FADS

2013-2014

Long Range Plans

Donna Letang

FADS, fashion, Art, Design School, is an experiential program that uses fashion as a catalyst for learning. Students are immersed in a program that integrates, Textiles, Art, Garment Construction, Physical Education and Fashion Show production. Grades 10, 11 and 12 students attend from various schools in Whitehorse.

Integrated into FADS are social issues and componenets of healthy living, body image, team building and enhanced self-esteem. Daily meetings are held to promote group bonding, goal setting and to promote the strengthening of interpersonal relationships with students, their peers and the teacher.

Respect for individual and cultural differences is an underlying value of the program.

Textiles10,11 and Garment Construction

Students begin with a hands on approach. In the first week

we will be reviewing basic machine use and safety,

proper handling of equipment, basic terminology related

to textiles, and pattern drafting. The learning objectives

and outcomes will be spread out throughout the semester and

will sometimes be planned, orat other times addressed as the

situation presents itself.

Projects include, but are not limited to:

  • pincushions,
  • pattern drafting a skirt
  • sewing a sample skirt
  • dying and fabric rendering
  • sewing a ‘collection’ of clothes that will contain a minimum of three runway looks
  • study of the influence of First Nations on the Canadian fashion scene
  • a beading project that may or may not be incorporated into their collection

Students will, during the process of construction:

A1 demonstrate safe use of tools and equipment needed to produce textile items

  • identify and use sewing tools appropriately, including
  • scissors, seam rippers, x-acta knives, rotary cutters
  • pins
  • needles, review types of needles for hand sewing and machine sewing
  • review and use proper and safe method of using the iron
  • reinforce the care and safe storage of equipment.
  • All students should have their sewing kits complete and individually marked.

A2identify and know how to respond appropriately to emergencies, including: cuts, needle injuries, burns, electrical shocks, fires,

  • respond correctly to school fire drill
  • understand the correct hand placement to avoid needle impact when sewing
  • understand the working of the serger and how to use the cutter
  • understand how to currectly hold and use the rotary cutter and ruler
  • understand how to use the x-acta knife safely and efficiently on button-holes
  • know to alert teacher if a situation arises that requires first aid

A3select and use the appropriate sewing machine or serger and settings as needed

  • review tension on the machines
  • how to troubleshoot common machine problems (rethread top and bobbin)
  • proper use of machine attachments, especially button-holer

A4select and use appropriate ironing/pressing equipment

  • demonstrate proper pressing techniques,
  • review iron temperature and use of pressing cloth
  • use of seam roll, tailor’s ham

A5 manage time and resources in the classroom

  • students will work independently after instruction is given
  • students will have a body of work done in time for the annual fashion show at the end of semester

A6, A7, A8,A9

  • in the planning of collection pieces, students will
  • use appropriate textile terminology
  • consider the benefits and drawbacks of differing fibres
  • consider the properties and care of fabrics
  • choose appropriate fabrics for garment projects

B1 B2Construction

  • before and during the construction of garments, students will:
  • understand preconstruction processes
  • laying out fabric
  • understand ‘straight of the grain’
  • demonstrate proper pinning practice
  • demonstrate knowledge of conserving material during layout
  • proper cutting methods
  • students will understand and demonstrate construction techniques, including
  • closures
  • stitching
  • reducing bulk
  • stabilizing
  • fitting
  • hemming
  • hand sewing

C1-5Creative Processes used during planning and construction of projects will :

  • incorporate elements and principles of design
  • experiment with colour and fabric embellishment
  • experiment with recycling garments
  • consider the influence of Canadian designers

D1,2Factors Affecting Textile Choice and Use

through class discussion, viewing and attention to current events, students will:

  • consider the cultural influences on fashion and textiles
  • understand influences on fashion, such as socio-economics, media influences and global and environmental considerations

E1Career Opportunities

Students will be:

* made aware of the opportunities in design, production and marketing of fashion and textiles, through discussion and class presenters

Literacy Goals:

Verbal:daily interactions with peers and teacher

discussion of topics relevant to the subject

discuss collection items, fine tune plans etc.

Listening: Most lessons include a verbal explanation then

a demonstration. Students are encouraged to

ask questions at all stages.

Written: Students will write out instructions they need

in order to construct their individually drafted

skirt.

Critique of fashion shows and images will be

required.

Reading: Student will be required to read all patterns

Before asking for assistance. Pattern reading

skills will be taught.

Assessment: Textiles and Garment Construction are project based courses. There are no tests or quizzes.

Evaluation is done on each project and the average of projects determines the term/semester mark.

Projects = 100%

Rubric Samples Attached