ARC :: Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 56 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
8-10 (High)	identifies sources of inspiration used by the designer, explaining how design features have been incorporated into a costume produces appropriately labelled high-quality sketches clearly identifying design features as historical, cultural and/or contemporary explains historical, cultural and/or contemporary perspectives which have influenced the final costume design
4-7 (Satisfactory)	identifies sources of inspiration used by the designer, describing design features incorporated in the costume produces labelled medium-quality sketches identifying design features as historical, cultural and/or contemporary describes historical, cultural and/or contemporary perspectives, which have influenced the final costume design
1-3 (Progressing)	identifies some sources of inspiration used by the designer produces simple sketches, with minimal labelling and limited reference to design features as historical, cultural and/or contemporary identifies some historical, cultural, and/or contemporary perspectives, which have influenced the final costume design.

Feedback

Written comments will inform students about such things as:

their identification of sources of inspiration used by the designer
the clarity and accuracy of their sketched and labelled costume, clearly identifying design features
their explanations of how various perspectives (historical, cultural and contemporary) have influenced the final design.

A class discussion could follow which helps students further understand the work of the designers. Focus questions might include: What sort of message is the designer communicating when they create a costume for a particular character? How do the costumes enhance the character’s role? Examples of costumes from other films could also be discussed to reinforce points made.

Future directions

This Activity helps students’ understanding of the creative process when designing with textiles. They recognise that designers create innovative costumes using historical, cultural and contemporary sources of inspiration. This knowledge can be further applied as students model the work of costume designers in the production of project work.