High School Fashion And Apparel I Curriculum

High School Fashion and Apparel I CurriculumCourse Description: Fashion and Apparel I involves students in critical thinking throughfashion, consumer awareness, clothing selection and care, garment construction, technology, andcareers. The skills and techniques that are developed through hands-on application can beapplied to many careers in today’s society.Scope and Sequence:TimeframeUnitInstructional Topics3 WeeksElements of FashionTopic 1: Fashion InfluencesTopic 2: Shopping for FabricTopic 3: Elements of DesignTopic 4: Body Type12 WeeksClothing ConstructionTopic 1: EquipmentTopic 2: PatternsTopic 3: Sewing SkillsTopic 4: Project Construction2 WeeksFibers and TextilesTopic 1: Fiber ClassificationTopic 2: Fiber CharacteristicsTopic 3: Fiber CareTopic 4: Weaves1 WeekCareers in FashionTopic 1: ExplorationTopic 2: Global EffectBoard Approved: January 26, 20171 Page

Unit 1: Elements of FashionSubject: Fashion and Apparel IGrade: 9-12Name of Unit: Elements of FashionLength of Unit: 3 WeeksOverview of Unit: Students will have an understanding of all the influences in our environmentthat affect clothing choices.Priority Standards for unit: Evaluate elements of textile, apparel, and fashion merchandising. (NSFACS: 16.5) Demonstrate fashion, apparel, and textile design skills. (NSFACS: 16.3)Supporting Standards for unit: Students use digital media and environments to communicate and work collaboratively,including at a distance, to support individual learning and contribute to the learning ofothers (ISTE 2 - Communication and Collaboration). Communicate information and ideas effectively to multiple audiences using avariety of media and formats. Students apply digital tools to gather, evaluate, and use information (ISTE 3 - Researchand Information Fluency). Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use informationfrom a variety of sources and media. Students use critical thinking skills to plan and conduct research, manage projects, solveproblems, and make informed decisions using appropriate digital tools and resources(ISTE 4 - Critical Thinking, Problem Solving, and Decision Making). Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions. Students understand human, cultural, and societal issues related to technology andpractice legal and ethical behavior (ISTE 5 - Digital Citizenship). Advocate and practice safe, legal, and responsible use of information andtechnology. Exhibit a positive attitude toward using technology that supports collaboration,learning, and productivity.Board Approved: January 26, 20172 Page

Unwrapped SkillsUnwrapped Concepts (Students need to be able to Bloom’s Taxonomy(Students need to know)do)LevelsWebb's DOKElements of textile, apparel,and fashion merchandisingEvaluateEvaluate4Fashion, apparel, and textiledesign skills.DemonstrateCreate3Essential Questions:1. How do textiles, apparel, and fashion merchandising influence fashion?2. Why is applying elements of design skills important when considering your personalstyle?3. Why should cost be evaluated when shopping for textiles and apparel?Enduring Understanding/Big Ideas:1. Fashion is influenced by textile and apparel trends as well as media, culture, and society.2. Line, color, and pattern should be considered when dressing for your body type.3. Fabric content and care affect the price of owning a garment.Unit Vocabulary:Academic Cross-Curricular WordsColor ntaryContent/Domain SpecificModestyAdornmentBoltSilhouetteBody TypeResources for Vocabulary Development:Course Textbook: Clothing (Fourth Edition) by Jeanette WeberBoard Approved: January 26, 20173 Page

Topic 1: Fashion InfluencesEngaging Experience 1Title: What influences clothing selection?Suggested Length of Time: 3 DaysStandards AddressedPriority: Evaluate elements of textile, apparel, and fashion merchandising. (NSFACS:16.5)Supporting: Students apply digital tools to gather, evaluate, and use information (ISTE 3 Research and Information Fluency). Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically useinformation from a variety of sources and media. Students use digital media and environments to communicate and workcollaboratively, including at a distance, to support individual learning andcontribute to the learning of others (ISTE 2 - Communication and Collaboration). Communicate information and ideas effectively to multiple audiencesusing a variety of media and formats.Detailed Description/Instructions: After the class discussed reasons for different styles, theywill apply their knowledge of each influence; modesty, status, protection, culture, andadornment. Students will use magazines or the Internet to find examples of each influence.Students using hard copy resources will create a book, one page per influence. Each page shoulddefine the influence and explain the student’s perspective why their example fits that influence.In a similar fashion, students using an online resource will create a short multimediapresentation, one slide per influence containing the same information above within each slide.Students may present their book or multimedia presentation as time allows or what fits thepersonality of the class.Bloom’s Levels: EvaluateWebb’s DOK: 4Board Approved: January 26, 20174 Page

Rubric:Board Approved: January 26, 20175 Page

Topic 2: Shopping for FabricEngaging Experience 1Title: Shopping BasicsSuggested Length of Time: 2 DaysStandards AddressedPriority: Evaluate elements of textile, apparel, and fashion merchandising. (NSFACS:16.5)Supporting: Students use critical thinking skills to plan and conduct research, manage projects,solve problems, and make informed decisions using appropriate digital tools andresources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making). Identify and define authentic problems and significant questions forinvestigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informeddecisions.Detailed Description/Instructions: After large group discussion on what to expect at a fabricstore and how to determine fabric requirements students will shop for project supplies. Studentswill evaluate fabric options and pattern requirements to select fabric. They are also responsiblefor locating items in the store, purchasing the correct amounts and evaluating the cost of theproject.Bloom’s Levels: EvaluateWebb’s DOK: 4Board Approved: January 26, 20176 Page

Topic 3: Elements of DesignEngaging Experience 1Title: Color Scheme ProjectSuggested Length of Time: 3 DaysStandards AddressedPriority: Demonstrate fashion, apparel, and textile design skills. (NSFACS: 16.3) Evaluate elements of textile, apparel, and fashion merchandising. (NSFACS:16.5)Supporting: Students apply digital tools to gather, evaluate, and use information (ISTE 3 Research and Information Fluency). Locate, organize, analyze, evaluate, synthesize, and ethically useinformation from a variety of sources and media. Evaluate and select information sources and digital tools based on theappropriateness to specific tasks. Process data and report results. Students understand human, cultural, and societal issues related to technologyand practice legal and ethical behavior (ISTE 5 - Digital Citizenship). Advocate and practice safe, legal, and responsible use of information andtechnology. Exhibit a positive attitude toward using technology that supportscollaboration, learning, and productivity.Detailed Description/Instructions: After introduction to the color wheel students will completethe color scheme project. This project consists of identifying five basic color schemes and theirdefinition. Students will use the internet or magazines to find examples of each color schemerepresented in an outfit. They will analyze the colors based on their tint, shade, value andintensity. Students will be expected to justify their selections.Bloom’s Levels: Evaluate, CreateWebb’s DOK: 4, 3Board Approved: January 26, 20177 Page

Rubric: To be createdBoard Approved: January 26, 20178 Page

Topic 4: Body TypeEngaging Experience 1Title: Dressing for Various Body TypesSuggested Length of Time: 3 DaysStandards AddressedPriority: Demonstrate fashion, apparel, and textile design skills. (NSFACS: 16.3)Supporting: Students use critical thinking skills to plan and conduct research, manage projects,solve problems, and make informed decisions using appropriate digital tools andresources (ISTE 4 - Critical Thinking, Problem Solving, and Decision Making). Identify and define authentic problems and significant questions forinvestigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informeddecisions. Use multiple processes and diverse perspectives to explore alternativesolutions.Detailed Description/Instructions: Following instruction on identifying flattering fashions forvarious body-types students will create original designs on silhouettes. The designs will requirethe use of the elements of design, color, and accessories that will be flattering for a thin person, afull figured person, someone who wants to look taller, someone who wants to appear shorter,how to make a neck appear longer and they will be able to choose additional body types to dress.Bloom’s Levels: CreateWebb’s DOK: 3Board Approved: January 26, 20179 Page

Engaging ScenarioEngaging Scenario (An Engaging Scenario is a culminating activity that includes the followingcomponents: situation, challenge, specific roles, audience, product or performance.)Students will be presented with the challenge of designing their best “self” encompassing all ofthe topics discussed in Unit 1. Their self will involve dressing their body using elements ofdesign to best accent their figure type and choose fabrics that support their favorite activitytaking into consideration fashion influences that are important to them.Board Approved: January 26, 201710 P a g e

Summary of Engaging Learning Experiences for stedLength ofTimeFashionInfluencesWhat influencesclothingselection?After the class discussed reasons fordifferent styles, they will apply theirknowledge of each influence; modesty,status, protection, culture, and adornment.Students will use magazines or the Internetto find examples of each influence.Students using hard copy resources willcreate a book, one page per influence. Eachpage should define the influence andexplain the student’s perspective why theirexample fits that influence. In a similarfashion, students using an online resourcewill create a short multimedia presentation,one slide per influence containing the sameinformation above within each slide.Students may present their book ormultimedia presentation as time allows orwhat fits the personality of the class.3 DaysShopping forFabricShopping BasicsAfter large group discussion on what toexpect at a fabric store and how todetermine fabric requirements students willshop for project supplies. Students willevaluate fabric options and patternrequirements to select fabric. They are alsoresponsible for locating items in the store,purchasing the correct amounts andevaluating the cost of the project.2 DaysElements ofDesignColor SchemeProjectAfter introduction to the color wheelstudents will complete the color schemeproject. This project consists of identifyingfive basic color schemes and theirdefinition. Students will use the internet or3 DaysBoard Approved: January 26, 201711 P a g e