Lesson 10: Fashion Design

Program Description
DV sets out to help his young friend who wants to be a fashion designer. He grabs his
camera and heads for the Fashion Design Department at the American Inter-
Continental University. The Program Chair enthusiastically takes DV on a tour of
classrooms and labs where students study theory, develop skills and finally sew the
garments they design. In addition to taking classes specific to fashion design, DV learns
that students take classes in math, computer skills and, in many cases, foreign
language. His guide is quick to point out that "what students really need here is math"
because pattern design relies heavily on math skills and knowledge of angles, curves
and measurement.

Quiz
1. What are three classes that fashion design students must take? (Figure Drawing,
Fashion Sketching, Color Theory, Pattern Making, Math.)

2. Which is the process for shaping muslin to a figure called? (Draping.)

3. What is a dart? (Gathering of material to fit the body.)

Lesson Plans
Grade Level: 4, 5, 6, 7, 8, 9

Activity Type: Using Video to Introduce a Lesson

Background: This video can be used as an activity to introduce a topic for a math,
science or career education class. The potential comes from the lively conversation
between DV and the Program Chair about curriculum and the requirements for
successfully completing a fashion design project. For example, in beginning a lesson on
geometry, the math teacher might use this videotape to illicit responses from students
about the application of principles of geometry.

The emphasis given in the video to the integration of the subject areas of mathematics,
computer skills, foreign languages, along with classes in the visual arts, makes this an
ideal video for career education lessons.

Materials/Procedure: Specific to Subject

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Grade Level: Any Advanced Art Class

Activity Type: Post-Video

Introduction: In an advanced art class, students can use their drawing skills to design
articles of clothing. If the teacher has training in designing patterns, he or she might
want to have the students draw miniature patterns as well as select colors and types of
material.

Background: Fashion design is a complex procedure that begins either at the

computer or at the drawing table where a design renders his or her concepts onto the
model figure. Far from simply indulging ones imagination, it is necessary for the apparel
to fit properly and be able to move with the human body. Once drawn, the designer
needs to determine the type of material the item will be made from. After that, he or she
must create a pattern for each part of the garment so that it can be cut out and then
sewn together to make the clothing. This is something like designing a 3-D puzzle and
then putting it together on a mannequin.

Activity: So You Wanna Be A Fashion Designer

Following the video, this would be the beginning of a long term art project in which
students first drew their concepts and then (if appropriate) created a pattern from which
the apparel would be rendered.

Materials: rulers, protractors, colored pencils, graph paper, worksheet with a basic
human figure

Procedures:

1. Students will use the paper to draw their concepts. They must be mindful of the
functionality of what they are designing (i.e. – a person must be able to move
while wearing their garment).

2. Once they have worked out their design, they will draw a final draft of it using the
human figure worksheet provided by the teacher. They will need to include the
colors, patterns and material from which the clothing would be made.

Modifications: If the teacher can give a more detailed lesson on pattern design,
another step in the project could be to make an actual scale pattern of the clothing. A 3-
D model of a human would make this easier so that students could see how the clothing
would hang off the body.

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South Carolina Curriculum Standards

Science Standards Grades 5-8

5-8.I. Inquiry
5/8.C 6-7.B. Abilities necessary to do technological design.
1. Identify appropriate problems for technological design.
a. Identify a specific need for a product.
b. Determine whether the product will meet the identified need.
6-7.C 8.D. Understanding about science and technology.
2. Many different people in different cultures have made and continue to
make contributions to science and technology.
a. Describe examples of contributions people have made to science and
technology.

Math Standards Grades 6-12

6-8. Number and Operations
I. Understand numbers, ways of representing numbers, relationships among
numbers, and number systems.
A. Work flexibly with fractions, decimals and percents to solve problems.
III. Compute fluently and make reasonable estimates.
A. Select appropriate methods and tools for computing with fractions and decimals
from among mental computation, estimation, calculators or computers, and paper
and pencil, depending on the situation, and apply the selected methods.
6-8. Measurement
I. Understand measurable attributes of objects and the units, systems and
processes of measurement.
A. Understand both metric and customary systems of measurement.
B. Understand relationships among units and convert from one unit to another
within the same system.
6-8. Geometry
I. Analyze characteristics and properties of two-and three-dimensional geometric
shapes and develop mathematical arguments about geometric relationships.
B. Understand relationships among the angles, side lengths, parameters, areas,
and volumes of similar objects.
9-12. Number and Operations
III. Compute fluently and make reasonable estimates.
A. Develop fluency in Operations with real numbers, vectors and matrices, using
mental computation or paper and pencil calculations for simple cases and
technology for complicated cases.
9-12. Geometry
I. Analyze characteristics and properties of two-and three-dimensional geometric
shapes and develop mathematical arguments about geometric relationships.
A. Analyze properties and determine attributes of two-and three-dimensional
objects.

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Visual Arts Standards Grades 3-12
3-5.VI. Making connections between visual arts and other disciplines.
B. Identify connections among the visual arts, other arts disciplines and
content areas across the curriculum.
C. Recognize career opportunities in the visual arts.
6-8.VI:. Making connections between visual arts and other disciplines.
B. Compare and contrast concepts and subject matter found in the visual arts
with those in other disciplines.
C. Identify visual arts careers and the knowledge and skills required for
specific art careers.
9-12.VI. Making connections between visual arts and other disciplines.
A. Compare and contrast the materials, technologies, media, and processes
of the visual arts with those of other arts disciplines.
C. Identify specific visual and performing arts careers and describe the
knowledge and skills required for these careers.

Guidance and Counseling Program Curriculum Standards Grade 3

3. Learning to Work (Career Development)
Understand the relationships among personal qualities, education and training,
and the world of work.

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