FAMILY AND CONSUMER
SCIENCE
TEXTILES AND DESIGN
GRADES 9 - 12
CURRICULUM
WRITING
Revised: July
2000
By:
Rose Giovinazzi
Elaine Landi
Diane
Stokes
Family and Consumer Sciences Purpose and Goals
The
discipline of Family and Consumer Sciences has as its central focus preparing
individuals to become contributing members of a family structure, the community
and society. Skills relating to
affective, cognitive and psychomotor development are emphasized. In each subject matter area, namely:
food and nutrition, consumer education, family living and parenthood education,
child development and guidance, housing, home management (including resource
management), and textiles and design, life management skills and applied to
realistic employment opportunities.
In
order to carry out the purpose of Family and Consumer Sciences education, the
Vineland Public Schools Family and Consumer Science Program focuses on the
following goals, adapted from the Mission Statement and Goals of the Vineland
Public Schools, and the New Jersey Core Curriculum Content Standards. These goals are to
promote:
1.
Development of career
planning and workplace readiness skills.
2.
Use of technology,
information and other resources.
3.
Use of critical thinking,
decision-making and problem-solving skills.
4.
Demonstration of
self-management skills.
5.
Application of safety
principles.
6.
Development of effective
communication skills.
7.
Understanding the common
elements of culture and appreciation of cultural
diversity.
8.
Developing a positive sense
of themselves and others within the community.
9.
Understanding of economic
principles within a global context.
10.
Appreciation of the impact
of aesthetics through creative self-expression.
The
units of study and student proficiencies that define each course are consistent
with district and state objectives and reflect commitment to the Mission of the
Vineland Public Schools to "enable students to become knowledgeable, skillful,
life-long learners who are contributing citizens in our changing
society".
TEXTILES AND DESIGN 1
In
this course students will explore a variety of careers in textiles and design
fields. Students will acquire
skills and knowledge needed to construct a quality garment. An understanding of the differences in
housing needs, use of space and design principles will be
developed.
Included in the overall
purpose are the following major goals:
1.
The students will become
acquainted with career opportunities in the fields of textiles and
design.
2.
The students will create a
garment using clothing construction techniques including pattern use, proper
machine operation, stitching and finishing techniques.
3.
The students will understand
housing needs in relation to individual, family and cultural
differences.
4.
The students will be able to
utilize the elements and principles of design.
5.
The students will develop an
understanding of how the history of furniture influences current
design.
6.
Students will be able to
plan housing space to meet functional needs.
Textiles and Design 1 is an
interdisciplinary area which contributes to students achieving the expected
results set forth in the state core curriculum, especially the cross-content
workplace readiness standards. In
addition these programs provide students with opportunities to apply, and
therefore reinforce, learning from the core curriculum content
areas.
UNIT 1: CAREERS IN TEXTILES & DESIGN
1
A.
INTRODUCTION
This unit serves as an
introduction to discuss career options in Textiles &
Design.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.1
2.1
3.1
4.2 1.2
2.2
3.2
4.3 1.3
2.3
3.3
4.4 1.4
2.4
3.4
4.5 1.5 2.5
3.5
4.6 1.6
2.6
3.6
4.7 1.7
2.7
3.7
4.8 1.8
2.8
3.8
4.9 1.9
2.9
3.9
4.10 1.10 2.10 3.10
4.11 1.11
3.11
4.12 1.12
3.12 3.13
3.14 |
|
Language Arts |
3.1, 3.3,
3.5 |
|
SCANS |
|
|
|
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Identify and describe
careers in Textiles and Design.
2.
Analyze jobs and careers in
relationship to their personal goals and values.
3.
Research and present
information on a career in a textile or design field.
UNIT 2: SEWING MACHINE AND
EQUIPMENT
A.
INTRODUCTION
The
purpose of this unit is to acquaint students with the proper care, operation,
and safety of machines and equipment.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.7
2.1
3.1
4.2
5.1 1.8 2.2
3.2
4.3
5.2 1.12 2.7
3.3
4.4
5.3
2.10
3.6
4.5
5.4
3.7
4.6
5.5
3.8
4.10
5.6
3.12
4.11
5.7
3.13
4.12
5.8
5.9 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Thread and operate a sewing
machine properly.
2.
Utilize all equipment
safely.
3.
Identify parts and their
functions.
UNIT 3: PATTERN AND FABRIC
COMPATIBILITY
A.
INTRODUCTION
The
purpose of this unit is to familiarize students with the components of a pattern
and fabric preparation.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.5
2.1
3.1
4.2
5.3 1.7
2.2
3.2
4.3
5.4 1.8
2.7
3.3
4.4
5.5
2.10
3.4 4.5
5.7
3.6
4.6
5.9
3.7
4.10 3.8
4.11 3.9
4.12
3.10
3.11
3.12
3.13
3.14 3.15 |
|
Mathematics |
4.5, 4.7,
4.11 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Measure and compare body
measurements to pattern size.
2.
Read and comprehend the
pattern directions and symbols.
3.
Prepare fabric for pinning,
cutting and marking.
UNIT 4: PRESSING EQUIPMENT
A.
INTRODUCTION
This unit is designed to
inform the student about the importance of pressing and pressing
equipment.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.5
2.1
3.1
4.2
5.3 1.7
2.2
3.2
4.3
5.4 1.8
2.7
3.3
4.4
5.5
2.10
3.4
4.5
5.7 3.5
4.6
5.9 3.6
4.10 3.7
4.11 3.8
4.12 3.9
3.10
3.11
3.12
3.13
3.14
3.15
|
|
Language Arts |
3.1 |
|
Science |
5.4 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Identify the various types
of pressing equipment.
2.
Properly use the various
types of pressing equipment.
3.
Understand the importance of
pressing techniques.
UNIT 5: CONSTRUCTION
TECHNIQUES
A.
INTRODUCTION
The
purpose of this unit is to acquaint students with the various construction
techniques.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.5
2.1
3.1
4.2
5.3 1.7
2.2
3.2
4.3
5.4 1.8
2.7
3.3
4.4
5.5 2.10 3.4
4.5
5.7
3.6
4.6
5.9 3.7
4.10 3.8
4.11 3.9
4.12 3.10
3.11
3.12
3.13
3.14
3.15
|
|
Language Arts Literacy |
3.1,
3.4 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Identify various seam
finishes, darts and hems.
2.
Demonstrate seam finishes on
their garment construction.
3.
Use proper construction
techniques when necessary on various garment construction
projects.
UNIT 6: NEEDS IN HOUSING
A.
INTRODUCTION
The
purpose of this unit is to help students develop an understanding of the
differences in housing needs.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.3
2.1
3.1
4.2
5.1 1.5 2.2
3.2
4.3
5.3 1.7 2.7
3.3
4.4
5.4 1.8
3.4
4.5
5.6
3.5
4.6
5.8
3.6
4.7
5.9
3.7
4.8
3.8
4.9 3.9
4.10 3.10
4.11 3.11
4.12 3.12
3.13
3.14
3.15
|
|
Language Arts Literacy |
3.3 |
|
Social Studies |
6.5,
6.8 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Identify the primary housing
needs for a specific family.
2.
Compare the differences and
similarities of housing needs in various cultures.
3.
Compare the secondary needs
of housing such as: physical, social, and psychological needs in relation to the
primary needs.
UNIT 7: ELEMENTS AND PRINCIPLES OF INTERIOR
DESIGN
A.
INTRODUCTION
This unit serves to aid
students in developing design skills to create an aesthetically pleasing
surroundings.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.1 2.1
3.1
4.2
5.1 1.2 2.2
3.2
4.3
5.2 1.5 2.5
3.3
4.4
5.3 1.8 2.6
3.4
4.5
5.4 1.12 2.7
3.5
4.6
5.5
2.8
3.6
4.10
5.6
2.9
3.7
4.11
5.7
2.10
3.8
4.12
5.8 3.10
5.9 3.11
3.12
3.13
3.14
3.15 |
|
Visual Arts |
1.3 |
|
Language Arts Literacy |
3.3 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Utilize the elements and
principles of design.
2.
Use the color wheel to
identify and develop color schemes.
3.
Understand the concept of
scale and will be able to create a floor plan.
4.
Create a scaled room model
using color concepts and the elements and principles of
design.
UNIT 8: HISTORY OF
FURNITURE
A.
INTRODUCTION
The
purpose of this unit is for students to develop an understanding of the
evolution of furniture styles and cultural influences on
furniture.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.1 2.5
3.4
4.7
5.6 1.2 2.6
3.5
4.8
5.8 1.5 2.7
3.7
4.11 1.8
3.9
4.12 1.12 |
|
Social Studies |
6.4,
6.5 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Recognize major periods of
furniture styles.
2.
Understand and recognize
cultural influences on furniture design.
UNIT 9: FURNITURE
ARRANGEMENT
A.
INTRODUCTION
This unit serves to aid
students in developing design skills for planning the form and functions of
space.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.1 2.1
3.1
4.2 1.2 2.2
3.2
4.3 1.5 2.6
3.3
4.4 1.8 2.7
3.4
4.5
2.8
3.5
4.6
2.9
3.6
4.7
2.10
3.7
4.8 3.8
4.9 3.9
4.10 3.10
4.11 3.11
4.12 3.12
3.13
3.14
3.15
|
|
Visual Arts |
1.6 |
|
Language Arts Literacy |
3.5 |
|
Mathematics |
4.7,
4.11 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Arrange furniture
effectively using guidelines.
2.
Design a floor plan using
furniture templates and show traffic patterns.
TEXTILES AND
DESIGN ll
In
this course students will take an in-depth look at careers in textiles and
design. Students will develop an
understanding of the relationship between retailers and consumers. Students will incorporate more difficult
construction skills while using a variety of construction and design principles
in creating their final project.
Students acquire skills to enhance personal and family living
space.
Included in the overall
purpose are the following major goals:
1.
The students will be able to
compare careers in textile and design fields in relation to personal goals and
values.
2.
The students will develop an
understanding of various merchandising and retailing
strategies.
3.
The students will develop
skills for making informed consumer decisions.
4.
The students will recognize
the significance of the principles and elements of clothing design in selecting
attractive clothing, patterns and fabrics.
5.
The students will further
develop their construction skills with emphasis on machine
capabilities.
6.
The students will be able to
describe the manufacturing process of textiles.
7.
The students will be able to
make effective decisions regarding housing selection and decoration for specific
needs.
UNIT 1: CAREERS IN TEXTILES & DESIGN ll
A.
INTRODUCTION
This unit serves to inform
students of the education and training required for various career choices in
textiles and design.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.1 2.1
3.1
4.2 1.2 2.2
3.3
4.3 1.3 2.3
3.3
4.4 1.4 2.4
3.4
4.5 1.5 2.5
3.5
4.6 1.6 2.6
3.6
4.7 1.7 2.7
3.7
4.8 1.8 2.8
3.8
4.9 1.9 2.9
3.9
4.10 1.10 2.10 3.10
4.11 1.11
3.11
4.12 1.12
3.12
3.13 3.14 |
|
Visual Arts |
1.6 |
|
Language Arts Literacy |
3.2, 3.3, 3.4,
3.5 |
|
Social Studies |
6.2 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Identify job
responsibilities of various careers in Textiles and Design and discuss the
opportunities available in these careers.
2.
Compare advantages and
disadvantages of various careers in Textiles and Design.
3.
Access information about
schools, training and grants available for further education in textile and
design industries.
UNIT 2: MERCHANDISING AND
RETAILING
A.
INTRODUCTION
In
this unit, students will become acquainted with the many factors involved in
merchandising and retailing.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.7 2.1
3.1
4.2
5.1 1.8 2.2
3.2
4.3
5.2 1.12 2.7
3.3
4.4
5.3
2.10
3.6
4.5
5.4
3.7
4.6
5.5
3.8
4.10
5.6
3.12
4.11
5.7
3.13
4.12
5.8
5.9 |
|
Language Arts Literacy |
3.1,
3.3 |
|
Social Studies |
6.4,
6.5 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Recognize apparel
merchandising strategies.
2.
List the designers from
various countries that influence our styles.
3.
Identify designers and their
trade names or logos in design.
UNIT 3:
CONSUMERISM
A.
INTRODUCTION
This unit will give students
guidelines for making informed consumer decisions.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.5 2.1
3.1
4.2
5.3 1.7 2.2
3.2
4.3
5.4 1.8 2.7
3.3
4.4
5.5
2.10
3.4
4.5
5.7
3.6
4.6
5.9 3.7
4.10 3.8
4.11 3.9
4.12
3.10
3.11
3.12
3.13
3.14
3.15 |
|
Language Arts Literacy |
3.2,
3.3 |
|
Social Studies |
6.1,
6.6 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Compare the different types
of stores such as: department stores and specialty stores.
2.
Read and define labeling of
textile products.
3.
Explain consumer rights and
responsibilities.
4.
Identify ads that may be
misleading or exaggerated.
UNIT 4: ADVANCED CONSTRUCTION
TECHNIQUES
A.
INTRODUCTION
The
purpose of this unit is to increase students knowledge in using the advanced
sewing techniques and construction.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.5 2.1
3.1
4.2
5.3 1.7 2.2
3.2
4.3
5.4 1.8 2.7
3.3
4.4
5.5
2.10
3.4
4.5
5.7
3.5
4.6
5.9 3.6
4.10 3.7
4.11 3.8
4.12 3.9
3.10
3.11
3.12
3.13
3.14
3.15
|
|
Language Arts Literacy |
3.3,
3.4 |
|
Science |
5.4 |
|
SCANS |
|
B.
STUDENTS
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Demonstrate the various
types of stitching.
2.
Utilize various cutting and
pressing equipment when performing advanced sewing
techniques.
3.
Determine the appropriate
sewing technique needed.
UNIT 5: TEXTILE MANUFACTURING AND
USES
A.
INTRODUCTION
The
goal of this unit is to introduce students to classifications of fibers and the
manufacturing process.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.5 2.1
3.1
4.2
5.3 1.7 2.2
3.2
4.3
5.4 1.8 2.7
3.3
4.4
5.5
2.10
3.4
4.5
5.7
3.6
4.6
5.9 3.7
4.10 3.8
4.11 3.9
4.12 3.10
3.11
3.12
3.13
3.14
3.15 |
|
Visual Arts |
1.6 |
|
Language Arts Literacy |
3.3 |
|
Social Studies |
6.5,
6.6 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
List the many textiles used
in everyday life.
2.
List the various fibers,describe their characteristics and understand how
they are formed into yarns.
3.
Recognize knitted fabrics
and various types of weaves.
4.
Understand the connection of
textiles and global events such as drought, wars and politics throughout
history.
5.
Compare cost factors in
textile production here and abroad.
UNIT 7: SELECTING A
HOME
A.
INTRODUCTION
The
purpose of this unit reveals the many factors involved when considering a place
of residence.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.1 2.5
3.4
4.7
5.6 1.2 2.6
3.5
4.8
5.8 1.5 2.7
3.7
4.11
1.8
3.9
4.12 |
|
Language Arts Literacy |
3.2,
3.4 |
|
Mathematics |
4.1 |
|
Social Studies |
6.8 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Define the many types of
housing available today.
2.
Debate the choices of
housing in the community and elsewhere.
3.
List the many factors
involved in purchasing a home.
4.
Define the terminology used
in real estate.
UNIT 8: DECORATING A HOME
A.
INTRODUCTION
The
purpose of this unit is to acquaint the students with the many facets involved
with home décor.
References from the NJ Core
Curriculum Content Standards are as follows:
|
Cross Content Workplace Readiness |
1.3
3.4
4.7
5.3 1.5
4.9
5.5 1.6
4.11
5.12 |
|
SCANS |
|
B.
STUDENT
OUTCOMES/OBJECTIVES
Given appropriate learning
activities students will be able to successfully:
1.
Use the elements and
principles of design to create aesthetic surroundings.
2.
Formulate and analyze
criteria to aid in selection of furnishings to suit needs.
3.
Evaluate cost and
description of furnishings.
4.
Analyze and compare storage
in relation to use.
5.
Choose and design wall,
window and floor treatments.
6.
Compare scale and proportion
in space relationships for furniture arrangements.
7.
Use knowledge of designers
here and abroad to expand their creativity when designing a home in a particular
theme or style.
8.
Use a computer aided program
to design functional floor plan designs.
INSTRUCTIONAL
RESOURCES
VIDEOS:
How Clothing Is Made 1990
Clothing Care 1994
Apparel and Textile Microdynamics: A Learning Tour 1997
Apparel and Textiles Textile
Research: Center Learning Tour
1997
Beginning Sewing
Techniques
1988
What Everyone Should Know
About Fabrics
1985
The Way We Dress 1996
Clothing Fibers 1991
Understanding Fibers 1994
Fashion Your Figure 1994
Careers in Interior
Design
1990
Eye for Design 1992
Hou to Put in a Zipper 1990
Home Economics Careers 1990
Design for Living 1988
INSTRUCTIONAL
RESOURCES
BOOKS:
Weber, Jeanette. Clothing, New York: Glencoe
1997
Kelly, Joan and Eubanks, Eddye. Today's Teen, New York: Glencoe 1988
Reid, William and Reksten,
Diane. Interiors, Maine: J. Weston Walach
1987
Lowell, Stephen S.. Choosing a Place to Live, Maine: J. Weston Walach
1987
Sherwood, Ruth F.. Homes: Today and Tomorrow, California: Glencoe
1990
SOFTWARE:
Design Your Own Home
Interiors, 1994
WEBSITES:
ASSESSMENTS:
1.
Teacher made
tests/quizzes
2.
Class
participation
3.
Projects
4.
Cooperative Group
Projects/Activities