College Preparatory Elective – Visual and Performing Arts Subject Template

(Required Information needed to prepare for course submission)

  • Course Guidance

GENERAL COLLEGE PREP ELECTIVE GUIDANCE
The intent of the college preparatory elective requirement is to encourage prospective UC students to fill out their high school programs with courses that will meet one or more of a number of objectives:

  • To strengthen general study skills, particularly analytical reading, expository writing, and oral communications
  • To provide an opportunity to begin work that could lead directly into a major program of study at the University, and
  • To experience, in some depth, new areas of academic disciplines that might form the basis for future major or minor studies at the University

Quality. All courses selected to meet the “g” elective requirement are expected to meet standards of quality similar to those required for the “a-f” requirements. Courses acceptable for the “g” elective area should be advanced courses designed for the 11th and 12th grade level and/or have appropriate prerequisites. Elective courses should present material at a sufficient depth to allow students to achieve mastery of fundamental knowledge that prepares them for University work or a future career path.
COLLEGE PREP ELECTIVE: VISUAL AND PERFORMING ARTS GUIDANCE

  • Advanced courses in the Visual & Performing Arts can be considered to meet the "g" elective requirement but must still address the five component strands of the state VPA standards.
  • Advanced courses should enable students to understand and appreciate artistic expression and, where appropriate, to talk and write with discrimination about the artistic material studied.
  • Courses devoted to artistic performance and developing creative artistic ability should have prerequisites (either one year of introductory coursework or experience approved by the instructor) and should assume proficiency beyond the introductory level.
  • Courses must require on the average the equivalent of a five-period class per week.
  • Work outside of the class must be required (e.g., portfolio/performance preparation, reading, writing, research projects, and critical listening/viewing).

Advanced VPA courses that are a semester in length, will only be considered for the "g" elective area, not the "f" VPA area, which must be satisfied by completing an appropriate, sequential, year-long course.

GENERAL VISUAL AND PERFORMING ARTS GUIDANCE

  • Courses in the following categories are acceptable: dance, drama/theater, music, or visual art.
  • The intention is to provide a meaningful experience and breadth of knowledge of the arts so that students may apply their knowledge and experience to the creation of art and are better able to understand and appreciate artistic expression on the basis of that experience and knowledge.
  • The intent of approved VPA courses must be directed at acquiring concepts, knowledge, and skills in the arts disciplines, rather than to utilize artistic activities to fulfill non-artistic course objectives.
  • Acceptable introductory courses need NOT have any prerequisite courses.
  • Co-Curricular work outside of class must be required, for example, portfolio/performance preparation, reading, writing, research projects, and/or critical listening/viewing.
  • Courses should provide students with an experience in the arts that implements the intent of the California State Board of Education approved Visual and Performing Arts (VPA) Content Standards. Curriculum must be designed to include the VPA Content Standards at, at least, the proficiency level in each of the five component strands. Each VPA course shall sufficiently address the state content standards under all five component strands, listed below.

California State Board of Education approved Visual and Performing Arts (VPA) Content Standards.

  1. Artistic Perception: Processing, analyzing, and responding to sensory information through the language and skills unique to a given art.
  2. Creative Expression: Creating, performing, and participating in a given art.
  3. Historical and Cultural Context: Understanding historical contributions and cultural dimensions of a given art.
  4. Aesthetic Valuing: Responding to, analyzing, and making critical assessments about works of a given art form.
  5. Connections, Relationships, and Applications: Connecting and applying what is learned in a given art form to learning in other art forms, subject areas, and careers.
    For a more detailed description of the VPA Standards, go to
  • Courses which are primarily recreational, athletic or body conditioning, or for social entertainment, are NOT acceptable visual or performing arts courses. Commercial courses or courses specifically designed for training for a profession in these areas are not acceptable. See specific examples below.
  • Dance.Examples of acceptable courses include ballet, modern dance, jazz, and ethnic dance, choreography and improvisation, dance history, dance production/performance. Examples of unacceptable courses include aerobics, drill team, cheerleading, recreational dance, and ballroom dance.
  • Drama / Theater.Examples of acceptable courses include acting, directing, oral interpretation, dramatic production, dramaturgy/history/theory, and stage/lighting/costume design. Examples of unacceptable courses include speech, debate, or courses in other disciplines that require students to perform occasional skits.
  • Music.Examples of acceptable courses include band (concert, symphonic, jazz), orchestra, choir (e.g., concert, jazz, soul, madrigal), music history/appreciation, and music theory/composition. Examples of unacceptable courses include a musical group, which performs primarily for sporting events, parades, competitive field events, and/or community/civic activities.
  • Visual Art.Examples of acceptable courses include painting, drawing, sculpture, art photography, printmaking, video/film production as an art form, contemporary media, ceramics, and art history. Examples of unacceptable courses include craft courses, mechanical drafting, web page development, yearbook, and photography offered as photojournalism (i.e., as a component of yearbook or school newspaper publication).
  • Performance, Production, and Studio Courses. Courses emphasizing performance and/or production (e.g., drama, dance, music, visual arts, and video production) must include appropriate critical/theoretical and historical/cultural content, as referenced in the state VPA Content Standards. Such courses should emphasize creative expression, not rote memorization and/or technical skills.
  • Appreciation, History, and Theory Courses. Appreciation, history, and theory courses should focus on the ability to make aesthetic judgments about art works and performances and must include all component strands of the state VPA content standards, including creative expression.
  • Design Courses. Visual and performing arts courses in design are expected to provide substantial time for students to understand, learn, and experience the elements of art and principles of design that underlie the medium/media addressed. Design courses must also include standards from all five component strands of the VPA content standards. (Refer to the Design Course Resources available on the a-g Guide web site.)
  • Technology Courses. Visual and performing arts courses that utilize technology must focus primarily on arts content. If the technology (i.e., software, equipment) is used as a tool of artistic expression, as a paintbrush would be used in a painting course, and all other component strands are adequately met, then such courses are acceptable. If the technology/software is so complex that the primary concern becomes learning the technology, then the course will not be approved to meet the VPA requirement.
  • Course Content

NOTE:The following questions are subject specific and ask for detailed information regarding the course curriculum. Since UC has developed their own criteria for the review of curricula, it is not necessary (and preferred) that the State Standards are not listed when submitting course descriptions to the University. When preparing the course submission, keep in mind that your audience is the UC High School Articulation unit and UC faculty. Include relevant information that would assist those reviewing the course and provide UC a better understanding and clarity about the intent of the curriculum. UC expects to see information that would show specific, detailed evidence of the course rigor and development of essential skills and habits of mind. Course template components need to be more expository and illustrative of the integration of each course component and how the overarching goals are being accomplished. The text boxes below will expand to accommodate additional text.

Course Purpose:What is the purpose of this course? Please provide a brief description of the goals and expected outcomes. (How these will be accomplished should be reserved for the Course Outline, Key and Written assignments, Assessments, and/or Instructional Methods.)

NOTE: More specificity than a simple recitation of the State Standards is needed.

Students process, analyze, and respond to sensory information through the language and skills unique to fashion design, textile design, and visual communications. Create original fashion design and visual presentation by utilizing various processes. Demonstrate an understanding of the historical contributions and cultural dimensions of apparel. Respond to, analyze, and make critical assessments about design in fashion, textile, and visual presentations. Connect and apply what is learned in fashion design, textile design, and visual communications to other art forms, subject areas, and careers.

Course Outline: A detailed descriptive summary of all topics covered. All historical knowledge is expected to be empirically based, give examples. Show examples of how the text is incorporated into the topics covered. A mere listing of topics in outline form is not sufficient (i.e. textbook table of contents or California State Standards).

Text: Fashion! Ch. 2, 15 & 16
Supplemental text: Fashion marketing
Unit 1. TheGlobalImpactofFashionandDesign: Inthisunit,students willresearchtheworldwide impactoftheapparelindustry,includingeconomic,geopolitical,andsocialfactors.Students willexplore tradeindustrypublications andcontemporaryperiodicalstocomprehend thescope, size,andglobal reachofthefashionindustry.Students willstudyandunderstandthebusinessofapparelproduction, includingthemanufacturing,marketing,merchandising,andsellingofapparel.Finally,students will examinenewdevelopmentsintheapparelindustry,includingthehighfashionindustry,couture fashion,fashionassociations,andthedesignerready-to-weartrend.
KeyTopics-
Discusstheworldwideimportance andmarketsizeoftheapparelindustry
Describedetailsoftheworldwidetextileindustry,includinglaborlaws,internationalcommerce, supplychains,andenvironmental factors
Understandthedesign,production,anddistributioncycleofapparel
Describeandexplainthemarketingprocess forapparel,includingmarketresearch,promotion, advertising,andretail strategiesforsellingapparel
Identifyanddifferentiatevariousvisual merchandisingstrategies
Recognizeandproperlyusecommon retail merchandisingterminology
Distinguishthevarioustypesofapparelretail outlets,andlisttheadvantagesanddisadvantages givenaspecificstorelocation
Explorethedevelopmentofhighfashionbusinesssegmentandthedesignerready-to-wear marketsegment
Text: Fashion! Ch 1, 3 &16
Unit 2. TheSocialImpactofApparelandFashion:Thisunitwillintroducethefundamental reasons whypeoplewearcertainclothing.Students willanalyzethephysical,psychological,andsocialimpactof apparelandcriticallyexaminehowvalues,attitudes,conformity,individuality,andpersonalityaffect clothingselections.Students willutilizeindustry-acceptedvocabularythroughoutthissectiontodiscuss fashionandclothing,andwillunderstandthedifferentgarmentsstyles andcomponents.Students will identifyanddescribethethree main methodsofclothingconstruction.Finally,students willunderstand theconcept offashioncyclesthatoccurovertimeandanalyzetheinfluencethatsocialandeconomic factorshaveonfashion.
KeyTopics-
Understandtheimportance ofapparel
Analyzehowclothingmeetsphysical,psychological,andsocialneeds
Describevariousgarmentstyles andparts,usingproperindustryterminology
Understandthe3main methodsofclothingconstruction:drapedgarments,tailoredgarments, andcompositegarments
Recognizeanddefinethefive stagesofthefashioncycle:Introduction,Rise,Peak,Decline,Obsolescence
Evaluatetheinfluenceoffashiononsocialandeconomic aspectsofsociety,includinghowfashion affectsnon-apparelitems
Text: Fashion! Ch.5, 8,9
Supplemental text: Successful Sewing, 200 projects to get you into Fashion Design, Making patterns from finished clothes
Unit 3. TextilesandtheScienceofApparel: Thisunitwillexaminetheprimary-levelsuppliersof fashion,thegrowersandproducers ofrawmaterialsoffashion.Students willunderstandfoundational suppliersforthefashionindustryandhowtheyinfluencemanufacturers andconsumersalike.Students willdistinguishnatural fibersfrommanufacturedfibers,andtheprosandconseachfiberpresents to merchandisers.Students willoutlinethemajorstepsinthefabricproductionprocess andwillexplore theimpactofnewtechnologiesontextilemanufacturing.
KeyTopics-
Describethesourcesandprocessingofnatural fibers,leathers,andfurs,andexplainhowthey aremade
Demonstratesensitivity regardingleatherandfurapparel,andunderstandtheeconomic risksof usingcontroversialmaterials
Identifyspecificcharacteristics and careofindividualfibersandyarns
Compareandcontrasttheadvantages, costs,andmarketabilityofdifferentfibersastheyrelate tomerchandisingofapparel
Understanddetailsoffashionconstructionandthelimitationsofvariousrawmaterials
Explainthefabriccoloringandprintingprocess,includingsurface designs,colors,andfinishes
Text: Fashion! Ch. 3, 6
Supplemental text: Fashion Sketchbook, Art of Fashion draping, Fashion Illustrating Drawing, Illustrating Fashion, 9 heads
Unit 4. DesignandtheArtofApparel:Thisunitwillintroducethestudenttothedesignelement of colorandtheimportance ofcolortoapparel,advertising,packagingandstoredecor.Students will discoverthesymbolismofcolor,colorterms,schemes,andthecolorwheel.Students willrecognizeand applyvariousshapes,lines,andtexturestodesigngarmentsforatargetaudience.Bycreatingillusions withcolorandbyidentifyingpersonalcolorcategories,students willunderstandhowfashiondesign helps withthemarketingofuniquegarmentsforspecificcustomers.Principlesofdesignwillbeapplied inconjunctionwithdesignelementstocreatebalance,proportion,rhythmandharmonyasstudents createandcritiquespecificgarments.
KeyTopics-
Identifycolorasadesignelement andexplainthesymbolismandtermsrelatedtocolor
Effectivelyutilizethecolorwheeltoshowrelationshipsbetweencolors
Understandhowvariouscolorschemescancreateeffectiveillusionsinapparel
Makeinformeddecisionsforspecificcustomersregardingcolorschemesandtheirpersonal characteristics(eyecolor,skincolor,bodyshapeandtype)
Creativelyapplytheelementsofdesign,includingshape,line,color,andtexture
Differentiatehowprinciplesofdesigninfluencegarmentdesignandselection,includingbalance, proportion,rhythm,emphasis,andharmony
Successfullyintegrateall designaspectsforaspecificcustomer
Text: Fashion! Ch. 2, 5,13 & 14
Supplemental text: Fashion Marketing
Unit 5. Consumers ofApparel:Thisunitwillbeginwithstudents learning theimportant considerations oftheappropriateselectionandwardrobeplanningofclothingforlifestyle,climate, projectingapositiveimage,firstimpressionsandbasicapparelchoicesfortheconsumer.Thestudent willunderstandandapplyhowclothescanprojectan image andcommunicatemessages. Thestudent willlearnthetoolsnecessarytobeawellinformedshopperandhowtoevaluatetheinformationon labels,hangtagsandpackaging,aswellashowtoevaluatetheresourcesused.Inaddition,the students willlearnaboutapparelselectionforpeoplewithspecialneeds,aswellascaringforapparel.
KeyTopics-
Demonstrateandexplainhowclothingisusedtoprojectimagesandcommunicatemessages whileidentifyingtheimportance ofdressingappropriatelyforlifestyle,climate,andcommunity standards.
Distinguishbetweenapparelwantsandneeds,anddescribethebenefitsofawell-planned wardrobe
Describemanytypesofaccessoriesandhowtoapplythemtowardrobeplanning
Evaluateresourcesusedforapparel,hangtags,labelsandpackaging
Compareandevaluatepurchases,bargainsandsalestomakethebestpurchase
Identifytherightsandresponsibilitiesofconsumers
Evaluateandidentifythedifferentapparelneedsforinfants,children,andelderly,andspecial apparelneedsofpeoplewithdisabilities
Describeandidentifystainremovaltechniquesonapparelanddescribehowtoprovidedailyand weeklycare forclothing
Text: Fashion Ch. 2 &4
Supplemental text: Fashions of a decade series, Costume and Fashion A concise History, Hulton Getty Picture Collection
Unit 6. FashionandDesignthroughHistory:Thisunitintroduces thestudenttothehistoryof fashionandalookbackathowfashionevolvedandhowfashionpastisrelatedtopresentfashion.A detailed lookatthepastoffashionandcostumedesigngivesstudents theinsighttheyneedfor predictingfuturetrends.Throughthisunit,thestudentwillrecognizeandidentifyelementsand principlesofdesignthroughhistory, aswellasfashionconstruction,fibers,textiles,andcolor.
KeyTopics-
Identifythesocialandculturalconditionsthataffect fashionandthemajordevelopmentsand
trendsofeachdecade
Describeclothingasitrelatestoeachfashionperiod andidentifythedesigners andother
innovatorswhoinfluencefashion
Recognizeandidentifyelementsandprinciplesofdesignthroughhistory
Compareandcontrastmajordevelopmentsandtrends,decadebydecade:TheAncientWorld, Middle Ages,Renaissance,Baroque,Rococo,17th Century,18thCentury,19thCentury,20th Century,andcurrentfashion
Analyzetheworkofan individualcontemporary ydesigner,focusingontheirindividualstyleandhow itaffectsthemeaningofthework,andhowaspecificprincipleofdesigncontributestotheir work.
Text: Fashion: Ch. 4, 5, 7 &17
Supplemental text: Guide to producing a Fashion Show, Creative Fashion Presentations
Unit 7. Marketing and Store Design: In this unit, students will study the principles of design for a retail business. Students will discover key factors that drive store design, including physical layout, window displays, interior design, and displays. Students will understand how lighting, color themes, and other marketing factors influence store designs. Students will also become familiar with legal and regulatory requirements, including OSHA and ADA compliance factors, and safety and fire requirements.
Key Topics-
Investigate how design elements and principles of design affect both window and interior displays to help sell merchandise
Analyze how company logos and sopping bags build brand images tat attract target audiences
Identify key factors in planning and promotions that lead to successful grand openings for retail stores
Understand legal and regulatory guidelines for retail stores, including OSHA, ADA (Americans with disabilities Act), and local fire / safety requirements
Recognize basics of natural customer movement, traffic flow and movement of merchandise for optimal business effectiveness
Text: Fashion! Ch. 3,6, 10,11,12 &17
Supplemental text: Fashion Sketchbook, Art of Fashion draping, Fashion Illustrating Drawing, Illustrating Fashion, 9 heads
Unit 8. FashionIllustrationforDesigners: Thisunitintroduces thestudenttoenvisionfascinating newwaystocreateidentitythroughclothing.Thestudentwillgaintheknowledgeandhands-on experienceofillustration.Theywillunderstandthepowertocommunicatevisuallythroughillustrationandtheadvantageithasinthefashionindustry.Students willlearnthebasicfundamentalsof illustrationfordifferentgroupsofpeopleandapparel.
KeyTopics-
Identifyandapplybasicdrawingtools,scaleandproportion
Illustrateacroquiswithcorrectproportion
Create andillustratemen's,women's,andchildren'sapparel
Developandcreateillustrationsforfashionheads,arms,legs,andafashionpose
Create originaldrawingsoffashionfigureswithapparelusingvariouscolorschemes
Illustratetextilesandfashionaccessories

Key Assignments: Detailed descriptions of all Key Assignments which should incorporate activities and projects, as well as, short answers and essay questions. How do assignments incorporate topics? Include all assignments that students will be required to complete.Assignments should be linked to components mentioned in the course outline. It is not appropriate or necessary to include instructions given to students regarding the execution of assignments (formatting, timeliness, etc.). Do not include exams or assessments in this section.

Unit 1KeyAssignments:
Students willworkinsmallgroupstoresearchonekeyareaoftheglobalapparelindustryand producea15-minutepresentationtotheclass.Students mustcitenumeroussourcesto substantiatetheirresearch,andmustincludedata,graphs,charts,images,andvideoclipsto effectivelycommunicatetheinformationfortheirspecificfocusarea.Otherstudents inclasswill rateeachpresentationbasedonarubricthatclearlyoutlinesthedesiredelementsforstyle, content,researchdocumentation,andaestheticvalueofgraphicsandmedia,andverbaldelivery ofthepresentation.
Eachgroupmustchoosetofocusononeofthree keyperspectives:
1.EconomicandSocialPerspective:Groupschoosingthisfocusareamustincludespecificson themarketsizeandscopeoftheapparelindustry,internationalsupplychains,rawmaterials, laborlaws,andenvironmental factors
2.MarketingPerspective:Groupschoosingthisfocusareamustincludespecificsonthe promotionalandadvertisingsideofthefashionindustry,includingmarketdemographics, examplesofdifferentproductsforvarioustargetaudiences,andmarketingstrategiesthrough avarietyofmedia,includingprint,radio, television,andweb-basedmarketing.
3.RetailandMerchandisingPerspective:Groupschoosingthisfocusareamustincludespecific detailsforhowapparelreaches variousmerchandisingandretail outlets,andmustaddress
thedesign,production,anddistributioncyclesofapparel.
Working individually,students willselectafamousfashiondesignerfromoneoftherecent fashiontrends(HighFashionindustry,Couturefashion,DesignerReady-To-Wear),andwillwrite a 5 pageresearchpaper and prepare a multi-media presentationthatdocumentstheirinfluenceonthefashionworld.Thereportwillinclude biographicalinformation,locationoftheirdesigncenter, types of products designed and manufactured, inspiration, theirlicensingagreements,andtheprice pointsoftheirfashionline.Thepresentationwillincludenumerousillustrationsshowingstyles and designsthatmadethedesignerfamous.Todemonstrateunderstandingofthestyles forthat specificdesigner,students willactuallydevelopalineofclothingconsistingofthree garments thatareconsistentwiththestyleoftheirdesigner.
Unit 2KeyAssignments:
Students willtakeontheroleofafashionforecastingservice.Theywillpredictwhatthefashion trends,colors,textilesandfabricinnovationswillbefor2yearsinthefuture. Theywillcreatea presentationboardusingdrawings,pictures,silhouettes,fabricswatches,colorsandchartsto illustratewhattheirpredictedtrendlookslikeandsupportitwithreasonswhytheybelievethis trendcouldhappen.
Students willconductresearchfromnumeroussourcestodocument non-apparelitemsthathave beenaffectedbythefashionindustry(eyewear,bedlines,furniture, stationary,timepieces, etc.) Students willidentifymultipleexamplesthroughouthistorywherefashiontrendshave transformednon-apparelconsumeritemsintofashionablegoods.Students demonstratethese principlesbypresentingtheirfindingstotheclassviaaverbalpresentationthatincludesproduct samplesorimages.
  • Recycle assignment: Students will create or repurpose an apparel item. (Embellishing, dying, embroidering, fabric paint, jewels, charms, feathers, beads, buttons, fabric flowers, yo-yo’s, ribbon, rhinestones, etc.)
Unit 3KeyAssignment:
Working ingroupsoftwoorthree,eachgroupwillbeassignedaspecificfiber(orfamily of fibers),andwillusemagnificationtoanalyzethecontentofthe fiberandweavepatternstoclassifythemasnatural ormanufacturedfibers.Students willthen prepareapresentationwithvisual supportaboutthehistory, characteristics,production,andusesofthefiber,aswellashowvariantshavebeennamed. Students musthighlighttheprosandconsofusingvariousmaterials,includingcosts,physical limitations,ethicalconsiderations,andmanufacturingconsiderations.Toincorporate environmental awareness,eachresearchprojectmustaddresstheglobalconcernsthegrowing textileindustrymustaddress,suchasnewmarkets,laborlaws,andenvironmental concerns relatedtotheirassignedfiber.
  • Students research and select patterns that will accommodate their personal designs. Calculation of fabric amounts, appropriate fabric, motions and embellishments will be considered. Students will then construct garments for display in a fashion show and/or open house.
Unit 4KeyAssignments:
Students willdesignandconductacampussurveythatgathersinformationoncustomer
perceptions andopinionsaboutcolor.Students willobtaininformationwith regardtofavoritecolors,colorstheydo notlike,symbolismofcolors,andfeelingtowardsa certaincolor.Students willcompileinformationusingspreadsheets,andwillcreategraphsand chartstodemonstratehowcustomerperceptions aboutcolorinfluencebuyingdecisions.
Students willcreateoriginaldesignsoffashiongarmentsandaccessoriesusing elements and principals of design. Drawings will be presented to the class on a design board that accompanies a 5 page written report.
Students willusedesignelements,principlesofdesign,todesign/createan accessory.The studentwillcompleteacriteriasheetwiththenameoftheiraccessory,fashionpersonality,color schemesused,designprinciplesused,inspiration,customer,price,storetypeandwhichoutfits theshoeappropriatelyaccessorizes.Aftercreating,students exhibittheirdesignand sharethecriteriainformationwiththeclass.
Unit 5KeyAssignment:
Working ingroupsofthree,students willselectafellowstudentwhoactsasthecustomerfrom eachgroup.Group memberswillanalyzetheircustomerusingcriteriaforbusinessattire,casual attire,active wear,andformal wear.Thegroupwillalsoplanforthecustomer'spersonal coloring,bodytype,facialshape,andwilldevelopabasicwardrobefortheircustomer.Thegroup willusemagazinepictures,fabricswatches,andcolorchipstodevelopatotalwardrobe.Students willpresentthewardrobeonapresentationboardandgivean oralreporttohighlightkey aspectsforeachcustomerandhowtheirrecommendations enhancetheappearanceforeach individual.
Unit 6KeyAssignments:
Students choose an era of time (1800, 1920, 30 etc.) they research the history of events for that period of time, political, cultural, relationships between countries and fashion. Create a multi media presentation explaining how history and fashion of that era dictate to each other. Create a line of clothes that portray the time period.
  • Students design costumes for the Drama plays. Researching the era, sketching the designs, presenting the designs to the drama class, editing and sewing the costumes.
Unit 7 Key Assignments:
  • Students will design and construct their own scale model of a retail store they envisioned. Students must first conceive the store, its target demographic market, and a store logo. Upon approval from the instructor, students then build the physical model of the store, and present their store to classmates and the instructor. Finally, students reflect on the process to decide whether or not they would choose to open their own store as a sole proprietor or partnership. Completed stores are then displayed at the open house event in spring. Local business owners and postsecondary educators from local colleges are invited to critique each student project and give feedback directly to students.
Unit 8 KeyAssignments:
Undertheguidanceofaprofessionaldrawingteacher,students willcreateasmallportfolioof fashiondrawings,includingsketchesofheads,arms,legs,andafashionpose.Afterlearning basicsketchingandshadingtechniques,scaling, andperspectives, students willindependently draw15differentillustrationsinasketchbookportfoliothatincludefashionfigureswearing originalgarmentsthestudents havedesigned.Sketchesmustincludedesignelements,color schemes,andmustshowcaseavarietyofbodytypesandperspectives, anddifferentgarments
and/oraccessories.
Students willplan,prepare,andhostan openhouse or fashion showevent forthelocalcommunitythat showcasestheiroriginalwork.Students willberesponsibleforhandlingvariousaspectsofhosting thisevent,includingadvertising,setupandcleanup,arrangingforfoodandbeverages,and customerengagement.Students willdisplaytheworkproductfromtheirotherkeyassignments, includingtheshoedesign,thestorelayout,designerreport,fashionhistoryreport,fashiontrend forecasting,andanyoftheirindividualportfoliosoffashionsketches.

Instructional Methods and/or Strategies: Indicate how the Instructional Methods and/or Strategies support the delivery of the curriculum. What portions of the Course Outline are supported by the methods and strategies?