Suggested time: 10 - 15 hours
Prerequisite: Module 5

Level: Introductory

Learning Objectives

6.1 To develop an awareness of wardrobe planning. (PSVS)

Define "wardrobe planning".

Discuss the importance of wardrobe planning . In planning your wardrobe, consider the following factors:

• activities, including work and leisure
• individual personality
• economic situation
• present wardrobe and accessories
• design fundamentals and optical illusions
• fabric choices
• your needs and wants
• your lifestyle
• family and community values and standards
• geographical location
• shopping facilities
• special needs of the individual
• fashion trends and fads
• clothing care

Invite a wardrobe consultant to speak to the class on wardrobe planning. Interview several people for suggestions in coordinating a wardrobe. (Discuss mix and matching techniques.)

Plan and illustrate wardrobes with basic items, extenders, and accessories for individuals in various roles in our society; for example, high school student, working person, a person with a disability. Consider wardrobe clusters.

6.2 To analysis one’s present wardrobe to determine needs, wants, and changes. (CCT)

Discuss the difference between a need and a want.

Take an inventory of your present wardrobe including accessories and shoes. Evaluate it for what you have and changes that could be made.

Plan a fantasy or holiday wardrobe. Justify the need or use for each item you selected.

Plan a wardrobe using a proposed clothing budget. Ask students to compare plans with each other.

Demonstrate how to mix and match clothing to create new outfits and extend the wardrobe collection. Using pictures or garments, list all the possible combinations.

Discuss how accessories can extend and add variety to your wardrobe .

6.3 To examine factors to consider when deciding to buy, sew, or recycle clothing.

Discuss the advantages and disadvantages of ready-to-wear, sewing, or recycling.

Using the decision-making process, show how the gaps in your wardrobe can be filled.

Debate: Sewing vs ready-to-wear clothing.

6.4 To recognize the factors involved in clothing purchases. (CCT)

Discuss the following considerations when making clothing purchases:

• activities including work
• quality
• fit
• care
• cost
• brand names and labels
• growth allowance or wearing ease

Examine ready-to-wear clothing for seam widths, linings, seam finishes, width of hems, and alteration possibilities.

Interview an adult on how he/she recognizes quality or what he/she looks for in purchasing clothing.

Develop a checklist for fit, workmanship, and quality, to be used for clothing purchases.

Using the checklist to analyze clothing.

6.5 To research where clothing purchases can be made. (IL)

List places where to shop and compare their advantages and disadvantages. Some places to consider are:

• department stores
• boutiques and specialty shops
• factory outlets
• second hand stores
• home shopping networks
• the Internet
• a catalogue
• discount stores

Visit clothing outlets and compare similar articles for quality and care.

6.6 To apply principles of clothing care to students’ own clothing. (CCT)

Proper daily, weekly, and seasonal care of clothing enhances its appearance and prolongs its life. Outline the daily care clothing requires:

• putting on and taking off properly
• clothing suitable for special activities
• repairs
• proper methods of storage

Demonstrate clothing repair techniques:

• patching
• rips and mending
• darning
• using an iron on fabric
• using decorative stitching or application

Outline seasonal care clothing requirements such as cleaning before putting clothing away or storing.

Describe methods of storing clothing.

Select specific items of clothing and explain proper care and storage for each; for example, winter boots, coats, and wool sweaters.

6.7 To demonstrate proper laundry processes.

Interpret care labeling symbols to establish the correct cleaning procedures for:

• dry cleaning
• washing
• bleaching
• drying
• ironing

Examine care labeling symbols on clothing items and interpret what care should be done.

Visit a dry cleaning business to learn about the processes and products used and investigate dry cleaning career opportunities. (PSVS)

Outline the steps involved in laundering clothes:

• stain removal
• sorting
• washing
• drying

If laundry equipment is available, demonstrate steps involved in laundering clothing and textile items.

Evaluate laundry and textile care products based on criteria such as:

• cost
• effectiveness
• performance
• environmental sensitivity

Using stained fabric samples, evaluate the effectiveness of different laundry products. Stress the importance of removing the stain as soon as possible.

6.8 To analyze the clothing needs of individuals. (CCT)

Clothing can be adapted for individuals with special needs to make body movements easier, more comfortable, and less confining.

Describe needs in clothing for individuals in specific groups:

• infants and babies
• toddlers and preschoolers
• children
• teens
• adults
• elderly
• person with special needs and/or physical disabilities
• pregnant women

  Interview individuals from the above groups as to their needs and clothing selection. Report back to the class. (PSVS)

  Invite a person who works with a disability group or a person with a disability to speak to the class about adaptations and alterations that must be made to clothing for comfort, convenience, and or proper fit.

  Plan a wardrobe for an individual with special needs.

  Design and sew, adapt, or alter a garment for an individual with special needs or a disability.