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2018 FACS Fashion, Apparel and Textiles Pathway Courses Summary of Updates

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2018 FACS Fashion, Apparel and Textiles Pathway Courses Summary of Updates Designer Sewing 1 Course Summary This course introduces students to basic sewing and construction skills. These skills prepare students for the exciting global apparel industry and entrepreneurial opportunities. Students will sew apparel and soft goods projects. This course will strengthen comprehension of concepts and standards outlined in Sciences, Technology, Engineering and Math (STEM) education. Updates made to Designer Sewing 1 • Textile terms updated to more closely align with industry. • Resource links updated • Definition of terms corrected • Strand added to include workplace skills • Name change to better align with industry Designer Sewing 2 Course Summary Students will further strengthen and broaden sewing and construction skills. In this course they design and construct intermediate level projects using various construction techniques. These skills prepare students for the exciting global apparel industry and entrepreneurial opportunities. This course will strengthen comprehension of concepts and standards outlined in Sciences, Technology, Engineering and Math (STEM) education. Updates made to Designer Sewing 2 • Textile terms updated to more closely align with industry. • Resource links updated • Definition of terms corrected • Strand added to include workplace skills • Name change to better align with industry Designer Sewing 3 Course Summary This course provides students with apparel or interior design opportunities using soft goods/textiles and construction/production skills which will focus on entrepreneurial opportunities and careers in design fields. Experiences may include pattern design, apparel design and construction, fitting and alteration, and interior design projects. The study and application of textile sciences and technology in this course provides students with laboratory- based experiences that will strengthen their comprehension of concepts and standards outlined in Science, Technology, Engineering and Math (STEM) education. Updates made to Designer Sewing 3 • Textile terms updated to more closely align with industry. • Resource links updated • Definition of terms corrected • Strand added to include workplace skills • Name change to better align with industry • Definition of all terms added so that instructors were clear on what was to be taught. Sports Outdoor Sewing 1 Course Summary Students learn basic design and construction skills using technical fabrics to make projects for the outdoor/sports industry. The skills will introduce and prepare students for employment opportunities in the outdoor/sports industry. This course will strengthen comprehension of concepts and standards outlined in Sciences, Technology, Engineering and Math (STEM) education. Updates made to Sports Outdoor Sewing 2: • Textile terms updated to more closely align with industry. • Resource links updated • Definition of terms corrected • Strand added to include workplace skills • Name change to better align with industry Sports Outdoor Sewing 2 Course Summary Students will further strengthen and broaden sports and outdoor design and production techniques. In this course they design and construct intermediate level projects using various construction techniques. These skills prepare students for the exciting global sports and outdoor industry and entrepreneurial opportunities. This course will strengthen comprehension of concepts and standards outlined in Sciences, Technology, Engineering and Math (STEM) education. Updates made to Sports Outdoor Sewing 2: • Textile terms updated to more closely align with industry. • Resource links updated • Definition of terms corrected • Strand added to include workplace skills • Name change to better align with industry STRANDS AND STANDARDS ADVANCED FASHION DESIGN MERCHANDISING Course Description The Advanced Fashion Design Merchandising course is designed to provide the serious fashion student knowledge of the various business functions in the fashion industry. The following list of skill standards prepares the student in fashion merchandising with a working knowledge of promotion, merchandising math, selling, visual merchandising and career opportunities. This course will strengthen comprehension of concepts and standards outlined in Sciences, Technology, Engineering and Math (STEM) education. Student leadership and competitive events (FCCLA and/or DECA) may be an integral part of the course. FCCLA and/or DECA related activities and curriculum can be used as an approved part of all Family and Consumer Sciences classes. Intended Grade Level 11-12 Units of Credit .5 Core Code 34.01.00.00.147 Concurrent Enrollment Core Code NA Prerequisite Fashion Design Studio & Fashion Design Merchandising Skill Certification Test Number 406 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 FACS General Composite Endorsement 2 CTE License: Fashion/Textiles/Apparel Endorsement 3 NA Pathway: Fashion, Apparel & Merchandising 1 | P a g e ADA Compliant: August 2018 ADVANCED FASHION DESIGN MERCHANDISING STRAND 1 Students will have a basic understanding of the history of fashion. Standard 1 Recognize valid methods for identifying historic fashions. • Actual Garments • Old Paintings • Fashion Publications • Photographs • Written Publications Standard 2 Identify fashions from early time periods of clothing. • Ancient Egyptians: (starting approx. 3000 BCE) • White linen fabric wrapped around the body held by pins. • Sheer fabrics for the wealthy. • Lots of jewelry, makeup, and wigs. • Ancient Greeks: (approx. 800 BCE – 146 BCE) • Wore rectangles of colorful fabric, elaborately draped and wrapped. • Men and women had long, coiffed hair. • Jewelry and headbands. • Ancient Romans: (753 BCE – 410 CE) • The toga was the most important piece of clothing. • For every day, they wore a tunic. • Different ways of wearing a toga showed your position in society. • Sandals or boots were worn. • Medieval: (approx. 900-1500) • Tights for men. • Various tunics worn by both men and women. • Lots of layers. • Wealthy had elaborate fabrics. • Renaissance fashion: (approx. 1450-1600) • Women wore gowns with tight bodices. • Men wore tights with a shirt or coat. • Large collars (ruffs) were worn. • Queen Elizabeth was a big influence (reign 1558-1603). • 1600’s • Ruffs were replaced with lace collars for men and women. • Men wore tights and hats with big brims. • Waistlines got higher for men and women. 2 | P a g e August 2018 ADVANCED FASHION DESIGN MERCHANDISING • 1700s • Very elaborate for both men and women. • White wigs, embellished with ribbons, feathers, etc. • Panier (wide skirt). • Marie Antoinette was a big influence. • (French) Empire Period (late 1700’s-early 1800’s). • High Waist for women (now called Empire). • Women wore bonnets. • Beau Brummel influences mens fashions introducing trousers and well-tailored jackets. • Mid 1800’s • Charles Frederick Worth was the first couture designer, designed for Empress Eugenie. • In America, Southern Belles wore corsets and full skirts. • Women wore hair in buns with curls at the front. • Men wore suits, had full sideburns. • Late 1800’s (Victorian) • Women’s skirts-fullness shifted to the back, forming a bustle. • Men’s fashion became more simple. Standard 3 Review specific styles in the 20th century. • Early 1900’s • “S” Curve Shape. • “Saggy” Chests. • Corsets were disappearing. • 1920’s • Coco Chanel introduced sportswear and trousers. • Flappers: young, independent-minded, free-spirited women who wore short skirts and hairstyles. • 1930’s • Great depression. • No financial resources - focus was on reuse & recycle. • Hollywood glamour provided escape from the reality of the economy. • 1940’s • World War II - Fabric shortages. • Shorter skirts and more use of synthetic fabrics, like rayon. • Simple styles - being patriotic. • 1950’s • After the war, women returned to feminine roles. • Christian Dior introduced the “New Look” (long hemlines, narrow shoulders, tight bodices and long, full, or narrow skirts). • 1960’s • Youth movement. 3 | P a g e August 2018 ADVANCED FASHION DESIGN MERCHANDISING • Hippie style. • Middle and Far East influences (bright colors, peasant embroidery, cheesecloth, safari jackets). • “Mod” look (miniskirts, Gogo boots). • British Invasion. • 1970’s • Disco Style (lame’ fabrics, leopard prints, jumpsuits). • Punk Fashion (Doc Marten shoes, safety pins, chains, frayed clothing). • Feminist Movement (Women wearing pantsuits). • 1980’s • “Power Look” for working women (shoulder pads). • Synthetic Fabrics (Spandex). • Athletic clothing. • Bright colors. • 1990’s • More casual styles. • Grunge style (messy, uncombed, disheveled). Standard 4 Name some influential people in fashion history. • Elizabeth I: Queen of England 1558-1603. • Ruffs (large, round collar) • Epaulets (Shoulder ornaments) • Jeweled wigs • Plucked forehead and brows • Corsets • Hoop Skirt (Farthingale) • Louis XIV: King of France 1643-1715. • Birth of haute couture & the fashion industry. • Colorful, voluminous, and ornamental styles. • He sent dolls to every European court, so they would know about Paris fashions. • Marie Antoinette: Queen of France 1775-1793. • Used paste to whiten and stiffen her hair to extreme heights. • Excessive fashion. • George Bryan “Beau” Brummel • Led trends for men in the early 1800’s. • His style is known as “Dandyism” (a style of dress and a lifestyle that celebrated elegance and refinement in the 1800’s). • Included: Straight
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