Lesson Plan. A-Line Skirt Fashion Design Arts, Audio/Visual Technology, and Communications

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1 A-Line Skirt Fashion Design Arts, Audio/Visual Technology, and Communications Lesson Plan Performance Objective Upon completion of this lesson, the students will be able to construct an A-line skirt by following instructions on a pattern envelope. Specific Objective Students will understand the terminology used in patterns. Students will learn how to determine the amount of material and notions to buy by reading a pattern envelope. Students will be able to follow a cutting layout and determine which pattern pieces to use to create an A line skirt. Students will be able to identify the different parts and silhouette of an A-line skirt. Students will be able to complete: o A finished hem o Zipper o Proper inseam o Fusible interfacing o Hook and eye o Darts Terms Body Measurements Notions Fabric Key Cutting Layout Pattern Piece Darts Grainline Hemline Notches Proper Inseam Fold line Time When taught as written, this lesson should take approximately 10 weeks to complete. 1

2 me When taught as written, this lesson should take approximately 10 weeks to complete. 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 (C) Knowledge and Skills (10) The student develops an understand of fashion and the textile and apparel industries. The student is expected to: (K) demonstrate effective repair, alteration, and construction techniques by: (ii) demonstration appropriate use, selection, and care of equipment, tools, and notion; (iii) applying design elements when designing, constructing, or altering apparel; (iv) applying appropriate construction and pressing techniques in garment construction; (v) applying safety procedures while operating equipment; and (vi) determining apparel design and alterations to a accommodate individuals with specials needs. Interdisciplinary Correlations: English-English I (c)(1)(A). Apply English language arts knowledge and skills by demonstrating use of content technical concepts, and vocabulary; (c)(2)(e,f). Students will apply active listening skills; listen to and speak with diverse individuals Occupational Correlation (O*Net Job Title: Fashion Designer O*Net Number: Reported Job Titles: Apparel Fashion Designer, Clothing Designer, Costume Designer, Design Director Tasks: Preparation Direct and coordinate workers involved in drawing and cutting patterns and constructing samples or finished garments. Examine sample garments on and off models, modifying designs to achieve desired effects. Sketch rough and detailed drawings of apparel or accessories, and write specifications such as color schemes, construction, material types, and accessory requirements. Confer with sales and management executives or with clients to discuss design ideas. Identify target markets for designs, looking at factors such as age, gender, and socioeconomic status. Attend fashion shows and review garment magazines and manuals to gather information about fashion trends and consumer preferences. Select materials and production techniques to be used for products. Soft Skills: Active Listening, Speaking, Communication 2

3 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. Preparation Have materials, slide presentation, and any reference books ready to go prior to the start of the lesson. Unless your department can afford to provide patterns, material, and notions for students, they will need to purchase these for themselves. Provide students with a list of what they will need to purchase. Materials Check: Students should bring their patterns to class a minimum of 3 weeks before beginning this project so they can make a list (in class) of how much material they will need along with notions. Be sure to give students a deadline for when they should bring all materials to class. References 1. Weber, J. (2008). Clothing: Fashion, fabrics & construction (4th ed.). New York, NY: Glencoe/McGraw- Hill. 2. Editor, Soto, Anne Marie (2001). Simplicity s simply the best sewing book (Revised Edition). New York, NY: Simplicity Pattern Co. Instructional Aids Textbooks with information on patterns, fabric, and basic sewing skills (see above list) Lesson Plan A-Line Skirt Slide presentation A-Line Skirt Handout Steps for Preparing Your Pattern and Fabric A-Line Skirt Grading Rubric Instructor computer and projection unit Online websites (teacher directed) Writing instruments and paper Introduction Introduce the lesson by placing an A-line skirt on a mannequin or placing it on a table at the front of the class. Ask students to examine the garment and describe what they see. Ask students to name the parts of the A-line skirt. Ask students what steps they should take before they begin constructing their own A-line skirt. Explain that this project will take roughly 10 weeks to complete. 1. Allow students five minutes to sketch out a design for an A-line skirt using map pencils to help them envision the type of fabric they would like to buy. 2. When students have finished their designs, have them respond in their journals to the question, How could not reading directions before cutting effect your garment construction? 3. Discuss journal responses. 3

4 MI Outline Outline Instructor Notes Go through the Slide Presentation with students. Discuss the following: I. Identify Characteristics of an A-line skirt II. The Silhouette III. The Parts of an A-line Skirt IV. Journal Entry V. Learning How to Read a Pattern A. Ask students to locate a particular item of information on their pattern. B. Pattern Play: Students have 30 seconds to list everything they can find on their pattern. VI. Definitions A. Pattern envelope B. Guide sheet C. Cutting layout D. Fabric key VII. Preparing Your Pattern VIII. Preparing Your Fabric IX. Preparing to Sew A. Slow and steady B. You save more time doing something slowly but right the first time than having to rip it up and start over. Allow students time to examine the A-line skirt that you brought in as a model. Make sure students can name all of the skirt parts on the model. After Slide #4, provide time for students to go back and add some details to their initial sketches. Students should respond to the question in their journals. Discuss responses. Take a few minutes to play this speed quiz game, which will help students become familiar with the information on their pattern envelope. Encourage students to let their creativity flourish in the constraints of an A-line. Many times throughout the year you will need to remind your students that sewing is not a race. 4

5 Multiple Intelligence Existentia list Interperso nal Intraperso nal Kinesthe tic/ Bodily Logical/ Mathemat ical Musical/Rhyt hmic Natural ist Verbal/Lingu istic Visual/Spa tial Application Guided Practice Students will sketch a design for their A-line skirt, being sure to add the parts discussed in the slide presentation. Discuss responses to journal entries. Check orally for students understanding of patterns before they begin cutting. Be sure to walk around the room and constantly check on students progress and to make sure they follow the steps outlined in their handout. Note: Use a search engine to find sewing tutorials, such as Teach Yourself How to Sew: 101. There are lots of videos out there that are very helpful. You may find the one that best suits your class environment while still teaching your students how to read a pattern envelope and guide sheet. If needed, pause during the video if students need further explanation. Independent Practice Students will follow the directions in their handout for preparing their patterns and fabric. Move around the room to make sure that students are following the directions carefully for pinning and cutting out their fabric. The students should already have practice with basic sewing skills, but the teacher may need to demonstrate specific skills needed for this project, such as how to make a dart, how to add a lapped zipper, how to add facings, and how to add a hook and eye. Students will add this information to their journals. Students will follow all pattern directions and complete their construction of an A-line skirt. 5

6 Summary Review Review the characteristics of an A-line skirt. Review how to read a pattern and how to choose appropriate material for the project. Make sure that students add all information to their journals in a section entitled, How to Construct an A-line Skirt. Include handouts, sketches, and notes from teacher directions. Evaluation Informal Assessment Any and all of the following may be used as informal assessments Observe students understanding of concepts Observe students daily progress Daily assessments may vary from class to class depending on what has been covered : o Sample sketches of students A-line skirt designs o Completed preparations for pattern and fabric Formal Assessment The following may be considered a formal evaluation of the students work throughout this unit : Teacher-made test over pattern terminology and characteristics of an A-line skirt Daily grades on the following : Pattern and fabric preparation Correct placement and cut of pattern pieces Ability to follow pattern instructions Sewing skills, including darts, facings, zipper, and hem Final construction of students A-line skirts will be assessed using the grading rubric. Enrichment Extension Students may add embellishments to their garment. Students may like to use different fabric to construct another A-line skirt with a different style or length. 6

7 Steps for Preparing Your Pattern and Fabric 1. Make sure you have the correct pattern size, and that you have the correct amount of fabric as well as all the necessary sewing notions. 2. Take all of the pattern pieces out of your pattern envelope. 3. Using the cutting layout on your guide sheet, highlight which pattern pieces you will need to use. 4. If your pattern has multiple sizes, find the pieces in your size. 5. Using the same color of highlighter, outline your pieces (on the correct size line). Check to make sure you have outlined all pieces in the same size. 6. Loosely begin cutting out each of your pattern pieces. 7. Press each piece carefully so there are no creases. Then finish cutting each piece out completely. 8. Next, press your fabric to avoid creases. 9. Pick a cutting layout in reference to your fabric width, and pin the pattern pieces onto the fabric to match the layout on the pattern. 10. Check the grain of your fabric to make sure the grain line is even with your selvage line. (If you are not sure, ask your teacher to help you check this.) 11. Check to see that all pieces are pinned securely, and that any pieces that say FOLD are actually pinned on the fold of the fabric. (If you are not sure, ask your teacher to help you check this.) 12. Carefully cut out each piece. Make sure that you cut your notches out instead of in, so if you accidently cut too much, it will not interfere with your stitch line. 13. Check to make sure that you have all of the required notions. 14. Thread your machine. 15. Reread your directions before beginning to sew. 16. Begin with step 1. Remember to sew slowly and steadily. Follow each step carefully. When in doubt, reread your instructions or ask for help. 7

8 A-Line Skirt Grading Rubric Criteria Exceptional Above Average Below Average Unacceptable Points Completeness points 14-8 points 7-1 points 0 points Creativity Pattern Preparation Fabric Preparation Professional Appearance Comments: Work is 100% complete; all pieces fit together as a complete whole Work is complete; pieces are present but final product does not present a unified look Work is incomplete; pieces are inconsistent and construction is difficult to follow Very little or no attempt is made to complete the project points 14-8 points 7-1 points 0 points Fabric choice and embellishments create a final product that is aesthetically pleasing Work has some creativity, but it is not present throughout the entire project Work exhibits little creative effort Work appears to be done in haste with no creative effort points 14-8 points 7-1 points 0 points Student followed instructions carefully, and pattern pieces were correctly pinned Most, but not all of the pieces were pinned correctly Several pattern pieces were not pinned correctly Instructions for pinning pattern pieces were not followed points 14-8 points 7-1 points 0 points Student followed instructions accurately for preparing and cutting fabric Most, but not all of the fabric pieces were pinned and cut out correctly Several pieces of fabric were not cut out correctly Instructions for cutting fabric were not followed points 14-8 points 7-1 points 0 points Completed A-line skirt has a professional appearance Skirt is completed, and most of the parts have a professional appearance Skirt is complete, but many of the parts are not sewn well and do not look professional Skirt is not complete Total points: 8

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