Design Stars Fashion Accessory Category Lesson Planning

Guide

Aims:

1. To encourage understanding of the purpose of a design brief

2. To encourage understanding of design processes and techniques
3. To interpret observations, research, and ideas into an accessory product

Identified Curriculum Links at KS3 and KS4:

Based on industry practice and processes, the activities in this guide provide a
professional experience and understanding of design as a career option. Creativity,
problem solving, cultural understanding and critical evaluation are essential skills in
answering the brief in this category, complementing key concepts of Key Stage 3 and
4 Design and Technology learning whilst also delivering elements of cross curriculum
dimensions at this level.

While presenting their work to peers and design professionals, pupils will be engaged
in reflecting critically on their own and other peoples work, judging quality, value and
meaning, and using logic, reason and argument to convey their ideas convincingly.
These skills reflect key concepts in both the English and Art and Design curriculum.

Learning Objectives:

1. For pupils to analyse a brief and understand the key elements and stages
2. For pupils to understand the importance of researching a target market.
3. For pupils to use their own research to make an accessory for a target market or
chosen person.

Key Vocabulary:

Brief, client, target market, sample, mood board, proposal, embellish, accessory,
revamp, luxury, unique, bespoke, haute couture.
Learning Activities:

1. Introduction to the brief - 20 minutes

Start by asking: What is an accessory?
How many accessories are you wearing right now?
Who is wearing the most accessories?
Look at the brief with pupils and pull out key elements:
Who is the client or target market?
What is the product?
What problem is the client trying to solve/ what is the client trying to achieve?
How can design help them achieve their goal?
Ask pupils to quickly summarise the brief using the above.

2. Research - 30mins
Show examples of mood boards.
Encourage pupils to discuss them; why do they think they are important. What does it
show?
Using magazines, pupils start to create their own mood board.

3.Feedback the idea

Encourage the pupils to share with the group the choices they have made for their
mood board.
Give each pupil a set time to present their ideas b.ack to a group or the entire class
Ask the group to guess the person or target market they are aiming for.

4. Design your product!

Our advice is to go wild!
Remembering the brief and to consider recycled materials, let the imaginations run
riot.
You could include elements of the mood board in the final design before you submit it
to the competition.

Resources: additional weblinks can be found in the brief document

http://www.nookandwillow.com/

http://www.fashion-
era.com/trends_2007a/2007_fall_fashion_trends_mood_boards_colours_2006_7.htm

http://images.google.co.uk/images?hl=en&resnum=0&q=mood+boards&um=1&ie=U
TF-
8&ei=mx9DS4yCNpHu0gTW_KWSBQ&sa=X&oi=image_result_group&ct=title&resnu
m=1&ved=0CBAQsAQwAA