Nicola Young
Tennessee Technological University
Cookeville, TN
Advisor Melinda Swafford

Course:  Family and Consumer Sciences
Project:  “What Not to Wear”
Descriptor:  Students will evaluate styles of clothing that flatter their figure type.  Knowledge may be applied to professional dress and building self esteem.
Tennessee State Standards:  5.0 and 8.0
National Standards:  2.5, 2.6, 13.2, and 16.3
Gateway Connections:  History 1.0, 2.0, 5.0, and 6.0; English 1.1 and 1.2

Activities

1: Who Is?

Summary: Students will answer questions by analyzing what classmates are wearing and writing in the names.  Components of the element are requested.  For example for the element of color, students will have to identify classmates who are wearing a tone, tint, and shade. This activity is a refresher prior to testing on the identification of the elements.

Handout: Who Is? Identifying the Elements of Design (Doc)
Resources: Southward, L., Bailey, S., & Regg, E. (2006). Aspects of dress aesthetics lab manual: elements of design. PowerPoint. TTU.

2: Where Is?

Summary:  Use magazine ads or pictures as examples of the principles. The “setting” of a photo affects the principles of design.  For example the background may be all white while the clothing is bright yellow causing the background to emphasize the clothing. Have students describe how the principles are used. For example repetition of an element may create rhythm.

Handout: Where Is? Identifying the Principles of Design (Doc)
Resources: Southward, L., Bailey, S., & Regg, E. (2006). Aspects of dress aesthetics lab manual: principles of design. PowerPoint. TTU.

3: Figure Types

Summary:  Have students identify the element of shape in the context of body shapes and body structure or type, and to identify areas they may not want emphasized.  For student inspiration, bring in outfits flattering to each figure type.  Use elements and principles to explain why the clothing flatters the figure types.  Have students critique the clothing they are wearing.  Focus of critique should be on fit more than how much the clothing item is liked or disliked.   Clothing is designed for different body shapes/types. (Encourage students to appreciate their bodies. It is important they know clothing is available for all body shapes/types, and they do not have to change their bodies. Discuss brands and cost of clothing in relation to figure type)

Handouts: Figure Types: The Element of Shape, Flattering Tips & Am I Working It? (Doc)
Resources: Florin, G. (1992). Your ideal silhouette: Personal shopping guide. Illinois. Ideal Image, Inc.

4: Shop ‘til You Drop

Summary:  Reserve the computer lab for shopping! Each student must locate store websites and select two outfits: one for work/professional and one, casual for a night out. The outfits must include appropriate shoes, accessories, and jewelry.

Handout: Shop ‘til You Drop Checklist (Doc)

5: What to Wear

Summary:  For this activity, have students select an outfit from their closets and wear it to school.  Students should not buy a new outfit; they must use items they already have. The items for the outfit should be selected following what has been learned in activities 1 – 4 and school dress codes.   Selected outfits may be simple. Have a fashion show in the classroom and have the students explain what makes their outfits appropriate (or inappropriate and what would work best if necessary). Take pictures of each student as they model their attire.

6: America the Beautiful: History and Dress

Summary:  Have students choose a time during America’s history and study the period and style of fashion. Assign a three to five page essay on the history and dress of the time period.  An explanation of how the American society and economy during the time affected what people wore should be presented.

Handout: America the Beautiful Criteria (Doc)

7: FCCLA Integration

Summary: Students may participate in STAR Events – Job Interview or Illustrated Talk. Students as a class may also conduct a clothing drive as a community service project.

Handout: FCCLA Activity (Doc)
Website Resources: http://www.fcclainc.org/content/programs/