BLOOMFIELD PUBLIC SCHOOLS Fashion Design

BLOOMFIELD PUBLIC SCHOOLS Bloomfield, NJ 07003

Curriculum Guide

Fashion Design Grades 9-12

Prepared by: Anna Marie Natale

Salvatore Goncalves, Superintendent of Schools Jaynellen Behre-Jenkins, Assistant Superintendent of Curriculum Joanne Decker, Director of Technology

Conforms to New Jersey Core Curriculum Content Standards

Board Approved: November 11, 2014

Fashion Design Grades 9 - 12 Curriculum Guide

Table of Contents

1. Introduction

2. Texts and resources

3. UBD Course Outline

4. Unit 1: Clothes and Fashion

5. Unit 2: The Apparel Industries

6. Unit 3: Textiles - the ‘Science’ of Apparel

7. Unit 4: Design - The ‘Art’ of Apparel

8. Unit 5: Smart Consumers of Clothing

9. Unit 6: Apparel Industry Careers

Fashion Design Grades 9 - 12 Curriculum Guide

Introduction

2.5 Credits Semester Class No Prerequisites

Fashion Studies and Design takes the student behind the scenes of the exciting and glamorous world of fashion providing an insider’s view of the numerous and diverse businesses that have developed to support the fashion/ apparel industry. Students will gain their fashion industry knowledge through reading, guided research, hands on activities and industry expert opportunities, and class trips. Students will learn that the fashion industry is ever changing due to new technology and fashion innovations for the future. Topics covered include ‘then and now’ fashion history; how the industry developed; how to speak fashion from business jargon to clothing construction and garment styles; science of fabrics and textiles; color and the elements and principles of design; and planning your smart shopper wardrobe. Students will be involved with simple fashion sketching and clothing design; fabric design; weaving, clothing makeover; accessory design; and, a personalized portfolio of clothes and accessories based on color, style and design self-analysis are just a few of the creative hands on activities designed to reinforce and extend the core fashion concepts. In addition, direct access to local and global industry experts will afford career minded students opportunities to observe/participate either remotely or first hand in fashion industry events such as Fashion Week, FIT Open House and Metropolitan Museum of Art Fashion Exhibits that host annual events. By leveraging integrated technologies (computers, fashion and design software, the Internet and international media) it is intended for the students to gain a 21st century global perspective of the Fashion Industry, the relevance to them as a consumer as well as the diverse career opportunities. Fashion Design Grades 9 - 12 Curriculum Guide

Adopted Texts

Fashion!, Mary G. Wolfe. The Goodheart-Willcox Co. Inc., Tinley Park, IL Fashion! Student Activity Work Book Fashion! Teacher’s Resource Guide

Additional Resources

BHS Media Center Reference and Fashion periodicals and Books, Software, DVD, and Misc. Materials Internet Sites of Interest: Fashion Group International- fgi.com Fashion Institute of Technology - fit.com fashionweek.com lippetaylor.com historychannel.com tlc.com wwd.com adage.com prweek.com national textile association – national textile.org cotton.com dupont.com mccall.com vogue.com woolite.us Polyvore.com International fashion groups.com of the various cities fashionweek.com

Support Materials Fashion DVD’s, shows, videos - Including but not limited to: “Why We Wear Clothes” DVD “100 Years of Fashion” DVD “All About Color” DVD “Design, The Elements” DVD “Design, The Principles” DVD “Fabrics Then & Now” DVD “Confessions of a Fashion Designer” DVD “Fashion, Textiles, and Careers” DVD

Speakers/Trips NYC Fashion Experts and Industry Executives The Design Center; The Fashion Center Garment District Class trips

Bloomfield Public Schools Understanding by Design Unit Template

Title of Unit Unit 1/Introduction to Clothes and Fashion Grade Level 9-12 Curriculum Area Fashion Design Time Frame 10 Days Developed By Anna Marie Natale Desired Results (Stage 1) Established Goals 9.1.12.A.1 All Students will explain how clothing meets certain physical, psychological and social needs. 9.1.12.B.1 All students will determine how values attitudes, conformity, individuality and personality affect clothing selection. 9.1.12.C.5 All students will become familiar with the concept of fashion trends and cycles and the social and economic influences. 9.1.12.D.1 All students will use correct vocabulary to discuss fashion and clothing and the methods of clothing construction. 9.1.12.E.1 All students will be able to define and describe garment styles, and utilize sketch pads and/or computer to create simple garment designs. 9.1.12.F.2 All students will be well versed in current trends and events in the fashion and design industry. 9.3. A.B.C. All students will explore and become aware of various career opportunities.

Primary Interdisciplinary Connections 3.1 Reading All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text

3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication

6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. B. Geography, People, and the Environment

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. D. Digital Citizenship Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines. E. Research and Information Literacy Effective use of digital tools assists in gathering and managing information. F. Critical Thinking, Problem Solving, and Decision-Making Information accessed through the use of digital tools assists in generating solutions and making decisions.

21st Century Interdisciplinary Themes: __x__ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy _____ Civic Literacy _____ Health Literacy

Transfer Students will be able to independently use their learning to… Utilize integrated technologies to gain a 21st century global perspective of the life and career skills in the Fashion Industry, and how it relates to them as a consumer. And the opportunity to explore diverse career opportunities in the fashion industry today.

Meaning Understandings Essential Questions Students will understand that… Students will keep considering… EQ. 1. How are clothing choices affected by values, attitudes, & U1: There are numerous reasons why people wear clothing. personality? U2: Styles come and go, but fashion remains in some form. EQ. 2. What is the guiding force behind styles and fashion and in what U3. Garments are comprised of many parts and designs. ways does it evolve? EQ. 3. What are some ways garments are constructed and what parts make up a garment?

Acquisition Knowledge Skills Students will know… Students will be able to… Reason people wear clothes Explain how clothing meets certain physical, psychological and social needs The influences of clothing selection Discuss how values, attitudes, and personality affect clothing selection History of fashion Describe the evolution of fashion, the “Then & Now” Fashion trends and cycles Discuss the concept of fashion trends and cycles and how cycles occur Social & economic Influences Discuss how current events influences fashion and the overall economic environment Fashion business terms Define and understand various fashion terms common in the fashion industry. Clothing Construction terms Understand the methods and common terms for clothing construction. Garment styles and parts Define and describe garment styles & parts. Sketching or computer garment design Create a sketch on paper or computer generated garment design. Fashion and design today Discuss current trends and events in the fashion and design industry Career opportunities In Fashion & Design Identify career opportunities associated with chapter topics

Evidence (Stage 2) Checks for Alignment Evaluation Criteria Assessment Evidence Performance is judged in terms of… Bloom’s Taxonomy: Transfer Task(s)  Knowledge Learning objectives Formative:  Comprehension L 1-6 Do now questions presented daily on the board with required written  Application responses, followed by discussion and Q. & A.  Analysis Student activity worksheets  Synthesis Teacher lead discussions on unit materials  Evaluation Rubric

Summative: Assessments will include classroom assignments, participation evaluations and rubrics, homework, tests, quizzes, and project.

Learning objectives Bloom’s Taxonomy: Other Evidence L 1-6  Knowledge Formative:  Comprehension Periodic questions  Application Review of prior knowledge  Analysis Q. & A.  Synthesis Group presentations  Evaluation Summative: Rubric Rubrics Written responses to questions Participation Tests, quizzes

Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources

Complete teacher handout on reasons for wearing clothing Internet, textbook, notes. Activity & assignment grade

Activity & assignment Complete student activity guide sheets that relate to values attitudes, Student activity book, internet, textbook. grade conformity, individuality and personality affect clothing selection

Activity & assignment Cut out photos that represent our clothing selections Magazines, newspapers. grade

Participation grade Watch DVD 100 years of Fashion Video handout

Project Rubric Clothing Culture Project: Research and design a poster depicting a Internet, books. certain culture and their clothing style. E.G. India, China, etc.

Project Rubric Garment sketching project per teacher direction. Part of personal Sketch paper, computer. portfolio development

Presentation Rubric Read /summarize current industry article from magazine, online, etc. Magazines, newspaper, internet. Present

Presentation Rubric Assign text & Internet research of career to student. .Class rotation Books, internet. Present Quizzes & tests Taking quizzes and tests along with the chapters and units Books, notes, handouts, student activity sheets

Learning Plan (Stage 3)

Strategies for Differentiation Use photos, internet, power points, images, etc. Work in teams

Pair up with partners Relate to real-life situations

Provide a model or prototype Role play

Allow extra time as needed Modify tests/quizzes

Go over information previously learned Give word keys

Break up chapters into smaller parts Choose various learning styles, auditory, visual, tactile, and kinesthetic.

Choose a variety of learning activities. Check for understanding throughout the unit.

Bloomfield Public Schools Understanding by Design Unit Template

Title of Unit Unit 2/The Apparel Industries Grade Level 9-12 Curriculum Area Fashion Design Time Frame 10 Days Developed By Anna Marie Natale Desired Results (Stage 1) Established Goals 9.1.12.A.1 All Students will recognize the worldwide importance of the Fashion industry 9.1.12.B.1 All students will discover the evolution of haute couture and the designer ready-to-wear industry 9.1.12.C.5 All students will recognize the worldwide importance of the textile industry. 9.1.12.D.1 All students will describe how new color and fashion trends are marketed and describe the home pattern business. 9.1.12.E.1 All students will be able to discuss the business aspect, production processes designing and merchandising of apparel manufacturing. 9.1.12.F.2 All students will describe fashion promotion and the future in retail apparel sales, as well as define key retail terms. 9.3. A.B.C. All students will discuss current trends and events in the fashion and design industry & Identify career opportunities related to fashion and design industry

Primary Interdisciplinary Connections 3.1 Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text

3.2 Writing: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. B. Writing as a Product (resulting in a formal product or publication

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. D. Digital Citizenship: Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

8.1.12.D.2 Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines. E. Research and Information Literacy: Effective use of digital tools assists in gathering and managing information. F. Critical Thinking, Problem Solving, and Decision-Making: Information accessed through the use of digital tools assists in generating solutions and making decisions.

21st Century Interdisciplinary Themes: __x__ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy _____ Civic Literacy _____ Health Literacy

Meaning Understandings Essential Questions Students will understand that… Students will keep considering… U1: The worldwide importance of the apparel industries EQ. 1. What is the worldwide importance of the apparel industries U2: The workings of the textile industry. and how is it evolving? U3. The business of clothing production and all the steps involved. EQ. 2. Describe the influence of social and economic factors on U4: The business of fashion promotion and retailing fashion and the industry. EQ. 3. Describe all the steps that may be involved in apparel production EQ. 4. How can you successfully promote and sell an apparel item, and what steps are involved?

Acquisition Knowledge Skills Students will know… Students will be able to… Scope of apparel industries Discuss the worldwide importance of the Fashion industry Haute Couture Understand the haute couture lines Designer Ready to Wear The functions of the designer ready to wear industry Fabric production and distribution Discuss the worldwide textile industry Home Sewing Patterns Describe how new color and fashion trends are marketed The Business of patterns Describe the functions of home pattern business The Business of Clothing Production Discuss the business aspect of clothing production Merchandising Plans Describe the processes of apparel designing and merchandising and the steps to apparel The Designing Process manufacturing. Promotion Describe fashion promotion and the future in retail apparel sales. How Retailing Works Define key retail terms and outlets. Fashion & Design Today Discuss current trends and events in the fashion and design industry Career Opportunities In Fashion & Design Identify career opportunities related to fashion and design industry Evidence (Stage 2) Checks for Alignment Evaluation Criteria Assessment Evidence Performance is judged in terms of… Bloom’s Taxonomy: Transfer Task(s)  Knowledge Learning objectives Formative:  Comprehension L 1-6 Do now questions presented daily on the board with required written  Application responses, followed by discussion and Q. & A.  Analysis Student activity worksheets  Synthesis Teacher lead discussions on unit materials  Evaluation Rubric

Summative: Assessments will include classroom assignments, participation evaluations and rubrics, homework, tests, quizzes, and project. Learning objectives Bloom’s Taxonomy: Other Evidence L 1-6  Knowledge Formative:  Comprehension Periodic questions  Application Review of prior knowledge  Analysis Q. & A.  Synthesis Group presentations  Evaluation Summative: Rubric Rubrics Written responses to questions Participation Tests, quizzes

Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources

Complete Famous Fashion Designers Throughout The World Internet, textbook. Activity & assignment Crossword grade

Activity & assignment Cut out pictures of well-known designers and explain the Student activity book, internet, textbook. grade characteristics of their work on the student activity guide sheets

Project Rubric Complete a 4 page report of a well- known designer of your choice Books, internet

Participation grade Research the development of the textile industry from then and now Books, notes, teacher handouts, student activity sheets

Participation grade Define and explore the differences with various terms and jobs in the Internet, books, student activity guide sheet apparel production industry.

Project Rubric Project on a fashion decade and croquis to depict the fashion of that Sketch paper, computer, books, art materials decade. Includes poster of all the required criteria on that era and also a costume design of the era on a croquis template.

Presentation Rubric Read /summarize current industry article from magazine, online, etc. Magazines, newspaper, internet. Present

Learning Plan (Stage 3)

Strategies for Differentiation Use photos, internet, power points, images, etc. Work in teams

Pair up with partners Relate to real-life situations

Provide a model or prototype Role play

Allow extra time as needed Modify tests/quizzes

Go over information previously learned Give word keys

Break up chapters into smaller parts Choose various learning styles, auditory, visual, tactile, and kinesthetic.

Choose a variety of learning activities. Check for understanding throughout the unit.

Title of Unit Unit 3/ Textiles: The “Science of Apparel” Grade Level 9-12 Curriculum Area Fashion Design Time Frame 17 Days Developed By Anna Marie Natale Desired Results (Stage 1) Established Goals 9.1.12.A 1 Students will be able to describe the sources, processing, characteristics and uses of natural fibers. 9.1.12.B 1 Students will be able to explain how manufactured fibers are made. 9.1.12.C 5 Students will be able to discuss how different types of yarns are made. 9.1.12.D.1 Students will be able to describe how fabrics are made from yarns and fibers 9.1.12.E.1 Students will be able to the characteristics result from types of construction 9.1.12.F.2 Students will be able to show how fabrics are given color and surface design, and finish application and effects.

Primary Interdisciplinary Connections

3.1 Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. D. Digital Citizenship: Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

21st Century Interdisciplinary Themes: __X__ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy _____ Civic Literacy _____ Health Literacy

Meaning Understandings Essential Questions Students will understand that… Students will keep considering… U1: The sources of and processing of natural fibers EQ. 1. Where might we be able to acquire natural fibers from? U2: The fabrication of manufactured fibers EQ. 2. What methods might be used to create manufactured fibers? U3: The process of how natural and manufactured fibers are made into yarns EQ. 3. How are individual fibers made into yarns ? U4: Fabrics are made from fibers and yarns EQ. 4. How are fabrics created from fibers and yarn? U5: The method of applying color and design to fabrics. EQ. 5. What methods can be used to add a color or design to fabrics?

Acquisition Knowledge Skills Students will know… Students will be able to… Types of natural fibers Distinguish the types of natural fibers and sources Types of manufactured fibers Distinguish the types of manufactured fibers and sources Types of yarns Understand yarn types and proper names The basis of fabric construction Describe the methods of fabric construction Fabric coloring and print Describe ways in which color and print is applied to fabrics Fabric Finishes Understand the various textures and finishes of fabric Various fabric names Define a multitude of common fabric names

Evidence (Stage 2) Checks for Alignment Evaluation Criteria Assessment Evidence Performance is judged in terms of… Learning objectives Bloom’s Taxonomy: Transfer Task(s) L 1-6  Knowledge Formative:  Comprehension Do now questions presented daily on the board with required written  Application responses, followed by discussion and Q. & A.  Analysis Student activity worksheets  Synthesis Teacher lead discussions on unit materials  Evaluation Rubric Summative: Assessments will include classroom assignments, participation evaluations and rubrics, homework, tests, quizzes, and project.

Learning objectives Bloom’s Taxonomy: Other Evidence L 1-6  Knowledge Formative  Comprehension Periodic questions  Application Review of prior knowledge  Analysis Q. & A.  Synthesis Group presentations  Evaluation Summative Rubric Rubrics Written responses to questions Participation Tests, quizzes

Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources

Describe sources of natural and manufactured fibers Fashion text book, computers. Activity & assignment grade

Activity & assignment Complete chart of natural and manufactured fibers, Fashion student activity guide book, handouts, computers grade Qualities, sources, clothing usages.

Project Rubric Describe fabric manufacturing methods and yarn Text book and computers. production.

Participation grade Identify, describe and analyze various finished fabrics. 5 Day Textiles Fabric Lab Kit and questions and answers. project.

Participation grade View a video on fibers and yarns DVD “New Fabrics Then Fibers” Handout and questions from video

Project Rubric Individual Weaving Project- Item, design and material selection. Yarns and or ribbons of different colors. Weaving methods and fabrication.

Participation grade Complete the definitions of fibers Student Activity Book handout “A Spool of Fibers”

Presentation Rubric Read /summarize current industry article on fabrics and trends today. Computers, media center, magazines, newspapers.

Project Rubric Identify career opportunities related to fashion and design industry Computers, books, etc.

Quizzes & Tests Complete Quiz on Chapters in Unit Text book, handouts, activity guides, review.

Strategies for Differentiation

Work in teams Use photos, internet, power points, images, etc.

Pair up with partners Relate to real-life situations

Provide a model or prototype Role play

Allow extra time as needed Modify tests/quizzes

Go over information previously learned Give word keys

Break up chapter work in smaller parts Choose various learning styles, auditory, visual, tactile, and kinesthetic.

Choose a large variety of learning activities Check for understanding throughout the unit.

Title of Unit Unit 4/Design-The Art of Apparel Grade Level 9-12 Curriculum Area Fashion Design Time Frame 28 Days Developed By Anna Marie Natale Desired Results (Stage 1) Established Goals 9.1.12.A.1 Identify color as a design element.

9.1.12.B.1 Explain the symbolism and terms associated with color and how to use color schemes.

9.1.12.C.5 Define other design elements & describe their effects as related to their use clothing and accessories .to improve appearance.

9.1.12.D.1 Name the principles of design and explain how to use to produce best appearance in clothing.

9.1.12.E.1 Apply all design concepts to develop a self - analysis and optimal clothing selection plan.

9.1.12.F.2 Discuss current trends and events in the fashion and design industry

9.3 & 9.4 Identify career opportunities related to fashion and design industry

Primary Interdisciplinary Connections

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. D. Digital Citizenship: Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

21st Century Interdisciplinary Themes: __X__ Global Awareness _____ Financial, economic, business, and entrepreneurial literacy _____ Civic Literacy _____ Health Literacy

Meaning Understandings Essential Questions Students will understand that… Students will keep considering… U1. Color is known as a design element EQ. 1 Why is color so important to clothing choices? U2. Color symbolism related to color EQ. 2 How do various colors make you feel? U3. Ways to use color schemes and illustrations effectively EQ. 3 Why do you feel certain colors look well together. U4. Ways to choose colors that flatter people with eye color, hair color, and EQ. 4 What factors play a role in how different colors look good on skin tone. different individuals? U5. The effects of lines and shapes of clothing on the human body EQ. 5 In what ways can lines and shapes create illusions? U6. The effects of texture in clothing on improving appearance EQ. 6 How does clothing texture create illusions on the person wearing it? U7. The importance of balance, rhythm, proportion and emphasis plays in EQ. 7 In what ways can we create clothing harmony? clothing selection.

Acquisition Knowledge Skills Students will know… Students will be able to… THE ELEMENT OF COLOR Define color terms and schemes -Color terms; schemes Identify the symbolism and terms related to color -Color in Apparel Identify how to use color schemes and illustrations effectively in apparel -Personal Color Choose colors that flatter them personally and for others.

MORE ELEMENTS OF DESIGN Define other design elements -Visual influence on apparel; Describe ways clothing shape has on appearance. List the various line types, directions and applications PRINCIPLES OF DESIGN Describe how these elements of design improve the appearance of an individual. -Total Design for Individuals Apply all design concepts to develop a self-analysis and optimal clothing selection plan. PERSONAL DESIGN -Personal portfolio development Show the current fashion trends of the elements and principles of design Fashion & Design Today-

Identify career opportunities related to fashion and design industry Career Opportunities In Fashion & Design

Evidence (Stage 2) Checks for Alignment Evaluation Criteria Assessment Evidence Performance is judged in terms of… Learning objectives Bloom’s Taxonomy: Transfer Task(s) L 1-6  Knowledge Formative  Comprehension Do now questions presented daily on the board with required written  Application responses, followed by discussion and Q. & A.  Analysis Student activity worksheets  Synthesis Teacher lead discussions on unit materials  Evaluation Rubric

Summative Assessments will include classroom assignments, participation evaluations and rubrics, homework, tests, quizzes, and project. Learning objectives Bloom’s Taxonomy: Other Evidence L 1-6  Knowledge Formative  Comprehension Periodic questions  Application Review of prior knowledge  Analysis Q. & A.  Synthesis Group presentations  Evaluation Summative Rubric Rubrics Written responses to questions Participation Tests, quizzes

Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources

Define and research color as a design element Text book, computers, notes. Participation grade Research the symbolism of various colors in culture and Text books, handouts, computers, notes Project rubric society. Present findings to the class.

Classwork grade Define the terms related to color, hue, value, and intensity Text books, class handouts, notes Complete a Color Wheel Project, to show the various Project rubric colors on a color wheel and blending of colors. Handout, notes, color wheel model Croquis templates, art materials, text books, notes. Color wheel Project rubric Color schemes and sketches with croquis models. models. View DVD “Behind the Color Wheel” and answer questions Behind the Color Wheel DVD and student Q & A sheet Completed Q & A based on DVD

Personal color and design project.. A self-analysis to identify optimal Color Draping Kit, Art Materials, Self-Analysis Guideline Sheet. Notes Project Rubric clothing design.

Read /summarize current industry article. Computers, magazines, newspapers, etc. Project Rubric Research a career related to color, elements and Computers, magazines, text book. Presentation principles of design. Grade

Strategies for Differentiation

Work in teams Use photos, internet, power points, images, etc.

Pair up with partners Relate to real-life situations

Provide a model or prototype Role play

Allow extra time as needed Modify tests/quizzes

Go over information previously learned Give word keys

Break up chapter work in smaller parts Choose various learning styles, auditory, visual, tactile, and kinesthetic.

Choose a large variety of learning activities Check for understanding throughout the unit.

Title of Unit Unit 5/ Consumers Of Clothing Grade Level 9-12 Curriculum Area Fashion Design Time Frame 15 Days Developed By Anna Marie Natale Desired Results (Stage 1) Established Goals 9.1.12.A1 Explain the importance of dressing appropriately for your body size/shape, lifestyle, climate & career. Discuss image & messages clothes send. Distinguish between apparel wants and needs.

9.1.12.B1 Evaluate the information on hangtags, labels & packaging.. Name 5 apparel laws, and the rights & responsibilities of consumers.

9.1.12.C5 Comparison shop to make the best purchase and judge quality, value & fit..

9.1.12.D.1 Evaluate bargains/sales.

9.1.12.E.1 Evaluate payment options

9.1.12.F.2 Discuss current trends and events in the fashion and design industry

9.3 & 9.4 Identify career opportunities associated with topics/learning Primary Interdisciplinary Connections 3.1 Reading: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. G. Comprehension Skills and Response to Text

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. D. Digital Citizenship: Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

21st Century Interdisciplinary Themes: __X__ Global Awareness __x__ Financial, economic, business, and entrepreneurial literacy __X__ Civic Literacy _____ Health Literacy

Meaning Understandings Essential Questions Students will understand that… Students will keep considering… U1. People use clothing to project images and communicate EQ. 1 What non-verbal messages do we get from someone wearing messages. clothing? U2. Dressing appropriately is based on lifestyles, standards, and EQ. 2 Why factors influence us to dress appropriately? climate. EQ. 3 How can we become a good consumer by planning out a wardrobe? U3. Planning out a wardrobe is essential. EQ. 4 How can you differentiate between wants and needs? U4. The difference between wants and needs. EQ. 5 Why are money, time and skills important to make wardrobe U5. Resources need to be evaluated to use for apparel. improvements? U6. Hangtags and wardrobe care. EQ. 6 What type of information can be found on hangtags on apparel? U7. Five laws related to apparel. EQ. 7 Why do we need apparel laws? U8. Rights and responsibilities of consumers. EQ. 8 As a consumer, what are the reasons we have rights and U9. Methods to evaluate and compare products. responsibilities? EQ. 9 What are some reasons we need to compare and evaluate products?

Acquisition Knowledge Skills Students will know… Students will be able to…

Choose the best clothing that suits them. THE BEST CLOTHES FOR YOU – Image Discuss image & the messages clothes send.. WARDROBE PLANNING Distinguish between apparel wants and needs. -Wants & Needs -Accessories Evaluate the information on hangtags, labels & packaging.. A SMART SHOPPER Name 5 apparel laws, and the rights & responsibilities of consumers. -Hangtags, Labels & Packaging, Legislation -Rights/Responsibilities Comparison shop to make the best purchase. Judge and determine the best quality, value & fit.. MAKING THE RIGHT PURCHASE Evaluate bargains/sales. -Value, Quality, Fit Evaluate payment options -Trademarks, Imports -Price/Payment

Fashion & Design Today- Consumer Skills Discuss current trends and events in the fashion and design industry

Career Opportunities in Fashion & Design Identify career opportunities associated with topics/learning

Evidence (Stage 2) Checks for Alignment Evaluation Criteria Assessment Evidence Performance is judged in terms of… Learning objectives Bloom’s Taxonomy: Transfer Task(s) L 1-6  Knowledge Formative  Comprehension Do now questions presented daily on the board with required written  Application responses, followed by discussion and Q. & A.  Analysis Student activity worksheets  Synthesis Teacher lead discussions on unit materials  Evaluation Rubric Summative Assessments will include classroom assignments, participation evaluations and rubrics, homework, tests, quizzes, and project.

Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources

Participation Play communication charades, to act out verbal and non- Transparency on messages. grade verbal messages. Non-verbal message cards, and time keeper sheet

Classwork grade Complete a vocabulary guide with terms Student Activity worksheet

Participation, Research on various jobs needed to dress a certain way Computers, text books presentation grade

Participation DVD- Smart Shopping Labels, laws. DVD, and worksheet Q. & A. Grade

Project grade. Clothing Label Project, create a hangtag with essential Labels of various clothing, Poster paper, art materials, textbook. information needed for a consumer. Participation Complete a Wardrobe Inventory Chart & Wardrobe Worksheets from Teacher Resource book, textbook, notes, computer. Grade/Project planning chart grade

Complete the comparison shopper assignment, visiting Student worksheet, and textbook. Chart to compare clothing. Project grade stores and comparing fashion items. Complete the Smart Consumer Maze Student worksheet Classwork grade

Strategies for Differentiation

Work in teams Use photos, internet, power points, images, etc.

Pair up with partners Relate to real-life situations

Provide a model or prototype Role play

Allow extra time as needed Modify tests/quizzes

Go over information previously learned Give word keys

Break up chapter work in smaller parts Choose various learning styles, auditory, visual, tactile, and kinesthetic.

Choose a large variety of learning activities Check for understanding throughout the unit.

Bloomfield Public Schools Understanding by Design Unit Template

Title of Unit Unit 6/ Apparel and Industry Careers Grade Level 9-12 Curriculum Area Fashion Design Time Frame 10 days (ongoing) Developed By Anna Marie Natale Desired Results (Stage 1) Established Goals 9.3 and 9.4 Identify and discuss the wide range of careers associated with the fashion industries.

Explain the requirements and qualifications needed for the various industries ‘ careers.

Explain and discuss the role/responsibilities of the various careers and jobs within the diverse fashion industries.

Evaluate careers that are of interest.

Explain how to find out about yourself, specific careers of interest and the educational resources required.

Prepare a resume, cover letter.

Discuss how to find, apply and interview for a job.

Discuss current trends and events in the fashion and design industry

Primary Interdisciplinary Connections

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts The use of technology and digital tools requires knowledge and appropriate use of operations and related applications. D. Digital Citizenship: Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors.

21st Century Interdisciplinary Themes: ___X_ Global Awareness __X__ Financial, economic, business, and entrepreneurial literacy ___X_ Civic Literacy _____ Health Literacy

Meaning Understandings Essential Questions Students will understand that… Students will keep considering… U1. Careers related to textile industry EQ. 1 What types of careers would be part of the textile industry? U2. Job requirements of textile related careers EQ. 2 What are some job requirements related to a textile career? U3. Fashion Designer work and qualifications needed EQ. 3 What is involved in becoming a fashion designer? U4: Apparel production and process. EQ. 4 How is apparel produced? U5: Apparel sales and management EQ. 5 What is involved with apparel sales and management?

Acquisition Knowledge Skills Students will know… Students will be able to… CAREERS IN Identify and discuss the wide range of careers associated with the fashion industries. - Textile Industry Explain the requirements and qualifications needed for the various industries careers. - Apparel, Design and Production Explain and discuss the role/responsibilities of the various careers and jobs within the - Fashion Merchandising and other Retail Careers diverse fashion industries. - Fashion Promotion - Entrepreneurial Opportunities & Other industry Related Careers Evaluate careers that are of interest. A CAREER FOR YOU Explain how to find out about yourself, specific careers of interest and the educational -Personal Career plans resources required. Prepare a resume, cover letter. Discuss how to find, apply and interview for a job.

Fashion & Design Industry today Discuss current trends and events in the fashion and design industry

Evidence (Stage 2) Checks for Alignment Evaluation Criteria Assessment Evidence Performance is judged in terms of… Learning objectives Bloom’s Taxonomy: Transfer Task(s) L 1-6  Knowledge Formative  Comprehension Do now questions presented daily on the board with required written  Application responses, followed by discussion and Q. & A.  Analysis Student activity worksheets  Synthesis Teacher lead discussions on unit materials  Evaluation Rubric Summative Assessments will include classroom assignments, participation evaluations and rubrics, homework, tests, quizzes, and project.

Learning Plan (Stage 3)

Checks for alignment Summary of Key Learning Events and Instruction and best practice The teaching and learning needed to achieve the unit goals. Required Activities Required Resources

Classwork grade Text, online and discussion Define a variety of textile careers Teacher handouts or Student Activity Guide Pages

Participation grade Complete the categories of jobs in textile industries Student Activity Guide Sheets Complete a research project and term paper on career of interest in Text, computers, media center Project Rubric textiles or retail to student. .Class rotation

Attend a business industry trip and write a summary of Student guideline sheet to write a summary of trip experience. Participation the trip. grade Create a resume, & cover letter. Student guide sheet to write letters and resumes. Sample resumes, Project rubric computers.

Participation grade Role play interviews Q & A to record answers from interview. Classwork grade Become a designer and create a design of your choice, Student activity worksheet, with sample model for sketching designs, and create a unique look. art materials, pencils, etc.

Classwork grade Complete A Diamond of Retail Occupations Assignment. Student Activity Worksheet, text book.

Strategies for Differentiation

Work in teams Use photos, internet, power points, images, etc.

Pair up with partners Relate to real-life situations

Provide a model or prototype Role play

Allow extra time as needed Modify tests/quizzes

Go over information previously learned Give word keys

Break up chapter work in smaller parts Choose various learning styles, auditory, visual, tactile, and kinesthetic.

Choose a large variety of learning activities Check for understanding throughout the unit.