Fashion Merchandising and Marketing OUTLINE

Transcription

1 06-07 Fashion Merchandising and Marketing OUTLINE DESCRIPTION: Fashion merchandising is a profession that incorporates the A-to-Z processes in the fashion business ranging from producing, product development, promoting and buying and selling fashion items such as clothing, accessories, jewelry, cosmetics and shoes. A fashion merchandiser may work for a textile manufacturer, a designer or a fashion retail outlet such as a department store, children s clothing store or a discount store. A fashion merchandiser is also required to be in touch with market trends, fashion updates as well as popular preferences in a particular locality. Fashion Merchandising and marketing is designed for students interested in the fashion industry and the marketing and merchandising of fashion. Topics include an overview of the fashion industry, evolution and movement of fashion, career development, merchandising, risk management, and promotion. Worksite learning is an optional component of this class and is available to eligible students. Activities in this course include work-based learning that connects students to industry and the local community. Fashion Merchandising and Marketing has been UC a-g approved to meet the elective ( g History/Social Science) requirement. INFORMATION: A. Pre-requisite: Algebra I (Recommended) B. Length: One year STATE AND FEDERAL DESIGNATIONS System California Basic Educational Data System Code (CBEDS) California Department of Education (CDE) Industry Sector/Primary Pathway US Department of Education (USDOE) Career Cluster US Department of Labor Standard Occupational Classification (SOC) Designation 440 Fashion Merchandising Fashion and Interior Design/ Fashion Design and Merchandising Marketing 3-0 Wholesale and Retail Buyers 4-03 Retail Salesperson 4-0 First-line Supervisors of Retail Sales Workers 7-06 Merchandise Displayers Includes updates from 3/05 Advisory meeting. Page

2 06-07 Orientation A. Introduce the course and facilities. B. Discuss the syllabus and major objectives. C. Explain applicable classroom management procedures, the ROP Student Rules of Conduct, and any operational guidelines. D. Review instructor/student expectations. E. Explain enrollment and attendance requirements and procedures. F. Review grading and student evaluation procedures. G. Discuss the community classroom aspect of the program if applicable. H. Discuss the next steps related to additional education, training, and employment. I. Review classroom safety, emergency and disaster procedures.. Communication Skills A. Demonstrate positive verbal communication skills using appropriate vocabulary, demeanor, and vocal tone in the classroom and/or worksite. B. Read and interpret written information and directions. C. Practice various forms of written communication appropriate to the occupation. D. Practice positive body language skills. E. Practice professional verbal skills for resolving a conflict. F. Demonstrate active listening skills including techniques for checking for understanding, and for obtaining clarification of directions.. Interpersonal Skills A. Demonstrate positive teamwork skills by contributing to a group effort. B. Practice the importance of diversity awareness and sensitivity in the workplace. C. Define sexual harassment in the workplace and identify the employee s role and responsibility. D. Practice participation skills. E. Identify different personality types and strategies for working effectively with each type. F. Practice business and social etiquette skills appropriate to the occupation. G. Discuss the role of business and personal ethics in the decision-making process. H. Evaluate various job-related scenarios and justify decisions based on ethics. I. Demonstrate flexibility and adaptability in working with others. J. Demonstrate the use of time management skills. 3. Employability Skills Includes updates from 3/05 Advisory meeting. Page

3 A. Demonstrate appropriate attendance and punctuality practices for the classroom and worksite if applicable. B. Prepare a resume, cover letter, and job application forms. C. Demonstrate interviewing techniques using appropriate tone and body language. D. Demonstrate appropriate dress and grooming standards in seeking employment and for the workplace. E. Identify strategies for employment retention. F. Analyze the impact of social networking on employability. G. Identify the need for continuing education, professional development, and professional growth in chosen field. H. Identify appropriate procedures for leaving a job. I. Identify sources of job information, including electronic sources. J. Review company policies and current trends in employee compatibility screening, drug screening, and background checks. 4. Green Concepts A. Identify industry practices that demonstrate a commitment to sustainability. B. Practice conservation of classroom resources. C. Identify the use of green technology within the industry sector. D. Identify the impact the industry has on the environment. 5. Personal and Occupational Safety A. Demonstrate procedures to be followed in the case of emergencies. B. Discuss ways to report a potential safety hazard to a supervisor. C. Identify and discuss cyber ethics, cyber safety, and cyber security. D. Apply personal safety practices to and from the job. E. Describe the procedure for reporting a work-related hazard or injury. F. Recognize the effects of substance abuse in the workplace. 6. Evolution of Fashion A. List and explain the stages of the fashion life cycle. B. Distinguish between classic and fad. C. Identify the effect technology and the internet has on the fashion industry. D. List and explain the theories of fashion adoption. E. Define fashion trend and identify sources of fashion trends. F. Identify current fashion trends from designer runway shows. 7. Principles of Design in Fashion Includes updates from 3/05 Advisory meeting. Page 3

4 06-07 A. Identify the principles of design: line, shape, and balance. B. Explain the differences in sizing of apparel for men, women, and children. C. Identify various fits and styles. D. Explain the types of fashion designers. E. Describe measuring techniques in the fashion industry. 8. The Business of Fashion A. Explain the differences among the various retailers of fashion. B. Identify the economic impact of design and buying centers on the local economy. C. Describe the impact of the fashion industry on the U.S. and world economies. D. Explain the relationship between supply and demand. E. Identify the effect of the economy on the business, store, employee and the consumer. F. Explain how globalization has affected the fashion industry. G. Explain the importance of global sourcing in the fashion industry. H. Describe how cultural influences affect mainstream fashion. 9. Marketing Fundamentals A. Define fashion marketing and explain the four components of the marketing mix. B. Explain the types of customer characteristics used to define a target market. C. Identify the functions of marketing and describe the methods used for market research. D. Describe the impact of social media and alternative methods of marketing on fashion. E. Explain the three main market segments of the fashion industry. 0. Promotion and Display A. Explain how designers and manufacturers use branding and licensing. B. Identify the essential parts of a promotional plan and the concepts. C. Identify the impact of technology in the promotion of retailers and their products. D. Coordinate merchandise placement. E. Explain the purpose of visual merchandising in the fashion industry. F. Describe color theories as related to visual merchandising. G. Identify the four types of promotion.. Textiles Includes updates from 3/05 Advisory meeting. Page 4

5 06-07 A. Explain the importance of fabric in fashion. B. Translate textile care instructions. C. Identify main natural fibers, manufactured fibers and specific characteristics. D. Discuss how synthetic fibers are produced. E. Identify the primary methods for making fibers into fabrics. F. Identify components of textiles according to product labels.. Professional Selling and Customer Service A. Demonstrate the steps in the selling process. B. Differentiate between ethical and unethical selling practices. C. Demonstrate effective customer service skills. D. Demonstrate suggestive selling techniques. E. Explain the impact suggestive selling can have on profits. F. Discuss customer buying motives. G. Explain the impact of in store promotions to increase sales and customer base. H. Describe price vs. value. I. Relate sales quotas to sales performance. J. Describe importance of identifying features and benefits of products. K. Demonstrate methods used to defuse an upset or irate customer. L. Effectively ask open ended questions. 3. Retail Math A. Calculate mark ups/mark downs. B. Calculate sales tax. C. Correctly calculate and count back change. D. Discuss employee payroll. E. Explain the effect of payroll on the company profits. F. Discuss the importance of math skills in the fashion industry. G. Calculate multiple unit pricings. H. Calculate price of units of measurement. I. Calculate inventory extensions. 4. Loss Prevention A. Describe the salesperson s role in reducing loss. Includes updates from 3/05 Advisory meeting. Page 5

6 06-07 B. Describe loss prevention strategies for reducing/eliminating internal and external theft. C. Identify common paperwork errors and how they can affect profit/loss. D. Describe the effect of loss on the store and the employee. E. Describe inventory control and systems used in retail stores. F. Identify legal considerations pertaining to theft. Includes updates from 3/05 Advisory meeting. Page 6

7 06-07 Key Assignments Assignment Competencies Career Ready Practices Anchor Pathway CCSS. Students will participate in mock interviews that represent current industry practices (e.g., skills demonstrations, resumes, applications, portfolios, personal websites, etc.). A, B, D 3B, C, D, I, J LS 9-0, -.6 SLS -.. Students will analyze a fashion issue whose ethics are questionable, form an opinion and verbally support position through a debate.* A,D,E,F B,D,F,G,H,I B 5.0 A.0 LS 9-0, Students will research and present fashion trends of selected decades. Identify the historical events of the decade and their influence on fashion at that time. Analyze how fashion and design have been influenced by politics, society, economics, culture, and aesthetics.* B, C, F J 3A 6A-E 8E, H A A7.0 RHSS -.7 WS -.7 WH 0. US. 9D 4. Students will prepare an essay on a long-time fashion designer including the designer s career path, influences, and impact on the fashion world.* C 7C A LS 9-0, -.6 WS -., Students will identify a culture that has significantly influenced fashion over the last two years and create an electronic presentation identifying and illustrating how and where this culture has had such influence.* 6C, E 8G A A7.0 LS 9-0, -.6 WS -.4, Students will create an electronic presentation comparing the business practices of two retailers that serve similar target markets. They will include how they do business, what makes each company strong or weak, what they would do to improve the operations of the business, and the impact these businesses have on the local, state, and world economies.* A, B, D, F D, J 8C, D 0C E, G, H A.0 A3.0 LS 9-0, -.6 PE. WS -.7 Includes updates from 3/05 Advisory meeting. Page 7

8 06-07 Assignment Competencies Career Ready Practices Anchor Pathway CCSS 3F A, B, D 7. Students will predict the consequences of a new technology on the fashion industry, presenting the information to class using presentation software other than PowerPoint.* 4C 6C 8E, F 9D, F 0C A LS 9-0, -.6 WS -., Students will write a 3-5 page report on the marketing activities of a local fashion retailer and suggest marketing activities that would allow the company to expand into new markets with its existing products. They will present the suggestions to a board of directors for the company.* A-D, F 9A-F 0A-C, F G 5 0 A9.0 WS -.4 WS -.7 A, B, D 9. Students will plan and execute a fashion merchandising display for a chosen retailer. Present the display describing the retailer s image, its target market, and its product mix.* F 7A 8A 9B A0.0 LS 9-0, -.6 0D, E, G 0. Students will develop a written fashion promotional plan and defend the plan in an oral presentation using the DECA rubric.* A, D F 0B, C, F G 0.0 A9.0 LS 9-0, -.6 WS -., -.4 PE. Includes updates from 3/05 Advisory meeting. Page 8

9 06-07 Assignment Competencies Career Ready Practices Anchor Pathway CCSS. Using an existing business of their choice, students will research the current and potential use of social networking and its effectiveness. Students will develop a strategic plan to enhance or introduce social networking into the current promotional activities.* A-C, F J 6C 8E 9A-F 0A-C, F 0.0 A3.0 A7.0 A9.0 LS 9-0, -.6 WH 0. WS -.7 A-D, F. Students will research and prepare a presentation on a current fashion designer comparing how their target market has changed from past to present and identify specific ways the designer has updated their marketing and promotions to reach their new target market.* D, F, J 6F 8E-H 9A-F 0A-D, F, G.0 A7.0 A9.0 LS 9-0, -.6 PE. WS -.7 F, G C 3. Students will research and write a two page report on a fashion retailer that has gone out of business, detailing the causes of their closure.* 8A-H E, G 3F A.0 A3.0 LS 9-0, -.6 WS -., -.4, -.7 4F 4. Students will review an inventory loss report and write a written proposal on how the company can address areas of high loss. The proposal must include: an introduction, highest loss areas, types of loss, sales person s role in prevention, and suggested policies to eliminate/reduce loss.* B, C, F D, G, J C 4A-F A.0 LS 9-0, -.6 WS Students will participate in Community Classroom. A-F A-G, I, J 3A-E, H, J 4A-D SLS WS -.7 Includes updates from 3/05 Advisory meeting. Page 9

10 06-07 Assignment Competencies Career Ready Practices Anchor Pathway CCSS 5A, B, D-F 7 6B 7A, B, D, E 8 9 8E 0D, E, G B, C, G A-L 3B, C, F-I 4A-F * = UC a-g required assignment Includes updates from 3/05 Advisory meeting. Page 0

11 06-07 Career Ready Practices Assessed in this Program. Apply appropriate technical skills and academic knowledge.. Communicate clearly, effectively, and with reason. 3. Develop an education and career plan aligned to personal goals. 4. Apply technology to enhance productivity. 5. Utilize critical thinking to make sense of problems and persevere in solving them. 6. Practice personal health and understand financial well-being. 7. Act as a responsible citizen in the workplace and the community. 8. Model integrity, ethical leadership, and effective management. 9. Work productively in teams while integrating cultural/global competence. 0. Demonstrate creativity and innovation.. Employ valid and reliable research strategies.. Understand the environmental, social, and economic impacts of decisions. Anchor.0 Communications Acquire and use accurately sector terminology and protocols at the career and college readiness level for communicating effectively in oral, written, and multimedia formats. 3.0 Career Planning and Management Integrate multiple sources of career information from diverse formats to make informed career decisions, solve problems, and manage personal career plans. 4.0 Technology Use existing and emerging technology, to investigate, research, and produce products and services, including new information, as required in the sector workplace environment. Problem Solving and Critical Thinking Conduct short, as well as more sustained, research to create alternative solutions to answer a question or solve a problem unique to the sector using critical and creative thinking, logical reasoning, analysis, inquiry, and problem-solving techniques. 6.0 Health and Safety Demonstrate health and safety procedures, regulations, and personal health practices and determine the meaning of symbols, key terms, and domainspecific words and phrases as related to the sector workplace environment. 7.0 Responsibility and Flexibility Initiate, and participate in, a range of collaborations demonstrating behaviors that reflect personal and professional responsibility, flexibility, and respect in the sector workplace environment and community settings. 8.0 Ethics and Legal Responsibilities Includes updates from 3/05 Advisory meeting. Page

12 06-07 Practice professional, ethical, and legal behavior, responding thoughtfully to diverse perspectives and resolving contradictions when possible, consistent with applicable laws, regulations, and organizational norms. 9.0 Leadership and Teamwork Work with peers to promote divergent and creative perspectives, effective leadership, group dynamics, team and individual decision making, benefits of workforce diversity, and conflict resolution. 0.0 Technical Knowledge and Skills Apply essential technical knowledge and skills common to all pathways in the sector following procedures when carrying out experiments or performing technical tasks. Pathway Fashion and Interior Design Fashion Design and Merchandising Pathway A.0: Understand basic hiring practices, operational policies, procedures, and regulatory requirements in the fashion design, manufacturing, merchandising, and retail industry. A3.0: Understand the principles of organizational management, including the roles and responsibilities of management and employees. A: Understand how the history of social, cultural, political, economic, and technological changes influence fashion. A7.0: Understand how trends, color, and societal forecasting are used in the fashion industry. A9.0: Understand the skills and procedures necessary for sales, marketing, and branding in the fashion industry. A0.0: Understand visual merchandising and product styling. A.0: Understand the current laws, work site policies, and systems for inventory control and loss prevention. Common Core State ENGLISH LANGUAGE ARTS Language LS 9-0, -.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the (career and college) readiness level, demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Reading for Literacy in History/Social Studies RHSS -.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Speaking and Listening SLS -.: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions, and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Includes updates from 3/05 Advisory meeting. Page

13 06-07 SLS : Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others ideas and expressing their own clearly and persuasively. SLS -.d: Respond thoughtfully to diverse perspectives, synthesize comments, claims and evidence made on all sides of an issue, resolve contradictions when possible, and determine what additional information or research is required to deepen the investigation or complete the work. Writing WS -.: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WS -.: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. WS -.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WS -.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback including new arguments and information. WS -.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem, narrow or broaden the inquiry when appropriate, synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WS -.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. HISTORY/ SOCIAL SCIENCE Principles of Economics PE.: Students understand common economic terms and concepts and economic reasoning. PE.: Students analyze the elements of America's market economy in a global setting. US History and Geography US.: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. World History, Culture and Geography WH 0.: Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers). Includes updates from 3/05 Advisory meeting. Page 3