyinthemaking.org
          Fashion-era.com
          : http://timelines.ws/


Projects and Activities:
Required Labs\Activities:
             Students read play aloud in class
             Students research their time period; including, possible clips of movies of
             time period
             Students design costumes for all characters
             Students create a costume plot
             Students go to a rehearsal to watch and to take measurements
             Students try costumes on their actor and make adjustments if necessary
             Students design makeup for show
             Students are crew members for a show – they are required to participate for
             a minimum of two shows/dress rehearsals
             Students strike the costumes and makeup for the shows
Recommended Labs\Activities:

Optional Labs\ Activities:




                                                                                           45
Datawise:

Other assessments:
         Costume designs for show
         Makeup designs for show
         Hours logged as a crew member




                           Hanford Joint Union High School
                          DISTRICT CURRICULUM GUIDE
                                  Course Unit Plan
V. Unit Content/Performance Standards
Course      Theatrical Costuming and Makeup
Name:


                                                             46
Unit         Fashion Research Project
Name:
Length of    Three Weeks
Unit:


Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Document observations and perceptions of production elements, noting mood,
1.2      pacing, and use of space through class discussion and reflective writing
VPA      Identify key figures, works, and trends in world theatrical history from various
3.3      cultures and time periods
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors
CTE      Understand how apparel and interior fashions meet social, physical, and
10.1     psychological needs of individuals and families.
CTE      Understand the elements and principles of design and color theory as they
10.2     apply to the selection of apparel, furnishings, and housing.
CTE      Understand the historical and cultural influences on apparel, furnishings, and
10.3     housing




CAHSEE English Standards:
2.3   Generate research questions
2.4   Synthesize content; paraphrase & connect ideas
1.1   Establish and maintain a clear thesis
1.4   Develop main idea with supporting evidence.



CAHSEE Math Standards:
2.1,  Estimating answers and determining reasonableness of answers.

                                                                                            47
2.3,
3.1




Learning Objectives/Outcomes:
The Student will…
     Research an historical time period
     Write a three page paper about fashion from the time period
     Create a professional looking brochure, as if they were a store selling clothes from
     the time period
     Design clothing for a man, woman and child from the time period
     Put together one outfit representative of the time period
     Present the information to the rest of the class.
Extensions & Enrichments as time allows:
     Power Point presentations




                                                                                            48
Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy
Projects and Activities:
Required Labs\Activities:




Instruction Material:
Textbook & Publisher items available:
          None
Additional Resources and Materials:
          Costume history books in class
          Internet research
          Articles/information
School Site Library:
          HHS: Books about fashion from different historical time period, or historical
          books from the time
Interactive Websites
          Costumegallery.com
          Historyinthemaking.org
          Fashion-era.com
          : http://timelines.ws/




                                                                                             49
          Students research their time period on the computer
          Students create a brochure
          Students design their costumes
Recommended Labs\Activities:

Optional Labs\ Activities:




Assessments Tools:
Quizzes\Tests:

Datawise:

Other assessments:
         Research paper, brochure, designs, costume, and presentation




                              Hanford Joint Union High School
                             DISTRICT CURRICULUM GUIDE
                                     Course Unit Plan


                                                                        50
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:
Unit         Makeup –Hairstyles
Name:
Length of    One Week
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Document observations and perceptions of production elements, noting mood,
1.2      pacing, and use of space through class discussion and reflective writing
VPA      Design, produce, or perform scenes or plays from a variety of theatrical
2.3      periods and styles, including Shakespearean and contemporary realism.
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors.



CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas




CAHSEE Math Standards:
1.2   Construct and read drawings and models to scale.




                                                                                           51
Learning Objectives/Outcomes:
The Student will…
     Research and bring in pictures of peoples hairstyles from a particular time period
     Discuss different types of hair
     Describe how to work with different types of hair
     Be able to create a hairstyle on a model (another student)

Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
         None
Additional Resources and Materials:
         Curling Irons, Straigteners, Hot curlers, blow dryer, gel, hairspray, bobby pins,
                                                                                             52
          Articles and instructions on how to create different hairstyles
School Site Library:
          HHS:
Interactive Websites




Projects and Activities:
Required Labs\Activities:
             Students are given a time period to bring in hairstyles and we create a
             hairstyle timeline
             Students create a hairstyle on a partner

Recommended Labs\Activities:



Optional Labs\ Activities:




                               Hanford Joint Union High School
                              DISTRICT CURRICULUM GUIDE
                                      Course Unit Plan
V. Unit Content/Performance Standards

Assessments Tools:
Quizzes\Tests:



Datawise:

Other assessments:
         Stage makeup application on another student


Course       Theatrical Costuming and Makeup

                                                                                       53
Name:
Unit         Costume Reconstruction Sewing Project
Name:
Length of    Two Weeks
Unit:




Standards addressed in this unit:
Subject Specific Standards:
         Note: When CTE is used, it will be the Consumer and Family Studies –
         Fashion and Interior Design Pathway Foundation Standards.
CTE      Understand how to construct, alter, and repair fashion and interior items and
10.5     accessories through the use of basic construction techniques and equipment.
CTE      Understand the historical and cultural influences on apparel, furnishings, and
10.3     housing
VPA       Identify key figures, works, and trends in world theatrical history from
3.3      various cultures and time periods
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors.



CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas




CAHSEE Math Standards:
2.1   Construct and read drawings and models to scale.




                                                                                          54
Learning Objectives/Outcomes:
The Student will…
     Learn to take a present day piece of clothing and make it into an historical piece
     Learn how to alter hem lines, bodices, sleeves
     Research a time period and find a modern outfit that is similar
     Learn to work with a team and delegate responsibility



Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills to fabric

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
         None
Additional Resources and Materials:
                                                                                             55
          Sewing machine, thread, material,
School Site Library:
          HHS:
Interactive Websites
          Costumegallery.com
          Fashion-era.com
         http://www.historicaltimeline.com/default.htm




Assessments Tools:
Quizzes\Tests:



Datawise:

Other assessments:
         Altered garment correct for time period




Projects and Activities:
Required Labs\Activities:
             Students research time period
             Students find a suitable modern day outfit
             Students alter outfit to fit time period

Recommended Labs\Activities:



Optional Labs\ Activities:




                               Hanford Joint Union High School
                              DISTRICT CURRICULUM GUIDE
                                      Course Unit Plan
V. Unit Content/Performance Standards
Course       Theatrical Costuming and Makeup
Name:

                                                                 56
Unit         Makeup –Fantasy
Name:
Length of    One Week
Unit:


Standards addressed in this unit:
Subject Specific Standards:
         Note:
         When CTE is used, it will be the Consumer and Family Studies –Fashion and
         Interior Design Pathway Foundation Standards.
         When VPA is used, it will be Visual and Performing Arts Theater Proficient
         Standards, unless otherwise noted
VPA      Use the vocabulary of theatre, such as acting values, style, genre, design, and
1.1      theme, to describe theatrical experiences
VPA      Document observations and perceptions of production elements, noting mood,
1.2      pacing, and use of space through class discussion and reflective writing
VPA      Design, produce, or perform scenes or plays from a variety of theatrical
2.3      periods and styles, including Shakespearean and contemporary realism.
VPA      Manage time, prioritize responsibilities, and meet completion deadlines for a
5.2      production as specified by group leaders, team members, or directors.



CAHSEE English Standards:
2.4   Synthesize content; paraphrase & connect ideas




CAHSEE Math Standards:
1.2   Construct and read drawings and models to scale.




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Learning Objectives/Outcomes:
The Student will…
     Find a play or movie that would require fantasy/animal/character makeup
     Design/draw the character and the makeup
     Justify why the character’s makeup would be like the design
     Be able to create the design on a model (another student)

Extensions & Enrichments as time allows:




Strategies\Accommodations
SDAIE\ELL Students
      Metacognition & Authentic Assessment: Use a variety of strategies to check for
      understanding
      Modeling, Visuals & Graphic Organizers: Model processes and concepts in a
      variety of ways. Provide both verbal and written input. Display models of end
      products
      Explicit Instruction: Elicits students’ background knowledge as a conceptual
      springboard to new learning. Move from whole to part to whole
      Guided Interaction: Content knowledge: Structure multiple opportunities for
      peer-to-peer interactions as they learn content & develop their use of academic
      language in speaking/listening, reading & writing

Primary Learning Styles: Refer to these and use as appropriate for suggested
accommodations and strategies for all students including those with disabilities and those
above grade level
Gardner’s Intelligence
      Bodily-kinesthetic: Students learn by applying skills

Bloom’s Taxonomy




Instruction Material:
Textbook & Publisher items available:
         None
Additional Resources and Materials:
         Makeup, makeup remover, towels,
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School Site Library:
          HHS:
Interactive Websites




Projects and Activities:
Required Labs\Activities:
             Students bring in pictures of people of all ages and we create a class collage
             Students apply old age stage makeup to a partner
             Students will have stage makeup applied to them

Recommended Labs\Activities:



Optional Labs\ Activities:




Assessments Tools:
Quizzes\Tests:



Datawise:

Other assessments:
         Stage makeup application on another student




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