Apparel Design and Production

121 Pages·2011·3.85 MB·English

DOCUMENT RESUME
ED 102 432
CB 003 621
95
TITLE
Apparel Design and Production: A Suggested
Program
Guide. Fashion Industry Series No. 2.
INSTITUTION
Fashion Inst. of Tech., New York, N.Y.
SPONS AGENCY
Bureau of Adult, Vocational, and Technical
Education
, Washington, D.C.
(DREW /0E)
MB DATE
73
NOTE
121p.; For other documents in Fashion Industry
Series, see CE 003 139-142
AVAILABLE FROM
Superintendent of Documents, U.S. Government Printing
Office, Washington, D.C. 20402 ($1.40)
EDRS PRICE
MF-$0.76
BC-$5.70 PLUS POSTAGE
DESCRIPTORS
Adult Vocational Education; Behavioral Objectives;
Career Ladders; *Clothing Design; Clothing
Instruction; *Curriculum Guides; Distributive
Education; Educational Equipment; Employment
Opportunities; Instructional Materials; *Job
Training; Needle Trades; *Occupational Home
Economics; *Occupational Information; Patternmaking;
Program Development; Resource Guides; Resource Units;
Secondary Education; Sewing Machine Operators
IDENTIFIERS
*Fashion Industry
ABSTRACT
The apparel design and production guide is the second
of a series of five interrelated program resource guides encompassing
the various dimensions of the fashion industry. Designed to provide
youths and adults with intensive preparation for initial entry
employment and also with career advancement opportunities within
specific categories of jobs, the guide provides an overview of the
apparel industry, occupational opportunities, and competencies
required of workers. It contains outlines of areas of instruction
which include: behavioral objectives, teaching content and
suggestions for learning experiences, evaluation, teaching resources,
and instructional supplies. Areas of instruction range from basic
textile and fashion marketing to industrial sewing, designing, and
garment construction. Career advancement skills include fabric
utilization, quality control, pattern making, and advanced design.
Suggested equipment and approximate costs are included as well as
a
bibliography and a list of representative trade associations. Other
program considerations and services judged to be important to this
job-preparatory program are also presented. (Author /MW)
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DISCRIMINATION PROHIBITED
Title VI of the Civil Rights Act of 1964 states: "No
person in the United States shall, on the ground of race, color, or national origin, be
excluded from participation in, be denied the benefits of, or be subject to discrimination
uncle' any program or activity receiving Federal financial assistance." Therefore, the
Vocational Education program, like every program or activity receiving financial as
sistance from the Department of Health, Education, and Welfare, must be operated in
compliance with this law.
co
AVAILABLE
1E0
FASHION MUM SEM NO. 2
Appall Design and -row.._.;Ion
a auglialtad Program Wide
For Sale by the Superintendent of aocuments,
U.S. Government Printing Office, Washington, D.C. 20402
Price $1.40
Developed pursuant to a grant
from the
.
U.S. Office of Education
to
The Fashion Institute of Technology
New York, New York
1973
"The project presented or reported herein was performed pursuant to a Grant from the
U.S. Office of Education, Department of Health, Education, and Welfare. However, the
opinions expressed herein do not necessarily reflect the position or policy of the U.S.
Office of Education, and no official endorsement by the U.S. Office of Education should
be inferred."
5
FOREWORD
Apparel Design and Production
This
guide is one of a series of interrelated program
resource guides encompassing the various dimensions of the Fashion Industry. The
purpose of the series is to provide school administrators and teachers with a source of
information which can be used to establish, expand, or evaluate instructional
programs
related to the broad field of fashion.
The Fashion Industry Program Series includes five separate guides.
Career Explora-
tion In the
Industry
Series No. 1 presents an introduction to the different
of
segments of the fashion field and suggestions for a career exploration program.
Apparel
Design and Production
Series No. 2,
Textile Design
Fashion Merchan-
Series No. 3,
dising
Dry Cleaning and LaunderingSeries
Series No. 4, and
No.6 are suggested
jobpreparatory (skill development) program guides. These job-preparatory guides are
conceived to provide youth and adults with intensive preparation for initial entry
employment and career advancement opportunities within specific categories of jobs in
the fashion industry.
In developing the jobpreparatory guides, consideration was given to the structuring
of objectives, content and learning experiences in terms of the varying competencies
considered essential for different levels of employment responsibility, thereby facilitating
the adoption of performancebased instruction within a variety of institutional settings.
The outcomes of such instruction are identified with immediate employment
or con-
tinuing education, including higher education.
Apparel Design and Production
The
guide provides an overview of the apparel
industry, occupational opportunities, and competencies required of workers. It contains
outlines of areas of instruction which include objectives to be achieved, teaching content
and suggestions for learning experiences, evaluation, teaching resources, and instructional
supplies. Suggested equipment and approximate costs are included as well
as a bibli-
ography and a list of representative trade associations. Other program considerations and
services judged to be important to this job-preparatory program are also presented.
All of the guides were developed by faculty specialists of the Fashion Institute of
Technology pursuant to a grant from the U.S. Office of Education
to the Institute. This
guide was prepared by Hilde Jaffe, Associate Professor of Fashion Design; Irwin Kahn,
Associate Professor and Chairman of Management Engineering Technology; and Morton
Silverstein, Associate Professor of Management Engineering Technology. Jeanne Price,
Associate Professor of Fashion Design, prepared the instructional
area in Grading and
Elite Weber, Assistant Professor of Fashion Design, assisted with the preparation of the
Fashion Drawing :nstructional area; Toward Essig, Assistant Professor of Textiles,
con-
tributed the area of instruction in Basic Textiles.
The development of the SJ i des was under the direction of William Berndt, Project
Officer, and Mary Lee Hurt and Edwin L. Nelson, Education Program Specialists in the
U.S. Office of Education.
Many useful suggestions were received from industry and educational consultants,
and from administrators and teachers of existing programs. Although all suggestions could
not be incorporated, each was carefully considered in terms of the publication's intended
use. !n view of this, it should not be inferred that the program suggestions are completely
endorsed by any one institution, agency, or person.
The program suggestions contained in this guide should be viewed
as resource
information which can be modified and adapted by administrators and teachers to meet
local, State, and regional needs.
Jeannette Jarrow
Edwin Goodman Professor,
Fashion institute of Technology;
Project Director, Program Guides
for the Fashion industry
III
ACKNOWLEDGEMENTS
is due many teachers, school administrators, and
Grateful acknowledgment
individuals in the fashion industry for their aid, counsel and cooperation in the
preparation of this publication.
In particular, the project team of the Fashion Institute of Technology wishes to
thank and recognize the valuable contributions made in the preparation and detailed
review of this publication by the following individuals:
Maurice Bethiaume, General Manager, Industrial Relations, Arrow Co., Troy,
N.Y.
Helen Brockman, Professor, Kansas State University, Manhattan, Kansas
Tom Drew, Designer, Toby Tanner, Inc., New York
Manuel Gaetan, Editorial
Director, Bobbin Magazine, Columbia, South
Carolina
Gen Olson, Director of Secondary Vocational Education, Anoka-Hennepin,
Anoka, Minnesota
Water L. Phillips,
Director of Manpower Development, Manhattan
Jr.,
Industries, Salisbury, Md.
Audrey Smith, Teacher, Board of Cooperative Educational Services, Nassau
Center, Jericho, Long Island
Audrey Thomas, Chairman, Fashion Trades, Jane Addams High School,
Cleveland, Ohio
The Information and cooperation provided by administrators and staff of the
following agencies and institutions during the development of this publication are also
acknowledged with appreciation:
American Apparel Manufacturers Association, Arlington, Va.
Board of Cooperative Educational Services, Westbury, Long Island, New York
Cleveland Public Schools, Technical-Vocational Education, Cleveland, Ohio
High School of Fashion Industries, New York, New York
Jane Addams Vocational High School, Cleve lam Ohio
Madison Area Technical College, Madison, WiscoLain
Research Department, International Ladies Garment Workers Union, New
York, New York
Wisconsin Board of Vocational, Technical and Adult Education, Madison,
Wisconsin
V
TABLE OF CONTENTS
Page
FOREWORD
III
ACKNOWLEDGMENTS
v
THE IMPORTANCE OF THE FASHION INDUSTRY
ix
The Impact of Fashion
ix
Scope of the Fashion Industry
ix
Economic I mportai I..e
x
Broad Range of Occupational Opportunities
x
UTILIZATION OF THE GUIDE
xi ii
Structure of the Program
xiii
Considerations in Adaptation and Modification
xiii
Time Allotments
xiv
THE APPAREL DESIGN AND PRODUCTION FIELD
7
Manpower Needs
7
Apparel Design
2
Desired Competencies
2
Educational Preparation
2
Occupational Opportunities
2
Related Occupational Opportunities in Accessory Design
3
Apparel Production
3
4
Desired Competencies
4
Educational Preparation
4
Occupational Opportunities
5
Profile of Occupations in Apparel Design and Production
Entry Jobs
5
Advanced Career Opportunities 6
9
THE APPAREL DESIGN AND PRODUCTION PROGRAM
9
Program Objectives
Desired Behan ioral Outcomes
9
Example of a Comprehensive Apparel Design Pro' *am
11
Example of a Comprehensive Apparel Production 1-rogram
11
The Program and Occupational Relationships
12
Brief Overview of Areas of Instruction
14
GENERAL PROGRAM CONSIDERATIONS
17
Survey of Needs
17
Faculty
17
Student Enrollment and Services
18
Guidance and Counseling Services
18
Placement and Follow-Up Services
18
Competency Certification
18
Student Organizations
18
Advisory Committees
19
Cooperative Training
19
Safety
20
8 VII
Page
Instructional Equipment
20
Instructional Materials and Class Output
20
Library Support
20
Textbooks. References, and Audiovisual Aids
21
23
OUTLINES OF AREAS OF INSTRUCTION
24
Fundamental Background Instruction
24
Basic Textiles
29
Introduction to Apparel Design and Production
33
Fashion Marketing
3B
Basic Skill Development Instruction
38
Introduction to the Cutting Function
40
Industrial Sewing
44
Introduction to the Pressing Function
Fabric Lay-Up (Spreading)
50
Fabric Cutting
52
Garment Pressing
CutWork Preparation
54
Finishing
55
56
Internal Work Handling
Introduction to Fashion Drawing
57
Garment Construction
80
Career Advancement Instruction
85
Fabric Utilization
65
Quality Control
69
Introduction to Pattern Development
72
77
Advanced Pattern Development
80
Grading
Advanced Fashion Drawing
86
Fasnion Design
89
Past and Present
Accessory Design
97
FACILITIES, EQUIPMENT AND COSTS, AND INSTRUCTIONAL SUPPLIES
101
Facilities
101
Storage Space
101
Equipment
101
Instructional Supplies
102
Equipment and Approximate Costs
103
SELECTED BIBLIOGRAPHY
105
APPENDIX
111
Representative Trade Associations
111
THE IMPORTANCE OF THE FASHION INDUSTRY
Fashion is as old as recorded history and
as new as
in endless dozens to cities and prairie towns across
tomorrow. It manifests itself not only in what people
America.
wear but in what they eat, the way they talk, what they
A business that began as an enterprise of small shops
do, how they live and the things they use.
now caters to and employs millions of people, offers a
multitudinous array of products, utilizes a diversity of
talents and ranks among the largest industries in our
THE IMPACT OF FASHION
economy.
Fashion can be defined as all of the prevailing styles
followed by substantial groups of people at a given time
SCOPE OF THE FASHION INDUSTRY
in a given place. Fashion touches many facets of human
living and, in turn, the changing conditions of the
The fashion industry is not a clearly defined entity. It
environment in which that living takes place bring about
is a complex of many different industries, not all of
changes in fashion. The intensity with which changes in
which appear to have anything of fashion among their
fashion are followed by people everywhere on all levels
products.
of society is evidence of its impact on human activities
Plainly recognizable as part of the fashion business
and its significance as a social phenomenon.
are those industries devoted to the making of apparel
The phenomenon of fashion has been studied, an-
and accessories for men, women and children.
alyzed and explained in many different terms. Econo-
When one moves back to an earlier stage of
pro-
mists view it as an element of artificial obsolescence that
duction, to the fabrics, leathers, and pldstics from which
impels people to replace commodities which still retain
the finished products are made, the line between what is
their original usefulness even though the new may not
and what is not the fashion business becomes even
greatly differ from the old. To sociologists it represents a
harder to draw. Some textile mills that produce apparel
manifestation of social interraction and an element of
fabrics also produce bed sheets, carpets, or industrial
status seeking; psychologists find indications of sex im-
fabrics. Some chemical companies that produce fibers
pulses in patterns of dress. Historians see fashions as a
which eventually are spun and woven and cut to make
reflection and documentation of the ideals, tastes and
garments are producers also of explosives, fertilizers, and
values of their times just as are paintings, sculpture and
photographic film. Some producers and processors in
other art forms.
fields normally remote from fashion find themselves
The influence of fashion is felt not only throughout
temporarily with one foot in the fashion business when
the social world but in all categories of economic activi-
prevailing styles demand such items as industrial zippers,
It
is most clearly demonstrated, however, in a
ties.
chain belts, paper dresses, or whatever the case may be.
multi-billion dollar industry complex, commonly known
A season or two later, they may be as far removed from
as the "Fashion Industry", which is dedicated to the
it as ever, but for the time being they too are part of the
design, production and distribution of apparel and ac-
business of fashion.
cessories for men, women and children. Because clothing
The fashion business includes the stores that sell and
is considered to be the oldest and purest form of fashion
service apparel and accessories, and the mail -order cata-
expression, this industry embodies more aspects of
logues from which many consumer purchases are made.
fashion than any other single rallying point.
It includes businesses that neither produce nor sell mer-
Fifty years ago "fashions.' was directed, ordained,
chandise, but render advice, assistance or information to
cultivated and handled by the few, in small shop opera-
those that do. In this last category are consumer publi-
tions. Today the fashion industry is, on tha one hand,
cations that disseminate news of fashion, ranging from
the exclusive air of an elegant specialty store presenting
the women's page of the daily newspaper to magazines
a collection of high-priced originals and on the other
devoted primarily to fashion news such as
Vogue,
.
hand, it is the giant factories that dispatch "blue jeans"
Harper's Bazaar
or
Gentlemen's Quarterly.
Also included
IX