Module 9: Clothing: A Powerful Resource (Optional)

Clothing, Textiles, and Fashion Main Menu

Module 9: Clothing: A Powerful Resource (Optional)

Suggested time: 5 - 10 hours
Prerequisite: None

Level: Advanced

Foundational Objectives

To recognize that clothing, fashion, and textile items evolved from culture and reflect the economic, political, and social conditions of the times.
To provide opportunities to use the decision-making process in clothing selections.

Common Essential Learning Foundational Objectives

To analyze how clothing fulfills physical, psychological, social, and aesthetic needs. (CCT)
To support students in coming to a better understanding of the personal, moral, social, and cultural aspects of their expression of fashion. (PSVS)

Learning Objectives

Notes

9.1 To examine factors that reflect why people wear clothing.

Clothing is worn for many reasons. List reasons why people wear clothing. Include:

protection - climate and weather, safety and sanitation
modesty - standards based on ethics and customs
identification - uniforms, insignias, styles, and colours
status
adornment - decoration
function

Compare today’s clothing with an earlier period to identify why people selected their clothing. Discuss how clothing reflects the times. (PSVS)

Discuss how economic and political situations impact fashion.

Illustrate how social stratification is reflected in clothing practices.

Working in small groups, list clothing and accessories that people wear for protection, adornment, modesty, identification, and status .

9.2 To explore the relationship between clothing behaviour and one’s well being. (CCT)

Outline aspects of clothing behaviour such as:

choice of clothing
amount of money spent
manner in which clothing is worn

Research and show the relationship between clothing behaviour and emotional well being. Discuss how people feel when their dress is appropriate and becoming. Explain the use of fashion therapy in working with the emotionally and mentally ill.

Identify how clothing is used as a defense mechanism. Defense mechanisms include:

rationalization
projection
compensation
identification
idealism
regression
repression
insulation

Describe outfits that would illustrate each of the defense mechanisms and/or describe situations and outfits that determine the defense mechanism being used.

9.3 To identify personality types and their influence on clothing behaviour. (COM)

Define "personality" and "stereotype".

Identify personalities and stereotypes from television and movies. Describe how clothing is used to portray each type.

Explore different personality types, then illustrate clothing typical to that personality type.

Have students choose a personality type and come to class dressed as that type. Report to the class how he or she felt when dressed as that personality type; for example, school cliques. (PSVS)

Through activities, have the student try to identify their personality type.

9.4 To become more objective in the interpretation of clothing cues and messages.

Clothing cues are important in the non-verbal messages they give. Brainstorm messages given by clothing. Messages communicated depends on:

people involved
social context
place
situation
occasion or activity
period in time
emotional state

View pictures of people dressed in various ways and discuss the messages portrayed.

Role play several situation in which clothing could affect the outcome. Examples: a job interview or a social situation. (PSVS)

Discuss the effect of clothing on others. Examples:

cleanliness
neatness
style

9.5 To explore the work environment and the typical expectation about appearance and dress.

Research the basic professional image types and report back to the class. The types include:

physical and labour
creative and communications
sales and service
executive and administration

Discuss stereotyping the dress of different occupations.

Discuss the impact of ‘dress down days’ on an individual’s perception. (PSVS)

Choose an occupation and investigate the type of clothing and appearance recommended for it.

Invite people from different occupations to talk to the students about appearance and dress for work.