Consumer Buying Behaviors
Fashion Design
Arts, Audio/Visual Technology, and Communications
Lesson Plan
Performance Objective
• Upon completion of this lesson, the student will develop an understanding of what consumer buying
behaviors are and understand how learning these behaviors can help him/her in buying and styling
careers in the fashion industry.
Specific Objective
• Students will identify factors that lead to consumer purchasing decisions.
• Students will propose practices for effectively managing apparel and accessory costs, care, and
maintenance.
• Students will compare various sources for apparel purchases.
Terms
Consumer buying behaviors
Purchase decisions
Product life span
Wardrobe inventory chart
Off-price retailer
Consignment shop
Cost-per-wear
Time
When taught as written, this lesson should take approximately 1 class period to teach.
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. Fashion Design. (c) Knowledge and Skills.
(1) The student applies academic knowledge and skills in fashion, textile, and apparel projects. The
student is expected to:
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(A) apply English language arts knowledge and skills by demonstrating use of content, technical
concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and
edit documents; and composing and editing copy for a variety of written documents such as
patterns, brochures, advertisements, and press releases.
(2) The student applies professional communication strategies. The student is expected to:
(C) interpret and communicate information, data, and observations.
(E) apply active listening skills.
(8) The student develops employability characteristics. The student is expected to:
(B) identify and demonstrate positive work behaviors and personal qualities needed to be
employable.
(10) The student develops an understanding of fashion and the textile and apparel industries. The
student is expected to:
(G) propose ways to effectively manage the apparel dollar by:
(i) proposing practices for effectively managing apparel and accessory costs, care, and
maintenance.
(ii) comparing various sources for apparel purchases.
Interdisciplinary Correlations:
110.32. English Language Arts and Reading, English II
(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences
and draw conclusions about expository text and provide evidence from text to support their
understandings. Students are expected to:
(B) distinguish between different kinds of evidence (e.g., logical, empirical, anecdotal) used to
support conclusions and arguments in texts
(C) make and defend subtle inferences and complex conclusions about the ideas in text and
their organizational patterns
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students will continue to
apply earlier standards with greater depth in increasingly more complex text. Students are expected to:
(A) evaluate how messages presented in the media reflect social and cultural views in ways
different from traditional texts.
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, Product Developer
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.
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•
•
Identify target markets for designs, looking at factors such as age, gender, and socioeconomic status.
Provide sample garments to agents and sales representatives, and arrange for showings of sample
garments at sales meetings or fashion shows.
Soft Skills: Active listening, speaking, writing, social perceptiveness, judgment and decision making
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified and/or
accommodated to your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
• Review and familiarize yourself with the terminology
• Determine what store websites students may search on a school computer
• Have materials and websites ready to go prior to the start of the lesson
References
Brown, A. (1996, March). Chapter 6 class notes. UDEL. Retrieved from http://www.udel.edu/alex/chapt6.html
Instructional Aids
• Lesson Plan: Consumer Buying Behaviors
• Slide Presentation: Consumer Buying Behaviors
• Consumer Buying Behaviors Handout
• Client Information Sheet
• Rubric
• Instructor computer or projection unit
• Student computers, tablets, or smart phones with internet capability
• Pen or pencil
Introduction
Introduce the lesson by asking students what they think about consumer buying behaviors. Have they ever
heard the term? Can they identify some consumer buying behaviors?
Ask students how they decide what clothing to buy for themselves.
Go through the slideshow, and discuss topics with the class. Students may take notes. (Optional)
Refer back to students’ comments regarding the reasons for buying clothing. Ask students if there are any
other factors they think they should consider which would help them make a better buy. Ask students how
their purchase decisions change when they are on a large budget versus a small budget.
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Discuss the types of stores that students’ clients may shop in. How are they different from the stores the
students may shop in? Remind students they must consider their client’s preferences and buying behaviors –
not their own.
Outline
MI
Outline
Go through the Slide Presentation with
students. Discuss the following:
I: Title slide
II. Overall Objectives
a. What students will learn
b. How students will demonstrate their
learning
Instructor Notes
Ask students to identify some
aspects of consumer buying
behaviors.
Slide 2: Discuss what students will
learn in this lesson.
III. Consumer Buying Behaviors
a. What they are
b. Examples
Slide 3: Students will discuss and
evaluate their own buying
behaviors.
IV. Purchasing Decisions
a. Identify thoughts and actions that may
lead to poor purchasing decisions
b. Identify considerations that lead to
good purchasing decisions
Slide 4: Students will consider what
factors influence purchases.
V. Cost
VI. Benefit from Buying Behaviors
VII. Student Assignment
Slide 5: Students will analyze
multiple ways to manage apparel
costs.
Slide 6: Students will consider how
this information can help them in a
fashion career.
Slide 7: The class will perform an
activity on consumer buying
behaviors (See Guided Practice).
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Multiple Intelligences Guide
Existenti
alist
Interpers
onal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
Visual/Sp
atial
Application
Guided Practice
Throughout the slide presentation, the teacher will stop periodically for the class to participate in short
activities.
• For Slide #3, the students will read and discuss their own responses to the prompts on the projection
screen. The teacher may encourage students to discuss why they bought the items they are wearing to
school today. Students should also discuss what the approximate cost of the item was and if they think
it was a good price for the quality of the item. Students can give a “thumbs-up” if they are happy with
their purchase or a “thumbs-down” if they are unhappy with the purchase.
•
For Slide #4, the students will read, write down, and evaluate the factors that influence purchase
decisions. Students may discuss their own top priorities when looking to purchase apparel. The class
may take a survey on what they think are the most important buying factors for their peers. Students
may also discuss one of their own recent apparel purchases. What factors influenced their last
purchase?
Independent Practice
• Students will be assigned a mock client for their assignment
o Students will consider the client’s descriptions and desires as well as the upcoming event for
which he or she needs a new outfit
o Students should also consider what buying factors the client would prioritize, preferences, and
the client’s overall budget
• Students will use a search engine to find a suitable store(s), and shop online to find an outfit that will
meet their client’s needs.
• Once students find the article of clothing they think would be a good match for their client, the student
needs to record the store’s website, the item’s description, and the item’s cost on the “Consumer
Buying Behaviors” handout.
• Students will need to calculate the grand total of the outfit, excluding sales tax. The grand total must
be within the client’s budget.
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Summary
Review
Review and discuss each client’s description, possible buying factors, and budget. Students should discuss with
one another what they believe to be a good purchase for their clients.
Evaluation
Informal Assessment
Any and all of the following may be used as informal assessments…
• Check student participation during Guided Practice
• Prompting
• Check progress of student assignment
Formal Assessment
Any and all of the following may be used as formal assessments…
•
•
Completion of Consumer Buying Behaviors Handout
Class participation
Enrichment
Extension:
Students may give each other constructive critiques regarding the purchases for each client. Students may
compare pros and cons of multiple choices for each client.
Complete the same assignment, but with a twist. For example, the client really wants the outfit in a particular
color or the client needs the outfit within a short time frame.
Students may take turns playing out the scenario in pairs, one student as the client and one student as the
fashion stylist. The student playing the client might be instructed to act as if they are difficult to work with,
and the student playing the stylist must find ways to remain professional and get the task completed.
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Client Information Sheet
CLIENT A
Client A is a single parent in their mid-30’s. He or she needs your help to
dress appropriately for an upcoming business dinner. The restaurant
is downtown, and the average cost per plate is $25 - $45. The total budget for
this outfit is $40.
CLIENT B
Client B is a rising professional athlete. He or she has recently become
involved in a media uproar and needs your help to look favorable at an
upcoming press conference. The total budget for this outfit is $750.
CLIENT C
Client C is an anesthesiologist who works long days and has little time
for a personal life. He or she needs your help to dress to impress on a first
date this Saturday night. The total budget for this outfit is $250.
CLIENT D
Client D is a teacher preparing to take an anniversary trip to Hawaii. He or she
needs your help to find a new outfit for the trip. The total budget for this
outfit is $70.
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CONSUMER BUYING BEHAVIORS
Name: ____________________________________
Date: _______________________
Directions: Use the client information sheet your teacher gives you to complete assignment. Write
down the client letter, description, upcoming event, and budget for your assigned client.
Perform a mock online shopping search for your given client’s wardrobe needs. Consider what type of
clothing he or she will need, as well as any accessories for the upcoming event described. When you
find an item you would buy for your client, write down the store’s website, a description of the item,
and its price (without sales tax).
Once you are finished finding all the items your client would need, calculate what the grand total
would be for the complete outfit. Be sure to keep your client’s buying factors and budget in mind!
Client letter: ________
Client description: ______________________________________________________________
_____________________________________________________________________________
Upcoming event: _______________________________________________________________
Buying factors to consider: _______________________________________________________
Outfit budget: $_____________
Store Website
Item description
Cost
Grand
total:
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