Junior Cycle Visual Art - Unit of Learning

Strand: Craft/ Design Discipline: Fashion/ Textiles

Title: ”The Mad Hatter”: a sculptural textile project
inspired by the surrealist movement and influenced by
Philip Treacy
Student Name: Rebecca Moughty
Year Group: 1st year
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Subject matter/theme

Philip Treacy: Irish designer who has worked with Looking at examples of surrealist fashion and Using recyclable materials, and turning them
celebrities such as Lady Gaga art, referencing artists such as into glamorous headwear, using Junk
Salvador Dali Kouture as examples

• Describe the subject matter/theme Relevant links:

The work of Philip Treacy can be heavily likened to that of surrealist artists. His https://www.tate.org.uk/art/art-
‘outside the box’ designs align with the nightmarish/ dream-like scenarios of the terms/s/surrealism#:~:text=Surrealis
surrealist art movement, in that they combine two unassuming objects that m%20aims%20to%20revolutionise%
separately are normal, but hen combined, take on a strange meaning 20human,the%20disregarded%20an
In this project, students will be designing surrealist headwear influenced by the work d%20the%20unconventional.
Philip Treacy, using recyclable materials as the bones of a glamorous headpiece (surrealism as defined by the TATE)
Students will study the form, shape, and texture of sea shells, crustaceans, and https://junkkouture.com/gallery/20
netting; and the colour and pattern of confectionary sweets and chocolates. 20-competition/ ( junk couture
Combined, these two subject matters will create a surrealist headpiece. entries gallery)

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 Strand(s):
Art/Design
JC Visual Art Learning Outcomes (LO)
• 3.2 use critical and visual language to explain
their own designs and those of others
• 1.5 interpret the world and communicate ideas
through visual means
• 3.4 interpret a design brief and represent this
through their drawings
• 1.8 discuss examples of historical and
contemporary visual art
• 3.14 utilise media in their own design work
based on a design brief
Materials and resources:
Year Group: 1st year
No. of Pupils: 20
No. of weeks: 10 weeks
How do you know that they know? (Assessment)
• 3.2: Class critiques and feedback sessions, students
using keywords pertaining to surrealist movement, and
art elements and design principles to describe and
critique their own and others work
• 1.5: Students sketch subject matter (shells and sweets),
focusing on the art elements and design principles
present; using fashion sketches to conceptualise ideas
for final hat piece
• 3.4: conceptualise their ideas through drawing,
designing a head piece inspired by the surrealist
movement, focusing on combining shells and
confectionary
• 1.8: class discussions of the work of Philip Treacy and
surrealist artist, making comparisons between the two;
looking at comparisons in binary opposites (e.g.
hard/soft, bright/ dark colours, etc.)
• 3.14: using recycled materials (cardboard/ plastic/
paper/ etc), students create the structure of their
headpiece, then use fabric, paper, and craft items to
‘glamorise’ them
3

Timeline
Week 1-2
Students are introduced
the work of Philip Treacy,
the surrealist art
movement and surrealist
fashion. Comparisons are
drawn between the three,
and students begin to
gather images for a mood
board of their initial ideas.
Initial thumbnail sketch
ideas are drawn in
sketchbook
Week 5-6
Students introduced to the recyclable
materials to be use to create the shape of
their designs. Brief discussions on the
importance of sustainability in art and
fashion. Prototyping of finished piece;
exploring the potential of the materials
provided. Feedback provided on designs;
changes made to design in accordance
with this
Week 3-4
Students review the gathered
inspiration. Discussion on the
key elements of surrealism and
Treacy’s work that will be
important to include in their Week 7-8
designs. Beginning to sketch Students begin to construct their
more conceptual ideas, focusing final piece. Guidance and feedback
on experimentation with shape, provided throughout this stage.
Workshops given on the
colour, size, and composition
technicality of creating the
headpieces (i.e.. Connecting
materials together)
Week 9-10
Wrapping up of construction
phase. Students begin to use
craft materials, paint and
drawing materials to add
decoration/ detail to their piece.
Presentation of finished pieces
and discussion of inspiration and
critically evaluating design
choices and concepts.
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Research and Investigation

Artist Reference: Philip Treacy Discussing the surrealism movement, in Exploring subject matter (shells and sweets)
particular, artist Salvador Dali

Learning Intentions: The Five Elements of Visual Art

• Explore and analyze the hat designs of Philip Treacy (1,3,4) 1. Critical and Visual language
2. Drawing
• Understand the themes and principles of surrealist art, 3. Visual Culture and Appreciation
identifying the stylistic elements of the work (1,3,4,5) 4. Art Elements and Design Principles
• Explore subject matter (shells and sweets) through 5. Media
thumbnail sketches in sketchbook, focusing on the art
principles and design principles evident (1,2,4)

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Research and Investigation
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation Sketchbook work
4. Art Elements and Design Principles
5. Media List relevant activities:
- Initial reactions to the artistic references of this
project; Philip Treacy and surrealism
Research - Initial Ideas - Explorative sketches of subject matter (shells
and sweets) – focusing on the form and
shape of the shells, and the colours and
Outline teaching and learning activities:
patterns of the sweets
- Gallery walks: students jot down initial reactions and thoughts on the
work of Philip Treacy and the surrealist movement in their
sketchbook, opening a discussion and deeper understanding on the
pieces shown. (pieces shown all include elements of shells or
confectionary to tie it to the overall subject matter) Digital Resources
-- Introduce key figures in the surrealist movement to students, as well as
work from Philip Treacy, using visual aids on PowerPoint and Include links to relevant audio/visual resources:
handouts (images on handouts for students to stick into sketchbook - PowerPoint presentations
- Compare and Contrast the work of Philip Treacy and Surrealist art,
showing students how surrealism influences fashion
- Use of exquisite corpse to help explain the surrealist way of working,
and also start students’ thinking in a surrealist way
- Exploring subject matter through initial sketches in sketchbook – playing
with different compositions, and identifying the form and shape of
the shells and the colour and patterns on the sweets

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Exploration and Concept Development

Initial designs, including clear influences form the Combining shells and sweets to create a surrealist Exploring materials
surrealism movement design

Learning Intentions: The Five Elements of Visual Art

• Generate initial hat designs, showing influence from the surrealist 1. Critical and Visual language
movement (2,4,5) 2. Drawing
• Reflect on strengths and weaknesses of initial designs through 3. Visual Culture and Appreciation
annotations in sketchbook (1,3) 4. Art Elements and Design Principles
5. Media
• Explore the potential and limitations of materials in context of
students’ design concepts (1,4,5)

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Exploration and Concept Development
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation Sketchbook work
4. Art Elements and Design Principles
5. Media List relevant activities:
- Initial sketches of design ideas, annotated to
help verbalise process needed for
Initial Ideas - Process of Development construction
- Making notes throughout materials workshop,
identifying best use of materials in relation
Outline teaching and learning activities:
to design concept
- Students begin to create the initial sketches for their hat designs;
combining subject matter (shells and sweets) to create a surrealist
image
- Looking at the design principles, and how they must apply to design
concepts (e.g. balance required for the head piece to stay on Digital Resources
persons head) – showing students good and bad examples of design
concepts, and how the inclusion/ lack thereof, of the design Include links to relevant audio/visual resources:
principles affect the final product
- Materials Workshop: showing students the recyclable materials
available to them for this project (ie. Newspaper, masking tape, glue,
cardboard, plastic bottles). Prototypes made of designs, testing out
the potential and limitations of these materials
- Provide feedback to students, discussing best use of art elements and
design principles in design sketches

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Creating a final work

Adding intricate details

Applying design principles
Constructing final piece using recyclable materials

Learning Intentions: The Five Elements of Visual Art

• Demonstrate ability in working with chosen recyclable 1. Critical and Visual language
2. Drawing
materials, showcasing an understanding of their properties
3. Visual Culture and Appreciation
and manipulative techniques (4,5)
4. Art Elements and Design Principles
• Apply design principles (e.g. balance, proportion) to ensure 5. Media
final hats are visually compelling and well-composed (4,5)
• Refine hats by adding more intricate details, using craft
materials, fabric, and paint (2,4,5)

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Creating a final work
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation
Sketchbook Work
4. Art Elements and Design
Principles List relevant activities:
5. Media

Process of development – Realised work

Outline teaching and learning activities:

Digital Resources

Include links to relevant audio/visual resources:

10
Reviewing and Presenting

Learning Intentions: The Five Elements of Visual Art

1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation
4. Art Elements and Design Principles
5. Media

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Reviewing and Presenting
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation
Sketchbook Work
4. Art Elements and Design
Principles List relevant activities:
5. Media

Realised work - Reflection - Presentation

Outline teaching and learning activities:

Digital Resources

Include links to relevant audio/visual resources:

Professional Master of Education Art and Design with Digital Media 12

Statements of Learning
Identify the statements of learning from the Junior Cycle Framework to which this scheme of work relates to.

Statements of Learning Examples of relevant learning

• SOL 3: The student creates, appreciates and • SOL 3:

critically interprets a wide range of texts.
• SOL 4: The student creates and presents artistic
works and appreciates the process and skills
involved.
• SOL 8: values local, national and international
heritage, understands the importance of the
relationship between past and current events
and the forces that drive change
• SOL 20: The student uses appropriate
technologies in meeting a design challenge.
• SOL 21: The student applies practical skills as
she/he develops models and products using a
variety of materials and technologies.
• SOL 23: The student brings an idea from
conception to realisation.

Professional Master of Education Art and Design with Digital Media 13

Key Skills
Identify the key skills from the Junior Cycle Framework to which this scheme of work relates to.

Key Skills Examples of relevant learning

• Being Creative
• Communicating
• Managing Information and Thinking
• Being Literate
• Being Numerate
• Managing Myself
• Working with Others
• Staying Well

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Inclusive Education
Identify the strategies that will be implemented across the scheme to support students with special
educational needs (this includes high achieving students).

Differentiation Strategies Literacy and Numeracy Strategies

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Summative Assessment
Sketchbook
5 Elements of Visual Art: 1) Critical and Visual Language; 2) Drawing; 3) Visual Culture and Appreciation; 4) AEDP; 5) Realised Work
Media
Reflection
Research Initial Ideas Process of Development
Success criteria: Success Criteria: Success Criteria: Success Criteria:
• • • •

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