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Fashion Arts. Curriculum RP-54. INSTITUTION Ontario Dept

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Fashion Arts. Curriculum RP-54. INSTITUTION Ontario Dept DOCUMENT RESUME ED 048 223 SP 007 137 TITLE Fashion Arts. Curriculum RP-54. INSTITUTION Ontario Dept. of Education, Toronto. PUB LATE 67 NOTE 34p. EDRS PRICE EDRS Price MF-$0.65 HC-$3.29 DESCRIPTORS Clothing Instruction, *Curriculum Guides, Distributive Education, *Grade 11, *Grade 12, *Hcme Economics, Interior Design, *Marketing, Merchandising, Textiles Instruction AESTRACT GRADES OR AGES: Grades 11 and 12. SUBJECT MATTER: Fashicn arts and marketing. ORGANIZATION AND PHkSTCAL APPEARANCE: The guide is divided into two main sections, one for fashion arts and one for marketing, each of which is further subdivided into sections fcr grade 11 and grade 12. Each of these subdivisions contains from three to six subject units. The guide is cffset printed and staple-todnd with a paper cover. Oi:IJECTIVE3 AND ACTIVITIES' Each unit contains a short list of objectives, a suggested time allotment, and a list of topics to he covered. There is only occasional mention of activities which can he used in studying these topics. INSTRUCTIONAL MATERIALS: Each unit contains lists of books which relate either to the unit as a whole or to subtopics within the unit. In addition, appendixes contain a detailed list of equipment for the fashion arts course and a two-page billiography. STUDENT A. ,'SSMENT:No provision. (RT) U $ DEPARTMENT OF hEALTH EOUCATION & WELFARE OFFICE OF THIS DOCUMENTEOUCATION HAS BEEN REPRO DUCED EXACT' VAS RECEIVED THE PERSON OR FROM INAnNO IT POINTSORGANIZATION ()RIG IONS STATED OF VIEW OR DO NUT OPIN REPRESENT OFFICIAL NECESSARILY CATION POSITION OFFICE OF EDO OR POLICY 4 CONTENTS INTRODUCTION 1 FASHION ARTS Grade 11 2 Grade 12 11 MARKETING 21 ART 27 APPENDIX 1:Time Allotment 28 APPENDIX2: Equipment 29 APPENDIX3: Reference 31 2 FASHION ARTS COURSE INTRODUCTION AIMS After agreement has been reached, the fashion arts teacher is expected to work closely with cooperating Despite the specialized nature of this course and its employers to ensure that the program of work is satis- vocational and avocational implications,it should be factory to all parties coticerned: the teacher, the em- remembered that the primary purpose of the course, as ployer, the student. This liaison should include the defin- of all secondary school curricula, is educative. We shall ing of work assignments, the discussion of standards of serve the student (and prospective employer) best by performance required, the designing of appraisal forms, so designing our course offerings as to build proper atti- general evaluation, and counselling. tudes toward people and work, cooperation, understand- Before the work experience program actually begins, ing, judgment, integrity, honesty, and enthusiasm to an interview should be arranged at the store with either makc our student a well-informed, articulate, and well- the department manager or the person in charge of the balanced citizen. contact training program to outline to the student exactly It is expected that the majority of these students will what is expected. seek employment at the end of Grade 12. While the While the designing of written appraisal forms is left knowledge and skills acquired will certainly aid the stu- to the teacher in charge, r;ovision should be made for dent, on employment, in demonstrating her worth to rating the quantity of work, the quality of work, general her employ,.. she must first get a job; thus the emphasis attitudecowardscustrz--rs,fellowemployees, :4ad on personal presentation, appearance, good taste in supervision. It is also suggested that an open space be dress, and communication skills. left for general comnri.tht on the student's strong points Teachers are cautioned against thc false assumption and any obvious weaknesses. that this generalized course can provide the perfect Classroom activity before and after such work experi- answer to all employer situations. Quite apart from thc ence should be designed to capitalize on it to the full. In limitations of time and teacher knowledge, T o classroom ordcr to maintain interest and to accurately evaluate course can be all things to all employers. However, if progress, it will be necessary for the teach .1- to visit the the fundamentals are sound, these will provide a solid student at work regularly. coundatioi on which thc employer can build. RELATED SUBJECTS STUDENT QUALIFICATIONS WhCIC itis practical to do so, it is desirable that ccrtain In view of thc heavy program of studies in this two-year sections of the related subjccts be given special emphasis, course, students wishing to take this major option must namely, art and n.arketing. Suggestions for such empha- haverlpass standing in all Grade 10subjects.At least sis are included in the introduction of course outlines one year of Home Economics, either Grade 9 or Grade for cach of these subjects. 10, is also a prerequisite. CONTACT TRAINING A cooperative work experience program is a course requitement: one full day weekly in Gradcs 11 and 12. details of the initial proposal to local busincss being the joint responsibility of thc board, the principal, and the head of the department. Where a local merchants' association exists, this might well bc the first point of contact. 3 GRADE 11 SECTION I: TEXTILES POTTER, M. D., and CORBMAN, B. P.Fiber to Fabric McGraw Hill Tr. 11 Time allounmt: the equivalent of approximately 60 single periods Aims STUDY OF FIBRES To understand basic textile terminology Time allotment: the equivalent of approximately 28 To study the source, production, characteristics, use, single periods include origin, production, trade names and care of specific fibres and fabrics and characteristics such as absorbency, affinity for dyes, To recognize specific fibres and fabrics cleanliness and washability, effect of light and outdoor To identify some fibres by testing exposure, effect of mildew, elasticity, heat conductivity, length, lustre, reaction to alkalis and acids, reaction to INTRODUCTION TO TEXTILES bleach,- s, reaction to heat, wet and dry strength Time allotment: the equivalent of approximately mo single periods I. Natural fibres a) Animal I. Purposes of studying textiles Review woo! (See Curriculum 1:6) Review the minor hair fibres such as: alpaca, 2. Review of textile terminology: camel, cashmere, guanaco, mohair, vicuna (See a) Textiles Curriculum 1:6) b) Fibres Silk: filament, spun, wild c) Natural fibres b) Vegetable d) Man-made fibres Resievi, cotton (See Curriculum 1:6) e) Yarn Linen f)Fabric Minor Vegetablefibres:ramie,jute, hemp, kapok, sisal, coir 3. Fabric sequence c) Mineral: asbestos a) Fibres to fabric b) Fibres to yarn to fabric 2. Man-,tiade fibres c) Fabric to finished goods a) Regenerated fibres Rayon: viscose, cuprammonium (Bemberg) 4. Fibre classification Cellulose esters: acetate, triacetate a) Natural Protein: casein, zein Animal Miscellaneous: rubber, mineral Vegetable b) Synthetic fibrt Mineral - Polymides: nylon b) Man-made Polyesters: lery Icne or Dacron Regenerated Acrylic and modified fibres; Orlon, Acrilan, Synthetic Creslan Spandex BIBLIOGRAY Glass COOK, J. G.Handbook of Textile Fibres (Merrow Publishing Co., England) MussonTr. 3. Other fibres of current interest: saran, olefin, metallic 2 BIBLIOGRAPHY For example: COOK, J.G. Handbook of Textile Fibres 1 (Morrow Publishing Co., England) MussonTr. Fibre content POTTER, M. D., and CORBMAN, B. P.Fiber to Fabric Fabric construction McGraw-Hill Tr. 11 Known finishes WINGATE, IB.Textile Fabrics and Their Selection Prentice-Hall Tr. 11 Price Width FIBRE IDENTIFICATION TESTS Time allotment: the equivalent of approximately 10 Uses single periods Fabric name 1. Burning tests a )Reaction to flame BIBLIOGRAPHY b) Flame Speed of burning LEVY, L., and FELDMAN, R.Textile Workbook Colour Pitman Tr. 11 c) Odour PADGETT, R.Textile Chemistry and Testinginthe d) Ash Laboratory(Burgess) McAinsh Tr. 2. Chemical solubility CARE OF FABRICS a) Acids Time allotment: the equivalent of approximately 10 b) Alkalis single periods Note: The material covered in this section depends on 3. Microscopic examination the background the students have in Home Ec- a) Use and care of the microscope onomics (see Curriculum 1:6). In the science of b) Preparation ,f slides laundry procedures, the following topics should c) Magnilication be taught to meet the need of the students. ri)Longitudinal sectionof fibres e) Cross section 1. Science of laundry procedures a) Water 4. Staining b) Water softeners a) Protein test c) Types and uses of soaps and detergents b) Fibre identification stains d) Bleaches e) Fabric softeners 5. Identification of unkno%,n fibres f)Stiffening finishes g) Bluing BIBLIOGRAPHY 2. Methods of laundering or cry cleaning Hot" EN, N., and sNot.t.it, J.Textiles a) Fquipment Collier- Macmillan W.ashing Dry cleaning PAMEIT, R.Textile Choni.stry and Testing in the II) Techniques Laboratory(Burgess) McAinsh Tr. Natural fibres Man-made fibres Blends IDENTHICATiON OF FABRICS Time allotment the equivalent of approximately 10 3. Methods of drying single periods a) Drying equipment Each student should make a swatch book which b) Special techniques such as for drip dry fabrics should include fabrics made from natural aryl man -made fibres. This book will be kept and expanded in Grade 12. 4. Methods of ironing and pressing a) Equipment b) Techniques Ironing Pressing 5. Stain removal 3 BIBLIOGRAPHY Irish Linen Guild Textile Handbook 3545 Cole des Neiges Road American Home Economics Association Montreal 25, P.Q. 1600-20th Street N.W. Washington, D.C. Tr.11 Japan Silk Association Inc. LEE,PRICE, ROBERTSON, HUMPHRIES, and WILCOX. 385 - 5th Avenue Foods and Textiles 2 Gage Tr. 11 New York 16, N.Y. MOORE, A. C. Hon to Clean Everything (Simon & Schuster Inc., N.Y.) Musson Tr. 11 Canadian Cotton Council 1466 Crescent Street Montreal, P.Q. RESOURCES Dry Cleaners and Launderers Institute of Ontario a) Books 69 Eglinton Avenue East EDITORS OF AMERICAN FABRICS MAGAZINE An Toronto 12, Ontario Encyclopedia of Textiles Prentice-Hall Tr. 11 Wool Bureau of Canada LABARTH, J.
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