Create a Controller to Plug and Play!
60-90 min
Ages 8+
What Will You Learn?
We will create a skirt that can easily hold lights and later be added underneath an outfit you separately design, to add lighting. We will measure, cut, and stitch fabric onto your premade skirt.
At MakeFashion Edu, one of the biggest challenges we have is the range of ways designers want to attach lights to pieces to tell their story. We have used velcro, hot glue, elastic, stitches, fabric glue and … whatever else we can think of! It always takes a little bit of experimenting and practice.
One workaround we have used, when we do not have time for experimentation, is the Light Up Underskirt!
You can prepare this underslip early on, without having come up with a project concept, and then easily attach lights to it when you are ready! It can help pull some of the craft work forward to be worked on earlier in the project. We have used it to allow large groups to work on different parts of their projects at the same time, as they choose what to work on first.
Once the slip is made, lights can be easily pulled through fabric loops, and you can customize it in two ways:
Whatever you put on top of the underskirt can be totally unique per project.
You can choose any color and pattern of lights that you have
About This Adventure
Today, fashion designers are not limited to fabrics in their designs. Technology has become part of our story and is much more accessible. Young designers can use tech such as lights, sensors, and microcontrollers to tell their stories.
In this adventure, you will experience and experiment as we go through the MakeFashion Edu process to support campers as they:
learn – about the elements of fashion and circuits
design – a story and the wearable
construct – a fashion tech piece using recyclable materials and lights
exhibit – be seen! Our favorite medium is the runway.
You will be able to support your designers as they find their voices and tell their own stories through fashion pieces they create and share.
This adventure is divided into several sections, each with its own projects. The bolded project denotes the page you are on. The arrows mark the section you are in.
Get Inspired
If you are new the lighting up wearable projects, we recommend you watch a “MakeFashion Edu Rapid Highlights Video” before starting to get some ideas of finished projects!
Measure and Cut
Step 1
Depending upon the length of the slip and the length you want the underskirt to be, measure and mark up to 6” from the bottom of the slip in several places.
Draw a line connecting the marks and cut off the bottom of the slip.
Step 2
On the cut off strip, measure and mark a line 3” from the edge and about 24” long. Cut along the line.
Step 3
Fold the 3”strip in half and sew along the cut edges to make a tube. Keep the stitches as close as possible to the edge.
Cut the tube into 2” sections.
Step 4
Pin the 2” sections just below the elastic on the slip, the fold at the bottom. Leave about 11/2” – 3” between the sections. The LED strips will go through these loops so make sure they are large enough to pass through.
Sew
Step 1
Sew the loops to the slip as close to the edge as possible. Attach underneath the elastic.
Step 2
Use more of the fabric that was cut off from the slip to make a pocket to hold the power source and/or microcontroller. Make sure that the pocket is large enough to hold everything. Measure at least 8” across and 5” in length. Fold in half and sew along the side and bottom reinforce top edges by backstitching. Be sure to leave the top open! Turn right side out.
Step 3
Sew back of pocket to back of slip. Leave the front of pocket open.
Light it Up
Step 1
Thread LED strips through the loops, put the power source in the pocket and turn it on! It is ready!
This underskirt can be put underneath any outfit you create!
What's Next?
Try out other materials
There are a few options we have seen!
Add loops or velcro to the bottom of LED strips to hold the LEDs more tightly. Otherwise the lights hang free and swing gently.
You don’t need LED strips for this, you can also use Fairy Wire.
After you have created Wear it under a skirt or dress, and build whatever type of outfit you come up with. Now you can tell more stories with your own wardrobe.
For a ton of ideas on what to create, have a look at the amazing outfits that have already walked the MakeFashion Edu STEAM Runways, check out the YouTube playlist.
About MakeFashion
MakeFashion Edu is an international non-profit working to promote learning through fashion and tech. Through hosting workshops, reach-out and push-in activities, and larger events, MakeFashion Edu sees providing access for young designers to go to industry and project-based learning as one way to pull local communities together.
SteamHead makerspace is a network of people, spaces, and events who collaborate to improve equity in education as the path forward. We believe that by embracing design thinking and a maker-mindset, education can be more engaging and meaningful, and with that more effective in preparing students for success. Check their website for their courses.
Materials:
- A half-slip. (Cheap at thrift stores, save the planet and upcycle!)
- Scissors
- Measuring too
- Marking tool
- Thread
- Sewing machine
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. These standards provide goals for Dance, Media Arts, Music, Theatre, and Visual Arts with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art. The Anchor Standards include:- Generate and conceptualize artistic ideas and work.
- Organize and develop artistic ideas and work.
- Refine and complete artistic work.
- Select, analyze, and interpret artistic work for presentation.
- Develop and refine artistic techniques and work for presentation.
- Convey meaning through the presentation of artistic work.
- Perceive and analyze artistic work.
- Interpret intent and meaning in artistic work.
- Apply criteria to evaluate artistic work.
- Synthesize and relate knowledge and personal experiences to make art.
- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards. Learn more.Forces and Motion
- 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
- HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).Geometry
- Grades K-2
- CCSS.MATH.CONTENT.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
- CCSS.MATH.CONTENT.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
- CCSS.MATH.CONTENT.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
- CCSS.MATH.CONTENT.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
- CCSS.MATH.CONTENT.K.G.B.6 Compose simple shapes to form larger shapes.
- CCSS.MATH.CONTENT.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
- CCSS.MATH.CONTENT.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
- Grades 3-5
- CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
- Middle School
- CCSS.MATH.CONTENT.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
- CCSS.MATH.CONTENT.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
- CCSS.MATH.CONTENT.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
- CCSS.MATH.CONTENT.7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
- CCSS.MATH.CONTENT.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations.
- CCSS.MATH.CONTENT.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
- CCSS.MATH.CONTENT.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. Also see Standards with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art for Visual Arts.NGSS MS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS HS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
