Gaya Learning Centers

Project Center for
Clothes: Creation Story

This Project Center supplements my unit of “Clothes
and the stories they tell,” by getting students to think
about the process of clothing design and creation.
Students will be using Makerspace corners- items and
tools to design an article of clothing as their project.
Each activity in the project center focuses on the
subject areas of, science, art, and math, respectively.
Therefore, contextualizing learning in different ways
and engaging different learners - sensory, visual, etc.
(Kostelnik et al., 2019). Each activity is designed so that
students can use their previous experience/knowledge
to do the following activity. Or, students can visit revisit
each section if they wish. The activities highlight the
aspect of exploration, creation, and play, as these are
the ways that Kindergarten students learn (Kostelnik et
al., 2019).
By Gayathri Rasiah
Activity 1: Fashion lab & catalogues
Subject-Area: Science
2
Activity 2: Design Studio
Subject-Area: Art
3
Activity 3: Clothes Shop
Subject-Area: Math
4
Management
Two tables each with four stools positioned in a corner of the classroom. There are a multi-panel full body mirror
and handheld mirror next to the desks as well as four smocks handing on the wall. There is a bulletin board on
the wall for students to showcase their photographs and observations. Students have access to their binders in
which they can document their observations (Fashion Journal) and creations (Photographs), and 1 Class
Magazine where we will catalog each creation at the end of the project center. There is a light table positioned
next to the class’ window for students to use, alongside flashlights. Next to the creation desk, there is a rack and
shelf on the wall where students and set up their clothes shop, underneath the racks there are bins to sort the
clothes. There will also be a cash register, coins, and shopping carts (2) for students to play with. On the teacher's
desk, there will be a camera for students to access.
There will be labels (picture and text) on the bins containing the items they will be examining, the art supplies,
and tools to indicate to students where to get things and put them back. Students' folders will be labeled with an
image of themselves. There will also be action cards in each station for students to follow instructions on how to
use the materials and what to do in these areas. Students will feel autonomous by following the images on the
action cards and doing the activity themselves.
5
Reggio Emilia
1. Aesthetics - Appreciate the look and feel of objects and clothes, participate in how clothes are made, mix and match clothes with their peers’
creations -outfit coordination.
2. Active learning: Variety of objects to examine, manipulate, and incorporate in their clothing designs- open-ended items (recycled items, found
objects, natural objects). The environment and tools offered to encourage students to engage in play and exploration, tweezers, mirrors, and
flashlights to examine objects and clothing from different perspectives. Represent ideas by taking photos or clipping drawings on the wall.
Organize ideas in their folders which are in separate bins with a photo of themselves as a label. A full body mirror with two mirror panels in
different angles - students can see their creations as they wear them or are in the process of designing them. Students use cameras to document
their experiences.
3. Collaboration - Students must share the materials and can consult each other for design ideas, students can work together and design an article
of clothing and as a group to classify and organize clothing articles in the Fashion Shop.
4. Transparency - Access to multiple light sources such as lamps, flashlights, and a light table, as well as mirror and flashlight to reflect light off
of objects. Fraser- Light tables allow students to see through objects, students gain more information of the object and through a different
perspective, appreciating the aesthetics of the object.
5. Bringing the outdoors in - Use nature to inform clothing designs, natural objects such as flowers, feathers, shells, sticks, leaves, etc. They can be
inspired by the colors, shapes, and patterns of these items. Access to books and models of animals and landscapes to inspire their designs
6. Flexibility - Students are given time to explore the items, design a clothing item, engage in the exhibition, and play with their clothes. There are a
variety of materials and art mediums for students to use as well as tools for students to examine the items and create clothing with. Students have
ample space and organized areas where they can engage in the project. The items are organized surrounding two tables, in bins, baskets, binders,
clothing racks, shelves, hooks for smocks.
7.Relationships- Students can document and exhibit their observations, design process, and creations for teachers, peers, and parents to see in the
Research wall and Fashion shop. Students and parents are encouraged to bring in recyclable items, found objects, clothes donations, to expand the
number and variety of items in our resource section, save money, and encourage a sense of community.
8. Reciprocity- Students have access to mirrors placed in different angles and light sources of different intensities to view their creations from a
different perspective, students can be inspired by the different colors and patterns in the classroom, as well as the outdoors by looking at the
school courtyard through their classroom window. Students can draw inspiration from books that are available in class about nature, fashion, etc.
Provisions
“
1. Enrichment: If students want to or have enough time, they can
start creating other items to make a complete outfit.
1. Simplification: Students have the option to co-design a clothing

article with 1 peer during the activity section.

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Project Center for

Clothes: Creation Story

1. Simplification: Students have the option to co-design a clothing

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