Apparel Merchandising Day 1

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1 Day 1 Day 1: Activity 1/Problem Solving Fashion Career Path Do you keep up with the latest clothing fads? Are you able to think and move fast? Fashion is an exciting and competitive business that can be both challenging and overwhelming. One thing is certain: Fashion is constantly changing. Fashion is a big business. It is one of the largest industries in the nation. Whether or not you have a college degree, the fashion industry offers you hundreds of career opportunities. In this activity, you will determine if fashion design might be a career path for you to follow. In the Reference section, locate the pages titled Fashion Career Path Survey. Each student will take this self-analysis survey. Use the dry erase markers and circle your selections on the laminated sheet. Complete the tests honestly and carefully. Total your score and compare it to the number range provided. Determine if a career in fashion is in your future. After completing the activity, remember to erase the pages and return them to their proper location in the Reference section. V. 3.0 Copyright 2009 Paxton/Patterson LLC - All Rights Reserved. All printed and electronic materials in Growing Up Ready Learning System are copyright protected including but not limited to student guidebooks, graphics, tests, rubrics, videos, and instructor and student orientations. RETURN TO THE Growing Up Ready PROGRAM. 1

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3 Day 2 Day 2: Activity 1/Problem Solving Forecasting Trends You have learned that fashion is always changing and it affects the clothes you select. An outfit you might have worn to last year s school dance is probably not going to be the same one you wear this year. In this activity, you will discover how you can identify fashion changes by applying your math skills. Use the calculators in the unit to complete these math problems. Here is how: Problem 1: You have noticed that a lot of students at your school are wearing bell-bottoms, a popular new pant style. You wonder what percentage of students are wearing them. If there are 32 students in your math class and 8 of them are wearing bell-bottoms, what percentage of students are wearing them? a) 8 % b) 25% c) 32% d) 50% Step One Since 8 out of 32 students in your class are wearing them, the first thing you want to know is what part of 32 is made up by 8. You calculate this by dividing 8 by 32. 8/32 Using your calculator, you would find that 8/32 is.25. V

4 Day 2 Step Two To make.25 into a percent, all you have to do is multiply by 100, or move the decimal point two places to the right:.25 x 100 = 25 Eight is 25% of 32, so if you chose b as the correct percentage, congratulations! Problem 2: The next day, you decide to count all of the students getting off the bus to see what percentage are wearing bell-bottoms. To get started, you make a chart that looks like this: Wearing Bell-Bottoms Bottoms Not Wearing Bell- Each time a student gets off the bus, you make a tally mark in the proper column. When the last student has been counted, your sheet looks like this: Wearing Bell-Bottoms Bottoms Not Wearing Bell- 4 Now, how would you find out what percentage of students were wearing bell-bottoms? Step One First, total the tally marks on each side. There are 18 students wearing bell-bottoms and 42 students not wearing them. V. 3.0

5 Day 2 Step Two Next, you will need to find the total number of students on the bus. Since every student was either wearing bell-bottoms or not wearing bell-bottoms, you would add both numbers to get the total number of students = 60 There were 60 students on the bus. Step Three Now, to find what percentage 18 is of 60, divide: 18/60 = Step Four Using your calculator, you would find that 18/60 is.30. Step Five Now multiply.30 by 100 to find out the percent, or move the decimal point two places to the right:.30 x 100 = 30 30% of the students on the bus are wearing bellbottoms. V continued

6 Day 2 6 Problem 3: On Monday, three students wore butterfly pins to class. On Tuesday, five students wore them. On Wednesday, seven students were wearing them. Today, Thursday, nine students wore butterfly pins. You have noticed a definite trend starting and would like to predict how many students will wear butterfly pins tomorrow (Friday). If the trend continues, how many students do you think will be wearing butterfly pins tomorrow? a) 10 b) 11 c) 12 d) 13 Step One First, write all the numbers in a list: Step Two Monday 3 Tuesday 5 Wednesday 7 Thursday 9 Friday? Next, find the relationship in each set of two numbers. Since the numbers are increasing, you know that you must either add or multiply to find the next number. What number would you add to Monday s number to get Tuesday s number? 3 +? = 5 Of course, the answer is 2. What happens if you add 2 to Tuesday s number? = 7 Seven just happens to be Wednesday s number. Just to make sure this is the relationship, test it on Thursday s number also = 9. V. 3.0

7 Day 2 Step Three Now all you have to do to predict Friday s number is to apply the relationship you found to Thursday s number, like this: =? You ve guessed it! If the trend continues, 11 students will be wearing butterfly pins on Friday. Easy, huh? Problem 4: Three weeks ago, you noticed one student wearing bright blue socks to school. Two weeks ago, you saw two students. Last week, four students were wearing them. This week, there were eight pairs of bright blue socks on campus. Since you re so good at predicting, how many pairs of bright blue socks would you expect to find next week? Step One a) 10 pairs b) 12 pairs c) 14 pairs d) 16 pairs Again, let s make a list of the numbers you ve found so far: three weeks ago 1 two weeks ago 2 last week 4 this week 8 next week? Step Two Find the relationship between the first two numbers. Again, the numbers are increasing, so that should be a V hint that you will either add or multiply to find the next

8 Day 2 You would add 1 to the number of pairs of socks three weeks ago to get the number of pairs from two weeks ago. But what happens if you add 1 again? =? You would get 3, which was not the number of pairs of bright blue socks you saw two weeks ago! Therefore, you cannot make a forecast based on addition. Try multiplication instead: 1 x? = 2 The answer is 2. Now try multiplying the number from two weeks ago, 2, by 2 also: 2 x 2 =? Did you get 4? That works out better because it s the number of pairs of bright blue socks you saw last week. Just to be sure, multiply again by 2 to see if your number agrees with this week s figure: 4 x 2 =? You should get 8! You did see 8 pairs of blue socks on campus today, so you have found the relationship. Step Three All you have to do now to make your prediction for next week is to apply the same relationship to this week s number, which is 8. 8 x 2 =? Did you get 16? Good! Next week, if this trend continues, you will count 16 pairs of bright blue socks on campus! 8 V. 3.0

9 Day 2 Now that you have gained some experience in trend forecasting, use your calculators to solve the following problems. Record the answers in your Journal. 1. You have noticed that many students have begun wearing green sweatshirts to school. You have forty students in your gym class. If you counted sixteen students with green sweatshirts, what percent of the students are wearing them? 2. What percent of the students are not wearing green sweatshirts? 3. You belong to your school s track team. There are 25 people on the team, including yourself. Last month, you purchased a new pair of Nike running shoes. All of your teammates have admired your shoes. Lately, you have noticed that more runners are starting to wear the Nike running shoes. Two weeks ago, three other runners were wearing the shoes. Last week the number of other runners was six. This week there were nine other runners with Nike shoes. If the trend continues, how many runners (not counting you) will be wearing Nike running shoes next week? 4. If the trend continues past next week, how many weeks will it take before the entire team (including yourself) is wearing Nike running shoes? When you have finished these problems, locate the Forecasting Trends Answer Key in the Reference section. Check your answers. V

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11 Day 2 Day 2: Activity 2/Problem Solving Identifying Trends In this activity, you will work together with your partner to understand the important role that observation plays in the collection of data. You are consultants hired by a forecasting service to spot a new trend. You will first observe and collect data on clothing details using the following resources: catalogs, fashion magazines, and other students. Discuss with your partner how you both will collect the data. Locate the booklet titled Apparel Styles in your unit. This will help you identify the different styles and details of clothing. In the Reference section, locate the page titled Collecting Data to Spot a Trend. On the laminated worksheet, using a dry erase marker put a tally mark next to the styles that you observe and identify. Look over the data and compare your observations. Circle the common details in each of the resources. These common elements are the details that will indicate the fashion trend. In your Journal, write a paragraph identifying the trends that you both observed. Include suggestions about how the elements of color, silhouette, and fabric might be included in a V design that will express this trend. You will use this information to complete an activity on Day 4. 11

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13 Day 3 Day 3: Activity 1/Reading Careers in Fashion In this activity, you will discover elements of different careers in the fashion industry. Ralph Lauren is an example of someone who started at the bottom and worked his way up to the very top. Ralph Lauren began his career in high school as a salesperson in a New York department store. He was promoted to assistant buyer when he graduated. Today, he is one of the world s most successful fashion designers. His fashion business has expanded to included fragrances, sheets, furniture, dinner plates, and paint. In your unit, find the two books titled Careers Without College: Fashion. This book explores five fashion careers: Fashion Designer Model Sales Representative Visual Display Designer Retail Salesperson In this unit, you have been introduced to each of these careers. Now each partner will select a career to further explore. Take ten minutes to read about the career. Follow the steps below as you complete your reading assignment. PREDICT Can you predict what you will be reading? First, browse through the pages of the reading. Notice the length of the reading and the headings, pictures, or illustrations. Make a prediction about what you will read before you begin. A good prediction might be, I predict that careers in fashion can be interesting and challenging. V

14 Day 3 CLARIFY To clarify means to make a statement or word clear. While reading, you might find a word or phrase that you don t understand. When you have finished reading, go back to that section of the reading. Look up the definitions of unfamiliar words. Ask your partner to explain any unfamiliar words or phrases. If you are still unclear, ask your instructor for help. QUESTION When you are done reading, you can test what you have learned by asking questions. Take turns asking your partner two questions about the reading passage. Here s a hint: Identify what is important by asking questions using the words: Who? What? Where? When? Why? How? SUMMARIZE The last step in checking your understanding of the reading is to put the most important details into your own words. Take turns telling your partner the most important ideas you have learned in this reading assignment. Answer the following questions in your Journal. 1. What career did you investigate? 2. Name three necessary skills needed for this career. 3. Describe one interesting aspect of this career. 14 RETURN TO THE Growing Up Ready PROGRAM. V. 3.01

15 Day 3 Day 3: Activity 2/Photoshop Elements Experimenting in Fashion Design In this activity, you and your partner will use a computer program to experiment with different fashion designs. Most designers like architects, use computers and special software to assist them with their designs. This allows them to make changes and select different colors and patterns quickly and easily. Also, the computer allows the designer to save work, edit textures and patterns, and save the work in a digital format to share with the market around the world. Today's activities will allow you to become more familiar with a program called Photoshop Elements. You will be using this software again in later activities to design specific fashions. MINIMIZE THE Growing Up Ready PROGRAM. Double-click on the Adobe Photoshop Elements desktop icon to start the program. 1. Click on the Edit icon. 2. Click File then Open. 3. Navigate to the Fashion folder located on the desktop. Double-click the Fashion folder and select the TestTeenGrl file. Click Open. You should have a view of a young woman in a multilayered outfit. NOTE: V. 3.4 If you cannot see the Layers view as shown 15

16 Day 3 Notice that the young woman in the artwork appears to be wearing a pair of shorts over the top of her "Poodle Skirt". Everyone knows that this is a fashion mistake! We have supplied this template for you to understand that this type of artwork has been designed, and can be easily manipulated, in layers. Notice that in the Layers Menu, to the left of each article of clothing, there is a square box with an icon of an eye (circled in orange in fig. 1). fig. 1 By clicking on the 'eye' icon, you can hide or show the different layers of the drawing. This way, each article of clothing may be "seen" or "unseen". 16 fig Take a minute with your partner to experiment with the model that is provided as a template. Try different combinations of layers and gain an understanding of how to manipulate the image layers with your mouse. 5. In order to learn how to manipulate each type of clothing, it is easiest to deselect the view of each layer (make the eye go away) leaving only the article of clothing that you wish to manipulate. 6. View only the layer named Bermuda Shorts by deselecting all other layers. 7. On the left side of the screen in the toolbox, left click the Magnetic Lasso Tool. (circled in red in fig. 2) NOTE: This tool is especially helpful in learning to edit digital photography. You can easily highlight and select specific items of clothing to change. 8. With the left-click button on your mouse held down, carefully trace around the outline of the template. When you are finished tracing the template, release the mouse button. When the loop around the item is connected, a moving line will appear around the selected item. You can also use the Magic Wand tool (circled in blue in fig. 2) to make this selection. If V. 3.4 you use the Magic Wand Tool, make sure only the All Layers, menu item is selected. Then click on the

17 Day Now you can choose from a variety of patterns and textures to fill the pattern. Click on a pattern or click on the small arrow to the right of the pattern to select more patterns, fills, etc. (fig. 3 circled in blue.) 12. Take a few minutes to choose different patterns from the drop down menu that will appear. Click on the small arrow near the top right-hand corner of the pattern menu (fig. 3 circled in red) to select even more patterns and fill textures. When you have a suitable pattern, click OK. You will see your new layer appear in the Layer Menu. (see fig. 4) 13. Now, manipulate the other layers of the template with some other fill patterns and designs. (Refer to Steps 7-12 if necessary.) You do NOT have to make a duplicate copy of a layer in order to manipulate it. By using the Magnetic Lasso Tool, you can select the item within the layer. Once the item is selected, you can use any of the tools available by selecting the Create Adjustment Layer icon in the Layers palette (circled in orange in fig. 4). fig By repeating these steps for each layer of clothing on the template, you can begin to manipulate the entire outfit for the model. For the rest of the allotted class period, try to assemble an outfit for the template that appeals to you. 15. Have your instructor check your designs. Make sure that you have all of the layers you want to be shown selected before you print your new design. Then, go to File at the top of the screen and print the new design. fig. 4 When you have finished, exit out of the program. When you are prompted to save your work, click No. RETURN TO THE Growing Up Ready PROGRAM. V

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19 Day 4 Day 4: Activity 1/Computer Program Designing Fashion Trends As fashion designers, both you and your partner have read about a very important contest that could lead to fame and fortune. A global talent search will soon be underway to find the forecaster with the next illustrated fashion trend for the 21st century. You and your partner will now create a new fashion trend. In Day 2, you already collected data to spot a trend. (Refer to your notes in your Journal.) Materials Needed: Easel Paper Markers Timer STEP 1 Brainstorming Brainstorm as many ideas about this new style as possible, including the name of the design and who will buy it. A good method is to piggyback ideas; that is, if one of you has a great idea, the other can expand or change this idea into something else. Do the following activity to begin the brainstorming process. 1. Locate the easel, paper, markers, and timer. 2. Set up the easel so you both can see it and reach it. Each person should have a marker. 3. Set the timer for two minutes. Begin brainstorming (thinking of ideas, shouting them out). One partner controls the easel at this time and attempts to draw/scribble the suggestions that the other partner is brainstorming. 4. Switch places and repeat Step 3. V When you are finished brainstorming, continue

20 Day 4 CONTEST REQUIREMENTS 1. You may design an outfit for either a male or female, between the ages of You may choose from the selection of outfits on the mannequins provided. To access them, MINIMIZE the Growing Up Ready PROGRAM and locate the Fashion folder on your Desktop. Double-click to open the folder and click on any of the six mannequin files. 2. You may also choose to import an appropriate picture from a digital camera or scanned image source. 3. Your design must show that you have an understanding of how to add textures and/or patterns to your mannequin. 4. Your design must include a selection of layers, showing that you are able to manipulate the layering aspect of the program. 5. Not all body types are the same. You may, of course, alter the basic shape of the figures provided, if a different basic body shape is desired. 6. All submissions must adhere to school policy regarding appropriateness of clothing style. If you have a question about your submission, please ask your instructor before printing. 7. Have FUN and BE CREATIVE! By now you and your partner should be familiar with the basics of the Photoshop Elements program. If you need additional assistance, please return to Day 3, Activity 2 for specific directions. When you have completed the illustrations for your submission and are ready to print it, follow the directions below. 20 Printing your Designs First have your instructor check your designs. Your instructor must approve all designs before you can print. From the toolbar at the top of the screen, click File, then V. 3.4

21 Day 4 When you are finished, exit the program. From the top toolbar, select File and then Exit. In the Save Changes Dialog Box, select No. Answer the following questions in your Journal. 1. Did you meet the criteria for the contest? 2. What details did you add to each garment to reflect the trend you foresee for the next century? 3. How would you describe your new fashion creation? 4. How would you describe the personality of the person who might purchase your creation? RETURN TO THE Growing Up Ready PROGRAM. V

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23 Day 5 Day 5: Activity 1/Narrative Writing Apparel While your partner is completing the test, you will complete this narrative writing activity. When you both finish, switch places. You will take the test on the computer while your partner completes this activity. Obtain a Narrative Writing Activity Sheet from your instructor. Write your responses to the narrative writing on this sheet. Narrative Writing: So far in this unit you have learned many important functions of fashion merchandising. You have learned how to identify and calculate trends, and how to successfully create designs to spark future trends. One of the most important activities in fashion merchandising is to accurately guess what customers will want to purchase and wear. You and your partner are owners of the Big Wave Shirt Company, a retail store in Hawaii. Your customers are mostly tourists who purchase apparel items for souvenirs. A sales representative wants you to buy a new line of business shirts and dress shirts. The suits are made of dark colors like midnight blue, charcoal gray and forest green. The shirts are long sleeved. Would you place an order with this sales representative? Why or why not? If you purchased this line of clothing for next season, how do you think it would affect your profits? RETURN TO THE Growing Up Ready PROGRAM. V

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25 Day 6 Day 6: Activity 1/Experiment Riveting Fabric Purpose: The purpose of this experiment is to learn how to set a rivet into two layers of cloth. The rivets that you will be using today are similar to the ones that Levi Strauss used in Materials Needed: 2 6 Squares of denim 8 Clothing rivets and burrs Rivet set Hammer Wood block Metal plate Seam ripper These materials may be in your unit. If they are not, signal your instructor and ask for the materials. Procedure: 1. Fold one of the pieces of denim in half, either corner to corner or side to side. 2. With the seam ripper, create a small hole in the denim. Place a rivet post through the hole from the back of the cloth. 3. Place a burr (washer) over top of the rivet post and push down hard. V

26 Day 6 4. Place the metal plate over the wood block. Now place the cloth, with the flat side of the rivet face down, on the metal plate. (The burr should be facing up.) 5. Place the small hole on the end of the rivet set over the rivet post and burr. 6. Strike the rivet set with the hammer to push the burr tightly onto the rivet post. 7. Remove the rivet set. The rivet set may be stuck on the rivet post, so you ll have to pull the cloth to remove it. Both pieces of cloth should now be tightly captured by the rivet and burr. If they are not, repeat Steps 5, 6, and V. 3.0

27 Day 6 8. Now it is time to set the rivet post. 9. Signal your instructor to find out where you should perform the final steps. Your instructor may not want you to set the rivet at your unit. You ll need a solid place to put the block and metal plate. If you have a tile floor it will work well. 10. Place the cloth with the flat side of the rivet on the metal plate and wood block. (Again, the burr should be facing up.) 11. Place the domed indentation on the bottom of the rivet post. With the hammer strike the rivet set 8 to 10 times, while moving the top of the rivet set in a circular motion. This will mushroom the rivet post and prevent the burr from coming off. 12. Inspect the rivet post. Did the copper rivet post mushroom over? If not, repeat Step Now your partner should practice setting a rivet. 14. If you have time, ask your instructor if you can set a few more rivets. Conclusion: The rivet post expanded and tightly captured the V. denim. It secured the cloth and will now withstand

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29 Day 7 Day 7: Activity 1/Reading Sewing Machine Safety Tips Throughout this unit, you will be performing various sewing activities. You may be sewing by hand, and at other times, you will be using a sewing machine. The task of sewing involves handling many sharp objects like scissors, seam rippers, and needles. A sewing machine, like any other piece of equipment must be handled with caution. Understanding a few safety tips before you begin can prevent unnecessary and painful accidents. In the Reference section, locate the pages titled Sewing Machine Safety Tips. Follow the steps below as you complete your reading assignment. PREDICT Can you predict what you will be reading? First, browse through the pages of the reading. Notice the length of the reading and the headings, pictures, or illustrations. Make a prediction about what you will read before you begin. A good prediction might be, I predict that good sewing techniques involve safety precautions. READ Take turns reading the pages aloud. While one partner is reading, the other will follow along. CLARIFY To clarify means to make a statement or word clear. While reading, you might find a word or phrase that you don t understand. When you have finished reading, go V. back to that section of the reading. Look up the 3.01 definitions of unfamiliar words. Ask your partner to 29

30 Day 7 QUESTION When you are done reading, you can test what you have learned by asking questions. Take turns asking your partner two questions about the reading passage. Here s a hint: Identify what is important by asking questions using the words: Who? What? Where? Why? When? How? SUMMARIZE The last step in checking your understanding of the reading is to put the most important details into your own words. Take turns telling your partner the most important ideas you have learned in this reading assignment. RETURN TO THE Growing Up Ready PROGRAM. 30 V. 3.0

31 Day 7 Day 7: Activity 2/Experiment Line Stitching Purpose: The purpose of this activity is to practice operating the sewing machine by stitching on paper, without thread in the machine. You and your partner will both practice the following sewing skills: Backstitching, sewing in a straight line, speed control and turning corners. A backstitch should be done at the beginning and end of each sewing line to reinforce the material. This keeps the stitching from coming undone later. Read the directions carefully and follow the lines as closely as possible. Materials Needed: Sewing machine Sewing machine needles Bobbins Sewing tool box Sewing machine manual Machine Operation & Control #1 worksheet Machine Operation & Control #2 worksheet Procedure: 1. To obtain your worksheet, go to the File Locker in the Module Map screen and click the Module Files tab. Click on the files titled Machine Operation & Control #1 and Machine Operation & Control #2 worksheets. Close the File Locker and Minimize the Module Map Screen. 2. On your desktop, double-click the Class Files folder. Locate your file and double-click to open it. Print two copies of the worksheet for you and your partner. 3. Follow these steps to complete the Machine Operation & Control #1 worksheet. Refer to the sewing machine manual if you are unsure of some of the terminology and controls. V. 3.1 Turn the sewing machine on. Presser Foot Presser Foot Lift Hand Wheel Power Switch 31

32 Day 7 Lower the presser foot. While pressing on the foot pedal, use your hands to guide the paper through the machine to the 1/2 inch line. Do not hold the paper too tightly or try to push it. Let the machine guide it through at its own pace. When you reach the 1/2 inch mark make sure the needle is down in the paper. Press the reverse button on the front of the sewing machine and hold it in while you press the foot pedal. Stop once you reach the starting point. Release the reverse button and continue sewing down until you reach the end point. It is helpful to slow up 2 inches before the end of the line and use the hand wheel (turning it towards you) to complete the stitching to the finishing point. With the needle down in the paper, press and hold the reverse button while pressing the foot pedal and sew 1/2 inch backwards. Release the reverse button and sew to the end point Follow these steps to complete the Machine Operation & Control #2 worksheet. Lift the presser foot and place the paper underneath it at your starting point. Using the hand wheel turn the wheel towards you until the needle penetrates your paper. Lower the presser foot. While pressing on the foot pedal, use your hands to guide the paper through the machine to the 1/2 inch line. Do not hold the paper too tightly or try to push it. Let the machine guide it through at its own pace. When you reach the 1/2 inch mark make sure the needle is down in the V. 3.1 paper. Press the reverse button on the front of the

33 Day 7 Continue sewing until you reach the end point. It is helpful to slow up 2 inches before the end of the line and use the hand wheel to complete the stitching to the finishing point. With the needle down in the paper, press and hold the reverse button while pressing the foot pedal and sew 1/2 inch backwards. Release the reverse button and sew to the end point. 5. After one student completes the worksheets, the other student should complete his or her worksheets. Conclusion: After you have completed these activities, signal the instructor to examine your work. You should know how to: Operate the presser foot Backstitch Operate the hand wheel Control the machine motor speed Stitch a straight line Turn corners Follow proper safety procedures If you have successfully operated the sewing machine in these activities, you should feel confident and ready to start on the construction of a project on Day 8. Turn off the sewing machine and cover it. Check to see that the workspace is clean and neat and all materials V are put away.

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35 Day 8 Day 8: Activity 1/ Project Constructing a Reusable Shopping Bag (Part 1) It seems as though every major grocery and retail store today are selling their own version of a reusable shopping bag or environmentally friendly shopping bag. Today, you will be constructing your very own bag to use the next time you go shopping. In this activity, you and your partner will practice sewing skills by making a reusable canvas shopping bag. You will begin this project today and complete it on Day 9. Both you and your partner will be making these reusable shopping bags by following the steps in the Guidebook. While one person is sewing on the machine, the other student should be preparing their bag for the next step or assisting their partner. Both students must complete each sewing step before moving on to the next step. First, begin the project by reviewing basic sewing safety tips. In the Reference section, find the sheets titled Sewing Machine Safety Tips. Read this information and remember that in all sewing projects, safety comes first! If you need assistance threading the needle, refer to the sewing machine manual or ask your instructor for help. Organize 1. Locate the equipment and supplies that you will need for your project. Sewing Machine Measuring Tape Chalk Scissors Pins Thread Wooden Hand Presser Reusable shopping bag kit (1 per student) V Open the Reusable Shopping Bag Kit and locate the following: 1 large piece of canvas fabric- 35

36 Day 8 If you are missing any of these pieces or can t identify a piece, check with your instructor. The fabric used to make the shopping bag has no real right side. Refer to the pictures for further clarification. Your fabric may be a different color than the fabric in the pictures. Sew the sides of the bag Fig A: Fold in half, lengthwise Bottom Fold Fig B: Fold will be the bottom Fig C: Pin sides together Take the piece of fabric and fold it in half, lengthwise. (Fig. A) Place the folded material in front of you with the fold closest to you. The fold is the bottom of your bag. (Fig. B) The right and left side of the folded material are the sides of your bag and the top is the opening of your bag. Pin the sides of the bag together to keep the material from shifting while you sew. Pin the material with the point of the pins facing in on both sides. (Fig. C) You are now working with the bag inside out. You are now ready to sew the sides of your bag. Starting with the right side of the bag, begin sewing a ¼ inch in from the edge. Be sure to remove the pins as you sew. (Fig. D) Do a back stitch at the beginning and end of your sewing line. This is for reinforcement. Do the same for the left side of the bag. Starting at the folded end, sew ¼ inch in from the edge. Again, remove the pins as you sew and do a back stitch at the beginning and end of your sewing line. Trim any excess thread. Take the scissors and snip the bottom edge of each side near the fold to open the seam so it can lay flat. Be sure not to cut into the sewed edge. Use the Wooden wooden hand Hand presser (Fig. E) and run it along the edge to Presser flatten the seam out. Fig E: Wooden Hand Presser Fig D: Remove pins as you sew 36 V. 3.1

37 Day 8 Day 8: Activity 2/Project Constructing a Reusable Shopping Bag (Part 2) In this activity, you and your partner will be sewing a finished edge at the top of your reusable shopping bag, as well as sewing squared off corners at the bottom of your bag. This will create a flat bottom to your bag and allow the bag to stand up on its own. Follow the directions carefully and refer to the pictures for further clarification. If you become confused, remember to ask your instructor before you begin to sew. Fig A: Measure and fold the top edge of the material down ½ inch Project 1: Sewing the Top Edge of the bag using a finished edge. At the opening of the bag, measure and fold the top edge of the material down ½ inch. (Fig. A) You will need to use the wooden hand presser to press the fold so it stays in place. To do this, drag the wider end of the wooden hand presser across the folded seam. Fold the material over again 1 inch to enclose the pressed under edge. This is called a finished edge. It encloses the raw edges of the material. Use the wooden hand presser again to press this fold. (Fig. B) Pin the finished edge in place making sure you don t pin the opening of your bag closed. Pins should be inserted pointing in towards the bottom of the bag. (Fig. C) You are now ready to sew the finished edge. Fig B: Wooden Hand Presser Fig C: Pins point toward bottom of bag DO NOT SEW THE TOP OF THE BAG CLOSED! YOU ARE ONLY SEWING AROUND THE FINISHED EDGE OF THE BAG. V. 3.1 Begin sewing on the right seam of the bag. You Fig D: Use bottom edge of your will continue sewing around the top edge of the finished edge as a guide bag until you reach your starting point. Be sure 37 to remove the pins as you sew. Remember to

38 Day 8 2: Sewing Squared off Corners on the bag. In this step, you will be sewing a line across the bottom corners of your bag to create a squared effect. Fig E: Flatten this corner out; make sure there is equal amount of fabric on both sides of the seam. Holding the bottom right corner of the bag, use the measuring tape to measure 2 inches up from the corner. Flatten this corner out and make sure there is an equal amount of fabric on both sides of the seam. If done properly, it will look like an equilateral triangle. (Fig. E) Using a piece of chalk, mark a line across the corner as seen in the image. Do the same for the left side. Sew a straight line across the corners that you marked with chalk to create a squared off corner on the bag. Remember to back stitch at the beginning and end of each sewing line. Trim any excess thread. 3: Clean Up When you have completed these steps, you are finished for the day. Return all materials and supplies to their proper location. Turn off the sewing machine. Clean up any thread. 38 RETURN TO THE Growing Up Ready PROGRAM. V. 3.1

39 Day 9 Day 9: Activity 1/Project Constructing a Reusable Shopping Bag (Part 3) In this activity, you will be sewing the straps onto your reusable shopping bag. Follow the directions carefully and refer to the pictures for further clarification. If you become confused, remember to ask your instructor before you begin to sew. Project 1. Attaching the Straps You will need to locate the 2 pieces of 1 x 24 webbing as well as the body of the shopping bag that you completed yesterday. With the bag in front of you, the sewn seams will be on the left and right, with the opening at the top. One end of the first strap should be placed 3 inches in from the left side seam, while the other end should be 3 inches in from the right side seam. You will need to pin the strap in this location. (Fig. A) The ends of the strap will need to be aligned with the finished edge of the inside of the bag. Pin them to secure them in place. (Fig. B) Flip the bag over and repeat the procedure for the second strap. Now you are ready to begin sewing your straps in place. Sewing from the inside of the bag, you will begin by sewing a square around one end of the first strap. When you reach a corner, make sure the sewing machine needle is down in the fabric. Lift up the presser foot and turn the material. Put the presser foot back down and continue sewing. Remember to do a back stitch at the beginning and end of your sewing line. Now that you have a square, you will need to sew two diagonal lines that will form an X inside the square. Remember to do a back stitch at the Fig A: Pin the strap 3 from the left side seam and 3 from the right side seam Fig B: Pin the ends of the strap to the finished edge of the inside of the bag Fig C: Do a back stitch at the beginning and end of your sewing line V. 3.1 beginning and end of each sewing line. (Fig. C) 39 Repeat this procedure until all four ends of the straps are sewn securely in place.

40 Day 9 When you have completed this step, your reusable shopping bag is finished. It should look like the picture shown below. (Your bag may be a different color from the picture.) 2. Clean Up When you have completed these steps, you are finished for the day. Return all materials and supplies to their proper location. Turn off the sewing machine. Clean up any thread. RETURN TO THE Growing Up Ready PROGRAM. 40 V. 3.1

41 Day 10 Day 10: Activity 1/Problem Solving Identifying Logos In most industries, logos are used so consumers can identify products. In the clothing industry, logos can represent a designer, business, status, quality, price range, or style. A logo can often serve as a guarantee of good faith. Consumers purchase certain brands because they know the product has good quality. In this activity, you and your partner will test your familiarity of logos. In the Reference section, locate the Identifying Logos worksheet. Use the dry erase marker on this sheet. Try to match the logos with the products that are sold. When you are finished, locate the Identifying Logos Answer Key in the Reference section. Check your answers. Remember to erase your answers and return the pages to the proper location in the Reference section. AFTER COMPLETING THIS ACTIVITY, CONTINUE WITH Day 10, Activity 2 IN THE GUIDEBOOK. V V. 3.0

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43 Day 10 Day 10: Activity 2/Problem Solving Creating a Logo A logo is a symbolic form of identification. It is a graphic visual symbol conveying information to the consumer. Consumers sometimes purchase clothing and accessories only if the item carries a certain logo. In this activity, you and your partner will brainstorm ideas for a product. Once you determine the product, you will design a logo for that product. Materials Needed: Drawing Paper Colored Pencils Follow the steps below to complete this activity: Brainstorm ideas for a product that you will advertise. Answer the following questions regarding a logo for your product. Record your answers on one side of the drawing paper. 1. What is your product? 2. Who will buy your product? 3. Do you need a large logo or a small one? 4. Will your logo contain the name of your product? 5. What colors will you use in your logo? 6. What message will your logo convey? On the opposite side of the paper, sketch a design of your logo. V

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45 Day 10 Day 10: Activity 3/Persuasive Writing Apparel While your partner is completing the test, you will complete this persuasive writing activity. When you both finish, switch places. You will take the test on the computer while your partner completes this activity. Obtain a Persuasive Writing Activity Sheet from your instructor. Write your responses to the persuasive writing on this sheet. Persuasive Writing: In this unit, you have learned and practiced some basic sewing skills. Think how these skills might be put to use in your future. A few uses might be; become a career, save you money, make or repair clothing, or allow you to express your individuality. One of your classmates has been assigned this unit (Apparel ), and they do not want to take it. Your job is to change their mind and explain to them how this unit can help them in their future. RETURN TO THE Growing Up Ready PROGRAM. V

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47 Reference Page Day 1: Activity 1/Problem Solving Fashion Career Path Survey Use the following rating scale to describe how each statement applies to you. Use the dry erase markers on this worksheet. 4 = Always 3 = Most of the time 2 = Some of the time 1 = Never 1. Are you aware of what is going on in the world? 2. Do you notice the clothing other people wear? 3. Do you like wearing what is in fashion? 4. Do you look at displays in stores and windows? 5. Can you work under pressure? 6. Do you like change? 7. Do you like to keep up with what is in fashion? 8. Do you like to help others make clothing selections? 9. Do you enjoy looking through fashion magazines? 10. Do you like to talk about fashion with your friends? 11. Do you examine different fabrics and colors when you are selecting clothing? 12. Do clothes excite you? 13. Do you like to project ahead and imagine what the future might be like? 14. Can you do more than one thing at a time? 15. Do you have a competitive, aggressive, driven personality? 16. Would you like to travel? V When you work on a project, do you like to search for materials or

48 If you scored between: A career in the fashion industry definitely matches your personality and talents A career in the fashion industry matches your personality and talents in some areas Right now you do not seem to have a strong interest and the personality type to pursue a career in the fashion industry. After completing this unit, you might develop an interest in this field A career in the fashion industry does not match your personality and talents. As you go through other units, you will find a different career path that matches your interests. 48 V. 3.01

49 Reference Page Day 1: Activity 1/Problem Solving Fashion Career Path Survey Use the following rating scale to describe how each statement applies to you. Use the dry erase markers on this worksheet. 4 = Always 3 = Most of the time 2 = Some of the time 1 = Never 1. Are you aware of what is going on in the world? 2. Do you notice the clothing other people wear? 3. Do you like wearing what is in fashion? 4. Do you look at displays in stores and windows? 5. Can you work under pressure? 6. Do you like change? 7. Do you like to keep up with what is in fashion? 8. Do you like to help others make clothing selections? 9. Do you enjoy looking through fashion magazines? 10. Do you like to talk about fashion with your friends? 11. Do you examine different fabrics and colors when you are selecting clothing? 12. Do clothes excite you? 13. Do you like to project ahead and imagine what the future might be like? 14. Can you do more than one thing at a time? 15. Do you have a competitive, aggressive, driven personality? 16. Would you like to travel? V When you work on a project, do you like to search for materials or

50 If you scored between: A career in the fashion industry definitely matches your personality and talents A career in the fashion industry matches your personality and talents in some areas Right now you do not seem to have a strong interest and the personality type to pursue a career in the fashion industry. After completing this unit, you might develop an interest in this field A career in the fashion industry does not match your personality and talents. As you go through other units, you will find a different career path that matches your interests. 50 V. 3.01

51 Reference Page Day 2: Activity 1/Problem Solving Forecasting Trends Answer Key 1. The correct answer is 40 percent. To calculate the percentage of students with green sweatshirts, you divide 16 by /40 =.40 To convert.40 a to percent, you multiply.40 by 100, or move the decimal point two places to the right..40 x 100 = 40% 2. The correct answer is 60 percent. You can solve this problem two ways. First, you can subtract 16 from 40 to calculate the number of students who are not wearing green sweatshirts = 24 Then, divide 24 by /40 =.60 To convert.60 to a percent, you multiply.60 by 100, or move the decimal point two places to the right..60 x 100 = 60% The second way to solve this problem is to subtract the percentage of students wearing green sweatshirts (40%) from the total percentage of students (100%). V % 40% = 60%

52 3. The correct answer is twelve. Step One First, write all of the numbers in a list: Two weeks ago 3 Last week 6 This week 9 Next week? Step Two Next, find the relationship in each set of two numbers. Since the numbers are increasing, you know that you must either add or multiply to find the next number. With the first two numbers, you would add 3 to get from the first (two weeks ago) to the second (last week). If you add three to last week s total, you get this week s total. Step Three To predict next week s total, you would add three to this week s total (9) = The correct answer is 4 weeks. 52 This question is a bit tricky. There are two ways to solve this problem. First, remember that there are 25 students on the track team. In problem three, you calculated that next week, 12 other runners would be wearing Nike shoes. That brings the total to 13 runners counting yourself! You could create another list to detail the future weeks after next week. In this list, Week 1 would be the first week after next week: V. 3.0 Next week 13

53 Since you calculated that the trend was three additional runners wearing Nike shoes each week, you could fill in the numbers in the list. You would stop when you reached 25, the total number of runners on the team. Next week 13 Week 1 16 Week 2 19 Week 3 22 Week 4 25 At Week 4, all twenty-five members of the track team would be wearing Nike shoes. Another way to calculate the answer would be to determine how many track members would not be wearing Nike shoes after next week. Remember that in problem three you figured 12 other runners would be wearing the shoes next week. If you include yourself, the total is 13. The total number of runners not wearing Nikes would be: = 12 In problem three, you also calculated the trend was 3 additional runners wearing Nike shoes each week. You could divide twelve by three to determine the total number of weeks before all runners on the team wore Nikes. 12/3 = 4 The answer is four weeks. V

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55 Reference Page Day 2: Activity 2/Problem Solving Collecting Data to Spot a Trend Directions: Do 2 of the following style sections. Observe the clothing styles of the students in your class. Place a check mark in the category of clothing style that best describes what they are wearing. Style Number of Students Observed Wearing Clothing Style Tops: Polo Shirt Sports Jersey Sweater Sweatshirt T-shirt Woven Shirt/Blouse Other Neckline: Collared Halter Hooded Rounded Square Sweetheart Turtleneck V-Neck Other Pants/Jeans: Athletic/Running Bellshaped/Flared Capri/Knickers Cargo/Carpenter Overalls Shorts Tailored/Straight Leg Wide Leg/Baggy Other Pockets: Buckle Cargo Flap Inset Jean Style Kangaroo Patch V

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57 Reference Page Day 7: Activity 1/Reading Sewing Machine Safety Tips The first concern when using any type of equipment is safety. Whether at home, school, or in the industry, SAFETY should always be the major concern. Sewing Machine If you have long hair, restrain it. Long hair can get caught and pulled into the machine. Along with the tangled mess, you could sustain a head injury. A sewing machine does not know the difference between a piece of fabric and your finger. The needle can pierce your finger as easily as cloth. When using the sewing machine, keep your hands and fingers away from the path of the sewing needle! The sewing machine is not a toy. Like driving a car, sewing too fast can lead you out of control and into an accident. When you begin to operate the sewing machine, you will be able to control the machine better at a slow speed. The more you practice, the more skilled you will become. Sewing machine needles can bend, especially if you re not using the correct size needle when sewing heavyweight fabrics such as denim. The needle can also bend if it strikes a pin or the needle plate. Immediately change the needle if it is bent. Just like a bullet, the needle can hit metal and ricochet - possibly into your eye. When changing the needle, make sure the machine is turned off. It is very easy for you or your partner to mistakenly step on the foot control. Sewing Supplies The supplies must be handled properly and with care. To protect yourself and your partner, you need to use V them carefully. A careless mistake can cause an

58 Scissors are made with two straight blades. Shears, on the other hand, have one straight and one bent blade. Scissors should be stored with the blades closed and in a safe place out of reach for small children. Sewing scissors are sharp and can severely hurt a child. Shears and scissors should be passed with the handles toward the person receiving them. Scissor s Shears Extension cords are accidents waiting to happen. If you must use an extension cord, make sure you tape it to the floor to avoid presenting a tripping hazard. Seam rippers are used to pull loose threads out of fabric to fix mistakes you may make. Never bite a loose thread. Not only could you damage your teeth, but there might also be a pin hidden in the fabric. OUCH! Be sure to use the seam ripper by cutting away from your body and with your face a safe distance away from it. 58 V. 3.01

59 Reference Page Day 7: Activity 1/Reading Sewing Machine Safety Tips The first concern when using any type of equipment is safety. Whether at home, school, or in the industry, SAFETY should always be the major concern. Sewing Machine If you have long hair, restrain it. Long hair can get caught and pulled into the machine. Along with the tangled mess, you could sustain a head injury. A sewing machine does not know the difference between a piece of fabric and your finger. The needle can pierce your finger as easily as cloth. When using the sewing machine, keep your hands and fingers away from the path of the sewing needle! The sewing machine is not a toy. Like driving a car, sewing too fast can lead you out of control and into an accident. When you begin to operate the sewing machine, you will be able to control the machine better at a slow speed. The more you practice, the more skilled you will become. Sewing machine needles can bend, especially if you re not using the correct size needle when sewing heavyweight fabrics such as denim. The needle can also bend if it strikes a pin or the needle plate. Immediately change the needle if it is bent. Just like a bullet, the needle can hit metal and ricochet - possibly into your eye. When changing the needle, make sure the machine is turned off. It is very easy for you or your partner to mistakenly step on the foot control. Sewing Supplies The supplies must be handled properly and with care. To protect yourself and your partner, you need to use V them carefully. A careless mistake can cause an accident.

60 Scissors are made with two straight blades. Shears, on the other hand, have one straight and one bent blade. Scissors should be stored with the blades closed and in a safe place out of reach for small children. Sewing scissors are sharp and can severely hurt a child. Shears and scissors should be passed with the handles toward the person receiving them. Scissor s Shears Extension cords are accidents waiting to happen. If you must use an extension cord, make sure you tape it to the floor to avoid presenting a tripping hazard. Seam rippers are used to pull loose threads out of fabric to fix mistakes you may make. Never bite a loose thread. Not only could you damage your teeth, but there might also be a pin hidden in the fabric. OUCH! Be sure to use the seam ripper by cutting away from your body and with your face a safe distance away from it. 60 V. 3.01

61 Reference Page Day 10: Activity 1/Problem Solving Identifying Logos Using a dry erase marker, draw a line connecting the logo to the product. 1. Leather purses and wallets 2. Casual clothing 3. Make-up 4. Hiking boots 5. Software 6. Bath and Body Products 7. Sunglasses 8. Sports clothes/shoes 9. Cookies V

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63 Reference Page Day 10: Activity 1/Problem Solving Identifying Logos Answer Key 1. Coach logo 2. Tommy Hilfiger logo 3. Revlon logo 4. Dr. Martens logo 5. Microsoft Windows logo 6. The Body Shop logo 7. Oakley logo 8. Fila logo 9. Mrs. Fields logo V

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65 Career Portfolio Project Directions Introduction It's never too early to start thinking about a career. You might say "WAIT, I'm just a teenager! I've got lots of time to worry about a career". You don't have to go out this minute and get a job but what you should be doing is seeing if you have both an interest and an aptitude for a particular career. What this means is that you should be exploring some of the things you are interested in and then see if you would like a job in that field. Information Here is an example: You might be interested in construction. You like the thought of being involved in building houses and large buildings, but you are not particularly interested in a job where you have to work outside all the time. What are your options? There are many careers in construction where you don't have to work outside. How about becoming an architect who designs the buildings? Or, a structural engineer who makes sure the buildings don't fall down? Exploring different careers now can help you make better choices in selecting high school classes. Directions During the course of this unit, you had a chance to explore many different career options. If you remember, the careers were highlighted in blue and when you Career Portfolio Activity Growing Up Ready To begin, follow the appropriate directions below, depending on whether you are a middle or high school student. Middle School 1. Go to the Bridges website at Ask your instructor for the login and password information. 2. Select Choices Explorer to begin. Click the Work tab to investigate several careers. Bridges provides many avenues for exploring different career options. The Career Zone lists specific jobs in many career categories. You can find careers listed in the Alphabetical List or the Keyword Search. You might want to take a look at the careers featured in the Career Videos section. If you need help deciding, use the Career Finder to discover careers that seem interesting to you. 3. Pick 3 careers that relate to this IIU that might be a good fit for your skills and abilities; then, research them. A listing of some careers related to each IIU can be found on the following pages. 4. After researching the three careers, pick a single career that best suits your interests and aptitudes. Complete the Career Portfolio Worksheet based on that career. Ask your instructor for a worksheet if you do not have one. After completing the worksheet, notify your instructor. High School 1. Go to the Bridges website at Ask your instructor for the login and password information. 2. Select Choices Planner to begin. Click the Work tab to investigate several careers. Bridges provides many avenues for exploring different career options. The Career Zone lists specific jobs in many career categories. You can find careers listed in the Alphabetical List or the V Keyword Search. You might want to take a look at the careers featured in the Career Videos

66 Integrated Instructional Unit Careers Nutrition & Wellness Science in the Kitchen Hospitality & Tourism Math in the Kitchen Family and Friends Banking and Credit Services Health Educator Personal Trainer Dietitian Nutritionist Nurse Aerobics Instructor Environmental Health Officer Restaurant Manager Professional Chef Food Scientist Chemical Engineer Microbiologist Hotel Desk Clerk Travel Agent Flight Attendant Concierge Event Planner Security Supervisor Catering Manager Fast-Food Worker Waiter Pastry Chef Kitchen Manager Family and Consumer Sciences Teacher School Counselor Crisis Intervention Counselor Social Worker Police Officer Probation Officer Child Psychologist Bank Teller Credit Counselor Accountant Loan Officer Mortgage Broker Financial Planner 66 V. 3.01

67 Integrated Instructional Unit Careers The Global Family Consumer Services Caregiving Global Travel Apparel Fashion & Textiles Clergy Member Family Law Attorney Social Worker School Counselor Sociologist Adoption Counselor Advertising Agent Attorney Market Researcher Quality Inspector Real Estate Agent Consumer Information Specialist Nanny Pediatrician Nurse Teacher Teacher s Aide Recreation Worker Tour Guide Flight Attendant Front Desk Agent Reservation/Ticket Agent Travel Agent Cruise Director Retail Salesperson Display Designer Retail Buyer Fashion Coordinator Piece Goods Buyer Shipper-Receiver Fashion Designer Dry Cleaner Retail Salesperson Textile Designer Fashion Buyer Fashion Writer V

68 Integrated Instructional Unit Careers Interior Design Food Science and Nutrition Parenting Facility Maintenance and Planning Interior Designer Architect Draftsperson Retail Designer Exhibit/Display Designer Graphic Designer Farmer Food Scientist Nutritionist Baker Chef Chemist Licensed Childcare Worker Pediatrician Teacher Child Psychologist Pediatric Dentist Pediatric Nurse Architect Construction Worker Plumber Electrician Fire Inspector Furniture Designer 68 V. 3.01

69 Saving Files in the ADMIN System 1. Click File, Save As. In the File window, locate and click Desktop. Double-click the Class Files folder to open. 2. Click Save. Type your last name here 3. Click here to reopen Admin. 4. Click here to open the File Locker. 5. In the File Locker screen, click the Upload File button. 6. The computer should automatically navigate to the Class Files folder where you saved your file. Your username Module Name Follow the on-screen directions to complete the saving process. If you are able to see your file, you ve finished saving your document! NOTE: REMEMBER TO COMPLETE THE SAVING PROCESS BEFORE YOU LOG- OUT OR YOU WILL LOSE YOUR DATA!!! V. 3.0

70 Opening Files in the ADMIN System 1. On the Module Map screen, click the File Locker icon circled in red. 2. Locate and click on your name from the Student List on the left side of the File Locker screen. You should see your files displayed. Click the file you wish to open. Close the File Locker and click the Minimize button on the Module Map screen. your name 3. On your desktop, locate and doubleclick on the Class Files folder. Locate and double-click on your file. Your file should open in the program in which it was created. V. 3.0 Copyright 2009 Paxton/Patterson LLC - All Rights Reserved. All printed and electronic materials in Growing Up Ready Learning System are copyright protected including but not limited to student guidebooks, graphics, tests, rubrics, videos, and instructor and student orientations.