FASHION, APPAREL, TEXTILES, & DESIGN
Minnesota Department of Education
Academic Standards Course Framework
Fashion, Apparel, Textiles, & Design
Fashion, Apparel, Textiles, and Design is an introductory course for those students interested in academic
enrichment or a career in the fashion, textile, and apparel industry. This course addresses knowledge and skills related
to design, production, acquisition, and distribution in the fashion, textile, and apparel arena. The course includes the
study of personal, academic, and career success; careers in the fashion, textile, and apparel industry; factors influencing
the merchandising and selection of fashion, textile, and apparel goods and their properties, design, and production;
and consumer skills. A project-based approach integrates instruction and laboratory experiences including application
of the elements and principles of design; selection, production, alteration, repair, and maintenance of apparel and
textile products; product research, development, and testing; and application of technical tools and equipment
utilized in the industry. Visual arts concepts will be addressed. Direct, concrete mathematics proficiencies will be
applied. Service learning and other authentic applications are strongly recommended. This course provides the
foundation for continuing and post-secondary education in fashion, textile, and apparel-related careers.
Career and Technical Student Organizations (CTSOs)
Career and Technical Student Organizations are considered a powerful instructional tool when
integrated into Career and Technical Education programs. They enhance the knowledge and skills students learn in a
course by allowing a student to participate in a unique program of career and
leadership development. Students should be encouraged to participate in FCCLA (Family, Career and Community
Leaders of America), the CTSO for this area.
21st Century Skills should be an integral part of all courses being taught. These soft skills are the foundation for all
Career and Technical Education.
Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently
Information Literacy: Untangling the Web
Invention
Collaboration: Working Together, Learning Together
Self-Direction: Own Your Learning
Invention: Creating Solutions
FASHION, APPAREL, TEXTILES, & DESIGN
Possible Course Titles
Fashion and Apparel
Fashion Merchandizing
Clothing and Textiles
Fashion Strategies
Fabric Arts
Construction Techniques
Apparel Design
STEM/STEAM Connections
Clothing Technology-Google search
Example of STEM in Design
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Biology: Animal fibers
Botany: Plant fibers
Physics: Functional clothing
Physiology & Anatomy: Thermal regulation, garment motion studies, fitting
Chemistry: Synthetic fibers,
Manufacturing technology: knitting, cutting, sewing, pressing
Garment engineering: product design, fit, patterning
Industrial Engineering: sequence of operations, ergonomics
Geometry: drafting, grading, scale
Career Pathways
Competencies reached through the Foundations, Knowledge and Skills
Career Field: Engineering, Manufacturing & Technology > Career Cluster: Manufacturing> Career Pathways: Production,
Manufacturing Production Process Development,
Maintenance, Installation, and Repair; Quality Assurance; Logistics
and Inventory Control; Health, Safety, and Environmental Assurance
Business Management and Administration
Career Field: Arts, Communication, &Information Systems>Career Cluster: Arts, Audio/Video Technology and
Communications>Career Pathways: Audio/Video Technology and Film; Journalism and Broadcasting; Performing Arts; Printing
Technology; Telecommunications; Visual Arts
Career Field: Business, Management, and Administration>Career Cluster: Marketing>Career Pathways: Merchandising,
Marketing Management, Marketing Communications, Marketing Research, Professional Sales
Key
FACS=Family and Consumer Sciences
MFATD= Minnesota Fashion, Apparel, Textiles & Design
STEM=Science, Technology, Engineering, and Math
STEAM=Science, Technology, Engineering, Art, & Math
FCCLA=Family, Community, & Career Leaders of America
FASHION, APPAREL, TEXTILES, & DESIGN
FCCLA
Topic: Fibers and Textiles
Minnesota Frameworks: 2.1 Evaluate fiber and textile products and materials
National Standard: Evaluate fiber and textile products and materials
STEM/STEAM Standard: Relates to Science standard 9.1.2.1 – Engineering is a way of addressing human needs by
applying science concepts and mathematical techniques to develop new products, tools, processes and systems.
National
Standard
Correlation
16.2
Minnesota
Framework
Benchmarks/Competencies
MFATD 2.1
Apply appropriate terminology for identifying, comparing, and analyzing common
textile fibers.
Evaluate performance characteristics of textile fiber and fabrics.
Summarize textile standard and labeling in the global economy.
Analyze effects of textile characteristics on design, construction, use, and care
procedures for maintenance of textile products.
MFATD 2.2
MFATD 2.3
MFATD 2.4
Topic: Elements and Principals of designs
Minnesota Frameworks: 3.1 Demonstrate the art and technology of fashion, apparel, and textile design
National Standard: Demonstrate fashion, apparel, and textile design skills.
STEM/STEAM Standard: Relates to- 9.1.1.5.1-Analyze how the elements of visual art including color, line, shape,
value, form, texture and space; and principles such as repetition, pattern, emphasis, contrast and balance are
combined to communicate meaning in the creation of, presentation of, or response to visual artworks.
9.1.1.5.2- Evaluate how the principles of visual art such as repetition, pattern, emphasis, contrast and balance are
used in the creation of, presentation of, or response to visual artworks.
Minnesota
National
Benchmarks/Competencies
Framework
Standard
Correlation
16.3
MFATD 3.1
Utilize elements and principles of design in designing, constructing, and/or altering
textile, apparel, and fashion products.
MFATD 3.2
Apply basic and complex color schemes and color theory to develop and enhance
visual effects.
MFATD 3.3
Explain the ways in which fiber, fabric, texture, pattern, and finish can affect visual
appearance.
MFATD 3.4
Identify design concepts with fabric or technology, using draping and/or flat pattern
FASHION, APPAREL, TEXTILES, & DESIGN
MFATD 3.5
MFATD 3.6
MFATD 3.7
making technique.
Generate design that takes into consideration ecological, environment, sociological,
psychological, technical, and economic trends and issues.
Apply elements and principles of design to assist consumers in making decisions.
Demonstrate ability to use technology for fashion, apparel, and textile design.
Topic: Past, Present, Future
Minnesota Frameworks: 4.1 Analyze the Past, Present, and Future of textiles, apparel and fashion designs based on
basic human need, consumer trends and technology.
National Standard: Evaluate elements of textile, apparel, and fashion merchandising.
STEM/STEAM Standard: Relates to Science standard 9.1.2.1 – Engineering is a way of addressing human needs by
applying science concepts and mathematical techniques to develop new products, tools, processes and systems.
9.1.2.2 Engineering design is an analytical and creative process of devising a solution to meet a need or solve a
specific problem.
National
Standard
Correlation
Minnesota
Framework
Benchmarks/Competencies
16.5
MFATD 4.1
Analyze how clothing satisfies physical, psychological and social and basic human
needs.
Analyze how values, attitude, conformity, individuality and personality.
Appreciate cultural, economic, and global and product availably factors that
impact textiles, apparel and fashion.
Analyze the historical influences affecting textiles, apparel and fashion cycles.
Apply research methods, including forecasting techniques, for marketing apparel
and textile products.
MFATD 4.2
MFATD 4.3
MFATD 4.4
MFATD 4.5
Topic: Technical Skills (Reading, Math, and Construction)
Minnesota Frameworks: 5.1- Practical application of core academics through technical skills in Family and
Consumer Science Courses.
National Standard: None
STEM/STEAM Standard:
National
Standard
Correlation
Minnesota
Framework
Benchmarks/Competencies
MFATD 5.1
Compare the cost of construction, manufacturing, altering, or repairing textile,
apparel, and fashion products.
Demonstrate proper measurement in apparel/textile construction
MFATD 5.2
FASHION, APPAREL, TEXTILES, & DESIGN
MFATD 5.3
Embedded technical reading will meet Minnesota Literacy Standard for Technical
Subjects.
Topic: Marketing
Minnesota Framework: 6.1 Identify Marketing and Merchandising strategies within the fashion and textile apparel
industries.
National Standard: Evaluate elements of textile, apparel, and fashion merchandising.
STEM/STEAM Standard:
National
Standard
Correlation
Minnesota
Framework
Benchmarks/Competencies
16.5
MFATD 6.1
MFATD 6.2
Apply marketing strategies for textile, apparel, and fashion products.
Compare the cost of constructing, manufacturing, altering, or repairing textile,
apparel, and fashion products.
Critique varied methods for promoting and advertising apparel and textile products.
Identify external factors that influence merchandising
MFATD 6.3
MFATD 6.4
Topic: Career Employment Opportunities
Minnesota Frameworks: 1.1- Analyze Career Clusters and Pathways within the Fashion, Apparel, Textiles, and Design
National Standard: 16.1-Analyze career paths within textile apparel and design industries
STEM/STEAM Standard:
National
Standard
Correlation
16.1.1
Minnesota
Framework/Standard
Benchmarks/Competencies
MFATD1.1
16.1.2
MFATD 1.2
16.1.3
MFATD 1.3
16.1.4
MFATD 1.4
Explain the roles and functions of individuals engaged in textiles and apparel
careers.
Analyze opportunities for employment from entry level to advancement and
entrepreneurial endeavors
Summarize education for secondary and post secondary and industry training
requirements for careers in the textiles and apparel industry.
Analyze the impact of textiles and apparel occupations on local, state, national
and global economies.