BAA Fashion Design 12 District Name: Chilliwack School District District Number: SD#33 Developed by: Dara Wakely Date Developed: December 2004 School Name: Sardis Secondary School Principal s Name: Bob Patterson Board/Authority Signature: Course Name: Fashion Design Grade Level of Course: Grade 12 Number of Course Credits: 4 Prerequisite(s): Grade 12 Textiles Studies or teacher approval Special Training, Facilities or Equipment Required: Sewing machines, Sergers, textbooks (suggested: Pattern Making by the Flat-Pattern Method; Pattern Making for Fashion Design; Clothing, Fashion, Fabrics, Construction), drafting tools. Course Synopsis This course has been developed to support and encourage students to explore the creativity and individuality of fashion design concepts. As well students gain skills and knowledge in the technical aspects of pattern making. Students learn from basic slopers which are the beginning of flat pattern design. Students complete a process from the design ideas to ½ / full scale pattern to the finished garment. Learning outcomes for the course are grouped under the units: the skirt, the bodice, the clothing line. Students are given the opportunity for self and peer assessment in each of the units. This approach supports student skill development and encourages meaningful methods of designing, measuring, adapting, constructing and evaluating garments. Rationale See above. Organizational Structure Unit/Topic Title Time Unit 1 Introduction 15 hours
Unit 2 The Skirt 35 hours Unit 3 The Bodice 35 hours Unit 4 The Dress 35 hours Unit 5 Total Hours 120 hours Unit/Topic/Module Descriptions: Unit 1: Introduction 15 hours Students will become familure with the information and skills they will use the in the design process. Students will practice manipulating patterns. They will practice using the drafting tools, doing basic dart manipulation, sketching designs and reflect on and self-assess their work in the unit. Concepts will be analyzed and interpreted such as: How can this design be created? Does this design have potential in the real world of fashion? Etc. 1. Analysis it is expected that students will: Interpret current fashion styles and trends Manipulate darts to create various designs Identify and demonstrate good design principles Explain person interpretation of and preferences of selected designs Identify features of good design Identify appropriate vocabulary when discussing design 2. Technology it is expected that students will: Use and maintain materials, equipment, work space in a safe manner Use computer software to develop basic slopers when it becomes available Unit 2: The Skirt 35 hours 1. Design and Technical Sketching - it is expected that students will: Create designs using personal creativity Develop technical drawings and illustrate all construction details Demonstrate the effective use of time management skills 2. Pattern Development it is expected that students will: Use patternmaking tools to manipulate basic slopers Use computer software to create their own basic sloper when it becomes available Create original pattern pieces Describe appropriate pattern labeling techniques Evaluate pattern success based on completed garment Demonstrate the effective use of time management skills
3. Garment Construction it is expected that students will: Demonstrate quality sewing/serger/pressing skills Demonstrate safe/appropriate use of equipment Demonstrate competency in all areas of garment construction Develop an efficient time line to construct garment Identify high quality garment finishes/techniques Evaluate garment construction process based on completed garment Demonstrate the effective use of time management 4. Pattern Envelope and Guidesheet it is expected that students will: Create a pattern envelope for their garment equivalent to a commercial pattern Explain construction process on a guidesheet Demonstrate the effective use of time management skills Unit 3: The Bodice 35 hours See above curriculum organizers and learning outcomes as applied to creating the bodice. Design and Technical Sketching Pattern Development Garment construction Pattern envelope and guidesheet Unit 4: The Dress 35 hours See above curriculum organizers and learning outcomes as applied to creating the bodice. Design and Technical Sketching Pattern Development Garment construction Pattern envelope and guidesheet Unit 5: Overview Instructional Component: Direct instruction Indirect instruction
Interactive instruction Independent instruction Modeling and demonstration Brainstorming Group work Library research/internet search engines Analysis of design to pattern Analysis of garment quality Analysis of own and classmates design work Assessment Component Mark distribution will vary between terms. 70%... Practical work (exercises, pattern pieces, projects) 20%... Written work (guidelines, exercises, fact sheets) 10%... Daily progress (management of time, resources and energy) Performance Methods Project proposal Exercises Design assignment ½ and full scale patterns Garment construction Pattern envelope Pattern guidesheet Personal Communication Group dialogue Student/teacher dialogue Self evaluation Peer evaluation Other Daily/weekly assessment Checklists Rating scales Learning Resources Sewing machine and serger manuals Software to create basic slopers o CADTERNS, CADTERNS Custom Clothing Inc., 1995
o Symmetry, Wild Ginger Software Inc. Articles and information on fashion design on internet and in print Books o Pattern Making by the Flat Pattern Method, Norma R. Hollen, Burgess Publishing Company 1981 o Drawing Fashion, Bill Thames, McGraw Hill Book Company, 1985 o Fashion!, Mary Wolfe, Goodheart-Wilcox Company, 1993 o Patternmaking for Fashion Design, Helen Joseph-Armstrong, Harper Collins College Publishers, 1995 Additional Information This course has been offered at Sardis Secondary for as long as I can remember under the names of Textiles 12B and then Career Preparation Fashion Design. We have successfully competed in the Skills Canada Competitions held annually since 1996. In the past, successful students have been accepted into the Fashion Design programs at UCFV, Kwantlen University College and Ryerson University. Schools will need flexible access to computers for students to learn and work with computer-aided fashion drafting software.