A guide to clothing and textiles: consumer and homemaking education in Georgia [1970]

GEORGIA DEPARTMENT 0' EDUCATION/ATLANTA, GEORGIA 30334/JACK P. NIX, STATE SUPERINTENDENT OF SCHOOLS

.

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:A GUIDE TO

ClOTHllG III IIXIIlIS

COIS.IEI AI IEIIIIIC EDUCATIOI II CEOICIA

AGUIDE TO
CLOTHING AND TEXTILES
CONSUMER AND HOMEMAKING EDUCATION IN GEORGIA
Home Economics Education Division of Vocational Education Georgia Department of Education
Atlanta, ueorgia and
Department of Home Economics Education College of Education Athens, Georgia 1970

TABLE OF CONTENTS
THE DEVELOPMENT OF THE GUI DE
BASES FOR CURRICULUM DEVELOPMENT
BELIEFS ABOUT HOME ECONOMICS EDUCATION
SOCIO-ECONOMIC TRENDS AFFECTING THE HOMEMAKING EDUCATION CURRICULUM
CHARACTERISTICS OF ADOLESCENTS
CONCEPTS FOR CLOTHING AND MANAGEMENT
FIRST YEAR: CLOTHING FOR INDIVIDUALS
Selection of Clothes Care of Clothing Basic Clothing Construction
SECOND YEAR: CONSUMER CLOTHING
Fibers and Fabrics Labeling and Legislation Management of Clothing Dollar Altering and Constructing Clothes
ADVANCED SEMESTER: SPECIALIZED CLOTHING CONSTRUCTION
Tailoring a Garment Constructing a Party Dress Clothes for Children
BOOKS
AUDIO-VISUAL ADDRESSES

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78 90 98
106
108

THE DEVELOPMENT OF THE GUIDE
This guide is one of four developed for use by teachers of home economics in Georgia. The others are Family and Child Development, Housing and Management, and Foods and Nutrition. Consumer education is not only an integral part of all guides but also gives special emphasis in the Housing and Management guide.
The development of the guides was begun in January 1968, with the identification of major concepts and sub-concepts for each of the four areas. These were reviewed, altered, and accepted by the home economics state supervisory staff, city-county supervisors, and teacher educators. Small groups of teachers were asked by supervisors to react to the framework.
A group of teachers was invited to a three-day training session in July 1968. The concepts were further refined and objectives were identified. These concepts and objectives were reviewed by those supervisors and teacher educators not present at the training session. Selected faculty members of the School of Home Economics also reviewed and made suggestions for the outline of concepts and objectives.
The framework of concepts and the proposed procedures for working was presented to all teachers at the annual conference in August 1968. A meeting was held in each of the four districts in September to help teachers know how to list learning experiences, resources, and generalizations. Small study groups were held throughout the year with deadlines set for completion of each area. Teachers who attended the July training session assumed the leadership role in each of these small groups with supervisors and teacher educators serving as consultants. The teachers who served as group leaders were
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Mrs. Louise Pulliam Mrs. Peggy McMahan Mrs. Helen Brooks Mrs. Dorothy Baylor Mrs. Sara Chafin Mrs. Joyce Edmondson

Mrs. Marcia Swanson Mrs. June Hammonds Mrs. Addie Lou Carter Mrs. Eugenia Johnson Mrs. Wynelle Meeks Mrs. Marilyn Knight

Mrs. Rosa Lee Banks Mrs. Kathryn 8miih Miss Wendell Howard Mrs. Mildred Johnson Mrs. Margaret Okerson Mrs. Lucille Young Miss Wanda Jean Grogan

The materials developed in the small groups were reviewed by the supervisors with duplications frequently deleted. The final compilation and typing was done at the University of Georgia.
Every home economics teacher, supervisor, and teacher educator had an opportunity to contribute to this guide. For their effort, we are grateful.

&~.".~-- Frances King

~

State Supervisor of Home Economics

Aleene Cross Professor and Head I Horne Economics Education I University of Georgia

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BASES FOR CURRICULUM DEVELOPMENT
Three bases were used for developing this guide. These were beliefs about home economics education, socio-economic trends affecting the home economics curriculum, and characteristics of adolescents. Outlines of each of these are given in this section.
BELIEFS ABOUT HOME ECONOMICS EDUCATION
Home economics is charged with educating for the occupation of homemaking. Home economics should make a contribution to the employability of individuals. Youths should be prepared for assuming the dual roles of homemaker and wage earner. Interpersonal relationships, values, and management are the three underlying and unifying concepts in Home Economics. A home economics education curriculum is strengthened when Future Homemakers' experiences are an integral part of the total curriculum.
SOCIO-ECONOMIC TRENDS AFFECTING THE HOMEMAKING EDUCATION CURRICULULM
The rising economic level of the population is resulting in a desire for a higher standard of living. Population and occupations are shifting from urban to rural and from unskilled to more highly skilled labor. Family mobility is increasing. More and more homemakers and teenagers are being employed outside the home. Family living is becoming more casual, simple, and informal. Working hours in industry are becoming shorter thus permitting two jobs or more leisure time. The present day family has changed from a producing unit to a consuming unit. Families are being confronted by an increasing variety and number of new products and materials appearing on the market.
4

Today'-s increased economy is bringing wider use of credit and greater spendi.ng by family members, including teenagers. The community resources available to individuals and families are increasing. Health is recognized as being increasingly important. Interpersonal relationships are becoming more complex in families, in social life, and on the job. Couples are marrying and becoming parents at an earlier age. More and more people are participating in activities outside the home. More and more adults are requesting and participating in continuing education programs.
CHARACTERISTICS OF ADOLESCENTS
Adolescents long for approval of peers. Young people desire adult privileges. Adolescents desire to conform to peer standards and at the same time be unique. Teenagers are confused when home, peer, and school standards conflict. Adolescents show sensitivity and fear of situations which make them seem ricidulous. Adolescents have a rapid physical development and are maturing rapidly with secondary sex characteristics appearing. Adolescents are concerned about normality of their own development and becoming attractive. Adolescents are interested in opposite sex. Adolescents are interested in spending and earning money. Adolescents are concerned about choice of an occupation. Adolescents are concerned with abstract problems of right and wrong. Adolescents are learning to recognize contradictions in moral codes and discrepancies between principles and practice and to resolve problems arising from these in a responsible manner.
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CONCEPTS for
CLOTHING AND TEXTILES

First Year: CLOTHING FOR INDIVIDUALS

Selection of Clothes

Basic Clothing Construction

Social aspects Psychological effects Needs of individuals Compatibility with personality Money available Fashions and fads Occupations in clothing and textiles
Care of Clothing

Selection of fabrics, patterns, and notions
Selection of small sewing equipment Use and care of pressing equipment Safety practices and management habits Using the machine and other equipment
to construct a garment Evaluation standards

Laundry and cleaning procedures Clothing maintenance Storage of clothing Effect of grooming

Second Year: CONSUMER CLOTHING

Fibers and Fabrics

Labeling and Legislation

Nature Use Cleaning and laundering Stain removal Fabric finishes

Labels and hang tags Laws of labeling Consumer responsibility

Management of Clothing Dollar

Altering and Constructing Clothes

Wardrobe planning Qualities to seek in clothing Clothing outlets Criteria for time to purchase Ways to pay for clothing

Altering to fit Constructing a garment Evaluation standards

Advanced Semester: SPECIALIZED CLOTHING CONSTRUCTION

Tailoring a Garment

Clothes for Children

Pattern and fabric selection Fabric preparation Pattern alterations Pressing techniques for a tailored
garment
Tailoring techniques

Suitable fabrics Choice of a pattern Construction techniques Decorative stitching

6

constructing a Party Dress Current party dress fa~hions Party dress patterns Party dress fabrics Techniques for party dress construction
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FIRST YEAR HOME ECONOMICS Tit Ie of Uni t : CLO'l'HING FOR INDIVIDUALS I. Concept: Selection of Clothes

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Selection of Clothes Social Aspects--
To identif~effects of social activities and clothing on each other
EVALUATION Wri te a suumary on ''What Your Clothes can Do for You." Evaluate degree project as to how clothes meet social needs.

Analyze why clothes seem to be more important to some people than to others.
Discuss how clothes can help a person be at ease in social situations.
Discuss the factors in today's society that are influential in determining fashions.
Illustrate the effects of social activities on clothing choices.
Discuss appropriate clothes for different occasions.
Bring three or four pictures of clothes that would be appropriate for each of these occasions school, football games, a picnic, church, and traveling by car in July.
Find examples of clothing suitable for active sports such as tennis, ice skating, and bicycling. List the points you consider in selecting each garment.
Have a fashion review showing good and poor choice of clothes for different events. (FHA chapter project)
Roleplay five different people applying for a job and show how clothing affects decisions of the prospective employee as well as employer.
Roleplay two girls at a dance to illustrate how proper and improper dress affects success or failure at social activities.

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FHA Projects:

Our Future as Homemakers Stable Home Stable Life Make Time for You Decisions That Count

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay, Champion, Teen Guide to Homemaking, Ch. 5.
Craig, Clothing a Comprehensive Study, Ch. 8, 9.
Cross, Enjoying Family Living, Ch. 11.
Garrett, Metzen, You Are A Consumer of Clothing, Ch. 4.
Lewis, Banks, Columbia, Tomorrow's Homemakers, Unit IV, Part 3.
Gawne and Oerke, Dress, Ch. 1, 4.
Todd and Roberts, Clothing for Teens, Ch. 1.
Vanderhoff, Clothes: Part of Your World, Unit 2, 4.
Wallace and McCullar, Building Your Home Life, pp. 187-191.
REFERENCES
Head, Hyzms, How to Dress for Success, Ch. 1-13.
FILMSTRIPS
"Clothes," "Grooming and Posture," "Personal Appearance," "Right Clothes for You," ''What Clothes Should I Wear?" McGraw- Hill

Dress is sometimes used as a means of establishing status.
Emulating the dress of the group helps an individual to be accepted.
One's social status determines amount and type of clothing needed and the expenditure of money necessary to meet these needs.
Dress is important in striving for upward social mobility but less important when social position is secure .
Time, circumstances, and age cause clothing values and attitudes to change.
In cultures throughout the world both primitive and modern, individuals have used clothing or body decoration for protection, self expression, group identity status, and ceremonies as well as for conforming to prevailing codes of modesty.
The appropriateness of clothes for the occasion is determined by what one is doing, where one is, the time of the year, and the prevailing customs of the locality.
The clothing one selects depends on the life one leads, the places one goes, and the community in which one lives.

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Ti tle of Uni t : CLOTHING FOR INDIVIDUALS

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CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Selection of Clothes
Psychological Effects--
To recognize the psychological effects of clothing on individuals and to use this knowledge in ,making clothing choices

Define psychological and moods.
Study the varied qualities of color and identify the effect each has on individuals.
Discuss the effect of color on emotions and moods.
View and discuss "Color and Your Clothes."
Identify the psychological effect clothing has on behavior, mood, efficiency, and health.
Discuss the psychological importance of wearing clothes that are appropriate for the occasion.

EVALUATION
Write a paragraph on the effect clothes have on you and why this is important to you.
Analyze your personal tastes in clothes. Identify these with your feelings, attitudes, behavior, and personality.

Discuss clothing styles of the past to determine what psychological factors have been involved in setting styles.
Recall a particular occasion on which you felt ill-at-ease because of the choice of clothing; then contrast the feeling you had when you were well dressed.
Role-play the psychological effects of clothing on behavior of individuals.
Prepare a bulletin board on psychological effects of clothes on individuals.
Discuss the kind of clothes girls like for boys to wear and the kind of clothes boys like for girls to wear.
Present an assembly program "To Feel and Do Your Best Be Appropriately Dressed." (FHA chapter project)

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RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, Ch. 5.
Craig, Clothing: A Comprehensive Study, Ch. 12.
Cross, Enjoying Family Living, Ch. 11.
Gawne and Oerke, Dress, Ch. 1, 3.

An individual's use of clothing often reflects his self-concept, his attitudes toward society, and his basic needs.
Being appropriately dressed contributes to one's poise and self-confidence.
Moods are affected by how a person is dressed.
Colors affect the mood and personality of individuals.

Pollard, Experiences in Homemaking, Ch. 5 and 6.
Pollard, Experiences in Clothing, Ch. 5 and 6.
Todd-Roberts, Clothes for Teens, Ch. 1.

Clothing has a psychological effect on the wearer's behavior, mood, efficiency, and health.
Clothes if carefully selected can make one feel comfortable, happy, and secure.

Wallace and McCullar, Building Your Home Life, Ch. 7.

FILMSTRIPS

"The Five Magic -Mirrors," write to Five Magic Mirrors.

"The Importance of Clothing Selection," Educational and Consumer Relations, J. C. Penney Company.

FILMS

"A La Carte," National Cotton Council "Good Looks," Modern Talking Pic ture "Color and Your Clothes, McGraw-Hill

CHART

"Line-Wise is Design-Wise," Dept. SS McCalls Corporation

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Title of Unit: CLOTIIING FOR INDIVIDUALS

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CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Selection of Clothes Needs of Individua1s--
To determine ways of identifying clothing needs of different individuals
EVALUATION List guidelines for identifying clothing needs. Write a summary of how you have identified your own clothing needs.

Discuss what is meant by clothing needs.
Study and discuss factors to be considered in determining clothing needs.
Analyze the influence of values on determining clothing needs.
View and discuss filmstrips on wardrobe selection.
List all the activities and occasions in which you expect to participate the next few months. Compile a list for entire class.
Discuss clothing that enhances each person's best features.
Analyze body structure, shape of face, weight, and height to determine type clothing suitable for individuals.
Read references on how to set up a clothing inventory.
Develop samples of wardrobe planning for a teenage girl using different family income levels.
List the advantages of wardrobe planning.
Determine own clothing needs by making an inventory and listing activities; plan for obtaining needed clothes; share ?lan with parents. (FHA degree project)

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RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, Ch. 5.
Cross, Enjoying Family Living, Ch. 11.

Clothing needs are determined by activity and the amount of usable and attractive clothing one already has.
Clothing needs vary with body structure, personality, and environment.

Pollard, Experiences with Clothing, Ch. L

Clothes should be selected according to the needs of the individual.

Vanderhoff, Clothes: Part of Your World, Unit 5.

Planning a wardrobe can be both fun and profitable.

Todd and Roberts, Clothes for Teen, Ch. 4 and 5.
PERIODICALS

Planning includes deciding what clothes one needs for the season, comparing these needs with what one has on hand, and listing the needed additions.

Forecast, March 1969, p. F 48-49, G~mes Add Fun to Learning

FILMSTRIPS

Young Fashion Forecast, Sears Roebuck and Co., Consumer Information Dept. 703.

FILM

"How to Select Fashion for Your Figure Type and Personality," Wendy Ward

POSTER

"Figure Types and How They Differ," Vogue Pattern Service

13

Title of Unit: CLOTHING AND INDIVIDUALS

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Selection of Clothes Compatibility with Personality--
To develop skill in selecting clothing in harmony with own personality
EVALUATION Analyze own personality and determine style best suited to self. Describe the relationship of color to own appearance and personality.

Identify personality types and discuss the relation between personality and color.
Study styles of clothing in relation to various personality types.
Select pictures of clothing styles for various personali ties.
Arrange a bulletin board illustrating pleasing color combinations for various personalities.
Tryon color swatches to find colors best suited to personal coloring and personality.
Discuss various fabrics as related to personality types such as feminine, athletic, dramatic.
Relate various fabrics to personality of each class member.
Select pictures of garments suitable for personality types of each class member.
Bring to class garments that students think contribute to their being attractively dressed and ask other students to evaluate.

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RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, Ch. 5.
Cross, Enjoying Family Living, Ch. 11.

Personality and background determine what type of clothing an individual likes, finds comfortable, and buys.
Clothes should be compatible with one's personality so as to create a harmonious effect.

Pollard, Experiences in Homemaking, Ch. 12.

Clothing is a means of expressing personality and individuality.

Todd-Roberts, Clothes for Teens, Ch. 5.
FILMSTRIPS
"Color as You Wear It" and "Line In Your Wardrobe," J. C. Penney Co.

When clothing complements one's personality, the impression others receive will approximate one's self image.
The wayan individual dresses is some indication of what he is, does, and believes.

''Right Clothes for You," "Color in Your Clothes," "Color and You," Calhoun Company

FILMS

"Clothes and Your Lines and Proportions" Coronet

"Truly Yours, the Dress that Fits," United World

"Color for Joy," Association Films

PAMPHLETS

Color for You, J. C. Penney Co.

TRANSPARENCIES

"Color Pattern Effects in Dress Design," NASCO

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Title of Unit: CLOTHING FOR INDIVIDUALS

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Selection of Clothes Money Available--
To determine ways that clothing choices are influenced by availability of financial resources
EVALUATION Illustrate how finances can limit one's choices of clothing.

List several ways clothing choices are or might be affected by the amount of money available.
Recall choices made because of money limits.
Illustrate by giving family financial situations and discuss how the amount and type of clothing might vary in each.
Compare cost of making and buying a garment.
Discuss planned versus impulsive buying.
Plan' a skit to show how a girl's purchases may affect the family budget.
Discuss how wise clothing choices can result in additional money.
Analyze ways of "stretching" the clothing dollar.
Make individual clothing budget using own share of the family clothing allowance. (FHA degree project)

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RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, pp. 68-88.
Craig, Clothing: A Comprehensive Study, Ch. 17, 18.
Cross, Enjoying Family Living, Ch. 11.
Garrett and Metzen, You Are A Consumer of Clothing, Ch. 5, 6, 7, 8.
Gawne-Oerke, Dress, Ch. 4, 5.
Pollard, Experiences With Clothing, Ch. 1.
Todd and Roberts, Clothes for Teens, Ch. 6.
Wallace and McCullar, Building Your Home Life, pp. 193-206.
PAMPHLETS
"How to Buy and Wear for Teenagers," "Selecting Fashions," "Hidden Value Series," Consumer Education Division, Sears Roebuck and Company.
FILMSTRIPS
"Your Wardrobe and You," ''Managing Your Clothing Dollars," Money Management Institute of Household Finance Corp.

Since the clothing dollar is shared by the entire family, the needs of each member must be considered .
Greater satisfaction may be derived when clothing purchases are related to the clothing one already has.
Wise choices result in money for additional clothes or other activities.
Planning the use of the clothing dollar will result in better use of it.
A plan for shopping helps to use money to the best advantage.

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Title of Unit: CLOTHING FOR INDIVIDUALS

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Selection of Clothes Fashions and Fads--
To identify current fads and fashions affecting teenage clothes
EVALUATION Write a paragraph on own decisions about fads and fashions. Identify a current fad and analyze its appropriateness for oneself.

Define fashion, fad, style, high fashion, and taste.
Explain the difference in fashion and fad.
Study current fashion magazines to determine which styles are fashion and which are fad.
Arrange a bulletin board of "Fashion Versus Fad."
Invite a resource person to talk on current styles and trends in fashions for teens.
Discuss factors that one should consider before adopting a fad.
Display clothes that are currently popular with teenagers.
Discuss what a teenage girl can do about a current fad that is not becoming to her.
Have a panel of teenage boys give their opinions on how they think a girl can be attractively dressed and their reactions to current fads in clothes for girls. (FHA chapter project activity)

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RESOURCES
TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 4 and 5.
Cross, Enjoying Family Living~ Ch. 11.
Fleck, Fernandez, Munves, Living With Your Family, Unit 5.
Garrett-Metzen, You Are A Consumer of Clothing, Ch. 4.
McDermott and Norris, Opportunities In Clothing, Ch. 3.
Oerke, ~, Ch. 1, 2, 4.
Pollard, Experiences With Clothing, pp. 147-173
FILMSTRIP
"Young Fashion Forecast" Sears

GENERALIZATIONS
Fashion is the current prevailing style.
Fad is a short-lived fashion and usually extreme.
A fashion or color that is currently fashionable should be chosen if it enhances a person's appearance.
Being dressed somewhat like other people is important to teenagers and to many adults.
Fads are promoted by groups and are popular for a relatively short time.

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Title of Unit: CLOTHING FOR INDIVIDUALS

CONCEPTS AND OBJECTIVES

LEARNING EXPER~ENCES

Selection of Clothes Occupations in Clothing and Textiles--
To become aware of occupational opportunities in clothing and textile industries
EVALUATION Write a summary of the nature and requirements of various types of jobs in clothing and textiles.

Explore references for information concerning careers in fashion.
List clothing job opportunities in stores, in the garment industry and related fields, in communications and art, in research, and in education.
Ask the sohool counselor to help collect information concerning careers in clothing and fashion.
Invit~ resource persons to talk about the occupational opportunities available in clothing and textile industries.
Tour a textile mill.
Visit a vocational school to see what training is available in clothing maintenance.
Collect for the class bulletin board and files newspaper or magazine clippings that deal with women who have made careers in the fashion world.
Present a program featuring a panel of persons in the community working in the area of clothing and textiles. (FHA chapter program)

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RESOURCES
TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 19.
Cross, Enjoying Family Living, Ch. 11.
McDermott and Norris, Opportunities in Clothing, Ch. 2.
Gawne and Oerke, Dress, Ch. 18.
REFERENCES
Vandorhoff, Clothes: Part of Your World, pp. 250-264.
Brenner, Careers and Opportunities in Fashion, Ch. 1-12.
Occupational Outlook Handbook Home Economics Unit Bureau of Adult and Voc. Education, U. S. Department of HEW.
PAMPHLETS
Careers in Textiles and Clothing, American Home Economics Association

GENERALIZATIONS
Careers in the field of clothing and textiles offer great opportunity and variety.
Skills developed in clothing classes may be useful in any related clothing field.
A general knowledge of careers available in a specific area helps individuals to prepare for employment opportunities.
Analyzing many aspects of present and future employment opportunities aids one in making vocational choices.

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Title of Unit: CLOTHING FOR INDIVIDUALS
.;".
II. Concept: Care of Clothing

CONCEPTS AND OBJECTtVES

LEARNING EXPERIENCES

Care of Clothing Laundry and Cleaning Procedures--
To utilize appropriate laundry and cleaning procedures for various fabrics
EVALUATION Answer objective questions on laundry and cleaning procedures for various fabrics. Evaluate home-degree projects.

Read references on the properties of animal, plant and synthetic fibers that determine laundering or cleaning procedures.
Distinguish between detergent, soap, bleach, bluing, starch, cleaning, dry cleaning, and spot removal.
List advantages of reading labels and tags and recording information about care of fabric.
Arrange a display of available cleaning agent containers. Study the information listed on containers.
Prepare a bulletin board displaying laundry equipment.
Invite a home economist to demonstrate the proper use and care of the washer and dryer in the homemaking department and to discuss new trends in laundry equipment.
Classify fabrics according to cleaning methods to be used.
Visit a dry cleaning plant to observe procedures used.
Explain cause and effect of damage done to various fabrics due to misuse of cleaning agents.
Demonstrate sorting clothes for laundering, stain removal, laundering procedures, pressing, and ironing.
Demonstra~e laundering a wool sweater, a dripdry garment~ and abtics with special finishes.

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RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, Ch. 6, 7.
Cross, Enjoying Family Living, Ch. 13.
Fitzsimmons-White, Management For You, Ch 10.
Fleck, et. al., Living with Jour Family, Ch. 21.
Oerke, Dress, Ch. 7.
Pollard, et. a1., Experiences in Homemaking, Ch. 13.

Proper home laundering is contributed to the appearance, fit, and length of life of clothes.
The procedure to follow in cleaning clothes depends on the nature of the fabric to be cleaned and the amount and kind of soil.
Prompt attention helps simplify stain removal.
Before removing a spot or stain it is necessary to know the fiber content of the f~bric, the type of stain, the cleaning ag~nt, and the method of treatment recommended for the particular stain and fabric.

Todd and Roberts, Clothes for Teens, Ch. 2, 12.
Wallace and McCullar, Building Your Home Life, Ch. 8.
PAMPHLETS
"Laundry Know-How," Georgia Power Company

Knowledge of the yarn, content, structure, and finish will assist the consumer in the care of the garment and predicting its performance.
Information provided by labels and consumer agencies is a valuable aid in the care of garments.

''May tag Launder ing Guide," May tag Co.

"Care for Your Sweaters," Woo1i te Roger Wolcott Order Department

"Laundering Planning Reference," Georgia Power Company

"Outline for Teaching of Home Laundering" "Home Launder ing Terms," Amer ican Home Laundry Manufacturers Association

23

CONCEPTS AND OBJECTIVES

.:.,.
LEARNING EXPERIENCES
Examine properly laundered and poorly laundered garments and identify some possible causes of conditions observed in the poorly laundered garments.
Make a chart on fabrics in your wardrobe and list for each the proper laundering procedure. (FHA degree project activity)
Do the laundering of family clothes and household linens for a period of time. (FHA degree project)
Make a file of labels and tags that provide information about laundering or cleaning. (FHA degree project activity)

24

RESOURCES

GENERALIZATIONS

"Stain Removal From Fabrics," 1f1474, U. S. Department of Agriculture
''Machine Washable Wools," Wool Education Center, American Wool Council
"Pressing Your Woolen Wardrobe," American Wool Council
"Laundry-Room Lexicon-or New Words in Fashion," Clorox Bureau of Bleaching Information
''Wool Ways," Pendleton Woolen Mills
"Handling Special Problems," Educational Department, Butterick Company
CHARTS
"Stain Removal Chart," Sears - local store
''Wash In Care Chart," Forecast, 1966
FILMSTRIPS
"Focus on the Family Wash," "TIle Road to Responsibility," Proctor and Gamble Co.
FILMS
"TIlis is the Way We Wash Our Clothes," May t a g
"Basic Principles of Washers," Modern Talking Pictures
"How To Press Wool," silent, Pendleton Woolen Mills
"Inside Story of Wash and Wear," Dupont and Company, Motion Picture Distribution

25

Title of Unit: CLOTHING FOR INDIVIDUALS

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Care of Clothing Clothing Maintenance--
To develop skill in repairing and altering own clothing
EVALUATION Evaluate school and home projects of repairing or altering clothes.

Identify all the kinds of repairs a garment might need.
List repairs needed on personal clothing.
Discuss when repairs should be made.
Demonstrate proper repair techniques.
Explain the difference in altering and repairing.
Demonstrate changes that might be made in basic garments.
Bring garments to class which need repair and alterations; identify and group the repairs and alterations; make own repairs.
Conduct a mending and altering service as a fund raising drive. (FHA chapter project)
Equip "mending" boxes with thread, needles, pins, pin cushion, scissors, thimble, present to each homeroom. (FHA degree project activity)
Repair and alter clothes at home for self. (FHA degree project)

26

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, pp. 94-98.
Bishop-Arch, The Bishop Method to Clothing Construction, Ch. 8.
Craig, Clothing: A Comprehensive Study, Ch. 15, 16.
Cross, Enjoying Family Living, Ch. 13.
Gawne and Oerke, Dress, Ch. 17.
Pollard, Experiences With Clothing, Ch. 3.
Todd-Roberts, Clothes for Teens, Ch. 13.
Wallace and McCullar, Building Your Life, pp. 208-226.
REFERENCES
Vanderhoff, Clothes: Part of Your World, Unit 8.
Erwin and Kinchen, Clothing for Moderns, Ch. 8.
BULLETINS
"ABC's of Mending," {fI925 U. S. Dept. of Agriculture
"Pattern Alterations," Education Dept. Vogue Pattern Service, Butterick Co.

Repairs prolong the wearability and enhance the appearance of garments.
Skill in repairing and altering can be increased through experience.
Keeping the correct equipment readily accessible encourages keeping clothing in good repair.
Making necessary repairs before laundering can save time and energy.
Darning small holes can prevent patching.

27

Title of Unit: CLOTHING FOR INDIVIDUALS ,;',.

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Care of Clothing Storage of Clothing--
To utilize appropriate techniques for storing own clothing
EVALUATION Devise and carry out a plan for storing own clothes.

List the advantages of proper storage for clothing.
Determine storage methods for different fabrics and garments through reading and asking advice of knowledgeable persons.
Discuss ways closets can be rearranged to ensure better care of clothes.
Make a list of guides for adequate storage.
Prepare a bulletin board display of suggestions for efficient use of closet and storage space.
Exhibit different types of hangers, garment bags, shoe bags, shoe racks, shoe trees, garment protectors, plastic bags, and storage boxes.
Demonstrate how some of these storage items can be made.
Discuss precautions to take when storing woolens, cottons, stretch garments, sweaters, and leather items.
Make an item for storage such as glove bag, garment bag, covered boxes, and hangers. (FHA degree project activity)
Rearrange closets, dresser drawers, and other storage areas. (FhA degree project activity)

28

RESOURCES

GENERALIZATIONS'

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, Ch. 6.
Craig, Clothing: A Comprehensive Study, Ch. 15.
Cross, Enjoying Family Living, Ch. 13.
F1eck-Fernandez-Munves, Living With Your Family, Ch. 21.

Careful handling and storing of garments add to appearance and life of garments.
Well organized clothing storage is time saving.
Attractive storage equipment promotes pride in caring for clothes.
Storing clothes during off-season will protect them from moths and increase storage space for in-season clothing.

Gawne-Oerke, Dress, Ch. 7.

Pollard, Experiences With Clothing, Ch. 3.

Starr, Management for Better Living, pp. 130-35, 169, 172-73, 222-24, 228-29.

Todd-Roberts, Clothes for Teens, pp. 33-36, 80-84.

Wallace-McCullar, Building Your Home Life, Ch. 8.

REFERENCES

Vanderhoff, Clothes: Part of Your world, Unit 6

FILMSTRIPS

"Closet Organizers," Young Fashion Forecast, Spring '69, Sears

29

Title of Unit: CLOTHING FOR INDIVIDUALS
,7,.

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Care of Clothing Effect of Grooming--
To identify ways that care of clothing is affected by grooming practices
EVALUATION Write a paragraph explaining how care for clothes is related to being well groomed. Evaluate results of homedegree project.

Discuss how care of "self" is similar to that of care for "clothes."
Discuss grooming habits that might harm clothing such as nail polish remover, hair spray, deodorant, and make-up application.
Exhibit some evidence in which improper grooming habits have caused damage to clothing.
Demonstrate correct procedure for putting on and removing clothes.
Demonstrate effect of polish remover, deodorant, and perfume on fabric swatches.
Construct posters and bulletin boards to call attention to ppor and good grooming practices related to clothing.
Develop a check list of standards for judging grooming practices.
Have a symposium on the effect of grooming on care of clothing.
Plan and carry out home projects on improving good grooming practices related to clothing. (FHA degree project)
Construct a make-up cape. (FHA degree project activity)

30

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, Ch. 3, 5.
Cross, Enjoying Family Living, Ch. 13.
Gawne and Oerke, Dress, Ch. 6.
Pollard, Experiences With Clothing. Ch. 5, 6.
Todd-Roberts, Clothing for Teens, Unit A.
Wallace-McCullar, Building your Home Life, Ch. 6.
REFERENCES
Vanderhoff, Clothes: Part of Your World, Unit 3, 6.
PAMPHLETS
"How To Make Good Grooming A Habit," Armour Grocery Products Company
"Teaching Grooming to Teenage Girls and BOYS," Avon Educational Services, Avon Products, Inc.
"Good Grooming Guide for Busy GUYs," Winthrop Laboratories

Practice of good grooming techniques prolongs the life of garments.
Regular grooming habits make for a better appearance.
Good grooming habits will help to keep clothes in better condition.
Cosmetics improperly applied may stain clothing beyound repair.
The habits formed in putting on and taking off clothing affect the way they look on a person, the length of wear, and the cost of maintenance.

31

Title of Unit: CLOTHING FOR INDIVIDUALS
,;..,.
III. Concept: Basic Clothing Construction

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Basic Clothing Construction Selection of Fabrics, Patterns, and Notions--
To coordinate fabrics, patterns, and notions
EVALUATION Answer objective questions on coordinating fabrics, patterns, and notions. Use a check list to evaluate selection of individual patterns, notions, and fabrics.

Discuss factors to consider when planning to make a garment.
Read about fabrics, patterns, and notions in texts.
Tryon shells to determine figure type and size.
Compare simple patterns and detailed patterns.
Discuss suitable patterns for different figure types.
Take own measurements and determine correct size for pattern.
Select one or more similar patterns to be used in first class project.
Display and discuss suitable fabrics for selected patterns.
Discuss why a pattern and fabric should be coordinated.
Demonstrate reading fabric labels and understanding information on bolt.
Discuss appropriate notions needed for selected patterns.
Demonstrate how to read pattern envelope.
Purchase pattern, fabric, and notions.
Prepare bulletin board of fabrics chosen by the students.

32

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, Ch. 7, 8.
Craig, Clothing: A Comprehensive Study, Ch. 20.
Cross, Enjoying Family Living, Ch. 11, 12.

Correct measurements and recognition of figure types help to insure proper fit and attractiveness.
The style and type of garment indicate the type of fabric to be used.
Firmly woven, true grain line, easy to press and iron, color fast, and preshrunk are desirable characteristics of a fabric.

Gawne and Oerke, Dress, Ch. 14.
Pollard, Experiences With Clothing, Ch. 8, 9.

Notions should match or compliment a fabric.

Todd-Roberts, Clothes for Teens, Unit C.

FILMSTRIPS

"Pattern Choice and Use," "Selection and Treatment of Fabrics," McGrawHill Book Co., Text Film Division

"Bishop Method of Clothing Construction," Part 1

"The Size Is Right," "Starting From Scratch," McCalls Patterns

"Selection of Pattern and Fabrics," Georgia Department of Education Film Library

TRANSPARENCIES

Basic Sewing Part 1, "Equipment Terms and Use," 3M Company, Cat. No. 150362-2, Visual Products Division

33

Ti tIe of Uni t : CLOTHING FOR INDIVIDUALS
.;,.,.

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Basic Clothing Construction Selection of Small Sewing Equipment--
To select minimum small sewing equipment needed fer garment construction
EVALUATION Evaluate selection and Mrking of equipment. \nswer objective questions ln selection of small sewing equipment.

Identify small equipment needed for garment construction.
Read from texts to discover how to select small equipment.
View and discuss filmstrip "Sewing Equipment."
Display small sewing equipment.
Discuss qualities of desirable small equipment.
Investigate the cost of minimum sewing equipment.
Develop a checklist for wise buying of equipment.
Observe demonstration on methods of marking equipment for personal identification.
Explain importance of identifying personal equipment.
Mark and store each piece of equipment.
Assemble a sewing kit to use at home. (FHA degree project activity)

34

RESOURCES

.;;...
GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, Part 2.
Craig, Clothing: A Comprehensive
Study, Ch 20.
Gawne and Oerke, Dress, Ch. 15.

Appropirate equipment contributes to success in sewing.
Time and confusion are saved if personal equipment is labeled by owner.
Each piece of equipment is designed to fulfill one or more purposes.

Pollard, Experiences With Clothing, Ch. 2.

Todd and Roberts, Clothes for Teens, Ch. 7.

Wallace and McCullar, Building Your Home Life, Ch. 9.

PAMPHLETS

"You Need Good Sewing Tools," Cooperative Extension Service, University of Georgia

"So .. You're Learning to Sew," John Dritz and Sons, Inc.

FIlMSTRIPS

Teenage Clothing Series, Set 2, "Sewing Equipment," McGraw-Hill

"Fashion Sewing the Bishop Way," Part I, Basic Learniing

FIlMS

"Getting Ready to Sew," "Basic Sewing Tools." Georgia Department of Education

35

Title of Unit: CLOTHING FOR INDIVIDUALS

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Basic Clothing Selection Use and Care of Pressing Equipment--
To use and care for pressing equipment
EVALUATION Answer objective questions on use and care of pressing equipment. Use a checklist to evaluate pressing skills.

Display essential pressing equipment.
Demonstrate use of each piece of pressing equipment.
DiscusS care and storage of pressing equipment.
Prepare bulletin board illustrating the importance of care of pressing equipment.
List tips on good pressing.
Discuss and demonstrate the difference in pressing and ironing.
Devise checklist of pressing equipment needed in clothing construction.
Make a list of safety practices relative to using pressing equipment.
Practice pressing methods observed in class demonstration.
Discuss and demonstrate the importance of "press as you sew."

36

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay-Champion, Teen Guide to Homemaking, pp. 105-107, 142-145.
Cross, Enjoying Family Living, Ch. 12.
Gawne-Oerke, Dress, Ch. 15.
Pollard, Experiences With Clothing, pp. 375-387.
Todd-Roberts, Clothes for Teens, Ch. 7, 8, 13.
PAMPHLETS
"Information on Pressing," John Dritz and Sons.
"Press as You Sew," General Electric Co., Housewares Division.
FILMSTRIPS
"Basic Learnings," Bishop Way Training Films, Inc.

Desirable pressing habits require skill in the use of each piece of equipment.
Equipment conveniently stored is used more frequently.
Proper use and storage of equipment saves time and money, promotes safety, and gives a feeling of satisfaction.
Establishing the "press as you sew" habit helps to insure abetter finished product.
A knowledge of temperatures used on various fabrics prevents mistakes.
Pressing tools should be stored close to ironing area.
Disconnect the iron when you have finished using it by pulling on the plug not the cord.
Empty a steam iron as quickly as possible after using it, while the iron is still hot.

37

Title of Unit: CLOTHING FOR INDIVIDUALS

.:<'.

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Basic Clothing Construction Safety Practices and Management Habits--
To utilize effective safety practices and management habits
EVALUATION Use checklist of laboratory rules to evaluate own safety practices and management habits while constructing a garment.

Develop a list of work habits which should be practiced in the clothing laboratory.
List safety practices that should be observed in clothing class.
Demonstrate effective work habits.
Compare time and motion used in different procedures in clothing construction.
Demonstrate the safe way to stitch on a machine.
Demonstrate safe use of sewing tools, pressing equipment, and electric plugs.
Evaluate and re-arrange sewing centers to minimize danger hazards.
Develop a check list of laboratory safety rules. .
List guide lines for sharing machines and other equipment.
Set up schedule for routine duties as well as use of equipment.

38

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cross, Enjoying Family Living, Ch. 13.
Fitzsimmons and White, Management for You, Ch. 9.
Gawne and Oerke, Dress, Ch. 15.
Pollard, Experiences With Clothing, Ch. 2.
Vanderhoff, Clothes: Part of Your World, Ch. 7.
Wallace-McCullar, Building Your Home Life, pp. 215-221, 238-241.
TEACHER REFERENCES
Keys to Safety Habits in Homemaking, McGraw-Hill, Ch. 2, Part I, Ch. 2, Part II.
PERIODICALS
"Get the Most Out of Your Sewing Machine," Better Homes and Gardens February 1967, Vol. 45, p. 120.

Proper use and storage of equipment saves time and money and promotes safety.
Cords on irons and machines must be handled carefully by the plugs and never jerked or pulled from the outlet.
Avoid putting pins and needles in the mouth or sticking them in clothes, since these habits can cause physical injury.
Scissors and all sharp tools should be passed to others handles first and never tossed or left in a chair.

39

Title of Unit: CLOTHING FOR INDIVIDUALS
.;".

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Basic Clothing Construction Using the Machine and Other Equipment to Construct a Garment--
To construct a garment using simple construction processes
EVALUATION Jse a checklist to evaluate demonstration of threading the machine. Use a rating scale to evaluate all garments constructed. Answer objective questions on fabric preparation, pattern symbols, and construction processes.

Demonstrate threading a sewing machine.
Practice using the machine by making a torn project.
Demonstrate preparation of fabric and pattern for cutting; repeat procedures.
Study and discuss guide sheet.
Make a plan of work and a schedule of deadlines.
Check pattern and make necessary alterations.
Demonstrate correct pattern placement; repeat procedure.
Demonstrate correct cutting of garment; repeat procedure.
Demonstrate correct procedures to use in each construction process; students repeat each procedure after that particular demonstration.
Identify parts of machine and their function in proper threading of machine.
Make a similar garment at home adding an additional process. (FHA degree project)

40

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Barclay and Champion, Teen Guide to Homemaking, Ch. 8.
Bishop and Arch, The Bishop Method of Clothing Construction, Ch. 2, 14.
Craig, Hazel T., Clothing: A Comprehensive" Study, Ch. 20, 21.

A knowledge of basic construction is essential to sewing.
Unit construction makes for faster sewing with less handling of each piece of the garment.
An important step in sewing is to prepare fabric so that the garment may be cut to grain perfection.

Gawne-Oerke, Dress, Part 4.
Pollard, et. al., Experiences in Clothing, Ch. 14.
Todd and Roberts, Clothes for Teens, pp. 199-303.
Vanderhoff, Clothes: Part of Your World, Unit 7.
Wallace and McCullar, Building Your Home Life, Ch. 9.

A pattern that has been prepared can be used more accurately.
Checking fit of the pattern is necessary for grain perfection.
Checking fit of the pattern saves time and makes for a better fitting garment.
Correct cutting makes for accuracy in sewing.

REFERENCES

McCa1ls Sewing Book, Random House Inc., Ch. 9, pp. 122-123

Iowa Home Economics Assoc., !!!l!!
Method of Clothing Construction, Iowa
State University Press, Ch. 1-8.

FILMS

"How to Cut Out: the Dress," "How to
Set in a Sleeve," "How to Make Col1ars~" "How to Put in Zippers," "How to Match Plaids," "Pattern Types," Georgia Department of Education, Film Library

41

Title of Unit: CLOTHING FOR INDIVIDUAlS

.:.,.

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Basic Clothing Construction Evaluation Standards--
To identify and use standards in evaluation of constructed garment
EVALUATION Use score card for garment, checklist for each step of construction, and checklis t of time us.age for grading. Analyze each garment as modeled by the student. Compare constructed garment with a similar ready-made garment.

Set up standards as to what a finished garment should look like.
Display samples of desirable finished product.
Develop score card for evaluation of garment.
Evaluate your own garment as each step of construction is completed.
Construct a daily check sheet to evaluate use of time.
Present a fashion show to exhibit garments and to provide constructive criticism from classmates.
Display model garments.
Score garments completed as class and home projects.

42

RESOURCES

GENERALI?ATIONS

TEXTBOOKS
Cross, Enjoying Family Living, Ch. 12.
Craig, Clothing: A Comprehensive Study, Ch. 21.
Gawne-Oerke, Dress, Ch. 16.
Pollard, Experiences With Clothing, pp. 312-317, 322-355.
Todd-Roberts, Clothes for Teens, Unit C.
REFERENCE
An Evaluation Guide, Homemaking Education in Georgia, University of Georgia, Athens, Georgia
FILMS
"Basic Sewing Skills," Georgia Film Library
PAMPHLET
"How to Be A Better Shopper," Sperry and Hutchinson Company

Evaluation is part of the teachinglearning process and should be continous.
Evaluation of one's own work shows growth and should be encouraged.
Standards for construction help one to have a goal for constructing a garment.
When one can effectively evaluate a garment, then she can be more critical of her own construction techniques.
The general standards of a well-fitted garment remain the same from year to year because they are based in the structural lines of the human figure.

43

SECOND YEAR HoME ECONOMICS

.:#'.

Title of Unit: CONSUMER CLOTHING

I. Concept: Fibers and Fabrics

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Fibers and Fabrics Nature--
To identify characteristics of natural, cellulose, and synthetic fibers
EVALUATION Identify content of fabric samples. Answer objective questions about nature of fibers and fabrics.

State reasons for studying fibers and fabrics.
Define fabrics, fibers, textiles, clothing, natural fiber, manufactured fiber, generic name, trademark name.
Explain how fibers are classified and give examples of each classification..
Consult recent publications for latest information about fabrics.
Collect and display samples of different fabrics.
Study and discuss characteristics of fabrics, weaves, and finishes which are often used in wearing apparel.
Invite a fabric buyer to discuss new fabrics and their characteristics.
Experiment with samples of natural, synthetic, and cellulose fibers to determine ease of cleaning, ironing, and stain removal.
Identify construction of each fiber by studying samples under a microscope.
List desirable and undesirable characteristics of natural fibers and compare with cellulose and synthetic fibers.
Arrange a bulletin board of swatches of natural cellulose and fabrics suitable for clothing construction.
Prepare exhibits and reports on the different fibers.

44

FHA projects: Our Future as Homemakers Make Time Work for You Stable Home - Stable Life

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Beck, Custom Tailoring for Homemakers, Ch. 1.
Craig, Clothing: A Comprehensive
Study, Ch. 14.
Cross, Enjoying Family Living, Ch. 11.
Gawne and Oerke, Dress, Ch. 10, 11.
Greer, Gibbs, Your Home and You, Ch. 21.
McDermott and Norris, Opportunities
in Clothing, Ch. 4.
Pollard, Experiences With Clothing, Ch. 9.
Todd-Roberts, Clothes for Teens, Ch. 12.
REFERENCES
Ellett, Textiles for Teens, Ch. 2, 5.

Labels frequently tell the fiber content of the fabrics.
Knowledge of fiber content is an aid to proper care of a fabric.
There are many individual properties of fibers that combine to influence the manner in which a fabric performs.
Knowing characteristics of broad groups of fibers will aid the consumer in knowing what to expect of these fibers alone or in combination with others.
Fabrics differ in three general ways, namely, in the fibers from which they are made, the type of construction used to form the fibers into cloth, and the various furnishes applied to the cloth.
Man-made synthetic fibers tend to be strong and durable, wrinkle resistant, absorbent, to melt at a high temperature, to dry quickly, and to resist chemicals, moths, bacteria and weathering.
Fabrics made of vegetable fibers are usually cooler than the same weight fabric made of animal fibers.

Garrett and Metzen, You Are a Consumer of Clothing, Ch. 7.

Logan and Moon, Facts About Merchandise, Ch. 1-4.

Potter-Corbman, Fiber to Fabric, Ch. 1, 2.

Vanderhoff, Clothes: Part of Your World, Unit V, Parts IV, V, VI.

45

CONCEPTS AND OBJECTIVES

.:#'.
LEARNING EXPERIENCES
Discuss characteristics of swatches drawn from a "grab bag."
Set up a file of tags cllat give fiber content and/or laundering and cleaning instructions. (FHA degree project activity)
Develop a notebook of facts about fibers that will help in making decisions about fabrics.

46

RESOURCES

d"
GENERALIZATIONS

PAMPHLETS
"Unders tanding Today' s Textiles," J. C. Penney Company
"Textile Topics," Celanese Fibers Marketing Company
"Fiber Fac ts," American Viscose Corp.
Leaflets on Silk, International Silk Association
"The Story of Fibers, Yarns, Fabrics," Celanese Company
"Fiber Primer," Fibers Division, American Cyanamid Company "A Dictionary of Textile Terms," Dan River Mills, Inc.
"Handling Special Fabrics," The Butterick Company
FILMSTRIPS
"Design for You," American Cyanamid Company
"Textiles for Today," Celanese Fibers Marketing Company
"Selection and Treatment of Fabrics," Calhoun Company
"Understanding Today's Textiles," J. C. Penney Company

47

Title of Unit: CONSUMER CLOTHING

,:...

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Fibers and Fabrics Fabric Finishes--
To recognize the finishes that increase wearability in fabrics
EVALUATION Identify the finishes used and purposes of each.

Make a list of terms commonly used in relation to finishes of fabrics.

Use hang tags to collect names of finishes.

Study fabric finishes such as resistance to

shrinkage, soil, water, wrinkling, fading,

and mildew.

.

Consult current magazines as a means of obtaining information about new fabric finishes.

Study how finishes such as crease resistant, flame proof, moth resistant, mildew proof, water proof, water repellent, permanent crispness, embossing, sizing, shrinkage control, and thermal quality affect the care of a garment.

Make posters explaining finishes and terms used on labels.

Experiment with fabric finishes to compare shrinkage, retention of odors, snagging, pulling, shading, resistance to abrasion, and crease resistance.

Compare purchases of a garment that is wrinkle resistant and one that is not.

Prepare a glossary on fabrics' finishes listing qualities of the fabrics resulting from the finishes.

48

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Craig, Clothing: A Comprehensive Study, pp. 246-248, 260-262.
Gawne and Oerke, Dress, Ch. 12.
McDermott-Norris, Opportunities in Clothing, pp. 142-150.
Pollard, Experiences With Clothing, pp. 195-198, 235-237, 296-298, 377.
Todd-Roberts, Clothes for Teens, Ch. 12.
REFERENCES

Fabrics can be made resistant to water, soil, wrinkling, mildew, fading, shrinking, perspiration, and odor.
Fabric finishes that help retain original shape, color and texture of the fabric prolong wearability.
Finishes are applied to fabrics to change appearance and behavior.
A finish will be satisfactory if it is permanent under the conditions to which it will be subjected.
Finishes applied to fabrics produce and control desired qualities.

Ellett, Textiles for Teens, Ch. 8.

Logan-Moon, Facts About Merchandise, Par t 1, Ch. 3.

Potter-Corbman, Fiber to Fabric, Ch. 8.

PAMPHLETS

"Understanding Today's Textiles," J. C. Penney

"Fibers and Contemporary Fabrics," Celanese

"The World is Identification," Celanese Fibers

"Guide to Man-Made Fibers," Man-Made Fibers Producers Association

"Fibers and Fabrics," Educational Department, Vogue Pattern Service, Butterick Co.

49

Title of Unit: CONSUMER CLOTHING

,:,'

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Fibers and Fabrics Use--
To select appropriate fabrics for various garments
EVALUATION Identify and suggest possible Ises for samples of fabrics. Give test on points to look for in fabrics for different uses.

Study in texts and references about the uses of different fibers.
Identify influences that contribute to choice of fabrics.
Explain how fabric construction affects its appearance, use, and wear.
Analyze how fabric content affects wearability and care of a garment.
Select and mount pictures of garments and samples of fabric suitable for each garment.
Arrange bulletin board illustrating pleasing fabric combinations.
Use fabric or garment to demonstrate the relation between design, texture, and figure types.
Collect samples of cotton fabrics and examine each for firmness, elasticity, closeness of weave, and ease of handling.
Suggest garments to make from each of displayed fabric swatches.
Set up standards for selecting fabrics appropriate for various garments.
Compile a notebook of familiar fabrics swatches listing characteristics and possible uses of each.

50

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Bishop-Arch, Fashion Sewing by the Bishop Method, p. 15-16.
Craig, Clothing: A COmprehensive Study, Ch. 14.

Manufacturers construct fabrics with different properties depending on the intended use of the textile.
The performance and care required are determined by the fiber content, method of construction, and fabric finish.

Cross, Enjoying Family Living, Ch. 11.
Gawne-Oerke, Dress, Ch. 12.
McDermott-Norris, Opportunities in Clothing, pp. 196-211.

The characteristics of yarns produce variation in fabrics with respect to texture, design, and function.
Appearance and quality of garment may be improved by an understanding of and effective use of fabrics.

Todd-Roberts, Clothes for Teens, Ch. 12.

Durability, price, quality, and suitability should be considered when selecting fabric.

REFERENCES
Potter-Corbman, Textiles: Fiber to Fabrics

Occasion for which garment is planned will help determine type of fabric.

FILMSTRIP

"How to Select Fabrics for Garments," "Understanding Today's Textiles," J. C. Penney Company

PAMPHLETS

"Fabric Dictionary," Educational Dept., The Butterick Company, Inc.

51

Title of Unit: CONSUMER CLOTHING

,:,...

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Fibers and Fabrics Cleaning and Laundering--
To recognize the most effective way to clean and launder various types of fabrics
EVALUATION Identify appropriate method of cleaning each type fabric. Use samples with fiber content information attached.

Discuss mistakes in caring for your clothes that cost money and inconvenience; relate to fiber content.
Identify several methods for cleaning and laundering silk, linen, wash and wear fabrics, woolens, and other fabrics.
Display different fabrics grouped according to method of cleaning.
Demonstrate the effect of heat and chemicals on different fibers and fabrics.
Launder and press fabrics according to manufacturer's directions; compare with original fabrics as to size, color, and finish.
Study research findings on fabric finishes as crease resistant, permanent press or durable press, stain and spot resistant.
Compile a list of suggestions to follow in caring for some of the new fabrics of man made fibers.
Add to file of tags and labels that give information about care of garments. (FHA degree project activity)

52

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cross, Enjoying Family Living, Ch. 13.
Gawne-Oerke: Dress, Ch. 7, 10.
Greer and Gibbs, Your Home and You, Ch. 23-24.
McDermott, Norris, Opportunities in Clothing, Ch. 4.
Pollard, Experiences With Clothing, Ch. 8, 9.
Potter-Corbman, Textiles: Fiber to Fabric, Ch. 25.
Todd-Roberts, Clothing for Teens, Ch. 12.
Vanderhoff, Clothes: Part of Your World, Unit VI.
REFERENCES
Ellett, Textiles for Teens, Ch. 10
Textile Handbook, American Home Economics Association
PAMPHLETS
"How to Press Wool," Pendleton Woolen Mills
"Q and A About Permanent Press," Westinghouse Electric Corporation
''Machine Washable Wools," Wool Education Center, American Wool Council

The method of garment care which is most satisfactory i~ determined by fiber, fabric construction and finish, trim, and garment construction.
Synthetic fibers are usually washable and require little or no ironing.
Completely washable means that the fabric is washable by machine rather than by hand or dry cleaning.
Soiled clothes should be stored in a well-ventilated hamper.
Certain fibers such as acetate, fuse or glaze when temperature is too high.
Pile fabrics should not be brushed when wet.
Knitted fabrics should be pulled to shape when wet.
The type of care needed by the product will be determined by the nature of the fibers and construction of textile.

53

Title of lJnit: CONSUMER CLOTHING

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

------------------------- -..... --------------------

Fibers and Fabrics

Read arid liiscuss stain removal for different

types ~t fabrics.

Stain Removal--

Display a large poster of common stains and

To identify methods of

method~ for removal.

stain removal for

different types of

Use a ~oQd or other product to stain different

fabrics

fabric~. Use one method of stain removal for

all fab~1cs and display results. Use different

methods Qn different fabrics and identify method

of sucQt$.ful removal.

Collec~ And display a variety of spot removing
agents that contribute to ease and efficiency
in remQving spots from garments.

Demons~~Ate use of the collected spot removing agents.

EVALUATION

Discuss the types of cleaning agents and methods which ~~. best suited to animal, plant, and synthett,1:l fabrics.

Identify methods of removing stains of blood, chewing gum, chocolate, coffee, tea, fingernail polish, French dressing, grease, inks, iron rust, lipstick, mildew, paint, scorch, soft drinks, shoe polish, and candle wax from different fabrics.

Visit ~ ~ry cleaner and observe demonstration on stail) removal by a professional "spotter."
Prepare A stain removal chart for each member to use tAr reference at home. (FHA chapter project Activity)
Check w~~drobe for spots and stains and report to gro~~ your success in removing them. (FHA degree ~~oject activity)

54

RESOURCES

. GENERALIZATIONS

TEXTBOOKS
Craig, Clothing: A Comprehensive Study, p. 277-278.

The procedure which should be followed in removing any stain depends upon the nature of the fabric which is stained and the kind of stain.

Fleck-Fernandez-Munves, Living With Your Family, p. 334-335.

Different fibers require different stain removers.

Gawne-Oerke, Dress, Ch. 7.
Greer-Gibbs, Your Home and You, p. 433-34.
Todd-Roberts, Clothes for Teens, Ch. 2.
REFERENCES

An incorrect remover may damage or destroy fiber content.
Stain removers fall into three main groups which are solvents, absorbants, and bleaches.
Stain removal should be done before a garment is laundered or dry-cleaned.

Ellett, Textiles for Teens, Ch. 10
Potter-Corbman, Fiber to Fabric, Ch. 28

Most spots caused by oily or sticky foods and by general soiling disappear in warm soapy water.

Vanderhoff, Clothes: Part of Your World, p. 138-141

PAMPlU.ETS

"How to Remove Stains," Good Housekeeping Bulletin Service

"Removing Spots and Stains," Home Service Dept., Maytag Co.

"Stain Removal From Fabrics," t~l474 Dept. of Agriculture, University of Georgia

"Spot and Stain Care," Purex Corp., LTD

CHARTS

"Care of the Disappearing Spot," Consumer Dept., Sheaffer Pen Co.

55

Title of- Unit: CONSUMER CLOTHING

.;".

II. Concept: Labeling and Legislation.

CONCEPTS AND OBJECTIVES.

LEARNING EXPERIENCES

Labeling and Legislation Labels and Hang Tags--
To determine the kinds of information found on labels and hang tags
EVALUATION Write a theme on the subject of "How the Label Serves the Consumer." Identify terms used on clothing and textile labels (such as fiber content, shrinkage, finishes).

Collect and bring to class labels and hang tags. Categorize and discuss the information found on the labels and tags.
Make posters explaining label terms and fabric finishes.
Arrange a bulletin board on '~abels Can Be Life Savers."
Study the J. C. Penney Company's consumer kit of fabric labels and ready to wear fabrics.
Determine what information should be included on a label.
Rewrite poor labels to make them more meaningful for the consumer.
Study and discuss "symbol labeling" for the care of various textiles.
Explain why labels should identify the fiber content of the fabric.
List the reasons that labels should indicate if a garment is likely to fade.
Distinguish between mandatory labels and voluntary labels.

56

RESOURCES

GENERALI.ZATIONS

TEXTBOOKS
Craig, Clothing: A COmprehensive Study, Ch. 14, 16.
Cross, Enjoying Family Living, Ch. 11.
Gawne and Oerke, Dress, pp. 145-148.
Pollard, Experiences With Clothing, Ch. 8.
Todd and Roberts, Clothes for Teens, Ch. 12, p. 376-379.
TEACHER REFERENCES
Garrett and Metzen, You Are A Consumer of Clothing, Ch. 9.
Vanderhoff, Clothes: Part of Your World, Unit VI.
Wilhelms, Consumer Economics, Unit 4, Part 14.
PAMPHLETS
"Consumer Buying Guides," Education and Consumer Relations, J. C. Penney
"Consumer Looks at Labels," Council on Consumer Information
"How to Read a Hang Tag," Consumer Education Division of Maytag, Maytag Company
"The Word is Identification," Celanese Fibers Company

The information found on labels and hang tags enables the consumer to make intelligent decisions.
One can discover the fiber content of a fabric by reading the fiber identification label.
Many manufacturers voluntarily give additional information about their products to help consumers make intelligent selections.
The Federal Trade Commission continuously evaluates and requires additional information to be made available to the public by use of labels and hang tags.
A clothing label may contain the name of the manufacturer, fabric content and finish, the service to be expected, directions for use, and directions for proper care for the garment.

57

Title of Unit: CONSUMER CLOTHING
-----_........_--------------------------------------------..;..--------_.;;.,.

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Labeling and Legislation Laws on Labe1ing--
To identify the laws that determine information provided on labels
EVALUATION Answer objective questions on labeling legislation.

Define standards, testing laboratories, trade names, brand names, and seals of approval.
Research the labeling laws for different fibers and report to the class.
Study and discuss the Textile Fiber Products Identification Act of 1960.
Arrange a bulletin board display of labels, fibers, and fabrics illustrating the 16 different groups of man-made fibers which must be labeled according to the Textile Fiber Products Identification Act.
Study and discuss Wool Products Labeling Act.
Determine what information is placed on labels by the manufacturer and by the American Standards Association.
Check labels and hang tags to see if they meet laws on labeling.

58

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 14.
Cross, Enjoying Family Living, Ch. 11.
McDermott-Norris, Opportunity in Clothing, Ch. 4.
Oerke, Dress, pp. 145-148.
Pollard, Experiences With Clothing, Ch. 3, 9.
Todd-Roberts, Clothes for Teens, Ch. 6, 12.

Laws protect the consumer by requiring that certain information be placed on the label or hang tag.
The American Standards Association promotes the development of voluntary standards for various consumer products including textiles.
One purpose of labeling laws is to provide the consumer with accurate information about the fiber content and finish of the fabric.
The Textile Fiber Products Identification Act of 1960 requires that each fiber used in a fabric be identified on the label.

REFERENCES

Garrett-Metzen, You Are A Consumer of Clothing, Ch. 7.

Ludwig, The Bissell Guide to Housekeeping for Young Homemakers, Ch. 6.

Potter-Corbman, Textiles: Fiber to Fabric, Complete Text.

Vanderhoff, Clothes: Part of Your World, Unit 5, 6.

PAMPHLETS

"Textiles Fiber Products Identification Act," Wool Products Labeling Act

"Look at Labels," Council on Consumer Information, Colorado State College

"Consumer Report Consumer Research Bulletin," American Standards Assoc.

59

Title of Unit: CONSUMER CLOTHING

.;".

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Labeling and Legislation Consumer Responsibility--
To become aware of ways consumers can assume responsibility for labeling legislation and standards
EVALUATION List responsibilities a consumer should assume for labeling legislation and standards.

Identify ways consumers can inform manufacturers of satisfactions and dissatisfactions.
Invite a representative of the Better Business Bureau to discuss consumer responsibility for informing the public about malpractices.
Discuss ways in which consumers as citizens can influence changes in labeling legislation.
Take action as a consumer and write to several companies either to complain or compliment them on the labeling of their products and note results.
List and discuss ways consumers can be alert to faulty labeling, mislabeling, advertising misinformation, and sales schemes.
Role playa dissatisfied customer complaining that a garment fails to measure up to its label.
Collect newspaper and magazine articles on pending clothing labeling legislation.
Write to legislators to express personal opinions on legislation.
Explain why it is wise to buy only garments that are labeled.
Write national agencies for pamphlets, and arrange a "consumer corner" in the home econumics department. (FHA chapter project)

60

RESOURCES
TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 14, 16.
Cross, Enjoying Family Living, Ch. 11.
Gawne-Oerke, Dress, pp. 145-148.
Pollard, Experiences With Clothing, Ch. 7.
Todd-Roberts, Clothes for Teens, pp. 376-379.
REFERENCES
Garrett-Metzen, You Are A Consumer of Clothing, Ch. 1, 2, 7, 9, 10.
Fibers for Contemporary Fabrics, Celanese Fibers Marketing Co., Consumer Education Department.
Vanderhoff, Clothes: Part of Your World, Unit 5, 6.
PAMPHLETS
"Consumers Look at Labels," Council on Consumer Information, Colorado State College

GENERALIZATIONS
Reading labels and requesting further information convinces merchants that consumers want not only mandatory information but also additional information about quality.
Merchants will buy from manufacturers who provide comprehensive labels if their customers express a desire for this service.
One way to have better labeling legislation is for consumers to refrain from buying poorly labeled garments and
'.to report all unsatisfactory purchases.
Consumer organizations are helpful in setting up standards for labeling and in keeping their members and the public informed.

61

Title of Unit: CONSUMER CLOTHING III. Concept.: Management of. Clothing Dollar

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Management of Clothing Dollar Wardrobe Planning--
To analyze clothing purchases in terms of needs, desires, and available money
EVALUATION Analyze case studies of teenagers who must consider needs, desires, and available money before deciding whether or not to buy. List guidelines for wardrobe planning decisions on the basis of needs, desires, and available money.

Define clothing management and identify what it involves.
Define the word wardrobe.
Analyze the characteristics of a planned wardrobe.
Analyze why clothes seem to be more important to some people than to others.
List reasons wardrobe planning may be profitable.
List garments generally needed by girls and by boys.
Analyze the relationship of income to the choices made about clothing.
Select one of the following wardrobes and estimate cost at budget prices and at moderate prices for it--an infant layette, a senior high wardrobe for a boy and for a girl, college wardrobe for a boy and for a girl, a preschool wardrobe for a boy and for a girl, grade school wardrobe for a boy or for a girl, or a business wardrobe for a man or for a woman.
Analyze clothing and determine what should be purchased in terms of your needs and available money. (FHA degree project)

62

RESOURCES.

GENERALIZATIONS

TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 17.
Cross, Enjoying Family Living, Ch. 11.

Selecting becoming and appropriate clothes that meet personal needs will help to create an attractive appearance.
Wise choices about clothes purchases result in money for additional clothes or for other activities.

Gawne-Oerke, Dress, Part 1, 2.
Garrett-Metzen, You Are A Consumer of Clothing, Ch. 5-9.
Pollard, Experiences With Clothin&, Ch. 1.

Planned spending of family clothing dollars insures satisfactory family relationships and a coordinated wardrobe.
Management of clothing involves making wise choices and wardrobe planning.

Todd-Roberts, Clothes for Teens, Ch. 5, 6.

Vanderhoff, Clothes: Part of Your World, Unit 5.

FILMSTRIPS

"Your Wardrobe and You," Money Management Institute, Household Finance Corp.

PERIODICALS

What's New in Home Economics, Feb. 1968, "Clothing Course Stress Management not Construction."

What's New in Home Economics, Feb. 1967, "Students Learning to Analyze Their Clothing Purchases."

Illinois Teacher, Vol. VI, No.5, "Clothing Selection Involves Thinking."

63

Title of Unit: CONSUMER CLOTHING

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Management of Clothing Dollar Qualities to Seek in Clothing--
To recognize a quality garment by certain characteristics
EVALUATION Use checklists to evaluate several garments. Compare two items in quality and construction.

Identify characteristics of low, medium, and high quality merchandise.
List qualities of good workmanship in readymade clothes.
Compare the workmanship of a poor quality garment and a well made garment.
Display garments that were a poor buy and tell why they were a poor buy.
Visit a department store and observe the construction of ready-made clothes.
Conduct a symposium to discuss line, color, design, texture, fibers, and construction in the selection of clothing.
Discuss the first thing to look for when buying shoes, a bathing suit, a dress, a sweater, and a coat.
Prepare a display or bulletin board to show comparative qualities of garments.
Make checklists of standards for judging various ready-made garments.

64

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 16.
Cross, Enjoying Family Living, Ch. 11.
Garret-Metzen, You Are A Consumer of Clothing.
Oerke, Dress, Ch. 5.
Pollard, Experience With Clothing, Ch. 7.
Todd-Roberts, Clothes for Teens, Ch. 6.
Vanderhoff, Clothes: Part of Your World, Unit 5.
FILMSTRIPS
"How to Buy a Blouse," McGraw-Hill
"Managing Your Clothing Dollars," Money Management Institute, Household Finance Corp.
PAMPHLETS
"Better Buymanship, Clothing," Co/ed Forecast Books, Scholastic Magazine
"Selecting Fashions," Consumer Information Service, Sears
"Your Clothing Dollar," Money Management Institute, Household Finance Corp.

Wisely selected clothing should meet acceptable standards of material and workmanship.
The use of guidelines for purchasing clothing will help to eliminate errors, minimize dissatisfaction, and give greater enjoyment in wearing clothes.
Knowledge of a well made garment helps in getting the full value of money.
Ability to recognize quality construction, pleasing design, and suitable materials in a garment is helpful in making a wise decision.
The basic construction of a garment affects appearance, comfort, and performance.

65

Title of Unit: CONSUMER CLOTHING

.;".

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES,

Management of Clothing Dollar Clothing Outlets--
To identify the various sources of clothing and the advantages of each type of outlet
EVALUATION List advantages and disadvantages of each type of clothing outlet. Evaluate different clothing outlets using the checklist.

Define outlet, advantage, and source.
List and define the various clothing outlets.
Analyze clothing outlets and list advantages and disadvantages of each.
Compare the kinds of clothing, services, costs, and quality of merchandise each outlet offers.
Plan a trip to each kind of store to compare quality, prices, and services.
Take a field trip to a department store and have manager explain available services provided for the cOllswner.
Identify the advantages and disadvantages of mail order stores and discount stores.
Discuss reasons for price and quality difference in each kind of store.
Develop a checklist for determining the most appropriate outlet for given situations.

66

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 7.
Garrett-Metzen, You Are A Consumer of Clothing, Ch. 2, 7, 8.
Gawne-Oerke, Dress, p. 142-143.
McDermott-Norris, Opportunities in Clothing, Ch. 5.
Pollard, Experiences With Clothing, Ch. 7.

An understanding of each kind of store helps in using the clothing dollar.
The kind of store patronized depends upon the community, the amount of money to spend, and personal preference.
Department stores provide for all apparels to be purchased in various departments within the store.
Sample stores or outlets take for resale merchandise which did not sell in high fashion stores.
Boutiques provide exclusiveness and high style in accessories and speciality items
The intelligent shopper today investigates
.. different sources of supply and determines where he can buy the clothing he needs at the price he wants to pay.

67

Title of Unit: CONSUMER CLOTHING

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Management of Clothing Dollar Criteria for Time to Purchase--
To apply criteria for purchasing clothing in season, before season, and after season
EVALUATION List advantages and disadvantages of purchasing clothing in season, before season, and after season. Use criteria checklist to evaluate a needed clothing purchase.

Study and compare the advantages and disadvantages of purchasing clothing in season, before season, and after season.
Have a representative of a department store visit the class to discuss buying practices.
Read and discuss "Shopping the Sales" in Coed Magazine, January 1969.
Invite a sales person to discuss the best time of year for buying seasonal clothing.
Chart the months for local storewide sales and pre-inventory sales of clothing; compare prices during these months with normal prices.
Consult Consumer's Guide for information regarding the best time of year to make clothing purchases.
Study ~a1es papers and newspapers to determine what items are on sale.
List criteria for the best time to shop for several main items of clothing such as shoes, coats, dresses.

68

RESOURCES ,
TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 16, 18.
Cross, Enjoying Family Living, Ch. 11.
Garret.t-Metzen, You Are A Consumer of Clothing, Ch. 8.
Gawne-Oerke, Dress, Ch. 5.
McDermott and Norris, Opportunities in Clothing, Ch. 5.
Pollard, Experiences With Clothing, Ch. 7.
Todd and Roberts, Clothes for Teens, Ch. 6.
Vanderhoff, Clothes: Part of Your World, Part 5.

GENERALIZAIIONS
Knowing what season of the year to make certain clothing purchases helps to stretch the clothing dollar.
A shopper who is familiar with a store's goods and who waits for sales to make purchases will save a considerable amount of money.
Purchasing clothing after peak of the season can provide substantial savings.
The time for the best selection varies with different parts of the country, types of stores, and types of garments.

69

Title of Unit: CONSUMER CLOTHING

.;..,.

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

~nt ot the Clothing Dollar Ways to Pay for Clothing--
To determine advantages of cash payment, charge accounts, lay-a-way, and other ways of paying for clothes
EVALUATION List advantages and disadvantages of each type of payment.

List and discuss the various ways by which clothing can be purchased.
Discuss advantages and disadvantages of charge accounts and installment buying.
Have a resource person from a department store speak to class on methods of purchasing clothing.
Compare differences in total cost of several articles of clothing assuming different plans of paying for the clothing.
Acquire credit or charge applications from a department store and discuss information requested and why it is needed.
Find out if credit is available to teenagers in your community and upon what terms.
Debate "Cash versus Charge."
Discuss the pros and cons of teenage charge accounts.
Investigate and explain cause and effect of too heavy credit buying.
Use role playing to evaluate a family's decision on ways of paying for clothing.

70

RESOURCES
TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 18.
Cross, Enjoying Family Living, Ch. 11.
Garrett-Metzen, You Are A Consumer of Clothing,
Heimerl and Jelley, Consumer Economics, Part 8.
Pollard, Experiences With Clothing, Ch. 7.
PAMPHLETS
"A Blessing Not A Burden," Associated Credit Bureaus of America, Inc.

GENERALIZATIONS
One advantage of credit buying is that one is able to enjoy satisfaction now rather than at some future time.
There is frequently a cost involved in credit buying.
Ways of paying for clothing should suit one's situation and budget.
A charge account represents an agreement between the seller and customer that in return for the convenience of the account the customer will pay for his merchandise in a certain number of days following billing.
Knowing the cost of credit is an important aid in deciding whether to buy now and pay later.

71

Title of Unit: CONSUMER CLOTHING IV. Concept: Altering and Constructing Clothes

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Altering and Constructing Clothes Altering to Fit--
To alter garment or pattern to fit
EVALUATION Answer objective questions on altering garments and patterns. Identify personal fitting problems and explain how to solve each one.

Take exact body measurements; compare waist, hip, and bust measurements, etc. to that of pattern.
Discuss importance of checking the fit of pattern before cutting.
Demonstrate alterations made in patterns and alterations made in cutting.
Study figure problems and alterations required for each, such as long waisted, short waisted, full bust, small bust, narrow sloping shoulders, high bust, low bust, short skirt, long skirt, large hips, small hips, and large waistline.
Alter patterns to fit individual students.
Bring to class garments which need altering; analyze garments; and discuss possibilities for altering.
Perform necessary alterations on a garment.
Compare similarities of pattern and garment alterations.
Do simple alterations for friends or neighbors. (FHA chapter project)
Make needed alterations on own clothes. (FHA degree project)

72

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch 20.
Cross, Enjoying Family Living, Ch. 12.
McDermott-Norris, Opportunities in Clothing, Ch. 8.
Pollard, Experiences With Clothing, Ch. 9.

Clothes alteration requires understanding figure problems.
Key grain lines are lines that actually relate from pattern to fabric to body.
Fine fitting is one of the main differences between poor and good dressmaking.
The ability to recognize a well-fitted garment is necessary not only in sewing but in choosing ready made garments successfully.

Oerke, Dress, Ch. 17.
Todd-Roberts, Clothes for Teens, Ch. 11, 13.
PAMPHLETS
Bach, Short Cuts to Fitting
"Pattern Alteration," USDA Bulletin #1968, County Agent

An understanding of basic lines is necessary if alterations are to be successfully made.
Minor alterations can be made in a garment or a pattern without disturbing the basic lines or proportions.
Alteration techniques are basically the same for ready made and custom constructed garments.

FILMS

"How to Alter Your Blouse Pattern," "How to Alter Your Skirt Pattern," Georgia Department of Education Film Library

FILMSTRIPS

"Cutting to Fit and Fitting," Training Films, Inc.

"Fitting for Fashion," "The Size is Right," Educational Department McCalls
'- Patterns

73

Title of Unit: CONSUMER CLO'mING

.;....

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Altering and Constructing Clothes
Evaluation Standards--
To evaluate garments for quality of construction, fit, and suitability to the individual

Identify standards of a well fitted garment; develop a rating device.
Examine several garments to determine if each meets established standards.
Give reasons why various styles of garments are not suited to all individuals.
Identify poorly constructed hand made dresses.
Set up standards for various construction processes. Use each set of standards to develop an evaluation device.
Develop score card for clothing project.
Make a check sheet for daily accomplishment.
Make a bulletin board showing different qualities of construction.

EVALUATION
Develop evaluation devices to be used while garments are being constructed and when they are finished.

74

RESOURCES
TEXTBOOKS
Cross, Enjoying Family Living, Ch. 12.
Oerke, Dress, Ch. 5.
Pollard, Experiences With Clothing, Ch. 7.
Todd-Roberts, Clothes for Teens, Ch. 5,6.
REFERENCES
Homemaking Education in Georgia, An Evaluation Guide, University of Georgia

GENERALIZATIONS
Each step in the construction of the garment should be evaluated as it is completed.
An evaluation card for garments helps to show progress.
The fit of a garment is based on perfection of key grain lines.

75

Title of Unit: CONSUMER CLOTHING

CONCEPTS AND OBJECTIVES

LEARNING EXPERIEMCES

Altering and Constructing Clothes Construction of a Garment--
To construct a garment using one or more sewing techniques not used previously
EVALUATION Use checklist, rating scales, or score cards to evaluate various construction techniques, work habits, and fit of garment.

List sewing techniques to be included in advanced project.
Review principles of pattern and fabric selection.
Develop a work plan for clothing laboratory activities.
Observe demonstration of new techniques as needed.
Construct a garment in class using new construction techniques as well as those learned when constructing previous garments.
Display charts for the various processes showing progressive steps.
Evaluate sewing skills and techniques periodically.
Model completed garments in fashion show. (FHA chapter meeting program)
Construct similar garments for a home project. (FHA degree project)

76

RESOURCES
TEXTBOOKS
Bishop and Arch, The Bishop Method of Clothing Construction, Ch. 3-10.
Craig, Clothing: A Comprehensive
Study, Ch. 21.
Gawne-Oerke, Dress, Part 4.
McDermott-Norris, Opportunities
in Clothing, Ch. 7.
Pollard, Experiences With Clothing, Ch. 8.
Todd and Roberts, Clothes for Teens, Ch. 13.
Vogue Sewing Book, Vogue Pattern Service, The Butterick Co., Inc.
TRANSPARENCIES
Basic Sewing Part II, Zipper, Application. 3M Brand, Educational Service

GENERALIZATIONS
Understanding basic garment construction techniques enables one to construct new garments and make repairs on old ones.
Unit construction makes for faster sewing with less handling of each piece.
Pressing during construction helps to avoid a ''home-made look."

77

ADVANCED SEMESTER HOME ECONOMICS
.:,..
Title of Unit: SPECIALIZED CLOTHING CONSTRUCTION
I. Concept: Tailoring a Garment

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Tailoring a Garment Pattern and Fabric Selection--
To select pattern and fabric appropriate for a tailored garment
EVALUATION Answer objective questions on fibers, fabrics, and use of pattern envelopes. Use checklists to evaluate fabric and pattern selection.

List and discuss the characteristics of a tailored garment.
Identify factors that may effect choice in selecting a pattern for a tailored garment.
Discuss the type of pattern one would select for a suit, a tailored dress, or a tailored pants suit.
Study several patterns to determine construction details and difficulties.
Examine information on pattern envelopes; use opaque or overhead projector or posters and charts of several pattern views.
Measure and fit shells to determine pattern size and type.
List alterations that may be needed for individual figure types. Decide how to alter patterns.
Develop a checklist for selection of a pattern for a tailored garment.
Make a study of fibers and fabrics suitable for a tailored garment.
Discuss worsteds, woolens, reclaimed wools, pulled wool and blended silk, cotton, rayon, and wool.
Analyze samples of fabric suitable for tailored garments including fabric lining for coats, lining for skirts, and interfacing.
Identify some of the problems to deal with when sewing on napped and pile fabrics, bonded fabrics, and knitted fabrics. Discuss possible solutions to these problems.

78

FHA Projects: Our Future as Homemakers Make Time Work for You

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Oerke, Dress, pp. 354-370, 446-466.
Pollard, Experiences With Clothing, Ch. 8-9.
Todd-Roberts, Clothes for Teens, pp. 368-387.
REFERENCES
Beck, Customs Tailoring for Homemakers, Ch. 1, p. 8-13.
Donie1son and Pond, Tailoring for Women, Step by Step
Goodman, Tailoring for the Family, Ch. 5, 6.
Potter and Corbman, Fiber to Fabric.
PAMPHLETS
"Size Right Shells," "Basically Yours, II tfpick the Perfect Pattern," "Live Chart," McCal1s Corporation
"Characteristics of Woolen and Worsted Fabric," ''Nine Lessons in Sewing With Wool Products Labeling Act, 1953," American Wool Council
"Press as You Sew," General Electric
"Backings and Linings," Coats and Clark

Selecting pattern and fabric should be accomplished so that each is appropriate for the wearer.
The choice of the pattern should be suited to the person and to the fabric.
Correct measurements and recognition of figure types help to select a pattern that most nearly fits and is most becoming.
The style and type of garment indicate the type fabric to be used.
Varying characteristics of yarns enable the manufacturer to produce fabrics that differ in texture, design, function, and use of the fabric.
Woolens are usually duller in color than worsteds because of the loose soft weave.

79

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES
Set up guidelines for choice of fabric. Develop a checklist for selection of fabric for a tailored garment. Make a bulletin board showing pattern and fabric selection for this pattern. Select individual patterns and fabrics.

80

RESOURCES

GENERALJ:ZATIONS

PAMPHLETS
"Successful Sewing with Wash and Wear Fabric," Coats and Clark
'~odern Techniques for Modern Fabrics," Coats and Clark
"Let's Face It," Coats and Clark
"Grain in Fabric," Coats and Clark
"How to Sew on Soft Leather and Suede," Singer
"How to Tailor a Woman's Suit," USDA Bulletin No. 20, Supt. of Documents
CHARTS
''Line Wise in Design," "Know Your Pattern Markings," ''Wardrobe Planning," "Figure Your Type," McCall Corp.
"Sewing With Wool," American Wool Council
KIT
"Lesson in Wool Fabrics," American Wool Council

81

Title of Unit: SPECIALIZED CLOTHING CONSTRUCTION

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Tailoring a Garment Pattern Alterations--
To alter pattern to fit own body
EVALUATION Answer objective questions on pattern alterations. Use checking device to evaluate pattern alterations.

Read and discuss references on altering patterns.
View and discuss Bishop filmstrip "Fitting and Cutting To Fit."
Arrange bulletin board on lIPoints To Check for a Well Fitted Garment."
Check body measurements with a tape measure and compare with pattern.
Demonstrate checking pattern measurements and alterations to fit persons with figure irregularities.
Discuss and illustrate the general rules for altering a pattern.
Demonstrate various pattern alterations needed by class members such as lengthening and shortening skirts~ lengthening and shortening bodices~ lengthening and shortening sleeves, and relocating darts.
Develop an evaluation device on altering a pattern.
Alter pattern and have the alterations checked.

82

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Bishop and Arch, The Bishop Method of Clothing Construction, Ch. 7.

Most common alterations in patterns are shortening, lengthening, narrowing, or widening the pieces.

Craig, Clothing: A Comprehensive Study, pp. 395-406.

Gawne-Oerke, Dress, pp. 469-470.

Pollard, Experiences With Clothing,
Ch. 10.

Todd-Roberts, Clothes for Teens, pp.452-457.

REFERENCES

Beck, Custom Tailoring for Homemakers, Ch. 3.

Butterick.Sewing Book, pp. 10-16.

Simplicity Sewing Book, pp. 20-33.

PAMPHLETS

"Pattern Alterations," Farmer Bulletin No. 19.68, U. S. Dept. of Agr icu1 ture

"Fitting Coats and Suits," Home and Garden Bulletin No. 11, U. S.Dept. of Agriculture

"Tailoring for Women," Cooperative Extension Service, University of Georgia, College of Agriculture

FILMSTRIPS

"Fitting and Cutting to Fit," Bishop McGraw-Hill

83

Ti tIe of Uni t: SPECIALIZED CLOTHING CONSTRUCTION

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Tailoring a Garment Fabric Preparation--
To prepare fabric using procedures appropriate for wool and other selected fabrics
EVALUATION Use device to evaluate preparation of fabric. Answer objective question on preparation of fabric.

List the different methods used in preparing woolen fabric for construction.
Read about and discuss the procedures used in straightening, shrinking, and/or removing possible finish from woolen fabrics.
Discuss grain perfection and its importance.
Watch a demonstration on checking fabric grain and correcting grain.
Watch a demonstration on steam pressing to straighten a fabric that is slightly off-grain.
Discuss and demonstrate the London shrink method of shrinking wool.
Discuss the possibility of having a cleaner or a tailor shrink fabric.
Discuss and demonstrate the procedure for straightening knitted fabrics.
Demonstrate straightening the ends of a piece of fabric by pulling thread, cutting by design, and tearing.
Explain when and why straightening is unnecessary with some fabrics.
Develop a device to evaluate preparation of fabric.
Use appropriate process to prepare own fabric.

84

RESOURCES
TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 20.
Gawne-Oerke, Dress, p. 486-490.
Pollard, Experiences With Clothing, Ch. 10. Todd-Roberts, Clothes for Teens, pp. 213-216.
REFERENCE
Beck, Custom Tailoring for Homemakers, Ch. 3.
PAMPHLETS
"Tailoring for Women," Cooperative Extension Service
"Modern Techniques for Modern Fabrics," Coats and Clark
ftGrain in Fabric," Coats and Clark

GENERALlZAT.IONS
Each fabric requires a different method of preparation for obtaining grain perfection.
Some treated fabric cannot be made grain perfect and must be used as they are.
About three inches per yard should be allowed for normal shrinkage when buying wool, unless it is pre-shrunk.
If a garment is to fit perfectly, hold its shape, and hang well, the fabric from which it is made must be thread perfect and grain perfect.
Fabrics should be pressed before the pattern is laid and the garment cut for grain perfection.
When the grain of a fabric is in perfect position, the lengthwise and crosswise threads cross at right angles.
Fabrics that have been pre-shrunk can be made grain perfect and shrunk in the same operation if they do not have a resin finish.
The ribbed effect of most knitted fabrics is equivalent to the grain of woven fabric and should be straight.

85

Title of Unit: SPECIALIZED CLOTHING CONSTRUCTION

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Tailoring a Garment Pressing Techniques--
To press and block a tailored garment
EVALUATION Demonstrate one or more pressing techniques. Identify pressing equipment needed for various tailoring techniques.

Identify special pressing equipment and uses needed for tailoring.
Demonstrate techniques for correcting grain by the process of pressing.
Analyze pressing techniques which may be applied for specific details on tailored garments such as sleeve cap, shoulders, tailored collar, darts, hems, plain and curved seams, and pressing to avoid an imprint.
Review the advantages of pressing in clothing construction.
Demonstrate and discuss the effects of pressure and heat on fabric.
Arrange a bulletin board showing pressing techniques for tailored garments.
Demonstrate special pressing techniques.
Analyze techniques for pressing to retain the texture of glossy fabric, non-shiny fabric, raised or surface designs, napped fabrics, pile, and knitted fabrics.
List and discuss the rules for pressing.
List areas of a tailored garment that should be blocked.
Show difference between properly blocked sleeves and collar and those not blocked.
Practice blocking wool with proper pressing equipment.
Make a checklist on standards of a well pressed garment.

86

RESOURCES
TEXTBOOKS
Craig, Clothing: A Comprehensive Study, pp. 386-387.
Pollard, Experiences With Clothing, pp. 373-385.
REFERENCES
Goodman, Tailoring for the Family, Ch. 17.
Erwin-Kinchen, Clothing for Moderns, Ch. 18.
Butterick Sewing Book, pp. 25-27.
Simplicity Sewing Book, pp. 98-99.
Beck, Custom Tailoring for Homemakers, Ch. 2.
PAMPHLETS
"Pressing Your Woolen Wardrobe," American Wool Council
I~OW to Press Wool, Home Economics Dept., Pendleton Woolen Mills
TRANSPARENCIES
"Pressing Techniques," NASCa

GENERALIZATIONS
Pressing is using the iron in a lifting and lowering motion to smooth or block.
Pressing maintains grain perfection whereas ironing stretches fabric.
Directional pressing is just as important as directional stitching.
The pounding block is used mainly in tailoring on buttonholes, lapels, collars, facing, hems, pleats, and pockets, but never on the zipper.
Curved areas should be pressed on a cushion or a pressing board.

87

Ti.tIe of Uni.t: SPECIALIZED CLOTHING. CONSTRUCTION
.:<'.

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES.

Tailoring a Garment Tailoring Techniques--
To construct and evaluate a tailored garment using appropriate techniques
EVALUATION Use score card to evaluate tailored garments made at school and at home.

Define slash, trim, clip, notch, grade, shaping, and blocking.
Demonstrate construction processes such as placing pattern on fabric, cutting and marking, basting, shaping curved seams, darts, tucks, pleats, gathers, seams, finishes as: hems, facings, fasteners, waistband, collar, backing, interfacing, lining, interlining, and underlining.
Illustrate different methods for making bound buttonholes and flap pockets.
Determine tailoring standards to serve as a basis for evaluation of garments.
Construct a score card to evaluate a constructed tailored garment.
Model the garment for others to test its general appearance.
Construct a garment using tailoring techniques.
Construct a second garment at home. (FHA degree project activity)

88

RESOURCES.

GENERALIZATIONS..

TEXTBOOKS
Bishop and. Arch,. The Bishop Method of Clothing Construction, Ch. 11-13.
McDermott and Norris, Opportunities in Clothing, Ch. 7-8.

Testing the pattern in muslin will result in a better fitted garment.
Practicing intricate tailoring techniques on sample fabrics will save frustration and result in wise management of time, energy, and money.

Pollard, Experiences With Clothing, Ch. 10.

REFERENCES

Simplicity Sewing Book, pp. 145-161.

Butterick Sewing Book, pp. 68-75.

Beck, Custom Tailoring for Home-
makers, Ch. 2, 4.

Teacher References Clothing for Moderns, Erwin and Kinchen, Ch. 19.

Goodman, Tailoring for the Family, Ch. 18, 19.

PAMPHLETS

"Buttonholes," "Pockets," "Sew in Your Zipper 1-2-3," ''More About Zippers," Coats and Clark

"Tailored Buttonholes," Cooperative Extension Service, University of Georgia

"Tailoring for Women," Cooperative Extension Service, University of Georgia

"Buttons, Belts, Buttonholes, Pockets," John Dritz and Sons

89

Title of Unit: SPECIALIZED CLOTHING CONSTRUCTION
II. Concept: Constructing a Party Dress
,;...

CONCEPTS AND OBJECTIVES

LEARNING EXPE1UENCES

Constructing a Party Dress Current Party Dress Fashions--
To identify the kinds of party clothes being worn by teenagers
EVALUATION List the kinds of party dresses that are worn by teenagers; state personal choice and give reasons why chosen.

Discuss occasions for which party clothes are needed.
Consider which occasions call for formal dress and which for semi-formal.
Conduct a study of party clothes by consulting current newspaper advertisements, current teen magazines, current pattern books, and local area stores.
Present reports with illustrations from different types of party dresses.
View and discuss the portion of "Young Fashion Forecast" that deals with party fashions.
Invite local Junior Fashion Board members to talk about current party fashions and perhaps model several dresses.
Invite resource persons from stores to bring and discuss party dresses appropriate for teenagers.
Discuss present party fashions such as fabrics, lines, lengths, and colors.
Conduct a survey of junior and senior girls to determine party dress preferences.
Display on bulletin board attractive styles of current party dresses.
Make guide lines for choosing a party dress.
Discuss fashions in articles for the school newspaper. (FHA chapter project)

90

RESOURCES
TEXTBOOKS
Craig, Clothing: A Comprehensive
Study, Ch. 4, 17.
Gawne-Oerke, Dress, Ch. 4,
9, 14.
Todd-Roberts, Clothes for
Teens, Ch. 1, 4.
MAGAZINES
Seventeen Glamour McCa1ls Simplicity Singer
Fashion and News Report--Simp1icity Pattern Company
Current Pattern Books
FILMS
"Young Fashion Forecast," Sears, Roebuck and Company

GENERALIZATIONS
Formal party clothes are usually chosen more for their attractiveness than for their serviceability.
A knowledge of current fashion if helpful in planning a new garment for one's wardrobe.
Current fashion trends must be carefully evaluated in terms of the individual who will wear the garment.

91

Ti tIe of Unit: SPECIALIZED CLOTHING CONSTRUCTION

CONCEPTS AND OBJECTIVES Constructing a Party Dress Party Dress Patterns--
To select a pattern for a party dress for own self
prALUATION Use checklist to evaluate selection of pattern for party dress.

LEARNING EXPERIENCES

~

~

,:#'.

List criteria for a party dress.
Look through magazines and pattern books for party dress patterns.

Visit a store and try on di~ferent styles of dresses and then compare these styles to pattern styles.
Discuss the difference in fad evening styles and chic styles. Discuss W.len each might be appropriate and why.
List the reasons a pattern ~hould be suited to an individual, the occasi.on, and the fabr ic.
Analyze and discuss lines for various figure types.
Arrange bulletin board of pntterns and fabrics suitable to class members.
Identify and discuss suitable patterns.
Analyze own figure and determine style best suited to it.
Consider construction processes called for in a pattern and decide which patterns are within ability range.
Develop a checklist to evaluate pattern selected.
Select a pattern.

92

RESOURCES

,;;...
GENERALIZATIONS

TEXTBOOKS
Craig, Clothing: A Comprehensive Study, Ch. 20.
Cross, Enjoying Family Living, Ch. 12.
Gawne-Oerke, Dress, pp. 311-477
Pollard, Experiences With Clothing, Ch. 9.
Todd-Roberts, Clothes for Teens, Ch. 11.
FILMSTRIPS
"Begin With the Pattern," McCa1ls Patterns, Education Department.
PERIODICALS
Co-Ed, March 1967, "Patterned for a Prom," p. 26
McCalls Pattern Book Vogue Pattern Book
Simplicity Pattern Book

Appearance may be improved by understanding and effectively using line and design.
Wise selection of a pattern is the first step to a satisfying and attractive garment.
Correct body measurements and recognition of figure types aid in selecting a pattern that most nearly fits and is most becoming.

93

Title of Unit: SPECIALIZED CLOTHING CONSTRUCTION

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Constructing a Party Dress Party Dress Fabrics--
To select a fabric suitable for chosen pattern for party dress
EVALUATION Use checklist to evaluate fabric selected for own dress. Answer objective questions ~bout appropriate fabrics "or party dress.

Consult recent publications for latest information about fabrics.
Study and discuss characteristics of fibers, weaves, and finishes which are often used in making party dresses.
Display samples of materials which are used for party dresses.
Read back of pattern envelope to learn suggested fabrics for pattern selected.
Review previous learning about color, line, and texture as related to patterns and fabrics for individuals.
Discuss characteristics of pattern which make some fabrics more preferable than others.
Visit shops for ready made garments to become aware of fabrics being used for party dresses.
Examine fabrics available in fabric shops to decide suitability of fabric for individual body build, the chosen pattern, and the occasion to which it is to be worn.
Develop a checklist or criteria for fabric selection.
Choose a fabric suitable for own pattern.
Press sample and note results.
Buy fabric for dress.

94

RESOURCES

GENERALIZATIONS

TEXTBOOKS
Cross, Enjoying Family Living, Ch. 11, 12.
Pollard, Experiences With Clothing, Ch. 9.
Rathbone, Fashion and Fabric, Ch. 8.
Todd-Roberts, Clothing for Teens, Ch. 12.
REFERENCES
Potter-Corbman, Fiber to Fabric, : Ch. 14 , 15, 17.
FILMSTRIPS
"How to Select Fabrics for Garments," J. C. Penney Company
PAMPHLETS
"Understanding Today's Textiles," Educational and Consumer Relations J. C. Penney Company

Evening clothes are chosen for beauty of color and texture rather than for practical reasons.
Dressy clothes should be made of fine fabric and with careful detail.
The texture of each item in anyone type of costume should express the same idea.

95

Title_of Unit: SPECIALIZED CLOTHING CONSTRUCTION

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Constructing a Party Dress Techniques for Party Dress Construction--
To construct and evaluate a party dress
EVALUATION Use score card to evaluate finished garment. Evaluate own photo according to the suitability of color, fabric, pattern, and the general appearance of the garment worn.

Study guide sheet to pattern for information for constructing the dress.
Discuss various techniques used in constructing a party dress.
Study pattern and make necessary alterations.
Determine special techniques to use for party dress fabric such as size of needle, length of stitch, hemming, seam finishes, and darts.
Demonstrate various techniques used in constructing a party dress.
Construct a party dress using a well organized plan.
Judge daily sewing skills to determine progress.
Make a score card to evaluate a party dress which has been constructed.
Model finished garment with accessories.
Evaluate color photographs of class modeling party dresses.
Conduct a fashion show. (FHA chapter meeting program)

96

RESOURCES.
TEXTBOOKS
Bishop-Arch,. By the Bishop Method, Fashion Sewing, Ch. 14.
Bishop-Ar.ch.,. Bishop. Method of Clothing Construction, Ch. 10, 15.
Pollard, Experiences With Clothing, Ch. 8, 9.
Todd-Roberts, Clothes for Teens, Ch. 11.
FILMSTRIPS
"Clothing Construction," McCall Pattern Company, Education Dept.

GENERALIZATIONS.
Construction of a party dress requires special techniques.
The construction of a party dress is an experience in self expression.
Skill in sewing is developed by constructing new garments that provide for mastering new procedures.
A party dress may be judged by appropriateness of dress, materials used, design, fit, becomingness, and workmanship.

97

Title -of Unit: SPECIALIZED CLOTHING CONSTRUCTION LIL Concept.: Clothes. for Children.

CONCEPTS. AND QBJECTLVES

LEARNING EXPERIENCES

Clothes for Children Suitable Fabrics--
To choose a fabric that has the qualities desirable in clothing for children
EVALUATION Use checklist to evaluate fabric selected for garment to be constructed. Answer objective questions on suitable fabrics for children's clothes.

Read current magazines and texts on clothing for children.
Discuss the following in relations of fabric selection for clothing for children to purpose of garment, comfort of fabric, care, durability, colorfastness, saniforized, fabric label information, and personality of the child.
Discuss the relations of clothing to the physical and mental health of a child.
Collect labels, advertisements, and trademark names for fabric finishes considered appropriate for children's clothing.
List the characteristics of fabrics that are desirable for children's clothing.
Make a check list for judging the suitability of fabrics for clothing for children.
Evaluate fabric selected for project of constructing a garment for a child.
Prepare a display on bulletin board to show comparative qualities of fabrics suitable for children's clothing.
Select fabric suitable for child's garment that is to be constructed.

98

RESOURCES
TEXTBOOKS
Bishop-Arch, Fashion Sewing By the Bishop Method, Ch. 8.
Brisbane-Riker, The Developing Child, Ch. 14.
Craig, Clothing: A Comprehensive Study, Ch. 16.
Cross, Enjoying Family Living, Ch. 7.
Gawne-Oerke, Dress, Ch. 8.
Pollard, Experiences With Clothing, Ch. 11.
FILM
"Children's Clothes: How to Choose Them," Buster Brown Textiles, Inc. Sterling Movies, Inc.

GENERALIZATIONS
Careful selection of fabrics contributes to comfort, attractiveness, and care.
Children are frequently fascinated by the texture of a fabric.
Fabrics for children's clothing should be functional and attractive.
Fabrics for children's clothes should be soft, washable, quick to dry, and durable.
Time and energy in care of a garment should be considered when selecting material to make a child's garment.

99

Title_ of Unit: SPECIALIZED CLOTHING CONSTRUCTION

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Clothes for Children Choice of Pattern--
To choose a pattern that has the characteristics required for a child's garment
EVALUATION Use checklist to evaluate selection of individual patterns. Evaluate several patterns a~ to appropriateness for a child.

Discuss standards for children's clothes.
Explain why the selection of children's clothing requires special consideration.
Explain how clothing which allows a child to help dress himself helps him to do things for himself.
Define and give examples of the following as they apply to the selection of clothing and pattern for children in all stages of development--comfort, easy care, attractiveness, fashion, and self help.
List factors to consider in determining the choice of a pattern for a child's garment. Develop into a checklist.
Analyze patterns that are available in pattern books.
Make a bulletin board display of patterns for children's clothes.
Select a pattern for making a garment for a child.

100

RESOURCES
TEXTBOOKS Bishop-Arch, Fashion Sewing By The Bishop Method, Ch. 8.
Craig, Clothing: A Comprehensive Study, Ch. 16. Pollard, Experiences With Clothing, Ch. 11. REFERENCES Current Pattern Catalogs

GENERALIZATIONS
Choice in design of children's clothes should provide covering, protection, and a source of pleasure.
Children's garments should not hinder activities.
Clothing that is comfortable provides for freedom of movement.
Clothes that can be altered to larger sizes can help to answer some problems of fitting the child during the period of rapid growth.

101

Title of Unit: SPECIALIZED CLOTHING CONSTRUCTION
,;;...

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Clothes for Children Construction Techniques--
To construct a child's garment utilizing appropriate techniques
EVALUATION 'Jse score card to
valuate garments ade at school and .t home.

Discuss the values of a plan of work for progress in constructing clothes for children.
Select a garment to be constructed for a child.
Assemble and discuss pictures of children's outer clothing that illustrate desirable characteristics.
Determine kinds of seams that are desirable for children's clothes.
Discuss special construction techniques that allow for growth of the child.
Develop a score card and evaluate the construction process involved in children's clothes.
Construct a garment for a child.
Demonstrate the needed construction techniques.
Plan and carry out a fashion show featuring clothing made for children. (FHA chapter program)
Construct other garments for children. (FHA degree project)

102

RESOURCES
TEXTBOOKS
Bishop and Arch, Fashion Sewing By The Bishop Method, Ch. 8.
Craig, Clothing: A Comprehensive Study, Ch. 17.
Pollard, Experiences With Clothing, Ch. 11.
REFERENCES
Singer Sewing Book, Decorative Finishes
McCall's Easy Sewing, Decorative Stitches and Finishes
Simplicity Sewing Book

GENERALIZATIONS
Construction techniques that permit freedom, comfort, and self-help should be utilized in children's clothes.
Shoulder fullness can be furnished by small tucks, gathers, shirring, flares, or pleats.
High yoked, pleated, or smocked dresses without belts are suitable for little girls.
Buttons and fasteners should be durable to stand the strain of many launderings.
Grippers should be mounted through three thicknesses of fabric.

103

Title of Unit: SPECIALIZED CLOTHING CONSTRUCTION

CONCEPTS AND OBJECTIVES

LEARNING EXPERIENCES

Clothes for Children Decorative Stitching--
To use decorative stitching on clothing for children
EVALUATION Use established criteria to evaluate decorative stitching done on a child's garment.

Discuss why children's clothing should be decorative, attractive, and appealing.
Read about making decorative stitching.
Discuss types of decorative stitching suitable for children's clothes.
Collect pictures of decorative stitching.
Display decorative stitching samples.
State criteria for selecting decorative stitching on children's clothes.
Demonstrate the various zig-zag stitches that can be made with the sewing machine.
Demonstrate hand smocking that can be used on children's clothing.
Show filmstrip "Applying Lace."
Demonstrate several embroidery stitches that could be used on children's clothing.
Construct decorative samples suitable for children's clothes.
Apply decorative stitching by hand or machine to garment.
Arrange a display of garments that have decorative stitching.

104

RESOURCES
TEXTBOOKS
Beck, Custom Tailoring for Homemakers, p. 41-45.
Bishop-Arch, The Bishop Method of Clothing Construction, Ch. 15.
Bishop-Arch, Fashion Sewing By the Bishop Method, Ch. 5-14.
Craig, Clothing: A Comprehensive Study, Ch. 16.
Pollard, Experiences With Clothing, Ch. 11.
Todd-Roberts, Clothes for Teens, pp. 493-494.
REFERENCES
Wright and Sons Co., Sew for Fun and Fashion
McCalls Step-Bx-Step Sewing Book, Cli. 13
The ABC of Embroidery, American Thread Co.
Better Homes and Gardens Sewing Book, pp. 252-256
Needlecraft, Coats and Clark
FILMSTRIPS
"Applying Lace," Singer Educational Division

GENERALIZATIONS
Decorative stitching adds a professional touch to a child's garment.
Decorative stitching adds interest, individuality, and variety to a child's garment.
Decorative stitching should add to and not detract from the garments.

105

BIBLIOGRAPHY

,:.,.

Bach, Alfred, Short Cuts to Fitting, 1963, Box 4, Salisbury, Vermont.
Barclay-Champion, Teen Guide to Homemaking, 1967, McGraw-Hill Company.
Beck, Doris May, Custom Tailoring for Homemakers, 1964, Peoria, Illinois: Charles A. Bennett Company.
Brenner, Barbara, Careers and Opportunities in Fashion, 1966,Dutton and Co.
Bishop-Arch, Bishop Method of Clothing Construction, 1966, J. B. Lippincott.
Bishop-Arch,Fashion Sewing By the Bishop Method, 1962, J. B. Lippincott.
C~aig, Hazel T., Clothing: A Comprehensive Study, 1968, J. B. Lippincott.
Cross, Aleene A., Enjoying Family Living, 1967, J. B. Lippincott.
Donielson-Pond, Tailoring for Women, Step-By-Step, 1963, Hallen Publishing Company.
Ellett, Textiles for Teens, 1967, Burgess Publishing Company.
Envin-Kinchen, Clothing for Moderns, 1964, New York: MacMillan.
Fitzsimmons-White, Management for You, 1964, J. B. Lippincott.
Fleck, Fernandez, Munves, Living With Your Family, 1965, Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
Garrett-Metzen, You Are A Consumer of Clothing, 1967, Boston, Mass.: Ginn and Company.
Gawne-Oerke, Dress: The Clothing Textbook, 1969, Peoria, Illinois: Charles A. Bennett Company, Inc.
Goodman, Bonnis, Tailoring for the Family, Englewood Cliffs, New Jersey: Prentice Hall.
Greer-Gibbs, Your Home and You, 1968, Allyn and Bacon.
Head, Hyzms, How to Dress For Success, 1967, New York: Random House.
Keys to Safety Habits in Homemaking, 1966, McGraw-Hill.
Logan-Moon, Facts About Merchandise, 1966, Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
Ludwig, Amber C., The Bissell Guide to HousekeLping For Young Homemakers, 1967, Bantam Book Company.

106

McCa11'~ Sewing Book, New York: Random House. McDermott, Nicholas, Opportunities in Clothing, ~968, Peoria, Illinois:
Charles A. Bennett Company. Pollard, L. Belle, Experiences With Clothing, 1965, Boston: Ginn and Company. Pollard, et. a1., Experiences in Homemaking, 1964, Boston: Ginn and Company. Potter-Corbman, Textiles: Fiber to Fabric, 1967, McGraw-Hill Book Company. Raines, Margaret, Managing Livingtime, 1966, Peoria, Illinois: Charles A.
Bennett. Rathbone, Fashion and Fabric, Houghton-Mifflin. Sew for Fun and Fashion, West Warren, Mass.: WID. E. Wright and Sons, Co. Sonne1and, Yvonne, Let's Alter Your Pattern, Burgess Publishing Company. Starr, Catharine M., Management for Better Living, 1968, Lexington, Mass.:
D. C. Heath and Company. Todd-Roberts, Clothes for Teens, 1969, Lexington, Mass.: D. C. Heath and
Company. Vanderhoff, Margi1, Clothes - Part of Your World, 1968, Boston, Mass.: Ginn
and Company. Wallace-McCullar, Building Your Home Life, 1966, Philadelphia: J. B. Lippincott
Company. Wi1he1ms-Heimer1-Je11ey, Consumer Economics, 1966, McGraw-Hill Book Company. Wilson-Eyster, Consumer Economic Problems, 1966, Southwestern Publishing Company.
107

AUDIO-VISUAL ADDRESSES

,7...

American Cyanamid, Fibers Division, 111 West 40th Street, New York, New York 10018.
American Home Economics Association, 1600 20th Street, N. W., Washington, D. C.
American Home Laundry Manufacturers Association, 20 West Waker Drive, Chicago, Illinois.
American Standards Association, 40 West 40th Street, New York, New York 10018.
American Thread Company, 90 Park Avenue, New York, New York 10016.
American Viscose Corporation, 1617 Pennsylvania Boulevard, Philadelphia, Penn.
American Wool Council, Wool Educational Center, Suite 520, 909 Seventeenth Street, Denver, Colorado 80202.
Armour Grocery Products Company, 179 Entin Road, Clifton, New Jersey.
Associated Credit Bureaus of America, Inc., 6707 S. W. Freeway, Houston, Texas 77036.
Association Films, 2227 Faulkner Road, N. E., Atlanta, Georgia 30324.
Avon Educational Services, Avon Products, Inc., 30 Rockefeller Plaza, New York, New York 10020.
Bishop Way Training Films, Inc., New York, New York.
Butterick Company, Inc., Educational Department, Box 1752, Altoona, Pennsylvania.
Ca1gon Corporation, Home Service Center, Box 1346, Pittsburgh, Pennsylvania 15230.
Calhoun Company, 121 Forrest Avenue, N. E., Atlanta, Georgia 30303.
Celanese Fibers Company, 522 Fifth Avenue, New York, New York 10036.
The Chemstrand Corporation, 350 Fifth Avenue, New York, New York 10001.
C1orox Bureau of Bleaching Information, 300 East 44th Street, New York, New York 10017.
Coats and Clarks, Inc., Educational Bureau, 430 Park Avenue, New York, New York 10022.
Cooperative Extension Service, University of Georgia, College of Agriculture, Athens, Georgia 30601.

108

Corduroy Council of America, 15 East 53rd Street, New_York, New York 10022_! Coronet Films, 65 E. South Water Street, Chicago~ Illinois 60601. Council on Consumer Information, Colorado State College, Greeley, Colorado. Dan River Mills, Inc., 111 West 40th Street, New York, New York 10018. Dow Chemical Company, Consumer Education, Abbott Road, Midland, Michigan. John Dritz and Sons, Inc., 350 Fifth Avenue, New York, New York, 10001. E. I. DuPont DeNemours and Company, Inc., Wilmington, Delaware 19898. Encyclopedia Britannica Films, 1150 Wilmette Avenue, Wilmette, Illinois. Five Magic Mirrors, P. O. Box 6953, Cleveland, Ohio. Forecast (Co-Ed), 908 Sylvan Avenue, Englewood Cliffs, New Jersey 07632. General Electric Company, Housewares Division, Appliance Park, Louisville,
Kentucky 40225. Georgia Film Library, Georgia Department of Education, State Office Building,
Atlanta, Georgia 30334. Georgia Power Company, Home Service Department, Peachtree Street, Atlanta,
Georgia. Good Housekeeping Bulletin Service, Eighth Avenue at 57th Street, New York,
New York 10019. Household Finance Corporation, Money Management Institute, Prudential Plaza,
Chicago, Illinois 60601. International Silk Association, 185 Madison Avenue, New York, New York 10016. Iowa State University Press, Ames, Iowa. Lever Brothers Company, Consumer Education Department, 390 Park Avenue,
New York, New York 10022. Man-Made Fibers Producers Association, Inc., Educational Director, 350 Fifth
Avenue, New York, New York. Maytag Company, Home Service Department, Newton, Iowa 50208. McCall's Patterns, Educational Department, 230 Park Avenue, New York, New York. McCall's Patterns, Department SS, Dayton, Ohio 45401.
109

McGraw-Hill Films, 330 W. 42nd Street, New York, New York 10036. Modern Talking Pictures Service, Inc., 714 Spring Street, N. W., Atlanta, Georgia. NASCO, Home Economics Supplies, Fort Atkinson, Wisconsin 54538. National Cotton Council, P. O. Box 12285, Memphis, Tennessee 38112. National Education Association, 1201 16th Street, N. W., Washington, D. C. Pendleton Woolen Mills, Home Economics Department, 218 S. W. Jefferson Street,
Portland, Oregon 97201. J. C. Penney Company, Inc., Educational and Consumer Relations, 1301 Avenue
of the Americas, New York, New York 10019. Proctor and Gamble Company, P. O. Box 599, Cincinnati, Ohio. Purex Corporation, LTD., 30 E. 40th Street, New York, New York. Random House Inc., New York, New York. Scholastic Magazine, Inc., Scholastic Book Service, New York, New York. Sears, Roebuck and Company, Consumer Information Division, 925 South Homan
Avenue, Chicago, Illinois 60607. W. A. Sheaffer Pen Company, Consumer Department, Fort Madison, Iowa 52627. Simplicity Pattern Company, 200 Madison Avenue, New York, New York 10016. Singer Company, Educational Department, 30 Rockefeller Plaza, New York,
New York 10020. Sperry and Hutchinson Company, Consumer Information Service, 4242 West 42nd
Place, Chicago, Illinois. Sterling Movies, Inc., 43 W. 61st Street, New York, New York 10023. 3M Company Education Services, Visual Products Division, Box 3344, St. Paul,
Minnesota 55101. Training Films, Inc., 150 W. 54th Street, New York, New York. United World Films, 1445 Park Avenue, New York, New York. University of Georgia, College of Agriculture, Athens, Georgia 30601. U. S. Department of Agriculture, Office of Information, Washington, D. C.
110

Vogue Pattern Service, Educational Department, The Butterick Company, Inc. '--, Box 1752, Altoona, Pennsylvania.
Westinghouse Electric Corporation, Department of Public Relations, 146 E. 4th Street, Mansfield, Ohio 44901.
Winthrop Laboratories, 90 Park Avenue, New York, New York 10016. Woolite, Roger Wolcott Order Department, Leonia, New Jersey.
111