CTE/Family & Consumer Sciences Education Course Description

	Fashion Strategies
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Credit: 0.50
Course Preface
Core Code: 34-01-00-00-140
Printable Version: Fashion Strategies (pdf)

Course Description
This course introduces students to the world of fashion. Areas to be included are: psychology of clothing, fashion fundamentals, elements and principles of design, textiles, consumerism, and fashion related careers, with an emphasis on personal application. (Standards 1-5 will be covered on Skill Certification Test # 355)

Core Standards of the Course

Standard 1.0
Students will explore the fundamentals of fashion.

Objective 1.1
Identify why we wear clothes (protection, adornment, identification, modesty, status)

Objective 1.2
Define terminology.

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avant-garde, classic, design, draped, fad/craze, fashion, fashion cycle (introduction, rise, peak, decline, outdated), garment, haute couture, ready to wear, style, tailored, trend, wardrobe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

Objective 1.3
Discuss the history of fashion. (See FS addendum for added information)

Trends repeat every 20-30 years
1890’s – Victorian Era. Gibson Girl, corset, bustle, exaggerated hourglass silhouette.
1900’s – Industrial Revolution Era. Duster coat, shirtwaist, Leg O’ Mutton sleeves, scurve silhouette.
1910’s – WWI Era. Hobble skirt, bathing suit, bloomers, elongated inverted triangle silhouette.
1920’s – “Roaring ‘20’s’ Era. Flapper, costume jewelry, cloche’ hat, tubular silhouette.
1930’s – Depression Era, bias cut dresses, waistline restored, hemlines dropped, hand-me downs, flour sack clothing, elongated hourglass silhouette.
1940s – WWII Era. Convertible suit, slacks, Eisenhower jacket, inverted triangle silhouette.
1950s – Rock n’ Roll era. Poodle skirts, saddle shoes, Capri pants, the new look (Christian Dior), hourglass silhouette with accented lower half.
1960s – Civil rights Era. Miniskirts, pantsuits, pillbox hat, tubular silhouette.
1970s – Hippy to Disco Era. Unisex, bold flower prints, platform shoes, A-line silhouette.
1980s – Yuppie Era. Logo wear, designer jeans, exercise wear, European “V” inverted triangle silhouette.
1990s – Technology Era. Bare midriff, two piece formal, grunge, A-line silhouette.

Objective 1.4
Identify and discuss characteristics of fashion capitals and designers.

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

Performance Objective #1
Prepare an oral or written report on a fashion capital, fashion designer, or historic era that has influenced fashion.

Objective 1.5
Identify fashion related careers (costume designer, museum curator, etc.)

Standard 2.0
Students will recognize and use the principles and elements of fashion design.

Objective 2.1
Demonstrate knowledge of the elements (tools) of design.

Line (vertical, horizontal, curved, and diagonal - visual effects)
Shape / silhouette
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

Texture (tactile, visual)
Pattern (naturalistic, conventional/stylized, geometric, abstract)

Objective 2.2
Demonstrate knowledge of the principles (rules) of design.

Proportion / Scale
Balance: formal/symmetrical, informal/asymmetrical
Emphasis: focal point
Rhythm: gradation, opposition, radiation, repetition, transition
Harmony: unity and variety

Objective 2.3
Identify related careers (fashion designer, illustrator, etc.).

Performance Objective #2
Create a color wheel identifying primary, secondary, and tertiary/intermediate colors, the warm and cool colors, and tints and shades.

Performance Objective #3
Create a fashion project or professional presentation incorporating the principles and elements of design; explain in writing, (design, portfolio, power point, display, etc.)

Standard 3.0
Students will understand the use of textiles in fashion.

Objective 3.1
Identify basic fibers, the characteristics, use and care of each textile.

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

Objective 3.2
Recognize various types of fabric construction.

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

Objective 3.3
Identify textile related careers (textile designer, textile chemist, fabric designer, etc.).

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

Standard 4.0
Students will identify consumer strategies associated with fashion.

Objective 4.1
Identify consumer influences.

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

Objective 4.2
Identify various types of purchasing options:

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

Objective 4.3
Identify consumer skills and purchasing decisions.

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

Objective 4.4
Identify related careers (buyer, retail sales, journalist, advertising, etc.).

Standard 5.0
Students will evaluate personal fashion characteristics.

Objective 5.1
Rate aspects of personal appearance.

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

Objective 5.2
Identify and analyze current wardrobe needs for a personal lifestyle

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

Objective 5.3
Identify related careers (fashion stylist, personal shopper, etc.).

Performance Objective #5
Complete a personal wardrobe analysis to assess what is owned, select what to eliminate, and determine needs & wants.



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