Fashion and the Marketing Mix
Fashion Marketing
Marketing
Lesson Plan
Performance Objective
Upon completion of this lesson, the student will understand merchandising concepts and processes used in
obtaining, developing, maintaining, and improving a product or service to respond to marketing opportunities.
Specific Objectives
• Know merchandising concepts and processes used in obtaining, developing, maintaining, and
improving a product or service to respond to marketing opportunities.
• Use assortment–mix strategies to create maximum mix of products at minimum cost.
• Explain how each component of the marketing mix contributes to the success of marketing.
Terms
• Fashion Merchandising- the planning, buying, and selling of fashion apparel and accessories to offer
the right merchandise blend to meet consumer demands
• Marketing-the process of developing, promoting, and distributing products to satisfy customers’ needs
and wants
• Fashion Merchandise-goods that are popular at a particular time
• Marketing Mix-four basic marketing strategies known as the four P’s of marketing-product, place,
price, and promotion
• Marketing plan-a written document that provides directions for the marketing activities of a company
for a specific period of time
• Sales Promotion-promotional activities such as special contest, window displays, or coupons, to
increase customer traffic and purchases in a store
• Public Relations-activities that promote the image and communications a company has with
employees, customers, and the public
• Publicity-an unpaid mention of a business, its employees, or its merchandise in the media
• Advertising-a paid message that a business sends about its fashion products or ideas
• Fashion Product Mix-the total selection of goods and services that a company makes or sells
Time
When taught as written, this lesson should take approximately 3 days to teach.
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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
(2) The student knows the importance and functions of marketing. The student is expected to:
(c) explain how each component of the marketing mix contributes to successful marketing
(10) Know merchandising concepts and processes used in obtaining, developing, maintaining, and
improving a product or service to respond to marketing opportunities. The student is expected to:
(a) Use assortment –mix strategies to create maximum mix of products at minimum cost
Interdisciplinary Correlations:
English III
• 110.33(1)(a) Reading/Vocabulary Development determine the meaning of grade-level technical
academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts)
derived from Latin, Greek or other linguistic roots and affixes
• 110.33 (1)(b) – Reading/Vocabulary Development analyze textual context (within a sentence and in
larger sections of text) to draw conclusions about the nuance in word meanings
• 110.33 (1)(c) – Reading/Vocabulary Development infer word meaning through the identification and
analysis of analogies and other word relationships
• 110.33(9)(c) – Reading/Comprehension of Informational Text/Expository Text make and defend subtle
inferences and complex conclusions about the ideas in text and their organizational patterns
• 110.33(11)(B) – Reading/Comprehension of Informational Text/Procedural Text translate (from text to
graphic or from graphic to text) complex, factual, quantitative, or technical information presented in
maps, charts, illustrations, graphs, timelines, tables and diagrams
• 110.33(12)(A) – Reading/Media Literacy evaluate how messages presented in media reflect social and
cultural views in ways different from traditional texts
• 110.33(12)(B) – Reading/Media Literacy evaluate the interactions of different techniques (e.g., layout,
pictures, typeface in print media, images, text, and sound in electronic journalism) used in multilayered media
• 110.33(12)(C) – Reading/Media Literacy evaluate the objectivity of coverage of the same event in
various types of media
• 110.33(12)(D) – Reading/Media Literacy evaluate changes in formality and tone across various media
for different audiences and purposes
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Marketing Manager
O*Net Number: 11-2021.00
Reported Job Titles: Marketing Director, Marketing Manager, Marketing Coordinator
Copyright © Texas Education Agency, 2014. All rights reserved.
2
Tasks
•
•
•
•
Formulate, direct and coordinate marketing activities and policies to promote products and services,
working with advertising and promotion managers.
Identify, develop, or evaluate marketing strategy, based on knowledge of establishment objectives,
market characteristics, and cost and markup factors.
Develop pricing strategies, balancing firm objectives and customer satisfaction.
Coordinate or participate in promotional activities or trade shows, working with developers,
advertisers, or production managers, to market products or services.
Soft Skills: social perceptiveness, speaking, operations analysis, active listening
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.
•
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
• Fashion school and educational websites
• Professional marketing association websites
Introduction
Learner Preparation
Open the lesson by asking students to think of the last time they were at the mall. Was there a window
display that caught their eye? Why? Was it the merchandise, the colors, lights, etc.? Lead class discussion
about answers.
Lesson Introduction
ASK: Ask the students to think of the last time they were at the mall. Was there a window display that caught
their eye? Why? Was it the merchandise, the colors, lights, etc.?
SAY: The combination of a good marketing mix and merchandising plan results in higher profits. There are
three strategies that fashion marketers use to increase their business.
SHOW: Show students slideshow display. Discuss the marketing strategies with class.
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Outline
MI
Outline
I.
Instructor Notes
Fashion and The Marketing Mix
A. Marketing Strategies
1. Increase the number of customers
2. Increase the average transaction
3. Increase the frequency of repurchase
B. Fashion Merchandising
1. Planning
2. Buying
3. Selling
II. The Marketing Mix
Product-refers to what a company is offering
for sale to customers to satisfy
A. their needs and wants.
B. Place-refers to the way products are
distributed and their systems of
delivery.
C. Price- the amount of money
consumers will pay for a product.
D. Promotion-any form of
communications that a business or
organization uses to inform, persuade
or reminds people to buy its product.
III. Sales Promotion
A. Merchandised window displays
B. Coupons
C. Contests
D. Public Relations
E. Publicity
F. Advertising
G. Personal Selling
(Day 1) Use slideshow and websites
as aids.
After introduction, have students
come up with different activities for
each of the three marketing
strategies. These activities should
help retailers to promote their
store. Discuss answers with class.
Have students fill out terms and go
over in detail.
(Day 2)
Use slideshow and websites as aids.
Divide students into groups. Ask
each group to develop a sales
promotion idea for a product
targeting pre-teens. Have each
group present their ideas to the
class by creating a slideshow
Presentation.
(Day 3) Sales Promotion Group
Project on slideshow.
Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
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Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Introduction and marketing strategies lesson.
Independent Practice
After introduction, have students come up with different activities for each of the three marketing strategies.
These activities should help retailers to promote their store. Discuss answers with class.
Summary
Review
Ask students to answer the following questions aloud:
• What are the three marketing strategies?
• What is the marketing mix?
• What are the four P’s of marketing?
• What are the key elements to a successful sales promotion?
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Evaluation
Informal Assessment
Teacher will observe students during assignment. Teacher will move about the classroom, providing feedback
and making sure that students are on task.
Formal Assessment
Students will be evaluated on Sales Promotion Group Project using rubric.
Enrichment
Extension
Ask students which they think is easier: developing products or offering them for sale in a store. Lead class
discussion.
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Fashion and the Marketing Mix
Fashion Marketing
Marketing
Sales Promotion Group Slideshow
In groups, students will come up with both a product and a way to promote the product to the pre-teen target
market.
Promotion will include:
Product-What are we offering?
Price-How much is our product?
Place-How are we going to distribute our product and where?
Promotion-How will we promote our product?
Things to consider:
• Advertising
• Merchandising
• Contests
• Displays
• Publicity
• Personal Selling
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Fashion and the Marketing Mix
Sales Promotion Group Slideshow - Content
Rubric
CATEGORY
Organization
Quality of
Information
Sequencing of
Information
Content - Accuracy
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.
Information is
organized in a clear,
logical way. It is easy
to anticipate the type
of material that might
be on the next slide.
All content
throughout the
presentation is
accurate. There are
no factual errors.
All topics are
addressed and all
questions answered
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.
Most information is
organized in a clear,
logical way. One slide
or item of
information seems
out of place.
Most of the content is
accurate but there is
one piece of
information that
might be inaccurate.
All topics are
addressed and most
questions answered.
Some information is
logically sequenced.
An occasional slide or
item of information
seems out of place.
There is no clear plan
for the organization
of information.
The content is
generally accurate,
but one piece of
information is clearly
flawed or inaccurate.
All topics are
addressed, and most
questions answered.
Content is typically
confusing or contains
more than one factual
error.
Total Score ________
Maximum 100 Points
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One or more topics
were not addressed.
Fashion and the Marketing Mix
Sales Promotion Group Slideshow - Appearance
Rubric
CATEGORY
20
15
10
Use of Graphics
All graphics are
attractive (size and
colors) and support
the theme/content of
the presentation.
A few graphics are
not attractive but all
support the
theme/content of the
presentation.
Several graphics are
unattractive AND
detract from the
content of the
presentation.
Cooperation
Group delegates tasks
and shares
responsibility
effectively all of the
time.
Background does not
detract from text or
other graphics.
Choice of background
is consistent from
slide to slide and is
appropriate for the
topic.
Presentation has no
misspellings or
grammatical errors.
Group delegates tasks
and shares
responsibility
effectively most of
the time.
Background does not
detract from text or
other graphics.
Choice of background
is consistent from
slide to slide.
All graphics are
attractive but a few
do not seem to
support the
theme/content of the
presentation.
Group delegates tasks
and shares
responsibility
effectively some of
the time.
Background does not
detract from text or
other graphics.
Presentation has 1-2
misspellings, but no
grammatical errors.
Presentation has 1-2
grammatical errors
but no misspellings.
Presentation has
more than 2
grammatical and/or
spelling errors.
Font formats (e.g.,
color, bold, italic)
have been carefully
planned to enhance
readability and
content.
Font formats have
been carefully
planned to enhance
readability.
Font formatting has
been carefully
planned to
complement the
content. It may be a
little hard to read.
Font formatting
makes it very difficult
to read the material.
Background
Spelling and
Grammar
Text - Font Choice &
Formatting
Total Score ________
Maximum 100 Points
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5 or less
Group often is not
effective in delegating
tasks and/or sharing
responsibility.
Background makes it
difficult to see text or
competes with other
graphics on the page.
Fashion and the Marketing Mix
Fashion Marketing
Marketing
Fashion and the Marketing Mix Vocabulary
Terms
Definitions
Fashion Merchandising
Marketing
Fashion Merchandise
Marketing Mix
Marketing Plan
Sales Promotion
Public Relations
Publicity
Advertising
Fashion Product Mix
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