Textiles & Clothing. Home Economics for Oregon Schools.

95 Pages·2011·4.01 MB·English

OS 018 928
Textiles I
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Oregon Stet
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CWIPTORS
- Decision Baking; Educational Objectives;
_n
copomiCe.; _Learning_ Activities; Secondary
onv_910ktiles Instructiot
?duo
IDENTIFIERS
*Goal Based Planning; *Oregon
'ABSTRACT
This curriculum guide an textiles and clothing is one
3
of a_set urritulum guides.
fire -Oregon goal-based home economics
this guide are the following: one suggeeted district goal
Provided i
(students /vill be able to make textile and clothing decisions which
meet Jodi idual and family needs); four suggested program goals
atudentcmill'know how to acquire and care for-, apparel
(e.g.,
t
roducts in a manner which meets Orsonal needs); fifty -two
textile
els (e.g.: the student will be able to-identify the
course
advaata ea and disadvantages of various ways of acquiring clothing) ;
30tUsuggested learning experiences e(e.g., choose an item of
aver_
and
clothing you' really want, then assume that you have $10 to spend for
$20 to spend, $50 to spend for it; decide hcw you would acquire-
it
the item in each-case, and share decisions as a clans and explain
reasons for making then). Also included in this dctument are
suggestions for guide use,, a description of goai-based plandinvfor
home ecenomice, and a numbered list of resoures_ (books and,articles
for stqdints and teacheri, pamphlets, kits and-games, magazines,
files and filmstrips) keyed to the learning
tapes and alis
-,
experiences.
**************
********
*******
***
*****
*
*
Peproducttons supplied by EDRS are the best that can be made
free the original document.
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***
CLOTHING
Verne A. Duncan
State Superintendent of Public Instruc
Oregon Department of Education
Salem, Oregory973
U.S- Of FAIT/Assn OP ISEALTIC
1978
EDUCATION A WELFARE
"PERMISSION TO REPRODUCE THIS
WATESSIAS /IIITSTUTIS OP
MATERIAL HAS BEEN GRANTED BY
EDUCATION
EFI(0-
DOCUMENT HAS SEEN
Igo IxsicvLy AS RECIFTVED PROM
O
ORIGIN-
THE PERSON OR ORGANIZATION
Arrow IT POINTS OF VII* OR OPINIONS
RIPPE
STATED DO NOT NECISSAMLY
MIST OFFIcIAL NATIONAL INSTITUTE OF
(EMOTION FOSITIONDE POLICY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)."
STATEMENT OF ASSURANCE
-- Oregon Department of Education
-4
It
is the policy of the Oregon Oa
rtlnent of
that
Education
subjectid
to
no
person be
bcrirniretion on the basis gf race, national origin,
ion, sex:age, handicap, or marital sta
in any
program, service, or activity for which th Oregon
Department
of
rowans
The
Ed/motion
ie.
Is
Department-will comply with the requirements of
stew and federal law concerning nondiscrimination
and will strive by Its ections to enhance the dignity
.and worth of all persorst.
4 5 6 9 9 1 9 7 8 2 0 0,0
er
This publication is one of five
ED to co
4 :comprehensive home
SUGGEST_
economics program. It departs from the previqua. single' guide and is, designed to
,help teachers develop quality in 136th content and pnAgesses of learn
Home Economics Education primarily seeks to strengthen home and family life.
-Since publicatipn of the previous single guide, including home economics skills
and knowledge as preparation for an occupation has become another emphasis in
teacher responsibility. Thus, each of the five publications will include an emphasis
t
on telated careers in hOme
conofnics: Hopefully the Sit
-ESTED learning
develtirprograms
experiences and 'resources :yin provide loCal schools impetus
that will fulfill the needs and interests of all spidents.
I commend the many teachers and their loLl districts wijio helped develop these
,-----
materials.
e.
Verne A. Duncan
State Superintendent of
Public Instruction
Ron Olson, Caper tducation Coordinator, Coos County 1ED
ated funding
for statewide indervice =workshops for teachers. Some 200 teachers worked at six,
at sessions' during spring 1977. Leslie Kleppesend Julep Cluasch, both from
Linn High School, consolidated! ideas' from the workshops.
few
'hen ..a
tuned to revise materials.at a workshop in June at Oregon State'University:
dj
Washington High School
Kris Barry
.
1
Jessie riamint_
'chrit Coffee
Adams High SchO6 Po-
Cathy
Washington' High School (Portland)
Host-
Canby High School
Barb K
olds High School (Ittdale)
Chris kenyon
Re
Ken dy Junior High Scho 1 (Eugene)
Barbara Stalick
Helen Sullivan
Hillskpro Senior High School
' Pam Vetsch
George Elementuy School (Portland)
ClOs Wyatt
Kennedy High School (Mt. Angel),
Sharon.Wallace, Home E.ConomiCs Education, OregoriState University, served as
project director for the inse
ce workshops and for-Writing this guide. Wendy
Lofgren, a graduate assistan
at OSU,
1ped Sharon. Holly Sehrank, Head,
.
n othing,"Textiles and Related Arts,, Prego
State University, served as subject
matter -nsultaneto the inservice sessions and
viewed the guide.
ring the 1976-77 sch
year, the following were Members of the S
Commpe
Ciirriculum Steering
.
rrginia Davits
Salem Public Schools
RoRna Feller,'Secretary
Canby High School
-Ruth Hockersmith
Medford. Senior High School
Linda
South Albany High School'
enzie
Paulette P fumo
Springfield Junior High School
Gresham High Schoql
Krista Six
Elma Shuck
Madisgn High Schook,Portland)
Hillsboro Senior High School
Helen Sullivan, Chair
J
PaulinesGoodwai
'-Spec iiiist,4 Home Econdmics Educatic
'
RD
ACKNOWLE
k.
INTRODMION
1
GOAL-BASED PLANNING FOR HOME EGONOMI
ECONOMICS
5
ons which meet in
d family needs,
Suggested Program God
7
Sugest Pram Gptl
19
Goal
.
ASSESSMENT
RESOURCES
Print
Books & Article
Student&
71
.
-
hlets
74.-
Kits &-Gam
77
'4 Magazines
79
"80
Books & Articles for Teachers
ANcinprint
Tapes & Slides
83
`4!
Films
Filmstrips/
NTRCiDU
Home Economics &Ideation enables individuals to fup
on as contributing members of
It
supports and strengthens the quality_ of individual
fa-truly life: It responds to societal and
It
environmental concerns.
provides consumer, homemaking and career skills in the hoxne
economics field.
,
The home is recognized
primary -unit of our society, influencing the individual who in turn
influences society. A ch
ging society in turn influences the home. The contegf bf a h
economics program should4 relate to changing societ41. conditions, essential skills and practical
It should emphasize creative and problem-solving
expFriences.
, abilities.. It should help nourish
human feelings And serf-esteem. The concepts presented here will be as effective for today's families
as for tomorrciw's,proiviaed materials are interprpted-ip a continuouslyflexible
manner,
.
-
Though teachers and administrators may finct these publications useful for Other
purposes
deserve attention here. Briefly
hey should he)p
.
delineating content area's for home economics.
communicating potential outcomes of home economics
faculty, parents and other
to Stude.nts
community members.
Arming and admiAisteringIocal home economics
programs.
assessing 'and evaluating local home,econotnics
programs.
I
V.
The six SUGGESTED district goals
.shape a -SUGGESTED, horde economic program,
tildes wiltiresent each of the first
Se.parate, curriculum~gTh
I
five goals Separately. The Ia§t. goal
qualifying for careers in 'wine eernomiC3-rwill be
woven through each opie five guides.
SUGGESTED DISTRICT GOAliS
Students
will be able to make rational decisions in 'managing personal and family
resources.
tIndividual & Family Resource Management)
will Understand the
deit`s
pact upon 'society
nd the environment cwhen applyi4g the
principles of nutrition in the selectiori and preparation of foods. (Nutrition & Foods)
v,
'
Students will be able _to make textile and -clothingdecisions which pfget indivrd. uaf arid
family needs.
(Twiles & (7dThing)
nts will understan
,the enviathmental impact of h
upon society and cul.tufe when
mg and,rnanaging a I
'
vable habitat: ( Living Environments)
..
Itidents will be ale to
incorporate the concepts of human development and family living into
relationships witia adults,
peers and children within the family anthsoci tay, Human Developmt
t &
i( f, Family)
AN*
Ftudqnts
to- qualify
able
will
pStion of homemaking sand
e
other home
113\
,
-relate
economics
4
careens.
This guide. then, untoldsISUGGESTED program goals (four of them) and SUGGESTED
course
goals 02. ofaticfn) fear realizing the third SUGGESTED district
goal above. Oil the next-t4vo pages is
O
N
an
tline of these VMS. The SUGGESTED leamii4g:epenences_tover 300 of them) thus
merely,
mc&-be ways to legalize 52 course goals, fOur prOgrffiregoals
and on
district goal. The outline likely
will requfe continual alteration. Local concerns, changing
soc
and environmental issues, and
new discbveries may, influence 114ormation and technology-
ew
are, the wile ISUGGY
as program goal% Din page 57
wary -Sec
o
ur
Part it. SuggeNrIon
tregon Department nt Fduiaf ion, 1977).
a
TE
C
=
4
nts will be able to make textile anct clothing decisions
east individual and family needs.
le
will be able to determine the significante a clothing and physical
it
s to
ap
and larger segments of society,
self,
7
.
,
oune Gush
Th
The
will be able to
)
.
soc
identify "ways in
influences personal clothing aanndd,appearance choices:
which_
..
cite forms of clothing which five imerged aka direct result of environmental conditions, resotirc.e availability and
'
aesthetic preTerences of people in different cu ures.
10
explain the relations among dress forms and status, group identity, self.exiireasion, sexual -attrac
eness and
,
:
-modesty.
A
identify forms and.Thettioids of physical adornment other than clothing ite
used today.
Inc "fashion" and related' terns such as "lad" and -Style."
d
1de tify current examples qf fads and fashions.
identify ways inwhich dress communicates sell- concept, attitude, roleand status.
explain how clothing is a tangible and vial le image of the values and ideals-of an era.
assess the extent to which the meaning ar
evaluation of beauty and
ersonal appearance- are afectbd by
cultu.ral background of the viewer.
telUe the concept of stereotype to perSonal life.
0
Program Goal
The student will know how to acquire and care for apparel an4 textile produ is,in a mariner which meets
personal needs.
Course Goals
The student will be able to-
define general terms related to fibers and fabrics.
211
outline the b
rocesses by which fabrics are made.
.22
describe the. ways- in which -the properties associated with var
us fibers, fabric strlictures, color and Design
applications, and.finishes affect the final fabric.
-25'
entify factors which affect the initial and maintenance costs &Nadal's types of fabric's,
)
26
select fabrics which would be personally satisfying and ,suita
specific clothing and textile prods cis.
identify ways in which clothing needs can be rret ifor the general population and for peoplo v ith special
problems.
27
assess general factors which affect quality and quantity of cl thing items,-ono can, does andmay win
28
purchase..
identify the advantages and disadvantages of various
ways of acquiring clo
29
identify factors to Consider b'ifore acquiring clothing which is to be used
r specific Ng coses such as school,
/
work, recreation, formaroccakibni.
30
use the principles of wardrobe planning whi..0.11 developing or evaluating an estimated clothing b
31
i
.
1 32
identify varying effects the elements and principles of design can produce when used in clothing
cite aesthetic factors which may influence the-choice of ckghing.
33
apply elements and principles of design to the selection of clothing and accessoay
satisfy persona
items)
needs and wants.
34
explain the nature of the clothing industry as it affects the quality and type of apparel available in the market.
35
explain the importance of legislation which has been passed to protect and assist consumers in. making wise
clothing decisions.
36
37
identify sources of consumer information available to the \e.10Iking pur
a
Ai
_
38
assess the workm5nship, fit and suitability of apparel and t"tile item,
requisition-
-
°duets which have proven unotisfac o
39
the clothing co-unmet and the clothing industry.
40
hoe of personal and family clothing items.
411r%
uggest creative, ways vvbm ; out :Of-style or poorly fitted fabric or apparel items can be made usable.
42
suggest ways in
fabric scraps can sometimes be made into` -useful items.
43
identify sources o? recyclable Tahric and apparel items which may be present in the hornejamily
or community.
44
select, use and Cue for equipment used in the construction process.
45
r
Select patterns, fabrics and notions.'appropriale foi a given construction pro
'brio, patterns and pattern pieces for use in constructing apparel
or textile produc
47
cafitruction pckiniquoloAlscprepluation of aseurnProduct,
ristrite it& various methods which can be used to mend or repair textile and apparel products.
49
interpret the information used On textile and apparel product care labels.=
50
uselaundtyproditcts, equipment and procedures appropriate for various types cif textile and a
el items.
51
devise a plan fot clothing and textile
52
deOcribe ways to minimize the damage utiCh can occur to clothing-and textile products during
storage.
53
suggest ways in which existing storage space for clothing, textiles -And accessories can be made mote useful.
54
4_
tate clothing andccessories for travel.
pack_appr
55.
Goal
The student will be able to distinguish betweenNariotis forms of handcraft products and the protesses by
which they are made.
57
Theitudent will be able to
Course Coale-
identify uses of handcraft skills.
59
suggest ways in, which handcrafts can produce personal satisfaction and heighten cultural awareness
60
identify tools and materials used in cleating handcraft productS-
61
demonstrate,one or more of the basic techniques used in -handclafts
g., embroidery, knitting, crocheting,
, needlepoint, weaving, hooking
quilting,. applique
arid knotting).
62
The student will be able to evaluate career and training opportu
Program. Coal
iestvailable in 11-ie clothing and textde
field.
63
Course Goals
The studekt will be able tO
-relate social and-economic trends to employment opportunities in the area' of clothfrig and textiles_
65
cite typical requirementsTor entry into and success in occupations related to clothing and textiles.
86
determine personal interests in and talent.; for clothing and textile occupations.
67
assess theneed' for homemaking skills associated with clothing and textile industries.
68