Challenge 5
欢迎来到高中查尔挑战页面lenge 5 of the Fairchild Challenge! Read below to find challenge information, entry requirements, resources and more for the challenge.
Challenge 5: Sustainable Fashion
Title: “Top It Off”
For Individuals or Groups | Maximum points: 200
Due at Phipps: Friday, Friday, March 24 by 5pm
Download the Challenge 5 Rubric
Your Challenge:
Hats have been used for protection from the elements, as well as expressions of fashion, identity, community and distinction for millennia. In recent years, the fashion industry has ballooned into what is called “fast fashion.” With clothing being produced and sold at low costs and styles changing frequently, consumers are persuaded to buy new items often, resulting in significant impacts to environmental and human health. Sustainable fashion such as thrifting and repurposing materials has become a popular way of combating the harmful effects of fast fashion while also creating beautiful, custom outfits that express your unique style.
Your challenge is to do just that - create your own big, fabulous,wearablehat made from repurposed materials! Let your interests and aesthetics inspire you to create a hat that makes a fashion statement. Materials for the hats cannot be purchased new; they must be found at home/school, recycled, or purchased from a secondhand store – we highly recommend visiting the Pittsburgh Center for Creative Reuse for a wide variety of hat-crafting materials! (Please do not use food or living materials). Along with each hat, please submit a photo of the designer(s) and a description. The description should include:
- A bio for each designer (name, grade, school, and tell us a little bit about yourself and your interests)
- Your inspiration(s) for the hat
- The materials you used, where they came from and how you constructed the hat
- Why sustainable fashion is important to you or what you like about sustainable fashion (1 – 2 sentences)
Select hats from this challenge will be featured in Phipps’ summer show – Flowers Meet Fashion: Inspired by Billy Porter. Therefore, each hat MUST be wearable (fits/sits on your head), original, and include a photo and description. A very limited number of well-made hats will be displayed.
Entry Requirements:
Deliver to the science education coordinator at Phipps in person or via certified mail (electronic submission is not accepted):
- Challenge Entry Form
- 1 to 3 hats created using found, recycled, or thrifted materials
- Hats should be BIG, bold, and fabulous! Hats can be up to 2ft tall and 2ft wide.
- Each hat should be wearable (able to sit on someone’s head)
- Descriptions including designers’ bios, inspirations, materials and their source, and how it was constructed, and importance of sustainable fashion
- Include the school name and the participating students’ names.
School Submits:Challenge Entry Form, 1 to 3 hats, photo of designer(s), description/bios
Resources:
- Billy Porter's Iconic Looks (for inspiration)
- Pinterest collection of hats (for inspiration)
- 为什么时尚需要s to Be More Sustainable | Columbia Climate School
- UN Alliance for Sustainable Fashion
- Pittsburgh Center for Creative Reuse
9.1.12.AKnow and use the elements and principles of each art form to create works in the arts and humanities.
- Elements of Visual Arts: • color • form/shape • line • space • texture • value
- Principles of Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony
9.1.12.BRecognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
- Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
9.1.12.EDelineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
9.1.12.H结合材料的有效和安全使用s, equipment and tools into the production of works in the arts at work and performance spaces.
9.2.12.AExplain the historical, cultural and social context of an individual work in the arts.
9.2.12.LIdentify, explain and analyze common themes, forms and techniques from works in the arts
9.4.12.AEvaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.
9.4.12.BDescribe and analyze the effects that works in the arts have on groups, individuals and the culture
CC.3.5.11-12.GIntegrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
CC.3.6.9-10&11-12.BWrite informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes...
CC.3.6.9-10&11-12.CProduce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CC.3.6.9-10&11-12.DDevelop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
4.3.10.BAnalyze how humans manage and distribute natural resources.
- Describe the use of a natural resource with an emphasis on the environmental consequences of extracting, processing, transporting, using, and disposing of it.
- Analyze the impact of technology on the management, distribution, and disposal of natural resources.
4.3.10.AEvaluate factors affecting the use of natural resources.
- Evaluate the effect of consumer demands on the use of natural resources.
- Analyze how technologies such as modern mining, harvesting, and transportation equipment affect the use of our natural resources.
- Describe how local and state agencies manage natural resources.
4.3.10.BAnalyze how humans manage and distribute natural resources.
- Describe the use of a natural resource with an emphasis on the environmental consequences of extracting, processing, transporting, using, and disposing of it.
- Analyze the impact of technology on the management, distribution, and disposal of natural resources.
4.4.10.AExplain the relationships between and among the components of the food and fiber system. (i.e., production, processing, research and development, marketing, distribution, and regulations.)
4.4.10.BAnalyze the effects of agriculture on a society’s economy, environment, standard of living, and foreign trade.
4.4.10.CAnalyze how agricultural sciences and technologies strive to increase efficiency while balancing the needs of society with the conservation of our natural resources.
4.4.12.AResearch and analyze the social, political, economic, and environmental factors that affect agricultural systems.
4.5.10.CAnalyze real-world data and explain how point and non-point source pollution can be detected and eliminated.
- Compare and contrast the environmental effects of different industrial strategies.
4.5.10.EDescribe the impact of occupational exposure to pollutants.
- Analyze laws and regulations designed to protect human health.
- Analyze efforts to prevent, control, and/or reduce pollution through cost and benefit analysis and risk management.
4.5.12.AResearch how technology influences the sustainable use of natural resources.
- Analyze how consumer demands drive the development of technology enabling the sustainable use of natural resources.
4.5.12.EAnalyze how consumer demands promote the production of pollutants that affect human health.
