Trashion Fashion
120+ min
Ages 8+
What Will You Learn?
It is sad, but the fashion industry is the number two polluter of our environment. We don’t want to add to the problem so we encourage using fabric remnants, thrifted clothing and upcycled items in our runway pieces. For this project we are going to the reduce, reuse, recycle fashion extreme. Campers are going to design and create fashion tech pieces from materials that would normally be thrown away. This piece could be accessories, footwear, jewelry or a full outfit.
Put fashion tech skills into a runway ready piece that tells a personal story but also a story about Reduce, Reuse, Recycle.
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.
The Process
Remind designers (or design teams) that many of these materials are great diffusers, so along with the elements of fashions, they should take advantage of the diffusion properties in their pieces to tell their story.
Maybe the Crazy Headwear could be part of the Fashion Trashion piece.
What story do you want to tell about recycling? Why is it important to you? Write it down.
Use croquis to make several sketches. Use Design Notes to help ideate.
Integrate a circuit to elevate the story with lights.
Gather materials from around the house that would normally be thrown away. Do any of these materials give you more ideas?
Decide on the design to construct.
Start making, adjusting, redoing and persisting as needed, until your piece becomes what you envisioned!
Celebrate and show it off!
Use a design process that works for you to help get your ideas into the physical world. If you want an example of a design process, you can click into the next lecture where James will guide you through a process we use with the young designers.
Inspiration
Victoria
For my first trashion piece I decided to go with a purse. I was able to design and construct it quickly, so I decided to do another.
Ellington
I wear glasses so stylish frames are important to me. I have a jar full of pop tops so I decided to use them to make these fashion trashion shades!
Rebeca
I love color and newspaper adds are very colorful, so my mom helped me make a dress from nothing but ads and scotch tape. It is hard to see but my fairy light touch circuit goes around the waist and a simple circuit is on the flower.
Jaydin
Sheriff Boxy wants to bring law and order to Tucson! He is made mostly out of cardboard boxes, but there are other trash items also. A paperclip switch completes the circuit to make the LED light up.
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:
- Anything that can be reused such as plastic grocery bags, trash bags, plastic bottles, wrappers, foil, cardboard, newspaper, scratch paper, paper bags, old t-shirts, toy parts, etc.
- Cutting tools: scissors, clippers, exacto knives or cardboard cutters may be needed depending upon the materials used
- Adhesives: hot glue, glue, tape, sticky tack or connectors like staples, string or rubber bands or fusing plastic.
- Lights: Copper tape/LEDs, touch circuit fairy lights or even just a battery and LED can work. Other lights can be used as well.
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.
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.
