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Course Profile The Fashion Industry (HNB4O), Grade 12,
Open, Combined
Course Overview
Prerequisite: None
This
course provides a historical perspective on fashion and design, exploring the
origins, influence, and importance of fashion as an expression of national,
cultural, religious, and personal identity. Students will learn about the many
facets of the Canadian fashion industry, including both large-scale and small
entrepreneurial enterprises, and its worldwide links, as well as gaining
practical experience in garment design, production, and care. This course also
refines students’ skills used in researching and investigating various aspects
of the fashion industry.
While
learning about the Canadian Fashion Industry from conception through production
to marketing and distribution, students experience opportunities to incorporate
Catholic Graduate Expectations that: encourage acceptance of the pluralistic
nature of our communities, including their unique history and cultural
heritage; assist in the development of effective communication skills based on
gospel values which incorporate the Catholic faith tradition; reinforce the definition
of work as gainful, satisfying and contributing to the common good; and reflect
on how this has enabled students to fulfil their own potential and assume their
role in the Christian community.
This
is a combined Public and Catholic district school board document. The overview
of the course is reflective of this organization. Two units in this Course
Profile have been fully developed: Unit 1 by the public school board writers
and Unit 4 by the Catholic school board writers. Both units are appropriate for
use in either public or Catholic schools.
Inclusiveness
of all aspects of ethnicity, race, culture, gender, ability, class, age,
appearance, beliefs, and family composition is the cornerstone of this course.
The teacher should review his/her school board policy on equity.
This
course offers students opportunities to apply their skills with hands-on
activities. Students have opportunities to acquire or enhance their garment
design and construction skills throughout this course.
Students
may select to develop a substantial and varied portfolio throughout the course
by including examples of their assignments and evidence of their garment design
and construction skills. Safe use of equipment and materials is taught or
reviewed prior to any activities requiring safe practices. It is essential that
students are fully aware of the methods and procedures with which to operate
the specialized equipment (e.g., sewing machines, sergers, etc.) available for
use in this course.
The
activities take into account the variety of students’ abilities, backgrounds,
interests, and learning styles. Accommodations to the course delivery may be
required to meet some specialized needs. Students learn how to work effectively
with others and to develop team skills, effective communication skills,
research and analytical skills, clothing construction skills, and fashion
design skills. These skills can be transferred to future occupations and
real-life situations.
Social science research and inquiry
skills are introduced in the unit where they are first applied, and continue to
be developed throughout the course. The overall expectations and specific
expectations are listed for each unit in the cluster where they are taught. For
the developed unit, the overall expectation(s) and the corresponding specific
expectation(s) are stated at the beginning of each activity within that unit.
Specific expectations may be repeated throughout the course to reinforce a
particular concept. Prior knowledge and skills needed by students for each
activity are listed based on the assumption that the teacher presents each unit
activity in the order in which it is written in this document.
Although
written for adolescents in Grade 12, this course could be adapted for adult
students. While the practical skills will be similar, the content may need to
be adjusted to be relevant to adult learners. The suggested hours for units and
activities are guidelines; teachers may adjust the timelines to meet student,
school, and community needs.
|
* Unit
1 |
The
Design Process: From Concept to Creation |
35
hours |
|
Unit 2 |
What
Shapes Fashion? |
15
hours |
|
Unit 3 |
Technology:
Fibre, Fabric, Fashion |
35
hours |
|
* Unit
4 |
The
Business of Canadian Fashion |
25
hours |
* These
units are fully developed in this Course Profile.
(Unit 1 by the Public board; Unit 4 by the Catholic board).
Time:
35 hours
Unit
Description
Students
become familiar with the terminology and the tools required to produce a
fashion line. They learn how the elements and principles of design, as well as
historical and cultural influences, shape the design of clothing. Students
learn and apply the creative skills of fashion illustration and pattern design
by designing a garment line and producing samples of garment construction
techniques. Throughout this design process, students create illustrations,
which reflect respect for the individual who was created in the image and
likeness of God.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
DCV.01,
ISV.01, ISV.02, ISV.03, ISV.05, DC1.01, DC1.02, IS1.01, IS2.02, IS3.02 |
Knowledge/
Understanding |
Exploring
Stages of Apparel Production and Marketing |
|
2 |
DCV.01,
ISV.04, ISV.05, DC1.03, IS3.02 |
Knowledge/
Understanding Thinking/Inquiry |
How a
Fashion Line is Produced |
|
3 |
DCV.02,
ISV.05, DC2.02, DC2.03, IS3.02 |
Knowledge/
Understanding Application |
Fashion
Illustration and Logos |
|
4 |
DCV.02, ISV.05, DC2.01, IS3.02 |
Knowledge/ Understanding Thinking/Inquiry |
Let’s Design! |
|
5 |
DCV.02,
DCV.03, ISV.05, DC2.04, DC3.03, IS2.02 |
Knowledge/
Understanding Thinking/Inquiry |
Designer
Inspiration |
|
6 |
DCV.04,
ISV.04, ISV.05, DC4.03, DC4.04, IS3.02 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Garment
Construction |
Time:
15 hours
Unit Description
Students
explore the development of fashion from a sociological perspective. They
identify ways in which fashion is shaped by historical, ethno-cultural,
regional, and socio-economic influences. Students learn to recognize how
fashion is created, adapted, and adopted by consumers. They study the
contributions of key Canadian fashion designers. Students produce garment
designs that reflect a variety of fashion influences studied in this unit. As
well, these garment designs mirror the moral conscience and values of a
discerning individual while accepting the diversity of humanity.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
FSV.01,
ISV.01, ISV.03, ISV.04, ISV.05, FS1.01, FS1.02, FS1.03, FS1.04, FS1.05,
FS1.06, IS1.03, IS3.01 |
Knowledge/Understanding |
The
Culture of Fashion |
|
2 |
FSV.02,
ISV.02, ISV.03, ISV.04, ISV.05, FS2.01, FS2.02, IS2.02, IS3.02 |
Thinking/Inquiry |
Fashion:
From Hot to Not |
|
3 |
DCV.03,
DC3.01, DC3.02 |
Application |
Canadian
Couture |
|
4 |
CFV.03,
CF3.01, CF3.02 |
Knowledge/Understanding |
Haute
Couture |
|
5 |
CFV.02,
CF2.01 |
Communication |
Fashion
Theories |
Time: 35
hours
Unit Description
Students
develop a vocabulary inherent to the technology of textile and garment
production. They analyse the relationship between choice of fibre and fabric,
its suitability to the garment construction and its end use. Using one of the
basic fabric construction methods studied, students produce a fabric sample.
Students complete a garment designed to harmonize fabric with garment end use.
As their designs develop, students strive to achieve excellence, originality,
and integrity in their own work while supporting these qualities in the work of
others.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
FTV.01,
FTV.02, ISV.01, ISV.05, FT1.01, FT1.02, IS1.01 |
Knowledge/Understanding |
Textile
Terminology |
|
2 |
FTV.01,
FT1.04 |
Knowledge/Understanding |
How
Fabric is Made |
|
3 |
FTV.01,
FTV.02, DCV.03, DCV.04, ISV.01, ISV.02, ISV.03, FT1.03, DC3.04, DC3.05,
DC4.01, DC4.02, IS1.03, IS2.02, IS3.01 |
Thinking/Inquiry
Application |
Fibre
to Garment |
|
4 |
DCV.04,
ISV.01, DC4.01, DC4.02, IS1.03 |
Knowledge/Understanding |
Fashion
Technology |
|
5 |
FTV.01,
FTV.02, ISV.04, FT1.05 |
Application |
Create
a Garment |
Time: 25 hours
Unit Description
This unit
explores the nature and scope of the Canadian fashion industry in view of
geographic, cultural, economic, and international factors. Students examine the
diversity and economic importance of smaller fashion markets. They investigate
international factors that affect the Canadian apparel industry. Research and
inquiry skills are used to examine special markets in order to design,
construct, and market a garment adapted to satisfy the needs of a specific
consumer population. Vocational opportunities in the world of fashion are
explored, as well as the educational requirements leading to a career in the
industry. In addition, students identify trends and forecast what the picture
holds for the Canadian fashion industry. As students progress through this
unit, they are mindful of the moral principles and economic choices that
protect the dignity of the human person and their right to work in employment
that is gainful, satisfying, and contributes to the common good.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CFV.01,
ISV.02, CF1.01, CF1.04, IS1.01 |
Thinking/Inquiry |
The
Hub of Canadian Fashion |
|
2 |
CFV.01,
ISV.02, CF1.03, IS2.02 |
Application |
Accessories
for all Fashions |
|
3 |
CFV.01,
CFV.03, ISV.02, CF1.02, CF3.03, IS2.02 |
Application |
Canada
and The Global Fashion Scene |
|
4 |
CFV.02,
DCV.01, FSV.03, ISV.01, ISV.02, CF2.02, DC1.04, FS3.01, IS1.02, IS2.01,
IS2.02, IS2.03, IS2.04, IS2.05 |
Thinking/Inquiry |
Fashion
for all Needs |
|
5 |
CFV.04,
ISV.01, CF4.01, CF4.02, CF4.03, CF4.04, CF4.05, IS2.02, IS2.03 |
Knowledge/
Understanding |
Exploring
a Career in Fashion |
|
6 |
CFV.02,
ISV.04, ISV.05, CF2.03, CF2.04, IS3.02 |
Knowledge/
Understanding |
Forecasting
Canadian Fashion Trends |
It
is recommended that the teacher follow the order of units and activities as
outlined because of the sequential nature of the learning. This curriculum is designed
to give students opportunities to develop their knowledge and skills in the
study of the fashion industry. Students can be encouraged to use the knowledge
and skills to enhance their personal creativity and/or to explore career
opportunities in the fashion industry.
A
variety of teaching/learning strategies is encouraged. Examples of some
strategies that could be used include: brainstorming, case studies, class
discussion, collaborative/cooperative learning, computer-assisted learning,
computer-assisted drafting (CAD), conferencing/discussion, fabric and garment
construction techniques, demonstration, and practice of techniques relating to
construction and design, electronic presentation, independent study,
issues-based analysis, journal writing, learning centres, mind mapping, note
taking, problem-solving strategies and models, report writing, presentations,
social science research, Socratic lessons and theological reflection. The
teacher needs to use the most appropriate methods and materials to help any
student with an Individual Education Plan according to the recommendations in
the IEPs.
There
is a wide range of teaching/learning strategies available to the teacher. The
teacher is encouraged to expand teaching strategies to best meet the needs of
all students and to address different learning styles.
Student
achievement is the measurement of learning. The improvement of student learning
is the primary purpose of assessment and evaluation. It must be congruent with
the assessment and evaluation principles of The Ontario Curriculum, Grades 9
– 12: Program Planning and Assessment, 2000. Assessment strategies used
throughout the units of this course should ensure that student achievement of
expectations is assessed within the appropriate categories of the Achievement
Chart for Social Sciences and Humanities. Seventy percent of the grade will be
based on assessments and evaluations conducted throughout the course. Thirty
percent of the grade will be based on a final evaluation in the form of an
examination, performance, essay, and/or other method of evaluation.
Students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations across all four categories of the Achievement Chart. Examples of strategies are performance assessments such as a fashion show, sewing and design projects, demonstration of skills and techniques, multimedia presentations, research projects, portfolios, storyboards, verbal feedback, critiques, formal/informal teacher observations, teacher conferencing, reports, reflections of student observations, simulation games, surveys conducted in the school and community, and interviews with those working in the fashion industry. Examples of assessment tools are marking schemes, criterion-referenced checklists, rubrics, and rating scales.
Diagnostic: occurs at the beginning of a term, a unit of study or whenever information about prior learning is useful.
Formative: occurs during learning; provides ongoing feedback to the teacher and student about quality of learning and the effectiveness of instruction.
Summative: usually carried out at the end of a unit of study to develop a final evaluative mark; may include feedback and/or evaluation.
The nature of the expectations in this course allows opportunities for students to apply the knowledge and skills that they gain throughout the course.
Accommodations
can be made to student activities and assessment in order to address individual
and unique learning needs or special circumstances. The teacher should consult
individual student IEPs for specific direction on accommodation for
individuals. Accommodations such as specialized supports and services are
provided to help students meet the expectations. Enrichment opportunities for
students are provided within the teaching/learning strategies throughout Units
1 and 4 of this course.
Some
examples of accommodation for exceptional students are: oral testing, using a
scribe for written work, demonstration of skill, peer tutor, small-group work,
simplifying instructions, flexible timelines, modifying handouts, adjustments
to the level of difficulty of construction and design projects, instructions
and project guidelines, use of a word processor to complete assignments, use of
a tape recorder to tape answers to assignments and tests, questions and answers
in the form of illustrations where language proficiency is minimal, and
enrichment activities. Other accommodations are needed because of the
specialized equipment used in this course (e.g., hand operated equipment,
left-handed equipment, computer design equipment). There are other ways to
accommodate special needs students; Special Education teachers provide support
in this area, and their expertise should be sought.
Adaptation
of the course for ESL/ELD students should reflect the knowledge and skills that
these students possess. These students may need extra support to acquire basic
literacy skills and academic concepts. The teacher should use the expertise of
ESL/ELD teachers and consultants, where available, for assistance in meeting
the needs of these students.
Resources
for the entire course are listed below. General and specific resources for
Units 1 and 4 are listed in the fully developed units. The writers have tried
to suggest a variety of resources that could be used in this course to meet the
needs of students.
Many
websites have been suggested as teacher and/or student resources for this
course. The teacher should review school/board policy about Internet use. The
teacher may find it useful to develop a guideline to assist students with
assessing the quality of Internet information. The URLs for the websites were
verified by the writers prior to publication. Given the frequency with which
these designations change, it is strongly recommended that the teacher always
verify the websites prior to assigning them for student use.
Units
in this course profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teacher needs to consult school/board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, the teacher needs to ensure that the
school board has a Cancopy licence and that this licence covers the resources
they wish to use. Before screening videos/films with students, the teacher
needs to ensure that the board/school has obtained the appropriate public
performance videocassette licence from an authorized distributor, e.g., Audio
Cine Films Inc. The teacher is reminded that much of the material on the
Internet is protected by copyright. The copyright is usually owned by the
person or organization that created the work. Reproduction of any work or
substantial part of any work on the Internet is not allowed without the
permission of the owner.
Blueprints:
A Resource Tool for Writing Catholic Secondary School Course Profile. Catholic Curriculum Cooperative,
Central Region.
Breen,
George and A.B. Blankenship. Do-It Yourself Marketing Research, 3rd
edition. New York: McGraw-Hill Publishing Co., 1989. ISBN 0-07-007450-X
Choices
into Action: Guidance and Career Education Program Policy for Ontario
Elementary and Secondary Schools. 1999.
Peterat,
Linda. Making Textile Studies Matter: Inside Outstanding School Programs.
Vancouver: Pacific Educational Press, 1999. ISBN 1-895766-37-0
Pennock,
Michael. Catholic Social Teaching and Living Justice. Notre Dame,
Indiana: Ave Maria Press, 2000. ISBN 0-87793-698-6
Portfolio
Assessment: A Practical Guide for Teachers. Peel District School Board, Program Services,
September 2001.
The
Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities. 2000.
The
Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment. 2000.
Ontario
Secondary Schools, Grades 9 to 12, Program and Diploma Requirements. 1999.
The
Bible for Catholics CD-ROM. Washington: Liguori Publications, 1996. ISBN 0-7648-0065-5
Rolheiser,
Carol, Barbara Bower and Laurie Stevahn. The Portfolio Organizer.
Association for Supervision and Curriculum Development, 2000. ISBN
0-87210-374-X
Templeton,
Jane Farley. The Focus Group, 3rd ed. New York: McGraw-Hill Publishing
Co., 1994.
ISBN 1-55738-530-0
Trafford,
Larry. Educating the Soul: Writing Curriculum for Catholic Secondary
Schools. Toronto: Institute for Catholic Education, 1998. ISBN
0-9699178-5-6
Aldich,
Winifred. Fabric, Form and Flat Pattern Cutting. Don Mills, ON: Oxford
University Press, 1996. ISBN 0-632-03917-5
Allen,
Anne and Julian Seaman. Fashion Drawing – The Basic Principles. London:
B.T. Batsford Ltd., 1996. ISBN 0-7134-7096-8
Amaden-Crawford,
Connie. The Art of Fashion Draping, 2nd edition. The Fashion
Institute of Design and Merchandising, Los Angeles: Fairchild Publications,
1998. ISBN 1056365-017-8
Askari,
Nasreen. Uncut Cloth- Saris, Shawls and Sashes. London, U.K.: Merrell
Holberton Publishing, 1999. ISBN 1-85894-083-4
Baker,
Wendy and Diane James. Hands-On Fashion. New York: Thomas Learning,
1994.
ISBN 1-56847-145-9
Baudot,
Francois. Fashion: The Twentieth Century. New York: Universe
Publications, 1999.
ISBN 0-7893-0376-0
Bell-Miller,
Phyllis. Autocad for the Apparel Industry. Albany, N.Y.: Delmar
Publishing Inc., 1994.
ISBN 0-8273-5224-7
Betzina,
Sandra. Power Sewing Step-by-Step. Newtown, CT: Taunton Press, 2000.
ISBN 11-56158-363-4
Brackenbury,
Terry. Knitted Clothing Technology. Don Mills, ON: Oxford University
Press, 1992.
ISBN 0-632-02807-6
Brown,
Clement. Art in Dress. California: R.L. Shep Publications, 1993. ISBN
0-914046-19-5
Bullis,
Douglas. Fashion Asia. London, U.K.: Thames and Hudson, 2000. ISBN
0-500-28238-2
Calasibetta,
Charlotte. Fairchild’s Dictionary of Fashion, 2nd ed. New York:
Fairchild Publications, 1988. ISBN 87005-635-2
Carr,
Roberta. Couture – The Art of Fine Sewing. Portland, Oregon:
Palmer/Pletsch Inc., 1994.
ISBN 0-935278-28-1
Canadian
Home Economics Association. Global Daily Living Practices: Forms of
Clothing. Ottawa: CHEA, 1990.
Canadian
Home Economics Association. The Human Side of Global Clothing Manufacture.
Ottawa: CHEA, 1989.
Catechism
of the Catholic Church. Ottawa, Ontario: Canadian Conference of Catholic
Bishops, 1994. ISBN 0-88997-281-8
Costa,
John Dalla. The Ethical Imperative Why Moral Leadership is Good Business.
Toronto: HarperCollins Publishers, Ltd., 1998. ISBN 0-00-638577-X
Cowan,
Anton (nihil obstat) and Rt. Rev. John Crowley (imprimatur). The New Jerusalem
Bible. Toronto: Doubleday, 1998. ISBN 0-385-493-207
Cream,
Penelope, ed. The Complete Book of Sewing. Toronto: Red Books Canada,
1996.
ISBN 0-433-3988840-X
Davis,
Marian. Visual Design in Dress. New Jersey: Prentice-Hall Inc., 1996.
ISBN 0-13-112129-4
Davis
Burns, Leslie and Nancy Bryant. The Business of Fashion: Designing,
Manufacturing and Marketing. New York: Fairchild Publications, 1997. ISBN
1-56367-073-9
Dickerson,
Kitty. Textiles and Apparel in the International Economy, 3rd ed. New
Jersey: Prentice-Hall, 1999. ISBN 0-13-647280-X
Elsasser,
Virginia. Textiles: Concepts and Principles. Albany, New York: Delmar
Publishing, 1997. ISBN 0-8273-7686-3
Glock,
Ruth and Grace Kinz. Apparel Manufacturing: Sewn Product Analysis, 3rd
ed. New Jersey: Prentice Hall, 2000. ISBN 1-13-084663-5
Harper,
Rochelle. Sew the New Fleece - Techniques with Synthetic Fleece and Pile.
Newtown, CT: Taunton Press, 1997. ISBN 1-56158-172-0
Hausman,
Sue. Sew Fast, Faster, Fastest. Enmaus, Penn: Rodale Press Inc., 1998.
ISBN 0-87596-793-0
Humphries,
Mary. Fabric Reference, 2nd ed. New Jersey: Prentice-Hall, 2000. ISBN
0-13-010575-9
Hunnisett,
Jean. Period Costume for Stage and Screen. Studio City, California:
Players Press Inc., 1996. ISBN 0-88734-653-7
Jones,
Laurie Beth. The Path Creating Your Mission Statement for Work and for Life.
New York: Hyperion, 1996. ISBN 0-7868-8241-7
Kadolph,
Sara and Anna Langford. Textiles, 8th ed. New Jersey: Merrill
(Prentice-Hall), 1993.
ISBN 0-13-494592-1
Layton,
J., ed. The Science of Clothing Comfort. Manchester, U.K.: Textile
Institute, 2001.
ISBN 18703-72247
Long,
Connie. Sewing with Knits. Newtown, CT: Taunton Press, 2000. ISBN
1-56158-311-1
McGehee,
Linda. Creating Texture with Textiles. Iola, I: Krause Publishing, 1998.
ISBN 0-87341-657-0
McRobbie,
Angela. British Fashion Design: Rag Trade or Image Industry. London,
U.K.: Routledge, 1998. ISBN 0-415-05781-7
Pompelli,
Jean. Dressing for Independence: Adapting Clothing for Kids with Special
Needs. Chesterfield, MO: Wings Way Press, 1990. ISBN 0-9657-197
Routh,
Caroline. 100 Years of Canadian Women’s Fashion. Irwin Publishing, 1996.
ISBN 0-7737-55683
Scott,
Shirley. Canada Knits – A Celebration of Canada’s Knitted Heritage.
Scarborough, ON: McGraw-Hill Ryerson, 1990. ISBN 0-07-549973-8
Shaeffer,
Claire. Fabric Sewing Guide. Radnor, Penn.: Chilton Book Co., 1994. ISBN
0-8019-7802-5
Singer,
Margo and Mary Spyrou. Textile Arts – Multicultural Traditions. Radnor,
Penn.: Chilton Book Co., 1989. ISBN 0-8019-8122-0
Singer:
The New Sewing with a Serger. Creative Publishing International, 1999. ISBN 0865733309
Smith,
Kerry. Dressed Best-Wearable Art Projects by 10 Well-Known Designers.
Bothwell, WA: That Patchwork Place Inc., 1997. ISBN 1-56477-196-2
Stephens
Frings, Gini. Fashion: From Concept to Consumer, 7th ed. Pearson
Education Inc., New Jersey: Prentice-Hall, 2002. ISBN 033571-1
Stone,
Elaine. Fashion Merchandising: An Introduction. USA: McGraw-Hill Inc.,
1990.
ISBN 0-07-061744-9
Vogue
Sewing. New York:
The Butterick Publishing Co., 2000. ISBN 1-57389-016-2
Watkins,
Susan. Clothing: The Portable Environment. Iowa State Press, 1984. ISBN
0-8138-0316-0
Westfall,
Mary G. Successful Sewing. Irwin Publishing, 1998. ISBN 1-56637-3727
Wolfe,
Mary. The World of Fashion Merchandising. Toronto: Irwin Publishing,
1998.
ISBN 1-56637-4510
Wolfe,
Mary. Fashion! U.S.A.: Goodheart-Willcox Co. Inc., 1997. ISBN
0-870067273
Bazaar
Chatelaine
Consumer
Reports
DNR/Menswear
Ebony
Elle
Canada
Esquire
Essence
Fashion
Flare
Glamour
Gentleman’s
Quarterly
In
Teen Vogue
L’
Officiel Canada
Teen
Elle
Threads
Vogue
W
(American and International Designers)
Bobbin:
The Apparel Industry Magazine
Canadian
Apparel
Style:
Canada’s Fashion Source
Style:
The Source Book (annual)
Consumers’
Research: Analyzing Products, Services and Consumer Issues
The
Canadian Apparel Federation, Suite 1050, 130 Slater St., Ottawa, ON K1P 6E2
Apparel
Ontario Institute, Suite 1050, 130 Slater St., Ottawa, ON K1P6E2
Childrens’
Apparel Manufacturers’ Association, 6900 Decaire Square, Suite 3110, Montreal,
QC
H3X 2T8
Apparel
Human Resources Council, 130 Slater St., Ottawa ON K1P 6E2
The
Union Of Needletrades, Industrial and Textile Employees, 15 Gervais Dr., Suite
700, Don Mills, ON M3C 1Y8
Fashion
Design Council of Canada, 75 Elizabeth St., Toronto, ON M5V 1P4
fdcc@sympatico.ca
Apparel
Manufacturers’ Marketing Association of Ontario, Suite 1050, 130 Slater St.,
Ottawa, ON
K1P 6E2
Canadian
Textiles Institute, 66 Slater St., Suite 1720, Ottawa, ON K1P 5H1
The
Textile Federation of Canada, 1 Rue Pacifique, Ste-Anne-de-Bellevue, QC H9X 1C5
Maquila
Solidarity Network, 606 Shaw Street, Toronto, ON M6G 3L6 Phone (416) 532-8584
Fax (416) 532-7688
www.apparel.ca
(The Canadian Apparel Federation)
www.apparel.ca/magazine/index.htm
www.batashoemuseum.ca
www.bookstore.uwo.ca
(University of Western Ontario bookstore)
www.bookstore.ryerson.ca
(Ryerson University bookstore)
www.butterickpatterns.com
www.cecybrary.careered.com
(International Academy of Merchandising and Design ciber library)
www.chea-acef.ca
(Canadian Home Economics Association resource site)
www.collection.nlc-bnc.ca/e-coll-e/index-e.htm
(National Library of Canada electronic collection)
www.costumemuseum.com
(Costume Museum of Canada in Dugald Manitoba; can tour the museum on the
Internet)
www.cottoninc.com
(fashion forecasting)
www.elibrary.ca
(electric library Canada)
www.fashionincubator.on.ca
(How to set up a business)
www.maquilasolidarity.org
www.mccallspatterns.com
www.museumfortextiles.on.ca
www.netcore.ca/~gibsonjs/gawebl.htm
(Lesson plans)
www.nisc.com
(National Information Services Corp., web search service for Social Sciences)
www.sewnews.com
www.simplicitypatterns.com
www.just-style.com
(fashion forecasting)
www.torontofashionweek.ca
www.voguepatterns.com
(Designers, design ideas and techniques)
See
the following websites for information on films/videos for this course:
Classroom
Video – sales@classroomvideo.com
Films
for Social Sciences and the Humanities – http://www.films.com
The
Learning Seed – http://www.learningseed.com
McIntyre
Media – http://www.mcintyre.ca
Magic
Lantern – http://www.magiclantern.com
Biography-Calvin
Klein: A Stylish Obsession. Arizona: Teacher’s Video Company, Order Number CKSO. 50 min.
Biography-Gloria
Vanderbilt: An Heir to Style. Arizona: Teacher’s Video Company, Order Number GVHS. 50 min.
Biography-Halston:
All American Chic.
Arizona: Teacher’s Video Company, Order Number HALS.
50 min.
Clothing:
An Intelligent Buyer’s Guide. Learning Seed. 1991. Order number 200133-61L1. 24 min.
Clothing
Design and Manufacture. Coquitlam, B.C.: Classroom Video, 1998. 20 min.
Clothing
Fibres. Learning
Seed. 1987. Order number 200088-61L1. 23 min.
Cotton
Processing- Spinning, Knitting, Dyeing, Cutting. Coquitlam, B.C.: Classroom Video, 1998.
18 min.
Cutting
Their Own Cloth: Entrepreneurial Clothing Designers. Arizona: Teacher’s Video Company,
Order Number DQN 10121, 22 min.
Developing
an Apparel Line.
Fort Erie, Ontario: Films for the Humanities and Sciences, 2001. Order number
EIT10791. 17 min.
Fashion.
Films for the
Humanities and Sciences, 2000, Order Number DQN6476. 48 min.
Fashion
and Clothing. Fort
Erie, Ontario: Films for the Humanities and Sciences, 2001. Order number
EIT10370. 52 min.
The
History of Blue Jeans. Arizona: Teacher’s Video Company, Order Number BJEA. 50 min.
How
Clothing is Made.
Learning Seed. 1990. Order number 200132-61L1. 24 min.
Knitting,
Crochet, Quilting: The Basics. Arizona: Teacher’s Video Company, Order Number KCQB.
57 min.
Knitting,
Crochet, Quilting: Advanced Methods. Arizona: Teacher’s Video Company, Order Number
KCQA. 57 min.
Nylon
– Fibre to Fabric.
Coquitlam, B.C.: Classroom Video, 1997. 25 min.
Stitch
in Time. Arizona:
Teacher’s Video Company, 2000. Order number SITI. 165 min.
Super
Time-Saving Sewing Tips. Arizona: Teacher’s Video Company, 2000. Order number STSV.
30 min.
Top
10 Fashion Designers.
Arizona: Teacher’s Video Company. Order number TTFD. 50 min.
Trends
in Apparel Marketing.
Fort Erie, Ontario: Films for the Humanities and Sciences, 2001. Order Number
EIT10792. 17 min.
Understanding
Fabrics. Learning
Seed. 1994. Order number 200031-61L1. 24 min.
Vogue
and Butterick’s Designer Sewing. Arizona: Teacher’s Video Company, Order Number DSEW, 147 min.
Dress
Shop, Livingsoft Inc., 1515 Norma Street, Ridgecrest, CA 93555, (800) 626-1262
Pattern
Master Boutique, Wild Ginger Software Inc., 2817 Lebanon Pike, Suite 200,
Nashville,
TN 37214 (888) 929-9453.
Appropriate
local designers and fashion industry representatives
Craft
Guild Members (e.g., weavers, spinners, quilters)
International
Academy of Merchandising and Design, 56 Wellesley St., Toronto M5S 2S3,
(416) 927-8150 extension 314
The
Fashion Industry course of study is part of the Social Sciences and Humanities
curriculum policy document. It is designated as an open course with
expectations that are suitable for all students. With reference to the
requirements for the Ontario Secondary School Diploma, students can use the
course as an additional compulsory credit or as one of the twelve optional
credits. The practical aspect of the fashion course provides students with
knowledge and skills needed for further education and work and helps them live
satisfying and productive lives as independent and responsible members of
society.
This
open course allows students to broaden their knowledge in providing clothing
for themselves, their family, and the community. Through a variety of
teaching/learning strategies, students have many opportunities to further
develop their research, critical-thinking, communication, management,
interpersonal, and practical skills. In learning to critically analyse issues
dealing with clothing, students have opportunities to be active in society by
promoting a just, equal, and compassionate environment for all peoples. This
course allows students the opportunity to enhance their tolerance and
understanding of people of varied cultures. It also provides opportunities for
students to work collaboratively with respect for different ideas and
approaches to an assignment.
Throughout this course, students should be
reminded of important safety considerations whenever they are using garment
construction equipment.
Students
have the opportunity to enhance their computer skills (e.g., Internet usage,
creation of reports, tables and graphs, CAD etc.), as they use their social
science research skills to conduct class assignments and projects. Students may
elect to create multimedia presentations.
The
Fashion Industry course explores aspects of various careers as they relate to
the fashion industry, and is aligned with Choices Into Action: Guidance and
Career Education Program Policy for Elementary and Secondary Schools, 1999.
The teacher should advise students in the Fashion Industry course of how they
might apply the theory and practical applications that they have learned in
class into practice through a work experience, a cooperative education
experience or an internship where available.
Coded
Expectations, The Fashion Industry, Grade 12, Open, HNB4O
FSV.01 · recognize the origins, influence,
and importance of fashion as a medium of communication and an expression of national,
cultural, and personal identity;
FSV.02 · describe the effects of
historical and social changes on fashion;
FSV.03 · identify the need for clothing
for special markets.
Fashion
as Communication
FS1.01 – identify the social purposes of
clothing and personal adornment (e.g., modesty, protection, decoration);
FS1.02 – demonstrate an understanding of
fashion as an expression of ethnocultural pride (e.g., wearing the sari, the
turban, the yarmulke, the dupatta);
FS1.03 – describe the background and
significance of different forms of dress (e.g., kimono, sari, tunic) and
adornment (e.g., tattoos, scarification);
FS1.04 – summarize variations in the
patterns of cultural or religious dress that are adopted as a result of
scientific, social, economic, political, aesthetic, moral, and ritualistic
factors;
FS1.05 – explain the process of
acculturation through the adoption of styles of another culture and the
blending of cultural elements relating to dress;
FS1.06 – describe how elements of fashions
from around the world are popularized through the media.
The
Impact of History and Social Change on Fashion
FS2.01 – demonstrate an understanding of
the five sequential phases of the fashion process: invention and introduction,
fashion leadership, increased social visibility, conformity within and across
social groups, decline and obsolescence;
FS2.02 – analyse the fashion process from
a variety of different perspectives (e.g., sociological, psychological,
economic, cultural, geographic, historical, aesthetic, communications,
marketing).
Clothing
for Special Markets
FS3.01 – identify the psychological and
practical needs for clothing for special markets (e.g., uniforms, clothing in
non-standard sizes, clothing for people with physical disabilities, maternity
wear, clothing for children and the elderly; protective clothing for dangerous
conditions and climatic extremes; purpose-designed clothing for the sports,
leisure, and entertainment industries).
CFV.01 · demonstrate an understanding of
the importance of the fashion industry in Canada and the interrelationship of
the primary and secondary fashion markets;
CFV.02 · evaluate the impact of consumer
satisfaction on the Canadian fashion industry;
CFV.03 · describe the impact of
international factors on the Canadian fashion industry;
CFV.04 · identify and describe occupations
in the fashion industry.
The
Nature of the Canadian Fashion Industry
CF1.01 – explain the geographic and other
factors involved in the location of fashion markets in Canada;
CF1.02 – analyse the influence of imports
on the Canadian garment and accessories industries;
CF1.03 – describe the diverse nature and
economic importance of specific segments of the clothing and fashion industry
(e.g., footwear, small leather goods, hats, jewellery, sunglasses, umbrellas,
wigs, specialized prostheses);
CF1.04 – differentiate between the primary
and the secondary fashion markets.
Consumer
Satisfaction
CF2.01 – identify the theories of fashion
adaptation (e.g., “trickle down”, “trickle across”, “bottom-up”);
CF2.02 – analyse the factors that
contribute to consumer satisfaction with apparel (e.g., brand names, design
features, fabric details, supportive materials, finishing details, ease of
care) for people of various ages, engaged in a variety of activities;
CF2.03 – explain the relationship between
individual purchases and the influential role of the consumer in the Canadian
fashion industry;
CF2.04 – identify trends in the Canadian
fashion industry and explain the strategies and services (e.g., professional
forecasting, colour forecasting) used for forecasting fashion trends.
International
Influences
CF3.01 – describe the nature of haute
couture and its influence (e.g., on advertising, ready-to-wear collections,
fashion colours);
CF3.02 – explain the influence of the
traditional fashion-forward centres (e.g., France, Italy, England) and other
international fashion producers (e.g., Brazil, Israel, Japan, Finland, Spain);
CF3.03 – summarize the results of an
investigation into the international factors that affect the Canadian apparel
industry (e.g., government regulations, availability of materials and labour,
child and worker exploitation and related issues, economic cycles, size of the
Canadian and other markets).
Fashion-Related
Occupations
CF4.01 – identify fashion-related
occupations, both entry-level and those requiring postsecondary education
(e.g., fashion illustrator, designer, buyer, pattern maker, wardrobe
co-ordinator, stylist) and satellite opportunities that are seen as
fashion-related (e.g., cosmetology, promotion, photography);
CF4.02 – identify community-based
resources related to the job-search and educational requirements for careers in
the fashion industry;
CF4.03 – describe postsecondary programs
for careers in fashion arts, and programs that support occupational aspirations
related to the fashion field;
CF4.04 – describe entrepreneurial
opportunities in the fashion industry in terms of social, technological,
political, and economic changes, with a focus on community needs, financial
resources, and demographic patterns;
CF4.05 – identify the protection available
against occupational and health hazards in fashion-related occupations.
FTV.01 · identify the raw materials and
processes that are appropriate for the production of particular fibres and
fabrics;
FTV.02 · summarize the properties and end
uses of fibres and fabrics.
Fibre
and Fabric Production
FT1.01 – use correctly the terminology
associated with fibre and fabric sources and production (e.g., staple fibre,
filament fibre, comb, card, spin, weave, grey good, piece dye, finish);
FT1.02 – identify the components, unique
properties, production, and uses of natural fibres (e.g., wool, cotton, linen,
silk, cashmere, mohair) and manufactured fibres (e.g., nylon, acetate, lycra);
FT1.03 – describe technological
developments in fibre production (e.g., monocrylic, teflon) and the uses of
resulting fabrics in apparel;
FT1.04 – demonstrate an understanding of
the fabric-production sequence, from fibre to finished goods;
FT1.05 – demonstrate an understanding of
the relationships between fabric construction methods and specific end uses,
between fabric performance and garment construction, and between chemicals used
and ecological concerns.
DCV.01 · demonstrate an understanding of
the stages of apparel production and marketing;
DCV.02 · demonstrate an understanding of
the elements and principles of design;
DCV.03 · describe the role of the textile
developer and fashion designer in the initiation and creation of new products;
DCV.04 · demonstrate various techniques
and current technologies used in fabric and garment design and production.
Fashion
Creation, Production, and Marketing
DC1.01 – demonstrate an understanding of
the terminology of fashion creation, production, and marketing (e.g., croquis,
flat pattern design, draping, CAD, trunk shows, haute couture);
DC1.02 – explain the stages of design and
production planning in the secondary market (e.g., market analysis, drawings,
samples, costing, line, shows, buyer contact, production);
DC1.03 – describe the stages of producing
a fashion line (e.g., market analysis, fashion research, illustrations,
samples, showings, production of successful designs, marketing, sales
distribution);
DC1.04 – demonstrate an understanding of
the skills required in fashion marketing (e.g., media or creative display
skills) and how they are used.
Elements
and Principles of Design
DC2.01 – use terminology related to the
elements and principles of design (e.g., line, shape, balance, rhythm);
DC2.02 – demonstrate an understanding of
the techniques of fashion drawing;
DC2.03 – explain the trade uses of fashion
drawing and logos, including their use in current advertisements in a variety
of national and international publications;
DC2.04 – demonstrate the ability to apply
specific garment-design techniques (e.g., drafting, draping, flat pattern, CAD)
in the design of a line of garments with a variety of fabric characteristics.
The
Creative Process
DC3.01 – explain the changing nature of fashion,
including influences of fashion designers on the world of fashion;
DC3.02 – summarize the influence of
prominent Canadian designers (e.g., Linda Lundstrom, Peter Nygaard, Dorothy
Grant, D’Arcy Moses, Brian Bailey);
DC3.03 – demonstrate how various historical
and cross-cultural influences are used in the creation of new fashion lines
(e.g., Empire waistline; African, Chinese, Greek textile motifs);
DC3.04 – demonstrate an understanding of
the necessity to create harmony between textile and garment design, and between
textile and body and skin comfort;
DC3.05 – create a sample fabric through
basic construction methods such as knitting, weaving, or some form of fibre
art.
Garment-Design
Techniques and Technologies
DC4.01 – describe current technologies developed
by the industry for fabric and garment design and construction;
DC4.02 – demonstrate an understanding of
how current technology (e.g., CAD, electronic sewing machines, sergers) is used
in garment design and construction;
DC4.03 – identify current and high-quality
construction techniques (e.g., topstitching, French seams, handsewn detail,
interfacings) and use these techniques appropriately in the construction of
garment pieces;
DC4.04 – produce a line of at least four
high-quality garments that meet professional standards, using a variety of
current construction techniques and available technologies.
ISV.01 · use appropriate social science
research methods in a supervised, self-directed study of topics related to
fashion and the fashion industry;
ISV.02 · correctly use terminology
associated with the fashion industry;
ISV.03 · use appropriate methods for
organizing and interpreting data and analysing results;
ISV.04 · communicate effectively through
written and audio-visual presentations, using accepted social science research
format;
ISV.05 · demonstrate effective
collaborative group skills.
Using
Research Methodology
IS1.01 – correctly use terminology
associated with the fashion, clothing, and textile industries (e.g., primary
and secondary fashion markets, haute couture, trickle-down theory, fibre art);
IS1.02 – demonstrate an understanding of
the research methods used in the study of fashion and the fashion industry
(e.g., personal observation, interview);
IS1.03 – locate and access primary sources
(e.g., individual designers, media fashion forecasters) and secondary sources
(e.g., magazine articles, Internet articles, TV programs) of information
relating to fashion and the fashion industry.
Organizing
and Analysing Information
IS2.01 – formulate appropriate research
questions to frame their inquiries;
IS2.02 – organize and interpret
information gathered from reliable sources, and summarize main points;
IS2.03 – interpret charts, graphs, and
statistical data presented in the literature, and produce graphs and charts to
organize information gathered through quantitative research;
IS2.04 – evaluate the validity and
reliability of information collected through research;
IS2.05 – differentiate between research
evidence and opinion.
Communicating
Results
IS3.01 – compile information and key ideas
from their research, and document sources accurately, using correct forms of
citation;
IS3.02 – effectively communicate the
results of their inquiries, using a variety of methods and forms (e.g., graphs,
charts, diagrams, oral presentations, written reports, newspaper-style
articles, videos).
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A Discerning
Believer Formed in the Catholic Faith Community who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.