DOCUMENT RESUME

ED 086 899 CE 000 941

AUTHOR Maurer, Nelson S. TITLE Visual through Display: Services Occupations. INSTITUTION New York State Education Dept., Albany. Bureau of Continuing Education Curriculum Development.; New York State Education Dept., Albany. Bureau of Secondary Curriculum Development. PUB DATE 72 NOTE 174p.

EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS Adult Education; Audiovisual Aids; *Commercial Art; *Course Content; *Curriculum Guides; Display Panels; Equipment; Exhibits; Grade 12; *Merchandising; Occupations; Secondary Education; Vocational Education IDENTIFIERS Visual Merchandising Techniques

ABSTRACT The increasing use of displays by businessmen is creating a demand for display workers. This demand may be met by preparing high school students to enter the field of display. Additional workers might be recruited by offering adult training programs for individuals working within the stores. For this purpose a curriculum guide has been developed describing: employment demands, administrative considerations, facilities, student attributes, course format, teaching suggestions, expected outcomes, course outline, and using audiovisual materials, followed by an appendix of suggestions for the course. The course is designed for a ten to twenty week program at the twelth grade . The course is arranged by topic under the headings of performance objectives, instructional techniques, learning experiences, and evaluative techniques. (DS) Ma: 'W.14: Advertising Services Occupations \ Merchanduni Visual hrmigh ii .74 Di splay , . - . EMPIA-1264 A Alri 1 Ii Advertising Services Occupations Merchandising VisualDisplay through THE UNIVERSITY OF THE STATE OF NEW YORK /THE STATE EDUCATION DEPARTMENTBUREAU OF CONTINUING EDUCATION CURRICULUM DEVELOPMENT BUREAU OF SECONDARY CURRICULUM DEVELOPMENT/ALBANY, NEW YORK 12224 1972 THE UNIVERSITY OF THE STATE OF NEW YORK 1984 Joseph W. McGovern, A.B., J.D., Regents of the University (with years when terms expire) L.H.D., LL.D., D.C.L., Chancellor New York 19751973197819851987 EdwardCharlesAlexanderEverett Carl H.M. W.J. Pforzheimer,M. J.Millard,Penny, Warburg,Allan, B.C.S., Jr., B.S.,Jr., A.B.,LL.D., D.C.S., A.B.,L.H.D. LL.D., Litt.D. M.B.A.,Vice L.H.D. Chancellor D.C.S., H.H.D. White Plains NewPurchase York Buffalo -Troy 1979197619741977 JosephFrancisMrs. Helen C.T. W. Indelicato,King, McGinley,B. Power, LL.B. B.S.,A.B.,M.D. J.D.,Litt.D., L.H.D., LL.D. LL.D. Glens Falls RochesterNewBrooklyn York Queens 19811983198219861580 TheodoreHaroldMaxStephenKenneth J. E.Rubin, K.B.M. Newcomb, Bailey,Clark,Black, LL.B., A.B.,A.B.,B.A.A.B., L.H.D. M.S.,Litt.D.B.A., Ph.D.,M.A., Ph.D.,LL.D., LL.D.L.H.D., D.Sc. Hastings on -Hudson - - Sands Point Syracuse Owego PresidentExecutiveDeputy Commissioner ofDeputy the UniversityCommissioner for Elementary, and of CommissionerEducation Secondary, of and Education Continuing Education Thomas D. SheldonGordonEwald B.M. NyquistAmbach AssociateAssistantDirector, CommissionerDivision of Schoolforfor InstructionalInstructional Supervision ServicesServices (General Education) Gordon E. Van Hooft Bernard F. Haake Chief,4sPistunt Bureau Commissioner of Continuing for Occupational Education Curriculum Education Development Robert S. Seckendorf Herbert Bothamley Director,Chief, Bureau Division of Distributive of Occupational Education Education Instruction Robert H. Bielefeld Douglas Adamson makemoreto exhibitaand purchase. more an on article the use so of effectively displays to thatincrease it catches theirAs .thea result customer's of the eye competition and prompts for him the to consumer's dollar, merchants are relying The preparation of a display is not just decorating a specific area, but Foreword Visual merchandising attempts Thetoassistgettinginvolves contentupgrade indevices the preparingofpersonnel arrangementthis to publicationexhibit individualsalready of the itemsworking maymerchandise who andbe wish in usedthe the to effectivein creatively areaenter secondary of the retailuse andfield schoolsof enhanceselling.color, of visualand itslights, adult sellingmerchandising andprograms qualities.attention- to or programsoriginalFayedising Gold, wasatinstructional Eastridgecoordinatorinitiated High bymaterials. of Douglas School,distributive Adamson, Rochester, education Chief contributed of programs Thethe developmentBureau additional for ofNew Distributive ofYork content. materials City, preparedEducation. designed the to train workers for the field of visual merchan- Edwin Bernard, coordinator of distributive education Appreciation totheirAlbany,educationis contentexpressed suggestions and atwas Johntheto provided the GeneseeKooman,and advisory review by Areadisplay Marian of committeeOccupational the directorW. preliminaryPotter, composed forCenter, associate Sibley, draftof Batavia,Louis ofLindsay,in theCanale,the George manuscript.Bureau and instructor Fuda,Curr, of Distributive ofRochester, Raygeof distributive Display, forEducation. Assistance relating Theassociate project inwas the coordinated Bureau of andContinuing the manuscript Education prepared Curriculum for publicationDevelopment. by Nelson S. Maurer, HERBERT BOTHAMLEY, Chief DivisionGORDON E. of VAN School HOOFT, Supervision Director Bureau of Continuing Education Curriculum Development iii preparation related to advertising services. Visual Merchandising Through Display is part of a larger cluster' of occupational Message to the Instructor The principles and practices outlined in provisionrefineaorthis base for guide hisofindividuals is elementaryskillsare made particularly forat who eachunderstandingsevaluating desire step important toof the upgradethe andstudents educationalfor permits their persons progress presentthe process.who student wishtowardsskills. toto enterspecificapply thehis performance fieldknowledge of display andgoals. Throughout the various units The content builds on disinghaveand department experience to develop store in a specializationsales people. and that will be can useful useThe theinprogram theirbasic maycareerskills be useddevelopment.of display also as merchan- part of the occupational preparation for specialty Secondary and adult students who are learning about or improvementsaactivitiesstage successful of development. that canprogram canbe made. beare improved contained upon in withthis experience.publication,The instructorplease let isus urgedknow whereto use future this outline with his students in relation to their There are numerous provisions for individual and small group learning While we feel that the elements of DivisionROBERT H. of BIELEFELD, Occupational Director Education Instruction Bureau of Distributive Education DOUGLAS T. ADAMSON, Chief iv ContentsPage Page Foreword. iii Using Audiovisual Materials . 62 VisualMessage Merchandising to the Instructor through Display iv 1 AppendixPreparing and Using Transparencies 6664 FacilitiesStudentAdministrativeEmployment attributes demands considerations 211 CBA TraitsSuggestedEquipment and layoutsandattitudes supplies for for distributive employment education classroom-laboratory 676866 CourseExpectedTeachingCourse outline format outcomessuggestions 3232 FE DConcept Self-analysis of self ofin attitudesthe world oftoward work: workPart I 7472 Unit 21 VisualIntroduction merchandising to visual techniquesmerchandising 16 4 Directory Part II 7675 Unit 543 ExecutingPlanningMaterials aa and displaydisplay equipment used in displays 483830 Bibliography 78 BEST COPY AVAILA-soLt.

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Visual merchandising carries the message of This instructor's guide is devoted to Visual Merchandising through Display relatedoccupational to their education preparation students for whenemployment. the material is It is potentialstore.thatalong partthe customer aisles,of the messagethroughand on thewhichdisplays walls is incommunicatedand the counters windows, toof aa Displays set a mood, challenge a person, sideredthesuggested fundamentals a prerequisitethat distribution of display for this areand course.presented,marketing,in be whichcon- remindact.theywhich take are him, canoutlined inform be related inhim, this andto publication. ain series some wayof principlescause him to There are many types of displays, but the form . classroomforthree-unit uppart to orsituationone-half allsequence. of unitaor semester school of credit storeas ain preparedis a particularlyvocational course Theor module may be scheduled for a single period A period in a laboratory- demandEmpbymentis creating may Demandsbe a metdemand by preparingfor display high workers. school studentsThe increasing use of displays by businessmen This studentsofshouldemployment.advantageous occupational bewho included are for directlypreparation. an as improved part preparing of levelthe student's forof competencythis areaprogram offor In addition, cooperative work experience Distributive education mightaddednewgramsto jobs,enter beresponsibility for recruited earlythe individuals field retirees by of foroffering display.working displays,wishing adultin to storespeople returntraining who seekingto navepro-work, the Additional workers theinstructionstudents advertising should to completeserviceshave available thecluster semester other (4.01). ormodules year. of Visual Merchandising through Display is part of Students AdminiztAativeanddesiring persons to lookingbecome Con4idekation4 freelance for part-time display employment workers. or merchandiseautomotiveinmay(4.09), such wish areas to wholesaling (4.08),(4.03), use as theapparel hardwarefood course (4.12), distribution and forand accessoriesand additionalbuilding personal (4.05), materials,(4.02), preparationservices general outcomesadvancethea maximum 12th can classgrade. of be 20 forattained weeks. distributive in a minimum education of 10 students weeks or Thein expected performance objectives or student Also, the course is open to other The course is intended as an basicif(4.15). they elements have hadcontained experience in this in salesoutline, and particularlymerchandising.Adult students would be more cognizant of the 1 provideoutcomes.In most adequate circumstances time to accomplishfifteen 2-hour the sessionsexpected will Couue FoAmat The five-column format is designed to assist in successfully teach this course. Demonstration and work areas are needed to At least 20 square explanationthe planning of and each instructing column is process.given below. Topics - specific content related to the unit A brief Asinasclassroomfeet additionthe the ofstudents' school classroom-laboratory mayto storagestore,move level to corridor spaceofmore competency publicfor spacedisplay materials display (orincreases, cases, more) andareas andtools.is the suchneeded willInstructionalinstructionPerformance be able toObjectives Techniquesachieve as- -goalsa teachingresult which of methods thethe learner and availableforThecooperating learninguse of in an businessaand actualregular a realistic establishmentswindow classroom. providesexperience in a the motivationthat community. is not Learninglearneralongsuggestions with Experiencesto selecteddevelop for presenting the-references activities required the required skillsthat assist and content the marketingSuggestedteaching programroomthis layoutscourse are given arefor presented ain total appendix distribution in appendixB. andA.Selected equipment, materials, and tools for theEvaluativeknowledgesthe performance extent Techniques to whichobjectives the- methods learner that has helpachieved identify Studentsensitivitydisplay AttAibute4 may tobe artisticlearned, relationshipsbut a person possessingwould have aMany creative aspects necessary to produce a Teach-bigimproving Suggezti.onz instruction. The following points are offered as a means of wouldinconstructiontiona definite color havein the perceptiondifficulty advantage useprocess, of hand wouldwithin so the tools athepresent personcourse. course.is importantanwho unsuitable is "all in thumbs"the Manual coordina- A deficiency anchandise,andReview effective obtain each and the unitpresentation. display instructional well equipmentin advance materials, needed of the for mer-class norcharacteristic appreciation couldwhich .overcome.neither practice, instruction,Indicators for success in the field of display abilities.toUse challenge a variety the of differentlearning experienceslevels of student in order developed.practicalandare designnot readilyexperiences may indicate available or coursesskills but the thatin resultscommercial could befrom furtherart orTake small all groupopportunities instruction. to provide for individual knowledgespermitKeep the each instruction required student to toflexible achievegain the enoughhis skills specific to and Couue Outtine employability.phasegoals.encouraged of display to gain work some so asexperience to increase in eachtheir However, all students should be businessmenparticularconstantly.display. anddisplay educators problem. working in the field ofThe content has been carefully selected by Materials and methods of displayAlso, are there changing are many ways to solve a Thus, the suggestions instruction.ofUsecreate evaluating the student'seffective the effectivenessabilitydisplays to as perform the of majorthe and means buteachthatonlygiven as unitareway ain point moreorthisfollows. the ofimaginative.outline finaldeparture answerare tofor forbe developing consideredteaching presentationsdisplay, not as the A brief description of presentations.UseRead instructional trade magazines aids to.to keepclarify up tothe date with Unitalong 12 with- techniques some career for informationcreating an effective - an overview of the field of display the teaching-learning conditions to their particularInstructors in adultoccuringnew programs information in maythe wishfieldand developmentsto of adapt display. that are mentdesign,displayUnit of 3 merchandiseuseincluding- necessary of color the and materialsand elements showcards lights, andand and equipmentprinciples the arrange- used of group,ofExpected display but Outcomes thethrough basic student format involvement of teaching shouldthe principles prevail. inUnit displays 54 - aprocedures summary and to reviewuse when of planningthe information a display isdisplaytheseother intended retailskills occupations toand prepare wholesaleknowledges and persons closely occupations. are forusedallied employment in fields support inwhere ofThe content of a course in visual merchandising andstudentspreviously create "to apresented varietyput it all ofand displaystogether" an opportunity as they for the factsfinishedhas just of begunproductthe course to withbe mustfunctional. all be the translated attendant intoconditions a The person who knows the principles of display The concepts and perceptionstoinof time,theaccomplishthree usual money,dimensions which educational and material,are being requiresgiven able process. andvery specifictospace. littleexpress talentsattention it visually and Knowing what UNIT 1 TOPIC: PERFORMANCE OBJECTIVES INTRODUCTION To VISUAL MERCHANDISING INSTRUCTIONAL TECHNIQUES VisualCharacteristics Merchandising of visualthetionsToactivities selectcharacteristics ofmerchandising promotional from those illustra- having of generallyservices,Indicate thatandhas ideas.thevisual following merchandising characteristics: is used to promoteA - attractsgoods, attention Explain that a successful display (Ref. C, p. 16; Ref. E, pp. 5-7; Ref. H, pp. 4-5,AD I-50-51; -inspires creates actionan interest or image develops a desire ExplainRef.image. I, andpp. illustrate15-16; Ref. how J, displayspp. 416-418)t also reflect the store's display.theShow characteristics ofof variousvisual merchandisingtypes of displays exhibited by each Use illustrations from such sources as catalogs, and discuss magazines,establishments.torydisplays comments inslides, local or comparisons andstores trade as publications. illustrations,of the different avoid business any deroga- When using tTextbook4 citations are shown on page 78. Introduction to Visual Merchandising Show illustrations (slides or pictures) of displays LEARNING EXPERIENCES Have students select from a series of illustrations of EVALUATIVE TECHNIQUES pointexhibitedHavefrom outstudents different the by characteristicseach prepare types display. aof list businesses ofof visualcharacteristics merchandising that and have students Havetheclassifiedvarious reasons students types asfor describevisualof their promotional merchandisingchoices. illustrations activities of variousthose types and then explain differentiatechandisingCompareHave students and techniquesdiscuss visualdescribe the merchandisingthat thedifferent usecharacteristics different characteristics.from othersenses. of mer-an Havegoodonesof visualstudents display.that merchandising.best identify illustrate from thea series characteristics of visuals ofthe a effectiveHavetypesstore's students of image. storeswindow compare anddisplay. explain window howdisplays each reflects in different the .characteristicsillustrationsAsk students toof ofbringdisplays visual in newspapermerchandising or magazine in each and to point out the

5 Introduction to Visual Merchandising TOPIC PERFOPMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES MerchandisingUses of Visual promotedisingtionsTo select of thosethe visual from sale used illustra- merchan-of to goods howExplainInclude displays and such illustrateare events used as:to with promote filmstrips, the sale slides, of merchandise. and Salepictures - new or old goods Feature RelatedEndPreseasonSeasonalLine of of seasonmerchandise goods UnitSpecialRunnerMass event trationsTo select of from visual illus- howExplainpp. (Ref.17-18)displays and C, illustratep.are 13; used Ref. to with F,promote p.filmstrips, 300; goodwill. Ref. slides,H, pp. 66-70;and pictures Ref. I, Include such merchandisingused to promote those goodwill occasions as: SpecialFund raising events - Timely, seasonal, anniversaries bonds,Red Cross, religious United organizations Fund, CP,Government EducationCelebrations - Youth - Floats, groups; booths civic clubs; service clubs; manufacturer'sschools;industrial, colleges; and exhibits; agricultural governmental booths fairs atagencies; trade, Types of Displays To select from illustra- DiscussDiscuss(Ref. and F,the showp. importance 300; illustrations Ref. ofG, usingpp. of 97-104; institutionalwindow Ref.displays I, displays.pp. including: 16-17) oidisingtionsdisplays window ofthe visualand various interior merchan- types Arcade"L"Straight CornerLobbyIsland 6 LEARNING EXPERIENCES EVALUATIVE TECHNIQUESIntroduction to Visual Merchandising Havedisplaysillustration. students and bringidentify in illustrationsthe event associated of promotional with each usedHave tostudents make the react passer to thebuy. statement that a window is HaveAsktional selectedstudents displays studentsto describethey haveinterview currentseen. individuals or recent institu-for messagesHaveHavestyle). students students (introducing explain select ahowfrom new windows acolor, series arehow of used toillustrations wear to conveya new of theirDevelopandquestionnaire. discussreactions with the members to results a display of inthe class. promotingclass a suitable goodwill. Ask students to report their findings variousHavereasonstional students types andfor those theirof describe displays classifiedchoices. three those asillustrations classifiedinstitutional as of promo- promo- and give varietycampingHaveableleader foreach store program,requestsevery student that member the specializeswindowassume librarianof spacethethat family. in hetowishes merchandise ispromote the owner the for suit- summerof a a In May,a youth supportHavedisplays.tional students displaysinstitutional explain and three displays.why businessmenillustrations are of willing institutional to needsdisplaycombiningteenagers.above space requests. of displays tobooks, promote andof thehisthe summerownlocal merchandise recreationalactivities with for director the Ask each student to suggest ways of Have students draw rough sketches or bring in pictures Have students select from illustrations of visual thatShowinteriortypes illustrate slidesof displays.displays or picturesthe and various give of thevarioustypes uses of types forwindow each. of displays.window and Have students identify different Havemerchandisinginteriordisplays students displaysand tilt_ describeexplain variousthey theexamples have usestypes observed for ofof variouseachwindow in type. the andtypes community.interior of 7 Introduction to Visual Merchandising EPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES Explainpp.for (Ref.300-304; window the C, different displays,pp.Ref. 18-22; G, pp.including:types Ref. 15-16; ofD, backgrounds pp.Ref. 15-21; I, pp. Ref.that 17-18) E,may p. be 11; used Ref. F, OpenPartialFull basedTotype arrsmge,level, onof the interiorat at principlesleast a basic displayone theDiscuss various and types illustrate of interior with displays,filmstrips, including: slides, andOpen pictures Showcase learned so far CounterCapCloFdIsland or endtop AssortmentArchitecturalColumnImpulse (Ref. C, pp. 23-28; Ref. D, pp. 21-27; Ref. F, pp.ShelfPlatformShadow 302-306; box WallFashionPoint-of-purchase and ledge OpportunitiesOccupational in mationTo analyze in thecareer field infor- of employed.DiscugsRef. I,C, thepp. various19-23;16-20; Ref.establishments J,H, pp. 428-430)87-88, where 201-202, display 209-216; people are Include such places as: Visual Merchandising visualchoicerelativemakingfor the merchandising andsound purposeto planning careerjudgments of GovernmentSupermarketsDiscountDepartment storesagencies stores SpecialtyCornerVariety shops storesshops within largestores resources)(Ref. G, pp. 13-14; Ref. J, pp. 418-419, 429; communityManufacturers Freelance 8 LEARNING EXPERIENCES EVALUATIVE TECHNIQUES Introduction to Visual Merchandising particularHavetume jewelry,students kind hats,arrangeof merchandise toys, an interiorhardware, (apparel, display sporting shoes, using goods) cos- a Havestudentssuggestions each studentto critiquefor improvement.analyze the hisdisplay. own display and offer Then, ask the other theand store.itemsmerchandise explain from thehome they reasons or used. borrow for merchandisetheir choice from of displaya local for Have students bring in studentsthetheirstoreHave person teamsmanagersstores, to orofreport persons twohowto determineoroftentheir threein thefindingscharge students howdisplays ofthey to the interview theuseare displays. class.displayschanged, different inand Ask mightHave studentsfind employment. list the various places a display person workArrangethelocal ofperformed,different store,thea field department, and jobsandtrip have advancement represented.to theentry-levela display display possibilities department managerrequirements, explain offor a the Also, point out the theequipment results and of suppliesthe trip thatat the are next available. class. Discuss 9 Introduction to Visual Merchandsing 'TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TDCHNIQUES capabledisplayearnings,Discuss person.inthe andmany qualifications, opportunities areas. forduties, advancement working forconditions, a general Emphasize that the need is for a person guidanceIndicate(Ref. publications)E, that pp. av, person 5-7; Ref.interested G, pp. in5-9; display Ref. I,work pp. should 1-3; have: UnderstandingImaginationSales experience of humannature AwarenessKnowledge of currentpromotionalvertising techniquestrends and including merchandising ad- AwarenessLimitedKnowledge manualof of current community skillstrendsand seasonal activities ArtisticCreativeAbility totalentsability interpretbuying public demands period.hevarietytheInvite has requirements on ofa his displaywork staff. for formanager which the hisdifferentof adepartment local types store is of toresponsible display discuss workers the wide Summarize and discuss the speaker's remarks. Follow with a question and answer and remarks.andtosizedInvite carryanswer store aout personperiod. histo discuss responsibilities.who is thein chargerange of skillsdisplay he for needs a medium- in order Summarize and discuss the speaker's Follow with a question field).Discuss(learner, the generalpossible display line of person, advancement specialist for a indisplay worker Emphasize the need to develop a wide range of skills. a certain 10 Introduction to Visual Merchandising managerHave students job descriptions obtain from and department requirements store for personnel indi- LEARNING EXPERIENCES Haverequirements students writefor a aspecific complete position job description in the field and of EVALUATIVE TECHNIQUES vidualsstudentstheAsk informationstudents employed to report to presented. listin theirtheir what findings displaythey consider departments.to class to andbe thediscuss Ask visual merchandising. talentsthepossess.five discussion, most that important a display formulate talents worker the a shouldfivedisplay most have. worker important should Discuss the various lists. As a result of Havestatedtherequirements eachplan occupational studentof action for comparea hejobgoal. intends in his display abilities to follow work with andto reachtothe indicate his Makethatallow arrangements is selected done in students awith display different to department. visit display and observe managers the towork Ask students to mationHavereportdisplay students presented. theirperson describefindings might be theto responsible. classvarious and tasks discuss for thewhich infor- a Haveavailable students to explaina display the worker. line of advancement that is 11 Introduction to Visual Merchandising TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TEGINIQUES Discusscompetent various display areas person, of specialization such as: available toDisplay a coordinator Dictionary(Ref. D, pp.of Occupational79-80; Ref. G,Titles) pp. 137-140; Ref. I,CommercialArt pp. director 1-3; artist WindowDisplay installer manager IncludeDiscuss suchthe variousthings as:things a worker might expect fromPossiblePersonal a job. advancementsatisfaction AdditionalAdequateGoodChallengingSteady working employmentwages training conditionswork and fringe and benefits hours Human Relations thatTosuccess practice contributes on behaviorthe jobto toemployeesDiscuss success the toon various havethe job. characteristics that employersInitiative like and show how these characteristics relate Include such things as: Integrity AcceptanceAlertnessEnthusiasmDependabilityWillingness of tochange work NeatWillingnessCourtesyInterestLoyalty appearance in to others learn Ref.(Ref. J, B,pp. pp. 624-626; 7-9, 13-22, What Employers29, 32-39; Want) Ref. F, pp. 90-93,CostCooperation consciousness 95-96; PunctualityTolerance 12 Introduction to Visual Merchandising LEARNING EXPERIENCES Havezation students that areexplain open theto avarious competent fields display of speciali- person. EVALUATIVE TECHNIQUES dentsdetermineHave selectedto summarizewhat studentseach andreceives reportinterview from their workershis findings job. and to Ask stu- Haveto receiveeach student from hisdevelop job. a list of outcomes he hopes fromdevelopintervieweeclass jobs. but a masterbe anonymous. sure list to keepof things the identity people receiveof each Discuss the findings and ofemployer.ticsHavelist about aneach of employer 15 thestudent items things wouldfordevelop an both likeemployee athe anlist employee wouldof the expect andtocharacteris- haveemployer. from and an a Compare suggestions and make a master list theHaveemployee job. students and explainhow these the traits characteristics influence successof a good on DiscussworkerHave(without students characteristicsthe outcomesusing tell names)about and and actual possiblethat poor relate on-working alternatethe to -job relationships.undesirable situationsactions. 13 Introduction to Visual Merchandising TOPIC PERFORMANM OBJECTIVES INSTRUCTIONAL TE CHNIQUES speaker'satraitsInvite question hean remarks. looksemployerand answer for orwhen period.a directorhe hires ofan personnelemployee. to discuss the Summarize and discuss the Follow with relationshipsharmoniousthatTo practice contributes working behavior to toExplain harmonious the various working personal relationships. characteristics that Cooperationcontribute Enthusiasm Include such items as: (Ref. B, pp. 79-83; Ref. F, pp. 93-99; Ref. J, LoyaltyResponsibilityTolerancepp. 620-624) RespectFollowingRegular attendancefor store authority rules period.gettingInvite alongan experienced on the job. employee to discuss the importance of Summarize and discuss the speaker's remarks. Follow with a question and answer contributeExplain the to various the job things situation. that the employer and the employee InsuranceInclude such items as: (Ref. B, pp. 51-55) ToolsTrainingPhysical and equipmentfacilities SalaryLabor and goodwill ilyTo performon the jobsatisfactor- IncludeDevelop suchvarious items reasons as: for employees being dismissed.CarelessnessLaziness LackDishonesty of initiative 14 AbsenteeismNoncooperation Insufficient skills LEARNING EXPERIENCES EVALUATIVE TECHNIQUES Introduction to Visual Merchandising Have students role play on-the-job situations in- Have students explain the importance of being able volvinginclude poor an employeeworking relationships.who: DoesIs continuallynot get along late with his coworkers Situations might to get along on the job with other employees. TalksAsksDoesGossips anothernot back aboutdo to histo otherhis covershare supervisor workersoff forof for thehim a work whilesmoke he goes Discuss the solutions to the above situations andHas Ispoor always work playinghabits andpracticaldoing is nota good jokesinterested job on coworkers in consideremployeeemployerHave the alternateprovidesstudents the anmakeactions. employeeemployer. a list andof thethe thingsthings anan Haveand theemployees students need explain each otherthe reasons in the whyworld employers of business. Have students interview employers or personnel studentsinterviewsmisseddirectors or to theto whichshare findmistakes preventfindingsout theapplicants them reasonswith from the makeworkers beingr-ass. during hired. are dis- Discuss Ask mightHave studentsbe dismissed explain from 10 a reasonsjob. why an employee the results and develop a list of re4 is for 15 Visual Merchandising Techniques TOPIC PERFORMANCE OBJECTIVES discharged.Invite a supervisor to explain the reasons that employees are Follow with a question and answer period. INSTRUCTIONAL TECHNIQUES usedShowSummarizelocal toand stores.appraise discuss and discuss avarious worker's the rating speaker's performance. sheets remarks. or evaluation scales Secure sheets from um,- 2 VISUAL MERCHANDISING TECHNIQUES _ _ Elements of Design Toanof apply designeffective the to elements createdisplay topictures,Introduce create(pyramids) ansquares the effective to elements show(blocks), how,display. of why,designcircles and and (balls),where use eachillustrations and element triangles is of used Include such items as: ShapeDirectionLine -- circle,straight, - horizontal, square, curved, triangle,vertical, structural, combinations,left ornamentaland right diagonal WeightSizeSpaceTexture - --proportion amount-contrast smooth, of whiterough, or shiny, open spacedull proportion 55,Ref.(Ref. 167-168; F, C,pp. pp. 309-311;Ref. 29-52; I, pp.317-319;Ref. 41-45, D, pp.Ref. 48-49; 48-50; G, p.Ref. Ref.76; J, Ref.E, pp. pp. Color H,432-437)t 16-17;pp. - 52-emotional impact, contrast trEURF'-'e)citations16 are shown on page 78. Visual Merchandising Techniques mentsimilardismissing of Labor. list an compiledemployee. by the New York State Depart- LEARNING EXPERIENCES Compare this list with a EVALUATIVE TECHNIQUES Haveemployer.aon-the-job self-improvement each student performance. use plan a rating to increase sheet tohis evaluate to his his Then, have each one develop createdHaveoutShow thestudentsillustrations byelements using describe theof ofdesign various displays.the effectsthat elements appear that of in candesign. each be Have students point AskHavedisplay.the students studentsvarious to elementsidentify draw illustrations offrom design illustrations that of appeardisplays of indisplays thateach thatdisplayHave(balls), situation.each and student explainand triangles use why squares that (pyramids) element was used in (blocks), circles to illustrate the Haveline,ofshow variousstudents thedirection, use sizes createof various shape,using simple theandelements arrangementssize.elements of design.of designwith objects such as differentseriesAskleather, students to elementsillustrateplastics, to arrange of wood, progressivedesign. small and samplesmetals changes intoof intextiles, different texture variousHaveeffectivenessShow students elements alsoofpictures of the designsuggest elements of and displaysways askused of them changinginthat eachto illustrate explain display.the displays the the hard.suchHaveDivide aseach classsmooth team into tocreate rough,teams simple ofdull two arrangements toor shiny, three students.and concen- soft to Haveandand point studentsdiagonal out showhowlines thesehow are curved, changesused in vertical, affectdisplays. the horizontal, displays. trating mainly on using the elements of design and Askornamental students lines.to distinguish between structural and 17 Visual Merchandising Techniques 'TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES Principles of Design Toof apply design the to principles create an pictures,Introduce squares the principles(blocks), circlesof design (balls), and use triangles illustrations (pyramids of effective display isand used a flannel to create board an toeffective show how, display. why, and where eachUnityBalance principle - single- formal, impression. informal Include such items as: ContrastHarmonyRhythmDominance - -- repetition, arrangement different- size, color, shapes, alternation,of individual shape, sizes, linesvariation, colorsparts, unit gradation, line movement 74-75,Ref.(Ref. F, 169-172; C,pp. pp. 311-313; 57-99; Ref. I,Ref.Ref. pp. G,D, 55-58) pp.pp. 67-75;33-37; Ref.Ref. H,E, pp.pp.Emphasis 55-58,17-23; - proper center of interest plywoodoverthatA flannel thehas or boardsuitable panelboard.board and may bodyfasten be ormade withthickness by tacksattaching toor astaples. piecea piece of oflight flannel weight Draw the flannel smoothly and tightly usedInvitediseShow in andillustrations eachan pointart display. teacher out theof to goodelements point displays out and the principlesfor importance a variety of ofdesign designmerchan- MerchandiseArrangement of appropriatelytypesTo display of merchandise different and useduseDemonstrateand illustrations toline create in the a an display.different effectiveto show how,ways display. why,of arranging and where merchandise each method and is Include such items as: 18 effectively Visual Merchandising Techniques explainline, direction,the results texture, they wished shape, to andachieve size. such as LEARNING EXPERIENCES EVALUATIVE TECHNIQUES HavecreatedShow students illustrations by using describe the of various thedisplays. effects principles that can of bedesign. Have students point HaveAskdisplay.the studentsstudentsvarious principlesidentifyto draw illustrationsfrom of designillustrations that of displaysappear of displays in that each thatdisplayoutHave thesituation.students andprinciples explain use squares, ofwhy design these circles, thatprinciples are and a parttriangleswere ofused each toin Haveofshow variousstudents the use sizes createof varioususing simple the principles arrangementsprinciples of ofdesign. with design objects such illustrateAsk students the to differentvarious bring inprinciples principlespictures of ofdesigndisplays design. and that to principlestheyHaveas balance, havestudents seenof harmony, design describeand point usedrhythm, three outin eachthedifferentcontrast, elementsdisplay. window and displays and . eachexplainHaveDivide display.each classthe team effectiveness into create teams simple of of two arrangementsthe or principlesthree students. concen- used in Haveandof differentstudentsinformal usebalance,sizes a flanneland dominance, colors board to andrhythm,illustrate pieces and of formalrepetition. cloth butoftratingrhythm,they alsodesign. wished includingcontrast,mainly to onachieve theandusing effectivedominance. suchthe asprinciples balance,use of theof harmony, designelements Ask the teams to explain the results balanceHave students in displays. explain when to use formal and informal Havefeatureillustrations students different bring and typesaskin illustrationsstudents of merchandise. to comment of displays on that Exhibit the the productsGiveeffectively students and ask displayillustrations them eachto describe one, of different how they kinds would of effectiveness of each display. 19 Visual Merchandising Techniques TOPIC PERFORMANCE OBJECTIVES Special features of INSTRUCTIONAL TECHNIQUES Unit or mass Location,Customer approachheight, andtodisplaymerchandise PyramidZigRepetitionStepRadiation Zag 59-61)Ref.(Ref. F, C,pp. pp. 313-315; 100-108; Ref. Ref. H, D,pp. pp, 73-75, 30-33; 173-174; Ref. E, Ref. pp. I,34-47; pp. position of display trianglesactualdisplaysDemonstrate objects; (pyramids);for differentspecific circles or conditionsways a(balls), flannel of arranging squaresandboard. effects merchandise(blocks), by using and to create ShowdisingDemonstrate how is to used arrangeand for use interiorinteriorillustrations windowmass displays todisplays. show howso thatmass customersmerchan- Use of Color inTo displaysuse color effectively maydisplays.how, Discusspurchase why, andand items illusratewhere from color the with isdisplay pictures,used towithout create filmstrips, destroying effective and it. slides Include such items as: ValueMoodPrimary,Hue. - tints secondary, and shades andtertiary colors warm and cool colors GeneralRelationships precautions - harmonize,plementarycontrastcolor schemes) or andclash triadic (com- Ref.(Ref. G, pp. D, 76-80;pp. 48-52; Ref. Ref.H, pp. E, 58-61,pp. 17, 80, 21-33; 91, 175-178;Ref. IntensityF, pp.Ref. 319-324; I,- purity toneof color, 20 pp. 46-49; Ref. J, pp. 432-436) Have students report on different types of merchandise LEARNING EXPERIENCES Have students list situations in which a mass display EVALUATIVE TECHNIQUES Visual Merchandising Techniques masstheythingsHave display studentshave as arrangement,seen of bring merchandisedisplayed in illustrationslocation, recently and ask and consideringstudents impact.that show to suchthe displayGiveandof merchandisestudentsask for them each severalto wouldproduct.create differentbe an appropriate. appropriate types of and merchandise effective Haveofshoes,comment merchandise students tires, on the tools,showsuch appropriateness how ascanned socks,to display goods, radios, of different suits,each sweaters, display. yard types goods, Haveitems students so they arrange form a blocks,suitable boxes, mass display.cans, or other DivideHaveintoand appropriateeachspark the team classplugs. arrange displays.into teams different of two types or three of merchandise students. Have students collect and arrange into a color wheel Give students a list of color terms such as complemen- commercialHaveandsamples studentsintensities of sources. paper bring of showing incolors illustrations thethat different are availablefrom hues, the news-fromvalues, Giveclashsamplestary, students and analogous, ofask colored uncoloredthem triadic,to paper. illustrate displays monochromatic, andthe havecolor them harmonize,terms use from papersHavecolorterms students orinfrom magazinesdisplays. commercially prepare that illustrations showavailable the effective coloredof common paper.use color of Givevariousappropriate students color colored colorsschemes. paperto create and askattractive them to displays.create Haveintensity,use various students and color bringrelationships. combinations in illustrations to show of mood,displays value, that cold,effectsGivescenes, studentssunshine such or displaysas identicaland serenity rain. and black andhave turbulence, andthem white create sketches, heatopposite and 21 Visual Merchandising Techniques TOPIC PERFORMANCE OBJECTIVES usedPresent to createfilms, effectivefilmstrips, displays. and picture INSTRUCTIONAL TECHNIQUES to show how color is CreateavailableShow how simple tomaterials select arrangements coloredsuch as that itemspaints, show for paper,howdisplays color and fromisribbons. used commercially to butassociatedDiscussobtain emphasize specific and with illustratethat results.certain colors specific events,mean different places,colors thatthingsthings, are to andgenerally different emotions, Showpeople.simplea display how displays.color by usingmay he different used to changecolors theon linemood drawingsand impact of of meat.Showitems the such effects as green of color for milk,by using red unusualfor butter, colors and with blue common for smallershadowcubeIllustrate gray boxbut andand morethe pointa effectcolorful1 inch out of cube the cube.size obviousred. and color conspicuousness by painting ofa 3the inch Indicate thePlace importance the cubes of in a DiscusspiecesShowthis forthe ofthe accent effectmaterial results inof a(muslintextureusing display. different andon colortoweling) objects.by dyeing the same different color. Demonstratefromintensities commercially theashow welltechniquesto available produceas to match ofcolorspaints. painting colors of different backgroundsby mixing values or and selecting andprops. 22 usedDiscuss in display common work.sources of paints, colored paper, and ribbons WARNING EXPERIENCES EVALUATIVE TECHNIQUES Visual Merchandising Techniques AskimpactdentsShow students illustrations explainand/or to mood.howcollect color of variousand was label effectively displays illustrations andused have to of createstu- Showassociateplaces,Give illustrationsstudents and with things aeach list ofanditem ofdisplays have specificon thethem thatlist. writeemotions, contain the colorevents,unusual they displaysDivideeachcoolness, team class in use rest,which into color dignity,colorteams to createisof cheerfulness,usedtwo effective orto three indicate students.displaysand warmth,excitement. for Have Giveappropriatecolorscolor students contentare considered colors.samples and ask of unusualstudents colors and andto toanalyzeask suggest them why to more thematch materials.differentbyAsk mixing students typesor selectingto ofmatch merchandise. specificfrom commercially colors assigned available them threeProvidethemavailable bybasic studentsmixing materials.colors or with selecting(red, a compartmentedyellow, from blue)commercially trayand havewith themthe plays.haveDivide the theteams class paint into backgrounds teams of twoand studentsprops for each dis- and brushestomixeasilyTempera create the alsoprimarywiped (waternine may off,other colorscolor)be leavingused. colors intopaints nointhe stain.arethe proper suggestedcolor combinations wheel. as they are Inexpensive HaveHavepaper, students students and ribbons. list explain common why sources color isof usedpaints, in displays.colored

23 Visual Merchandising Techniques Use of Lights TOPIC To selectPERFORMANCE and use OBJECTIVES Explain and demonstrate how, why, and where lights are used INSTRUCTIONAL TECHNIQUES inlights displays effectively to create an effective display. SecondaryPrimary use use - -show create merchan-dise mood and true colors Include suchPrecautionsTypes items - spot, as: - glare,valance, flood,fading back down, showcase Kind - incandescent,warmandfilters coolshadows,atmosphere, fluorescent colors highlights with adequateonofeffects colorcolors, electricalofof heat merchandise,colored buildup, lights 435-436)Ref.(Ref. H, A,pp. pp. 79-80, 81-90; 92-93; Ref. Ref.D, pp. I, 53-56;pp. 33, Ref. 61; G,Ref. pp. J, 25-28; pp. power EmphasizeonDemonstrate different the with coloredsafety filters precautionsfabrics, the effectsfood, to takeand that otherwhen various usingmerchandise. colors lights have wiresDiscussmaterials.in displays and and fixtures show so asexamples usednot toin ofscorchdisplay the variousor work. burn typesmerchandise of electrical or display ArrangewiringEmphasize code. for thea lighting importance specialist of knowing from and the following local power the local displayareasDemonstratecompany aswork. towindows, demonstratehow to shelves, select the andcases,use use and shadowlights effects boxes,and of filters lights and counters. forin such 24 displayDiscuss work. sources of lights, fixtures, and filters used in LEARNING EXPERIENCES EVALUATIVE TECHNIQUES Visual Merchandising Techniques HaveDividetypes studentseach classof teamlights intoexplain use in teamsdifferent a howdisplay. of and two kinds when or threeofto uselights students. different and AskreasonsandSet students haveup correctfor students totheir arrangeand opinions.write incorrect lights a critique lightingand filters of eacharrangements to giving create results.impact,arrangementsto create emphasis. displays with a varietythat reflect of fabrics mood, andatmosphere, products Have teams compare and discuss areasHaveimpact,effects studentssuch mood,such as as windows,andshow lights daylight how shelves,againstto lightconditions. shadows, anddifferent cases. atmosphere, display DivideandkindsofHave differentdiscuss eachclassof props team intoresults, colored anddevelop teams merchandise. lights ofa charttwo and or that filtersthree shows students. on thevarious effects Have teams compare Haveto bestudents taken whenexplain lights the aresafety used precautions in displays. that need Haveofelectrical displays.students code list that the wouldprovisions affect of the the construction local Haveaffects students the constructionexplain how theof displays.local electrical code HavecompareDivideshadow each thebox, andteam classdiscussshowcase, arrange into results. lightsteamsand on of fora ledge.two displays or three in students.a Have teams Havecolored students lights explain are used where in anddisplays. why both white and 25 Visual Merchandising Techiques TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TDaHNIQUES Use of Showcards Toforand produce displayseffective appropriate showcards inDiscuss displays. and illustrate how, why, and where showcardsPurpose are - usedspecific information Include such items as: CopyStoreLayout -image source - sketch,- discount,of ideas, balance, general.,language, optical exclusive, emphasis center, highlegibility, fashion visibility,combinations margins, use of color and color TypeTypefacesLettering size - -lead machine, - 36, hand,48, 72 dry point; transfer, wood -stencil, 6, 8, 12, stick- roman, gothic,on;light, spacing;script, bold, decorativeupper condensed, and lower expanded; case; italic,size Stock sizecolorsweight - full- white,six - ply22" colored cardboard,x 28" coated two sides half - 14" x 22"18, 24 line quartercommon -- 11"5 1/2" x 14" x 7" suchDemonstrateRef.(Ref. asH, A,counters,pp. pp. the75-77, 45-54; layout ledges, 91-92, Ref. of andshowcards203-205;F, pp.windows 334-336; Ref.for for differentI, discount, Ref.pp. 33-34,G, locationspp. super- 74-76)115-116; Askmarket, (Ref.a commercial general, D, pp. 75-78,andartist prestige 118-123) or an stores.art teacher to demonstrate the variousbeDemonstratetechniques changed colored by for howusing stocks.hand the different lettering.legibility colored and impact inks orof paintsa showcard on may 26 priateDiscuss for and different show illustrations kinds of stores of typefaces and products. that are appro- EVALUATIVE TECHNIQUES Visual Merchandising Techniques HavepriceSupply students only, white amakeand small lightshowcards amount and ofdarkof copy,varying colored and sizes morecard usingstock.copy. LEARNING EXPERIENCES Supplyshowcard11 "),necessary and(5 1/2"a windowmerchandise x 7"), display an islandinformation card (11"display xfor 14") card a counterand (7" ask x each Havewithavailable,it withpaintstudents the or give aboveink.use allstencils activities. students and/or the freehandopportunity lettering to use If a lettering machine is differentHavesituation.student students tolocations produce develop foran appropriate appropriatevarious types showcards showcard of products forfor useeach and in Havebyillustrate using students different the develop change colors ashowcards inseries onlegibility various of for showcards such coloredthat places is that stock.possible as studentsSupplystores. showcards to do the that signs have over obvious correctly. errors and ask counters,and prestige ledges, stores. and windows for discount, general, Supplythestock.sizes showcardcolors showcardswhich selected areto thatmakeprinted and,useit more inawhere varietydifferent effective necessary, of colorstypefaces or appropriate.redesign on coloredand Have each student critique the lettering and Haveforthe studentsvariousdistance store preparebetween locations letteringthe showcard being samples andcareful potentialfor toshowcards consider viewer. Havesizesdepartment studentsthat store.would select be most three appropriate typefaces forin twouse differentin a 27 Visual Merchandising Techniques TOPIC PERFORMANCE OBJECTIVES asDemonstrate by: the different methods of making showcards,such INSTRUCTIONAL TECHNIQUES Stick-onDryStencilMachineHand transfer - silkpunchboard, screen press usedDiscuss(Ref. for and showcards.A, showpp. 55-70;examples Ref. of G,the pp. different 105-115) kinds of holders Include such items as: SizeEaselsShapeStems - 3-- 1/2"metalhorizontal,8", 10", x and5 1/2" 12",andwood vertical adjustable 5 1/2" x 7" 7"11" x 11"x 14" withandArrangeDiscuss variousposters. acommon field devices, sourcestrip machines,to fora sign showcard and shop methods tostock acquaint usedand holders.to the make students signs

28 LEARNING EXPERIENCES EVALUATIVE TECHNIQUES Visual Merchandising Techniques Askbuthavethestorewide variousvaryingstudents students specialshowcards.the to use copyplan different event, forand differentexecute following methods showcards departments. asa specificthey for prepare atheme Also, method.eachAskShow studentsshowcarda series toandof suggest showcardswhy they the selected forlist different method that ofparticularsituations. preparing Haveofshowcard merchandise. students holders explain might where be usedthe differentand with whatkinds types of stockHave theand studentsholders. list three sources for showcard

29 uNIT 3 MATERIALS AND EQUIPMENT USED IN DISPLAYS Mannequins and Forms TOPIC displaysToforms use mannequinseffectivelyPERFORMANCE and in OBJECTIVES Explainformsillustrate areand used demonstratethe tovarious create how,types effective why, of mannequinsand displays. where mannequinsand forms usedand INSTRUCTIONAL TECHNIQUES Discuss and in display work. Women'sComposition and -children's Papier- mache, wear plastic,- full body, molded three-quarter rubber, Include such items as: fiberglass PositionMen's wear - standing,- full body, sitting, three-quarter kneeling, body, reclining, coat, shirt, trunk, torso, slacks blouse,body, dress, torso, sweater, slacks pp.(Ref. 70-71)t D, p,40; Ref. E, pp. 84-85; Ref. G, pp. 41-44;Other Ref.forms I, - hands, shoe, legs, neck, shoulders, head novelty suchDemonstrate items as: the handling of mannequins and forms.Dismantling Repairing Include mannequinsDemonstrate and how forms to pin,without drape, damaging and dress or soiling various the typesCleaning Reassemblingitems. of Storing Stands and Easels ineaselsTo displaysuse effectivelystands and Explaintypesare used ofand instands demonstrate displays. and easels how, usedwhy, inand display where standswork. and easels Discuss and illustrate the various Include tTextbook30 citations are shown on page 78. such items as: Materials and Equipment Used in Displays Have students dismantle and reassemble mannequins and LEARNING EXPERIENCES Have students identify from illustrations the various EVALUATIVE TECHNIQUES Havemannequinsforms students to gainand clean, forms.experience wash, inand handling make minor these repairs items. to typesappropriateSupplyitem ofis variousmannequinsused mannequinsin typesdisplay and of forms or work.apparel forms and andorexplain merchandiseask studentshow each with to mannequinsDivideeach team class andpin, intoforms drape, teams including: and of dresstwo students various each.types of Have Assignpin,displayeach drape, studenta specificthe or item. anddress itemask each himof item.apparelto describe or merchandise how he would to DressSuitJacketShirtBlouse onon on mannequinonmannequinshirt coat blouse form form HatsJewelryShoesGlovesStockings onon on headonshoe handon neck legformform form formform eachtheseties,Divide team shirts,items class assemble to intolingerie, display variousgroups suchhosiery, ofstands merchandisetwo studentsandand easelsshoes. as each. purses,and use Then, Have PreparedisplaySupply variousathe list item oftypes usingmerchandise of the merchandise correct and ask stand and students haveor easel. students to have the team place the stands and easels together to describethe list. how they would display any three items on 31 Materials and Equipment Used in Displays TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES Easels"T" stands and tops - straight, curved, dress, lingerie, tripod for handbags, china,and showcards hat,millinery, and tie hosiery, shoe, shirt, typeseaselsDemonstrate(Ref. of and merchandiseD, show thepp. howassemblying38-41; toincluding useRef. these andE, the pp. disassemblyingitems pinning80-85; to displayRef.and I,drapingof p.variousstands 69) of and Props Toin use displays props effectively propsinExplainfabrics. displays. used and in demonstrate display work. how, why, and where props are used Discuss and illustrate the various types of Include such items as: TurntablesPedestalsCubesScreensStands and and andboxes andand tables panels columnsmotors (Ref. D, pp. 40-41; Ref. I, pp. 67-68) ArtificialSimulatedActual objects objectsflowers - furniture, -and vacuum foliage formed, equipment, - natural, molded, supplies abstract printed Pointprops.Explain out the the difference many common,easy-to-obtain between functional items and decorativewhich Demonstrateandcorncan rustic bestalks, used fences. theforsheaves foldingprops of such grain,of crepeas barrels,cattails, paper intokegs, stones, various wagon fishnets, wheels,shapes 32 and(Ref. forms. Dennison craft books) Materials and Equipment Used in Displays formof design meaningful previously relationships discussed. following the principles LEARNING EXPERIENCES Havedress students on a T-stand. explain the procedure of displaying a EVALUATIVE TECHNIQUES Havevarious students effects. drape fabric on stands to create designcustomarycommonlyPrepare a display a exhibitedequipment.list offor five oneach display different product withoutproducts using that theare equipment. Have students Divide class into groups of two students. Have each_ Have students make a list of 10 common articles that theteamascolumns, brickwork,effectiveness arrange fences, twofireplace, or displaysof flowers. their stonewall, usingdisplay. simulated paneling, props such Discuss with each team Haveappropriatecould students be used.used formake in each displaya list season ofwork flowersof andthe explain year.that would how eachbe HaveArrangethatlarge students are storea fieldnot toarrangespecifically tripsee the toa smallthevarious designeddisplay display mannequins, departmentfor using display someforms, of purposes.props a Haveis used. students demonstratearrange a small the valuedisplay of inusing which platforms motion Havestands,forand studentsforms.a large easels, operation.fold props, crepe materials,paper into andvarious tools shapes needed and risers when displaying merchandise. 33 Materials and Equipment Used in Displays TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES Materials tivelyTo use inmaterials displays effec- ofusedExplain materials in displays.and demonstrateused in display how, work.why, and where materialsPapers are - types, sizes, colors, textures, speciality Discuss and illustrate the various types Include such items as: PaintsRibbonsFabricsCardboardsCorrugated - -water types, -paper sizes base, sizes,sizes weights, rubber colors,colors, base,colors, texturestextures acrylic, textures aerosol sizes, colors, speciality PlywoodStyrofoamDowelsReedBatting and - and sizeswire- cotton,shapesprocessed - sizes, spun panelsshapes glass - sizes and types of hard- BuildingLumber - materialssizes and -types brick, of stone,strips, blocks, boards, slabs, shop lumberlath, shingles fiberboard,board, pegboard, gypsumboard Tools and Equipment mentTo use to toolsbuild anddisplays equip- constructtheInvite(Ref. operation anG, objectsindustrialpp. of36-38; commonfor artsRef.displays. hand teacherI, andpp. power 71-74)to describe tools that and aredemonstrate used to Include such items as: HandPower tools tools - -square, cutawl, chisels, cutoff saw,hammer, saber screwdrivers, saw, drill, drillrouter, press, pad sander,belt or banddisc saw,sander bench saw, sheerspliers,diagonal puttyshortcutting knife,chain needlestaple nosegun, cuttingpaper pliers, electrician 34 (Ref. E, p. 57; Ref. G, p. 38) Materials and EquipmentEVALUATIVE Used in TECHNIQUESDisplays teamdesigns,Divide fasten class fences, laths into andtogethergroups trellises. of to two form students. various geometric LEARNING EXPERIENCES Have each groundsAskoccasions. students for three to describe different how types they of.eventswould make or back- teamHaveDivide decoratestudents class intousebackgrounds ribbonsgroups ofusingand two fabrics paintstudents. orto formaerosol back- spray. Have each Havegrounds students using arrange seamless atwo displayedgings, different using borders, seasonal batting and back- orprints. spun Havebeenmagazines.grounds studentsreported and thenindescribe recent fasten new issues them display toof wallboard.different materials trade which have typesweaknesses,Haveglass theof to materialsstudents form and cloudsrecommended explainused and in thecreatedisplays. uses characteristics, forother 10 effects.different strengths, Havetrationsappropriate students of various identification.bringbecome inhand familiar newspaper and power with and toolsand magazine use with the illus- hand Havechoice).ledge students display prepare for a specificor describe product how to(instructor's construct a propsHaveand studentspowerand backgrounds. tools practice that wereloading demonstrated and using toa stapleconstruct gun. showcaseHavechoice).counter students displaydisplay prepare forfor aa specificorspecific describe productproduct how to (instructor'swith construct related a DivideHavesimplesionally. each displays.class team into use groups tools andof twomaterials or three to students. construct After individuals have a certain degree of Change members of the group occa- Haveislanditems students (instructor's or an prepareend display choice).or describe for a specific how to constructproduct an proficiency,props and backgrounds permit them for todisplays work alone which constructing they designed. (instructor's choice). 35 Materials and Equipment Used in Displays TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES usedcover,Demonstrate(Ref. in andE,display pp.finish how 57-58; work.to different use Ref. the H, toolstypes pp. and70-72)of backgroundsmaterials to and construct, props backgroundsDiscussdisplays.Invite sourcesa anddisplay show for man howthe to variousfollowing actually materials items: construct are aused few toprops create and Sourcesand Equipment of Materials materialsToused specify in displaysand necessary equipment StandsFormsMannequins HandMaterialsProps tools pages,of(Ref. Display distr. D, pp.Industries) ed. 124-126; supply firms,Display Buyer's World,trade Guide magazines,of Nat.Easels ASSOC. yellow Power tools educationstores,salematerials.Indicate florist, suppliers thatsupply retailmost firms. of major florist,building cities stationerymaterials, have suppliers stores,and distributive of 5 4display 10 cent Also, consider such secondary sources as whole-

36 LEARNING EXPERIENCES MaterialsEVALUATIVE and Equipment TECHNIQUES Used in Displays houseArrange to acquainta field tripstudents to a withdisplay the materialsvarious materials supply inGive creating students displays a list andof materialshave them andindicate equipment at least used Haveusedandinformation instudentsequipment creating oncollect that thedisplays. aresources catalogs available. of andmaterials other typesand equipment of materialsHaveone source students might for listbeeach found. fiveitem. secondary sources where display

37 SNIT 4 PLANNING A DISPLAY MotivesCustomer Buying TOPIC appealTo plan to displaysPERFORMANCE customer that OBJECTIVES howDiscuss these customer buying motivesbuying motivesinfluence and the use planning illustrations of displays. to show INSTRUCTIONAL TECHNIQUES buying motives Consider such buying motives as: UnconsciousRationalConscious - --economy, plannedimpulse, durability,purchase variety, pride, safety, adventure efficiency (Ref. D, p. 64; Ref. E, p. 7; Ref. F, pp. 112-116; Ref.PatronageProductEmotional G, - -personal store'scomfort, preferenceimage status, love, pleasure relatewindowUsep. 82)ta filmstrip,display.to the material slides, to or be pictures presented to inshow the how unit. to plan a Discuss the important points presented and Store's Image To plan displays that Discuss the factors that affect a store's image and use reflectimage the store's general,ofillustrationsas: displays discount, for to different show and howa supermarket. typesthese offactors stores influence such as anthe exclusive, planning Consider such factors tTextbook38 citations are shown on page 78. SellingMerchandise techniques offered - -hard types, or softquality, sell price Planning a Display Haveprettier,such students as theor thewishexplain desire for howa forsmaller unconscious luxury waist, can buying belonging incorporated motives to be LEARNING EXPERIENCES reflectedShowanalyze illustrations andin eachidentify display. of displaysthe main andcustomer have studentsbuying motive EVALUATIVE TECHNIQUES Havemotivesintosuch students displays.as such economy asexplain comfort, and durabilityhow pride,andrational and buyingadventure emotional motives can buying be Haveappeal students to each describelist of fourthe how customerdifferent to design buying products displays motives. for that each of Havebeincorporated incorporated students explaininto into displays. displays. how product buying motives can includingHavetheand customer studentsthen thedescribe buyingmerchandisesuggest howmotives an to idea andcarry that preps.for it werea throughwindow discussed. displayto completion heHaveemphasize used students to appealdifferent explainbring to patronageincustomer how illustrations institutional buyingmotives. motives.of displays canthat Havethe studentsfive senses, design displays that appeal to each of Havetointerviewdetermine stop students and peoplethelook. visit main at different attractionselected shoppingwindow that causeddisplays centers each toand one Assist students to prepare a short toquestionnaireHavereflect report students thefindings imagetobring determine to ofin class. differentillustrations reactions. types of of displays stores. that Ask students Have students design displays that reflect the image Haveforexclusive studentsa supermarket, store. explain discount, how to plan drug, displays department, suitable and an thathimAssignof explaindifferentwould specific be how appropriatetypes tomerchandise design of stores. fordisplays to two each different for student this typesproductand have of stores. 39 Planning a Display TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES (Ref. F, pp. 424-432; Ref. J, pp. 103-109) CommunityAppearanceServices availablerelationships and location - credit, of store delivery Locationof Display and AreaSize tionsTolimitationsspecific plan and displays spacestore loca-for theDiscuss planninglocation and useofwithin afilmstrips, display. the store slides, and the and space pictures available to show affect how Consider the various types of windowdiseaffectDiscuss exhibited.and the and interior location use illustrations displays and type that of to display wereshow coveredhow used traffic andin Unitthe patterns merchan-1. Consider placing the display at: (Ref. H, p. 94) PointsEyeAngle level toof trafficheavy traffic Theme To select suitable DiscusseffectivetechniquesInvite avarious displayuse that of sources cantheman be spaceto used ofdiscuss ideasthat to save isvariousfor available. spacedisplays. innovations and make more and Consider themes for displays such items as: MerchandiseNewsReading events - general,- origin, trade style, process, price, raw material SpecialSeason,PartyColor holidayseventsdevices - -sales, motion, anniversaries sound, dispensing 40 Other stores Have students visit different types of stores to LEARNING EXPERIENCES EVALUATIVE TECHNIQUES Planning a Display discussdeterminestudentssidercustomer suchthe services tothe results. itemsreport factors asavailable, their merchandise that findings affect and carried,sales storeto the approach. image. classstore andlayout, Con- Ask Havetheexplain design students how of theeachbringdescribe location display. in illustrationsdifferent and space displays availableof displays they affectedhave and AssigndesignhaveSuggest students aseveral fivedisplay differentselect different for eachappropriate locations typeslocation. of merchandise withinstore locationsa store and and to Have'studentsseeninfluenceinformation which the show visit ondesign howdifferent a locationvarietyof displays. types ofand stores ofspace displays. andlimitations gather Assist Suggestofeachsuitable the student assigned different for and a locations. display haveareas withinsuch as a capstore or thatend, willshadow be box, him design displays for each studentsdisplaysofcustomerand store,location intoservices price designrelationwithin lines available, astore. scoring tocarried, such thingssheetgeneral merchandise consideringas store size offered, layout,and thetype point-of-purchase,assignedhave students area. plan counter an appropriate top, and displayshowcase for each and Haveshow studentsa variety bringof themes in illustrations appropriate offor displayseach month that displays.Have students prepare a list of sources of ideas for ofHaveforcolors, the studentseach year. appropriatedate develop a suitable merchandise,a calendar theme, of dominantand events related colorwhich props. orlists propsyearHave studentsandthat give might selectthe be theme, used. a display dominant for color,each month and mainof the 41 Planning a Display TOPIC PEREOFMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUF'S Ref.(Ref. G, C,pp. pp. 81-90; 110-111; Ref. Ref.I, pp.29-31) D, pp. 67-70; Ref. F, Calendarp.Idea 331; file of events Explaincolors,for(Ref. display how C,merchandise, top. themes. use113) a calendar and props. of events as a source of ideas Indicate that it may be used to determine picturestypeDiscussof stores of howmerchandisehow such thea theme assame an sold.may themeexclusive, be mightaltered abe medium byused the by quality,store's different imagediscount, types and Illustrate with slides and Emphasizedrug,(Ref. supermarket, D,the pp. importance 111-117) variety, of developing and specialty. and maintaining an Authenticity of To plan displays Discussidea(Ref. file. G,and p. illustrate 90: Ref. H,with p. slides81) and pictures the types of Display that are authentic visualdisplay merchandising authentic. that would require research to PeriodEthnichave thecustomsfurniture and (colonial, Roman, Egyptian) Consider such items as: Emphasizeaccurate thein everyimportance detail. of creating displays that areScientificProducts and facts dress and of discoveries other countries 42 LEARNING EXPERMICES EVALUATIVE TECHNIQUES Planning a Display Havepriatetheusing studentsabove displaysthe samefor select threeformerchandise. two aother daydifferent ordates event ortypes andevents. planof stares appro- Ask students to repeat typeseachyearAssign dateandof students stores. havewhich them Mouldfour explain datesbe appropriate howscattered to design forthroughout twodisplays different the for windowHavefor a students spacesstore thatavailable. discuss has 15 possible departments solutions but onlyfor 10displays back-to-school,typesspecificAsk students of stores.themes to and suchmake Veteran's asrough spring, sketches Day Father'sfor twoof displays differentDay, vacation, for Haveshowof stores. studentsa variety bring of themes in illustrations suitable for of different displays types that Havedepartment,designing students displays drug,explain variety, that the aredifferent and taken discount byapproaches an stores.exclusive, to a Have students start collecting material for an idea Assistfile forstudents displays. to develop a list of display ideas Have students identify 10 displays where authenticity thatresourceHave wouldstudentsare materialavailable require prepare for authenticin eacha listlibrary idea. ofdetails andresource giveand materialstothe suggest library mationHaveoneof detailsstudentsinformational they wouldwould determine need:to beresource very the prepareimportant kindfor eachand authentic andsourcedisplay. give ofdisplays at infor- least Havecatalographieschoice) students numberforthat three visitwould for assignedaeachrequire library item topicsauthentication. andlisted. prepare (instructor's) bibliog- Havecommunity.tofor the studentscolonial moon, and preparefurniture; founder's a list Washington's day of for various the birthday,store sources or offlight displays.data that could be used when developing authentic 43 Planning a Display TOPIC PERFORMANCE OBJECTIVES Discuss sources of research materials such as: Encyclopedias INSTRUCTIONAL TECHNIQUES Museum displays information.Invite a librarian to explain how to locate resourceAlmanacsReference books GovernmentalMagazines agencies MerchandiseDisplay for displaythatTo select is suitable merchandise for ConsiderthatDiscuss influence andsuch illustrate items the selectionas: with slidesof merchandise and pictures used thefor Kind factorsdisplays. - new, distinctive, old (left over items) SizeSpecialPromotionSeason - pictures andevent - holidaynational, - fortimely, -bulky relatedlocal, yearly items radio,products (machines) TV, and newspapers, activities magazines (Ref. I, pp. 29-30) TypeResponsibilityPrice - substitutes- number -to manager, fordisplay, perishable display security products man DisplaySketch of a merchandise,Toofthat prepare area,a indicatesproposed arrangementa color:,sketch displaydimensions of ofDiscuss proposed the displays.importance of and procedures for makingArrangementDimensions sketches ofof areamerchandise Consider such items as: propsgroundslighting, and fixtures, and back- StructuralBackgroundsLightingPropsColors andto requirements usefixturesfeatures - full, neededofpartial, display or area open - bulkheads, floors, 44 walls,outletsvalance, ceilings, dividers, LEARNING EXPERIENCES EVALUATIVE TECHNIQUES Planning a Display Have students explain the advantages and disadvantages Have students show how they would design a display nationalofsemipreciousHave a merchantstudents advertising stone. coordinatingexplain campaign. how tohis design displays a display with a for a forHaveafor snowplow,perishable studentsa large roadand showproducts expensive grader,how theysuch bulldozer, piece wouldas ice ofdesign cream, equipmentor powera milk,display shovel.such as byAskappropriate listing students at to leastto display illustrate three with other theeach itemsprinciple of thethat following: ofwould suggestion be planstudentsSuggestfrozen in food, order severalto describeor to fresh differentpromote themeat. eachtype types product.of ofdisplay merchandise they would and ask HandbagsNecktiesPocketCamerasRecords radios WigsYardWomen'sLawnmowersCostume goods blouses jewelry originallymoteHave thestudents sale sold ofmake for 500 a$4.95 itemsrough each. ofsketch an outmoded of a display article to thatpro- askanydisplaysHave himof each theto that studentprepareproceeding he suggested preparea list sections of roughduring props, of sketches thisthe materials, discussionunit. of three of Also, HavesuitableHave students students for plana prepareshadow a display box,rough ledge, forsketches the showcase, camera of displays department and window. preparefixtures,Havelocation students rough andof layouts importantmerchandisemeasure that various structural requiredgive displaydimension forfeatures. eachareas and display. andthe showcards,buyingsellingrecentlyof a largeappeals price introducedand store. aused,of rough $39.95. suitablecamera sketch. that related has aitems suggested and props, retail The display is to feature a Include the maim theme, 45 Planning a Display TOPIC PEPPOPMANCE OBJEC1TVES INSTROCrION7LL TECHNIQUES ofShow the(Ref. illustrations finished C, pp. displays110-111; of preliminary andRef. point I, pp. sketchesout 31-32) how theand sketchesphotographs were Cost of a Display Totoof estimate constructmaterials the specificand cost labor proceduresusedIncludeInvite in constructing asuch displayfor costsestimating manager as:the displays. theto discusscosts of and constructing demonstrate displays. the displays Mannequins,LightsMaterialsMerchandise and andprops,power labor fixtures for backgrounds and props indisplays.DiscussIndicate order waysto that keep of display reducingreplacement equipment the costs needs atassociated a tominimum. be handledwith constructing with care

46 LEARNING EXPERIENCES EVALUATIVE TECHNIQUES Planning a Display itemsstoreHaveInclude studentsandthat theprops, would theme,plan andfeature a colors,adisplay rough skis buyingsketch. forand aski sportingappeals, equipment. goodsrelated Showestimatedefend illustrations their the estimates.cost ofof displayseach display. and have students Ask students to structandHave labor students the requiredfollowing prepare and displays: athe list approximate of merchandise, cost to materials, con- Havemerchandiseestimatefor studentswhich the theyrequired preparecost made of to roughaeach constructlist display.sketches. of materials, each of the labor, displays and Ask them to ShowcaseWindow featuring featuring men'sspring small ownerclothes dresses hand tools for the home sketch:,FtheAllocate (instructor'sdesignated aof sum the expenditure.of assignedchoice). money for display a specific that wouldtype ofnot display exceed Ask each student to make Then, indicate that it Show illustrations of many different types of displays.ShadowCounter box top featuring featuring handbagswomen's small pocketbookstransistor radiosor theyiscostpercent. necessary figure.would redesign to reduce their the displays cost of tothe meet display the newby 20 Have the students make sketches to show how Haveitems:suggest students changes critically where needed. analyze each display andType of store Appropriateness of Consider the following ThemeBuyingLocation motives within emphasizedstore AuthenticityArrangementUse of space of of merchandise displaymerchaneise displayed 47 EXECUTING A DISPLAY Characteristicsa Good Display of TOPIC To constructPERFORMANCE effective OBJECTIVES Indicate that much of the information presented INSTRUCTIONAL TECHNIQUES so far is displays Reviewandunit,used only inmaterial and thenew illustrate constructioninformation that has with been willof slides effectivegiven be presented andpreviously picturesdisplays. in will depth.the becharac- reviewed In this teristics of a good display. SuitabilityComposition - depth,store image,height, central principles theme, of selectiondesign, of placement of merchandise, backgrounds Include such items as: Power to sell - merchandise in realistic settings, use of merchandise ofspecialleading showcards features lines, viewpointemphasized, of placementcustomer, TechnicallyCleanlinessLighting correct- -appearance, merchandise, - folding, no props,shadows draping, glass, or pinning,reflections, floors, lights merchandise emphasized principles of design (Ref. F,Invite185-190; pp. 324-329;a displayRef. J,Ref. manpp. G, to420-424)t pp. discuss 67-80; the Ref. characteristics I, of pp. 89-93, a good visualInvitecharacteristics.display merchandising. a anddisplay suggest manager practical to discuss ways ofthe achieving latest trends these in 48tTexbtook citations are shown on page 78. Executing a Display TEAR ING EXPERIENCES EVALUATIVE TECHNIQUES Haveofand severalweak students points types bring of of each indisplays illustrationsdisplay. and indicate from magazinesthe strong display.thatHave mustthe studentsbe considered list andwhen briefly constructing explain an the effective factors AskDivideteamof amerchandise fewconstruct class students into (instructor'sa suitabletoteams interview of displaytwo choice). storestudents. for owners a specific or type Have each eachshop)store,DaySuggest forsituation andopening aseveral men'shave includingof studentsstore,window the baseball graduationdisplay plantheme, a seasonsituationssuitableinformation time for for display a (Father's aforsports jewelry show-for managerswhomingofinterview doeswindowof the tothe guide.displays,window.find planning, out theirhow and often whoopinions doestheir onthe windows theactual importance are trim- changed, Have students report their findingsAssist students to develop an props.ofShowcards, displays. a seriessketch, of and slides a list or ofpictures required of merchandisedifferent types and Ask the students to list the strong toAsk20 the(be peoplestudents classsure who studentsand to stopped discussselect visit and twothe differentlooked differentresults. at areas) eachwindow display and displays interview to pointsdisplayHaveeach displaytheof and eachstudents explain moredisplay effective.list how and theeach to characteristics suggestcharacteristic ways of of mightmaking a good findtheeffectsclassan interview attracting outand of why discussthe guide.they display.power, results.stopped impact, and theirtimeliness, opinions and as lighting to Have students report findings to Assist students to develop be achieved. 49 Executing a Display TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES Scheduling Displays Toconstructingfor establish planning schedules displaysand theDiscuss following the developmentunits of time of relativetimetables to forthe displays.display Fourdate: to six months - theme, goals, budget, responsibil- Consider TwoThree to threeweeks months- request - list merchandise, of specific make items, major order substitutes, items copy for showcards ities not readily available DisplayFourInstallation days "pulled" - final day - check,-merchandise sequence labor of checkedrequest, operations and merchandise returned, pressed, backgrounds and props prepared props and fixtures stored Emphasizeaand (Ref.new of display coordinating E,the pp. necessity for86-87; the the Ref.sameof materials being G,window. pp. ready 91-97;in anfor existing Ref.last H, minute p.display 73) charges with Display Budgets variousTo prepare types budgets of displays for displays.Discuss(Ref.Indicate G,the pp.ways procedures 117-123) that are for used developing to justify display expenditures budgets. for Display Requisitions Tofor make complete requisitions displays Def.showcards.requisitioningExplain G, pp. the123-124; procedures merchandise, Ref. H,and pp. showspace, 80-81; examples fixtures Ref. ofJ, andformspp. props,440 used -441) andfor Knockdown Displays Todisplaysassemble assemble knockdown and dis- Useassemblyenclosed an opaque ofwith theprojector a displayknockdown to following showdisplay. the theseassembly instructions. instructions Then, demonstrate the 50 Executing a Display Have students develop a timetable of events for LEARNING EXPERIENCES Ask students to develop a timetable for a window dis- EVALUATIVE TECHNIQUES minimumseveralHavesame studentswindow amount different or ofschedule adjoining change types severalsuchof windows displays. as displays,using that thewould eithersame require back- in the a AfterMarchplayabove forthewith problem, astudents' springlarge state departmentas schedules the that main onstore aretheme.February completedfor the 15 monththe for display theof grounds,the same merchandise,many of the samebut withprops, a differentand possibly emphasis. some of utilizemandentsachievementindicated received as show much that howa of ofmemo thetheythe from country's displayoriginalwould the make muststore displayspace the reflect manager team.changes as possible.the which and recent yet Have stu- Asktypesone. students of displays to bring and toin developillustrations a budget of fortwo eachdifferent whenHave developingstudents list a budget the items for athat display. should be considered Haveitems studentsrequired practicein a display. using forms to request different eachstudentsSuggest display. threelist thedifferent various types things of requireddisplays toand construct have Secureassembledisplays. a variety and disassemble of knockdown several displays. different types of Observe and evaluate the procedure used Have students knockdownHave students display. explain the procedure for assembling a by each student. 51 Executing a Display TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES Building Displays To read, interpret, and InviteandofDemonstrate knockdowndistributors an industrial thedisplays assemblyof food,arts which andordrug, areadisassembly mechanical andsupplied cosmetic byofdrawing manufacturersdifferentproducts. teacher types to preparedisplaysusedof drawings in various constructing and types plans Includeexplain suchand showtypes examples as: of different kinds of drawings.WorkingPictorial - multiview, - one view, dimensioning cabinet, dimensioning 332;(Ref. Wyatt, Feirer, pp. pp.342-347, 14-16, 354-357, 55-65, 73-87,389-405, 99-101, 425-438, 235-240,Architectural 481-511) 322- - common scales, dimensioning, floor plans, symbols itemsdimensionspartsInvite as:of aa draftsmanfordrawing specific and to toexplainparts demonstrate of and the show objects. how examples to locate of thethe basic Include such SymbolsDimensionsLines (for shape) visible, (fordimension,hidden, representation) extension, center (for size) usingReview(Ref. squared theFeirer, procedures paper. pp. 13-14) for making sketches of displays and of Toeffectively display merchandise itemsReview(Ref. as: the Feirer, procedures pp. 148-163)for handling merchandise. Include such 52 DressingPinning andmannequins draping of merchandise LEARNING EXPERIENCES EVALUATIVE TECINIQUES Executing a Display theHavekindsLet different studentsstudentsof drawings. kindsbringexamine ofin examplesdrawings.illustrations and become of different familiar with drawingsShow a series and ask of studentsillustrations to identify of various each typestype. of Showstudents several point drawings out the onvarious an overhead parts. projector and have eachsymbolsPrepare one. useda sheet for containingdrawings and the have various students lines identify and woodenHaveSecure studentsfurniture. or prepare prepare drawings layouts of ofcommon a display props area.or simple Develop an answer sheet to accom- Givethemknowledge,Check students to each list andstudent's aon drawingeffectiveness. a special drawing of aanswer simple for sheetunderstanding, object the and dimensions ask panyvariousdrawingsstudentsdimensions each parts drawingand in oftheir askthe the that them space accompanyingobject requeststo provided record shown. dimensions answerthe on requestedeach sheets answerfor to sheet.the Distribute several workHavesimplefor proceduresstudenTsspecific object useparts. forand a aresultsdrawing display. providedor sketch by to each build student. a Observe and evaluate the 53 Executing a Display TOPIC PERFORMANCE OBJECTIVES Fitting dresses, shirts, coats, and pants INSTRUCTIONAL TECHNIQUES To use lights effectively Review(Ref. the E, lighting pp. 87-161; of counter Ref. G, tops, pp. 46-49)showcases, shelves,Shortening and or narrowing hanging items in displays windows. General,Checking atmosphere, for heat buildup, andcirculation spot glare, lighting circuit overload, Includeair such items as: To list -various types Explaintrims.Discuss and illustrateshow illustrations with slides of lightand pictures and heavy the window building of displays tionExplainagriculturalof displays of architecturaland illustrateusedfairs. by manufacturers and with a store-within-a-storeslides forand exhibitspictures at thedisplays. trade construc- and merchandisedifferentTotypes construct of kindsdisplays various of using display.Demonstrate(Ref. I, p. the 32; procedures Ref. J, pp. for 442-443) preparing a space for a variousIncludeReview types thesuch items ofthings displays necessary as: for to different consider kindswhen constructingof merchandise.Planning schedules ProperUseCorrectElementsSketches of lightingcolorarrangement ofand displays principles of design 54 Floors and backgrounds LEARNING EXPERIENCES EVALUATIVE TECHNIQUES Executing a Display

HaveheavyHaveat students windowtradestudents andtrim. bring bringagricultural in in illustrations illustrations fairs. of of light exhibits and used Haveand studentsheavy window designexplain trim. an the exhibit difference for a betweentrade show. light HaveHavedisplays. students students explain bring inhow illustrations to prepare for of aarchitectural display. within-a-storeHave students designdisplay. an architectural or a store- AssistneedAsinstructor a toreview students be done ofmay the toduringgive developprinciples students the constructiona checklist ofthe line Graves and of of Designdesign, itemsa display. thatJudg- the display.Have students list the steps for constructing a mentHavethatdesign teststudents incorporate for available several develop proper fromdifferent two Psychological balance,or three types color,miniature of Corporation.merchandise. theme, displays and needtheRate of evaluationthe improvement. miniature of hisdisplays. display and point out areas in Discuss with each student 55 Executing a Display TOPIC PERFOFNANCE OBJECTIVES ShowcardsSelectionProps and andfixtures handling of merchandise INSTRUCTIONAL TECHNIQUES pp.89; (Ref.331-334; Ref. D, I, pp. Ref.pp. 83-117; 32-34;G, pp. Ref.20-28, E,J, 49-66;p.pp. 443) 8-19, Ref. 49-79, H, pp. 86-161; 73-82,Cleanliness Ref. F,of display Planin thethe followingpractical skills:work so that students develop proficiency WiringCoveringPaintingUsing andhand framesandusing and mixing powerlightswith colorsclothtools and paper MakingArrangingDressingPleatingFollowing showcards andflowers good pinningdraping housekeeping and formsfabricsgreens procedures

56 Executing a Display Indicate to the students that their miniature displays LEARNING EXPERIENCES EVALUATIVE TECHNIQUES will be rated by the following points: OriginalityTheme 1020 points UseEffectivenessBalanceCompleteness of linescolor of details 2010 points points merchandise.Haveof-purchase(Ref. students H, displayspp. build 195-198) several using different different kinds types of of point- effectivenessCheckimprovement. each student's and point display out areas for workmanshipin need of and Havetypesof stores,(Ref. studentsof displaysH, using pp. work 209-210)appropriate andin smallbackgrounds groupsmerchandise for and different build in each several kinds improvement.effectivenessCheck each team's and pointdisplay out for areas workmanship in need ofand Giveconstructingsituation.display students areas displayspracticaland have by teams experience securing of two the inand planninguse three of several studentsand Change members of the group occasionally. evaluationused,Rate eachand workmanship. displayof their for display its effectiveness, and point out techniquesareas in Discuss with each team the planHaveassignedone andeachstudent construct teamarea. from submit eachappropriate a teamplan toof displayscontacttheir display afor local each for mer- area.the After plans have been approved, ask needindividualwithObserve of the improvement. andpractical student evaluate work.conferences, each student and as based he is on involved your See appendix C. Arrange for ofclassachantand "knowledge eachprops. theand team meritsobtain theto returncooperatingofthe each loan the display. ofmerchandise merchant.the necessary with merchandisethanks. If the display will be in a public place, Ask another member Discuss in mentappraisal, plan that discuss would waysenhance of developinghis employability. a self-improve- 57 Executing a Display TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES effectivenessTo evaluate the of a following.displays.Explain and demonstrate the procedures for evaluating the Indicate that a rating scale might include the display PowerDisplayArrangement to techniques attract attention 2015 (Ref. C, pp. 114-115; Ref. D, pp. 83-117; Ref. H, pp. Technical191-194;LightingSelling powerexcellence 2015 Finding a Job obtainedemploymentTo list places might where be DiscussRef.(Ref. I, sourcespp. Rickert, 34-37; of Stoner,entryRef. J,jobs Brown,pp. in 444-446) displaypp. 141-150) work. applicationTo complete forman Explain thehow proceduresto write a forletter completing of application. a job application form. interviewTo use acceptable techniques job discussFollowproceduresInvite with thea personnel anspeaker'sa questionindividual manager remarks. and should answer of afollow period.large duringstore toa jobdiscuss interview. the Summarize and improvement.membersHave the ofpersonnel the class manager and point conduct out mockareas interviews in need of with 58 LEARNING EXPERIENCES EVALUATIVE TECHNIQUES Executing a Display Haveouttypes areasstudents of indisplays needbringevaluate of andin improvement. illustrationstheirevaluate own eachdisplays ofone. different and point improvements.studentsShow illustrations to evaluate of each at leastdisplay five and displays. to suggest Ask Havemightthe field studentsinquire of display. developfor employment a list ofas anplaces entry where worker they in HaveObtainReview each application and student point write outforms any a letterchanges of that application. need to be made. from several different Assistthatsourcesleast he each one.may and studentuse have when each to he preparestudentapplies a practicefor personal a job. completing data sheet at HavewhenSelect students being students interviewed. develop to arole list play of "thingsseveral tojob remember" interview jobHaveHave interview. students students explain explain how how they they should should prepare conduct for themselves a properlymakesituationstheeach mistakes. rolejob and interviewplaying inseveral which situations, situation. situationsthe applicants assist in which conduct the thestudents themselvesapplicants to Discuss how the participants handled At the conclusion of individualemployment.Askduring each a jobstudent conferences interview. to appraise and discuss his attitudes with each toward student See appendixes D, E, and F. Arrange for developemployer ato list hire of a factorsjob applicant. which would influence an self-improvementhis strengths and program. weaknesses and help him develop a 59 Executing a Display TOPIC PERFORMANCE OBJECTIVES INSTRUCTIONAL TECHNIQUES Keeping a Job properlyTo conduct on himselfthe job workingReviewEmphasizetraining,for therelationships. thecharacteristics importancethis is the of waythat being it contribute willable beto on workto the harmonious together job. during have.Review(Ref. the Rickert, characteristics Stoner, Brown,that employers pp. 27-28, like 32-35) employees to

60 Executing a Display Have students role play such situations as: LEARNING EXPERIENCES Have students list the characteristics of a good EVALUATIVE TECHNIQUES BeingKeepingTakingMeeting asked suggestionsbusyproduction to during cover deadlinesfrom slackfor aanother timessupervisor employee Haveutesuccessemployee studentsto gettingin and the listexplain job.along 10 behavioralwithhow theseothers traitspatterns on the influence job.that contrib- BeingHavingListening the toldsomeone target byto otheraelse storyof atakeemployees,hard "practicalabout creditbecause another "Stop for joke"it your makesemployeetrying work us so lookthat bad" HavingBeing toasked work to with runmost anstartserrands employeeof theoff, for time who"Guessothers is unpleasantwhatjust I heard about . . ." theDiscusssolutions. above withsituations the students and offer how otherthe participants possible handled because you are the "new worker"

61 otherofitand time is anlearning suggestedisavenue recommended activitiesfor that learning. theyfor and usingbe thatused audiovisual the with instructor a variety materials, not Audiovisualof materials are both a tool for teaching While no particularUsing amount Audiovisual Materials withfamiliarPtan the PILuentation lesson. with its (ftganizationcontent and to and see Method's) that it correlatesAlways preview any audiovisual material to become Students dislike time fiZZers and materials.devote an entire class session to the use of suchAudiovisual materials lend themselves well to When working inappropriatecomments which presentations. might answer such questions as: What is being illustrated? While previewing, prepare peoplemuchwithstimulatingthat fromadults, theseinvolved each comments ita other. highandis well having levelare to made. ofthemremember involvement. make thatcontributions they can learn It is with the idea of getting WhyWhat is arethe somethepresented importantappropriate usedbeingmaterial termsto presented? topicsstimulate important?and whichunderstandings class could discussions? be materials.tor as he plans for the effective use of audiovisualThe following suggestions may assist the instruc- ofP/Lepake time fromEquipment the director and Matekiatz of adult education or personRequest the required equipment several days ahead SummarizePresentOrientPreparePlan presentation classlessonequipment concepts (background and(organizationand materialsunderstandings materials) and methods) totheBeforeisin become equipmentchargedelivered the acquainteA of class toaudiovisualprior see begins, towiththat the itsitequipment.practice starting isoperation. all using inof workingthe the class. equipment order. Then, see that it Arrange the Check ReturnFollowupEvaluate equipment withknowledges opportunities andknow acquiredmaterials ledges to explore new. theused,outsiderooma screenroom sobut light thatand aready screen theeveryoneis andreflectedlarger is place muchcan the seeitonto moreaudience, soand it. desirable.the is least comfortable.the largeramount theof The wall may be The larger Have 62 andthescreen aprojector, sparethat isprojector needed.an electrical lamp in outlet,case the an one extension in use fails.cord, Be sure there is a table for room can be darkened and ventilated. If the class is held during the day, be sure the Cieck to see mightand pausebe for for the a instructorfew moments to to present allow thethe studentsquestion to thethatoffshutting thepresentation, equipmentthe powerofflights the tofor canpower.the allowa befewprojector. turnedminutesthe fan sff onbefore withoutthe completelymachine shutting to cool At the conclusion of thebeform generatednumbers their answersof by their asking before correct the responding. students answers. to keep track of Interest could Nient Ceass (Baekgnound Mateniae) Explain the subject matter that is going to be ofwillFotiowup the motivate subject. With the Oppoktuni.tie4 students to aTo further Expeme investigationNew KnoweedgesIntroduce several new topics for discussion which presented.indicatePnez ent Letsz the onmain points that will be covered. Discuss the important terms used, and Retunn Equipment and Mate/14:as After the class is over, make arrangements to waitingforas theuse. untilneed arisesthe presentation during the hasshowing been insteadcompleted. ofHave the film threaded and the projector ready Stop the film or filmstrip for discussion forpreparesource,materials.return its thepromptthecomplete equipmentmaterial return. the forrequiredand mailing,school-owned attendance and makeaudiovisual report, arrangements For an item ordered from an out-of-school needsAatheany filmstripwhole frameshowing,of theor for astrainees.offers makediscussiona part, yourflexibility, whichever comments or questions. isforand appropriateitencourage may be useddis-to the as It may also be stopped at At the end of Summanizecussion andConcepts questions and fromUndeutandings the trainees. Itemize the important learnings on the chalkboard couragethefuturetoas they atrainees more review. arestudents complete contributed to raiseto understandingkeep other by some the questions kindclass. of of the notationwhich topic. may for lead Allow time for En- Evatuatestudents Knoweedgesto evaluate Aqui/Led how well they have learned thePrepare a list of questions which might assist important: points of the presentation. One approach 63 brieflybethe prepared color-lift for thoseby hand, process. who themight heat-transfer wish to make process, their own andMaterials for use on the overhead projector may Preparing and UsingEach method Transparencies is described orhigh.Useletters labels. letters and and symbols symbols to that produce are at attractive least I17-inch titles Use a lettering guide or dry-transfer originalGenetat transparenciesSuggution4 Select only content that is appropriate for an UseLeave transparency.a pointera ,-inch to clear identify margin a specificon all sides part ofand the OrganizeKeepoverhead content the transparency. content of transparency of the transparency simple. Useparency,steadythen a slidingremove andfor is aitor hand-helddistracting. quicklyhinged mask orpointer lay to pointercontrol cannot onthebe trans- keptrate Usetoanother)carefully. multipleshow steps. for overlays the development (one transparency of a concept over or Handmade Ptoce44 onof adisclosure transparency. when more than one step is included Use crosshairKeepcolor master to makemarks and the inoverlays transparencyopposite in corners.register attractive with Produces a simple andMaterials inexpensive Needed transparency. Plastic sheet or roll - clear or frosted butPlan identifytoned onlytransparency enoughsheets parts coloror forof colored ahorizontalfor drawing emphasis. ink ormay projection. picture. be used to Color MarkersInk - transparent- grease pencil or India or pen 64 Suggested Procedures beingbeMark done directlygiven in frontor onmay ofthe be the plasticprepared class sheet. asahead the oflesson time. is This may Materials Needed DetergentSpecial film parencytransparencywaterRemove or withmaterials a speciala issponge ready placed cleaning or to cloth onbe ausedfluid. handmademoistened again. trans- with Then the DrymountFlat tray press Heat-TAansiek PucessthatProduces is flexible a transparency and no thickerfrom almost than anya sheet original of paper. Suggested Procedures PressureItem to boardsbe transferred Materials Needed PlasticItem to sheets be copied whiteoftheSelect the fingertipresidue page.and test on and fingertip.the rub picture over anto unprintedbe lifted. portion Clay-based papers will leave a Wet Suggested Procedures Copying machine PutatDryfilm 270° the and F.picture place onforbetween the 5 secondscoated pressure sidein aboards. ofdrymount the special press Heat FollowMaterial(black).lucent the butto directions beshould copied have forcan a thebecarbon-type opaquespecific or inkcopyingtrans- base tainingPlacemountthe resulting presspicture a liquid set andsandwich fordetergent. film 270° infor F. lukewarm 2-3 minutes water in con- a dry- Soak for 2 minutes Cotot-Liit Pucess machine;sheets. use the recommended type of plastic DAymount Puss Washcarefully.or untilclay coatingthe paper from pulls picture easily and from dry thefilm acetate. used.OnlyaProduces printed material apicture transparency printed to aon sheet bya clay-basedtransferring of transparent paper the mayfilm.ink beof AllowSpray sprayink surface to dry; with then clear mount lacquer transparency. spray. 65 APPENDIX A EQUIPMENT AND SUPPLIESAppendix NECESSARY TwoGlassed mannequin or open forms showcase with stands ADDITIONAL MannequinAssorted stapleforms -guns male, and female, supplies teenager, TackleStorageSix-footElectricSign making box cabinet worktablesaber with unit, sawscissors, signboard,and drill tack and hammer, ink pliers, TrackMockupAssorted lighting of rollsdisplaya store andof forms, frontribbonsbulbschild props, - black and andpanels white with wigs AssortedSpotlighting metal fixtures, signwith holdersdisplay screwdrivers, clipbulbs onwire, and cutting freewire standingcutters, knife, clipperdisplay staplepins, gun MannequinTurntablesPaper"Cutawl" cutter platformsbinsmachine or equivalent SeveralBasicAssorted paints, sheets cloth, brushes,of clothing, wallboardsprayseamless and andandcolor displaycorrugatedlatex assortment paints papers and of Seasonal display kits 66 SUGGESTED LAYOUTS FOR DISTRIBUTIVE EDUCATION CLASSROOM - LABORATORY APPENDIX B CHALKBOARD 'NA, PROJECTION SCREEN OPTIONALDOORWAY TEAPARTITIONSWITHSALES TOON ROLUPCOUNTER AND FOR TYPEWRITERWRINGWORK RE MATERIALS. IN WELL. SIGN SALESREVIEW BOOK BOOK RACKS MOVABLE BOOK CART STORE MANAGER'S DESK OPTIONAL ADDITION / 'BULLETIN BOARDSDOORSON FRONT OF TEACHER'S DESK MOVABLEFILE CABINETS SHADOW BOK MAGAZINE RACK STORAGE CABINETS FREE- FORM TABLES SINK AND TOWEL CABINS T ...... _ CHALKBOARDFLUNK DOORS ADDITIONAL ED WITH WITHTD LOCKS CEILING - FLOOR CBMATERIAET INDISPLAY LS :g1gT'" TEACHER'SriTO CEILINGCABINETS DESK.DRAWER ABOVE rOnlE,GSCE LETTER FILE DICTIONARY STAND IOPTiONAL/LIGHTSWINDOWNALL SHKITH IN --- BULLETIN BOARD GLASS SHOW CASE DISPLAY RACKS ACCESS DOOR SHELVESWITH ADJUSTABLE 'BULLETIN BOARD ------_ CASH REGISTER we LL - - - - SHELVESGI 4SS SHOWCASES WITH ADJUSTABLE - - IMAGAZINEBOOKSHELVES CABINET STORAGERACK ANO SHELVESWITHGLASS ADJUSTABLE SHOW CASE CASH REGISTER-. WELL BOOR. BELOW I SHELVESBOOK. P DOR TD CELL HG DISPLAY CASES AND SHELVE S CASE TEACHERS LOCKER AND STORAGE COON ER MIMEFLOORFuLLSIZE TO DISPLAY CEILING WINDOW. was. FLOOD 'AARONALCOVE LIGHTS. CARPETING. ETC. IULLET N BOARD 67 APPENDIX C TRAITS AND ATTITUDES FOR EMPLOYMENT Directions:Student Appraiseacceptable, the studenta 2 for inpoor, each a of3 forthe acceptable,indicated areas a 4 forby markinggood, and under a 5 thefor Ratingexcellent. column a Evaluator Date for not AREA 1 2 3 4 5 Rating APPEARANCE regulationWearsare soiledwork whichclothes and/or thatnon- ofmeetWears the minimum workjob. clothes requirements that times.Wearsare acceptablework clothes' at thatall image.detractsIs sloppy from about business grooming. Is satisfactorily groomed. groomed.Is exceptionally well- COWORKERSWITHCOOPERATION helpduties,CompletesIs unpleasant.others. but own does assigned not cheerfully.HelpsIs pleasant. others, but not hewhenHelpsSparkles is theynot,others areandhelpful cheerfully busysmiles. toand thewithLacks joh, others, source bickers of friction on j4gment in working Worksrarely well a sourcewith others, of friction, groupothers,Works morale.smoothly contributes with to employees. TOWARDREGULATIONSATTITUDE Followswith other regulations workers. carelessly. Follows regulations generally. consistently.Follows regulations 68 inew Traits and Attitudes for Employment (Continued) AREA 1 2 3 4 Is concerned for safety _5 Rating Is unconcerned for the . Recognizes need for safety accident.toself;safety take does ofin coworkers,casenot knowof an steps and procedures,take in case knows of ansteps accident. to possible,sibilitycorrectsalertof coworkers to takesinthemhazards caseand ifrespon- self,ofand ACCEPTANCEOF Dislikes criticism. Able to take criticism. wayWelcomesaccident. to improve criticism skills. as a SUPERVISION slowResents to followor fears directions. supervisor, moderatelyAcceptsand follow supervision quick directions. to willingly,understand enthusiastically.accuratelyquicklyUnderstands and and directionsfollows them MANAGEMENT keepstowardIs careless work supplies space and/or andcluttered. equipment,indifferent equipment,orderly.Is careful keeps of supplies work space and ment;neatproperlysupplies;Saves keeps andtime, caresefficiently comprehendswork energy, forspace equip- and and DEPEND-ABILITY work,Is tardy often or absent. slow to begin absent.Is punctual and rarely arranged.consistentlyIs always on present.time and LOYALTY frequently.CriticizesIs careless and about complains the use of MaintainsIs usually a loyal honest attitude. about time, group.FeelsIs completely like part honestof the ADAPTABILITYHONESTY Resiststime, money, change and of supplies. policy or money,Accepts and change supplies. of routine supplies.Adaptsabout time,to new money, situation and ANDINITIATIVE routineadjust and/orto change. cannot and adjusts reasonably fast. whenreadily, need arises.learns quickly 69 Traits and Attitudes for Employment (Continued) AREA 1 2 3 4 5 Rating Tendsconstantto make to hold mistake,supervision. back, requires afraid Workssupervision, usually without whatvision,aheadShows is initiative;without expected.after learningsuper- goes Showsresponsibilities.Does notimpatience accept additionaland lack responsibilitiesAcceptsIs usually and carriescourteous if asked.additional toward bilitiesAcceptsIsadditional consistently andcheerfully. carriesresponsi- courteous TOWARDPRIDEPUBLICATTITUDE IN Ashamedof courtesy of job,with doespublic. not public.Enjoys job and has good withIs little enthusiastic effort. about JOB Makesagain,enjoycorrect same working. does mistakesmistakes, not attempt over work tois workmorale.soAttempts theymeets will tominimum correctnot berequirements. repeated,mistakes performance,Makesjob-stant conscious effort work to and improveis con-high SUITABILITYFOR THE JOB orAnotherpoor.suitable needs jobmore for would training.this be worker, more Qualifiedadditionalshould be for encouraged education this position, toand seek quality.job,andShows interest deserves exceptional for job this ability SHIPSRELATION- WITH direction.Resists criticism and directions.Acceptstraining. supervision and follows understandsadvancement.Invites criticism directions. and PRODUCTIONSUPERVISOR needsassignedIs helpa slow tasks.to worker,finish often requiresHas a reasonable help only worker occasionally. pace, helpsofIs the consistently others. job and often on top OF70QUALITY WORK Is careless and sloppy. Meets minimum standards. work.Performs high quality AREA 1 2 3 Traits and Attitudes for Employment (Concluded) 4 5 Rating SAFETYAWARENESS others.Is a hazard to himself and Needsto follow an occasional safety rules. warning protectsAlertothers. to himselfhazards, and and TOATTENTION JOB atHas once, too manyeasily things distracted. going forotherforgetsConcentrates which jobs to he andkeep ison situationsresponsible.singletrack ofjob, necessary.hand,pletingseveralConcentrates keeps the situations job(s)track on com- ofat when Adjustsprocedures.Lacks organizationpoorly to new of or work AdjustsunablewhenWorks calledin to toan plan newoi-derlyto ownhisor unexpectedsequence.attention, manner sequence.sequence,FollowsAdjusts an readilyplans orderly own to work new or ADJUSTMENTTOORPLEASANTSITUATIONS UN-NEW AND/ fromnotunexpected applytraining principles situations, or experience. learned does experience.helpssituationslearned to applyfrom when trainingprinciples supervisor or orappliesunexpectedlearned experience. principles from situations, training him.getdoesAvoids others not or like, delaysto do tries themjobs toforhe cheerfully.Doesassigned, unpleasant but notjobs always as ofacceptspromptlyDoes the unpleasant job. them and ascheerfully, partjobs

71 APPENDIX Student D SELF-ANALYSIS OF ATTITUDES TOWARD WORK Date Directions: employer'sThereagree,Read eachare the notofdecisiona iftheright you statements toormildly offerwrong agree, below.youanswers. a thejob dand if youryou mildlydecision disagree, to accept and it. the D if you strongly disagree. Then, indicate your opinion by Considercircling howthe yourA if opinionsyou strongly might influence a potentia' 2.1. toI mythinkwould ideas. holdinglike a bossdown whoa job is a sign uld listen AadD 10. thanI wouldhave to take maderather upin withremainmy neighborhood people with wherethe friends andI work, church AadD 3. canof maturity :earn do notenough inlook a money person.forward to maketo work it unless I AadD 12.11. Ifor wouldthink respect notthat andbe any asconsideration workerconcerned has aboutthe from right theothers. AadD 4. meIworthwhile. wanta chance to work to showfor amy person ability. who gives AadD 13. salarybenefitsI do notit a pays. thinkcompany it offersis right as forabout the the boss AadD 6.5. I think the boss is there to help me. AadD peopleto ask have employees their ownto workplans late already since made. most AadD 7. Ilive thinkwould the therelikesame tokindare work aptof withlifeto be peoplethat one Ior whodo. two AadD 15.14. worth.I thinkwant aunions salary are that good I feelfor groupmy work pro- is AadD 8. workersMycooperate. going on toany work job andwho holdingwill not a job does AadD 16. totectionI manywant voices.becausea job with the whichemployer I have will had listen some AadD 9. Theandnot way prosperity.mean I ammuch treated to my oncountry's the job growthis just AadD 17. After I start work, I hope I can associateexperience. with a better class of people AadDAadD 72 receive.as important to me as the wages I AadD than those I go around with now. 18. I would like a job which offers a great 31. Self-Analysis of Attitudes Toward Work (Concluded) 19. Ideal want of a advancement.boss who is kind, but strict. AadD 32. myself.I thinkwant tomost go bossesto work are so justI can average support A a D d a d D 20. I think the employer should see to itreallythat the important worker getsto him. the rights that are AadD 33. whenattainedhumansI can trying likedo their no tome, more getposition but thana somehowpromotion. workby pull theymy andhardest have money. AadD 22.21. So many people these days seem hard toIget do along not thinkwith. I should expect to talk AadD 34. I want to work with people who takegoodtheir job. work seriously enough to do a AadD 23. bossIand think thatdiscuss itI wouldis certain part with of problems amy close job towithfriend. get the AadD 35. I think the worker should be able toorlist boss. his complaints with his supervisor AadD 24. Learning new things, trying to get ahead,importantandalong making withA a todmysomething me Dcoworkers. than salary.of my life are more AadD 37.36. I think that in most jobs a person hasvariedI would and like challenging. the type of work that is AadD 25. justI do becausenot think of Ihis need position. to admire my boss AadD 38. ato Ipromotion. havethink "connections" the boss should in orderbe able to toget AadD 27.26. prideI havethink in a his anyonetendency job whoand to worksdo rebel the should bestunder hetake can. AadD 39. I think a person who tries to do a ofdiscuss the day. my problems with me at any time AadD 28. supervision.I think the employer has the right to AadD 40. promotedlittle moreto a thanbetter is job.required may be AadD 29. Most bosses tend not to be quite fairexpectto everyone me to inpresent their employ.a neat appearance. AadD 41. I think people who work usually realizegetrules,I. awayhave especially witha tendency it. when to Idislike think followingI can AadD 30. '1get want along to workwell with with people me. who will the value of a pleasing personality. AadD 73 APPENDIX E CONCEPT OF SELF IN THE WORLD OF WORK PART I Directions:Student thatPlace item. a check () at the point on each of the scales given below that best describes you for Date 1. thisRate training.your ability toVery get able a iob after you complete Average Unable S. Rate your ability to make friends. able Average Unable 2. Rate your ability toVery keep able a job after you get one. Average Unable 6, Rate your ability to Veryaccept able responsibility. Average Unable 3. Rate the amount of self-confidenceGreat deal you possess. Average Very little 7. Rate your ability to Veryremain able calm under pressure. Average Urabli; 4. Rate your ability to work with others. 8. "getsRate yourrough." ability to "take it" when the going Very able Average 1 Unable Very able Average 1 Unable 74 CONCEPT OF SELF IN THE WORLD OF WORK PART II APPENDIX _F Directions:Student agree,Read each the ofa ifthe you statements mildly agree, below. the ? if you do not know, the d if you mildly disagree, and the Then, indicate your opinion by circling the A if you strongly Date 1. areI cannotdisagreeable. be pleasant to people who D if you strongly disagree. Aa?dD 9. Ithe need group to learnahead 'toof myput own. the wishes of A a ? d D 2.3. I getneed upset to be when able things to admit go wrong.when I Aa?dD 10. believeI have differentlylittle use fJrfrom people me. who A a ? d D 4. makeIam auncomfortable mistake. in strange places. AAa?dD a ? d D 11. everI am get discouraged started. and afraid before I Aa?dD 5. doI notam uncomfortableknow. with people I Aa?dD 12. forI have myself. trouble working things out A a ? d D 6. self-consciousness.othersI need so to that become I can very forget interested about myin A a ? d D 14.13. It is hard for me to go ahead on ajob,I am even hurt when when I peopleknow how criticize to do it. me. A a ? d D 7. andI neednot toto behave discouraged. more faith in myself A a ? d D 15. I am afraid to try anything new. A a ? d D 8. feelingsI need to will learn not to be "take hurt it"so easily.so my A a ? d D 16. group.workI get alone more than things I do accpmplished when I work whenin a I Aa?dD 75 NewAdvertising25 York,W?st 45thN.Y. Council St. 10036 Cincinnati,407Display Gilbert Publishing Ave.Ohio Co. Directory 45202 New2Lebhar-Friedman ParkYork, Ave. N.Y. Publications, Inc. 10016 Brooklyn,5113Business 16th EducationN.Y.Ave. Films 11204 New201E.P. York, Park Dutton N.Y.Ave., and South Co., Inc. McGraw-Hill330 West 42d Book St. Co. CareersLargo, Fla. 33540 New7Fairchild East York, 12th N.Y.Publications, St. Inc. 10003 New419Merchandiser York,Park Ave.,N.Y. Publishing South Co. Inc. 10036 SanChandler 124Francisco, Spear Publishing St. Calif. Co. 94105 Hightstown,McGraw-HillGregg Division N.J. Book Co. 08520 National120 East Association 34th St. Industriesof Display 10016 Chas.Peoria,809 WestA. BennettIll. Detwiller Co., Dr. Inc. 61614 Ballerose,21Grocery Ontario Trade N.Y.Rd. Publishing Co. 11426 NationalNew York, Association N.Y. ofGrocers Retail 10016 Moravia,Chronicle4865DCA EducationalStenton N.Y. Guidance Ave. Products, Publications Inc. 13115 J.C.Pleasantville,Guidance Penney Associates Co., N.Y.Inc. 10570 Chicago,National360 North Ill. RetailMichigan Merchants AssociationAve. 60601 Framington,Philadelphia,Dennison Manufacturing Mass. Pa. Co. 0170119144 New1301Local York, Avenue store N.Y. ofor the Americas 10019 DivisionNew 100York,York West ofStateN.Y. Employment31st Department St. of Labor 10001 76 Albany,State Office N.Y. Campus 10017 NewBureau York ofState Secondary Education Curriculum Department 26Small Federal Business Plaza Administration WashingtonOhioAlbany, State N.Y. Ave.University MaterialsDevelopment 12224 Cincinnati,5101South-WesternNew York,Madison N.Y. OhioRd. Publishing Co. 10007 45227 Columbus,124 West Ohio17th Ave. Laboratory 43210 Binghamton,P.O.United Box Transparencies, 688 N.Y. Inc. 13902 NewPoint-of-Purchase 11York, West N.Y. 42d St. AdvertisingInstitute, Inc. 10036 AudioUniversity Visual of Extension Mimiesota PraegerNew111 York, Fourth Publishers, N.Y. Ave. Inc. 10003 DivisionUniversityMinneapolis,2037 University of of ExtensionMinn. Texas Avenue, Southeast 55455 NewProgressive708 York, 3d Ave. N.Y. Grocer 10017 UpsonAustin,Instruction Co. Texas Materials Laboratory 78712 PsychologicalNew304 York, East N.Y.45th Corp. St. 10017 U.S.Lockport, Government N.Y. Printing Office 14094 ReinholdNew430 York, Park Book N.Y.Ave. Corp. 10022 Washington,Superintendent D.C. of Documents 20402 630SalesNew 3dYork, andAve. N.Y.Marketing ExecutivesInternational, Inc. 10017 ScienceChicago,259 East ResearchIll. Erie St. Associates, Inc. 60611 77 TEXTBOOKS Bibliograpny (I) Smith, G. R. N.Y. Gregg Division, McGraw-Hill Book Co. Display and . New York. 1970. (B)(A) Hiserodt, Hayett, William.D. D. inNew marketing. York, N.Y. NewPsychology York, N.Y. ReinholdDisplayand human andBeck relations exhibit Corp. handbook. Gregg Division, 1967. (J) Wingate, J. W. & Samson, H. E. Publishingdising; 7th Co. ed. la68. Cincinnati, Ohio. Retail merchan- South-Western (C) Kitsteiner, Karen. Ohio.McGraw-Hill Book Co. Ohio State University Materials Display made easier. 1969. Columbus, REFERENCE BOOKS Biegeleisen, J. I.alphabets. Cincinnati, Ohio. The book of 100 type face Display Publishing (D) Mauger, E. M. York,Laboratory. N.Y. FairchildModernn.d. Publications, display techniques.Inc. New 1964. Buzan, L. L. display.Co. 1965. Cincinnati, Ohio.Rigging and forming men's wear for Display Publishing (E) Moore, P. G. 3d1964. ed. Austin, Texas. Principles of merchandise display; University of Texas. Fazakerley, G. R. Cincinnati,Co. Ohio. 1956. Modern interior display.Display Publishing Co. 1966. (F) Richert, G. H., Meyer, W. G., & Haines, P. G. BookNewRetailing, York,Co. N.Y.principles and practices; 5th ed. 1968. Gregg Division, McGraw-Hill Feirer, J. L. arts;Inc. rev. 1963. Peoria, Ill.Drawing and planning for industrial Chas. A. Bennett Co., (G) Rowe, F. A. Co.manual. 1965. Cincinnati, Ohio.Display fundamentals, a basic display Display Publishing Kemp,Kasper, J. Karl.E. ed.materials,N.Y. rev. ed. Praeger Publishers, Inc. Planning and producing audiovisual Shops and showrooms. San Francisco, Calif. 1967. New York, 78(H) Samson, H. E. Publishingmerchandising. Co. Advertising and displaying Cincinnati,1967. Ohio. South-Western Chandler Publishing Co. 1968. Mason, R. E. & Rath, P. M. Marketing and Dennison Manufacturing Co. Creative arts and Minor, Ed & Frye, H.McGraw-Hilldistribution. R. Book Co. New York, N.Y. 1968. Techniques for producing Gregg Division, Thecrafts Corporation. with Dennison tissue. Framingham,Flower Mass. book. Framingham, Mass. The Nolan, C. A. & Warmke,promotion,McGraw-Hillvisual R. r, instructional andBook advertising; Co. media. 7th ed. Cincinnati, 1970. Varketing,New salesYork, N.Y. Framingham,Corporation. Mass. Home decoration with paper flowers. n.d. The Corporation. n.d. Richert, G. H., Ohio.Stoner,Marketing J. K., projects & Brown, and K. activities. B. South-Western Publishing Co. New York,1970. J. C. Penney Co., Inc.supervisor. Completing a job application. New York, N.Y. Advertising and display The Corporation. New York, N.Y. U.S. Department N.Y.of Labor.occupational titles, volume I-definitions of Gregg Division, McGraw-Hill Book Co. Dictionary of 1970. The Corporation. Weighing the job: 1972. pay, benefits, intangibles. University of Texas.Austin,Gcvernmenttitles; Texas. 3d ed.Printing Office. UniversityWashington, ofD.C. Texas Color dynamics kit. 1965. U.S. National AssociationBuyer's 1972.of Display guide. Industries. New York, N.Y. The Association. Wilinsky, Harriet.retailing.Instructional Materials Laboratory. New York, N.Y. Careers and opportunities in E.P. Dutton and 1968. New York State DepartmentholdEmployment. jobs. of Labor, Division of Albany, N.Y.Why young people fail to get and The Division. 1970. Wyatt, W. E. Peoria,Co., Inc. Ill. 1970. General architecturalChas. drawing. A. Bennett Co., Inc. 1969. New York State EducationdistributiveworkSecondary Department,experience Curriculum education. manualBureau Development. forof business and Albany, N.Y. Cooperative The PAMPHLETS Careers. Display man. Largo, Fla. The Science Research Associates,Chicago,Bureau. Inc.Ill. 1967. The Corporation. Display1965. workers. Chronicle Guidance Publications.Moravia,Corporation. N.Y. 1965. The Corporation. Display man. Corporation. What employers want. 1950. Chicago, Ill. The 79 Small Rosiness Administration.a way to increase sales. Small Marketers Aids Interior Ksplay: Lessons in marketing fromVisuals. abroad. 1969. 36 slides. Purchase - Fairchild Fairchild Upson Co. #111.1965. Washington, D.C. A board for all seasons. The Administration. Lockport, Looking for color. PurchasePublications, - J. Inc.C. Penney Co., Inc. J. C. Penney Co., Inc. Color N.Y. Book of the world. The Corporation. n.d. n.d.Lockport, N.Y. The New trends in advertising,Fairchild promotion, Visuals.Publications, and display. Inc. 1972. 35 slides. Purchase - FILMSTRIPS Corporation. Fairchild Preparing for an interview.Co.,Color. Inc. Sound. 6 min. Purchase - J. C. Penney J. C. Penney Co. Inc. ColorBoutiques; concepts. small shop,FairchildVisuals. big impact. Publications, Inc. 1969. J. C. Penney Co., Inc.34 slides. Purchase - Color Profitable merchandisingPublications,Visuals. techniques. Inc. 1969. 36 slides. Purchase - Fairchild Fairchild Competing for the modernVisuals.P1-..chase shopper. - J. C. Penney Co., Inc. 1965. 32 slides. Purchase - Fairchild Promoting new merchandiseVisuals. areas. 1971. 38 slides. Purchase - Fairchild Fairchild Display roundup. 75Fairchild slides. Publications, Inc. Purchase - Fairchild Publications, Fairchild Visuals. 1968. Trouble at work. GuidancePublications,Four filmstrips. Associates. Inc. Guidance Associates.Sound. Color. Purchase - 1970. Getting and keeping yourAssociates.Inc. first job. Two filmstrips. Sound. Guidance Color. Visual merchandising.ofColor. Mirawsota. Sound. 18 min. University of Purchase - Minnesota.University Job interview tips.Color.Purchase - Guidance Associates. Purchase - University of Minnesota. University of Minnesota. What do you do if. ofTwo Minnesota. filmstrips. Color. University of Min Purchase - nesota. Unix ,sn.sity Johnny on the spot.Minnesota.Sound. Color. Purchase - University of University of Minnesota. Your job interview.application.Color. Purchase - University of Minnesota. Guidance Associates.University of Minnesota. Purchase - Two 80 Guidancefilmstrips. Associates. Sound. Color. TRANSPARENCIES Distributive education - promotion. United Stores National Retail Merchants Association I want a job. Transparencies,18Purchase transparencies. - United Inc. Transparencies, Inc. Frank E. Richards Publishing Co. Purchase - United 11 transparencies. Supermarket News Fairchild Publications Window display. Transparencies,DCA1970. Educational Inc. Products, Inc. Five transparencies. DCA Educational Products, Inc. Color. Purchase - PERIODICALS American Grocer Grocery Trade Publishing Co. DiscountChain Store Store Age NewsLebhar-Friedman Publications FootwearDisplay WorldNews FairchildDisplay Publishing Publications Co. Marketing Times SalesInc. and Marketing Executives International, ProgressiveThe Merchandiser GrocerMerchandiserProgressive PublishingGrocer Co., Inc. 81