Art Masterpiece: Doughboy Uniform, United States Army,
c. 1918 *
Keywords: color, pattern, design, utility
(function)
Grade: 4 - 6
Activity: Design a uniform
* This print is from the Phoenix Art
Museum
About the print:
Throughout history, military uniforms have set apart the people who wear them. Traditionally, uniforms helped
people distinguish between participants and observers of a specific conflict. In the 18th and 19th centuries,
Western military forces often used color and pattern to increase visibility and assist commanders in making
strategic troop movements as they oversaw battles from hilltops. As the nature of war changed, the clothing
worn by soldiers was adapted to new environments and tactics. At the turn of the 20th century, camouflage
began to take precedence. Western armies encountered new climates and terrains, and utilitarian concerns
became more prominent.
The American Doughboy uniform was created after the U.S. Army’s 1917 study of European military
equipment. A number of theories exist as to the origin of the term “doughboy” but there is no consensus among
scholars.
The grenade vest shown here was a government response to the need to carry more explosives. This vest was
not popular with front line troops. Their perception was that running towards gunfire with explosives strapped
to your chest was foolish. The vests gained greater use as carriers of rolled medical bandages.
Soldiers wore a wool shirt with cotton lining, and a wool jacket and trousers. Many of the doughboy uniform’s
elements were in response to climate and geography. Wool felt leg wraps kept out mud and provided
additional insulation in cold weather. A wool hat and metal helmet were also standard issue.
Discussion and Possible Questions: If you wish, you can also use the “Samurai Suit of Armor” to
compare/contrast war uniforms. This print, also from the Phoenix Art Museum, available for checkout from the
I.R.C.
1. Encourage the students to describe the uniform. (What type of garment do you see? What appears to be
the purpose? How might this garment affect movement?)
2. Uniforms often symbolize rank. What might signify the rank of the person wearing this uniform? What
might a person wear today to symbolize who they are in a society?
3. Uniforms are either highly detailed or functional. Is this uniform more elaborate or utilitarian? How
does this uniform reflect warfare at the time it was made?
4. How might color and pattern make a uniform different? Camouflage uniforms help soldiers hide from
the enemy during battle. U.S. soldiers have been wearing camouflage uniforms since 1942. Each new
war brings changes to the colors and patterns of the camouflage.
5. How does a modern Battle Dress Uniform differ from this 1918 Doughboy one? Bulletproof vests, body
armor, more protective helmets, camouflage, and modern fabrics. For example, modern Enhanced Hot
Weather Battle Dress Uniforms (EHWBDU) are made with 50/50 ripstop nylon and cotton poplin blend.
Modern BDU's are printed with infrared-brightened dyes which allows soldiers to appear at the same
ambient radiation levels as the surrounding terrain, thus making them more difficult to detect with Near
infrared Signature technology.
6. Besides battle uniforms, what sort of uniforms do we see everyday? Mailmen, firemen, policemen, UPS
deliverymen, doctors, nurses, football, soccer (all sports), cheerleaders, fast-food workers, etc.
7. How are these uniforms designed for the work that the person wearing them needs to do? Protective
padding in football uniforms protect from tackles, firemen wear heavy, fireproof clothing to protect
them from fires and heat, and doctors wear white coats so that people in the hospital know that they are
doctors.
Activity: design your own uniform
Materials needed:
 Photocopy male and female outlines on 8” X 10” white construction paper
 Fabric swatches or scrapbook paper
 Optional – buttons, ribbon, yarn, pipe cleaners, other embellishments (sequins?)
 Glue
 Scissors
 Three or four permanent markers
 Black construction paper 10” X 12” for mounting.
Process:
1. Explain that the students will be designing a uniform today. They can pick any type of existing uniform,
or create a unique uniform that doesn’t currently exist. (i.e. If teachers wore uniforms, what would they
look like? How about a uniform for a mother? A filmmaker?)
2. Have them pick out a male outline or female outline.
3. Next, have the students brainstorm what sort of things their uniform should have, and what sorts of
things should it be made out of: Possible suggestions are:
 lots of pockets/nothing that could get snagged or caught
 lightweight material/heavy material
 waterproof material/breathable material
 helmets/hat/nothing
 single color or multiple colors
 short sleeves/long sleeves
 long pants or shorts
 skirt or pants
4. Have the students lightly sketch their uniform onto the outline they have chosen.
5. After they have their sketch, have them select fabric (or paper) to cut their uniform pieces out of.
6. Have them place their uniform pieces onto the outline, and then glue them in place once they are sure of
the layout. If you have embellishments, the students can select these and glue them on. If not, they can
use the permanent marker to draw on buttons, pocket flaps, etc.
7. If a student finishes early, have them draw in the face and hair of their “models.” Then they can fill in
the background, placing their model in-situ.
8. Have the students’ label what their uniform is for (i.e. astronaut, skier) and don’t forget them to sign
their names too.