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Fashion Merchandising Guide. INSTITUTION North Carolina State Dept

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Fashion Merchandising Guide. INSTITUTION North Carolina State Dept DOCUMENT RESUME ED 362 714 CE 064 751 TITLE Fashion Merchandising Guide. INSTITUTION North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education Services. PUB DATE Aug 93 NOTE 461p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS *Advertising; Behavioral Objectives; Career Development; Clothing; Clothing Design; Course Content; Decision Making; *Distributive Education; *Fashion Industry; Learning Activities; *Merchandising; *Occupational Home Economics; Postsecondary Education; Publicity; Risk; *Salesmanship; Secondary Education; StateCurriculum Guides; Units of Study IDENTIFIERS North Carolina ABSTRACT Developed to address the needs of the apparel industry, this fashion merchandising curriculumguide is designed to assist marketing educators in effective instructionaldelivery. Introductory materials include the following:a course bluepri.t that illustrates units of instruction,core competencies in each unit, and specific objectives for each competency;recommended sequence of the units and competencies, weightor relative importance of the objective within the course or unit, andrecommended number of hours to be devoted to each; and acourse outline. Each of the eight units provides these components for each competency:unit outline with overview of competencies, objectives, and indicators; content/teaching outline; activity outline;and handouts or visual aids. Units cover these topics:course orientation, overview of fashion, evolution and movement of fashion,human resource foundations--career development, selling, riskmanagement, promotion, and fashion show production. The final uniton fashion show production provides informationon a course capstone activity, including instructions on the organization,implementation, and evaluation of a fashion show. (YLB) **********AA*********************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. ******************************************************************** A u g u s t 1 9 9 3 FASHION MERCHANDISING GUIDE U S. OESMATMENT Of EDUCATION Othce of pocit.onal Reaearch and ImOrOv EDUC iONAL RESOURCES INFORMAT CENTER IERICI tus (Acumeni has peen reproduced as ,ecenredt ton. ine person Of Orckanaahon ong.nahno .1 C hfinor changes have Peen rnade to ornprove fe0r0CluChOo Ouahly Po.nts of ...en 0/ OfhmOnS Stated In th!SOCCu- men1 CO nO1 neCeSSanly MINIMUM othclai OEM posipon or oohcy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 1)1 Ir-4 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).- l!arketingEducation Division of Vocational & Technical Education Services North Carolina Department of Public instruction Bob Etheridge State Superintendent iiST COPY AVAILABLE 0 Activities and procedures within the Division of Vocational and Technical Education Services are governed by the philosophy of simple fairness to all. Therefore, the policy of the Division is that all operations will be performed without regard to race, sex, color, national origin or handicap. 1993 FOREWORD As fashions change, so does the need for updating instructors and students in merchandising, marketing and management.Fashion merchandising is a sophisticated, complex operation, requiring planning in many marketing facets. The Fashion Merchandising curriculum guide has been developed to address the needs of the apparel industry.It is designed solely as a guide to assist Marketing Educators in effective instructional delivery. The trained Marketing Education professional should use this guideas a foundation for instruction. Bob Etheridge State Superintencient ACKNOWLEDGEMENTS Marketing Education is only effective when professionally delivered by qualified, dedicated instructors. The following educators have made this joba little easier with their contributions to this Fashion Merchandising guide. We sincerely thank them for their diligence, creativity and professionalism in this document's creation. Our Authors: Cheryl Caddell Marion Krege Earl Moore La Vern Perscell David Phillips Lewis Wagoner Becky Watkins Kathy Wilson Edited by: Dan Greaven We also appreciate the following unit evaluators, whohelped to validate units of instruction, made suggestions for improvement and generally contributedto the success of this guide's development: Wanda Barefoot Margaret Hyder Gina Sides Karen Canfield Sarah Marsh Joanne Stamps Elizabeth Cotton Denise McLean Martha Jean Starnes Bobby Gantt Cindy Mitchell Jane Taylor Cindy Grady Rhonda O'Neal Elaine Vallery Brenda Haynes Elizabeth West Betty Huffman Fred Zucker 3 TABLE OF CONTENTS FASHION MERCHANDISING GUIDE Using this Fashion Merchandising Guide... 7 Course Competencies and Objectives (Blueprint) 9 Course Outline 15 Unit A: Course Orientation A 1 Unit B: Overview of Fashion B 1 Unit C: Evolution and Movement of Fashion C 1 Unit D: Human Resource Foundations: Career Development D 1 Unit E: Selling E 1 Unit F: Risk Management F 1 Unit G: Promotion G 1 Unit H: Fashion Show Production H 1 5 6 Using this Fashion Merchandising Guide. This Fashion Merchandising Guide is simply that, a guide to serve as a catalyst for effective,critical instruction toward competency attainment. the guide is organized as follows: 1. Unit Outline: The entire unit is summarized to furnish an overview of competencies, objectives, and indicators. 2. ActivityOutline: Each unit is divided into objectives.To achieve these objectives, resources, references, and self-contained activities are included to provide dirction in student instruction. 3. Fashion Show Production: As a course capstone activity, many Fashion Merchandising instructors organize a fashion show.To make this huge undertaking more manageable, we have included instructions on the organization, implementation and evaluation of a fashion show. By properly using each of the guide parts as instructional foundations, coupled with the Vocational Competency Achievement Tracking System, students will achieve a substantive level of competence.We wish you much success. DanGreaven MarketingEducationConsultant I CourseVoCATS Blueprint .0 CourseMarketing Name:Course Fashion Number: Education Merchandising 6631 NorthBob Carolina Etheridge, Department State Superintendent of Public Instruction 8 Division ofRaleigh, Vocational MarketingNorth and Carolina Technical EducationFall Education 1993 Services 9 TheShownA course blueprint on blueprint the illustratesblueprint is a documentare the the recommended units laying of instruction, out sequence the scope theVoCATS ofcore of the the competenciesunits curriculum Course andcompetencies, for in Blueprinta each given unit, course/program. the and weight the specific or relative objectives importance for each of the competency. objective ForTheinstructionallywithin additionalblueprintmaterial the course that is validinformation intended appearsor tests. unit, andto aboutin be this the used this blueprintrecommended byblueprint, teachers replaces contact numberin planningthe programcontents of hours the courseareaof to the be staff.Teacher devotedof work For additionalforHandbook to theeach. year, information developed preparing in aboutdaily 1985. lessonthe Vocational plans, and Competency constructing Services,AchievementNo. 301Heading NorthTracking Wilmington System,inter Street, contact retation Raleigh, program North of area CarolinaColumns staff 27601-2825or the onProgram VoCATSColumn919/715-1675. Support Information Unit,Course DivisionBlue of Vocational rints and Technical Education 21 CompetencyUnitComp#Obj.# Titles/ Statementsnumber).Comp=Competency of unit titles, number competencies (three digits); per Obj=Objectiveunit, and specific numberobjectives(competency per competency. number plus Each two-digit competency objective andStatements Objectivecompetency/objectivethestatement stem "The or specific student objective will statement be able begins to.is denoted. ."with (The an bystem action the appears verbverb plusand once makesits inobject. Columna complete 11.) Outcome sentence behavior when combinedineach with TimeUNITHrs AShows percentage suggested indicates amount the of relative time needed importance for instruction or weight and of eachlearning.competency For example, within 2.5 ais specificread as 2unit 1/2 or hours. each 5 COURSEWeight AobjectiveBlueprint percentage forwithin interim indicates a specific tests. the unit. relative Information importance in Columnor weight 4 is used of eachto plan unit the within yearly the calendar total course of work or program, and as a each Test 6 BehaviorWeightType A=Affective.)Classificationcompetencyin Column 5 iswithin ofused outcome the to plantotal behavior thecourse yearly orin calendarprogram,competency ofor work each andand objective as a Test withinstatements. Blueprint the total for (C=Cognitive; pretests course orand program. P=Psychomotor;posttests. Information IntegratedSkillSuppCore Area IntegrateddesignatedDesignation Skills Core of the codes: must competencies be A=Arts; included C=Communications; and in the objectives yearly calendaras CoreH=Health/Safely; of or Supplemental.M=Math; Competencies SC=Science; and SS=Social objectives Studies. ActivitiesTherefore, and the procedures policy of the within Division the is Division that all operationsof Vocational will and beperformed Technical withoutEducation regard Services to race, arework. sex,governed color, bynational the philosophy originor handicap.of simplefairness to all. Pr COURSE BLUEPRINT(Course Length: MARKETINGfor
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