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Fashion Merchandising. Marketing and Distributive Education. INSTITUTION North Carolina State Dept

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Fashion Merchandising. Marketing and Distributive Education. INSTITUTION North Carolina State Dept DOCUMENT RESUME ED 276 466 i7C 860 583 AUTHOR Robertson, Horace C.; And Others TITLE Fashion Merchandising. Marketing and Distributive Education. INSTITUTION North Carolina State Dept. of Public Instruction, Raleighriv. of Vocational Education. REPORT NO VEC-MD-CG-7271; VEC-MDE-CTIB-7271 PUB_DATE [85] NOTE 657p.; This reprint is a product of the Vocational Instructional Materials Acquisition System located Florida State University. PUB TYPE Guid*: Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF03/PC27 Plus Postage. DESCRIPTORS *Clothing Instruction; Community Colleges; *Course Content; Curriculum Design; *Distributive Education; *Fashion Industry; Instructional Materials; *Merchandising; Teaching Guides; Two Year Colleges ABSTRACT This_curriculum guide was developed to be used asa resource guide_to assist marketing and distributive education teachers in planning and teaching a course in fashion merchandising. First, an introductory section is devoted to the management of the fashion merchandising curriculum, including informationon ths guide's background, units of instruction, competencies, format, instructional planning, instructiona delivery,_evaluation and feedback. Next, the guide presents the following teaching units:_(1) Overview of the rashion_Industry; Communications_in Marketing; (3) Merchandise Information for Fashion Merchandising; (4) Personal Selling; (5) Merchandising Operations; (6) Sales Promotion; and (7) Employment Skills. Each unit includes a broad course outline,1 which provides competencies and objectives sequenced by topic; A detailed content outline, which includes printed references, suggested student activities, handouts, and transparency masters; and evaluation measures and keys. (LAL) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. ***************-******************************************************* F shion Merchnising MARKETING_& _DISTRIBUTIVE EDUCATION COMMITTED TO THE IMPr-JEMENT OF MARKETING Marketing and Distribulive Education Division of VOdatiOnalEducation North Carolina Department of Public lnstruc'On U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS ()mei of Educational Resesion _and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES- INFORMATION CENTER ERICI . O This documenthis -tten reproduced_ as E. BRUMBACK received tram the person or organization originating - J. MILLS Mth0,-tharicles ria-ie Peen made to improve VEC NIDE CG -72n reproductiOn Points of view or opinions stated on this olcicir VECNMDE CTIB 7271 TO THE EDUCATIONAL RESOURCES meat gio_noLtiecesferity represent official OEM positron or policy INFORMATION CENTER (ERIC)." 2 70REWORD The fashion meraandisinq and management field offers a variety of occupational opportunities for the trained professional. The trends of the industry are forever changing as consumers' demands change. To be an up-to-date, skillful employee, employer or entrepreneur in this growing area of marketing, requires the sound development cf the basic Skills Of communications, mathematics and human relations as_well as the development of the technical_skills of management; merchandising; operations, promotion, and salesmanship. Product and service knowledge is a must for any professional merchandiser in this rapidly growing/ changing field. Thislresource guide has been develcped to assist_marketing and distributive education teachers in_their planning, preparation and implementation of instruction designed to develop these required compAencies. The format is so designed to encourage the teacher's creativity in its use and expansion. A. Craig P ips Clifton B. Belcher State Supo endent Director NOrth1Caro a Department Division cf Vocational Educatior of Pdblic Instruction 3 ACKNOWLEDGEMENTS The_content, format, and-preparation of:this_competency-test _ item bank:and these units_of instructionreflect_many long hours of work and_dedication_on_the part of a number of marketing:and distri- butive education professionals. The consultant staff expresses their appreciation to all individuals involved in this project. We express appreciation to all teachersi teacher,educators.; and business people_who_assisted in_the identification, verification and Validation processes for the listed competencies. These competencies were derived from three validated studies: (1) A Competency Pattern Approach to CurrculUm_Construction in Distributive Education; 1967, Dr._Lucy_Crawford (a StUdy funded through the U. S. Office of Education); (2) A Theoretitaiframework for-Instructlonel _Programs in Distributiducation, 19;7, Dr.:Richard:Lynch (a study funaed through the U. S. Office of Education); and, (3) Validated Competencies for Competition: A pJàCi & Accessories, Master Employee; 1981, Distributive Education Clubs of America. We are especially grateful to:those marketing_and-distributive education teachers who served on the writing team for Fashion Merchandising 7271 and Fashion Merehandising and Management 7272: Mrs. Linda Beatty; Charlotte/Mecklenburg:Schools Mrs. Gayle Bowers, Greensboro City Schools Mrs. Patsy Clanton, Wilkes County Schools Mr. Richard Clodfelter-_,_Charlotte/Mecklenburg Schools Marcille:Deanei:Charlotte/Mecklenburg Schools rs. Joanne Miles; High_Point City Schools Mrt. Susan Porter, Charlotte/Mecklenburg Schools Mrs. Carol-Rainwater; Charlotte/Mecklenburg:Schools Mrs. Clotilda Rogers, Kannapolis City Schools- Mrs. Marcia Teal, CharlOtte/Mecklenburg Schools : In addition to_these individuals; others participated in review/discussion teams and/or offered other supportive assistance: Mrs. Marilyn Furman, Charlotte/Mecklenburg Schools Mrs. Becky Watkins, Guilford County Schools Mrs. Ann Matthews,Aarnett County Schools Dr. Benton Miles, Teacher-Educator, University of N. C. at Greensboro Mrs. Betty Standish, Director of Vocational Education, Charlotte/ Mecklenburg Schools We especially wish to acknowledge the untiring efforts of Mrs. Betsy Adams, Burlington City Schools,who provided the primary 4 leadetShi0 ih preparing the final typewritten document and Miss Debbie PatttOti and Mrs. Fran Ferrell; Durham:County_Schools, for their Setrttarial_contributions We also recognize the administrat:lve assistance of Mrs. _Betsy Nelson and Mrs. Susan Harris of the Marketing and Distributive Education Staff. Horace C. Robertson, Chief Consultant Marketing and Distributive Education Sybile Wilson Sally Proffitt Greg Gift Consultant Consultant Consultant Managing the FaShion Morchandi!ying Curricul nn Background This Fashion Merchandising Curriculum_Guide was developedto be used as a resource guide ;n planning and teaching Fashion Merchandisinc 7271. ThrOdgh a lot of involvement of fashion merchandising instruCtOrSover a two-year period; a curriculum review team organized the cOmpetenciesin appro- priate scope and sequence for Fashion Merchandising and for thesecond-year course, Fashion Merchandising and Management. Units of Instruction The competencies were unitized for Fashion Merchandising3nto seven teaching units. These units 8nd the recoMmended instruCtional period for eachare listA helow: Fashion Merchandising Unit Approximate Teacning Overview of the Fashion Industry 3 weeks Communications in Marketing 3 weeks Merchandise Information for Fashicn Merchandising 5 weeks Persoral Selling 9 week§ Merchandising Operations 7 weeks Sales Promotion 3 weeks Employment Skills 3 weeks Thirty-three weeks were suggested as the:total_instrOction tiMe all-ocated. This allows three school weeks for program orientation,exams, DECA activities and interruptions that normally occur. The COmpetencies were sequenced so that a student could exit from_Fashion Merchandising into other appropriate, second-level marketing and diStribOtive education courses, such as Marketing and Merchandising, with a bate of cOre co Hetencies which would allow him/her to SucceSSfully prepare for his/her career goal. Competencies_ The cimpetencies werei_validated:by teachers:and rashion merchandising employers and employees. :_18ch competency is designated as eithercore; supple- MentalAt cOntent:OhlY. This designation should be interpreted according to the following definitions: 1. CORE COMPETENCY - Minimal expectations for student achievement in a given course and/or coursesequence; THE MUST KNOW'S. 6 - 2 2. SUPPLEMENTAL COMPETENCY- Optional outcomes believed to be important to student development fora given tburse and/Or cbiirse sequence THE NICE TO KNOW'S. 3. CONTENT ONLY- A competency identified:by the tiirriculum review team as important to th=tUreiCUluM Writer inhis or her development of the_actOal Unit bf instruction. This will ensure inclusion of the concept. At UR_beginning of each unit; eachcompetency is:identified as either core (by the capital letter "C"), supplemental (bya "S"); or content only (by the letters "CU"). In the guide, the competenciesare sequenced according to the writers' recommendations as to the best teachingsequence. The writing team realizes that some teachers may prefer to teach unitsin another order (i.e. the Merchandising Operations Unit before theMerchandise Information and Personal Selling Units). The comprehensive_compet2ncy listing forthe:course may be utilized aS a basis for a training plan or may serve as a student skill=record fordocumenting student cOmpetehce; ForMat The format for each unit Within this guideis as follows: SettiOns I and II-- Broad Content 3nd Detailed Content Outlines SettiOn III -- Student Activities : Section
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