Course Profile Fashion and Creative Expression, Open,
Catholic and Public
Unit
1: The Meaning and Means of Clothing
Choices
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
This unit
explores how clothing is currently used in today’s society and how it has been
used throughout history as an expression of culture, social class, ritual, and
personal, as well as family, identity. Students come to respect and support the
diversity that exists within our society with respect to clothing. An
understanding and an appreciation of the influences that culture has on fashion
are gained. Research inquiry methods are used to study how clothing choices are
motivated by both group identity and individual personality. Family, personal
resources, and values are examined for their influences on clothing choices and
how they meet the needs of all family members.
Overall
Expectations: FCV.01,
FCV.02, FCV.03, FCV.04, ISV.01, ISV.02, ISV.04.
Specific
Expectations: FC1.01,
FC1.02, FC1.03, FC1.04, FC2.01, FC2.02, FC2.03, FC2.04, FC3.01, FC3.02, FC4.01,
FC4.02, IS1.02, IS2.01, IS2.02, IS2.03, IS3.02.
Experience
in small-group work including skills in collaboration, cooperation, and sharing
of ideas and concepts
Experience
gathering information from a variety of reference materials, writing a report,
and presenting to the class
The
teacher should:
locate
teaching and classroom resources (e.g., student textbook, magazines, and other
picture sources, reference books);
book
audio-visual materials and equipment (Activities 1 and 3);
book
computers or computer lab time, where available (Activities 5 and 6);
book
library time (Activity 2);
invite
a guest speaker (Activities 2 and 4);
see
Planning Notes for Activity 4, which requires advance preparations by students;
organize
clothing construction equipment needed for the various practical projects.
Teacher
Awareness
Ensure
that the school policies for Internet use are followed in preparing resources
for this unit.
Consider
Special Education accommodations required to meet the needs of exceptional
students (IEP).
Consider
ethno-cultural and religious diversity in the class and be sensitive to how
these issues are dealt with in this unit.
Be
sensitive to the gender, ethno-cultural, and religious diversity within the
class in the selection and preparation of resources.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1: The Culture of Clothing: To Cover or Convey? |
2 hours |
FCV.01, FC1.01, FC1.04 |
Knowledge/ Thinking/ Communication |
Class discussion of reasons for wearing clothing Sort flat pictures into various functions of clothing View and discuss video |
|
2: Clothing Clues: Who We Are and What We Do |
3 hours |
FCV.01, FCV.04, ISV.02, FC1.02, FC4.01, FC4.02, IS2.02 |
Knowledge/ Thinking/ Communication Application |
Student research, written report, and presentation of historical clothing Card analysis – role identity according to clothing Flat picture analysis Guest presenters – cultural examples of special occasion clothing |
|
3: The Great Fashion Melting Pot |
2 hours |
FCV.01, FCV.02, FC1.03, FC2.02 |
Knowledge/ Thinking/ Communication Application |
Idea inventory of different fashion looks evident in school community Student personal reaction to clothing value statements Class discussion about peer pressure effect on clothing choices Creating personal clothing collage Gender differences in clothing choices |
|
4: Your Fashion Personality |
4 hours |
FCV.02, FC2.01, FC2.03, FC2.04 |
Knowledge/ Thinking/ Communication Application |
Media Examples of how clothing defines personality First impressions activity Stereotypical perceptions Dress-up to create an image Verbal/non-verbal messages Personal clothing diary Personalize a clothing item Image projected through clothing |
|
5: Clothing for Family Members |
5 hours |
FCV.03, ISV.01, FC3.01, FC3.02, IS1.02 |
Knowledge/ Thinking/ Communication Application |
Clothing needs of family members – bubble diagram Personal family wardrobe analysis Family scenarios activity Class survey of ways to acquire clothing Consumer comparison and personal choice Recycle a personal clothing item Convenience shopping |
|
6: Investigating the Psychology of Fashion |
4 hours |
ISV.01, ISV.04, IS1.01, IS2.01, IS2.03, |
Knowledge/ Thinking/ Communication Application |
Survey questionnaire on peer attitudes to school uniform Design school uniforms Research into self-adornment practice Clothing etiquette: questions and responses Develop a newsletter to publish research results (culminating activity) |
Damhorst,
M.L., K. Miller, and S.O. Michelman. The
Meanings of Dress in Contemporary Society. Fairchild Publications, 1999. ISBN
0-719053293
Eicher,
J., S.L. Evenson, and H. Lutz. The
Visible Self: Global Perspectives on Dress, Culture and Society, 2nd ed. Fairchild Publications,
2000. ISBN 1563670682
Horn,
M.J. The Second Skin: An
Interdisciplinary Study of Clothing. Houghton Mifflin Co., 1968.
ISBN 0-395289742
Kaiser,
S. The Social Psychology of Clothing:
Symbolic Appearances in Context, 2nd
ed. Macmillan Publishing Co., 1990. ISBN 0-023618825
Liddell,
Molossi,
G., ed. The Style Engine: Spectacle,
Identity, Design and Business How The Fashion Industry Uses Style to Create
Wealth. The Monaceili Press, 1998. ISBN 1885254954
Sproles,
G. B. and L.D. Burns. Changing
Appearances: Understanding Dress in Contemporary Society. Fairchild
Publications, 1994. ISBN 1563670143
Storm,
P. Functions of Dress: Tool of Culture
and the Individual. Prentice-Hall Inc., 1987.
ISBN 01-33379431
Wolfe, M.
Fashion. Goodheart-Willcox Co. Inc.,
1997. ISBN 0-870067273
Magazines
Aboriginal Voices
Abilities
Azine (Asian-American)
Alice (multicultural)
Bazaar
Belle (full-sized Black women)
Bust (makes fun of ideals)
Canadian Living
Chatelaine
Elle
Esquire
Fashion
Flare
Gentleman’s Quarterly
Glamour
Heavy Girl
Images (Shopper’s Drug Mart)
Marie Claire
Panache (Caribbean Women)
Radiance
Seventeen
Style
Teen People
Toronto Life Magazine
Vogue
Clothing Around the World. BFA Educational Media/Magic Lantern.
Basic Needs Series, 1981.
Fashion. Films for Social Sciences and the Humanities,
1995. Order number BVL6476. 48 min.
Fashion and Clothing. Films for Social Sciences and the
Humanities, 1998. Order number BVL10370.
53 min.
Fashion, Fads and Freedom. Learning Seed, 1999. Order number
245. 20 min.
The Way We Dress. Learning Seed. Order number 196. 24 min.
Time: 120 minutes
Students
explore the reasons that clothing is worn in Canadian as well as other
cultures. A variety of strategies are used to aid students in the understanding
of the functions of clothing. Students gain an awareness of the cultural and
ritual significance of various clothing and adornment practices.
Strand(s): Functions of Clothing
Overall
Expectations
FCV.01 -
analyse the ways in which clothing is used as a means of communication, taking
into consideration examples from history.
Specific
Expectations
FC1.01 -
identify the meanings conveyed by particular items of clothing in their
function as visual symbols;
FC1.04 -
describe culture’s approaches to clothing, distinguishing functional uses from
those associated with pageantry and ceremony, and explain what particular items
of clothing communicate.
The
teacher should:
become
familiar with the major functions of clothing throughout the world and provide
examples (T/L S 1, 2, and 3);
provide
a variety of flat picture illustrating clothing used for different reasons throughout
the world (T/L S 2);
obtain
video, reserve VCR, preview video, and prepare handout (T/L S 3).
1. The teacher poses the question, “Why do
people wear clothing?” Students brainstorm reasons for wearing clothing, which
reflect their own culture as well as other cultures throughout the world. The
teacher records ideas and uses mind-mapping strategy to sort ideas into major
functions of clothing (e.g., protection, modesty, attractiveness, self-esteem,
observance of ritual, communication of identity, etc.). Students record the
mind map in their notebooks for future reference.
2. The teacher provides a variety of flat
pictures (e.g., magazine, calendar, postcard, etc.) illustrating each of the functions
of clothing, including clothing for different occupations or activities,
clothing for specific celebrations, clothing for various climates, and clothing
worn in a variety of cultures. In small groups, students are given a mixed
package of pictures, are asked to label them according to function, and then
explain their findings to the class.
3. Students
view video showing clothing practices throughout the world. Using
teacher-prepared discussion questions, students recall examples from the video
of each of the functions of clothing, as well as how clothing communicates and
symbolizes activity. Students record examples in their notes.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Notes (T/L S 1 and 3) |
Criterion Referenced Checklist |
Formative |
Knowledge/Understanding |
|
Distinguish the functions of clothing (Activity 6) |
Test at end of unit |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Groups
may be predetermined in order to meet the needs of all students.
Provide
a template to assist students with note taking.
For
student enrichment, students invite members of various cultural groups
represented in the community to show examples of clothing from their culture
and explain the functional and symbolic significance of this clothing to the
class.
Print
Ariel
Books Staff. Fashion: Bustles to Bikinis.
Andrews and McMeel Publishers, 1996.
ISBN 0-836209966
Breward,
Christopher. The Culture of Fashion: A
New History of Fashionable Dress. McClelland and Stewart, 1995. (600 years
of fashion culture and social meanings) ISBN 0-719041252
Craik,
Jennifer. The Face of Fashion: Cultural
Studies in Fashion. Routledge, Chapman and Hall, 1994. ISBN 0-415052629
Davis,
Fred. Fashion, Culture and Identity.
Chicago Press, 1994. ISBN 0-226138097
Entwistle,
Joanne. Fashioned Body: Fashion, Dress
and Modern Social Theory. 2000.
ISBN 0-74562006X
Riberiro,
A. and V. Cummings. The Visual History of
Costume. Drama Books, 1990. ISBN 0-896762211
Rowland,
Warne, L. Costume. Dorling Kindersley
Ltd., 1992.
Steele,
Valerie. Fashion Theory: The Journal of
Dress, Body and Culture. Berg Publishing, 1998.
ISBN 1859734170
Tortora,
P. and K. Eubank. Survey of Historic
Costume, 3rd ed. Fairchild
Publications, 1998.
ISBN 0-870056328
Wolfe, M.
Fashion. Goodheart-Willcox Co. Inc.,
1997. ISBN 0-870067273
Websites
CNN
– http://www.cnn.com/world (carries clothing and fashion issues from around the
world)
Metropolitan
Museum – http://www.metmuseum.org
Audio/Video
Clothing Around the World. BFA Educational Media/Magic
Lantern. Basic Needs Series, 1981.
Fashion. Films for Social Sciences and the Humanities,
1995. Order number BVL6476. 48 min.
Fashion and Clothing. Films for Social Sciences and the
Humanities, 1998. Order number BVL10370.
53 min.
Fashion, Fads and Freedom. Learning Seed, 1999. Order number 245. 20 min.
The Way We Dress. Learning Seed. Order number 196.
24 min.
Under One Sky: Arab Women in North America Talk
about the Hijab.
National Film Board of
Time: 180 minutes
Students
investigate and examine historical examples of clothing differentiation
according to social class or role. Based on their research, students design
costumes for two people from two different social classes for a particular time
period. Students become aware of how certain clothing styles/types identify the
wearer’s occupation, as well as how this varies between cultural groups. Dress
code expectations for specific occasions are also explored. To summarize this
activity, there is a class discussion on how all of the factors considered in
the activity have changed over time.
Strand(s): Functions of Clothing, Research and Inquiry Skills
Overall
Expectations
FCV.01 -
analyse the ways in which clothing is used as a means of communication, taking
into consideration examples from history;
FCV.04 -
identify the criteria used in selecting appropriate clothing for particular
functions and occasions;
ISV.02 -
use a variety of print and electronic sources and telecommunications tools in
conducting research.
Specific
Expectations
FC1.02 - explain
the role that clothing has played in defining different classes or roles within
society, drawing on examples from particular periods in history;
FC4.01 -
describe the dress code that would be appropriate for a variety of jobs and
special occasions;
FC4.02 -
compare features of the clothing worn by members of particular professions or
occupations in two or three different societies;
IS2.02 -
demonstrate an ability to organize and interpret information gathered through
research, summarizing the main points of articles, interviews, and other
research materials.
Knowledge
about the functions of clothing and how clothing communicates, gained in
Activity 1.
The
teacher should:
locate
historical clothing reference materials, cited in Resources and provide these
in the classroom; OR
arrange
for students to visit the school Library/Resource Centre, giving them direction
to locate research materials (T/L S 1);
provide
an assignment outline for students to research their assigned historical time
period (T/L S 1)
prepare
four identical sets of role cards; each card in a set has a different role
description (T/L S 2);
provide
a variety of flat pictures or photographs depicting special occasions as
celebrated in a variety of cultures (T/L S 3).
1. Pairs of students are assigned a specific
historical time period to investigate. Students record information in a report
format as to the typical clothing worn by royalty, cleric, noble persons, and
common people, along with the reasons for the differences in clothing worn by
various social classes. Suggested time periods are: Ancient Egyptian, Greek,
and Roman, Medieval, Gothic, Renaissance, Empire, Baroque, and Victorian.
Students design and sketch two theatre costumes for their time period, one for
a noble person and one for a commoner. The teacher may provide a male and
female croqui to assist students with costume design. Students present their
written information and their designs to the class. Students are given
instruction in class and may complete the assignment as homework.
2. The teacher creates sets of role cards. Each
card in the set has a different description of a role that could describe
either a person’s career, a hobby, or an interest (e.g., dental hygienist,
fitness instructor, restaurant waiter/waitress, TV game show hostess/host,
office manager, child care worker, stay at home parent, golfer, hockey player,
coach, dancer, walker, hiker, gardener, swimmer, cyclist, etc.). Each student
in the class receives one card (e.g., for 25 students there should be five sets
of five cards). Each card also has spaces provided for recording several
descriptions of suitable clothing for each role. Students are divided into
equal groups. Each group receives a set of cards. Students discuss and record a
description of clothing suitable to each of the roles on their card. In their
groups, students discuss their findings. The teacher leads a class discussion
on findings and collects student responses on an overhead chart; students
complete a corresponding chart. The teacher leads a discussion of the
significance of similarities between each group’s descriptions of the same
role, as well as how these descriptions may differ in various societies.
Students make notes.
3. The teacher provides a variety of pictures of
young people celebrating special occasions (e.g., graduation, wedding, funeral,
baptism, christening, bar mitzvah, etc.), or students are asked to bring to
class photographs of special family occasions. The teacher leads a class
discussion of required dress codes or customary clothing practices for various
special occasions. In small groups, students create a list of guidelines for
special occasions. All students record information for future reference.
4. Summary discussion: Students identify the
ways in which clothing can communicate social class, gender, career roles,
cultural practices, social codes of conduct, and how these have changed over
time. Students record the information in their notes.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Historical clothing research report and presentation (T/L S 1) |
Criterion Referenced Checklist |
Summative |
Thinking/Inquiry Communication |
|
Notes |
Criterion Referenced Checklist |
Formative |
Knowledge/Understanding |
|
Guidelines for special occasions (T/L S 3) |
Criterion Referenced Checklist |
Summative |
Thinking/Inquiry Application |
|
Explain how clothing reflects social status and dress code expectations (Activity 6) |
Test at end of unit |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Provide vocabulary sheets for clothing terminology
for ESL students.
Provide templates for note-taking.
Groups
may be predetermined in order to meet the needs of all students.
A
student helper may assist with the classroom presentation of the materials.
Students
who have a difficulty in transferring research into written form may choose to
make an oral presentation to the teacher/class.
For
student enrichment, students invite members of various cultural groups to
display or wear examples of clothing appropriate for specific occasions within
their particular culture (e.g., wedding attire), as well as examples of
clothing used in specific roles or jobs within their culture.
For
student enrichment, students assist with costume design for school drama
production.
As an
extension, invite a curator or representative from the local museum to bring
garments, constructed in the past (over 100 years old) or from another culture,
to demonstrate and discuss techniques of clothing construction in the past and
how labour intensive this process was. The class could also visit the museum.
Print
Blair,
Joanne. Fashion Terminology.
Prentice-Hall
Dalziel,
Kim and Margaret Knight. Fashion Through
the Ages: From Overcoats to Petticoats. Viking Press, 1998. ISBN
0-670865214
Nunn,
Joan. Fashion in Costume 1200-2000.
Rothstein,
Natalie. 400 Years of Fashion.
Victoria and Albert Publications, 1999. ISBN 1851773010
Steele,
Valerie. Fetish: Fashion, Sex and Power.
Tierney,
Tom. Ancient Egyptian Fashions.
Wolfe, M.
Fashion. Goodheart-Willcox Co. Inc.,
1997. ISBN 0-870067273
Websites
Costume
resource file – www.marquise.de/webring/costumering.html
Costume
reference – www.pconline.com/~tomdolan/costume/htm
World of
fashion on-line – www.fashion-planet.com
Unit 1, Appendix 1 – Historical Clothing
Research, Criterion Referenced Checklist
Unit 1,
Appendix 2 – Guidelines for Special Occasions, Criterion Referenced Checklist
Time: 120 minutes
Students
examine the clothing styles of their peer group to determine the relative
importance of individual choice versus conformity to the group. An opportunity
to express their own values on personal clothing choices and describe their own
clothing identity is given to students through the creation of a personal
clothing collage.
Overall
Expectations
FCV.01 -
analyse the ways in which clothing is used as a means of communication, taking
into consideration examples from history;
FCV.02 -
demonstrate an understanding of psychological, sociological, and cultural
attitudes towards beauty, fashion, and apparel.
Specific
Expectations
FC1.03 -
demonstrate an understanding of the effects that clothing can have on social
interaction;
FC2.02 -
describe how clothing and some types of adornment affect group dynamics, group cohesion,
and acceptance by the group.
Knowledge
of clothing and fashion gained in Activities 1 and 2.
The
teacher should:
provide
students with a list of clothing value statements on an overhead or as a
handout (T/L S 2);
locate
video, book VCR, preview video, and prepare discussion questions for video (T/L
S 3);
provide
magazines for cutting, paper, glue, and scissors for students to create a
collage (T/L S 4);
provide
magazines and catalogues for students to locate examples of unisex and
gender-specific clothing (T/L S 4);
see
Planning Notes for Activity 4, which requires advance preparations by students.
1. The teacher asks students to describe the
clothing look currently in fashion for their peer group. The teacher records
student descriptions on an overhead. Students record in their notebooks. The
teacher poses the question “ Does everyone in your peer group follow the same
clothing look or style?” The teacher then asks students to describe the various
clothing looks evident throughout the school and then records these ideas as an
inventory list on an overhead.
Students
are divided into equal groups. Each group is assigned an equal number of
clothing looks from the inventory list. Groups discuss and record a description
of the specific clothing and adornment practices (e.g., make-up, jewellery)
that characterize each look on their list. Students present their descriptions
to the class. The teacher records key descriptors for each look on inventory
overhead.
|
Look |
Clothing |
Adornment |
|
|
|
|
2. Students react personally to a list of
clothing value statements given to them on an overhead or handout (e.g., I like
to stand out in a crowd, I feel most comfortable wearing clothing similar to my
friends, I believe that people judge you by what you wear, I believe that
wearing brand-name clothing logos contributes to peer popularity). Students
share their views in small groups or with the class.
3. Show a video on clothing choices as a
discussion starter. Students recall and discuss situations in which they felt
inappropriately dressed, giving consideration as to why they felt uncomfortable
and what they did about it. The teacher leads a discussion of the positive and
negative aspects of peer pressure on clothing choices (e.g., how and why brand
names play an important role in determining status and popularity). Students
record their thoughts on handout provided.
4. Students
individually create a personal clothing collage using magazine pictures and, if
available, using photographs or small objects. They represent their personal
clothing and adornment style with pictorial or object examples. Students
consider the following factors when designing the collage of their clothing
style: adornment style, the effect of their clothing and adornment style on
group dynamics and group cohesion, acceptance by the group, and statements they
are trying to make with both their clothing and their adornments. This may be
either done in class or for homework.
5. Students begin a personal clothing diary for
use in Activity 4.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Notes |
Criterion Referenced Checklist |
Formative |
Knowledge/Understanding |
|
Express personal clothing values handout (T/L S 2 and 3) |
Criterion Referenced Checklist |
Formative |
Thinking/Inquiry |
|
Personal clothing collage |
Criterion Referenced Checklist |
Summative |
Application |
|
Explain significance of peer pressure and gender differences in clothing (Activity 6) |
Test at end of unit |
Summative |
Knowledge/Understanding Communication |
Groups may be predetermined in order to meet
the needs of all students.
Provide template to assist students with
note-taking.
For student enrichment, students survey their
peer group beyond their class regarding T/L S 1.
For enrichment, students collate research
results and present them to the class.
For
enrichment, the teacher directs students to find pictorial examples or to list
examples from popular TV shows of clothing styles that are unisex (e.g., jeans)
and those that are gender specific (e.g., formal wedding attire).
Print
Blum,
D.E. Best Dressed: Fashion from the Birth
of Couture to Today.
Crane,
Diana. Fashion and its Social Agendas:
Class, Gender and Identity in Clothing.
De
la Haye, A. and C. Dingwall. Surfers,
Soulies, Skinheads and Skaters: Sub-cultural Style from the Forties to the
Eighties. The Overlook Press, 1996. ISBN 0-879576895
Edwards,
Tim. Men in the Mirror: Men’s Fashion, Masculinity
and Consumer Fashion. Cassell Academic Publishers, 1997. ISBN 0-304337897
Fischer,
R. and L. Newcomb. The Buzz on Fashion.
Liebhar-Friedman Publishers, 2000.
ISBN 0-86308168
Horn,
M.J. The Second Skin: An
Interdisciplinary Study of Clothing. Houghton Mifflin Co., 1968.
ISBN 0-395289742
McRobbie,
Angela. In the Culture Society: Art,
Fashion and Popular Music. Routledge, 1999.
ISBN 0-415137500
Roetzel, B. Gentlemen:
A Timeless Fashion. Konenmann Publishers, 1999. ISBN 3829020295
Steele,
Valerie. Fifty Years of Fashion: From New
Look to Now.
ISBN 0-300087381
Wolfe, M.
Fashion. Goodheart-Willcox Co. Inc.,
1997. ISBN 0-870067273
Websites
Fashion
trendsetter news – http://www.fashion.at
Progressive
fashion magazine for men and women – http://www.hintmag.com
Audio/Video
Fashion and Clothing. Films for Social Sciences and the
Humanities, 1998. Order number BVL10370.
53 min.
Fashion, Fads and Freedom. Learning Seed, 1999. Order number
245. 20 min.
The Way We Dress. Learning Seed. Order number 196. 24 min.
Unit 1,
Appendix 3 – Personal Clothing Collage, Criterion Referenced Checklist
Time: 240 minutes
Social
influences of clothing, first impressions, and how clothing creates
stereotypical personality images are discussed. Using accessories, students
create looks that portray a particular image to their peers. Students keep a
diary of their personal clothing choices and analyse them. How to dress
appropriately in a variety of situations to best reflect their personality will
be explored. Students have the opportunity to personalize an item of clothing,
and explain how this change reflects their personality. An image consultant
speaks to the class, explaining how we express our personality through the
clothing selections we make and how we should dress for an interview.
Overall
Expectations
FCV.02 -
demonstrate an understanding of psychological, sociological, and cultural
attitudes towards beauty, fashion, and apparel.
Specific
Expectations
FC2.01 -
describe how clothing affects body language, behaviour, grooming, and social
etiquette;
FC2.03 - demonstrate
an understanding of how clothing is selected to suit an individual’s
personality traits; to project a desired image; to reflect social role, age,
and lifestyle; to satisfy the requirements of ceremonies and dress codes; and
to reflect or mask self-concept and the need to attract attention or rebel;
FC2.04 -
describe how the choice of clothing and adornments is affected by both personal
considerations and external social factors.
Knowledge
of clothing and fashion issues gained in previous activities.
The teacher should:
prior
to this activity, ask students to keep a personal clothing diary for five days
for analysis of clothing choices (T/L S 6);
prepare
a handout for students to record a personal clothing diary;
if the
board has a video agreement, then the teacher could select and preview several
videos that demonstrate how clothing can misrepresent the personality of the
wearer (T/L S 1);
locate
video, book VCR, preview video, and prepare discussion questions for video (T/L
S 1);
select
magazine pictures of expressive faces, mount each picture, attach an envelope
to the back of each picture, and prepare blank response cards (T/L S 2);
prepare
several brown bags, each containing clothing items to create a clothing look or
image; each bag is different and should be as creative as possible. The purpose
of the bag of clothing is to inspire students to use their imagination to
create many different looks (T/L S 4);
provide
basic garment embellishments or instruct students to purchase needed supplies
(T/L S 7);
prepare
information to students about safe use of sewing equipment (T/L S 7);
provide
a template for a hang-tag (a basic card stock manufacturers tag containing
information such as: fibre content; garment care; guarantee/warranty specifics;
information on the manufacturer, any other information the manufacturer wishes
the consumer to know) (T/L S 7);
invite
an image consultant to be a guest speaker, if available (T/L S 8).
1. In small groups, students brainstorm examples
of current TV and film personalities whose clothing accurately reflects the
role that they play. Show a video that reflects the relationship between roles
and the use of clothing. The teacher leads a discussion of how clothing or
costume design successfully contributes to the portrayal of personality
attributes of film and TV characters and how clothing influences the behaviour
of people.
2. Students work with a partner. Each pair is
given a magazine picture of a person with a distinct facial expression that
portrays evidence of personality. Each student is given several blank response
cards. Both partners examine the picture. Each secretly records their first
impression on one of the blank response cards and then inserts the response
card into the envelope attached to the back of the picture. The picture is
passed on to several different groups so that there are at least six different
respondents to each picture. The teacher collects the pictures with attached
response cards. One picture at a time, the teacher removes all cards, reads
responses, and leads a discussion to collate similarity of first impressions.
3. The teacher asks students to recall and share
a personal experience in which their first impression of someone was inaccurate
and how they personally resolved this. The teacher directs students to devise
stereotypical descriptions of a fashion model and a preschool teacher and leads
a discussion of how stereotypical ideas can limit the perception of a person.
4. The teacher provides a different bag of
assorted clothing to each group of students (see Planning Notes). Group members
dress one student up with the contents of their bag to create specific images.
Other groups guess the intended image. Students create as many different images
as possible.
5. The teacher leads a discussion about the
difference between verbal messages (e.g., words and tone) and non-verbal
messages (e.g., clothing, grooming, body language, and manners), using examples
of each.
6. Students are given a personal clothing diary
handout in advance of this class. In the diary, they list clothing items worn
each day and the reason for wearing each outfit. Students bring the completed
diary to class. Students analyse their clothing choices, taking into
consideration how the choices reflect their personality and lifestyle.
7. Students
are instructed about safety procedures to be followed while sewing. Students
are asked to bring to class a personal clothing item (e.g., t-shirt, hat,
sweatshirt, jeans, backpack). The teacher and/or students provide supplies
(e.g., fabric, thread, embroidery floss, fabric glue, buttons, fabric paint,
fabric crayons) to personalize the items. Students create a hangtag to describe
how this item reflects their personality.
8. The teacher invites an image consultant as a
guest speaker to talk about how to dress for an interview and how to express
yourself through your clothing.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Personal clothing diary and analysis (T/L S 6) |
Anecdotal comments and checklist |
Summative |
Thinking/Inquiry |
|
Personalized clothing item and hang-tag (T/L S 7) |
Criterion Referenced Checklist |
Summative |
Application |
|
Explain limitations of clothing perceptions (Activity 6) |
Test at end of unit |
Summative |
Knowledge/Understanding Communication |
Provide
a template for note taking.
Groups
may be predetermined in order to meet the needs of all students.
Provide
specialized equipment for students with special needs.
For
student enrichment, students complete a clothing diary for another person and
prepare a personality and lifestyle analysis for this person.
For
enrichment, students prepare questions for the image consultant guest speaker.
For
enrichment, discuss how clothing that typically identifies ethnicity, race, and
culture may create misleading personality stereotypes.
For
enrichment, students create an accessory item (e.g., hat, purse, scarf that
reflects their own personality).
Print
Barnard,
Malcolm. Fashion as Communication.
Routledge, Chapman and Hall, 1996. ISBN 0-415111579
Engelmeier,
Peter and Regine. Fashion in Film. MacMillan,
1990. ISBN 379131808X
Fox,
Patty. Star Style:
Hagey,
Thomas. Vague: The Fashion Parody.
Firefly Books, 1997. ISBN 1552090566
Horn,
M.J. The Second Skin: An
Interdisciplinary Study of Clothing. Houghton Mifflin Co., 1968.
ISBN 0-395289742
Klein,
Naomi. No Logo: Taking Aim At The Brand
Bullies. Vintage
Lurie,
A. The Language of Clothes. Vintage
Books-Random House, 1981. ISBN 0-805062440
Watson,
Linda. Vogue: Twentieth Century Fashion.
Carlton Books Ltd., 2000. ISBN 1858688590
Wolfe, M.
Fashion. Goodheart-Willcox Co. Inc.,
1997. ISBN 0-870067273
Websites
Fashion
cover models – http://www.fashion.tripnet.se
Celebrity
fashion news – http://www.fashiondish.com
Audio/Video
Fashion and Clothing. Films for Social Sciences and the
Humanities, 1998. Order number BVL10370.
53 min.
Fashion, Fads and Freedom. Learning Seed, 1999. Order number
245. 20 min.
The Way We Dress. Learning Seed. Order number 196. 24 min.
Unit 1,
Appendix 4 – Personalized Clothing Item Hang Tag, Criterion Referenced
Checklist
Unit 1,
Appendix 5 – Classroom Safety Rules for Fashion and Creative Expression
Time: 300 minutes
Students
investigate the influences of a family’s lifestyle on the clothing needs of
family members. Next, students examine their own family’s clothing needs and
explore a variety of ways to acquire clothing for their family. Finally, they
demonstrate resourceful ways to recycle a non-useable clothing item (e.g.,
making a pencil case out of the cut-off legs of pants, shorts out of pants with
worn-out knees, tie dying a stained T-shirt, etc.).
Strand(s): Functions of Clothing, Research and Inquiry Skills
Overall
Expectations
FCV.03 -
identify the criteria used by families in making decisions and purchases;
ISV.01 -
use appropriate social science research methods in the investigation of topics
related to fashion, clothing, and textiles.
Specific
Expectations
FC3.01 -
demonstrate an understanding of how various aspects of family life influence an
individual’s clothing choices;
FC3.02 -
describe the ways in which families use their resources to meet clothing needs;
IS1.02 -
demonstrate an understanding of the research methods used in the study of
fashion.
Knowledge
of clothing and fashion issues gained in previous activities.
The
teacher should:
become
familiar with factors that influence family clothing choices and with various
methods of acquiring clothing;
prepare
a bubble diagram handout, pre-labelled with headings of each factor influencing
clothing needs (T/L S 1);
prepare
an overhead chart to record students’ key reasons for family wardrobe choices
(T/L S 2);
develop
several family scenarios (describing family composition and lifestyle
characteristics), ensuring that they reflect many different family situations
within their community (T/L S 3);
prepare
a frequency tally chart format to record student responses for frequency of
each method of acquiring clothes (T/L S 4);
prepare
a list of clothing situations for groups to solve, ensuring that they reflect
different family situations and families within their community (T/L S 7);
prepare
information for students regarding safety procedures when using sewing
equipment
(T/L S 8);
be
able to assist students with clothing construction techniques in order for them
to be able to repair or remake clothing (T/L S 8);
organize
sewing equipment to ensure safety of students (T/L S 8);
provide
students with or instruct students to bring the supplies necessary for
repairing or remaking a personal clothing item (T/L S 8).
1. Students complete a bubble diagram that describes
their own family’s clothing needs. Each bubble contains one of the factors that
influence clothing needs (e.g., family structure, occupation/role, family
values, lifestyle activities/interests, special needs of family members, and
location of family). Students complete the bubble diagram by giving two
different examples, specific to their family, for each factor.
2. Students are asked to visualize the wardrobe
of two different family members (e.g., themselves and one other). Each student
analyses the two wardrobes, giving reasons for the clothing choices of each
person, using the above factors as headings. The teacher records key reasons
from students’ ideas under each heading on an overhead chart. The teacher leads
a discussion on how occupation, family role, and lifestyle influence clothing
decisions.
3. The teacher creates several family scenarios
describing family composition and main lifestyle characteristics. There should
be an attempt to have a wide variety of family types (e.g., A couple with two
children; she is a teacher, he is a dentist; the children are 7 and 10 years of
age. The whole family likes to skate and cross-country ski. Single mother with
two children aged 2 and 4, who attend the local day-care centre and enjoy
outings to the local park. College/university student on a tight budget, who
likes to ride a bike. Single father of a twelve-year-old son who enjoys snow
boarding in the winter and skate boarding in the summer). Divide the class into
small groups. Assign each a different scenario. Student groups devise a
clothing list for their scenario considering occupation, family role, and
lifestyle. Students present their clothing ideas to the class, giving reasons
for their choices.
4. Students list the last ten items of clothing
that they have acquired, including outfits worn on special occasions. Students
brainstorm different ways of acquiring clothing (e.g., new purchase, gift,
second hand, hand-me-down, borrowed or shared, hand-made, rental). Students
analyse their list of ten clothing items, indicating how each one was acquired.
The teacher records a frequency tally for each way of acquiring clothing and
leads a discussion of class trends.
5. The teacher leads a discussion of the
lifestyle advantages and disadvantages of different ways of acquiring clothing
(e.g., going to the mall, mail-order, Internet shopping, discount store,
Salvation Army, Goodwill, factory outlet, hand-me-downs, etc.).
6. Students
investigate different ways to acquire a dress or suit for the upcoming prom.
Through Internet searches, print advertising, or visits to local suppliers,
students collect information as to the cost, availability, convenience, and
other considerations of each way. Students select one preferred method of
acquiring their outfit and write a one-page rationale for this choice. Students
submit their research in the form of a comparison chart showing their
investigation. Students make a 3- to 5-minute report of their findings to the
class.
|
Outfit |
Method 1 |
Method 2 |
Method 3 |
Method 4 |
|
|
Cost: Availability: Convenience: Other: |
Cost: Availability: Convenience: Other: |
Cost: Availability: Convenience: Other: |
Cost: Availability: Convenience: Other: |
7. The teacher
provides a list of clothing situations in which each clothing item is no longer
useful (e.g., black T-shirt has faded but is in good condition; jeans with a
broken zipper; jeans with a stain below the knee, etc.). In groups, students
brainstorm creative solutions to recycling each clothing item.
8. In preparation for practical activities, the
teacher teaches students safety procedures. The teacher distributes list of
safety rules (Unit 1, Appendix 5) and posts a copy in the classroom. Each
student brings in a personal or family clothing item that no longer meets the
needs of a family member. Each student decides on an appropriate, low-cost
solution to make this item useful for a family member and obtains the materials
to implement the solution. Students complete this project at school.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Cost and availability comparison research assignment (T/L S 5) |
Rubric |
Summative |
Thinking/Inquiry |
|
Recycle a personal clothing item (T/L S 7) |
Criterion Referenced Checklist |
Summative |
Application |
|
Explain how family clothing decisions are influenced by occupation and lifestyle (Act. 6) |
Test at end of unit |
Summative |
Knowledge/Understanding Application Communication |
Provide
templates for written work.
Groups
may be predetermined in order to meet the needs of all students.
Provide
specialized equipment to students with special needs (e.g., sewing machines that
are controlled by hand, left-handed equipment, wheelchair-accessible equipment,
etc.).
The
assignment (T/L S 6) is altered so the student researches only two ways to
acquire an outfit or increased time is allowed in order to accommodate special
learning needs.
For
students who cannot obtain an item of clothing to recycle, fabric scraps may be
substituted.
For
enrichment, students research their own family clothing budget and family
clothing consumer practices, and then they write a report.
For
enrichment, using the family scenarios from T/L S 3, students do a mock
purchase using the Internet to select one outfit per family member for one
occasion, keeping within budget. Students record their choices and present
findings to the class.
Print
Fiore,
A.M. and A. Kimie. Understanding
Aesthetics: For the Merchandising and Design Professional. Fairchild
Publications, 1997. ISBN 1563670828
Horn,
M.J. The Second Skin: An
Interdisciplinary Study of Clothing. Houghton Mifflin Co., 1968.
ISBN 0-395289742
Kefgen,
M. and P. Touchie-Specht. Individuality
in Clothing Selection and Personal Appearance: A Guide for the Consumer, 4th ed. New York: Macmillan
Publishing Co., 1986. ISBN 0-130116378
Wolfe, M.
Fashion. Goodheart-Willcox Co. Inc.,
1997. ISBN 0-870067273
Websites
Guide to shopping on the net –
http://www.fashion.net
Unit 1,
Appendix 5 – Classroom Safety Rules for Fashion and Creative Expression
Time: 240 minutes
Students
are divided into small groups. Individually, students complete one of the
following assignments within their group: investigate peer opinions regarding
school uniforms and create potential uniform designs; research a clothing
self-adornment tradition; or gather information regarding clothing etiquette.
Each student is responsible for publishing his/her research results in an
appropriate format.
Strand(s): Research and Inquiry Skills
Overall
Expectations
ISV.01 -
use appropriate social science research methods in the investigation of topics
related to fashion, clothing, and textiles;
ISV.04 -
communicate the results of their inquires effectively.
Specific
Expectations
IS1.01 -
correctly use terminology related to fashion, clothing, and textiles;
IS2.01 -
formulate appropriate research questions to frame their inquiries;
IS2.03 -
interpret charts, graphs, and statistical data presented in the literature and
produce graphs and charts to organize information gathered through their research;
IS3.02 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
Experience
gathering data by using a questionnaire;
Knowledge
of clothing and fashion issues gained in previous units.
The
teacher should:
gather
or prepare support materials to help students appropriately design a
questionnaire (T/L S 1);
prepare
a frequency tally chart on an overhead to collect and collate student (T/L S
2);
prepare
a template to develop a chart and a graph (T/L S 2);
prepare
a list of historical self-adornment traditions and direct students to do
research investigation (T/L S 3);
gather
examples of newspaper articles to exemplify the writing style to be used for
the article on self-adornment practice (T/L S 4);
where
available, book computer lab for students to publish the results of research
activities (T/L S 5);
arrange
suitable distribution or a display area for the newsletter and uniform design
ideas (T/L S 6);
prepare
an end-of-unit test and make arrangements for students with special needs to
complete the test (T/L S 7).
1. The teacher explains the fashion newsletter
project to the class. Students are required to complete one aspect of the
research to compile a fashion newsletter for their school. Each group designs
research questions, completes research, and communicates the results of their
research in an appropriate manner for their activity (see Groups A, B, and C).
Students are given class time to develop the questions and do research. They
complete the written component of the assignment at home or at school depending
on time available.
2. Group A
·
The
teacher assists students in designing a short questionnaire to survey their
peers about wearing a school uniform (e.g., Are you in favour of a school
uniform? Does a uniform increase school spirit? Does a uniform stifle
individuality? What uniform design do you prefer?).
·
Each
student polls five peers (not in the class). The teacher assists students in
collating results and in preparing charts and graphs to illustrate the data
(ideally they should be computer-generated).
·
The
teacher leads a class discussion of the results in order to draw conclusions
about the importance of individuality vs. conformity.
·
Using
response ideas in small groups, students design several versions of a school
uniform for male and female students. This work is best done on a computer.
3. Group B
·
Students
research a historical self-adornment tradition practised by a particular
culture.
·
Their
investigations should question how the adornment was used as a means of
protection, modesty, identification, status, decoration, or observance of
ritual.
·
Students
also determine whether this tradition exists in the same or some other form
today.
·
Results
are written as a short newspaper-style article with an interesting title.
4. Group C
·
Students
reflect on a personal experience of selecting clothing for a specific occasion.
·
They
come up with a series of questions relating to their clothing situation.
Students then write Advice Column letters, based on their questions, asking for
advice on what to wear.
·
Students
exchange letters.
·
They
research the responses using a variety of sources (e.g., parent, grandparent,
personnel manager, image consultant, wedding consultant, etc.) and write
appropriate responses.
5. Each group compiles all individual
submissions from group members. Students access software and publishing
packages within the school to word process their work. Groups ensure that they
are using a variety of methods for reporting their information within the
group. All submissions are published in a class-produced fashion newsletter.
The newsletter could be displayed for students outside of the class in the
Library/Resource Centre, in a school showcase, or on a bulletin board.
6. Students receive a copy of the newsletter.
They comment on at least one article from each group.
7. Students write an end-of-unit test.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Newspaper article (T/L S 5) |
Criterion Referenced Checklist |
Summative |
Thinking/Inquiry Communication Application |
|
Comments on newspaper articles (T/L S 6) |
Criterion Referenced Checklist |
Summative |
Knowledge/Understanding |
|
Unit Test (T/L S 7) |
Unit Test |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Students
could be divided into three groups and each group could complete one of the first
three strategies, culminating with T/L S 5.
Groups
may be predetermined in order to meet the needs of all students.
Provide
organizational charts for collating research data.
Provide
a list of research materials or actual sources for students doing research.
Provide
a template for collecting research information.
Provide
alternatives to written tests (e.g., a scribe, allow students to word process
answers).
For
enrichment, students become layout editors for the newsletter design and
marketing agents for the product.
For
enrichment, the teacher assists students in designing a short questionnaire to
survey peer shopping habits (e.g., use of Internet shopping vs. shopping in
person by various means; determining the impact of lifestyle, budget, time, and
personal preference on method of shopping). Each student polls five different
peers (not in class) and brings the results to class. Students collate their
results, prepare simple charts and graphs, and draw conclusions about the
impact of technology and lifestyle variables on the purchasing patterns of
peers.
For
enrichment, students prepare an electronic presentation of their findings.
Print
Becker,
Vivienne. Fabulous Custome Jewellery:
History of Fantasy and Fashion in Jewels. Schiffer Publisher, 1993. ISBN
0-887405312
Boucher,
F. and Y. Deslandres. Twenty Thousand
Years of Fashion: The History of Costume and Personal Adornment. Harry N
Abrams Inc., 1987. ISBN 0-810916932
Brydon,
A. and S. Niessen. Dress, Body, Culture:
Consuming Fashion: Adorning the Transnational Body. Berg Publishers, 1998.
ISBN 1859739644
Corson,
Richard. Fashions in Hair: The First Five
Thousand Years. Peter Owen Ltd., 2001.
ISBN 0-720610931
Hoobler, Dorothy and Thomas. Vanity Rules: A History of American Fashion
and Beauty. Milbrook Press, 2000. ISBN 0-761312587
Horn, M.J. The
Second Skin: An Interdisciplinary Study of Clothing. Houghton Mifflin Co.,
1968.
ISBN 0-395289742
Sproule, Wayne. People In Perspectives, 3rd
ed. Prentice-Hall Canada Inc., 1994. ISBN 0-130910759
Wolfe, M. Fashion.
Goodheart-Willcox Co. Inc., 1997. ISBN 0-870067273
Websites
Costume
reference site – http://www.marquise.de/webring/costumering.html
http://www.pconline.com/~tomdolan/costume/costume1.htm
Victorian
fashions – http://www.teasociety.com/victorian
|
|
|
Level |
|||
|
Focus |
Criterion |
1 |
2 |
3 |
4 |
|
Description of clothing appropriate for royalty, cleric, noble person |
Thoroughly and accurately describes clothing appropriate for social class |
|
|
|
|
|
Description of clothing appropriate for common people |
Thoroughly and accurately describes clothing appropriate for social class |
|
|
|
|
|
Explanation for differences in clothing between classes |
Comprehensive explanation of differences in clothing worn Comprehensive explanation of reasons for differences in clothing worn |
|
|
|
|
|
Sketch of clothing for royalty, cleric, noble person |
Shows clothing appropriate for social class Difference between costumes is visually apparent Colour is used to show differences in social class |
|
|
|
|
|
Sketch of clothing for common people |
Illustrates clothing appropriate for social class Difference between costumes is visually apparent Colour is used to show differences in social class |
|
|
|
|
|
Organization of information |
Main points of information are clear and concise Logical and sequential organization References cited in appropriate manner |
|
|
|
|
Overall Level of Achievement: ___
Comments/Next
Steps:
|
|
|
Level |
|||
|
Focus |
Criterion |
1 |
2 |
3 |
4 |
|
Special occasions |
Numerous occasions listed to give students a broad understanding of differences in clothing needs |
|
|
|
|
|
Description of appropriate clothing |
Thorough and accurate description of suitable clothing for females for each occasion listed Thorough and accurate description of suitable clothing for males for each occasion listed |
|
|
|
|
|
Description of criteria to use for each occasion |
Criteria are thorough and descriptive enough to enable a complete understanding of required clothing to suit the situation |
|
|
|
|
Overall
Level of Achievement: _____________
Comments/Next
Steps:
|
|
|
Level |
|||
|
Focus |
Criterion |
1 |
2 |
3 |
4 |
|
Clothing style |
Collage illustrates a style of clothing representative of the student |
|
|
|
|
|
Adornment style |
Collage shows an adornment style that is representative of the student |
|
|
|
|
|
Effect on group dynamics |
Thorough explanation of how his/her clothing and adornment styles affect group dynamics |
|
|
|
|
|
Effect on group cohesion |
Thorough explanation of how his/her clothing and adornment styles affect group cohesion |
|
|
|
|
|
Effect on acceptance by the group |
Thoroughly describes how his/her clothing and adornment styles affect his/her acceptance by the group |
|
|
|
|
|
What statements clothing and adornment makes about the author |
Concisely explains what statements his/her clothing makes about him/her Concisely explains what statements his/her clothing makes about him/her |
|
|
|
|
Overall Level of Achievement:___
Comments/Next
Steps:
|
|
|
Level |
|||
|
Focus |
Criterion |
1 |
2 |
3 |
4 |
|
Reflects personality traits |
Concisely and thoroughly explains how personalization reflects his/her personality traits |
|
|
|
|
|
Reflects desired image |
Concisely and thoroughly explains how personalization reflects his/her desired image |
|
|
|
|
|
Reflects lifestyle |
Thoroughly describes how personalization reflects his/her lifestyle |
|
|
|
|
|
Reflects social role |
Thoroughly describes how personalization reflects his/her social role |
|
|
|
|
|
Reflects age |
Concisely and thoroughly describes how personalization reflects his/her age |
|
|
|
|
Overall Level of Achievement: ___
Comments/Next
Steps:
Classroom
Safety Rules for Fashion and Creative Expression
1. Store sewing pins and needles in a closed
container, a pincushion, or cardboard folder.
2. Store scissors, when not in use, in a padded
cloth envelope or closed container.
3. Never point sharp objects (scissors, pins) at
anyone. Do not leave them on a table edge or chair seat when not in use. If
walking, carry scissors with the point down towards the floor.
4. Use an iron on a padded ironing board only; place
it close to the wall and an outlet, with the cord hanging between the ironing
board and the wall.
5. Use a hot iron with extreme caution. Keep the
iron away from fingers and other body parts.
6. Do not leave a hot iron unattended. Always
unplug the iron when not in use.
7. When operating a sewing machine or serger,
switch the power on only when in use. Always turn off the power when the
machine is not in use. Always sit on a suitable stool or chair, squarely in
front of the machine, with correct distance to use the controls. Be sure that
the machine and seat are at the correct height for operating the machine
safely.
8. Check all control settings before operating
the machine.
9. Always be aware of the up and down movement
of the needle and do not turn your attention from the machine while it is
running.
10. Check instruction manual for correct threading
procedure.
11. Never pull hard on the fabric or thread or in
any way try to force the machine to sew.
12. Do not sew over pins.
13. If the fabric does not feed through, turn off
the power and consult the teacher.
14. When using the foot control, keep the floor
clear to prevent the machine being started inadvertently
15. At the first sign of trouble, turn machine
off, wait until it completely stops, and then call the teacher.
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