Portfolio Development
Fashion Design
Arts, Audio/Visual Technology, and Communications
Lesson Plan
Performance Objective
 Upon completion of this lesson, the student will understand how to design and create a portfolio to
showcase their best work for secondary education or career purposes.
Specific Objective
 Students will understand the uses of a portfolio.
 Students will learn how to choose their best work and adapt their portfolio for different audiences (for
college entrance application, career employment, a specific client, etc.)
 Students will analyze elements of visual aesthetics to achieve maximum interest.
 Students will sketch out and begin to plan their portfolio.
Terms
Portfolio
Visual aesthetics
Enhance
Ambitious
Diligent
Persistent
Innovative
Time
When taught as written, this lesson should take approximately 1 90-minute class period to teach. However,
students should continually update their portfolios, and the teacher should conduct periodic checks
throughout the course.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.93. (C) Knowledge and Skills
AAVTC: Fashion Design: Portfolio Development
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(9) The student demonstrates employability characteristics. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for employment;
(C) demonstrate skills related to seeking and applying for employment to find and obtain a
desired job, including identifying job opportunities, developing a resumé and letter of
application, completing a job application, and demonstrating effective interview skills;
(D) maintain a career portfolio to document work experiences, licenses, certifications, and
work samples
Interdisciplinary Correlations:
English-English I
 130.93(c)(1)(a). Apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary;
 130.93(c)(2)(e,f). Students will apply active listening skills; listen to and speak with diverse individuals
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Fashion Designer
O*Net Number: 27-1022.00
Reported Job Titles: Apparel Fashion Designer, Clothing Designer, Costume Designer, Design Director
Tasks:







Direct and coordinate workers involved in drawing and cutting patterns and constructing samples or
finished garments.
Examine sample garments on and off models, modifying designs to achieve desired effects.
Sketch rough and detailed drawings of apparel or accessories, and write specifications such as color
schemes, construction, material types, and accessory requirements.
Confer with sales and management executives or with clients to discuss design ideas.
Identify target markets for designs, looking at factors such as age, gender, and socioeconomic status.
Attend fashion shows and review garment magazines and manuals to gather information about fashion
trends and consumer preferences.
Select materials and production techniques to be used for products.
Soft Skills: Active Listening, Speaking, Communication
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Create or find examples of a well-executed professional portfolio (and perhaps a poorly-prepared
portfolio as well) for students’ viewing and discussion purposes.
 Download the slide presentation to preview material ahead of time.
AAVTC: Fashion Design: Portfolio Development
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

Have materials, slide presentation, and any reference books ready to go prior to the start of the lesson.
Search online for examples of different colleges and employers that require portfolios.
References
1. Weber, J. (2008). Clothing: Fashion, fabrics & construction (4th ed.). New York, NY: Glencoe/McGrawHill.
2. Adams, Susan (2012). What your resume is up against. Retrieved from http://www.Forbes.com
3. Buck, Kavin (2014). Preparing your portfolio for college admissions. Retrieved from
http://artschools.com/resources/preparing-your-portfolio-for-college-admissions
Instructional Aids
 Clothing textbook (above) or any other resource that may provide information on illustration & fashion
design
 Lesson Plan – Portfolio Development
 Slide presentation – Portfolio Development
 Two examples of portfolios to show students (a good example and a poor example, if available)
 Portfolio Rubric
 Instructor computer and projection unit
 Online websites (teacher directed)
 Sketching pencils and paper
Introduction
Introduce the lesson by showing two sample portfolios. (One portfolio will be a good example, and the other
portfolio should have mistakes scattered throughout the document, but students will not know this at first.)
The object of this activity is just to get the students talking about portfolios.
A suggested order for the Introduction is listed below:
1.
2.
3.
4.
Ask students if they have ever seen a portfolio.
Ask students to explain the purpose of a portfolio.
Ask students to identify some of the contents of a well-constructed portfolio.
Ask students if they had to create a “Ten Commandments”, or a list of rules for constructing a
professional portfolio, what would those rules include.


Divide the board into two sections and write at the top of each column: “Thou Shalt” or “Thou
Shalt Not”
Ask students to come to the board (quickly) and write one rule for what they think should or
should not be included in their portfolios.
AAVTC: Fashion Design: Portfolio Development
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Outline
MI
Outline
Show the slide presentation and discuss the
following:
I. Portfolio Development
Instructor Notes

Explain that students can
start internships as young
as high school to enhance
their resumes and
portfolios.

Use the URL in Slide #4 to
show different jobs where
your information is
useable.
Using the URL in Slide #5,
explain the basic elements
of a portfolio.
Discuss some examples of
things that could be
included in students’
portfolios.
II. What is a Portfolio?
III. What Can a Portfolio Do for YOU?
IV. How Do I Create a Portfolio?
A. Organize
B. Research
C. Create
D. Customize
V. Organize Your Portfolio
A. Visual work
B. Writing
C. Accomplishments


VI. Labeling is Key
VII. Use of Technology
VIII. It’s Time to Shine
A. Sketch a rough draft of your portfolio
B. Make a list of things to include
C. Begin collecting materials to display

Discuss the importance of
always saving your work
and keeping a back-up
copy.
AAVTC: Fashion Design: Portfolio Development
Copyright © Texas Education Agency, 2014. All rights reserved.
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Multiple Intelligences Guide
Existentia
Interperso
list
nal
Kinesthet
Logical/
ic/
Intraperso
Mathemat
Bodily
nal
ical
Musical/Rhyt
hmic
Natural
ist
Verbal/Lingu
istic
Visual/Spa
tial
Application
Guided Practice
Show students the two examples of portfolios. Pass them around the room, and let the students examine
them. One portfolio should be well-prepared, and the other should not be constructed as well or have
mistakes scattered throughout the document. (You may need to create an example of a portfolio that is not
well constructed if you are unable to find an example online.) Ask the students to evaluate each portfolio to
determine which one is best. A suggested order is listed below:



Present students with two different portfolios and ask them to secretly evaluate each one.
Have a class vote to see which portfolio students think is the best.
Have a discussion of the students’ evaluations. Students should be able to identify the good qualities
and poor qualities in each of the two portfolios.
Independent Practice
 Students will begin sketching out a plan for their portfolio.
 Students will begin compiling a list of all the materials they will need to add to their portfolio.
 Students will follow the Portfolio Rubric as a guideline to build up their portfolios.
Summary
Review
Review lesson concepts and emphasize the importance of routinely updating students’ portfolios and keeping
their documents and work pristine. Remind students to keep a list of materials, make copies, and document
everything as they compile their best work to become part of their final portfolio.
AAVTC: Fashion Design: Portfolio Development
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Evaluation
Informal Assessment
Any and all of the following may be used as informal assessments…
 Observe students’ interactions and participation in class discussions.
 Observe students’ progress in their sketches and the ongoing compilation of materials for their
portfolio
Formal Assessment
Any and all of the following may be used as formal assessments…
 Refer students to the Portfolio Rubric for an understanding of what will be required in the completed
project.
Enrichment
Extension
Encourage students to sketch, photograph and create garments to build their resumes. Encourage your
sophomores and juniors to start researching colleges to expand their knowledge on what is expected in their
portfolios, and to enhance their options for the future.
AAVTC: Fashion Design: Portfolio Development
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Portfolio Rubric
Criteria
Portfolio
Planning
(10 points)
Body of Work
(30 points)
Attractiveness
(20 points)
Creativity
(20 points)
Professional
Appearance
(20 points)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
5-8 points
Student fully
participated in
all stages of the
planning
process
Student
participated the
planning process,
but one or two
elements were
left out
15-26 points
The portfolio is
an acceptable
representation of
the student’s
body of work
1-4 points
Student did little
planning, and
several
elements are
missing
0 points
There is no
evidence that the
student went
through the
planning stage of
the process
1-14 points
The portfolio is a
poor reflection of
the student’s
body of work
0 points
The student’s
portfolio design
does not meet
expectations
0 points
The
attractiveness of
the portfolio is
unacceptable
27-30 points
The portfolio is
an accurate
representation
of the student’s
body of work
17-20 points
The portfolio is
exceptionally
attractive in
terms of design,
layout, and
neatness
9 -16 points
The portfolio is
attractive in terms
of design, layout,
and neatness
1-8 points
The portfolio is
lacking in terms
of design,
layout, and
neatness
17-20 points
The portfolio
reflects an
exceptional
degree of
creativity in
organization and
final product
17-20 points
Graphic images
and file types
are of
exceptional
quality
9-16 points
The portfolio
reflects an
acceptable
degree of
creativity in
organization and
final product
9-16 points
Most of the
graphic images
and file types are
appropriate and
acceptable
1-8 points
There is limited
evidence of
creativity and
originality in
thought and
design
1-8 points
Several of the
images and file
types are
inappropriate or
unacceptable
0 points
No evidence of
creativity in
originality,
thought, or
execution of
project
0 points
Most of the
graphic images
and file types are
unacceptable
TOTAL
POINTS:
AAVTC: Fashion Design: Portfolio Development
Copyright © Texas Education Agency, 2014. All rights reserved.
7
Points