Paper Wearable Sculpture

Central
Focus/Big Idea Identity/Presenting yourself through paper wearables
1pt
Grade Level 1pt Standards of 10th - actually grades of 10th-12th
Class Size 1pt Average around 20-25?
Time 1pt 10:16 am-11:05 am
Class
Demographics Small Urban
1pt

National Visual Arts Standards Addressed: 4pts

Create - Through experimentation, practice, and persistence, demonstrate acquisition of

skills and knowledge in a chosen art form. [VA:Cr2.1.IIa]
Present - Make, explain, and justify connections between artists or artwork and social,
cultural, and political history. [VA:Pr6.1.IIa]
Respond - . Recognize and describe personal aesthetic and empathetic responses to
the natural world and constructed environments. [VA:Re7.1.II]
Connect - Compare uses of art in a variety of societal, cultural, and historical contexts
and make connections to uses of art in contemporary and local contexts. [VA:Cn11.1.II]

Unit Overview 4pts

- In this unit, we will be emphasizing the power of folding paper and the different
ways it can be used to create paper fashion. Students will be able to create a
paper wearable out of paper folding techniques and show off their personal
identities and personalities.
- In this unit, students will discuss and observe the works of Isabelle de Borchgrave
and her paper sculptural historical attire.
- Other artists that may be included in the unit are Paul Jackson, Nika Danielska,
Elisa Daggs

Student Prior Knowledge and Conceptions 1pt

Students have a basic concept of paper sculpture taken from Ceramics and Sculpture I.
They understand how to form shapes and objects with just paper and glue. Students
must also be able to think abstractly in order to create their envisioned wearable.

LESSON OBJECTIVES AND DESCRIPTION 4pts

Minimum standard: Condition, observable action, and minimum standard (quantitative or qualitative). Link each objective to a National
Visual Art Standard – add the standard coding. Use active language using observable behavior. Number the objectives.
Off-limits words: understand, know, learn, appreciate, believe, enjoy, and realize – these are broad, generic terms and are NOT
observable or assessable as stand-alone objectives

● Using various types of paper students will create a wearable piece of clothing or
accessory considering factors such as weight, balance, and design structure.
[VA:Cr2.1.IIa]
● Students will develop and articulate problem-solving skills as they overcome
challenges related to structural integrity, fit, and movement in their wearable
sculptures. [VA:Cr2.1.IIa]
● Students will successfully engage in constructive peer feedback, offering insights
and suggestions to improve each other's work while also learning to accept and
integrate feedback into their own designs through a group class critique.
[VA:Re7.1.II]
● Using a guided worksheet students will visually plan and annotate the creation of
their paper sculpture. [VA:Cr2.1.IIa]
● Students will write an artist's statement to explain the meaning behind their work.
[VA:Pr6.1.IIa]
● In small group discussions students will analyze and interpret the meaning behind
the artist's works. [VA:Cn11.1.II]

TOOLS, SUPPLIES, AND TECHNOLOGY NEEDED 3pts

- Paper [colored, origami]
- Glue [hot glue, stick glue, liquid glue]
- Printed out sheets on certain origami folding techniques
- Chromebooks
- Artist Handouts

Isabelle de Borchgrave
Paul Jackson
Key Artists 4pts
Nika Danielska
Elisa Daggs
Key Artworks 6pts Artist, Artwork Title, Year (list at least 2)
 Isabelle de Borchgrave, Elizabeth 1 Court Dress, 2001

Elisa Daggs, Caftan, 1966-67

Key Critical How does the artist use color, texture, and pattern to create visual interest
Questions 6pts
in the sculpture?
 What cultural, historical, or personal influences can you identify in the
artwork?

How does the artist achieve balance and harmony in the composition of the
sculpture?

How does the choice of paper as a medium contribute to the meaning or

message of the artwork? Consider how it relates to the original fabric of the
piece.

Who is the audience for the work, and why do you think that?

What role does fashion play in shaping cultural identity, and how is this
explored in the artwork?

How might artists address issues of sustainability or eco-consciousness in

their work?

VOCABULARY AND LANGUAGE ACQUISITION

Wearable: Able to be worn or carried on the body, typically referring to

clothing, accessories, or other items designed for practical use and
adornment.

Fashion: A style or trend in clothing, accessories, and aesthetics, often

influenced by culture, social factors, and individual expression.

Composition: The arrangement and organization of elements within an

Vocabulary 4pts
artwork, including consideration of balance, harmony, and visual hierarchy.

Proportion: The relationship between the sizes of different parts of an

artwork or object in relation to each other and to the whole.

Design: The process of conceiving and planning the creation of an artwork

or object, including consideration of form, function, aesthetics, and practical
considerations.

Artist Statement: Describe their wearable paper sculptures which can

Language Tasks
and Activities 2pts include explanations of their inspiration, design choices, and intended
meanings behind their creations.
 Students will write an artist statement once the piece is completed in their
journal.

Peer Feedback and Critique: We will organize peer feedback sessions

where students provide constructive criticism and praise for each other's
sculptures
Students will discuss the artist in class
Students are not required to research their item of clothing, but may do so
if they need extra visual aid
Slideshow presentation
Language
Supports 2pts Project Handout - with vocabulary in context
Guided worksheet with prompts

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations 2pts

● Some students go by a different name than their legal name so we will use the
name they would like us to call them.
● Offer hands-on learning experiences, such as guided demonstrations of paper
sculpting techniques and opportunities for students to practice and experiment
with different materials and methods.
● For example, folding paper techniques shown in the slideshow and in person.
● Use visual aids such as diagrams, charts, and examples of wearable paper
sculptures to support students' understanding of key concepts and techniques.
Enrichment and Extensions 1pt

● Encourage the students to have a photoshoot with the piece they created. There
has to be a live model wearing the finished product. It can be the student or
someone of their choosing as long as there is movement in the presenting of the
piece.

Activity for Early Finishers 1pt

Collaborative Project: Have students collaborate on a larger-scale project, such as

creating a themed collection of wearable paper sculptures which can create teamwork,
communication, and the exchange of creative ideas.

OBJECTIVE-DRIVEN ASSESSMENTS 4pts

- Students practicing different folding techniques will be a formative assessment

- Students sketching their concept will be a formative assessment
- Final assignment of wearable will be a summative assessment
 - Student artist statement as a summative assessment and journal as a formative
assessment
- Using various types of paper students will create a wearable piece of clothing or
accessory considering factors such as weight, balance, and design structure.
[VA:Cr2.1.IIa] SUMMATIVE
- Students will develop and articulate problem-solving skills as they overcome
challenges related to structural integrity, fit, and movement in their wearable
sculptures. [VA:Cr2.1.IIa] FORMATIVE
- Students will successfully engage in constructive peer feedback, offering insights
and suggestions to improve each other's work while also learning to accept and
integrate feedback into their own designs through a group class critique.
[VA:Re7.1.II] FORMATIVE/SUMMATIVE
- Using a guided worksheet students will visually plan and annotate the creation of
their paper sculpture. [VA:Cr2.1.IIa] FORMATIVE
- Students will write an artist's statement to explain the meaning behind their work.
[VA:Pr6.1.IIa] SUMMATIVE
- In small group discussions students will analyze and interpret the meaning behind
the artist's works. [VA:Cn11.1.II] FORMATIVE

REFERENCES 3pts

- https://isabelledeborchgrave.com/pages/biography
- https://www.youtube.com/watch?v=F5iiJ98AuIQ
- https://www.youtube.com/watch?v=1N2xgj1XB_k
- https://www.vogue.com/slideshow/for-artist-isabelle-de-borchgrave-the-future-of-fa
shion-is-in-paper
- https://theculturetrip.com/europe/belgium/articles/isabelle-de-borchgrave-the-magi
c-of-paper-dresses

INSTRUCTIONAL STRATEGIES
Day 1
Teacher/student actions/instruction methods Instruction Methods
Launch (This is only five -ten minutes) 2pts

This is where you will connect to the students, find out a bit about what they know, briefly review the - Whole
previous day’s material, briefly tell them what they will be doing that day, and get them excited for each
class
day’s lesson. State the goal for the day.
discussion
-“This unit will introduce you to the concept of wearable art through the exploration - Peer
of paper sculpture techniques. You will learn and understand the principles of discussion
sculpture and design, experiment with various paper manipulation techniques, and - Powerpoint
create your own wearable paper sculptures inspired by personal narratives, cultural
influences, and artistic expression.”

-We will ask the class some questions to get a conversation going and see what the
average knowledge of the class is to adjust our future lessons as needed

-We will go over all the questions first as a whole class and then
break out into tables for a small group to dissect the questions and
then come back together as a whole group to discuss our thoughts
and answers.

● “What comes to mind when you hear the term "wearable paper sculpture"?
● Have you ever seen or worn any clothing or accessories made from
unconventional materials? What were they?
● How might wearable paper sculpture be used to express personal identity
or convey a message or theme?
● What skills do you think are important for creating wearable paper
sculptures? How do they differ from traditional sculpting or fashion design
skills?
● Goal: Introduce students to the concept of wearable paper sculpture and its
intersection with art and fashion.
Instruction: A teacher should be able to read the instruction and know exactly what to do or ask. Instruction Methods
5pts
The following information can occur throughout the unit:
After the Launch, what exactly will you do with the students and say to the students during the lesson?
List your procedures here in order of occurrence starting each bullet point with either “The teacher
will…” or “Students will…” From these points, any reader should be able to easily imagine all that will
happen during this lesson from beginning to end.
Introduce the unit rubrics.
Include how you will provide formative feedback each day.
Include discussions and demonstrations. Add the discussion questions here.

These questions should help students reason, think critically, and engage in higher-order thinking.
Discussions and demonstrations can occur throughout the unit. Remember to break any demonstrations
and sequential instructions down into step-by-step, age-appropriate language.
- Powerpoint
presentation
The teacher will pull up a powerpoint presentation and go over all the slides - Discussion:
discussing the following: peer or
group or
● Define wearable paper sculpture and discuss its significance as an class
art form.
● Display and show the teacher example of paper wearable
● Explore examples of wearable paper sculpture from various artists
and cultures.
● Include questions about the artists here.

‘How does the artist use color, texture, and pattern to create visual interest in the sculpture
What cultural, historical, or personal influences can you identify in the artwork?

How does the artist achieve balance and harmony in the composition of the sculpture?

How does the choice of paper as a medium contribute to the meaning or message of the
artwork? Consider how it relates to the original fabric of the piece.

Who is the audience for the work, and why do you think that?
What role does fashion play in shaping cultural identity, and how is this explored in the
artwork?
How might artists address issues of sustainability or eco-consciousness in their work?’

● Discuss the potential challenges and opportunities of working with

paper as a medium for wearable art.

Introduce paper folding techniques in powerpoint and work hands on if any students
need additional help. Also included in the powerpoint are ways to attach paper
together.

The students will then have the rest of class to have hands-on exploration of
different types of paper and basic folding techniques shown in the powerpoint.
Powerpoint will be shown on google classroom if they need to access it. Teachers
will walk around to tend to students who may need more help.

Closure 2pts Instruction Methods

Add activities, prompts, directions, attention grabbers, etc. to signal students that the lesson is ending.
Describe activities that will reinforce students’ learning in this lesson or help students reflect on
their learning experience.
Add cleanup and how students will clean up.
Tell students what they will be doing the next day.
Continue wording these statements as you did above. Start each bullet point with either “The teacher
will…” or “Students will…”

● The teacher will yell a 5 minute clean up warning to start picking up and tell
them they have to be back in their seats by the time the 5 minutes are up.

Group conversation
● The students will stack all their unused paper into the center of their tables
and throw away all scraps in the trash as a whole class
sits in their table
● The teacher will ask students to share one thing they learned or found groups
interesting during the session.

● The teacher will summarize the main concepts discussed during the
session, highlighting the definition and significance of wearable paper
sculpture.

● The teacher will ask the students to brainstorm and come back with ideas
of what they want to create because the next class period they will work on
designing their piece.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY 2
Instruction Methods -Designing Wearable Paper
● Launch 2pts
Sculptures

● Goal: Guide students through the process

Reiterate requirements, put examples on screen of conceptualizing and designing their
own wearable paper sculptures.
● Goal: Practice different folding techniques

● Instruction 5pts Instruction Methods

Students will conceptualize their ideas and sketch

them
Students will practice folding techniques with
● Directing Questions, consider scale
paper if they didn’t the day prior
requirement, Peer/group driven
Students will record their ideas and inspiration in
discussion? As they problem solve
their journal online
ideas and ways to create their
Feedback is available as teachers walk around.
wearables
Students will also see ways of how to attach their
● Guide students who may require
pieces together via powerpoint
assistance with folding techniques
No visible tape/glue

● Closure 2pts Instruction Methods

● N/A?
Continue thinking of their ideas, no homework ● Closing questions? Check for
understanding?

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY 3

● Launch 2pts Instruction Methods -Construction and Assembly

First work day! Start early forms of project

Continue to reiterate their requirements and
project goals ● Goal: Guide students through the process
Project artist and artwork on the board of constructing and assembling their
Explain an example wearable and the process wearable paper sculptures
behind it - what did we learn from it? What went ● Students explain to teachers as teachers
well? walk around their plans and ideas of what
No peer feedback yet as it is the first day of they want to make and how they will
construction make it
Remind them of the journals
 ● Instruction 5 pts Instruction Methods

● Individual work time

● Ask questions!!
● Adhere to the stipulations relating to
attaching paper together and folding -
Students will begin working portrayed in powerpoint
Walk around to check for understanding ● No Staples
Materials needed - Paper, tape, glue, velcro, ● No messy tape visible to viewer,
scissors, NO staples underneath is fine
● Students can use colored pencils and
markers to color portions of paper if
needed
● Use at least 3 different folding
techniques in sculpture

● Closure 2pts Instruction Methods

Check in with students

Are things going to plan? Got any goals for next
class time?
● Questions
Timeline: Project needs to be done within 3 days,
● Peer/group answers?
preferably done before the end of day 5 so that a
‘fashion show’ can take place with the peer critique
on Day 6

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY 4

● Launch 2pts Instruction Methods -Construction and Assembly

Continue to reiterate their requirements and

project goals
Let them start immediately as that is usually Ali’s
● Goal: Guide students through the process
plan
of constructing and assembling their
Ask what the students want to say about
wearable paper sculptures.
themselves with the paper wearables
Remind them to fill in their journals

● Instruction 5pts Instruction Methods

2nd work day

● Individual work day
Any goals? Hitting any rocks in the road?
Check in with students
Demonstrate as needed
Reiterate vocabulary and check for understanding

● Closure 2pts Instruction Methods

Burning question time ● Students clean up

Clean up ● Peer talk of any problems/solutions

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY 5

● Launch 2pts Instruction Methods -Construction and Assembly

Continue to reiterate their requirements and

project goals
Let them start immediately as that is usually Ali’s
plan
● Goal: Guide students through the process
Remind them to continue filling in their journal
of constructing and assembling their
Show students the artist statement, and our artist
wearable paper sculptures.
statement for the example
Have them begin their artist statement through the
prompts in the journal

● Instruction 5pts Instruction Methods

● Individual work day

Any goals? Hitting any rocks in the road? ● Goal by the end of class: Finish
Check in with students wearable for most part, photograph
yourself wearing your piece as well as
another willing participate (maybe)

● Closure 2pts Instruction Methods

Burning question time

● Students clean up
Next day is presentation time
● Peer talk of any problems/solutions
Clean up
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY 6
Instruction Methods -Presentation and
● Launch 2pts
Reflection

● Goal: Provide students with an

opportunity to showcase their
wearable paper sculptures and
reflect on their creative process.
● Students will showcase their
Discuss how assignment went for students wearables for the class and talk
Any unexpected problems? about them
Fun? ● Discuss how the process went, what
Questions worked, what problems you solved,
what do you wish you could improve?
● Critique can be open as a class
discussion - what works for the
piece? What is something that stands
out to you? Any burning, respectful
questions? What could be improved?

● Instruction 5pts Instruction Methods

Teachers lead discussion and presentations of

wearables
Aka fashion show time ● Peer analysis, peer
Have fun, and respectfully critique projects discussion, group critique
What worked and what didn’t?

● Closure 2pts Instruction Methods

● The teacher will lead a group

discussion on students' experiences
and reflections on the unit as a
whole, highlighting what they
learned, what they enjoyed, and how
they might apply their newfound
Wrap up lesson
knowledge and skills in the future.
● The teacher will express gratitude to
the students for their hard work and
creativity throughout the unit,
emphasizing the value of their
contributions to the class community

101pts
* Developed and written by (Karlie McDonnell, Melody Barnes), Art Education, Illinois State University, 2024
The unit will include more than five days. Workdays may be repeated. Example: INSTRUCTIONAL STRATEGIES AND LEARNING
TASKS WORKDAYS 4-5. Detail what goes on in day 4 then move on to DAY 6.
 ●

Checklist for creating an effective unit plan based on CPAST (not necessarily in this order):

● Create and distribute a questionnaire or have a discussion to get to know students’ interests/experiences/capabilities – academic
or skill-based. This will inform your lesson creation.
● How will your lesson be culturally relevant and relate to past and future lessons students experience?
● How will your lesson engage students in critical thinking?
● At the beginning of the unit, give an overview of the project process, the big idea, and the rubrics – always introduce rubrics at the
unit’s beginning so students know what to expect.
● Each day, conduct a short lesson launch with the goal for the day (a preview of the day). At the end of each day include a short
recapping closure with a preview of the next day’s lesson. Launch and closure are part of your daily routines.
● Include several methods of formative assessment each day that will inform you of the success of your instruction and help you to
provide timely feedback to your students on their successes and room for growth.
● Include technology.
● Introduce the artists/designers/architects and the big idea - a small group question/answer session -can be oral and with written
prompts (handout). Connect this to the students’ lives. Students describe, analyze, and interpret the artists’ work. This does not
have to be during the first lesson and can be throughout several lessons. Use artist handouts, videos, etc.
● Conduct a brainstorming session that allows students to come up with ideas/sketches/videos – this should include student
annotation – what are those ideas about? How are they connected to the big idea? Annotations allow you to know what students
are thinking. Do an activity that allows for guided student research - provide websites or something for students to read or do with
teacher prompts. Have the students record this research digitally, in a sketchbook, etc. Provide teacher and peer feedback on the
brainstorming ideas.
● Sometime in the lesson, conduct a short in-process peer review with prompts so a student can ask their partner “What is the
artwork conveying? How is the artwork conveying this?
● Show the teacher example(s) and explain your reasoning behind it and the process you went through to make it. Connect them to
the big idea and unit artists. Explain your influences.
● Have a routine for materials distribution and cleanup.
● Demonstrate how to use the materials. There could be several process steps here.
● Have students do practice activities with the materials. Allow enough lesson time for this – it will save time in the end. The
teacher gives feedback.
● Students make their artwork –. It can work well to have high school students work in a small series to allow them to progress with
their work and come to deeper understandings about it and themselves. The artwork can be on a smaller scale. A series is less
threatening than one finished artwork.
● Demonstrate how to write an artist statement and show students yours. The class may practice by writing a statement together.
Have the students write an artist statement before the critique so they have something to say.
● Have students do a guided small group critique, using prompts from the rubric to give feedback on the work and the statement, or
use the sandwich method – something good, a suggestion, something good The teacher makes suggestions.
● Students revise the work and the statement before handing them in.
● You can have the students self-assess using the rubric. Have them state why they gave themselves those scores.
● Students work with the teacher to display/present/share the work.