Fashion History Fashion Marketing Marketing. Lesson Plan

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Fashion History

Fashion Marketing

Marketing

Performance Objective

After completing this lesson, the student will be able to determine the three needs for clothing and demonstrate knowledge of fashion history and how it relates to today’s fashions.

Specific Objectives

• Demonstrate knowledge of the early history of fashion • Learn key vocabulary words relating to fashion

• Identify the needs satisfied by clothing

• Be able to name influential people in fashion history • Identify specific styles in the 20th century

Terms

• Elizabeth I – Queen of England from 1558-1603; Tudor ruffs, epaulets, wigs, corsets, farthingales • Ruffs – large, round collar

• Epaulets – shoulder ornaments • Farthingale – skirt hoop

• Louis XIV – King of France from 1643-1715; sent life sized fashion dolls to every European court, so that all of Europe would know about Paris fashions

• Marie Antoinette – Queen of France from 1775-1793; trend setter for ornate styles; used paper-mache paste to whiten and stiffen her hair to extreme heights; excessive fashion included high headdresses, plumes, voluminous dresses

• George Bryan “Beau” Brummell – led trend in early 1800s for men to wear understated but

beautifully tailored clothing and elaborate neckwear; recommended that men’s boots be polished with champagne; a companion of British royalty

• Dandyism – during 1800s; style of dress for men and a lifestyle that celebrated elegance and refinement; straight posture, well-fitting clothes, and accessories (top hats, tailcoats, white gloves) • Jacqueline Kennedy Onassis – First Lady of US, 1960s; Trademark pill-box hat, and ¾ sleeve suits • Beatles – Came to US in 1964; “mop-top” hairstyles that challenged the shorthaired, conservative

crew cut; Long hair was the standard by 1970s

• New Look – style of the 1940s and 1950s that featured long hemlines, narrow shoulders, and tightly fitted bodices with long, full, or narrow skirts

• Hippie Style – 1960s; clothing from the Middle and Far East and the use of bright colors, peasant embroidery, cheesecloth, and safari jackets

• Disco Style – 1970s; gold lame, leopard print, stretch halter jumpsuits, and white clothing that glowed under UV lighting

• Punk Fashion – 1970s; intentionally torn clothing worn by young people with limited incomes (students, and the unemployed)

Lesson Plan

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• Feminist Movement – 1970s; organized effort to establish equal social, economic and political rights and opportunities for women; influenced women’s fashion with shorter hemlines and pantsuits for the workplace

• Grunge – early 1990s; started by the youth culture in the Pacific Northwest region of the US; messy, uncombed, and disheveled

• Rayon – first manufactured fiber; aka: artificial silk

• Flappers – young, independent-minded, and free-spirited women known for wearing shorter hemlines and hairstyles

• Nylon – less expensive than silk for making hosiery

• The Power Look – a uniform style of suits and blazers with shoulder pads

Time

When taught as written, this lesson should take approximately 2-3 days to teach.

TEKS Correlations:

This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed.

130.343. (c) Knowledge and Skills

(15)The student knows the nature and scope of fashion. The student is expected to: (A) explain the importance of fashion

(B) demonstrate knowledge of fashion history and how it relates to today's fashions (C) distinguish among fashion terms such as fashion, style, and design

(D) list major environmental influences on fashion demand (E) research fashion information

Interdisciplinary Correlations: English III

• 110.33(b)(1) Reading/Vocabulary Students understand new vocabulary and use it when reading and writing.

• 110.33(b)(9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

• 110.33(b)(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.

Occupational Correlation (O*Net – www.onetonline.org/): Job Title: Wholesale and Retail Buyers, except for Farm Products

O*Net Number: 13-1022.00

Reported Job Titles: Buyer, Merchandiser, Category manager, Merchandising Manager, Product Manager

Tasks

• Manage the department for which they buy

Preparation

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• Confer with sales and purchasing personnel to obtain information about customer needs and preferences

• Examine, select, order, and purchase at the most favorable price merchandise consistent with quality, quantity, specification requirements and other factors

• Monitor and analyze sales records, trends, or economic conditions to anticipate consumer buying patterns and determine what the company will sell and how much inventory is needed

Soft Skills: Negotiation, Mathematics, Active Learning, Complex Problem Solving Accommodations for Learning Differences:

It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website (cte.unt.edu).

Preparation

• Teacher will review the terms in the outline, slideshow, and handouts to become familiar with lesson. • Teacher will have assignments and vocabulary words ready to distribute to students

References

• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York: Glencoe/McGraw Hill

• Fashion school websites • Fashion store websites

• Professional marketing association websites

Instructional Aids

• Display for slideshow

• Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York: Glencoe/McGraw Hill

• Various Fashion Magazines • Fashion clothing Websites

Learner Preparation

Ask the students to name their favorite decade of fashion. Why? Do they feel that there are similarities in the clothing and fashion from each decade? Which ones? What clothing trends come back and why? Ask students “Why do people wear clothing?” Discuss answers.

Lesson Introduction

SHOW: Examples of various clothing and styles throughout the decades.

ASK: What do the styles and various clothing mean? Does color mean anything?

SAY: Clothing tells us a great deal about social values at certain times in history. The evolution of dress can represent a visual history of culture. Colors at certain times determined the level of wealth a person had.

Introduction

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Purple represents royalty. Centuries ago people dressed according to what society allowed for the social classes.

ASK: Why do people even wear clothing?

SAY: There are three basic needs for clothing. These are physical, psychological, and social. Physically, we need clothing for protection and safety. Psychologically, we need clothing for appearance enhancement. Socially, we need clothing for affiliation and standards.

Multiple Intelligences Guide

Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Mathematical Logical/ Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial

Guided Practice

Education leads students in slide show presentation about fashion history.

Students fill out vocabulary sheet with key terms. When finished, discuss terms as a class. Explain the social values of clothing as well as key elements of each decade. Start fashion history project by passing out assignment and have students form groups.

Students will form groups and choose a decade in which to conduct research. Groups will provide a paper and a presentation on selected decade.

MI

Outline

Instructor Notes

Application

Outline

I. Earliest Clothing A. Needs 1. Physical 2. Psychological 3. Social B. Fashion Terms C. Review

1. Three Reasons we wear clothes 2. What do these reasons mean? 3. Name 5 people that influenced fashion history

4. What were some of the specific styles in the 20th_century?

Ask students to think about the three reasons we wear clothing. Then have them write down how THEY feel each reason affects them. For example, How do clothes affect them physically? How do they feel psychologically when they buy something new? How does clothing affect them on a social level? Lead students in a discussion with each other their similarities and differences.

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Independent Practice

Students will be asked to think about the three reasons we wear clothing. Then have students write down how THEY feel each reason affects them. For example, how do clothes affect them physically? How do they feel psychologically when they buy something new? How does clothing affect them on a social level?

Students will fill out vocabulary sheet with key terms and be prepared to discuss with class. Students will utilize entire class period to start “Fashion History” project.

Review

Ask students to answer the following questions aloud:

• What are the three reasons people wear clothing?

• What do these reasons mean?

• Who are some influential people in fashion history?

• What were some of the specific styles in the 20th century?

Informal Assessment

Teacher will observe with students during group projects. Teacher will move about the classroom providing feedback and making sure that students are participating within their groups.

Formal Assessment

Students will be evaluated on their group project ‘How Trends Affect Fashion’ paper by using the assigned rubric.

Extension

Ask students: What did Oscar de la Renta mean when he said, “Today, there is no fashion, really”? Lead class discussion on that question and the fashions of today. How are they similar to the past decades?

Summary

Evaluation

Enrichment

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Fashion History

Fashion Marketing

Marketing

Independent Practice

Fashion History Project

Working in Groups of 4, students may choose from one of the decades below for their project. Elizabeth I Era - 1558-1603

Marie Antoinette Era - 1775-1793 1920’s Era 1930’s Era 1940’s Era 1950’s Era 1960’s Era 1970’s Era 1980’s Era

Groups must provide a 2 page, typed paper on their chosen decade. Double spaced, MLA format. Paper should include:

• History of decade

• Current events of decade • Fashion Trends

• Important Faces

• Explanation of how/when decade has repeated itself in any way

Groups will also present a Presentation utilizing the information from the paper. This should include: • Fashion decade, pictures, examples

• History of decade/ currents events of decade • Trends/Important Facts

• Explain how/when decade has repeated itself in current fashions

• Presentation must be at least 8 slides (remember to have an introductory and a conclusion slide) All Group members will participate in the Presentation. Please review presentation rubric as you will be given an individual grade for your presentation. Business /theme attire is highly required!!! (Students will receive 10 extra points if dressed in business/theme attire!)

Business Attire

Girls: dress pants/skirt, collared shirt/blouse, sweater or jacket, closed toed shoes.

Boys: khakis or dress slacks, collared shirt (polo) or long sleeved button-down. Loafers or dress shoes. Suits or jackets with ties are also welcome! NO JEANS AND NO TENNIS SHOES.

Theme Attire: Any clothing that represents or can be tied into your chosen decade HAVE FUN!!

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Fashion History

Trends Affecting Fashion

Rubric

CATEGORY 20 15 10 5 or less

Organization Information is very

organized with well-constructed

paragraphs and subheadings.

Information is organized with well-constructed

paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.

Quality of

Information Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Quality of Writing Complete sentences

with good variety, proper grammar, and correct spelling.

Complete sentences, correct spelling and proper grammar. Need more variety in sentence structure.

Complete sentences with some improper grammar.

Some incomplete sentences and fragments, some misspelled words and poor grammar.

Paragraph

Construction All paragraphs include introductory sentence, explanations or details, and concluding sentence. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Amount of

Information All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are

addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Total Score ________ Maximum 100 Points

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Fashion History

Fashion Marketing

Marketing

Vocabulary Worksheet

Term

Definition

Elizabeth I Ruffs Epaulets Farthingale Louis XIV Marie Antoinette George Bryan “Beau”

Brummell Dandyism Jacqueline Kennedy Onassis Beatles New Look Hippie Style Disco Style Punk Fashion Feminist Movement Grunge Rayon Flappers Nylon The Power Look