The Arts · Grade 7

Active learning ideas

Costume Design and Character

Active learning works because costume design demands tactile exploration and immediate feedback. When students handle fabrics, sketch designs, and wear costumes, they connect abstract character traits to concrete choices. This hands-on approach builds confidence in applying theory to practice.

• Ontario Curriculum Expectations
• TH:Cr2.1.7a

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Museum Exhibit
• 25 min · Pairs

Pairs: Character Sketch Challenge

Partners receive a character description with traits and setting. They sketch a costume, noting colors, fabrics, and reasons for each choice linked to personality or status. Pairs present sketches to another duo for feedback on communication effectiveness.

How does a costume communicate a character's social status or personality?

Facilitation Tip

During the Character Sketch Challenge, provide clear character profiles with at least three distinct traits to push students beyond surface-level descriptions.

What to look for

Present students with images of three distinct costumes (e.g., a king, a peasant, a scientist). Ask them to write one sentence for each, identifying at least one costume element and explaining what it communicates about the character.

• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 02

• Museum Exhibit
• 35 min · Small Groups

Small Groups: Fabric Exploration Stations

Set up stations with fabric samples, colors, and props representing moods or statuses. Groups rotate, selecting items for a given character and photographing combinations with justifications. Debrief as a class on patterns across groups.

Justify the choice of specific colors or fabrics for a character's costume.

Facilitation Tip

At Fabric Exploration Stations, limit time at each station to 5 minutes to maintain energy and encourage quick comparisons between textures.

What to look for

Pose the question: 'If a character always wears bright, clashing colors, what might this suggest about them, and how could you use fabric texture to reinforce or contradict this idea?' Facilitate a brief class discussion, encouraging students to share their reasoning.

• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 03

• Museum Exhibit
• 40 min · Whole Class

Whole Class: Costume Improv Trials

Students don simple improvised costumes from classroom items. In a circle, they perform short monologues, then audience votes on inferred traits. Discuss matches between design intent and perception.

Design a costume for a character that reveals a hidden aspect of their personality.

Facilitation Tip

For Costume Improv Trials, assign roles in advance so students can focus on embodying the costume’s impact rather than script memorization.

What to look for

Students share their costume sketches for a character. Their partner identifies one specific design choice (e.g., fabric, color, accessory) and explains what they think it communicates about the character. The original designer then confirms or clarifies the intended meaning.

• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

Activity 04

• Museum Exhibit
• 20 min · Individual

Individual: Hidden Trait Redesign

Each student redesigns a basic costume to reveal one hidden character aspect, like adding a locket for secret sentiment. They write a justification paragraph and share digitally or on paper.

How does a costume communicate a character's social status or personality?

Facilitation Tip

In Hidden Trait Redesign, require students to include a written artist’s statement explaining their changes to reinforce critical thinking.

What to look for

Present students with images of three distinct costumes (e.g., a king, a peasant, a scientist). Ask them to write one sentence for each, identifying at least one costume element and explaining what it communicates about the character.

• Apply
• Analyze
• Create
• Self-Management
• Relationship Skills

A few notes on teaching this unit

Teach this topic by modeling how to analyze costumes in film or theatre first, then transition to student-led experimentation. Avoid overemphasizing beauty in critiques; instead, focus on how designs serve narrative and character. Research shows that students grasp symbolic meaning faster when they physically interact with materials than when they only discuss them abstractly.

By the end of these activities, students will justify costume choices using specific character traits, social status, or themes. They will analyze how colors, fabrics, and accessories communicate meaning and adapt these choices during improvisation to enhance performance.

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Watch Out for These Misconceptions

• During the Character Sketch Challenge, watch for students prioritizing aesthetics over communication of traits.

  Use the activity’s peer feedback sheets to require students to identify one costume element and its intended meaning before discussing aesthetics. Redirect focus by asking, 'How does this choice tell us about the character’s personality or situation?'

• During Fabric Exploration Stations, watch for students selecting fabrics solely based on personal preference.

  Assign each station a character trait (e.g., 'tough' or 'elegant') and require students to justify their fabric choice in relation to that trait. Circulate with a checklist to ensure they connect choices to character analysis.

• During Costume Improv Trials, watch for students ignoring the costume’s influence on movement or posture.

  After each trial, ask the audience to point out one way the costume changed the actor’s physicality. Have the actor confirm or adjust their interpretation based on this feedback.

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Methods used in this brief

• Museum Exhibit