21st Century Instructional Guide for Career Technical Education
Fashion Merchandising
Human Services
Applied Design
Title:
Fashion Merchandising (0961)
Standard Number:
HS.S.ADFM.1
Essential Questions:
Objectives:
HS.O.ADFM.1.1
Career Paths Within Textile Apparel And Design Industries
Students will analyze career paths within textile apparel and design industries.
How do I prepare for a career?
Students will
Learning Plan & Notes to Instructor:
explain the roles and functions of
Research careers in the fashion industry and
individuals engaged in textiles and apparel summarize the roles and functions.
careers.
analyze opportunities for employment and
Complete online and paper applications. Explore
careers in design using the Occupational Outlook
entrepreneurial endeavors.
Handbook; take aptitude/interest surveys. Hold mock
interviews and critique students’ performance;
conduct a career fair with students participating in
interviews with local industry. Participate in FCCLA
competitive events.
summarize education and training
Have students research postsecondary training and
requirements and opportunities for career
careers. Summarize findings.
paths in textile and apparel services.
analyze the effects of textiles and apparel
Examine items of clothing for country of origin and
occupations on local, state, national and
plot the countries on a world map. Contact a local
global economies.
company which exports and invite speaker to speak
with class. Discuss the impact of NAFTA on
economies.
create an employment portfolio for use with Complete an application; write a cover letter,
applying for internships, work-based
resume, follow-up letter, and a letter of resignation l;
learning opportunities and employment in
provide documentation of design projects, work
textiles, fashion and apparel.
experience and community service. This should be
kept as an electronic portfolio.
HS.O.ADFM.1.2
HS.O.ADFM.1.3
HS.O.ADFM.1.4
HS.O.ADFM.1.5
1
HS.O.ADFM.1.6
Standard Number:
HS.S.ADFM.2
Essential Questions:
Objectives:
HS.O.ADFM.2.1
HS.O.ADFM.2.2
HS.O.ADFM.2.3
analyze the role of professional
Examine the various organizations in the fashion
organizations in textiles, fashion and
Industry. Discuss: “What benefit and value does the
apparel industries.
organization provide its members?”
Fiber, Textile Products and Materials
Students will evaluate fiber and textile products and materials.
How do I choose the right fibers and textiles for my design?
Students will
Learning Plan & Notes to Instructor:
apply appropriate terminology for
Discuss basic terminology that applies to textile
identifying, comparing and analyzing the
fibers. Gather samples of various textile fibers and
most common generic textile fibers.
fabrics. Test for colorfastness, shrinkage, strength,
etc.
evaluate performance characteristics of
textile fiber and fabrics.
http://library.thinkquest.org/C004179/textiles.html
summarize textile legislation, standards
Examine items of clothing for country of origin and
and labeling in the global economy.
plot the countries on a world map. Contact a local
company which exports and invite speaker to speak
with class.
Research import and export of goods; research the
impact of low wages /lower environmental and
consumer laws in some countries and discuss the
impact on USA economy and the country of origin’s
economy. Discuss the merits and detractors of these
situations.
HS.O.ADFM.2.4
analyze effects of textile characteristics on
design, construction, care, use and
maintenance of products.
HS.O.ADFM.2.5
apply appropriate procedures for care of
textile products.
Explore the International Monetary Fund to see the
impact of money on the global economy:
http://www.imf.org/external/np/exr/center/students/tra
de/index.htm
Based on the sample testing in HS.O.ADFM.2.1,
determine what textiles are appropriate for specific
garments. Provide examples of pairings and have
students analyze durability and appropriateness (i.e,
children’s wear, a man’s suit).
Utilize a stain guide to remove stains. Discuss proper
care for specific products.
2
Standard Number:
HS.S.ADFM.3
Essential Questions:
Objectives:
HS.O.ADFM.3.1
Skills in Fashion, Apparel and Textile Design
Students will demonstrate skills in fashion, apparel and textile design.
How do I create my design?
Students will
Learning Plan & Notes to Instructor:
explain the ways in which fiber, fabric,
Utilize the lesson plan at Cooper Hewitt National
texture, pattern and finish can affect visual
Design Museum- Smithsonian titled “Saris, Kimonos,
appearance.
Togas & Smocks: Exploring Clothing Across
Cultures”
http://www.educatorresourcecenter.org/view_lesson.
aspx?lesson_plan_id=187
Divide the class into small groups and provide each
group with a copy of the handout entitled "Clothes:
What Do They Mean?" Ask the students to
brainstorm answers to the questions on the handout.
When the class is finished, encourage each group to
share its thoughts with the entire class.
HS.O.ADFM.3.2
HS.O.ADFM.3.3
HS.O.ADFM.3.4
HS.O.ADFM.3.5
apply basic and complex color schemes
and color theory to develop and enhance
visual effects.
utilize elements and principles of design in
designing, constructing, altering and
redesign textile, apparel and fashion
products.
demonstrate design concepts with fabric or
technology/computer, using draping and/or
flat pattern making technique.
generate design that takes into
consideration ecological, environmental,
Have students explore different cultural expressions
of identity through clothing. Research clothing from
varied cultures. Divide the class into small groups
and tell the students to use the websites provided to
complete their assignment.
Resource Materials available on site.
Have students brainstorm the criteria for construction
or redesign of a fashion product. Develop a rubric
and have students discuss the rubric. Discuss the
color, design and construction of the product. Have
each student design and construct their project. Plan
and organize a fashion show or display the products.
Find a minimum of ten examples of each of the three
design categories to construct your graphic
3
sociological, psychological, technical and
economic trends and issues.
HS.O.ADFM.3.6
apply elements and principles of design to
assist consumers and businesses in
making decisions.
HS.O.ADFM.3.7
demonstrate ability to use technology for
fashion, apparel and textile design.
Standard Number:
HS.S.ADFM.4
Essential Questions:
Objectives:
HS.O.ADFM.4.1
HS.O.ADFM.4.2
organizer. Represent your choices on a graphic
organizer in the space below. You may use the back
of this document, as well. Five examples should be
from your everyday observations, and five examples
should be from the People’s Design Award Web site
(www.peoplesdesignaward.org). Resource materials
available.
Have students brainstorm an exhaustive list of
potential clients and their needs and wants.
Categorize according to age, gender, culture,
physical limitations, income, preferences in design.
Put the tags in to the appropriate basket. Have
students select a tag from each basket. They will
design a room based on the selections. After the
design is complete, have them present the design
and justify their choices.
Design a business card using the principles of color
and design. Produce the cards.
Have students utilize software in the development of
a design product. Present the completed design and
the completed product.
Production, Redesign, or Repair Fashion, Apparel and Textile Products
Students will demonstrate skills needed to produce, redesign, or repair fashion, apparel and textile
products.
How do I produce a high quality product?
Students will
Learning Plan & Notes to Instructor:
demonstrate professional skills in using a
Identify and practice basic construction techniques
variety of equipment, tools and supplies for which may include basting, clean finish, clipping,
fashion, apparel and textile construction,
edge stitching, facing, fold line, grading/layering,
alteration, repair and redesign.
grain line (lengthwise, crosswise, bias), interfacing,
notches, one-way directional patterns/prints,
reinforce stitching, seam allowance, seam finishes,
selvage, stay stitching, stitching line, stitch in the
ditch, top stitching.
explain production processes for creating
Have students explore the various processes in
4
fibers, yarn, woven and knit fabrics and
non-woven textile products.
HS.O.ADFM.4.3
HS.O.ADFM.4.4
HS.O.ADFM.4.5
Standard Number:
HS.S.ADFM.5
Essential Questions:
Objectives:
HS.O.ADFM.5.1
use appropriate industry products and
materials for cleaning, pressing and
finishing textile, apparel and fashion
products.
examine current technology and trends that
facilitate design and production of textile,
apparel and fashion products.
demonstrate basic skills for producing,
redesigning and altering textile products
and apparel.
developing fabric. Utilize the lesson plan on weaving
found at UEN FACS Resources at
http://www.uen.org/Lessonplan/preview.cgi?LPid=12
359 Have student select a weave (plain, satin, or
twill) and produce a sample of the weave.
Options include producing a felt or a knitted sample.
For felting instructions, see
http://www.michaels.com/art/online/displayArticle?art
icleNum=ae0390
Identify and practice using a variety of appropriate
products, equipment and tools for detail finish of
design products.
Research and summarize new technologies and
trends in design and production. Have students
reflect on the history of garment and fashion.
Design and produce a garment or product using
basic skills. This may be a redesign of an existing
garment.
For a free, downloadable program, go to
http://www.wildginger.com/products/wildthings.htm
use to print patterns for making hats, wraps, slippers,
bags, purses, and other accessories.
Adjustable measurements and add various styles of
pockets.
Elements of Textile, Apparel and Fashion Merchandising
Students will evaluate elements of textile, apparel and fashion merchandising.
How do marketing principles impact fashion design?
Students will
Learning Plan & Notes to Instructor:
apply marketing strategies for textile,
Develop a Venn diagram to illustrate the 4Ps of
apparel and fashion products.
marketing. In small groups, have students to develop
a new fashion line applying the 4Ps of marketing to
launch a successful product. Classify decisions
made when applying the 4Ps of marketing on a word
wall.
5
HS.O.ADFM.5.2
HS.O.ADFM.5.3
analyze the cost of constructing,
manufacturing, altering, or repairing textile,
apparel and fashion products.
Gather garments and other fashion products that
have been manufactured, recycled (vintage),
redesigned, and constructed. Determine cost and
compare.
analyze ethical considerations for
Examine current news articles that report on
merchandising apparel and textile products. economic impact of unethical action. Discuss impact
on society and individuals.
Have students examine the Employee Free Choice
Act, a major change in labor law that is now being
considered by Congress. An in depth lesson is
found at:
http://www.tolerance.org/teach/activities/activity.jsp?
ar=1055
http://www.capitalnews9.com/content/headlines/?ArI
D=112873&
HS.O.ADFM.5.4
HS.O.ADFM.5.5
Investigate external factors that influence
merchandising.
examine varied methods for promoting
apparel and textile products.
Have students research and summarize findings on
child labor and women’s economic development.
http://www.aflcio.org/corporatewatch/stop/
http://www.coopamerica.org/programs/sweatshops/
http://www.icrw.org/html/projects/projects_poverty.ht
m
Have the students find examples of advertisements
from at least 5 forms of advertising media.
Conduct a scavenger hunt to find different types of
advertisements tailored to specific target markets.
Have the students examine the site: Small Business
Website at http://www.gaebler.com/Small-BusinessMarketing.htm and research costs of various
methods of advertising.
Have the students complete a chart showing the
different costs of each type of advertising, and
decide which method of advertising is most effective
for a variety of target markets.
6
Discuss why the different methods of advertising are
more effective for specific target markets.
http://www.thebudgetfashionista.com/
Examine marketing terminology including:
the 4 P’s of marketing (product, place, price,
promotion), consumer motivations (rational,
emotional, and patronage motives), advertising
media (magazines, newspapers, television, direct
mail, radio, internet, and billboards).
Have the students brainstorm a list of every form of
advertising they can think of. Make sure all of the
advertising media is on the list. Have student select
a “representative” of a demographic. Have students
bring in examples of ads students brought in
discussing a target market, have the students decide
how the ads relate to the 4 P’s of marketing
HS.O.ADFM.5.6
apply research methods, including
forecasting techniques, for marketing
apparel and textile products.
Standard Number:
HS.S.ADFM.6
Essential Questions:
Objectives:
HS.O.ADFM.6.1
Components of Customer Service
Students will evaluate the components of customer service.
How do I keep and get customers?
Students will
Learning Plan & Notes to Instructor:
analyze factors that contribute to quality
Use role-plays; view videos; play games; participate
customer relations.
fashion shows; use appropriate telephone protocol.
analyze the influences of cultural diversity
Explore the appropriate etiquette in role plays
as a factor in customer relations.
depicting various cultures.
demonstrate the skills necessary for quality Role play customer service experiences, both
customer service.
positive and negative.
create solutions to address customer
Play a game of Charades to reflect common
concerns.
customer concerns.
Business Profitability and Career Success
Students will demonstrate general operational procedures required for business profitability and
career success.
HS.O.ADFM.6.2
HS.O.ADFM.6.3
HS.O.ADFM.6.4
Standard Number:
HS.S.ADFM.7
Essential Questions:
Objectives:
HS.O.ADFM.7.1
Students will
analyze legislation.
Learning Plan & Notes to Instructor:
Develop a chart on legislation related to business.
Consider the impact the legislation has on production
and market.
7
HS.O.ADFM.7.2
analyze personal and employer
responsibilities and liabilities regarding
industry-related safety.
HS.O.ADFM.7.3
analyze the effects of security and
inventory control strategies.
HS.O.ADFM.7.4
analyze operational costs such as mark
ups.
HS.O.ADFM.7.5
Standard Number:
HS.S.PSF.8
Essential Questions:
Objectives:
HS.O.PSF.8.1
demonstrate knowledge of the arts.
Participating in the Student Organization
Students will participate in a student organization.
How can leadership skills strengthen an individual?
Students will
Learning Plan & Notes to Instructor:
identify the purposes and goals of the
Complete the “Be a Part of It” webquest found at
student/professional organization.
http://www.fcclainc.org/assets/files/pdf/membership/2
008SteponeActivity.pdf
explain the benefits and responsibilities of
Discuss the value of the leadership and personal
participation in student/professional/civic
development activities of FCCLA.
organization.
demonstrate leadership skills through
Complete a FCCLA project that addresses several
participation in student/professional/civic
standards in the course.
organization activities such as meetings,
programs, and projects.
Leadership, Citizenship and Teamwork Skills
Students will demonstrate leadership, citizenship and teamwork skills required for success in the
family, workplace and global community.
What do 21st Century skills mean in the context of work?
Students will
Learning Plan & Notes to Instructor:
assess factors involved in successful
Determine what skills and traits are essential in a
leadership skills, citizenship traits and
design career.
teamwork traits.
apply leadership, citizenship and teamwork Develop a design related project that utilizes the
HS.O.PSF.8.2
HS.O.PSF.8.3
Standard Number:
HS.S.PSF.9
Essential Questions:
Objectives:
HS.O.PSF.9.1
HS.O.PSF.9.2
Review the role of workplace safety, take a quiz and
have students examine the tutorial on safety in the
workplace at
http://www.nonprofitrisk.org/tools/workplacesafety/nonprofit/wsp.htm
Discuss the problems of security and inventory
control. Invite a guest speaker.
http://en.wikipedia.org/wiki/Inventory_control
Research the information on principles of accounting
at this comprehensive site:
http://www.principlesofaccounting.com/chapters.htm
Addressed in the execution of designed projects.
8
Standard Number:
HS.S.PSF.S.10
Essential Questions:
Objectives:
HS.O.PSF.10.1
HS.O.PSF.10.2
HS.O.PSF.10.3
HS.O.PSF.10.4
HS.O.PSF.10.5
21st Century Skills
Information and
Communication
Skills:
skills as an integral part of classroom
abilities and skills of all class members.
activities.
Reasoning for Action
The student will apply reasoning processes, individually and collaboratively, to take responsible
action in families, workplaces and communities.
How can I take responsible actions in my life?
Students will
Learning Plan & Notes to Instructor:
contrast consequences of adequate and
Examine the consequences of good and poor
inadequate reasoning for self, others,
reasoning on the family.
culture/society and global environment.
analyze recurring and evolving family,
Determine what community concerns continue to
workplace and community concerns.
Be impacting family life.
analyze practical reasoning components.
Determine the components that are related to that
concern.
implement practical reasoning for
Plan a strategy that addresses a need of families in
responsible action in families, workplaces,
your community.
and communities.
Recommended Supplemental Resource:
The Kid's Guide to Social Action: How to Solve the
Social Problems You Choose--And Turn Creative
Thinking into Positive Action by Barbara A. Lewis,
Pamela Espeland, and Caryn Pernu
ISBN 1575420384
demonstrate inquiry and reasoning to gain
Gather information that directs planning for action.
factual knowledge and test theories on
which to base judgments for action.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
21C.O.9Student recognizes information Have students produce a
Review the
12.1.LS1
needed for problem solving,
brochure:
brochures according
can efficiently browse, search
From ReadThinkWrite,
to the assessment
and navigate online to access
use the lesson plan:
criteria included in
relevant information, evaluates “Brochure: Writing for
the Assignment
information based on credibility, Audience and Purpose “
Brochure. Students
social, economic, political
Author Deborah Dean
can assess their
and/or ethical issues, and
Provo, Utah
own work using the
presents findings clearly and
Complete instruction and
Reflection
9
persuasively using a range of
technology tools and media.
Thinking and
Reasoning Skills:
Personal, and
Workplace, Skills:
21C.O.912.2.LS3
Student engages in a problem
solving process by formulating
questions and applying
complex strategies in order to
independently solve problems.
21C.O.912.3.LS3
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using what
he/she has learned to adapt to
new situations, and displaying
perseverance and commitment
to continued learning.
Learning Skills & Technology Tools
A.01
Entrepreneurship
Skills:
activities plan is found at
http://www.readwritethink.
org/lessons/lesson_view.a
sp?id=1002.
Students will engage in
critical thinking as they
analyze and evaluate
information.
Questions.
Students will maintain a
focus on the larger goal
with the planning of
appropriate steps, as they
prepare their final
product.
Creating a final
project by working
as a group to
organize, finalize
and present product.
Students will incorporate
various elements of
technology into focusing
on long range goals while
working effectively as a
group.
Teaching Strategies
Culminating Activity
Develop a product that
would enhance family life.
Students will use
proper technology to
find information.
Student’s final
product will show
how the students
applied technology
tools for information
analysis and content
learning.
Evidence of
Success
Complete the
project.
10
Culminating
Assessment:
Culminating Assessment:
Build Assessments anchored in authentic task by using GRASPS:
G What is the Goal in the scenario?
R What is the Role?
A Who is the Audience?
S What is your Situation (context)?
P What is the Performance challenge?
S By what Standards will work be judged in the scenario?
As a high school student, you plan to continue your education and enter a profession related to
fashion merchandising. You will research a selected career, utilizing a variety of resources and
methods such as web searches, interviewing local professionals, etc. From your research, you will
develop a display to enter in the FCCLA competitive event. You will be judged by the event rubric
in the FCCLA Handbook.
Links and Other Resources
Links and Other
Resources
FCCLA INTEGRATION WITH WV FAMILY AND CONSUMER SCIENCES COURSES
West Virginia FACS Courses
FCCLA INTEGRATION
(STAR and National Programs)
Required Course Offerings
0901 Life Connections
Dynamic Leadership, Families First, Power of
0902 Parenting & Child Development
One: A Better You, Financial Fitness,
0903 Parenting & Strong Families
Community Service
STAR Events: Illustrated Talk, Career
Investigation, Chapter Service Project,
Interpersonal Communications, Applied
Technology
Electives
Consumer & Family Resources
0911 Personal Resource Management
Dynamic Leadership, Power of One: A Better
You, Take the Lead, Student Body, Financial
Fitness, National Programs in Action, Job
Interview
STAR Events: Entrepreneurship, Illustrated Talk,
Chapter Service Project, Interpersonal
11
Family & Human Development
0921 Adolescent Parent
0922 Life Basics
0928 HSDR (Human Services, Development,
& Relationships)
0929 LIFE (Learning for Independence,
Family & Employment)
Applied Design:
House Interior & Furnishings
0941 Housing & Interior Design
Textiles & Apparel
0961 Applied Design
Nutrition & Food Science
0950 Food & Nutrition I
0951 Food Preparation
0952 Nutrition & Food Science
0953 Food & Nutrition II
FCCLA Integration Appropriate for All
FACS Courses
Communications, National Programs in Action,
Hospitality, Applied Technology
Dynamic Leadership, Families First, Power of
One: Family Ties
FACTS, Stop the Violence, Skills for Life,
Community Service, Student Body
STAR Events: Illustrated Talk, Chapter Service
Project, Focus on Children, Interpersonal
Communications, Applied Technology
Financial Fitness, Power of One
STAR Events: Illustrated Talk, Career
Investigation, Interpersonal Communication,
Entrepreneurship, Applied Technology, Job
Interview, Chapter Showcase
Student Body, Power of One
STAR Events: Illustrated Talk, Career
Investigation, Interpersonal Communication,
Entrepreneurship, Applied Technology, Job
Interview, Chapter Showcase
Dynamic Leadership, Career Connections,
Power of One, Working on Working
STAR Events: Illustrated Talk, Career
Investigation, Interpersonal Communication
Applied Design
Fashion Merchandising
Textiles and Fiber /Fabric Care
http://www.ntgi.net/ICCF&D/textile.htm textile dictionary
http://www.fabriclink.com/
http://www.textilefabric.com/site/main/index.php
http://www.ifi.org/
12
http://www.fibersource.com/
http://www.cotton.org/
http://www.woolmark.com/
http://www.textileaffairs.com/
Marketplace
http://www.fashiondex.com/
http://members.tripod.com/~kburge/HomeEc/apparel.html
http://www.narms.com/ National Association of Retail Marketing
Careers and Education
http://www.fashion-careers.com/
http://www.bls.gov/search/ooh.htm Career Outlook
http://www.fitnyc.edu/html/dynamic.html
http://www.parsons.edu/index.html
http://www.infomat.com/whoswho/ designers
Legislation
http://www.cotton.org/
Social Responsibility
http://www.patagonia.com
http://www.globalstewards.org/clothing.htm
Construction
http://www.fabric.com/
http://vikinghusqvarna.freshlinks.net/vikinghusqvarna/index.htm
http://janome.com/index.cfm
Adaptive Clothing
http://easyaccessclothing.com/
http://www.adaptive-apparel.com/
http://www.clothingsolutions.com/
http://www.accessiblethreads.com/
Fashion History and Culture
http://smithsonianeducation.org/educators/lesson_plans/playing_historical_detective/index.html
http://www.educatorresourcecenter.org/view_lesson.aspx?lesson_plan_id=187
Fashion
http://www.fashion-icon.com/
http://www.fashion.net/
http://www.fashioncenter.com
http://www.fashionclick.com/
13
http://www.style.com/vogue/
http://www.apparel.net/
http--www.mamkschools.org-mhs-class-home_and_career-nelson-fashion_questJune2.htm
Selecting fibers for astronauts clothing
WEBQUEST Fashion Accessory Mission
http--www.angelfire.com-stars3-education-familyandconsumer.html
Textile Fabric Consultants, Inc.
FabricLink The Educational Resource for Fabrics, Apparel, Home Furnishings and Care
FASHION DESIGN AND MERCHANDISING
Fashion Quest http--www.mamkschools.org-mhs-class-home_and_career-nelsonfashion_questJune2.htm
Smithsonian Education - IdeaLabs Textiles of the Southwest
Smithsonian Education - Spinning Yarns, Telling Tales about Textiles
Smithsonian Education - Clothing and Social Change in America
http://its.leesummit.k12.mo.us/facs.htm#Clothing_and_Textiles
Business Profitability
http://www.imf.org/external/np/exr/center/students/trade/index.htm Trading Around the World
interactive
FCCLA
“Be Part of It” webquest:
http://www.fcclainc.org/assets/files/pdf/membership/2008SteponeActivity.pdf
www.fcclainc.org
www.wvfccla.googlepages.com
Related Websites:
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
14
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
Contacts:
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts:
CTE Teachers: See CTE Directory
Human Services Cluster Coordinator: Donna Wilkes dwilkes@access.k12.wv.us
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
15