Elizabethan Costumes 7 › ... › Elizabethan+Costumes+7… · Elizabethan Costumes Master John....
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OBSERVATION DRAWING & LINE
Elizabethan Costumes
TIME REQUIRED: 3 sessions @ 55-minutes
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !2
WHAT YOU’LL NEED
12” x 18” white sulphite paper
Pencil and eraser
Cake tempera paints OR opaque watercolor
paints
Colored pencils (high quality like Prismacolor are
best)
Colored markers like Crayola or Faber-Castell
Small and medium brush
Optional: gold gel pens
Red marker or pen or pencil
Variety of portraits from the Elizabethan era
copied in black and white
Elizabethan clothing styles used rich, elegant materials such
as fur, velvet, silk and lace. Not wanting to be mistaken as
lower class, the upper class made sure to wear fancy,
brightly-colored outfits that told everyone of their high
status in society. In fact, there were special laws made in
16th century England about what each class of people were
allowed to wear. For example, only royalty could wear
purple silk, and the lowest class could not wear bright-
colored clothing with any decoration. Fashion was a key part
of Elizabethan society.
This lesson explores the process of creating a detailed
drawing using pencil and marker. Then children use a variety
of media to color their Elizabethan costume. The video
resources I included explore how different media is used
based on the area of the artwork that is to be colored.
Elizabethan Costumes
Master John. Queen Mary I. 1544, oil on panel, National Portrait Gallery, London.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !3
P lanning Activities
Show students examples of Elizabethan
clothing from 16th century England. Have
students read the “History of Fashion”
document found on page 4. Discuss as a
class or in small groups a few things they
learned about
the history of
fashion.
On scrap paper or in their sketchbook, have students practice these coloring techniques that layer
art materials.
Marker over colored pencil: Color in a shape with colored pencil and then use a
marker to layer a pattern on top.
Colored pencil over marker: Color in a shape with a light marker color. Use
colored pencils over the top to add pattern or add shadows with a deeper
color.
Gel pens over paint: Paint a shape with a dark color. Use gold gel pens
or a metallic Sharpie to add a pattern over the dried paint.
After learning about the
fashion of the Elizabethan
era, have students analyze
how fashion designers are
influenced by time, place and
resources available. Discuss the
artistic value of fashion and the contribution
fashion designs offer to culture.
Do you think fashion designers are artists? Why
or why not?
NCAS CONNECTION CN11.1.7a
Formative Assessment: Use as a TICKET OUT THE
DOOR or writing component.
Elizabethan Costumes
Sketchbook or Practice Activities:
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !4
Dress designed by Charles Frederick Worth, 1865
Photograph of Louise Brooks (actress) from the 1920s
About THE HISTORY OF FASHION
In 1858, Charles Frederick Worth was one of the first fashion
designers who had his own label sewn into the clothes that he
created. Before this time in history, most clothing was made by
dressmakers and tailors to fit the shape of each individual
person. Worth’s gowns were known for their very decorative
style with the finest materials. His gowns inspired fashion into
the 1900s.
As women began to live more independent lifestyles, fashion
began to change to meet their needs. Not only did fashion
designers create fancy evening gowns, but also more casual
clothes became part of the fashion world.
After World War I, fashion had a major change. Women usually
would wear their hair up in a bouffant style. But during this time
period, women began wearing their hair in a short bob hair
style. Women’s fashion used to have dresses and clothes that
gave them a shape. In the 1920s, clothes weren’t as fitted and
became shorter.
Fashion throughout the decades reflected political, economic
and social situations of the time. For example, in the 1930s
during the Great Depression, fashion became more simple and
not as elaborate. Also, many times fashion trends repeated in
later decades. In the 1960s, women’s fashion began to go back
to the shorter skirts and overall silhouette of the 1920s.
Fashion designers use the elements of art and principles of
design like all artists focusing on lines, color, pattern, texture,
contrast, etc. Just like major art movements in history, fashion
has changed, influenced, evolved and continues to inspire
artists all over the world.
Wikipedia
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Select an image from which to copy your king,
queen or courtier (royal court member). It may
help to offer children a selection of period
artworks photocopied in black and white. I
would suggest selecting both detailed and
simple paintings that demonstrate strong lines. I
have included a few for you to use in your
lesson on pages 9-12. If children can select a
photocopy of a portrait that is interesting to
them, they will be more likely to be interested
in the outcome.
Once children have selected a portrait, use a
small point red pen, marker or colored pencil to
outline the basic shapes of the drawing. This
helps children simplify a detailed portrait so
that it is not overwhelming. I often used this
approach when teaching detailed drawings
such as animals, castles, etc.
Study the shapes that make up the costume.
Identifying the larger shapes makes it easy for
children to draw.
Drawing the Portraits
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !6
Drawing the PortraitsDetermine if you want to turn your white paper to be tall or wide. With a pencil, start by drawing
a basic oval for the head. Look at the photocopy to determine the placement of the head. After
the head is in place, draw the hair , hat or crown lightly with the pencil. This helps set the size for
the body.
Draw the collar of the clothes. In Elizabethan fashion, this is usually very detailed. The queen will
typically have hers frill around her neck (circle). Once the collar is drawn, identify the waistline,
sleeves, arms and hands. The bottom part of the dress or suit is generally a partial view. Fill the
paper up with these billowy shapes.
Outline very simply where the details of the costume will go, in pencil. This might be drawing a
sash or necklace first before bodice details. It’s important for children to see how the clothing is
layered. They need to draw the details of the clothing in reverse order of how the person was
dressed. The queen would likely add her necklaces and pins last, so that is what the artist needs
to draw first.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !7
Most of the drawing should be done with a black
waterproof marker. If most of the details are done with a
pencil, children will be less likely to want to paint or color
over their pencil drawing. Remember, you do have the
option of just doing a pencil drawing, but coloring with
colored pencils, markers and adding paint to larger areas
is a great technique to learn and very fun for kids to do.
Once all the details are drawn in (get as detailed as you
want!), erase any big pencil lines. Most colored pencils and
markers will cover pencil lines, so you don’t need to worry
too much if pencil lines are showing.
Outlining with Marker
TIP: Instead of
sketching small details with
pencil, use black waterproof maker
right away for details like beads, lace, fringe, etc.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !8
Use cake tempera paint or opaque watercolors to fill in
large areas like the background, sleeves or skirt. This is
optional, but it does make quick work out of filling in
the larger areas. You can use broad tip markers to fill in
medium-sized shapes. Kids love to color with markers
as the results are so rich. Make colored pencils available
because they are perfect for small details.
Set out the different media on each table group and
allow children to have the decision to select the media that is best for them. I used colored pencil for
the skin tone of one of my portraits but used paint with another. Each artist will need to decide what
they want to work with.
Coloring the Portrait
Paint: Large Areas
Markers: Medium Shapes
Colored Pencils: Details
One rule of thumb I use is that if a shape is larger than
my palm, I paint. If the shape is the size of my fingers, I
use markers. If the shape is smaller than my thumb, I
use colored pencils. Teaching children that different
media is better for different areas of the artwork is a
great way to color the artwork efficiently and creatively.
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Introduce your students to these coloring techniques
that use the materials they already have at their tables:
Marker over colored pencil: This is a technique I have
been using since I was a girl. Color in the background
of a shape with colored pencil and then use a marker to
add details. You can see this technique in the blue
sleeves of the princess.
Colored pencil over marker: When you want to add
contrast or details on a section of clothing, color the
background with a light marker color. Then use colored
pencils over the top to draw details, add shadows with
a deeper color or simply add loose pencil strokes to
achieve texture. You can see this technique in the
bodice of the princess.
Gel pens over paint: On the King Henry portrait,
there is gold threading in his robe that I wanted to
replicate. Paint the sleeve a deep maroon then
allow to dry. Use gold gel pens or a metallic
Sharpie to add the gold embroidery details.
Coloring Techniques
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !10Elizabethan Costumes DRAWING GUIDE
Fashion Bundle
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !11Elizabethan Costumes DRAWING GUIDE
Fashion Bundle
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !12
Master John. Queen Mary I. 1544, oil on panel, National Portrait Gallery, London.
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Hans, the Younger Holbein. Portrait of Henry VIII. 1537/1547, oil on canvas, Walker Art Gallery, Liverpool.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !14
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D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !15
Zuccaro, Federico. Elizabeth I. 1540, oil on panel, Dumbarton Castle, Scotland.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !16
Student Ref lectionNAME: CLASS:
FOCUS: What were the skills you practiced in this lesson?
PRAISE: What was successful?
POLISH: What could be improved?
ELEMENTS & PRINCIPLES: How did you use the elements and principles in
this project?
PONDER: How does this lesson help you appreciate clothing of the Elizabethan era?
Praise, Ponder & Polish Your Art
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Elizabethan Costumes
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NATIONAL CORE ARTS STANDARDS-7th grade
CREATING Generate and conceptualize artistic ideas and work — Apply methods to overcome creative
blocks.
Organize and develop artistic ideas and work — Demonstrate persistence in developing skills with
various materials, methods, and approaches in creating works of art or design.
Refine and complete artistic work— Reflect on and explain important information about personal
artwork in an artist statement or another format.
Presenting/producing Analyze, interpret and select artistic work for presentation— Compare and contrast how
technologies have changed the way artwork is preserved, presented, and experienced.
Develop and refine artistic work for presentation — Based on criteria, analyze and evaluate
methods for preparing and presenting art.
Convey meaning through the presentation of artistic work — Compare and contrast viewing and
experiencing collections and exhibitions in different venues.
Responding Perceive and analyze artistic work— Explain how the method of display, the location, and the
experience of an artwork influence how it is perceived and valued. Interpret intent and meaning in artistic work — Interpret art by analyzing art-making approaches,
the characteristics of form and structure, relevant contextual information, subject matter, and use of
media to identify ideas and mood conveyed.
Apply criteria to evaluate artistic work— Compare and explain the difference between an
evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set
of established criteria.
Connecting Synthesize and relate knowledge and personal experiences to make art— Individually or
collaboratively create visual documentation of places and times in which people gather to make
and experience art or design in the community.
Relate artistic ideas and works with societal, cultural and historical context to deepen understanding — Analyze how response to art is influenced by understanding the time and place in
which it was created, the available resources, and cultural uses.
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CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing
their own clearly.
If time allows, leading a class critique of the finished artwork can tie into this standard by students
participating in discussions about each other’s work, building on each other’s ideas and clearly
expressing their observations.
CCSS.ELA-LITERACY.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
You can assess students’ understanding of the information presented on Elizabethan costumes
formally through verbal questions and answers.
CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
After their artwork is complete, you can have students write a creative narrative about the person
depicted in their portrait. Remind them to include descriptive details about the clothing they are
wearing and what social class they belong to. Use proper grammar and sentence structure.
I CAN STATEMENTS FOR elizabethan costumes
Common core standards for elizabethan costumes
• Today I will learn about ELIZABETHAN FASHION, so that I CAN draw an Elizabethan era
PORTRAIT by observing portraits created in 16th century England.
• Today I will learn about CONTOUR LINES, so that I CAN draw a simple outline of a person
wearing an Elizabethan costume by identifying STRONG LINES and BASIC SHAPES.
• Today I will learn about MIXED MEDIA, so that I CAN choose from a variety of media which type
is most appropriate for each part of my PORTRAIT.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !19
ASSESSMENT CHECKLIST
Student Name:
Can the student describe the significance of clothing during the Elizabethan era?
Did the student draw a portrait from observation by looking for lines and shapes?
Did the student select the best media for the size of the areas colored?
Main Ideas from:
ELIZABETHAN COSTUMES