Title:
Mirror, Mirror

Grade Levels: 
9 and 10

Subjects:
English/Language Arts
Social Studies
Advanced Communications

Learner Outcomes:

• Students who are members of the Renaissance Fashion Committee will present background information resulting from their research in the first lesson to students in cooperating classes  through the use of a Power Point presentation.
• Students will select a costume of their choice to be used in the proposed Renaissance Faire.
• Students will choose patterns (either from Internet sites or from commercial businesses) and fabrics to create and construct  their costume.
• Students will plan and execute a fashion show for the Renaissance Faire.
• Students will compile background information and present commentary to accompany each model's  period costume.

Time Frame:
Three 90-minute class periods (one for the presentation and research; two for preparation.)

Materials:
Selection of commercial patterns
Selection of fabric swatches

Technology Tools and Courseware:
Projector
PowerPoint software
Computer with Internet access

Teacher Notes:
One class period will be used for PowerPoint presentations, discussion, and beginning research.  The second and third class periods may be divided for continued research and organization of the fashion show. Teachers should note that these time frames will need to be flexible.
Class period  time to be allotted is approximate.  Students will obviously have to do work outside of the school environment to complete their costumes.
Coordinate time when Renaissance Fashion Committee can present PowerPoint with cooperating teacher.
Photograph is the personal property of Anne Yost and should not be duplicated.

Procedures:
1.  View PowerPoint presentation(s).
2.  Discuss the interdisciplinary cooperation between the committee and this particular class:
     SAMPLE QUESTIONS:
     - What fashions will be used?
     -  How will the commentary be scripted?
     -  What will be the duties of each student?
     -  What are student responsibilities on Renaissance Faire Day?
     -  When should the costumes be finished?  Establish a due date.
3.  Research sites on Internet to retrieve additional selection of fashions.  Students also may want to shop at local fabric and pattern stores to find commercial patterns.
4.  The Faire Fashion Committee will monitor progress of student models.
5.  In small groups, students will develop commentary for each of the costumes.
6.  Approximately two days before the Faire, the costumes should be finished and students should conduct a dress rehearsal.
 

Modifications:
Students having limited Internet research skills can find a tutorial at Beginners Central.
Lessons on overhead transparencies and use of blue paper with black ink should be utilized for visually impaired students.
Consideration for students with allergies to certain fibers may need to be considered.
Students with limited sewing abilities may seek help from knowledgable students or adults.
Handicapped students or students with limited abilities should be given the option of  drawing their costume or making a collage of pictures of different costumes.  These projects should be displayed at the Faire.

Enrichment Activities:
Create a timeline of fashion.
Edit and publish a school Renaissance fashion magazine, with representative illustrations from various countries.
Decorate bulletin boards with a montage of fashions of the Renaissance period.
Construct a booth to be used during  the Renaissance Faire that would "sell" the different fashions.  Students could create a monetary system to be used for purchases.

Evaluation/Assessment:
Teacher observations and teacher-created tests.
Level of participation in Renaissance Faire.
Rubric for script
Rubric for construction of fashions

West Virginia IGO's:
Language Arts: 9.1,  9.7,  9.14,  9.19, 9.25, 9.28, 9.40,  9.65, 9.68, 9.97
World History: 10.44, 10.47, 10.54, 10.55, 10.63, 10.64, 10.65
Advanced Communication: ADC21, ADC12, ADC23, ADC24, ADC26, ADC27, ADC28, ADC30, ADC26, ADC27, ADC30, ADC35, ADC37
National Standards:
Language Arts:
Gathers and uses information for research purposes
Uses reading skills and strategies to understand and interpret a variety of informational texts
Uses viewing skills and strategies to understand and interpret visual media
World History:
Understands the redefinition of European society and culture from 1000 to 1300 CE.
Understands how European society experienced political, economic, and cultural transformation in an age of global intercommunication between 1450 and 1750.
Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750.
Life Skills:
Contributes to the overall effort of a group.
Works well with diverse individuals and in diverse situations.
Displays effective interpersonal communication skills.

Job/Career Clusters:
Fine Arts and Humanities
Health and Human Services

References:

• Cassion-Scott, Jack. The Illustrated Encyclopedia of Costume and Fashion from 1066 to the Present.  London:StudioVista, l994.
• "Dress in Renaissance Europe". New Standard Encyclopedia, 1988 ed.
• "Fashion-the Renaissance". EncyclopediaAmericana, 1993 ed.
• "The Renaissance". Collier'sEncyclopedia, 1985 ed.
• http://www.renaissance-faire.com
• http://www.rencentral.com
• www.milieux.com
• www.reddawn.net