MAY 2 :.. 1981 4H FCITUS on FflSHION Betty Dillard Clothing and Textiles Research Associate Betty Feather State Clothing and Textiles Specialist Leaders' Manual Levels 8 through 12 LG 5212 Table of Contents Focus on Fashion 8 .................................................. 1-3 Focus on Fashion 9 ................................................ 4-6 Focus on Fashion 10 . .. ... .. .. ... .. .. .. ... .. .. .7-9 . Focus on Fashion 11 ................................................ 10-12 Focus on Fashion 12 ................................................ 13-16 Focus on Fashion 8 Leader's Guide The Focus on Fashion 8 project is Unless otherwise specified, the a situation or mood such as casual, an advanced level project designed leader should conduct the meet­ formal, etc. for the 4-H member who has mas­ ings. In this manual you will find 2. Evaluate quality of fabrics and tered the skills in the beginning project ideas as well as sugges­ garment features in ready made and intermediate level projects. The tions for member demonstrations garments with consideration for goals of the project for the 4-H'er and judging classes. You may want overall appearance and specific de­ are: to include other experiences than tails of garment construction such • To coordinate textures in an those presented in this guide. as seams, collars, sleeves, hems, outfit for the total look that is No specific number of meetings waistbands, etc. becoming to the individual; is required; however, you will prob­ 3. Make a price-quality compari­ • To improve clothing purchas­ ably need a minimum of eight to son using several garments that es based on evaluation of quali­ 10 meetings to complete the materi­ differ greatly in price and quality. ty of fabric and garment fea­ al in this project. Expect members Use brand name labels as well as tures; to attend the majority of the meet­ care and fiber content labels as • To increase responsibility for ings to complete the project. As­ part of the evaluation process. Rea­ cleaning and storage of cloth­ sess members' skills at the begin­ sons for the choice would be just ing items; ning of the project to determine as important as making a choice. • To develop skills for making whether they are ready for Level The goal: determine the garment garments from special fabrics; 8. that would provide the best quali­ • To complete a garment made ty for the money. from special fabrics. 4. Evaluate garments made from This guide provides the leader special fabrics-sheer, silky fabrics, with suggestions for experiences napped or pile fabrics, quilted that will make learning easier. We fabrics, lace, or leather-like fabrics. presented basic information in the Members should consider the suit­ member's guide sheet and listed -•- ability of style to the fabric, overall additional resources at the end of finished appearance, and detail of this guide. The leader's guide fol­ Suggestions for workmanship. lows the format of the member's 5. Evaluate methods for clean­ guide sheet. However, you may Judging Classes ing and/or storing garments such want to use a different organiza­ 1. Evaluate the coordination of as silk blouses or ties, leather or tion or combine two topics into textures in an outfit using pictures, suede jackets, etc. one meeting. photographs or garments. Present Things to Learn Things to Do 1. Organizational Meeting. ◊ Purpose of Level 8 project. ◊ Invite all members and parents for a brief meeting. ◊ Project needs. ◊ Hand out literature and records. ◊ Suggested achievements: ◊ Ask members to introduce themselves and tell about interests re­ -projects, demonstrations; lated to clothing. -judging with emphasis on the process rather than the project. ◊ Set up a schedule for project meetings. ◊ Ask members to develop individual goals after reading the mem­ ber's guide and report back on these at the next meeting. 1 Things to Learn Things to Do 2. Coordinating Textures in an Outfit. ◊ Texture is provided through: ◊ Illustrate different textures -fiber type; such as shiny, nubby, bulky. -yarn construction; -fabric construction; ◊ Discuss way in which manufacturers achieved texture in fabric -finishes. samples. ◊ Considerations when coordinating ◊ Demonstrate coordinating texture in an outfit for the look be­ textures in an outfit: coming to the individual. -suited to the figure; ◊ Ask members (working in small groups) to evaluate com­ -similar or pleasing contrasts; binations of texture illustrated in pictures; or -similar texture in accessories. Plan a field trip to look at store displays and/or window dis­ plays to evaluate use of texture in outfits. Look for displays of formal wear, casual wear, etc. 3. Judging Quality in Garments. ◊ Evaluating quality in fabrics: ◊ Discuss fabric and garment features and illustrate signs of qual­ -appropriate for garment; ity for each. -pieces cut "on-grain"; -same color dye lot; ◊ Plan a field trip to look at quality of ready-to-wear. -printing "on-grain"; -plaids/stripes matched; ◊ Check the following: ◊ Evaluating quality in garment features: Is quality related to price? -seam allowance, seam finishes, Is quality related to brand? hems, collars, sleeves, waistbands, Is quality related to store? closures. 4. Planning Suitable Cleaning and Storage for Special Garments. ◊ Cleaning and storage for: ◊ Discuss the importance of using special cleaning and storage pro- -Silk blouses, dresses, ties and scarves; cedures for garments made of special fabrics such as silk, suede or -Leather and suede jackets, vests, leather. pants, accessories. ◊ Ask members to share experiences related to care of special fabrics and garments. 5. Selection of a Project. ◊ Projects for this level should be gar­ ◊ Discuss project ideas presented in member's guide and those in­ ments made from special fabrics dis­ cluded in the state fair list. cussed in member's guide. ◊ Considerations include: ◊ Ask members to buy fabric, pattern, and notions within a speci­ -suitability of pattern; fied time period. -quality and appropriateness of con- struction techniques; -total appearance of the finished gar­ ment. ◊ Communication of concepts and ◊ Discuss ideas for member demonstrations: skills learned in project through dem­ -coordinating textures in an outfit; onstrations by members. -judging quality in garments; -planning suitable storage for special garments; -sewing skills used in working with special fabrics. 2 Things to Learn Things to Do 6. Developing Skills for Making Garments from Special Fabrics. ◊ Types of special fabrics: ◊ Illustrate fabrics that represent each of the types discussed in the -special knit fabrics; member's guide sheet. -leather-like fabrics; -napped and pile fabrics; ◊ Discuss considerations involved when making garments from -sheer, silky fabrics; these fabrics. -lace and openwork fabrics; -quilted fabrics. ◊ Considerations for: ◊ Look at garments made of special fabrics and evaluate the suit­ -choosing pattern for fabric; ability of pattern to fabric. -selecting notions; -handling the fabric; ◊ Discuss the importance of selecting notions and equipment ap­ -cutting out the fabric; propriate for the fabric. -marking the fabric; -stitching the fabric; ◊ Plan a field trip to look at fabrics, patterns and notions needed -pressing and finishing. for the project. ◊ Demonstrate techniques for cutting, marking, stitching, pressing and finishing fabrics that members are using. ◊ Evaluation of finished garment. ◊ Critique garments with consideration for skills involved in total look of the finished garment. Resources Focus on Fashion 8 Simplicity Sewing Book, Simplici­ ty Pattern Co., Inc., 200 Madison Avenue, New York, N. Y. 10016. ($4. 95 in paperback) Clothing and textiles guides avail­ able from your local extension cen­ ter or Extension Publications, 115 S. Fifth St., University of Missouri, Columbia, MO 65211. (no charge): GH0637 Ready-To-Wear Quality Signals GH0644 Clothing Dollars and Teenagers GH0771 Dressing Slim 4-H Member's Guidesheets: Y5215 Focus on Fashion 5 Pattern books available from lo­ cal fabric stores. 3 Focus on Fashion 9 Leader's Guide The Focus on Fashion 9 project is ences to make learning easier, but an advanced level project designed don't limit yourself to those we Suggestions for for the 4-H member who has mas­ have included. The organization Judging Classes tered the skills and understands of the leader's guide follows the concepts presented in earlier levels. format of the member's guidesheet. 1. Evaluation of a lined vs. un­ The goals of this project are: However, you may change the or­ lined garment such as a blazer, • To improve ability to use line der or combine two topics into one involving a price quality compari­ effectively for the silhouette; meeting. This manual includes son and use of label information. • To make smart purchase deci­ project ideas as well as sugges­ 2. Evaluation of quality of sions related to lined and un­ tions for member demonstrations bonded, laminated, quilted and lined garments; and judging classes. chem-stitched fabrics. Members • To assume increased responsi­ The leader should conduct the should consider type of garment bility for condition of clothes; meetings unless otherwise speci­ in which it is used. • To evaluate quality of multi­ fied. This project requires no spe­ 3. Evaluation of the quality of ple layer fabrics as alterna­ cific number of meetings; however, construction in a lined garment tives to lining; you will probably need a mini­ such as one completed for this • To complete a project using mum of eight to 10 meetings to project. Members should consider new sewing skills. complete the material in the project. the stitching and pressing of seams The member's guide sheet pre­ Expect members to attend the ma­ and darts, finishing of hem and sents basic information for this jority of the meetings in order to overall appearance. project and we have listed addi­ complete the project. Assess mem­ 4. Evaluation of the effective use tional resources at the end of this bers' skills at the beginning of the of line on the silhouette using ei­ guide. The leader's guide provides project to determine whether they ther pictures from catalogs and you with suggestions for experi- are ready for Level 9.