Fashion Design I

Access code 1234

Students do concept drawings and create clothing outfits or costumes from a particular fashion period when studying fashion history using newspaper and tape only.

Neckties are used for a variety of reasons - from conservative business (an attorney, doctor) to formal events (weddings, court appearances) to active people (working with kids, the design field). This variety gives the designer many options.

This lesson is the third of four lessons where students will create a "line of neckties" for a "high end" department store such as Nordstrom's or Bloomingdale's. In this lesson, students will apply knowledge from previous lessons to design four neckties using the elements and principles of design and pricing concepts The project will culminate in Lesson 4 with a marketing brochure to share their line.

This lesson starts off with a brief video on fashion cycles.  Students then read an article and complete a handout about the top styles and fads since 1950.  They then complete an interview on someone at least 10 years older than them on the fashions and events that were popular and happening while they were in high school.  Next, they will learn about the social and economical influences on clothing by looking at their interviews and a powerpoint.  The students then learn about other influences on clothing and examine their own influences.  Last, they will complete an assessment where they have to use the information they learned to make a clothing decision.

This is lesson 3 in a series of lessons that are part of the project, Fashion History. Throughout this project students will learn garment parts and styles and the history of clothing and fashion cycles. They end with a project where they work through the fashion design process to create an outfit that has a current, modern feel, but has colors and styles from a previous decade.

This lesson is an introduction to clothing and the amount of clothes we have today compared to what people used to have.  It's also to get students to think about the amount of money that is spent on clothes - to a close approximation - but know that many students will underestimate the amount of money spent on clothes because many of them do not pay for their own clothes. Hopefully a dialogue will happen between student and parent about the money spent on all clothes purchased in the house for all family members.  

There will be a homework assignment for students to go home and actually take inventory on what clothes they have in their homes.

The assignments will help students gain some introspect into looking closer into what's in our closets, what and where you shop for clothing, and how we value clothes overall.