What is Fashion?
Fashion Marketing
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will be able to define basic fashion terms, and understand the
overall nature and scope of fashion.
Specific Objectives
• Explain the different definitions of fashion
• Identify the merchandise categories of fashion
• Explain the environmental influences on fashion
• Explain legislation that impacts the fashion industry
Terms
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Staple Items – basic merchandise items that customers purchase on a regular basis
Fashion Merchandise – includes goods that are popular at a particular time
Style – a particular shape or type of apparel item, identified by the distinct features that make it
unique
Design – a particular or unique version of a style because of a specific arrangement of the basic
design elements
Garment – any article of clothing
Hue – the quality of the color
Value – lightness or darkness of the color
Intensity – the brightness or dullness of a color
Shape – the overall form or outline of a garment
Texture - How the surface of a material/fabric feels and looks
Drape – how a garment falls
Function – intended use or purpose of an object
Taste – refers to the current opinion of what is attractive and appropriate for an individual and
occasion
Time
When taught as written, this lesson should take approximately 3 days 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.
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130.343. (c) Knowledge and Skills
(15)The student knows the nature and scope of fashion. The student is expected to:
(A) explain the importance of fashion
(B) demonstrate knowledge of fashion history and how it relates to today's fashions
(C) distinguish among fashion terms such as fashion, style, and design
(D) list major environmental influences on fashion demand
(E) research fashion information
(F) explain legislation that impacts the fashion industry
Interdisciplinary Correlations:
English III
• 110.33(b)(1) Reading/Vocabulary Students understand new vocabulary and use it when reading and
writing.
• 110.33(b)(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
understanding.
• 110.33(b)(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 texts.
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Wholesale and Retail Buyers, except for Farm Products
O*Net Number: 13-1022.00
Reported Job Titles: Buyer, Merchandiser, Category manager, Merchandising Manager, Product Manager
Tasks
• Manage the department for which they buy
• Confer with sales and purchasing personnel to obtain information about customer needs and
preferences
• Examine, select, order, and purchase at the most favorable price merchandise consistent with quality,
quantity, specification requirements and other factors
• Monitor and analyze sales records, trends, or economic conditions to anticipate consumer buying
patterns and determine what the company will sell and how much inventory is needed
Soft Skills: Negotiation, Mathematics, Active Learning, Complex Problem Solving
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 (cte.unt.edu).
Preparation
• Teacher will review the terms in the outline, slideshow, and handouts to become familiar with lesson.
• Teacher will have assignments and vocabulary words ready to distribute to students
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References
• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York:
Glencoe/McGraw Hill
• Fashion school websites
• Fashion store websites
• Professional marketing association websites
Instructional Aids
• Display for slideshow
• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York:
Glencoe/McGraw Hill
• Various Fashion Magazines
• Fashion clothing Websites
Materials Needed
• Glue and scissors
• Fashion magazines to be used in independent practice
Introduction
Learner Preparation
Ask students to think about what fashion really means. Then ask students to describe their favorite type of
clothing. What does the fabric feel like? Do they buy the same pieces over and over? Do they purchase clothes
like their friends purchase? Survey the class to see how their answers vary. Then ask students to explain the
difference between a staple item and a fashion item. Proceed to explain the difference between staple and
fashion merchandise and the reasons consumers purchase both.
Lesson Introduction
SHOW: A clothing staple merchandise website.
ASK: Ask students if they can pick out the staple merchandise on the website and compare it to clothing of
their own.
SAY: Staple Items are basic merchandise that consumers purchase on a regular basis, such as white t-shirts,
basic jeans, underwear, or a black hoodie.
ASK: Ask students if they purchase the same type of staple items over and over again.
SAY: Retailers know customers’ purchasing habits of these items and keep the merchandise in stock at all
times.
SHOW: A fashion clothing merchandise website.
ASK: Ask students if they can pick out the staple merchandise vs. the fashion merchandise in the website. Do
they tend to purchase more trendy clothing? How long is it worn? Do trends seem to change more quickly
than necessary?
SAY: Fashion merchandise includes goods that are popular at a particular time. Customers may see
merchandise advertised in print and through the Internet, and then purchase it. Keeping fashion merchandise
in the stores is sometimes difficult for retailers. Sales vary based on the styles customers want at different
times.
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Outline
MI
Outline
I.
Instructor Notes
What is Fashion?
A. Staple vs. Fashion Defined
1. Merchandise Categories
2. Define Terms
B. Fashion Basics
1. Style
2. Design
C. What Are Fashion Products?
1. Clothing
2. Accessories
3. Home Furnishings
D. The Importance of Fashion
1. Importance to People
2. Economic Importance
E. Environmental Influences on
Fashion
1. Legislation and Fashion
(Day 1) Use slideshow and different
clothing companies as aids.
After introduction, ask students to find
5 staple items and 5 fashion items in
various magazines provided. Have
students cut/glue pictures to paper to
be presented to class.
(Day 2) Students will fill out vocabulary
sheet with key terms. When finished,
discuss words and terms as a class.
Explain the different fashion products
and why they are necessary in their own
right. Provide students with several
designer names that create clothing,
accessories, and home furnishings. Have
students conduct their own research on
the computer and write a 1 page
summary on the different elements of
these fashion products.
(Day 3) Have students write a ½ page
paper on why they feel fashion is
important to them. Then discuss the
various reasons with class. Explain
fashion and environmental influences.
Give examples of how economic and
political trends, current events, and
social issues are often reflected in
fashion. Explain how legislation plays a
role in the fashion world.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
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Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
(Day 1) Show students The Gap and Forever21 websites. Discuss the differences between staple merchandise
and fashion merchandise.
(Day 2) Explain the different fashion products and why they are necessary in their own right. Provide students
with several designer names that create clothing, accessories, and home furnishings.
(Day 3) Explain fashion and environmental influences.
Give examples of how economic and political trends, current events, and social issues are often reflected in
fashion. Explain how legislation plays a role in the fashion world.
Independent Practice
(Day 1) Have students find five staple items and five fashion items in various magazines. Students will present
these to class.
(Day 2) Have students conduct their own research on the computer and write a 1 page summary on clothing,
accessories, and home furnishing by a certain designer.
(Day 3) In groups, have students research how current trends affect fashion economically, politically, and
socially. Groups will present findings by writing a paper.
Summary
Review
Ask students to answer the following questions aloud:
• What is the difference between a trend and a staple?
• What are the four basic design elements?
• What are fashion products?
• How is fashion important to people and the economy?
Evaluation
Informal Assessment
Teacher will observe with students during group projects. Teacher will move about the classroom providing
feedback and making sure that students are participating within their groups.
Formal Assessment
Students will be evaluated on their group project ‘How Trends Affect Fashion’ paper by using the assigned
rubric.
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Enrichment
Extension
Fishbowl Activity- Teacher will number student desks, then write numbers on pieces of paper and put in a
bowl. Randomly pick numbers from bowl to see who answers questions. Use this method when reviewing key
vocabulary terms for lesson.
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What is Fashion?
Fashion Marketing
Marketing
Independent Practice
Trends Affecting Fashion
In groups of no more than five (5), research on your computers how economic, political, and social trends
affect the fashion industry. Write a 1-2 page paper summarizing your findings. Your paper should include a
breakdown of the three different trends and be current with world events/happenings. Specific events should
be described in detail.
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What is Fashion?
Trends Affecting Fashion
Rubric
CATEGORY
Organization
Quality of
Information
Quality of Writing
Paragraph
Construction
Amount of
Information
20
Information is very
organized with wellconstructed
paragraphs and
subheadings.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Complete sentences
with good variety,
proper grammar, and
correct spelling.
All paragraphs include
introductory
sentence,
explanations or
details, and
concluding sentence.
All topics are
addressed and all
questions answered
with at least 2
sentences about
each.
15
10
5 or less
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
The information
appears to be
disorganized.
Information clearly
relates to the main
topic. It provides 1-2
supporting details
and/or examples.
Information clearly
relates to the main
topic. No details
and/or examples are
given.
Information has little
or nothing to do with
the main topic.
Complete sentences,
correct spelling and
proper grammar.
Need more variety in
sentence structure.
Most paragraphs
include introductory
sentence,
explanations or
details, and
concluding sentence.
All topics are
addressed and most
questions answered
with at least 2
sentences about
each.
Complete sentences
with some improper
grammar.
Some incomplete
sentences and
fragments, some
misspelled words and
poor grammar.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
One or more topics
were not addressed.
Paragraphs included
related information
but were typically not
constructed well.
All topics are
addressed, and most
questions answered
with 1 sentence
about each.
Total Score ________
Maximum 100 Points
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8
What is Fashion?
Fashion Marketing
Marketing
Term
Vocabulary Worksheet
Definition
Fashion Merchandise
Style
Design
Garment
Hue
Value
Intensity
Shape
Texture
Drape
Function
Taste
Clothing
Accessories
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