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Monday Morning Ready05.25.2015
Jumpstart Your Week!

Well before Andre Agassi caused a stir with his stone-washed denim shorts at the French Open, the clay courts at Roland Garros were a sporting catwalk. The courts were known almost as much for fashion as for world-class tennis. Tennis fashion has come a long way. There was the corset-less, flowing dress worn by "La Divine" Suzanne Lenglen and designed by French creator Jean Patou. There was also the black-and-red outfit that Venus Williams designed... < read more >
DISCUSSION QUESTIONS
Grade 3-4

Imagine that you had to wear a long dress or a coat to play tennis. How could these clothes affect your ability to play the game?

Grade 5-6

Why is it important to wear appropriate clothes when you exercise? What types of clothes do you think are appropriate for different sports?

Grade 7-8

According to the article, professional tennis players want to show their personalities through their clothes. What type of outfit would show your personality?

Grade 9-10

According to the article, women's tennis outfits are less feminine and more sporty than they were in the past. Do you think this change is good or bad? Why?

LESSON PLAN
Design an Athletic Uniform

PROCESS:

  1. Brainstorm with the class to create a list of places where people wear uniforms. Encourage students to describe the typical outfit or uniform worn in each.
  2. Then write the following words on the board: form, function and fashion. As a class, discuss what these words mean and how the three concepts apply to uniforms worn in different instance.
  3. Divide the class into small groups. Instruct each group to select one setting where uniforms are required. Encourage students to write a fictional biography for a person who would wear that uniform. Then invite them to design a uniform that meets the form, function and fashion needs of their client.
  4. Give groups time to complete detailed, colored drawings of their uniforms. Provide an assortment of art supplies. Challenge groups to create a display identifying notable features of their designs.

ASSESSMENT:

Invite students to read their biographies and share their displays with the class. Encourage classmates to examine each design to determine how well the uniforms meet the form, function and fashion needs of each client.

CUSTOMIZE THE LESSON:

Grades 3-4:
As a class, create a biography for two people in the same setting who are required to wear different types of uniforms. Require groups to select one of those people and design an appropriate uniform. Encourage groups to share ideas and advice as they proceed. Remind students to incorporate any accessories required for the position into their designs.

Grades 5-6:
Encourage students to be as detailed as possible when they write their biographies. As groups complete their designs, encourage them to share ideas and advice with one another. Remind students to incorporate any accessories required for the position into their designs. Challenge them to include features that reflect their client’s personalities in creative ways.

Grades 7-8:
Encourage students to be as detailed as possible when they write their biographies. Instruct them to include footwear and any required accessories into their uniform designs. Challenge students to use shape, color, texture or other methods to incorporate their client’s personalities into the design in creative ways.

Grades 9-10:
Encourage students to be as detailed as possible when they write their biographies. Instruct them to include footwear, required accessories and any head gear needed for the position into their designs. Challenge students to use shape, color, texture or other methods to incorporate their client’s personalities into the design in creative ways.

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