Culture and Diversity in Fashion
Fashion Marketing
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will be able to describe design centers, how international
marketing has affected the fashion industry as well as the impact and value of cultural diversity.
Specific Objectives
• Know key elements to design centers and their culture
• Know the impact and value of diversity
• Be able to explain elements of culture and the need for understanding cultural diversity
• Identify how diversity affects fashion
• Explain the implications of business conduct using fashion industry examples
• Describe how international and global marketing has affected the fashion industry
Terms
• Design Center – a district in a city where fashion design and production firms are clustered together
• Culture- a system of shared beliefs, values, customs, and behaviors attributed to members of a specific
society.
• Diversity- the state of mind of being diverse; differences; unlikeness
• Fashion weeks – periods during each year when fashion designers present new designs or collections
• Haute Couture – French term for high fashion; expensive, trend-setting, custom-made apparel
• Couturiers – professional fashion designers involved in designing, making, and selling high-fashion
• Buying Center – central district in a city where fashion businesses sell products to retail buyers
• Market Weeks – the major times scheduled by fashion producers to show fashions to buyers
• Mart – a building that houses thousands of showrooms for specific merchandise categories
• Alta Moda – Italian term for “high fashion”
• Imports - Goods that come into a country from foreign sources or goods that a country buys from
other countries
• Global Sourcing - the identifying and negotiating of supply chains in numerous world locations.
• RTW – Ready to Wear
Time
When taught as written, this lesson should take approximately 3 days to teach.
Copyright © Texas Education Agency, 2014. All rights reserved.
1
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.
130.343. (c) Knowledge and Skills
(1) The student knows business concepts and how business satisfies economic needs. The student is
expected to:
(C) explain the implications of business conduct using fashion industry examples
(D) describe how international marketing has affected the fashion industry
(2) The student knows the impact and value of diversity. The student is expected to:
(A) explain elements of culture and the need for understanding cultural diversity
(B) identify how diversity affects fashion
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: Merchandiser, Merchandising Manager, Product Manager, Purchasing Manager
Tasks
• Confer with sales and purchasing personnel to obtain information about customer needs and
preferences.
• Set or recommend mark-up rates, mark-down rates, and selling prices for merchandise.
• 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).
Copyright © Texas Education Agency, 2014. All rights reserved.
2
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.
• Teacher will have websites and pictures ready on projector for visual learning and comparison.
References
• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York:
Glencoe/McGraw Hill
• Diversity & creativity websites
Instructional Aids
• Display for slideshow
• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York:
Glencoe/McGraw Hill
Introduction
Learner Preparation
Ask the students “What color are wedding gowns?” Most of them will answer “white or off white”. Ask them
how they would feel if they went to a wedding and the bride wore red. Discuss with class.
Lesson Introduction
SHOW: Show the students a picture of a traditional Japanese wedding gown in bright red and white (from
Presentation).
ASK: Ask the students to observe the picture to determine the culture of this particular piece of clothing.
SAY: This is an image of a Japanese wedding gown. Many cultures have different traditions and ways they view
fashion. The combination of red and white in the Japanese culture is a symbol for auspicious or happy
occasions. The Japanese gave each shade of red its own elegant name in the old days. Most Japanese feel that
the sun is red. The Japanese national flag has a red circle on a white background. This is an example of cultural
diversity.
ASK: Ask the students to think about culture and diversity for a minute and what it means to them.
SAY: Culture is the system of shared beliefs, values, customer, and behaviors attributed to members of a
specific society. The global nature of fashion today requires cultural diversity and adaptability. Some ethnic
styles go in and out of fashion, while some become classic or a “staple” in the fashion world. Three cultures
have influenced style - Eastern, Western, and Urban. Eastern is the impact of Asian fashion. Western is the
impact of styles such as boots and denim. Urban is the impact of the hip-hop culture. These are examples of
change and cultural diversity.
ASK: Ask the students to consider doing business in other countries. Would it be the same as America? How
would business be different?
SAY: Business conduct is very important. If you are doing business with another country, it is beneficial to
know their customs and traditions. In Japan, it is necessary to make small talk before closing a large deal.
Presenting business cards is also necessary, and they are to be presented with both hands. The giving of gifts
also demonstrates good business conduct in Japan.
SAY: Overall, we must remember that we can embrace other cultures by celebrating the diversity that makes
us all different.
Copyright © Texas Education Agency, 2014. All rights reserved.
3
Outline
MI
Outline
Instructor Notes
I.
Culture and Diversity
A. Cultural Styles
B. Culture And Fashion
C. Business Conduct
II.
Design and Buying Centers
B. A. What is a Design Center? Design
Centers
1. Paris
2. Milan
3. New York City
4. London
5. Tokyo
6. Los Angeles
7. Dallas
III.
International Fashion
A. Global Impact of Fashion
1. Global Sourcing and Production
(Day 1) Use slideshow and website
as aid.
After introduction, ask students to
write down examples of “staple”
and “fad” ethnic clothing items,
describing which of the three
cultures influenced the style.
Then have students fill out the
vocabulary terms handout.
(Day 2) Use slideshow as visual aid.
Go over vocabulary. Explain the
International and U.S. design
centers and their global impact on
fashion.
In groups, have students start The
Design Center Group Project.
(Day 3) Finish Design Center Group
Project,
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Present the lesson on Japanese wedding gown (see above).
Independent Practice
Students will be asked to write down examples of “staple” and “fad” ethnic clothing items, describing which of
the three cultures influenced the style.
Copyright © Texas Education Agency, 2014. All rights reserved.
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Summary
Review
Ask students to answer the following questions aloud:
• What is cultural diversity?
• How does diversity affect fashion?
• What are the three cultural styles?
• What is a design center and where are such centers located?
• How does fashion make a global impact?
Evaluation
Informal Assessment
Teacher will observe students during group project. Teacher will move about the classroom setting providing
feedback and making sure that students are participating within their groups.
Formal Assessment
Students will be evaluated on their Design Center Group Project.
Enrichment
Extension
Discuss with students why certain cities have become leaders in the fashion world and others have not.
Copyright © Texas Education Agency, 2014. All rights reserved.
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Culture and Diversity in Fashion
Fashion Marketing
Marketing
Design Center Group Project
Each group will be assigned a different city. Students will use computers to research the city fashion and
culture. Each group will write a 1-2 page paper or a 10 slide presentation for the class.
Paris
London
Dallas
Milan
Tokyo
New York City
Los Angeles
The paper/presentation should include:
• Cultural Diversity
• Style
• Fashion Customs
• Cultural Style
• Designers
• Traditions
• Current fashion
• Cities impact on global fashion
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Cultural Diversity in Fashion
Design Center Group Project
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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7
Culture and Diversity in Fashion
Fashion Marketing
Marketing
Term
Culture and Diversity in Fashion Vocabulary
Define
Design Center
Culture
Diversity
Fashion Weeks
Haute Couture
Couturiers
Buying Center
Market Weeks
Mart
Alta Moda
Imports
Global Sourcing
RTW
Copyright © Texas Education Agency, 2014. All rights reserved.
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Copyright © Texas Education Agency, 2014. All rights reserved.
9