Fashion and the Marketing Mix Fashion Marketing Marketing. Lesson Plan

Transcription

1 Fashion and the Marketing Mix Fashion Marketing Marketing Lesson Plan Performance Objective Upon completion of this lesson, the student will understand merchandising concepts and processes used in obtaining, developing, maintaining, and improving a product or service to respond to marketing opportunities. Specific Objectives Know merchandising concepts and processes used in obtaining, developing, maintaining, and improving a product or service to respond to marketing opportunities. Use assortment mix strategies to create maximum mix of products at minimum cost. Explain how each component of the marketing mix contributes to the success of marketing. Terms Fashion Merchandising- the planning, buying, and selling of fashion apparel and accessories to offer the right merchandise blend to meet consumer demands Marketing-the process of developing, promoting, and distributing products to satisfy customers needs and wants Fashion Merchandise-goods that are popular at a particular time Marketing Mix-four basic marketing strategies known as the four P s of marketing-product, place, price, and promotion Marketing plan-a written document that provides directions for the marketing activities of a company for a specific period of time Sales Promotion-promotional activities such as special contest, window displays, or coupons, to increase customer traffic and purchases in a store Public Relations-activities that promote the image and communications a company has with employees, customers, and the public Publicity-an unpaid mention of a business, its employees, or its merchandise in the media Advertising-a paid message that a business sends about its fashion products or ideas Fashion Product Mix-the total selection of goods and services that a company makes or sells Time When taught as written, this lesson should take approximately 3 days to teach. 1

2 Preparation 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 (2) The student knows the importance and functions of marketing. The student is expected to: (c) explain how each component of the marketing mix contributes to successful marketing (10) Know merchandising concepts and processes used in obtaining, developing, maintaining, and improving a product or service to respond to marketing opportunities. The student is expected to: (a) Use assortment mix strategies to create maximum mix of products at minimum cost Interdisciplinary Correlations: English III (1)(a) Reading/Vocabulary Development determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek or other linguistic roots and affixes (1)(b) Reading/Vocabulary Development analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings (1)(c) Reading/Vocabulary Development infer word meaning through the identification and analysis of analogies and other word relationships (9)(c) Reading/Comprehension of Informational Text/Expository Text make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns (11)(B) Reading/Comprehension of Informational Text/Procedural Text translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables and diagrams (12)(A) Reading/Media Literacy evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts (12)(B) Reading/Media Literacy evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, and sound in electronic journalism) used in multilayered media (12)(C) Reading/Media Literacy evaluate the objectivity of coverage of the same event in various types of media (12)(D) Reading/Media Literacy evaluate changes in formality and tone across various media for different audiences and purposes Occupational Correlation (O*Net Job Title: Marketing Manager O*Net Number: Reported Job Titles: Marketing Director, Marketing Manager, Marketing Coordinator 2

3 Tasks Formulate, direct and coordinate marketing activities and policies to promote products and services, working with advertising and promotion managers. Identify, develop, or evaluate marketing strategy, based on knowledge of establishment objectives, market characteristics, and cost and markup factors. Develop pricing strategies, balancing firm objectives and customer satisfaction. Coordinate or participate in promotional activities or trade shows, working with developers, advertisers, or production managers, to market products or services. Soft Skills: social perceptiveness, speaking, operations analysis, active listening 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. Teacher will have websites and pictures ready on projector for visual learning and comparison. References Ekstrom, G., Justiss, M., & Glencoe/McGraw-Hill. (2006). Fashion marketing. New York: Glencoe/McGraw Hill Fashion school and educational websites Professional marketing association websites Introduction Learner Preparation Open the lesson by asking students to think of the last time they were at the mall. Was there a window display that caught their eye? Why? Was it the merchandise, the colors, lights, etc.? Lead class discussion about answers. Lesson Introduction ASK: Ask the students to think of the last time they were at the mall. Was there a window display that caught their eye? Why? Was it the merchandise, the colors, lights, etc.? SAY: The combination of a good marketing mix and merchandising plan results in higher profits. There are three strategies that fashion marketers use to increase their business. SHOW: Show students slideshow display. Discuss the marketing strategies with class. 3

4 Outline MI Outline Instructor Notes I. Fashion and The Marketing Mix A. Marketing Strategies 1. Increase the number of customers 2. Increase the average transaction 3. Increase the frequency of repurchase B. Fashion Merchandising 1. Planning 2. Buying 3. Selling II. The Marketing Mix Product-refers to what a company is offering for sale to customers to satisfy A. their needs and wants. B. Place-refers to the way products are distributed and their systems of delivery. C. Price- the amount of money consumers will pay for a product. D. Promotion-any form of communications that a business or organization uses to inform, persuade or reminds people to buy its product. III. Sales Promotion A. Merchandised window displays B. Coupons C. Contests D. Public Relations E. Publicity F. Advertising G. Personal Selling (Day 1) Use slideshow and websites as aids. After introduction, have students come up with different activities for each of the three marketing strategies. These activities should help retailers to promote their store. Discuss answers with class. Have students fill out terms and go over in detail. (Day 2) Use slideshow and websites as aids. Divide students into groups. Ask each group to develop a sales promotion idea for a product targeting pre-teens. Have each group present their ideas to the class by creating a slideshow Presentation. (Day 3) Sales Promotion Group Project on slideshow. Multiple Intelligence Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial 4

5 Guided Practice Introduction and marketing strategies lesson. Application Independent Practice After introduction, have students come up with different activities for each of the three marketing strategies. These activities should help retailers to promote their store. Discuss answers with class. Summary Review Ask students to answer the following questions aloud: What are the three marketing strategies? What is the marketing mix? What are the four P s of marketing? What are the key elements to a successful sales promotion? 5

6 Evaluation Informal Assessment Teacher will observe students during assignment. Teacher will move about the classroom, providing feedback and making sure that students are on task. Formal Assessment Students will be evaluated on Sales Promotion Group Project using rubric. Enrichment Extension Ask students which they think is easier: developing products or offering them for sale in a store. Lead class discussion. 6

7 Fashion and the Marketing Mix Fashion Marketing Marketing Sales Promotion Group Slideshow In groups, students will come up with both a product and a way to promote the product to the pre-teen target market. Promotion will include: Product-What are we offering? Price-How much is our product? Place-How are we going to distribute our product and where? Promotion-How will we promote our product? Things to consider: Advertising Merchandising Contests Displays Publicity Personal Selling 7

8 Fashion and the Marketing Mix Sales Promotion Group Slideshow - Content Rubric CATEGORY or less Organization Quality of Information Sequencing of Information Content - Accuracy Amount of Information Information is very organized with wellconstructed paragraphs and subheadings. Information clearly relates to the main topic. It includes several supporting details and/or examples. Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide. All content throughout the presentation is accurate. There are no factual errors. All topics are addressed and all questions answered Information is organized with wellconstructed paragraphs. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Most information is organized in a clear, logical way. One slide or item of information seems out of place. Most of the content is accurate but there is one piece of information that might be inaccurate. All topics are addressed and most questions answered. Information is organized, but paragraphs are not well-constructed. Information clearly relates to the main topic. No details and/or examples are given. Some information is logically sequenced. An occasional slide or item of information seems out of place. The content is generally accurate, but one piece of information is clearly flawed or inaccurate. All topics are addressed, and most questions answered. The information appears to be disorganized. Information has little or nothing to do with the main topic. There is no clear plan for the organization of information. Content is typically confusing or contains more than one factual error. One or more topics were not addressed. Total Score Maximum 100 Points 8

9 Fashion and the Marketing Mix Sales Promotion Group Slideshow - Appearance Rubric CATEGORY or less Use of Graphics Cooperation Background Spelling and Grammar Text - Font Choice & Formatting All graphics are attractive (size and colors) and support the theme/content of the presentation. Group delegates tasks and shares responsibility effectively all of the time. Background does not detract from text or other graphics. Choice of background is consistent from slide to slide and is appropriate for the topic. Presentation has no misspellings or grammatical errors. Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. A few graphics are not attractive but all support the theme/content of the presentation. Group delegates tasks and shares responsibility effectively most of the time. Background does not detract from text or other graphics. Choice of background is consistent from slide to slide. Presentation has 1-2 misspellings, but no grammatical errors. Font formats have been carefully planned to enhance readability. All graphics are attractive but a few do not seem to support the theme/content of the presentation. Group delegates tasks and shares responsibility effectively some of the time. Background does not detract from text or other graphics. Presentation has 1-2 grammatical errors but no misspellings. Font formatting has been carefully planned to complement the content. It may be a little hard to read. Several graphics are unattractive AND detract from the content of the presentation. Group often is not effective in delegating tasks and/or sharing responsibility. Background makes it difficult to see text or competes with other graphics on the page. Presentation has more than 2 grammatical and/or spelling errors. Font formatting makes it very difficult to read the material. Total Score Maximum 100 Points 9

10 Fashion and the Marketing Mix Fashion Marketing Marketing Fashion and the Marketing Mix Vocabulary Terms Definitions Fashion Merchandising Marketing Fashion Merchandise Marketing Mix Marketing Plan Sales Promotion Public Relations Publicity Advertising Fashion Product Mix 10