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Course Profile
Fashion and Creative Expression, Open, Catholic and Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Public
and Catholic District School Board Writing Teams – Fashion and Creative
Expression
Course
Developers
Isabel
Amelio, Toronto Catholic District School Board
Antonietta
Mozzone, Toronto Catholic District School Board
Susan
Van Norman, Waterloo Region District School Board
Jane
Witte, Thames Valley District School Board
Project
Managers
Gino
Grieco, Toronto Catholic District School Board
Eva
Meriorg, Toronto District School Board
Beverly
Murray, Waterloo District School Board, retired
Course
Overview
Fashion
and Creative Expression
and Humanities, 2000
This
course explores what clothing communicates about the wearer and how it becomes
a creative and entrepreneurial outlet through the design and production
processes. Students learn, through practical experiences, about the nature of
fashion design; the characteristics of fibres and fabrics; the construction,
production, and marketing of clothing; and how to plan and care for a wardrobe that
is appropriate for an individual’s appearance, activities, employment, and
lifestyle. Students develop research skills as they explore the evolution of
fashion and its relationship to society, culture, and individual psychology.
This
course develops attitudes and values founded on Catholic social teaching.
Students learn the symbolism of clothing in the Catholic faith. Through
practical experiences, students have opportunities to develop their God-given
potential to make meaningful contributions to society (e.g., making clothing
for the needy in the community, organizing a clothing drive, etc.). In
researching global issues in the fashion industry, students are able to think
reflectively and creatively to evaluate situations and offer solutions to
promote equality, dignity, and welfare of others.
This
is a combined public and Catholic district school board document. The overview
of the course is reflective of this organization. Two units of this course have
been developed, Unit 1 by the public school board writers and Unit 5 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.
Teachers should review their school board policy on equity.
This
course offers students opportunities to apply their skills in hands-on
activities. Students need to be provided with the skills to use equipment early
in the course, in order that they build upon those skills throughout the
course. Safe use of equipment and materials is taught 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 (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. Teachers, in conjunction with the Special
Education teacher and in accordance with the student’s Individual Education
Plan, modify expectations. Accommodations to the course delivery may be required
to meet some specialized needs. Students learn how to work effectively with
others and 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.
Although
written for adolescents in Grade 11, 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 Meaning and Means of Clothing Choices |
20 hours |
|
Unit 2 |
Apparel Design, Construction, and Technology |
35 hours |
|
Unit 3 |
The Apparel Industry |
15 hours |
|
Unit 4 |
Social and Historical Influences in Fashion |
15 hours |
|
* Unit 5 |
Canadian and Global Influences and the Textile and Fashion Industries |
25 hours |
* These
units are fully developed in this Course Profile.
Time: 20 hours
Unit
Description
This unit explores how clothing is
currently used in today’s society and how it has been used throughout history
as an expression of culture, social class, ritual, and personal as well as
family identity. Students come to respect and support the diversity that exists
within our society with respect to clothing. An understanding and an appreciation
of the influences that culture has on fashion are gained. Research inquiry
methods are used to study how clothing choices are motivated by both group
identity and individual personality. Family, personal resources, and values are
examined for their influences on clothing choices and how they meet the needs
of all family members.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 2 hours |
FCV.01, FC1.01, FC1.04 CGE1i, 7f |
Knowledge/Understanding Thinking/Inquiry Communication |
The Culture of Clothing: To Cover or Convey |
|
2 3 hours |
FCV.01, FCV.04, ISV.02, FC1.02, FC4.01, FC4.02, IS2.02 CGE4f, 7g |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Clothing Clues: Who We Are and What We Do |
|
3 2 hours |
FCV.01, FCV.02, FC1.03, FC2.02 CGE4a, 7f |
Knowledge/Understanding Thinking/Inquiry Communication Application |
The Great Fashion Melting Pot |
|
4 4 hours |
FCV.02, FC2.01, FC2.03, FC2.04 CGE4g |
Knowledge/Understanding Thinking/Inquiry Application Communication |
Your Fashion Personality |
|
5 5 hours |
FCV.03, ISV.01, FC3.01, FC3.02, IS1.02 CGE6a |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Clothing for Family Members |
|
6 4 hours |
ISV.01, ISV.04, IS1.01, IS2.01, IS2.03, IS3.02 CGE2b, 2c |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Investigating the Psychology of Fashion |
Time: 35 hours
Unit
Description
This unit explores the elements and
principles of design and their application in the creation of fashion products.
Students become familiar with new technologies available for use in creating
fashion products. Understanding the use, properties, and care of textiles helps
students make the appropriate choices when considering fabrics for fashion
products. Students use the skills they have gained, as well as their
creativity, to produce articles of clothing, a craft, or another product to donate
to an agency within their community. Students have the opportunity to develop
their skills and creativity to their fullest potential and to make a meaningful
contribution to society through their clothing design and/or production.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 4 hours |
DTV.01, ISV.03, DT1.01, DT1.02, DT1.03, IS1.01 CGE2c |
Knowledge/ Thinking/ Application Communication |
Understand the concepts and terms related to the elements and principles of fabric and fashion design. Create visual illusions in fashion using the elements and principles of design. Analyse garments for use of elements and principles of design. |
|
2 8 hours |
DTV.02, ISV.03, DT2.01, DT2.02, DT2.03, DT2.04 CGE2e, 3b, 5c, 7j |
Knowledge/ Thinking/ Application |
Understand how current technologies are used in fashion products. Understand how technologies enhance the design process. Learn how to use new technologies. Create a small project to demonstrate the ability to use technology. |
|
3 4 hours |
AIV.05, TEV.01, TEV.02, ISV.03, AI5.02, TE1.01, TE1.02, TE2.01, TE2.02, TE2.03 CGE7i |
Knowledge/ Thinking/ Application |
Classify textiles and their uses. Compare the use of textiles in Canada and other countries. Demonstrate an understanding of the properties of the major natural and man made fibres. Identify and understand ways in which to care for fabrics. |
|
4 2 hours |
AIV.01, ISV.03, AI1.02, AI2.07 |
Thinking/ Application |
Design care labels for garments based on an understanding of Canadian and international care labelling. Develop criteria for identifying quality made garments. |
|
5 17 hours |
DTV.03, ISV.03, DT3.01, DT3.02C GE4f, 5d, 7j |
Thinking/ Application Communication |
Create an article of clothing or fashion-related product using current technologies. Provide a care label for the product. Explain how the elements and principles of design enhance the product. Analyse the garment using the criteria developed in Activity 4. |
Time: 15 hours
Unit
Description
Students examine the apparel
industry. They gain an understanding of the terminology used by the industry.
Students gain insight into the many facets of the industry as well as different
influences that impact on the industry. Students discover various occupations
and careers that are involved in the apparel industry, enabling them to think
critically about the meaning and purpose of work as it relates to Christian
values and morals. An understanding of the agencies and regulations that
influence the production of apparel is also gained. In examining the fashion
industry, students not only have an opportunity to critically analyse the
industry in order to see the ways in which it affects an individual’s quality
of life, but also to develop an appreciation of the cultural influences that
the apparel industry has in today’s society.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 8 hours |
AIV.02, ISV.02, ISV.03, ISV.04, AI2.01, AI2.02, AI2.03, AI2.04, AI2.05, AI2.06, IS1.02, IS1.03, IS2.02, IS3.01 CGE2b, 2e, 7g |
Knowledge/ Thinking/ Communication Application |
Complete a research project dealing with aspects of fashion retailing and production including: · terminology; · evolution of fashion; · current retail formats; · specialized markets and their outlets; · domestic or international production of clothing; · factors contributing to the cost of goods produced domestically and abroad. All students are responsible for taking notes on of all aspects of the project. |
|
2 4 hours |
AIV.03, ISV.02, ISV.04, AI3.01, AI3.03 CGE4g, 5b, 5h |
Thinking/ Communication |
Understand the competencies required and the employment opportunities available in fashion production and distribution occupations relating to: · primary markets; · secondary fashion markets and manufacturers; · retail distribution. Outline a career path for a fashion or textile-related career. |
|
3 3 hours |
AIV.01, AI1.01, AI1.03 CGE3c, 3d, 5e |
Knowledge/ Thinking/ |
Understand the legislation relating to the textile and apparel industries. Identify consumer agencies that assist consumers with complaints regarding textiles and fashion. |
Time: 15 hours
Unit
Description
In
this unit, students come to understand the social and historical factors that
have influenced fashion, the apparel industry, and our concept of beauty
throughout history. Students use a historical perspective to explore how
fashion has evolved and cycled over time. They compare modern fashion items
with similar items of the past. Students understand how social and historical
developments, and social institutions such as the media have had an impact on
fashion and the apparel industry. In examining the history of fashion, students
learn to respect and understand the pluralism of today’s society, which enables
them to promote equality, social justice, and respect for the dignity and
welfare of others.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 5 hours |
FCV.01, DTV.01, ISV.01, FC1.02, DT1.04, IS1.03 CGE7g |
Thinking/ Communication Application |
Research contemporary fashion designs; come to understand ways in which they have changed over time. Trace the history of a particular garment and note its original purpose. |
|
2 5 hours |
FCV.02, DTV.01, ISV.01, FC2.05, DT1.05, IS1.01 CGE2a, 2e, 7e |
Thinking/ Communication |
Explain the role that clothing has played in the past in defining social class and role. Understand the influence of the media in today’s society, defining fashion and setting fashion trends. |
|
3 5 hours |
AIV.04, AI4.01, AI4.02, AI4.03 CGE1d, 4a |
Knowledge/ Thinking/ |
Outline key events that have impacted on the textiles and fashion industries. Analyse the impact of current events on fashion today. Compare and analyse the portrayal of male and female models in the media at two different time periods in the twentieth century. |
Time: 25 hours
Unit
Description
In this
unit, students learn to respect the environment and use resources wisely by
becoming aware of how the textile industry affects the environment. Students
identify job opportunities in the fashion field and identify possible unsafe
working conditions related to various occupations. Students work towards
promoting a just and compassionate society by suggesting solutions to resolve
unsafe working conditions. Through research, global issues, such as child
labour, working conditions, just pay, sweatshops, and “the labour behind the
label”, are examined to increase awareness of the issues within the fashion
industry. Students demonstrate respect for the dignity and welfare of others in
relation to global issues.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus |
|
1 5 hours |
TEV.03, TE2.04 CGE3f, 7i |
Knowledge/Understanding Communication Application |
Textile Industry: Becoming Stewards of the Earth |
|
2 3 hours |
AIV.03, AI3.02 CGE3c |
Knowledge/Understanding Thinking/Inquiry Communication |
Textile and Fashion Careers: Ensuring Safety for Workers |
|
3 6 hours |
AIV.05, ISV.02, AI5.01, AI5.03, IS3.02 CGE7f, 7g |
Thinking/Inquiry Communication Application |
Designers of the World |
|
4 11 hours |
AIV.04, ISV.01, ISV.02, ISV.03, AI4.04, IS1.01, IS2.04, IS2.05 CGE2b, 2c, 4a, 4c, 5b |
Thinking/Inquiry Communication Application |
Canadian and Global Issues: Reaching Out |
It
is recommended that teachers follow the order of units and activities as
outlined because of the sequential nature of the learning. This curriculum is
designed to allow students to explore connections with each other, their families,
their communities, and society as a whole.
A
variety of strategies involving a range of sectors of the local community are
recommended throughout the course. Teachers need to use the most appropriate
methods and materials to help students achieve the expectations as outlined in
their IEP. Practical experiences and simulations related to the real world
provide opportunities for exploring and expanding activities in the area of
fashion and creative expression.
A
variety of teaching/learning strategies are encouraged. Examples of strategies
that could be used include: brainstorming, case studies, class discussion,
collaborative/cooperative learning, computer-assisted learning,
computer-assisted drafting, CAD, conferencing/discussion, clothing construction
techniques, demonstration of techniques relating to construction and design,
electronic presentations, fashion design process, homework, independent study,
issues-based analysis, journal writing, learning centres, mind mapping, note
making, problem-solving strategies and models, report writing, presentations,
social science research, Socratic lessons, and theological reflection. There
are many other excellent teaching/learning strategies available for teachers to
use in their classrooms.
Teachers
should review their school/board policy with reference to the use of the
Internet prior to using the Internet as a teaching/learning strategy. There are
many websites suggested as teacher and/or student resources. While all websites
have been thoroughly investigated and were current at the time of publication,
teachers should preview websites prior to student use. Teachers may also find
it useful to develop a guideline to assist students with assessing the quality
of Internet information.
Student
achievement is the measurement of learning. It must be congruent with the
assessment of the clusters of learning expectations. It must reflect the
balance of the Achievement Chart for Social Sciences and Humanities. Seventy percent
of the grade is based on evaluations conducted throughout the course. Thirty
percent of the grade is based on final evaluation in the form of an
examination, performance, and/or other method of evaluation suitable to the
course content and administered towards the end of the course.
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, sewing
projects, design projects, demonstration of skills, demonstration of
techniques, presentations/multimedia presentations, research projects,
portfolios, verbal feedback, critiques, formal/informal teacher observations,
teacher conferencing, reports/reflections of student observations, simulation
games, and interviews with fashion designers and others working in the fashion
industry. Examples of assessment tools are paper-and-pencil tests,
criterion-referenced checklists, rubrics, rating scales, and suggestions for
improvement.
Methods
of evaluating student achievement are as follows:
Diagnostic: occurs at the beginning of a term,
a unit of study or whenever information about prior learning is useful.
Formative: occurs during learning; 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
learning process; may include feedback and/or evaluation.
The
nature of the expectations in this course allows for more opportunities for
students to apply the knowledge and skills that they gain throughout the
course.
Teachers
using this profile should be acquainted with students’ Individual Education
Plans (IEPs) and their unique learning characteristics in order to make the
necessary accommodations. For most exceptional students, the learning
expectations are the same as or similar to the expectations outlined in the
curriculum policy document. Accommodations, such as specialized supports and
services, are provided to help students meet the expectations.
To
maintain the principles of sound educational pedagogy and Catholic teachings,
accommodations must be made so students do not lose their dignity due to level
of ability, income, language proficiency, or race. Teachers should foster a
positive atmosphere accepting of the individual’s uniqueness, values, and
needs.
Adaptation
of the course for ESL/ELD students should reflect the knowledge and skills
these students possess. These students may need extra support to acquire basic
literacy skills and academic concepts. Teachers should use the expertise of
ESL/ELD teachers and consultants for assistance in meeting the needs of these
students.
There
is a wide range of teaching/learning strategies available to teachers. Teachers
are encouraged to expand teaching strategies in order to best meet the needs of
all students and accommodate different learning styles.
Some
examples of accommodations for special needs 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, and enrichment
activities. Other accommodations are needed because of the specialized
equipment in this course (e.g., left handed equipment, hand operated equipment,
peer/volunteer helpers, etc.). There are other ways in which to accommodate
special needs students; Special Education teachers provide support in this
area, and their expertise should be sought.
Resources for the entire course are listed
below. General and specific resources for Units 1 and 5 are listed in the
developed units.
Blueprints: A Resource Tool for
Writing Catholic Secondary School Course Profiles. Catholic Curriculum Co-operative, Central
Region.
Choices Into Action: Guidance and
Career Education Program Policy for Ontario Elementary and Secondary Schools,
1999.
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
Trafford,
Larry. Educating the Soul: Writing
Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic
Education, 1998. ISBN 0-9699178-5-6
Damhorst,
M.L., K. Miller, and S.O. Michelman. The
Meanings of Dress in Contemporary Society. Fairchild Publications, 1999.
ISBN 0-719053293
Eicher,
J., S.L. Evenson, and H. Lutz. The
Visible Self: Global Perspectives on Dress, Culture and Society, 2nd ed.
Fairchild Publications, 2000. ISBN 1563670682
Harper,
Mark, et al. Quality Assessment: Fitting
the Pieces Together. The Educational Services Committee. OSSTF, 1999. ISBN
0-920930-47-6
Horn,
M.J. The Second Skin: An
Interdisciplinary Study of Clothing. Houghton Mifflin Co., 1968.
ISBN 0-395289742
Kaiser,
S. The Social Psychology of Clothing:
Symbolic Appearances in Context,
2nd ed. Macmillan Publishing Co., 1990. ISBN 0-023618825
Liddell,
L.A. Clothes and Your Appearance.
Goodheart-Willcox Co. Inc., 1988. ISBN 0-870060-35X
Molossi,
G., ed. The Style Engine: Spectacle,
Identity, Design and Business: How The Fashion Industry Uses Style to Create
Wealth. The Monaceili Press, 1998. ISBN 1885254954
Stone,
Elaine. Fashion Merchandising: An
Introduction. USA: McGraw-Hill, Inc., 1990.
ISBN 0-07-061744-9
Weber,
Jeanette. Clothing: Fashion, Fabrics and
Construction. USA: Glencoe/McGraw-Hill, 1997.
ISBN 0-02-647605-3
Wolfe,
Mary. Fashion. USA: The
Goodheart-Willcox Company, Inc., 1997. ISBN 0-870067273
Canadian Living
Chatelaine
Ebony
Elle
Esquire
Essence
Flare
Glamour
Gentleman’s Quarterly (GQ)
Seventeen
Stockholm New
Teen Magazine
Threads
Vogue
Young and Modern (YM)
The
Canadian Apparel Federation, Suite 1050, 130 Slater St., Ottawa, ON K1P 6E2
Apparel
Ontario, Suite 1050, 130 Slater St., Ottawa, ON K1P 6E2
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
Apparel
Manufacturers' Marketing Association of Ontario, 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
Note: The URLs for the websites have been
verified by the writers prior to publication. Given the frequency with which
these designations change, teachers should always verify the websites prior to
assigning them for student use.
Advertising
standards – http://www.astandards.com
Addition-Elle/AE
Sport and Co. – http://www.addition-elle.ca
The
Bay Web site – http://www.thebay.ca
Campus
Worklink. And NGR – http://www.ngr.schoolnet.ca
Canada
Work Info Net – http://workinfonet.ca
The
Canadian Apparel Federation – http://www.apparel.ca
Canadian
Home Economics Association – http://www.chea-acef.ca
Canadian
Living Magazine – http://www.canadianliving.com
Chatelaine
Magazine – http://www.chatelaine.com
Career
Cruising – http://www.careercruising.com
Career
Gateway – http://www.edu.gov.on.ca/eng/career
College
Career Path – http://www.careers.ocas.on.ca
Eddie
Bauer – http://www.eddiebauer.com
Fairweather
– http://www.fairweather.ca
The
Gap – http://www.gap.com
Holt
Renfrew – http://www.holtrenfrew.com
Job
Futures – http://www.11hrdc-drhc.gc.ca/job/future
Linda
Lundstrom, designer – http://www.lindalundstrom.com
Maternity
clothing web site – http://www.maternityshoppe.com
Mazemaster
– http://www.mazemaster.on.ca
Pennington’s
Superstore – http://www.penningtons.com
Reitmans
– http://www.reitmans.com
Save
The Children Foundation – http://www.savethechildren.ca
Sears
on-line catalogue – http://www.sears.ca
Simplicity
Pattern Company – http://www.simplicity.com
Talbots
– http://www.talbots.com
Thyme
Maternity – http://www.thymematernity.com
UNICEF
– http://www.unicef.ca
Zellers –
http://www.zellers.ca
See the
following websites for information on films/videos for this course
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
Brand Names: Bringing Products to
Life. McIntyre
Media, 1999. Order number 200115-61W0. 20 min.
Clothing: An Intelligent Buyer’s
Guide. Learning
Seed. Order number 134. 24 min.
Clothing Care. Learning Seed. Order number 169.
21 min.
Clothing Care: Laundry and Stain
Removal. McIntyre
Media, 1997. Order number 700290-61W8.
18 min.
Clothing Fibres. Learning Seed. Order number 142.
24 min.
Cutting Their Own Cloth:
Entrepreneurial Clothing Designers. Films for Social Sciences and the Humanities, 1999. Order number
BVL10121. 22 min.
Fashion. Films for Social Sciences and the Humanities,
1995. Order number BVL6476. 48 min.
Fashion and Clothing. Films for Social Sciences and the
Humanities, 1998. Order number BVL10370.
53 min.
Fashion, Fads and Freedom. Learning Seed, 1999. Order number
245. 20 min.
The Way We Dress. Learning Seed. Order number 196.
24 min.
Understanding Fabrics. Learning Seed. Order number 166.
24 min.
Wardrobe Wise. McIntyre Media, 1998. Order number
100297-61W8. 15 min.
The Fashion and Creative Expression course of
study is part of the Social Science 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.
Students have the opportunity to
enhance their computer skills (e.g., Internet usage, word processing, creation
of graphs, etc.), as they use their social science research skills to complete
class assignments and projects. Students may elect to create multimedia
presentations.
The
Fashion and Creative Expression course explores aspects of various careers as
they relate to fashion and the fashion industry; the course is aligned with Choices Into Action: Guidance and Career
Education Program Policy for Elementary and Secondary Schools, 1999. As all
students enrolled in this course have taken the Grade 10 Careers course and are
in a Teacher Advisory Program, teachers should investigate cross-curricular
situations. Teachers should advise students in the Fashion and Creative
Expression course of how they might apply the theory and practical applications
they have learned in class into practice through a Cooperative Education
experience. Students could apply knowledge and skills gained in this course
through the world of work. Teachers should encourage students to make
connections between these skills and their work experiences, (e.g., appropriate
clothing for work situations, work related to fashion and the fashion industry,
etc.).
Coded
Expectations, Fashion and Creative Expression, Grade 11, Open, HNC3O
FCV.01 · analyse the ways in which
clothing is used as a means of communication, taking into consideration
examples from history;
FCV.02 · demonstrate an understanding of
psychological, sociological, and cultural attitudes towards beauty, fashion,
and apparel;
FCV.03 · identify the criteria used by
families in making clothing decisions and purchases;
FCV.04 · identify the criteria used in
selecting appropriate clothing for particular functions and occasions.
Clothing
as Communication
FC1.01 – identify the meanings conveyed by
particular items of clothing in their function as visual symbols (e.g.,
protection, modesty, attractiveness, self-esteem, observance of ritual);
FC1.02 – explain the role that clothing
has played in defining different classes or roles within a society, drawing on
examples from particular periods of history (e.g., the clothing of nobles,
warriors, scholars, clerics, and artisans in the Middle Ages);
FC1.03 – demonstrate an understanding of
the effects that clothing can have on social interaction (e.g., as it signals
the wearer’s individuality or conformity to group behaviour, occupation,
gender, social role, status);
FC1.04 – describe different cultures’
approaches to clothing, distinguishing functional uses from those associated
with pageantry and ceremony, and explain what particular items of clothing
communicate (e.g., the veil as a symbol of modesty, as well as of allure and
mystery; the cloak as a symbol of authority).
Purposes
of Clothing and Adornment
FC2.01 – describe how clothing affects
body language, behaviour, grooming, and social etiquette;
FC2.02 – describe how clothing (e.g.,
team, school, or work uniforms) and some types of adornment (e.g., perfumed
products such as make-up and hairspray) affect group dynamics, group cohesion,
and acceptance by the group;
FC2.03 – demonstrate an understanding of
how clothing is selected to suit an individual’s personality traits; to project
a desired image; to reflect social role, age, and lifestyle; to satisfy the
requirements of ceremonies and dress codes; and to reflect or mask self-concept
and the need to attract attention or rebel;
FC2.04 – describe how the choice of
clothing and adornments is affected by both personal considerations and
external social factors (e.g., the media, peers, status, social role,
occupation);
FC2.05 – outline the historical evolution
of a particular item of apparel (e.g., blue jeans, T-shirt, midi skirt,
thick-soled shoes) and compare the original purpose of the item with its
intended effect in modern fashion.
Family
Influences on Clothing Selection
FC3.01 – demonstrate an understanding of
how various aspects of family life (e.g., roles, interests, special needs,
budget, values, lifestyle) influence an individual’s clothing choices;
FC3.02 – describe the ways in which
families use their resources to meet clothing needs (e.g., sharing,
hand-me-downs, recycling, purchasing new or second-hand, making clothing).
Dressing
for Function and Occasion
FC4.01 – describe the dress code that
would be appropriate for a variety of jobs (e.g., office manager, store clerk,
factory worker, receptionist, child-care worker) and special occasions (e.g.,
graduation, wedding, funeral, job interview);
FC4.02 – compare features of the clothing
worn by members of particular professions or occupations (e.g., police officer,
doctor) in two or three different societies.
AIV.01 · identify the agencies and
regulations that influence the production and labelling of apparel and
textiles;
AIV.02 · demonstrate an understanding of
the nature and evolution of the fashion retailing industry;
AIV.03 · identify occupational
opportunities in the fashion field;
AIV.04 · analyse the impact of the
clothing industry on society, and societal influences on the clothing industry;
AIV.05 · summarize the contributions of
various countries to the apparel industry.
Regulation
of the Apparel Industry
AI1.01 – identify and interpret existing
legislation pertaining to the textile and apparel industries (e.g., Textile
Labelling Act, Canada Standard Sizing);
AI1.02 – demonstrate an understanding of
Canadian and international care labelling by designing appropriate care labels
for garments, based on fibre content;
AI1.03 – identify consumer agencies that
handle complaints about defective goods.
The
Retailing of Clothing
AI2.01 – use correctly the terminology of
fashion merchandising (e.g., couture, high fashion, fad, style, mass market,
consumer demand, cyclical timing);
AI2.02 – summarize the evolution of
fashion retailing (e.g., fashion dolls, country stores, trading posts,
itinerant peddlers, dressmakers);
AI2.03 – describe various current retail
formats (e.g., department stores, specialty stores, mail-order houses, direct
selling, online shopping);
AI2.04 – identify outlets serving
specialized markets (e.g., bridal wear, maternity wear, protective clothing,
uniforms, clothing for those with special needs);
AI2.05 – describe how the retailing of
clothing in Canada is affected by whether the clothing is produced domestically
or in another country;
AI2.06 – identify the factors that
contribute to the cost of goods produced in Canada and abroad (e.g., standard
of living, climatic factors, transportation, market size, design, unionization
of workforce, government regulation of industry);
AI2.07 – develop criteria for identifying
quality-made garments.
Occupational
Opportunities in Fashion
AI3.01 – classify the types of occupations associated
with the three areas of fashion production and distribution identified below,
and describe the competencies they require and opportunities for employment in
them:
1. primary
markets and industries that provide the raw materials of fashion (e.g., weaver,
farmer, quality-control inspector);
2. secondary
fashion markets and manufacturers of apparel and accessories (e.g., designer,
pattern maker, pattern grader, cutter, sewer, finisher);
3. retail
distribution (e.g., salesperson, fashion coordinator, display technician,
buyer);
AI3.02 – identify possible hazards related
to occupations in textile production or fashion, and the protections available
to workers in these fields (e.g., occupational health and safety legislation,
Workplace Hazardous Materials Information System, Industrial Ladies’ Garment
Workers’ Union);
AI3.03 – outline a career path for a
fashion- or textile-related occupation.
Society
and the Apparel Industry
AI4.01 – demonstrate an understanding of
the impact of key social developments and historical events (e.g., Industrial
Revolution, the two world wars, space travel) on the textile and fashion
industries;
AI4.02 – analyse the influence of current
events on men’s and women’s fashion;
AI4.03 – compare and analyse the portrayal
of male and female models in the media at two different periods in the
twentieth century;
AI4.04 – evaluate the impact on Canadian
society of issues relating to the apparel industry, such as the redistribution
of jobs brought about by computerization and new technologies, the exploitation
of workers both in
Global
Contributions to the Apparel Industry
AI5.01 – assess the contribution of
fashion designers from around the world (e.g., Coco Chanel, Oleg Cassini, Karl
Lagerfeld, Yves St. Laurent, Calvin Klein, Hanae Mori);
AI5.02 – identify countries that are major
producers of fibres and fabrics (e.g.,
AI5.03 – demonstrate an understanding of
TEV.01 · demonstrate an understanding of
the universal uses of textiles;
TEV.02 · demonstrate an understanding of
the properties and uses of major natural and manufactured fibres;
TEV.03 · explain the role of the
environment in relation to the textile industry, and describe how the textile
industry affects the environment.
Universal
Uses of Textiles
TE1.01 – classify the many uses of
textiles (e.g., for apparel, in household products, in transportation, in
industry);
TE1.02 – compare the uses of textiles in
Fibres,
Textiles, and the Environment
TE2.01 – demonstrate an understanding of
the properties of the major natural fibres (e.g., cotton, linen, wool, silk),
the major manufactured fibres (e.g., rayon, nylon, polyester, acrylic, lycra),
and other apparel materials, and describe their suggested uses;
TE2.02 – describe the environmental
factors that contribute to the deterioration of fabrics used in clothing and
household products, and those that extend the wear life of fibres and garments;
TE2.03 – identify methods of caring for
and maintaining clothing that limit the extent of fibre deterioration (e.g.,
sorting laundry, ironing, spot cleaning, mending);
TE2.04 – describe the environmental impact
of the use and disposal of care products (e.g., dry-cleaning solvents, soaps,
detergents, bleaches, dyes, moth balls), and identify methods used to reduce
damaging effects.
DTV.01 · demonstrate an understanding of
how the elements and principles of design are used in creating fashion
products;
DTV.02 · demonstrate an understanding of
how technology is used in the fashion and design industries;
DTV.03 · describe how creative expression
is accommodated in the home sewing and craft industries.
Design
DT1.01 – demonstrate an understanding of
concepts and terms related to the elements of fabric and fashion design (e.g.,
colour, types of lines, form, texture) and the principles of design (e.g.,
harmony, rhythm, emphasis, proportion, balance);
DT1.02 – demonstrate an understanding of
the elements and principles of design that contribute to creating visual
illusions in fashion (e.g., highlighting particular physical attributes);
DT1.03 – analyse items of apparel to show
how the elements and principles of design have been used to make the items
marketable;
DT1.04 – conduct research comparing
contemporary fashion designs with those of an earlier period, identifying
elements that have changed, elements that have remained the same, and styles
that have come back into fashion (e.g., polyester, bell-bottom pants);
DT1.05 – explain how the media (e.g.,
trade magazines, journalism, advertising, television and films) have helped to
define fashion and influenced design trends.
Use of
Technology in the Fashion Industry
DT2.01 – demonstrate an understanding of
how current technologies (e.g., CAD; electronic sewing, knitting, and
embroidery machines; sergers) are used in the creation of fashion products
(e.g., fashion profiles, fabrics, garments);
DT2.02 – analyse how certain technologies
enhance the design process;
DT2.03 – demonstrate an understanding of
the capabilities of one or more of the new technologies (e.g., computerized
sewing machines);
DT2.04 – create a variety of fashion
products, using two or more technologies appropriately.
Creative
Expression
DT3.01 – demonstrate an understanding of
the creative process as it applies to sewing and crafting by producing articles
of clothing or other fashion-related products for various markets;
DT3.02 – analyse the designs used in the
clothing or product line of a fashion or craft entrepreneur, assessing the
quality of the product and describing key aspects of the business.
ISV.01 · use appropriate social science
research methods in the investigation of topics related to fashion, clothing,
and textiles;
ISV.02 · use a variety of print and
electronic sources and telecommunications tools in conducting research;
ISV.03 · correctly use terminology
associated with fashion, clothing, and textiles;
ISV.04 · communicate the results of their
inquiries effectively.
Using
Research Methodology
IS1.01 – correctly use terminology related
to fashion, clothing, and textiles (e.g., fibre, fabric, primary and
secondary fashion markets, style, fad);
IS1.02 – demonstrate an understanding of
the research methods used in the study of fashion (e.g., personal observation,
interview, survey);
IS1.03 – locate and access primary sources
(e.g., interviews with designers and fashion forecasters) and secondary sources
(e.g., magazine articles, TV programs) of information relating to fashion.
Organizing
and Analysing Information
IS2.01 – formulate appropriate research
questions to frame their inquiries;
IS2.02 – demonstrate an ability to
organize and interpret information gathered through research, summarizing the
main points of articles, interviews, and other research materials;
IS2.03 – interpret charts, graphs, and
statistical data presented in the literature and produce graphs and charts to
organize information gathered through their research;
IS2.04 – evaluate information to determine
its validity and reliability;
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).
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
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.
.