Course Profile Fashion and Creative Expression, Open,
Catholic and Public
Unit 5:
Canadian and Global Influences and the Textile and Fashion Industries
Time: 25 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
In this
unit, students learn to respect the environment and use resources wisely by
becoming aware of how the textile industry affects the environment. Students
identify job opportunities in the fashion field and identify possible unsafe
working conditions related to various occupations. Students work towards
promoting a just and compassionate society by suggesting solutions to resolve
unsafe working conditions. Through research, global issues, such as child
labour, working conditions, just pay, sweatshops, and “the labour behind the
label”, are examined to increase awareness of the issues within the fashion
industry. Students demonstrate respect for the dignity and welfare of others in
relation to global issues.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1: Textile Industry: Becoming Stewards of the Earth |
5 hours |
TEV.03, TE2.04 CGE3f, 7i |
Knowledge/ Communication Application |
Group work Web design Class discussion Poster or pamphlet |
|
2: Textile and Fashion Careers: Ensuring Safety for Workers |
3 hours |
AIV.03, AI3.02 CGE3c |
Knowledge/ Thinking/Inquiry Communication |
View video Class career activity Group work Presentation |
|
3: Designers of the World |
6 hours |
AIV.05, ISV.02, AI5.01, AI5.03, IS3.02 CGE7f, 7g |
Thinking/Inquiry Communication Application |
Group work Research Presentation Written response |
|
4: Canadian and Global Issues: Reaching Out |
11 hours |
AIV.04, ISV.01, ISV.02, ISV.03, AI4.04, IS1.01, IS2.04, IS2.05 CGE2b, 2c, 4a, 4c, 5b |
Thinking/Inquiry Communication Application |
Class discussion Socratic lesson Research Presentation |
The
teacher should:
·
locate
teaching and classroom resources for each activity;
·
prepare
assessment and evaluation tools (e.g., checklist, rubric, etc.);
·
prepare
Socratic lessons;
·
book
computer or computer lab time for Activities 1, 2, 3 and 4.
·
Ensure
that the school policies for Internet use are followed.
·
Be
aware of ethno-cultural diversity when selecting and preparing resources for
this unit.
·
Consider
Special Education accommodations required to meet the needs of exceptional
students (IEP).
· Consider accommodations for ESL students.
Time: 300 minutes
Students
become aware of how the textile industry affects our environment by reading
about the various industries and engaging in group discussions. As Catholics,
they have the opportunity to suggest ways of respecting the environment by
using and disposing of textile care products wisely. As stewards of the earth,
students produce a poster or pamphlet to communicate ways to help reduce
damaging effects to the environment (e.g., recycle, reuse, buy detergent in
paper container rather than plastic, etc.).
Strand(s): Textiles
Overall
Expectations
TEV.03 -
explain the role of the environment in relation to the textile industry, and
describe how the textile industry affects the environment.
Specific
Expectations
TE2.04 -
describe the environmental impact of the use and disposal of care products
(e.g., dry-cleaning solvents, soaps, detergents, bleaches, dyes, moth balls)
and identify methods used to reduce damaging effects.
Ontario
Catholic School Graduate Expectations
CGE3f - a
reflective and creative thinker who examines, evaluates, and applies knowledge
of interdependent systems (physical, political, ethical, socio-economic, and
ecological) for the development of a just and compassionate society;
CGE7i - a
responsible citizen who respects the environment and uses resources wisely.
·
Mind
mapping technique
·
Knowledge
of environmental issues (Grade 9 Geography and Science)
·
Group
skills
·
3
Rs - Reuse, Recycle, Reduce
·
Computer
skills
·
Research
skills
·
Note
taking skills
·
School
policies for Internet use
The teacher should:
·
read
the listed resources to become familiar with teaching/learning strategies;
·
prepare
cards for every two people in the class with the following two quotes:
·
Quote
1 defines stewards of the earth (Building
Catholic Character, 1998) This quote must be written on all the cards.
·
Quote
2 is a bible passage explaining about being stewards of the earth. On half of
the cards, along with the definition of stewards of the earth, write the quote
from Genesis 1:27-31 and on the other half write the quote from I Corinthians
3:16-17;
·
prepare
four to seven folders, depending on the size and number of groups in your
class, with information about textile industries such as dry cleaning, textile
screen printing, manufacturers of fabric, yarn dyeing, yarn manufacturing, leather
manufacturing, and fur industry. Each folder should have a different textile
industry. Information about the industries can be obtained from the websites
listed in Resources. The information must focus on how the industry affects the
environment and what the industry is doing to change any damaging affects to
the environment;
·
book
a computer lab for students to complete T/L S 6;
·
prepare
a list of websites and provide print material that explains effect of chemicals
on the environment to help students with T/L S 6 (refer to Science Department
and Resources);
·
prepare
a checklist to assess the chart (Textile Care Products and the Environment) in
T/L S 6;
·
prepare
a rubric to assess the poster or pamphlet in T/L S 7.
1. The teacher divides students into groups of
two or three and gives each group a card with the quotes regarding stewards of
the earth. Each group:
·
reads
Quote 1;
·
defines
stewards of the earth;
·
reads
Quote 2;
·
explains
what the bible passage is telling us to do as stewards of the earth.
Groups
record answers. As a class, the teacher and students discuss each of the groups
responses.
2. The class discussion is summarized by
creating a web. The teacher writes the following question in the centre of the
web:
·
As
stewards of the earth, what parts of the environment are we asked to protect?
The
teacher records student responses on the web (energy, air, water, noise, land,
etc.). Students copy the web into their notebooks.
3. The teacher gives each group a folder with
information about a textile industry. Each group reads the information in the
folder and describes how the textile industry affects the different parts of
our environment illustrated on the web. Students record their response. The
teacher walks around to each group to ensure they are on task and provides help
when needed.
4. Each group presents the following to the
class:
·
name
of the assigned textile industry;
·
a
description of how the industry affects the environment.
The
teacher records answers by adding to the web. Students add to the web in their
notebook.
5. The teacher asks the class the following
question:
·
As
Catholics, we are called to be stewards of the earth, thus how can the textile
industry protect our environment?
Students
take notes.
6. In taking care of our garments, we as
consumers may be doing harm to our environment. The teacher reviews the 3 Rs
with students. Students create a chart entitled: Textile Care Products and the
Environment. Students record the following information on the chart:
·
List
the textile care products used by consumers and the textile industry.
·
Describe
the environmental impact in the use and disposal of the textile care product.
·
For
each product identify ways you can help reduce the damaging effects on the
environment.
Students
use websites or print material provided by the teacher to help find
environmental impact.
7. Students, in groups of two or three, design a
poster or pamphlet that does the following:
·
Inform
the school community as to how the textile industry and we as consumers are
damaging the environment.
·
Inform
the school community as to how they can help by becoming good stewards of the
earth.
Posters
and pamphlets are displayed around the school.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Web |
Check for completeness |
Formative |
Knowledge/Understanding |
|
Chart: Textile Care Products and the Environment |
Checklist |
Summative |
Knowledge/Understanding Communication Application |
|
Poster or Pamphlet |
Rubric |
Summative |
Knowledge/Understanding Communication Application |
·
Have
groups read aloud the information in the folder.
·
Design
poster or pamphlet using pictures.
·
Record
all answers on a tape recorder.
·
For
enrichment, students prepare an electronic presentation for T/L S 7 that is
presented at a school assembly, mass, or during lunch periods.
Print
Ahlers,
Julia and Michael Wilt. Christian Justice.
USA: St. Mary's Press, 1995. ISBN 0-88489-330-8
The
Bible. New Revised Standard Version.
Elkington,
John and Julia Hailes. Manual 2000: The
Ethical Consumer Guide. Canada: Key Porter Books, 1998. ISBN 1-55263-013-7
Glosson,
Linda, et al. Creative Living. USA:
Glencoe/McGraw-Hill, 1997. ISBN 0-02-642749-4
Gustafson,
Janie, PH.D. Building Catholic Character.
USA: Ava Maria Press, Inc., 1998.
ISBN 0-87793-642-0
Rinzler,
Carol-Ann. Consumers’ Brand-Name Guide to
Household Products. New York: Lippincott and Crowell, Publishers, 1980.
ISBN 0-690-01762-6
Showell,
S. Michael. Powdered Detergents. New
York: Marcel Dekker, Inc., 1998. ISBN 0-8247-9988-7
The
Soap and Detergent Association. Cleaning
Products… In Our Homes, In Our Environment. Ohio: The Soap and Detergent
Association, 1992.
Stone,
Elaine. Fashion Merchandising: An
Introduction. USA: McGraw-Hill, Inc., 1990.
ISBN 0-07-061744-9
Weber,
Jeanette. Clothing: Fashion, Fabrics,
Construction. USA: Glencoe/McGraw-Hill, 1997.
ISBN 0-02-647605-3
Websites
Information
on Apparel Industry – http://www.apparelsearch.com
http://es.epa.gov/oeca/sector/index.html#text
http://www.p2pays.org/ref/02/01099.htm
http://www.p2pays.org/ref/02/01091.pdf
http://www.greenpeaceusa.org/media/factsheet/wetcleanlist.htm
http://www.epa.gov/dfe/garment/garment.html
http://www3.ec.gc.ca
http://www.ec.gc.ca
http://www.ene.gov.on.ca
http://agri.gov.ns.ca
Time: 180 minutes
Students
become aware of career possibilities in the textile production and fashion
field. In a group discussion, they identify some of the unsafe conditions
related to various careers in the field. In examining government legislation,
associations, and unions, students become informed of protection available to
workers.
Overall
Expectations
AIV.03 -
identify occupational opportunities in the fashion field.
Specific
Expectations
AI3.02 -
identify possible hazards related to occupations in textile production or
fashion, and the protections available to workers in these fields (e.g.,
Occupational Health and Safety Legislation, Workplace Hazardous Materials
Information System, Industrial Ladies’ Garment Workers’
CGE3c - a
reflective and creative thinker who thinks reflectively and creatively to
evaluate situations and solve problems.
·
Group
skills
·
Verbal
communication skills
·
Computer
skills
·
School
policies for Internet use
·
Research
skills
The teacher should:
·
obtain
a videotape on the production of a garment;
·
when
assigning T/L S 2, the teacher must instruct students to select three careers
so that if their first choice has already been mentioned in the group activity,
they can refer to their other options;
·
bring
in a garment (pants, shirt, hat etc.) to be used in T/L S 2 and 3;
·
prepare
four to six folders, each containing all of the following information:
·
Employment
Standard Act;
·
Workers’
Compensation Act;
·
Occupational
Health and Safety Legislation;
·
Workplace
Hazardous Materials Information System (WHMIS);
·
Industrial
Ladies’ Garment Workers’
·
book
a speaker from a government or other organization that addresses employment
standards, workers compensation, WHMIS, and safety of the worker in the fashion
and apparel industry, replacing T/L S 4;
·
book
computer lab and provide textbooks with career descriptions (refer to Appendix
1 for a list of careers);
·
prepare
Socratic lesson explaining how to make connections between career tasks and
associated hazards (e.g., use of a machine - related hazards: noise, repetitive
strain, poor lighting, posture);
·
develop
marking scheme and a rubric for assessment.
1. Students view a video on production of a
garment. While viewing, students take notes on a list of possible careers that
are involved in the making of a garment and protection available to workers. As
a class, discuss answers.
2. The teacher holds up a garment (e.g., pants,
shirt, or coat). On a piece of paper, students record three careers that may
have been involved in making the garment, from raw materials to the point of
purchase. The teacher may need to prompt students to ensure a variety of career
options have been identified. See Appendix 1 for a list of careers.
3. The teacher holds the garment and asks each
student to state the first career they had listed. If their first career has
already been stated, then the student states their second or third career
choices. If the career took place before the garment was finished, the student
stands on the right-hand side of the teacher. If the career took place after
the garment was made, they stand on the left-hand side of the teacher. Once the
whole class is standing, the class must make sure they are standing in the
correct order based on the creation of the garment. Students then explain the
importance of his or her career.
4. A speaker from a government or other
organization addresses safety of the worker in the fashion and apparel
industry. OR
The teacher conducts a Socratic lesson explaining how to make
connections between career tasks and associated hazards.
The
teacher then organizes students into groups of three to five and gives each
group a folder with information about protection available to workers in the
textile production or fashion field. In their groups, each student creates a
chart titled ‘Hazards Related to Careers in the Fashion and Apparel Industry’
with three columns. In column one, the groups list the careers that they each
represented in T/L S 3. In column two, the groups discuss and record possible
hazards involved in each listed career. In column three, the groups record the
protections available to workers in these fields. Groups may need to access
information regarding careers using websites, a career program CD, or a text.
In column three, the group is to read the information in the folder and
identify the protections available to the workers. The teacher circulates
around the room to ensure that students stay on task and assists with any
questions. Each group presents one chart to the class.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Chart on: Hazards Related to Careers in the Fashion and Apparel Industry |
Check for completeness |
Summative |
Knowledge/Understanding Communication |
|
Group Presentation of Chart |
Rubric |
Summative |
Knowledge/Understanding Thinking/Inquiry Communication |
·
Record
answers for the group on a computer.
·
Use
overheads for group charts so students can hear and/or read the information.
·
View
videos on different careers in the fashion field.
·
Students
can organize a panel discussion with two panels: one of people with different
careers in the fashion field and the other of people in organizations that
protect workers.
Print
Directory of Canadian Apparel and
Textile Educational Programs. Canadian Apparel Federation, 1994. ISBN 0-9698047-0-9
Dolber,
Roslyn. Fashion Careers. USA: NTC
Publishing Group, 1993. ISBN 0-8442-4022-2
Government
of Ontario, Canada. Employment Standards
Act. Canada: Queen’s Printer for Ontario, 1997.
Weber,
Jeanette. Clothing: Fashion, Fabric,
Construction. USA: Glencoe/McGraw-Hill, 1997.
ISBN 0-02-647605-3
Wolfe,
Mary. Fashion. USA: The
Goodheart-Willcox Company, Inc., 1989. ISBN 0-87006-727-3
Websites
Apparel
and Fashion Employment – http://www.apparelsearch.com/employment.htm
Canada
Work Info Net – http://workinfonet.ca
Canadian
Apparel Federation – http://www.apparel.ca
Canadian
Centre for Occupational Health and Safety – http://www.ccohs.ca
Canadian
Career Page – http://www.canadiancareers.com
Campus
Worklink and NGR – http://ngr.schoolnet.ca
Career
Gateway – www.edu.gov.on.ca/eng/career
Career
Cruising – http://www.careercruising.com
College
Career Path – http://www.careers.ocas.on.ca
Industrial
Accident Prevention Association – http://www.iapa.on.ca
Job
Futures – http://www11.hrdc-drhc.gc/jobfutures/
Leather
Industry: Occupational Health and Safety Issues –
http://www.unido.org/ssites/env/sectors/sectors43ai.html
Ministry
of Labour – http://www.gov.on.ca
Worker
Health and Safety Centre – http://www.whsc.on.ca
Virtual
Reference Library – http://vrl.tpl.toronto.on.ca
Video
Dannaher,
Brendan. Clothing Design and Manufacture:
How Clothes are Designed, Manufactured and Sold. BC: Classroom Video, 1997.
20 min.
Unit 5,
Appendix 1 – Careers in the Fashion, Textile, and Apparel Industries
Time: 360 minutes
In
groups, students research fashion designers around the world. In addition, they
discuss the contributions of various countries to the apparel industry.
Students become aware of the diversity of fashion in today’s society. Through
an analysis of statistics and facts, students demonstrate an understanding of
Canada’s place in the international fashion, apparel, and textile industries.
Strand(s): The Apparel Industry
Overall
Expectations
AIV.05 -
summarize the contributions of various countries to the apparel industry;
ISV.02 -
use a variety of print and electronic sources and telecommunications tools in
conducting research.
Specific
Expectations
AI5.01 -
assess the contribution of fashion designers from around the world (e.g., Coco
Chanel, Oleg Cassini, Karl Lagerfeld, Yves St. Laurent, Calvin Klein, Hanae
Mori);
AI5.03 -
demonstrate an understanding of
IS3.02 -
effectively communicate the results of their inquires, using a variety of
methods and forms.
CGE7f - a
responsible citizen who respects and affirms the diversity and interdependence
of the world’s people and cultures;
CGE7g - a
responsible citizen who respects and understands the history, cultural
heritage, and pluralism of today’s contemporary society.
·
Group
skills
·
Research
skills
·
Computer
skills
·
School
policies for Internet use
The
teacher should:
·
book
computer lab to conduct research on designers;
·
address
misconceptions related to the contributions to the apparel industry from around
the world;
·
purchase
books and magazines that have information on designers;
·
prepare
Socratic lesson on
·
hourly
wages;
·
the
amount of textiles and apparel produced here in
·
the
amount of textiles and apparel imported and exported;
·
what
is imported and exported;
·
fashion
industries in
·
number
of people that work in the industry;
·
·
explanation
of whether or not the Canadian apparel industry meets the needs of all people;
·
develop
marking scheme, checklist, and rubric for assessment.
1. The teacher gives each student a map of the
world. Students read about Fashion Merchandizing. On the map,
students summarize the contribution(s) to the apparel industry from the
countries mentioned. The teacher summarizes contributions of the individual
countries by asking students to share their findings. The teacher records their
response on a master map posted on a bulletin board or wall (see Resources).
2. Students select and conduct research on a
designer from one of the countries identified on the map. The teacher must
ensure that a variety of countries are represented and each student has
selected a different designer. Students find the following information on the
designer:
a. What type of garments does the designer make?
b. What kind of materials do they use to make
their design?
c. What is the price range for the designer’s
garments?
d. What is their inspiration when creating
garment designs?
e. For whom do they design?
f. Have their designs become popular around the
world?
g. What contribution(s) did the designer make to
the fashion apparel industry?
h. Explain why it is difficult to become a
world-renowned designer.
Students
can use the Internet, books, and/or fashion magazines to find information.
Students record the information on the fashion designer and present their
findings to the class.
Students
add the name of the designer they researched, along with their contribution(s)
to the apparel industry in their country, to the master map. The teacher
evaluates student presentations.
3. The teacher conducts a Socratic lesson on
4. Students analyse the statistics and facts
presented in the Socratic lesson to explain
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Designer Presentation |
Criterion based Checklist |
Summative |
Thinking/Inquiry Communication |
|
Map |
Check list |
Summative |
Thinking/Inquiry Communication |
|
Explanation of |
Rubric |
Summative |
Communication Application |
·
Students
may prepare an electronic presentation on designers.
·
Have
students view videos on designers.
·
Students
prepare a video presentation on the designer.
Print
Buxbaum,
Gerda. Icons of Fashion: The 20th-Century.
ISBN 3-7913-2161-7
Campaigner. Oxfam
Martin,
Richard. The
Stegemeyer,
Anne. Who’s Who in Fashion.
ISBN 1-56365-040-2
Stone,
Elaine. Fashion Merchandising: An
Introduction.
Stop Sweatshops: an Education Action
Kit. Maquila
Solidarity Network, Spring, 2000.
ISBN 0-07-061744-9
Weber,
Jeanette. Clothing: Fashion, Fabrics,
Construction.
ISBN 0-02-647605-3
Wolfe,
Mary. The World of Fashion Merchandizing.
Canadian Living
Chatelaine
Ebony
Elle
Flare
Gentleman’s Quarterly
Glamour
Images
Marie Claire
Seventeen
Vogue
Websites
Fashion
Designers – http://fashion.about.com/msub4.htm
Fashion
Houses – http://www.123world.com/fashions
Flare
On-line – http://www.flare.com
Maquila
Solidarity Network – http://www.web.net/~msn
Oxfam
Statistics
Time: 660 minutes
Through
research, students analyse the impact of the clothing industry on society as
well as societal influences on the clothing industry. Students also examine
Catholic social teaching to become aware of the rights every worker should have
to maintain the dignity of the human person. Students then critically examine
whether or not the apparel industry provides for the rights of the worker.
Overall
Expectations
AIV.04 -
analyse the impact of the clothing industry on society, and societal influences
on the clothing industry;
ISV.01 -
use appropriate social science research methods in the investigation of topics
related to fashion, clothing, and textiles;
ISV.02 - use
a variety of print and electronic sources and telecommunications tools in
conducting research;
ISV.03 -
correctly use terminology associated with fashion, clothing, and textiles.
Specific
Expectations
AI4.04 -
evaluate the impact on Canadian society of issues relating to the apparel
industry, such as the redistribution of jobs brought about by computerization
and new technologies, the exploitation of workers both in Canada and abroad,
the role of unions in the garment industry, and the hiring of skilled and
unskilled immigrant labour;
IS1.01 -
correctly use terminology related to fashion, clothing, and textiles (e.g., fibre,
primary and secondary fashion markets, style, fad);
IS2.04 -
evaluate information to determine its validity and reliability;
IS2.05 -
differentiate between research evidence and opinion.
CGE2b -
an effective communicator who reads, understands, and uses written materials
effectively;
CGE2c -
an effective communicator who presents information and ideas clearly and
honestly and with sensitivity to others;
CGE4a - a
self-directed, responsible, life long learner who demonstrates a confident and
positive sense of self and respect for the dignity and welfare of others;
CGE4c - a
self-directed, responsible, life long learner who takes initiative and
demonstrates Christian leadership;
CGE5b - a
collaborative contributor who thinks critically about the meaning and purpose
of work.
·
Group
skills
·
Research
skills
·
Computer
skills
·
Social
Science research skills
·
School
policies for Internet use
The teacher should:
·
obtain
the following Encyclicals: On the
condition of the working class, #20; On
human work, #19;
·
obtain
the article “Lace, sweat and tears” from the Toronto Star;
·
prepare
a Socratic lesson on the difference between research evidence and opinion;
·
obtain
resources for research on the rights of workers in the apparel industry;
·
develop
an observation evaluation form and a rubric.
1. Students read the Encyclicals: On the condition of the working class,
#20; On human work, #19. Based on the
readings, students record answers to the following questions in their notes and
reflect upon the conditions both in
·
According
to our Catholic social teaching, what is the meaning and purpose of work?
·
According
to our Catholic social teaching, what are the rights all workers should have?
(right to employment, right to just pay, right to safe workplace, right of
association)
·
Do
you think the apparel industry provides these basic rights for all their
workers?
·
If
yes, what makes you think they do?
·
If
no, what makes you think they do not?
The
teacher leads a class discussion based on student answers.
2. Students read an article from the Toronto Star entitled “Lace, sweat and
tears”. The teacher leads a discussion of the article by asking the following
questions:
·
According
to the article, does the apparel industry provide basic rights for all workers?
·
What
rights are not provided?
3. The teacher conducts a Socratic lesson on how
to differentiate between research evidence and opinion. Students copy into
notes. The teacher refers to the article “Lace, sweat and tears” and leads a
discussion by asking the following questions:
·
What
are characteristics of a valid and reliable source of information?
·
Is
this article a valid and reliable source?
4. In groups of two or three, students conduct
research to find out whether or not the apparel industry provides basic rights
for all workers. Groups are assigned one of the following issues:
·
Child
Labour;
·
“Labour
behind the label”;
·
Fair
Wages;
·
Sweatshops;
·
Working
conditions;
·
Home
workers;
·
How
changing technology affects the fashion world.
Groups
must locate and use a variety of print and electronic sources in conducting
research. In reporting their findings, they must correctly use terminology
associated with fashion, clothing, and textiles. Research is presented in a
written report or electronic presentation. In conducting the research, the
groups must provide:
1. Inquiry question;
2. Body: Facts to support thesis;
3. Conclusion (Impact on Canadian Society);
4. Listing of References in American
Psychological Association format.
After
completing the research paper, students reflect on their findings by answering
the following question:
·
As
a Catholic, what can you do to make a difference in ensuring Catholic social
teaching with reference to work?
Groups
present their information to the class. Students must ensure that they
incorporate visuals in the presentation.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Category |
|
Class Discussion |
Observation |
Formative |
Thinking/Inquiry Communication |
|
Issue Research Presentation |
Rubrics |
Summative |
Thinking/Inquiry Knowledge/Understanding Communication Application |
·
Students
copy teacher-generated note based on the answers to the Encyclical readings.
·
As
part of the presentation for T/L S 4, students may book a speaker from an
organization that represents their selected topic, such as a chaplain, a
representative from Development and Peace, or a representative from Ten
Thousand Villages (an organization which buys products from developing
countries, pays the workers appropriately, and sells the goods in
Print
Ahlers,
Julia and Michael Wilt. Christian Justice.
Diebel,
Linda. “Lace, sweat and tears”,
Mechmann,
Edward. God, Society & The Human
Person.
ISBN 0-8189-0886-6 (pp. 9, 40-51
Pope
John Paul II. Encyclical: On Human Work.
September 14. 1981.
Campaigner. Oxfam
Stop Sweatshops: an education /action kit. Maquila Solidarity Network, Spring
2000.
Websites
Hearts
and Minds – http://www.heartsandminds.org/articles/sweat.htm
http://vic.uca.org.au/fairwear/links.htm
http://www.feminist.org/other/sweatfaq.html
Maquila
Solidarity Network – http://www.web.net/~msn
Oxfam
Save
the Children foundation – http://www.savethechildren.ca
Statistics
Textile
Design
|
Colourist |
Colour Stylist |
Fabric Salesperson |
|
Fabric Stylist |
Freelance Designer |
Hand Weaver |
|
Repeat Artist |
Silk Screener |
Stylist |
|
Textile Artist |
Textile Design Trainee |
Textile Librarian |
|
Textile Print Designer |
Woven Fabric Designer |
Knit Fabric Designer |
Textile
Production
|
Dye Mixer |
Farmers (for production of natural fibres) |
Fixer |
|
Knitter |
Knitting Mechanic |
Machine Operator |
|
Machine Tender |
Mechanic |
Plant Manager |
|
Production Manager |
Purchasing Agent |
Quality Controller |
|
Record Clerk |
Roller Engraver |
Screen Maker |
|
Spinner |
Textile Chemist |
Textile Converter |
|
Environmental Researcher |
Expediter |
Textile Engineer |
|
Textile Technologist |
Weaver |
|
Apparel
Design
|
Fashion Designer |
Assistant Designer |
Fashion Sketcher |
|
Design Room Supervisor |
Draper |
Fitter |
|
Alteration Hand |
Seamstress |
Dressmaker |
|
Tailor |
Tailor’s Apprentice |
Sewing Instructor |
|
Sample Maker |
Model |
Finisher |
|
Duplicate Maker |
Pattern Maker |
Fashion Coordinator |
|
Stylist |
Machine Operator |
Design Room Trainee |
|
Fabric Salesperson |
Designer: accessories, embroidery |
Sample Hand |
|
Sample Hand Trainee |
|
|
Apparel
Production
|
Pattern Maker |
Cutter |
Marker |
|
Grader |
Assembler |
Spreader |
|
Assorter |
Hand Stitcher |
Thread Trimmer |
|
Presser |
Inspector |
Mechanic |
|
Bundler |
Shipper |
Production Clerk |
|
Section Foreman |
Plant Manager |
Production Manager |
|
Production Assistant |
Plant Engineer |
Sales Representative |
|
Sewing Machine Operator |
Examiner |
Cost Analyst |
Fashion
Merchandising
|
Merchandise Distributor |
Merchandise Manager |
Merchandise Clerical |
|
Buyer |
Assistant Buyer |
Fashion Director |
|
Fashion Coordinator |
Stylist |
Department Manager |
|
Sales Manager |
Assistant Sales Manager |
Sales Representative |
|
Floor Salesperson |
Showroom Salesperson |
Stock Person |
|
Comparison Shopper |
Comparison Shopper |
Mail-order Clerk |
|
Boutique Owner |
Head of Stock |
Display Assistant |
|
Advertising Assistant |
Market Reporter |
|
Fashion
Promotion
|
Sales Promotion Manager |
Market Research Analyst |
Advertising Manager |
|
Art Director |
Fashion Illustrator |
Sketcher |
|
Layout Artist |
Special Catalogue Designer |
Photographer |
|
Photography Stylist |
Model |
Public Relations Director |
|
Publicity Writer |
Copywriter Manager |
Copywriter |
|
Special Events Coordinator |
Display Director |
Display Artist |
|
Window Decorator |
Paste-up and Mechanical Artist |
|
Fashion
Publishing
|
Fashion Publication Editor |
Fashion Writer |
Fashion Researcher |
|
Technical Writer |
Fashion News Reporter |
Fashion Magazine Writer |
|
Fashion Newsletter Writer |
|
|
Fashion
in Home Sewing
|
Designer |
Assistant Designer |
Fashion Illustrator |
|
Artist |
Fashion Merchandiser |
Fashion Buyer |
|
Fashion Coordinator |
Stylist |
Pattern Maker |
|
Pattern Grader |
Draper |
Dressmaker |
|
Editor |
Copy Writer |
Technical Writer |
|
Market Researcher |
Education Director |
Sewing Demonstrator |
|
Dressmaker |
|
|
Other
|
Teachers (applies to all areas within the fashion industry) |
Course Overview | Unit 1 | Course Profiles Main
Menu