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"Extreme Fashion" in the 1700s

Introduction

Fashion refers to styles of food, literature, art, architecture, and clothing which are current in any given culture at a particular time. Changes in fashion are especially noticeable in forms of dress. This lesson begins with a general discussion of fashion and what it reveals about society, followed by a slide presentation showing images of "extreme fashion" from the 1700s.

Materials

Strategy

1. Before beginning the lesson:

a. Check to see if your computer has QuickTime Player software. If not, download and install the free QuickTime Player.
b. Download the "Extreme Fashion" in the 1700s (QuickTime file, size: 2.3 MB) to your computer. [Note: The large file size is to ensure image size and quality for classroom viewing.]
c. Connect your computer to an LCD projector or a television screen in the classroom.

2. Lead a general class discussion on fashion. Ask students:

  • What is fashion?
  • What function does it serve in society? (function, impresses others, indicates social status, expresses individuality, expresses personal or political viewpoints, advertising, etc.)
  • What does the phrase "extreme fashion" mean to you?
  • Do you think "extreme fashion" is something new? Why or why not?

3. Explain to students that "extreme fashions" have been around for as long as people have been wearing clothing and accessories. Inform them that they will now view some examples of "extreme fashion" from the 1700s.

4. Show the class the "Extreme Fashion" in the 1700s (QuickTime file, size: 2.3 MB). The images are presented in three sections: "Tight Lacing," "They Called it Macaroni," and "Extreme Hair." Pause on each slide for as long as necessary, and share some of the related information provided in the "Extreme Fashion" in the 1700s—Teacher Information. [Note: The QuickTime file size is to ensure image size and quality for classroom viewing.]

After each set of three slides, a fourth slide poses several questions for whole-class discussion. [Note: For ease of reference, these questions also appear in the "Extreme Fashion" in the 1700s—Teacher Information.]

5. Conclude the lesson by returning to the discussion of fashion that you started in step 2. Ask students:

  • How long has "extreme fashion" been around?
  • What makes a fashion trend "extreme?"
  • Can you give some examples of "extreme fashions" you see in the media today? Why do you think they are extreme?

Lesson Extensions

1. In small groups, have students research "extreme" fashions from other periods in history (Victorian Era, Roaring 20s, 1950s, 1960s, 1970s, etc.) Have each group create a poster or collage to illustrate their findings.

2. Have students use pictures from current fashion magazines to create collages showing today’s "extreme" fashions. On the back of the collage, have students make a list of possible reasons for these fashions (status, political statements, functionality, expressing individuality, etc.).


This lesson was written by Beth Burney, elementary school teacher, Atlanta, Georgia.



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