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CTE/Family & Consumer Sciences Education Curriculum Fashion Design Studio
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arrow icon Course Introduction

 

Core Standards of the Course

Performance Objective 1:
Complete FCCLA Step One and/or introduce DECA. http://www.uen.org/cte/facs_cabinet/facs_cabinet10.shtml
http://www.deca.org

Strand 1
Students will explore the fundamentals of fashion.

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Standard 1
Identify why we wear clothes (Protection, adornment, identification, modesty, status)

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Standard 2
Define terminology.

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  1. Common terms: accessories, avant-garde, classic, design, draped, fad/craze, fashion, fashion cycle (introduction, rise, peak, decline, outdated), garment, haute couture, ready to wear, style, tailored, trend, wardrobe.
  2. Basic design details: shirts, collars, sleeves, necklines, dresses, skirts, pants/trousers, jackets, etc.

Standard 3
Discuss the history of fashion, the cultural influences and their impact on drastic fashion changes in each decade. (*STEM: Math)

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  1. Trends repeat every 20-30 years
  2. 1890’s – Victorian Era. Gibson Girl, corset, bustle, hourglass silhouette.
  3. 1900’s – Industrial Revolution Era. Duster coat, shirtwaist, Leg O’ Mutton sleeves, s-curve silhouette.
  4. 1910’s – WWI Era. Hobble skirt, bathing suit, bloomers, inverted triangle silhouette.
  5. 1920’s – “Roaring ‘20’s’ Era. Flapper, costume jewelry, cloche’ hat, tubular silhouette.
  6. 1930’s – Depression Era, bias cut dresses, waistline restored, hemlines dropped, hand-me downs, flour sack clothing, hourglass silhouette.
  7. 1940s – WWII Era. Convertible suit, slacks, Eisenhower jacket, inverted triangle silhouette.
  8. 1950s – Rock n’ Roll era. Poodle skirts, saddle shoes, Capri pants, the new look (Christian Dior), teenagers, hourglass silhouette.
  9. 1960s – Civil rights Era. Miniskirts, pantsuits, pillbox hat, tubular silhouette.
  10. 1970s – Hippy to Disco Era. Unisex, bold flower prints, platform shoes, triangular silhouette.
  11. 1980s – Yuppie Era. Logo wear, designer jeans, exercise wear, inverted triangle silhouette.
  12. 1990s – The Dot Com Era. Bare midriff, rejection of fashion, grunge, tubular silhouette.
  13. 2000s - War on Terrorism and increase in technology. Skinny jeans, embellishments, hip-hop style.
  14. 2010s - Social media (Look at what you're wearing today, what will people remember?) leggings, jeggings, cutouts, hipster-style. (*STEM: Technology)

Standard 4
Identify and discuss characteristics of fashion capitals and designers.

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  1. Major Fashion Capitals: Paris, France (First Fashion capital); Milan, Italy,(Elegance and luxurious fabrics); Tokyo, Japan (Asian influence, loose and unstructured); London, England (Modern British designers tend to favor a "rebel" look); New York City, New York (Clean cut casual style). (See FS addendum for added information)(See FS addendum for added information)
  2. Discuss designers of influence (Coco Chanel, Christian Dior).

Standard 5
Identify fashion related careers (costume designer, museum curator, etc.)

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Performance Objective #2
Prepare an oral or written report on a fashion capital, historic era, or fashion career that has influenced fashion.

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Strand 2
Students will recognize and apply the principles and elements of fashion design.

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Standard 1
Demonstrate knowledge of the elements (tools) of design. (*STEM: Math, Science)

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  1. Line (vertical, horizontal, curved, and diagonal - visual effects)
  2. Shape/clothing silhouette
  3. Color
    • Color basics: hue, primary, secondary, tertiary/intermediate, location on a 12 color wheel
    • Value: tints, shades
    • Intensity: brightness, dullness (tones)
    • Schemes: neutral, accented neutral, monochromatic, triad, analogous/adjacent, complementary
  4. Texture (tactile, visual)
  5. Pattern (naturalistic, conventional/stylized, geometric, abstract)

Standard 2
Demonstrate knowledge of the principles (rules) of design. (*STEM: Math, Science)

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  1. Proportion/Scale
  2. Balance: formal/symmetrical, informal/asymmetrical
  3. Emphasis: focal point
  4. Rhythm: gradation, opposition, radiation, repetition, transition
  5. Harmony: unity and variety

Standard 3
Identify related careers (fashion designer, illustrator, etc.).

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Performance Objective #3
Create a color wheel identifying primary, secondary, and tertiary/intermediate colors, the warm and cool colors, and tints and shades. (*STEM: Math, Science)

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Performance Objective #4
Create a fashion project or professional presentation incorporating the principles and elements of design; explain in writing, (design, portfolio, power point, display, etc.) (*STEM: Math, Science, Technology)

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Strand 3
Students will examine the use of textiles in fashion. (*STEM: Science)

Standard 1
Identify basic fibers, the characteristics, use and care of the following textiles.

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  1. Identify sources and characteristics of natural fibers: cotton, linen, silk, wool
  2. Identify sources and characteristics of synthetic fibers: nylon, polyester, acrylic, rayon, spandex, acetate.

Standard 2
Recognize various types of fabric construction.

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  1. Identify basic weaves (plain, twill, satin).
  2. Define knits.
  3. Identify non-woven fabrics. (felt)
  4. Fabric Finishes (solution, yarn, and piece dying, printing)

Standard 3
Identify textile related careers (textile designer, textile chemist, fabric designer, etc.).

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Performance Objective #5
Create a fabric reference guide consisting of natural/synthetic fibers and woven/knit fabrics.

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Strand 4
Students will identify consumer strategies associated with fashion.

Standard 1
Identify consumer influences.

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  1. Cultural and economic conditions
  2. Media & advertising (*STEM: Technology)
  3. Technology (*STEM: Technology)
  4. Purchasing influences (conformity, peer pressure, social expectations, culture [ethnicity, religion], individuality)

Standard 2
Identify various types of purchasing options: (*STEM: Math)

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  1. Types of stores (chain, department, specialty, discount, manufacturer-owned, outlet)
  2. Internet & Catalog (*STEM: Technology)

Standard 3
Identify consumer skills and purchasing decisions.

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  1. Judging quality (basic construction, seams, matching plaid, attachment of fasteners)
  2. Cost per wear (*STEM: Math)
  3. Smart shopping (sales, comparison shop, coupons, membership clubs) (*STEM: Math)
  4. Labels (required by law: fiber content, garment care, international care symbols, manufacturer number, country of origin)
  5. Hang tags (optional: brand name, advertising, logo, etc.)

Standard 4
Identify related careers (buyer, retail sales, journalist, advertising, etc.).

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Strand 5
Students will evaluate personal fashion characteristics.

Standard 1
Aspects of personal appearance.

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  1. Personal styles - yin/yang
  2. Body types/silhouette: Hourglass, Triangle, Inverted Triangle, Rectangle (*STEM: Math)
  3. Personal coloring (warm and cool)

Standard 2
Identify and analyze current wardrobe needs for a personal lifestyle

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  1. Basic 8 pieces - Classic, well-constructed, cost per wear, neutral + a favorite color (Long sleeve T-shirt, Short sleeve T-shirt, Tank top, Button down shirt (tailored), Light weight cardigan, Little black dress, Jeans, Dress pants)
  2. Trendy current style and patterns, colorful, fun, fad to mix & match (Woven shirt, Skirt, Patterned jeans, Dressy jacket, Casual jacket, Patterned scarf)

Standard 3
Identify related careers (fashion stylist, personal shopper, etc.).

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Performance Objective #6
Plan a personal wardrobe using the eight basic pieces and six trendy pieces. Accessorize based on personal taste. Create a visual representation and write a description that explains how this collection expresses your personal fashion characteristics. (*STEM: Engineering)

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UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - PEARL HART and see the CTE/Family & Consumer Sciences Education website. For general questions about Utah's Core Standards contact the Director - THALEA LONGHURST .  
Email:  thalea.longhurst@schools.utah.gov

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