Fashion Strategies
	Course Preface Printable Version (pdf)

 

Course Description

 

Core Standards of the Course

Standard 1
Students will explore the fundamentals of fashion.

Objective 1
Identify why we wear clothes (protection, adornment, identification, modesty, status)

Objective 2
Define terminology.

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avant-garde, classic, design, draped, fad/craze, fashion, fashion cycle (introduction, rise, peak, decline, outdated), garment, haute couture, ready to wear, style, tailored, trend, wardrobe.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, skirts, pants/trousers, jackets, etc.
   

Objective 3
Discuss the history of fashion.

1. Trends repeat every 20-30 years
   
2. 1890’s – Victorian Era. Gibson Girl, corset, bustle, exaggerated 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, elongated 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, elongated 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), hourglass silhouette with accented lower half.
   
9. 1960s – Civil rights Era. Miniskirts, pantsuits, pillbox hat, tubular silhouette.
   
10. 1970s – Hippy to Disco Era. Unisex, bold flower prints, platform shoes, A-line silhouette.
    
11. 1980s – Yuppie Era. Logo wear, designer jeans, exercise wear, European “V” inverted triangle silhouette.
    
12. 1990s – Technology Era. Bare midriff, two piece formal, grunge, A-line silhouette.
    

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

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)
   
2. Discuss designers of influence (Coco Chanel, Christian Dior, and Charles Worth).
   

Objective 5
Prepare an oral or written report on a fashion capital, fashion designer, or historic era that has influenced fashion.

Objective 6
Identify fashion related careers (costume designer, museum curator, etc.)

Standard 2
Students will recognize and use the principles and elements of fashion design.

Objective 1
Demonstrate knowledge of the elements (tools) of design.

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

Objective 2
Demonstrate knowledge of the principles (rules) of design.

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
   

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

Objective 4
Create a color wheel identifying primary, secondary, and tertiary/intermediate colors, the warm and cool colors, and tints and shades.

Objective 5
Create a fashion project or professional presentation incorporating the principles and elements of design; explain in writing, (design, portfolio, power point, display, etc.)

Standard 3
Students will understand the use of textiles in fashion.

Objective 1
Identify basic fibers, the characteristics, use and care of each textile.

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.
   

Objective 2
Recognize various types of fabric construction.

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

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

Objective 4
Create a fabric reference guide consisting of natural/synthetic fibers and woven/knit fabrics.

Standard 4
Students will identify consumer strategies associated with fashion.

Objective 1
Identify consumer influences.

1. Cultural and economic conditions
   
2. Media and advertising
   
3. Technology
   
4. Purchasing influences (conformity, peer pressure, social, [media, culture, religion], individuality)
   

Objective 2
Identify various types of purchasing options:

1. Types of stores (chain, department, specialty, discount, manufacturer-owned, outlet)
   
2. Catalog
   
3. Internet
   

Objective 3
Identify consumer skills and purchasing decisions.

1. Judging quality (basic construction, seams, matching plaid, attachment of fasteners)
   
2. Cost per wear
   
3. Smart shopping (shop sales, comparison shop)
   
4. Care labels (fiber content, garment care, international care symbols)
   
5. Hang tags (brand name, size, price, warrantee)
   

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

Standard 5
Students will evaluate personal fashion characteristics.

Objective 1
Rate aspects of personal appearance.

1. Personal styles - yin/yang
   
2. Body types/silhouette: Hourglass, Triangle, Inverted Triangle, Rectangle
   
3. Grooming skills (include to the level needed for your students)
   

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

1. Inventory, evaluate and set a buying plan for personal wardrobe.
   
2. Consider resources
   

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

Objective 4
Complete a personal wardrobe analysis to assess what is owned, select what to eliminate, and determine needs & wants.

 

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Office of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Office of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.

 

For more information about this core curriculum, contact the USOE Specialist, PEARL HART or visit the CTE/Family & Consumer Sciences Education Home Page. For general questions about Utah's Core Curriculum, contact the USOE Curriculum Director, MARY SHUMWAY . UEN Contact Info: 801-581-2999 | 800-866-5852 | Contact Us