Course Profile The Fashion Industry (HNB4O), Grade 12, Open, Combined
Unit 4: The Business of Canadian Fashion
Time: 25 hours
Activity
4.1 | Activity 4.2 | Activity 4.3 | Activity
4.4 | Activity 4.5 | Activity 4.6
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 that is gainful,
satisfying, and contributes to the common good.
|
Activity |
Learning Expectations |
Assessment Categories |
Tasks |
|
4.1 4 hours |
CFV.01, ISV.02,
CF1.01, CF1.04, IS1.01 |
Thinking/ Inquiry |
- Socratic lesson |
|
4.2 3 hours |
CFV.01, ISV.02,
CF1.03, IS2.02 |
Application |
- Small business
profiles |
|
4.3 4 hours |
CFV.01, CFV.03,
ISV.02, CF1.02, CF3.03, IS2.02 |
Application |
- Wardrobe
research |
|
4.4 5 hours |
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 |
- Brainstorming |
|
4.5 5 hours |
CFV.04, ISV.01,
CF4.01, CF4.02, CF4.03, CF4.04, CF4.05, IS2.02, IS2.03 |
Knowledge/
Understanding |
- Socratic lesson |
|
4.6 4 hours |
CFV.02, ISV.04,
ISV.05, CF2.03, CF2.04, IS3.02 |
Knowledge/
Understanding |
- Brainstorming |
The
teacher:
·
gathers specific
products and/or descriptions of companies (Activity 4.1, T/L S 2);
·
gathers classroom
resources on major Canadian fashion markets (Activity 4.1, T/L S 4);
·
locates videos,
articles, or guest speakers for class presentation (Activity 4.2, T/L S 1 and
Activity 4.5, T/L S 12);
·
provides binder
for compiling results (Activity 4.2, T/L S 6);
·
obtains a large
current world map to be posted on bulletin board entitled, “Where Clothing and
Accessories are Produced”(Activity 4.3, T/L S 2);
·
purchases
coloured “dot” stickers (Activity 4.3, T/L S 2);
·
books
library/resource centre and computer lab, where available (Activity 4.3, T/L S
7 and
Activity 4.5, T/L S 3, S 7);
·
assembles a wide
variety of garments and/or pictures of garments (Activity 4.4, T/L S 3);
·
asks students to
bring in items that reflect current fashion trends: personal items of clothing
or accessories, music videos, photographs of street scenes, magazines, etc.,
for discussion
(Activity 4.6, T/L S 1);
·
provides bulletin
board materials (e.g., poster paper, markers, access to digital camera, computer)
(Activity 4.6, T/L S 5);
·
locates bulletin
board space in the school (Activity 4.6, T/L S 5);
·
consults
individual student IEPs for specific direction on accommodation for exceptional
students and other students who have IEPs.
Time: 4 hours
Students assume the
role of a business consultant in order to examine the factors affecting the
location of major Canadian fashion markets. Through case study analysis of a
major Canadian fashion business, students make recommendations to their
“clients” concerning an appropriate major urban location for their business. In
their role of a business consultant, students recognize the need to listen
actively and critically to understand and learn in light of gospel values.
Ontario Catholic
School Graduate Expectations
CGE2a - listens
actively and critically to understand and learn in light of gospel values;
CGE3e - adopts a
holistic approach to life by integrating learning from various subject areas
and experience.
Strand(s): The Canadian Fashion Industry,
Research and Inquiry Skills
Overall
Expectations
CFV.01 - demonstrate
an understanding of the importance of the fashion industry in Canada and the
interrelationship of the primary and secondary fashion markets;
ISV.02 - correctly
use terminology associated with the fashion industry.
Specific
Expectations
CF1.01 - explain the
geographic and other factors involved in the location of fashion markets in
Canada;
CF1.04 - differentiate
between the primary and the secondary fashion markets;
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).
Students
should:
·
have
collaborative/cooperative group skills;
·
have a basic
knowledge of computer operations and Internet;
·
have critical
thinking skills to interpret statistical data;
·
have effective
verbal skills to participate in discussion/group work;
·
have writing
skills to complete a one-page summary.
The
teacher:
·
prepares Socratic
lesson (T/L S 1);
·
gathers specific
products and/or descriptions of companies (T/L S 2);
·
gathers classroom
resources on major Canadian fashion markets (T/L S 4);
·
copies and/or
modifies written summary rubric (T/L S 5).
1. The teacher presents Socratic lesson on:
· primary and secondary fashion markets;
· factors affecting the location of major Canadian fashion markets (e.g., Toronto, Montreal, Vancouver, Halifax, Winnipeg, Calgary). This should include information on historical, economic, geographic, political, and social components. (Appendix 4.1.1 – template for Factors that determine the location of major fashion markets) Students record information.
2. Students form small groups and choose from a
‘grab bag’ of company descriptions/specific products. Company descriptions
should include information based on an existing Canadian manufacturer.
Information should be provided on size of company, number of employees,
detailed product description, and goals for relocation. In their decision to
relocate, students should incorporate the company’s business philosophy as it
reflects gospel values.
3. Each small group assumes the role of Canadian
business consultants. Their task is to assist their client (from the ‘grab
bag’) to choose an appropriate major Canadian fashion market/location for
production. Issues to be addressed include: where to locate and why?; where
would the primary market be and why?; who is the market?; where is the
secondary market located?; and how will these issues affect the location
decision?
4. The teacher provides classroom resources for
students’ use (e.g., city maps, geographic/population profiles of cities,
spending patterns, chamber of commerce information, pictures of the city).
5. Each student develops a one-page summary of
recommendations for delivery to their client (class) to be evaluated by the
teacher.
6. Students make a short presentation of their recommendations
to the class.
|
Task/Product |
Tool |
Purpose |
Achievement Chart Categories |
|
One-page summary
of recommendations for their client (class) (T/L S 5) |
Rubric for Written
Summary |
Summative |
Knowledge/Understanding |
·
A peer tutor
could be arranged to assist students who need extra help.
·
Modification of
notes to be copied or a handout could be given to students where required.
·
For students who
are experiencing difficulties include a large map of Canada with cities
labelled, various pictures of garments and accessories, and the name of the
city where it is produced. Students attach the garment and accessory pictures
on the appropriate city.
·
Where required,
break the assignment into short, sequential steps and provide deadlines to
students where time management skills are weak.
·
For enrichment,
students create their own business and determine an appropriate Canadian
market/location for production based on the criteria listed in (T/L S 3).
Texts
Catechism
of the Catholic Church.
Ottawa, Ontario: Canadian Conference of Catholic Bishops, 1994. ISBN
0-88997-281-8
Cartwright,
Fraser. Urban Dynamics. Toronto: Oxford University Press, 1991. ISBN
0-19-54715-6
Costa, John
Dalla. The Ethical Imperative: Why Moral Leadership is Good Business.
Toronto: Harper Collins Publishers, Ltd., 1998. ISBN 0-00-638577-X
Pennock,
Michael. Catholic Social Teaching and Living Justice. Notre Dame,
Indiana: Ave Maria Press, 2000. ISBN 0-87793-698-6
Wolfe, Mary.
Fashion. Tinley Park, IL: The Goodheart Willcox Company, Inc., 1997.
ISBN 0-870067273
Audio/video
Kettle Creek video –
How the Kettle Creek business started, evolved
Websites
The Canadian
Apparel Federation – http://www.apparel.ca
A database
on fashion and visual merchandising –
http://www.fashionwindows.com/fashion_designers
Maps –
www.mapquest.com
www.worldmedia.fr/fashion
www.minimidimaxi.com/Canadian-fashion/
www.ceps.statcan.ca/english/profil
Associations
Apparel
Manufacturers Marketing Association of Ontario, 1050-130 Slater Street, Ottawa,
ON K1P 6E2
The Union of
Needletrades, Industrial and Textile Employees, 15 Gervais Drive, Suite 700,
Don Mills, ON M3C 1Y8
Time: 3 hours
This activity
encourages students to investigate and recognize the role and impact that small
fashion-related businesses have on local communities. Through a class-developed
questionnaire students explore aspects such as, the historical development of
the business, suppliers, production, community involvement, and growth to
demonstrate this impact. Through their exploration, students recognize the
connections existing between business and the community, which fosters the development
of a just and compassionate society (e.g., business involvement in activities
such as local charities, sponsoring local teams, environmental protection,
children camps, food banks, literacy programs, school links, hospitals).
Ontario Catholic
School Graduate Expectations
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.
Strand(s): The Canadian Fashion Industry,
Research and Inquiry
Overall
Expectations
CFV.01 - demonstrate
an understanding of the importance of the fashion industry in Canada and the
interrelationship of the primary and secondary fashion markets;
ISV.02 - correctly
use terminology associated with the fashion industry.
Specific
Expectations
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);
IS2.02 - organize
and interpret information gathered from reliable sources, and summarize main
points.
Students
should:
·
have
collaborative/cooperative group skills;
·
have critical
thinking skills to interpret questionnaire results;
·
have effective
verbal skills to participate in discussion/group work;
·
have writing
skills to develop questionnaire.
The
teacher:
·
locates videos,
articles, or guest speakers for class presentation (T/L S 1);
·
develops a list
of possible businesses for investigation (T/L S 4);
·
photocopies class
developed questionnaire for student use (T/L S 3);
·
provides binder
for compiling results (T/L S 6).
1. The teacher presents profiles
on one or two small businesses that have had an economic impact on their
community. This could be in the form of an existing video, magazine or
newspaper articles, or a guest speaker from a local, small, fashion-related
business.
2. The teacher directs discussion on the impact
small fashion-related businesses may have on their local communities to
include:
· historical development of the business, use of local suppliers, production/manufacturing, distribution, community involvement, growth, etc.;
· difference between a local company that sells products outside of the community and therefore brings money into the community as compared to a business which sells primarily to local residents and does not therefore, bring money into the community;
· multiplier effect of manufacturing (for each local manufacturing job, there are four-to-five jobs created in other sectors);
· if looking to relocate, may choose a smaller community to take advantage of lower taxes or municipal tax concessions, lower overhead and operating costs for manufacturing and retail enterprises and lower labour costs;
· smaller businesses may have been developed by local people and therefore, remain located in that person’s community.
3. Class develops a questionnaire
for small fashion-related business owners that investigate these factors as
well as how the business supports the community. A modified questionnaire is
developed for students with special needs (Appendix 4.2.1 – About Your
Business). Note: Students must be instructed to accept “no comment” as a
valid answer to any questions, and to respect that people may choose not to
respond at all.
4. Students work individually or in pairs to
investigate a small fashion-related business of their choice or provided by the
teacher using the questionnaire through e-mail, personal interview, or
telephone interview.
5. Students individually compile results of
their questionnaire into a two-page publication (could include company
literature, sample advertisements, customer testimonials, and photographs of
business). Students give a brief presentation of their results.
6. The teacher puts together a binder that
includes all results. This binder can be kept in the library/resource centre as
a future reference for business or fashion-related courses.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
Organize and
present information on small fashion-related businesses (T/L S 5) |
Checklist |
Summative |
Thinking/Inquiry |
·
For students with
a speech impairment, use e-mail to conduct the questionnaire.
·
For students with
special needs, develop a modified questionnaire (Appendix 4.2.1 – About Your
Business).
·
A peer tutor
could be offered to aid a student with special needs to conduct the
questionnaire and compile results into a publication, which highlights the
gathered information.
·
Allow extra time
to complete the assignment for students who need it.
·
For enrichment,
students analyse information from the questionnaires and provide a written
summary to profile the local fashion-related business in their community.
Books
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, 1998. ISBN 0-00-638577-X
Pennock,
Michael. Catholic Social Teaching and Living Justice. Notre Dame,
Indiana: Ave Maria Press, 2000. ISBN 0-87793-698-6
Articles
Pollock, Carol.
“Fibre Optical.” The Muskokas. (October/November 2001): p. 14-19
Video
Cutting
Their Own Cloth: Entrepreneurial Clothing Designers. Films for Social Sciences and the Humanities,
1999. Order number BVL10121, 22 min.
The Story of the
West Coast Salish Knitters.
NFB C9100028
Texts
Parks,
Carol. Great Sewing Accessories – To Sew. New York: Sterling Publishing
Co. Inc., 1997.
ISBN 0-8069-9566-1
Stegemeyer, Anne. Who’s
Who in Fashion. NY: Fairchild Publications, 1996. ISBN 1-56365-040-2
Websites
Dorothy
Grant, designer – www.dorothygrant.com
Linda Lundstrom,
designer – http://www.lindalundstrom.com
Time: 4 hours
Students design and
conduct a survey to determine the extent to which individuals wear imported
versus Canadian-made clothing. Following a brief analysis of the influence of
imports, students prepare an editorial outlining how consumer decisions affect
the Canadian fashion industry. Students investigate international factors that
affect the Canadian apparel industry and summarize their findings in a report.
Students’ written work reflects the attitudes and values founded on Catholic
social teaching.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE2b - reads,
understands, and uses written materials effectively;
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.
Strand(s): The Canadian Fashion Industry,
Research and Inquiry Skills
Overall
Expectations
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.03 - describe
the impact of international factors on the Canadian fashion industry;
ISV.02 - correctly
use terminology associated with the fashion industry.
Specific
Expectations
CF1.02 - analyse the
influence of imports on the Canadian garment and accessories industries;
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);
IS2.02 - organize
and interpret information gathered from reliable sources, and summarize main
points.
Students
should:
·
be familiar with
mind mapping skills;
·
have a basic
knowledge of computer operation and the Internet to complete research.
The
teacher:
·
obtains a large
current world map to be posted on bulletin board entitled, “Where Clothing and
Accessories are Produced” (T/L S 2);
·
purchases
coloured “dot” stickers (T/L S 2);
·
books
library/resource centre and computer lab, where available (T/L S 7);
·
reviews school
policies for Internet use (T/L S 7).
1. Prior to the beginning of this activity,
students research the source of their wardrobe and that of their family members
and list the countries that produced the clothing and accessories they wear/use
(Appendix 4.3.1 – Where Clothing and Accessories are Produced).
2. Students post results on world map using a
specific coloured dot sticker. Students draw conclusions from the class
findings (e.g., student awareness of where clothing and accessories are
produced, major clothing and accessory production centres, how much of clothing
and accessories are Canadian made versus imported).
3. As a class, students complete a mind map to
list and discuss, “How imports influence the Canadian garment and accessories
industry” (e.g., availability of jobs, location of job markets, cost and
quality of Canadian produced items, secondary fashion market).
4. The teacher distributes a handout, which
lists various international factors that affect the Canadian apparel industry
(Appendix 4.3.2 – International factors that affect the Canadian apparel
industry). This list should include:
· government regulations;
· availability of materials and labour;
· sweat shops, meeting first world needs at the expense of those at the poverty level and other related issues;
· Haute Couture (e.g., knockoffs, style setters)
· economic cycles
· size of the Canadian and other markets
· political environment at home
· political environment abroad
5. As a class, students suggest key questions
that could be used to investigate each factor. Students record responses on the
handout (Appendix 4.3.2 – International factors that affect the Canadian
apparel industry).
Note: The teacher may add to this list or break this list into smaller more manageable parts for investigation.
6. In small groups, students pick and
investigate one of the international factors affecting the Canadian apparel
industry. (T/L S 4) In their investigation, students note impacts these factors
have towards promoting equality and social responsibility.
7. Some time is allotted to use
computer/resource lab, if available. The teacher reviews policies on acceptable
use of computers and the Internet. Students are encouraged to work outside of
class time.
8. Groups share and discuss their results.
9. Using the summarizing points from the
discussion, each student writes an editorial for the local or school newspaper
titled, “How do we, as responsible Christian consumers, influence the Canadian
and international garment industry if we choose to purchase only Canadian-made
products?” Students hand in the editorial for evaluation and possible
publication.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
Write an editorial
to the local or school newspaper (T/L S 9) |
Rating Scale |
Summative |
Thinking/Inquiry |
·
Pair stronger
students with those who need support.
·
Modification of
handout, where required.
·
Oral or
tape-recorded presentation of editorial.
·
Allow extra time
to complete the editorial, where required.
·
As an alternative
some students could, write an editorial titled, “Why should I purchase clothing
made in Canada?”
·
For enrichment,
students investigate what local, provincial and federal governments are doing
to promote the purchasing of Canadian made products.
Human Resource
Maquila Solidarity
Network, Toronto, Ontario.
Texts
Campaigner. Oxfam, Fall 2000.
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
Glock, Ruth
and Grace Kinz. Apparel Manufacturing: Sewn Product Analysis, 3rd ed.
New Jersey: Prentice Hall, 2000. ISBN 1-13-084663-5
Hausman,
Sue. Sew Fast, Faster, Fastest. Emmaus, Pennsylvania: 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
Parks,
Carol. Great Sewing Accessories – To Sew. New York: Sterling Publishing
Co. Inc., 1997.
ISBN 0-8069-9566-1
Pennock, Michael.
Catholic Social Teaching and Living Justice. Notre Dame, Indiana: Ave
Maria Press, 2000. ISBN 0-87793-698-6
Stop
Sweatshops: An Education Action Kit. Toronto: Maquila Solidarity Network, Spring 2000.
ISBN 0-07-061744-9
Video
Dannaher, Brenden. Clothing
Design and Manufacture: How Clothes are Designed, Manufactured and Sold.
Coquitlam, BC: Classroom Video, 1997. 20 min.
Websites
Apparel
Industry – http://www.apparelsearch.com
Behind the
Label – http://behindthelabel.org (information on history of textile unions,
sweatshops, international situation)
Hearts and
Minds – http://www.heartsandminds.org/articles/sweat.htm
Maquila
Solidarity Network – infor@maquilasolidarity.org
Oxfam Canada
– oxfam.ca
The Canadian Apparel
Federation – http://www.apparel.ca
Time: 5 hours
Students brainstorm
a list of features they would look for in a garment that would satisfy their
needs. Using this list, they evaluate garments and/or pictures of garments for
various ages and activities to determine those features associated with the age
category. They identify psychological and practical needs of clothing for
special markets. In pairs, students develop a mini-marketing campaign for a
selected item of clothing, which meets customer satisfaction and demonstrates
respect and understanding of the nature of today’s contemporary society.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written materials effectively;
CGE2d - writes and
speaks fluently one or both of Canada’s official languages;
CGE7g - respects and
understands the history, cultural heritage, and pluralism of today’s
contemporary society.
Strand(s): Fashion and Society, The Canadian Fashion Industry, Design
and Construction,
Research and
Inquiry
Overall
Expectations
FSV.03 - identify
the need for clothing for special markets;
CFV.02 - evaluate
the impact of consumer satisfaction on the Canadian fashion industry;
DCV.01 - demonstrate
an understanding of the stages of apparel production and marketing;
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.
Specific
Expectations
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);
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;
DC1.04 - demonstrate
an understanding of the skills required in fashion marketing (e.g., media or
creative display skills) and how they are used;
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;
IS2.01 - formulate
appropriate research questions to frame their inquiries;
IS2.02 - organize
and interpret information gathered from reliable sources, and summarize main
points;
IS2.04 - evaluate
the validity and reliability of information collected through research;
IS2.05 -
differentiate between research evidence and opinion.
Students
should:
·
be able to
brainstorm;
·
have
collaborative/cooperative group skills;
·
have effective
listening and note-taking skills;
·
have effective
verbal skills.
The
teacher:
·
assembles a wide
variety of garments and/or pictures of garments (T/L S 4);
·
prepares notes
(T/L S 6);
·
reminds students
to critically examine information from the Internet and to use it ethically
(T/L S 10).
1. Students brainstorm and discuss features they
look for when selecting apparel to meet their satisfaction (e.g., brand name,
fabric, colour, style). Responses are recorded on the board.
2. The teacher directs class discussion:
· to evaluate the importance/necessity of these features when selecting apparel;
· to put these features into perspective (e.g., teenagers concern with latest label);
· to recognize those features that are in keeping with Christian values.
3. Students divide into groups based on age
categories they will consider (e.g., preschool children, school-age children,
adolescents, adults, seniors).
4. Each group:
· brainstorms a list of possible activities associated with the age category and determine clothing suitable for the activity;
· is given garments and/or pictures of garments;
· evaluates the garments and/or pictures of garments using the responses recorded on the board (T/L S 1) to determine features associated with customer satisfaction for the age category.
5. Groups share and discuss their findings.
6. Students develop a note based on the
discussion.
7. The teacher defines psychological needs for
clothing and practical needs for clothing. Students record information.
8. In pairs, students select a special clothing
market (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) and brainstorm the psychological and practical needs of that clothing
market. Pairs record their decisions on chart paper.
9. Pairs share and discuss their results with
the class.
10. Working in their same pair grouping, students:
· select clothing for the special market (T/L S 8);
· develop a mini-marketing campaign to promote the sale of the selected clothing (the campaign should inform the consumer as to how it meets their needs). The campaign can be in one of the following formats: pamphlet, video commercial, audio commercial, poster, display;
· are encouraged to make use of consumer reports and the Internet to develop a test marketing survey for their selected clothing;
· complete a one- to two-page written essay detailing how this marketing campaign encourages the sale of the clothing while demonstrating respect and understanding of the consumer;
· present their marketing campaign to the class;
· submit their marketing campaign and essay for teacher evaluation.
Note: This activity could be completed in conjunction with a marketing class in the school if course scheduling permits.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
Mini-marketing
campaign (T/L S 10) |
Anecdotal comments |
Summative |
Thinking/Inquiry |
Note: The tasks in this activity are done in pairs. Teachers must be able to evaluate individual achievement. Recommend that some tasks (e.g., essay) be done on individual basis.
·
Modified notes
are copied or a handout is given, where required.
·
Allow extra time
to complete assignment, where required.
·
For students who
require assistance, modify assignment by dividing a Bristol board into
sections. Label each section with specific special markets. Students cut out
pictures from magazines, catalogues, etc, that match each special market
category on their Bristol board.
·
For enrichment,
students develop a wardrobe for an individual with a special need (e.g.,
paraplegic, quadriplegic, amputation, someone with MS, individual who has
suffered a stroke, sight impairment).
Catalogue/Flyers
Sears catalogue
Department store
flyers – fashion section
Texts
Catechism
of the Catholic Church.
Ottawa, Ontario: Canadian Conference of Catholic Bishops, 1994. ISBN
0-88997-281-8
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
Glock, Ruth
and Grace Kinz. Apparel Manufacturing: Sewn Product Analysis, 3rd ed.
New Jersey: Prentice Hall, 2000. ISBN 1-13-084663-5
Hausman,
Sue. Sew Fast, Faster, Fastest. Emmaus, Pennsylvania: 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
Layton, J.,
ed. The Science of Clothing Comfort. Manchester, U.K.: Textile
Institute, 2001.
ISBN 0-13-494592-1
Parks,
Carol. Great Sewing Accessories – To Sew. New York: Sterling Publishing
Co. Inc., 1997.
ISBN 0-8069-9566-1
Video
Meridian Education
Corporation. Trends in apparel Marketing. Family and Consumer Sciences
Catalog, 2001. #EOU-10792 (17 minutes)
Time: 5 hours
There are many opportunities
for careers and occupations in the fashion industry or related to the fashion
industry (e.g., fashion illustrator, designer, seamstress/tailor, wardrobe
coordinator, cosmetology, and photography). Each career or occupation in the
fashion industry requires some form of education and training. Using the
Internet and available resources, students investigate various careers and
occupations, and the required education and training. They identify
community-based resources related to the job search. As a class, they
investigate, share, and discuss entrepreneurial opportunities in their
community, realizing that they offer an individual the chance to find meaning,
dignity, and fulfillment in work that contributes to the common good. Students,
also, identify the protection available to them against occupational and health
hazards.
Ontario Catholic
School Graduate Expectations
CGE5d - finds
meaning, dignity, fulfilment, and vocation in work that contributes to the
common good.
Strand(s): The Canadian Fashion Industry,
Research and Inquiry
Overall
Expectations
CFV.04 - identify
and describe occupations in the fashion industry;
ISV.01 - use
appropriate social science research methods in a supervised, self-directed
study of topics related to fashion and the fashion industry.
Specific
Expectations
CF4.01 - identify
fashion-related occupations, both entry-level and those requiring postsecondary
education (e.g., fashion illustrator, designer, buyer, pattern maker, wardrobe
coordinator, 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;
IS1.02 - demonstrate
an understanding of the research methods used in the study of fashion and the
fashion industry (e.g., personal observation, interview);
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.
Students
should:
·
have
collaborative/cooperative group skills;
·
have a basic
knowledge of computer operations and Internet to research;
·
have critical
thinking skills to interpret statistical data;
·
have effective
verbal skills to participate in discussion/group work;
·
have writing
skills to complete written paper and for note-taking;
·
have listening
and questioning skills to gather information from a guest speaker.
The
teacher:
·
prepares a note
on occupations and careers in the fashion industry (T/L S 2, S 5);
·
reserves time in
the computer/resource lab, where available (T/L S 3, S 6);
·
arranges time for
teacher-group conferencing (T/L S 7);
·
invites a guest
speaker (T/L S 10);
·
develops/modifies/copies
work sheets and evaluation sheets (T/L S 3, S 7, S 8, S 11);
·
reminds students
to critically examine information from the Internet and to use it ethically
(T/L S 3, S 6).
1. Students brainstorm various careers/occupations
in the fashion industry and related to the fashion industry. Responses are
recorded on a board/overhead/large poster paper for later use.
2. The teacher conducts a brief Socratic lesson
on the forms of education and training used to develop skills for occupations
and careers in the fashion industry and those seen as fashion related. This
includes entry-level education, certification, on-the-job training, and formal
education (college or university). Students record information.
3. The
class is divided into three groups. Each group is assigned one of the forms of
education and training on the handout Careers, Education, and Training
(Appendix 4.5.1). Using the Internet and available resource materials, each
group member investigates one career or occupation and records the information
on the handout (listed responses from brainstorming may be used). Groups share
and discuss findings.
4. Students identify community-based resources
related to the job search (e.g., newspaper, human resources, unemployment
centres).
5. The teacher conducts a Socratic lesson on
entrepreneurial opportunities in the fashion industry in terms of:
· social changes – e.g., personal entertainment, leisure activities, family entertainment, needs of the community, related demographic patterns;
· technological changes – e.g., fibres/fabrics, means of production (construction, machinery);
· political changes – e.g., local, provincial, national, global; presence or absence of encouragement by government to begin one’s own business;
· economic changes – e.g., financial situation of individuals, families, the community and the country, related demographic.
Students record information.
6. In small groups, students investigate
entrepreneurial opportunities in their own community. This investigation should
include:
· listing of fashion and fashion-related businesses in the community with a brief description of what they offer and how long they have been established in the community;
· demographics of the community for the past five to 10 years (e.g., population, age of individuals in the population, number of families, types of families) to determine patterns;
· listing of past fashion and fashion-related businesses in the community with a brief description of what they offered, how long they were in the community, and why they closed or moved;
· needs of the community (e.g., interests, occupations, entertainment, leisure activities, types of families, religious affiliation of individuals, unemployment rate);
· available financial resources (e.g., banks, incentives by the municipality to begin a business, family, friends);
· conclusion (e.g., What entrepreneurial opportunities exist in the community? Reasons to support their conclusion);
· written report of the groups findings prepared individually and conclusion for teacher evaluation.
Note: Where fashion and fashion-related businesses may not exist in a
community, it is suggested that students could investigate the feasibility of
opening a fashion or fashion-related business using most of the criteria outlined
above plus any other criteria the teacher feels is necessary to complete the
activity.
Note: Due to time
constraints, it is suggested that:
· each group takes one aspect of the investigation to research;
· groups are given time to work outside of the class to gather information;
· brief class time is allotted for groups to conference within their group;
· each group produces a one- to two-page report to be distributed to other groups in the class to be used in the development of their conclusion;
· Internet and resource materials are made available for students to use.
7. Teacher-group conferencing occurs to assess
progress. The teacher and group complete Conference Assessment Chart (Appendix
4.5.2).
8. Groups present their conclusion(s) to the
class. Students each submit a written report for teacher evaluation.
9. As a class, students discuss the impact an
entrepreneurial opportunity has on an individual finding meaning, dignity, and
fulfilment in work.
10. The teacher invites a guest speaker(s) from a
health and safety organization to address the issue of occupational and health
hazards in fashion-related occupations and the available protection.
11. Students hand in for teacher evaluation
(anecdotal comments).
|
Assessment Strategies |
Tools |
Purpose |
Achievement Chart Categories |
|
Presentation of
career, education and training findings to class (T/L S 3) |
Participation
Checklist |
Formative |
Knowledge/Understanding |
|
Research report of
entrepreneurial opportunities in community (T/L S 7) |
Conference Rating
Scale |
Formative |
Knowledge/Understanding |
|
Written report on
entrepreneurial opportunities in community (T/L S 8) |
Rubric |
Summative |
Application |
·
Allow extra time
to complete assignment, where required.
·
For enrichment,
students develop a brochure for use in guidance or student services, detailing
a career or occupation in the fashion industry (e.g., description,
responsibilities, education and training, benefits of the career/occupation,
career path).
Human Resources
Student Services
Department - computer programs to assist with career exploration and
investigation of College and University programs.
Books
And
Finally I Did Get a Job.
Ontario: Ministry of Education and Training. Queen’s Printer for Ontario, 1998.
Costa, John
Dalla. The Ethical Imperative Why Moral Leadership is Good Business.
Toronto: Harper Collins, 1998. ISBN 0-00-638577-X
Jones,
Laurie Beth. The Path Creating Your Mission Statement for Work and for Life.
New York: Hyperion, 1996. ISBN 0-7868-8241-7
Misener, J.
and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson
Limited, 1998. ISBN 0-0755-2864-9
The Edge.
Ontario: Ministry of Education
and Training. Queen’s Printer for Ontario, 1998.
St. John
Ambulance. First on the Scene: The Complete Guide to First Aid and CPR.
Ottawa, Canada: Priory of Canada, 1998. ISBN 0-929006-89-5
CD-ROM
Career Cruising. Licensed by the Ministry of Education from
Anaca Technologies.
Organizations
Workplace
Safety and Insurance Board (WSIB)
Industrial
Accident Prevention Association (IAPA)
Ontario
Ministry of Labour (MOL)
Construction
Safety Association of Ontario (CSAO)
Ontario Service
Safety Alliance (OSSA)
Websites
Canadian
Centre for Occupational Health and Safety – www.CCOHS.ca
Promoting safe and healthy work environments
Career
Explorer – www.cdn.cx.bridges.com/explorer/student.htm
This web site has self-assessments, interest inventories, a résumé writing
template, and career and postsecondary information.
Career
Gateway – www.edu.gov.on.ca/eng/career/
This site provides a starting point for the exploration of many online career
and employment-related options. It provides links to many career-based sites.
Health
Canada – www.hc-sc.gc.ca/english/food.htm
Health Canada is the federal department responsible for helping the people of
Canada maintain and improve their health.
Human
Resources Development Canada (HRDC) – www.hrdc-drhc.gc.ca/
This is the national site and home page. The home page has many options as well
as links to related sites.
Job Find
2000 - Youth employment information – www.jobfind2000.com
MazeMaster
(Human Resources Development Canada) This site offers a wide variety of links
to employment opportunities. – www.mazemaster.com
Ontario
Ministry of Labour – www.gov.on.ca/lab/main.htm
Information on OCHS legislation, health and safety guidelines, preventing
injury
St. John’s
Ambulance Canada – www.sja.ca/english/content/new.html
First aid information, calendar of courses offered
The Edge –
www.hrdc-drhc.gc.ca/career-carriere/edge/home.shtml
Online youth magazine with career information. Job Trek game is a good source
for choosing a career. Excellent links to youth-related career sites.
TV Ontario
(uChoose Program) – www.uchoose.tvo.org – http://www2.tvo.org/uchoose/eduprog/
A site to help choose the right college or university program. Complete listing
of colleges and universities with links to related sites. Program, admission,
and housing information.
Workers
Health and Safety Centre – www.whsc.on.ca
Provides information on occupational health and safety legislation and issues
Young Canada
Works - Youth employment information –www.pch.gc.ca
Youth
Resource Network of Canada - Youth employment information
– www.youth.gc.ca/jobopps/summer_e.shtml
Time: 4 hours
Students list and
discuss various influences on the Canadian fashion industry to determine
what/who has the most influence and why. They identify strategies and services
associated with forecasting fashion trends. As fashion forecasters, they
produce bulletin boards comparing their own projections with those of
professional forecasting services to determine if the consumer directs what is
in fashion. Their decision is based on consumer (student body) feedback.
Bulletin boards reflect their ideas clearly, honestly, and with sensitivity to
others.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written materials effectively;
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others.
Strand(s): The Canadian Fashion Industry,
Research and Inquiry Skills
Overall
Expectations
CFV.02 - evaluate
the impact of consumer satisfaction on the Canadian fashion industry;
ISV.04 - communicate
effectively through written and audio-visual presentations using accepted
social science research format;
ISV.05 - demonstrate
effective collaborative group skills.
Specific
Expectations
CF2.01 - identify
the theories of fashion adaptation (e.g., “trickle down,” “trickle across,”
“bottom-up”);
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;
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).
Students should:
·
have
collaborative/cooperative group skills;
·
have effective
verbal skills to participate in discussion/group work.
The teacher:
·
asks students to
bring in items that reflect current fashion trends: personal items of clothing
or accessories, music videos, photographs of street scenes, magazines, etc.,
for discussion (T/L S 1);
·
provides bulletin
board materials (e.g., poster paper, markers, access to digital camera,
computer) (T/L S 5);
·
locates bulletin
board space in the school (T/L S 5).
1. Students are asked to bring in items that
reflect current fashion trends: a personal item of clothing or accessories,
music video, photographs of street scenes, magazines, etc., for discussion.
2. The class brainstorms “what influences the
Canadian fashion industry (e.g., economy, politics, fashion forecasters,
designers, fashion of the past, movies, celebrities, consumer, social class)?”
The class discusses how much influence each has and which might have the most
influence and why.
3. The teacher conducts a Socratic lesson on the
strategies and services used for forecasting fashion trends (e.g., professional
forecasting, colour forecasting) and theories of fashion adaptation (e.g.,
“trickle down,” “trickle across,” “bottom-up”). Students record information.
4. Using items brought in by students the
teacher directs discussion on current fashion trends (locally, nationally,
internationally) to include what’s hot, what’s not, what’s the source, how
popular is it, what influences it.
5. The class is broken into groups to predict
the next hot future trend in fashion. These trends in fashion are developed
from what fashion forecasters are predicting will be the next hot fashion
trends (based on strategies and services, and used for fashion forecasting) and
the application of theories of fashion adaptation to the fashion forecasters
predictions. Each suggested idea should include two or three designs with a
brief description of the design. Students are encouraged to use information
learned in the previous units. These designs and descriptions are arranged on
display boards.
6. Students receive feedback by placing display
boards in a location accessible to the school and have the consumer (student
body) vote on the group of designs to be the next hot future trend in fashion.
7. Each group presents their findings clearly
and with sensitivity to others. Students are encouraged to ask questions that
challenge other groups to defend choices and state sources of information
(e.g., what was preferred and why). Based on information presented, the class
determines what will be the next hot future trend in fashion.
|
Task |
Tool |
Purpose |
Achievement Chart Categories |
|
Brainstorm and
discussion of what influences the Canadian fashion industry (T/L S 2) |
Participation
checklist |
Diagnostic |
Knowledge/Understanding |
|
Develop display
board forecasting the next hot trend in fashion (T/L S 5) |
Student body vote |
Summative |
Application |
·
Peer helper for
those students who required extra help.
·
Organize groups
based on strengths and needs of students.
·
For special needs
students, collect pictures of fashion apparel and accessories that are
currently in fashion. Create a display on Bristol board.
·
For enrichment,
students construct one of the designs in their forecast for display.
Texts
Stone,
Elaine. Fashion Merchandising: An Introduction. U.S.A.: McGraw-Hill,
Inc., 1990.
ISBN 0-07-061744-9
Brannon,
Evelyn L. Fashion Forecasting. NY: Fairchild Publications, Inc., 2000.
ISBN 1-563672065
Magazines
Teen
Magazine
Young and
Modern
Chatelaine
Magazine
Associations
Fashion
Design Council of Canada, 75 Elizabeth Street, Toronto, ON M5V 1P4
The Textile
Federation of Canada, 1 rue Pacifique, Ste. Anne-de-Bellvue, QC H9X 1C5
Websites
Chatelaine
Magazine – http://www.chatelaine.com
www.factsonfile.com
http://learningcommons.senecacollege.ca/learningcommons/
www.firstview.com/home.html
www.worldmedia.fr/fashion/
http://www.fashionwindows.com/
www.infomat.com/information/trends/index.html
Promostyl – http://www.promostyle.com/
Instructions: Use the following template to explain the
factors involved in the location of the fashion market in a specific city.
|
Factors |
Considerations |
City |
|
Historical |
Historical
background of the city relevant to fashion (e.g., raw material sources,
military base, trade routes, location of local governments); tradition;
famous designer(s) who lived in the city |
|
|
Economic |
Close to source of
cheap labour; easy access to United States fashion markets; cheap land for
warehouse; good sources of fabrics and notions; central area for
transportation and shipping of raw resources and finished garments;
socio-economic status of residents/consumers; ties to multination fashion
conglomerates |
|
|
Geographic |
Mode of
transportation; shipping access to major fashion consumers; centralized to
service smaller towns/communities; population with disposable income to
support fashion industry |
|
|
Political |
Tax concessions to
fashion manufacturers; municipal zoning laws, by-laws; support for fashion
education/new designers/small business |
|
|
Social |
Socio-economic
status of residents; culture; social life of the residents |
|
Name of the business
- _________________________________________________________________
Where are
you located - ________________________________________________________________
How long has
your business been located in the community - ___________________________________
What do you
sell? (List a variety of garments and accessories; students circle the
appropriate answers)
Is any of
the clothing made in Canada?
_____ Yes; give examples - ______________________________________________________
_____ No
Instructions: students list the clothing and accessories
surveyed in their home and the country where it was made.
|
Clothing/Accessories |
Country |
Clothing/Accessories |
Country |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Factors |
Key Questions |
Results (summary) |
|
Government
regulations |
E.g., Which
government? |
|
|
Availability of
materials and labour |
|
|
|
Sweat shops,
meeting developed-world needs at the expense of those at the poverty level
and other related issues |
|
|
|
Economic cycles |
|
|
|
Haute Couture
(knockoffs, style setters) |
|
|
|
Size of the
Canadian and other markets |
|
|
|
Political
environment at home |
|
|
|
Political
environment abroad |
|
|
|
|
Occupations |
Specific |
|
Entry-Level |
1. |
1. |
|
Post-Secondary |
1. |
1. |
|
Satellite
Opportunities |
1. |
1. |
Instructions: The teacher and the group evaluate the conference held by them by
putting a check mark next to the statement that best describes the group’s
accomplishments. The teacher and the group note the Level and record the
numbers in the Total column. Note: This assessment chart is intended for
formative assessment purposes.
Names of Group Members ______________________________________________________________
Date of Conference ________________
|
Criteria |
Level |
Total |
|
Gathering of Information _____ information is focused, a variety of good quality resources explored _____ a considerable amount of research completed but lacks focus _____ fair effort, insufficient research _____ limited effort, limited research |
4 3 2 1 |
|
|
Group Progress Report _____ indicates group is well organized with equal distribution of work _____ indicates group is somewhat organized with equal distribution of work _____ indicates group is less than organized with some distribution of work _____ indicates limited group organization with little distribution of work |
4 3 2 1 |
|
|
Conference _____ student-directed, focused _____ somewhat student-directed, evidence of research and planning but group does not communicate their needs to the teacher _____ mostly teacher-directed, some notes but little evidence of planning _____ teacher-directed, limited group focus |
4 3 2 1 |
|
|
Final Total |
|
|