Family and Consumer Sciences HOUSING, TEXTILE, & APPPAREL RESOURCES/DESIGN Course Syllabus Winner High School
COURSE DESCRIPTION Students will integrate knowledge, skills and practices required for making wise decisions in family housing, textiles, apparel, and design. This project-based course is designed to address elements of design, principles of design, color, fibers, fabrics, history, housing construction/floor plans, furniture construction/arrangement, and careers. This is an elective semester course for students in grades 9-12. It is recommended for all students to help them explore the importance of wise decisions regarding housing, textiles, apparel, and design throughout their life span. There are no prerequisites for this course. INSTRUCTIONAL PHILOSOPHY AND INSTRUCTIONAL DELIVERY PLAN Students will be expected to meet all course goals listed below and be able to demonstrate their understanding of the basic concepts of each topic area. Instruction will engage students in hands-on, real world learning activities where the students will use the knowledge and skills gained. Students will have the opportunity to work individually and as a member of a team to complete projects. Students will research and have peer and community interaction to solve problems and complete projects. Projects will require students to draw on their academic skills in language arts, math, and social studies. FCCLA projects will be integrated into this course to enhance and promote the mastery level of competency for technical and academic standards. The class will carry out at least one community volunteer project during the semester. Student assessment will be based upon class participation and preparedness, group work and/or individual completion of projects, journals, portfolios, written and oral presentations, tests on concept knowledge, and demonstration of transferable (work related) skills. Students will complete all course requirements at a minimum of 65% level of specified quality to pass the course. Students will learn how to evaluate personal and peer progress and make adjustments as needed throughout the course. The community will be used as an extended learning lab utilizing speakers, panels, field trips, student contacts, and technology. COURSE GOALS By completing this course, students will achieve the following National Family and Consumer Sciences content standards at specified level for this course. FACS CONTENT STANDARDS 11.0 Integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings. 11.1 Analyze career paths within the housing, interiors, and furnishings industry. 11.1.1 Determine the roles and functions of LINKS TO ACADEMIC CONTENT STANDARDS Communication/Language Arts, 9-12 Goal 1. Reading: Indicator 4. Students will access, synthesize, and evaluate information from a variety of sources. Indicator 4. Benchmark a – access and use multiple information sources for a variety of
individuals engaged in housing, interiors, and furnishings careers. 11.1.2 Explore opportunities for employment and entrepreneurial endeavors. 11.1.3 Examine education and training requirements and opportunities for career paths in housing, interiors, and furnishings. 11.2 Evaluate housing decisions in relation to available resources and options. 11.2.1 Determine the principles and elements of design. 11.2.2 Determine the psychological impact that the principles and elements of design have on the individual. 11.2.3 Determine the effects that the principles and elements of design have on aesthetics and function. 11.3 Evaluate the use of housing and interior furnishing and products in meeting specific design needs. 11.3.1 Research product information, including but not limited to floor coverings, wall coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and bath fixtures, and equipment, accessories, and building materials. 11.3.2 Select manufacturers, products, and materials, considering care, maintenance, safety, and environmental issues. 11.3.3 Review measuring, estimating, ordering, purchasing, and pricing. 11.3.4 Appraise various interior furnishings, appliances, and equipment which provide costs and quality choices for clients. 11.4 Demonstrate computer-aided drafting design, blueprint reading, and space planning skills required for the housing, interiors, and furnishings industry. 11.4.1 Read information provided on blueprints. 11.4.2 Examine floor plans for efficiency and safety in areas including but not limited to zones, traffic patterns, storage, electrical, and mechanical systems. 11.4.3 Draw an interior space to scale, using correct architecture symbols and drafting skills. 11.4.4 Arrange furniture placement with reference to principles of design, traffic flow,
purposes, e.g. Internet, CD-ROM, print materials, video materials, library. Indicator 4. Benchmark c – compile and synthesize information to make reasonable and informed decisions. Goal 2. Writing: Indicator 1. Students will use appropriate mechanics, usage, and conventions of language. Indicator 1. Benchmark a – apply complex conventions of language in written work. Indicator 1. Benchmark b – use varied, extensive vocabulary and accurate spelling in written work. Indicator 1. Benchmark c – revise and edit written work using essential and refined conventions of standard English. Indicator 2. Students will use appropriate style, organization, and form in technical, transactional, creative, and personal writing. Indicator 2. Benchmark a – analyze and use appropriate organization based on the established purpose and intended audience. Indicator 2. Benchmark b – evaluate and use appropriate writing style bases on the established purpose and intended audience. Indicator 2. Benchmark c – analyze and use the writing format required for a specific type of publication. Indicator 4. Students will write to clarify and enhance understanding of information. Indicator 4. Benchmark a – write to clarify and thinking and what is known about various topics. Indicator 4. Benchmark b – write to analyze, synthesize, interpret, and use new information. Indicator 4. Benchmark c – use multiple examples from print and electronic sources to support personal interpretations. Goal 3. Listening and Viewing: Indicator 1. Students will use various listening and viewing strategies in social, academic, and occupational situations. Indicator 1. Benchmark a – analyze various cognitive and physical barriers to effective listening and viewing, e.g., prejudice, prior knowledge/experience.
activity, and existing architectural features. 11.4.6 Create floor plans, using computer design software. 11.6 Evaluate client’s needs, goals, and resources in creating design plans for housing, interiors, and furnishings. 11.6.1 Assess human needs, safety, space, and technology as they relate to housing and interior design goals. 11.6.2 Assess community, family, and financial resources needed to achieve clients’ housing and interior goals. 11.6.3 Assess a variety of available resources for housing and interior design. 11.6.4 Critique design plans that address client’s needs, goals, and resources. 11.7 Demonstrate design ideas through visual presentation. 11.7.1 Select appropriate studio tools. 11.7.4 Utilize a variety of presentation media such as photography, video, computer, and software for client presentations. 16.0 Integrate knowledge, skills, and practices required for careers in textiles and apparel. 16.1 Analyze career paths within the textiles and apparel design industry. 16.1.1 Determine the roles and functions of individuals engaged in textiles and apparel careers. 16.1.2 Explore opportunities for employment and entrepreneurial endeavors. 16.1.3 Examine education and training requirements and opportunities for career paths in textiles and apparel services. 16.2 Evaluate fiber and textiles materials. 16.2.1 Select appropriate terminology for identifying, comparing, and analyzing the most common generic textile fibers. 16.2.2 Determine performance characteristics of fiber and textiles. 16.2.4 Assess effects of textiles characteristics on design, construction, care, use and maintenance of products. 16.2.5 Select appropriate procedures for care of textiles. 16.3 Demonstrate apparel and textiles design Skills. 16.3.1 Examine the ways in which fabric,
Indicator 1. Benchmark b – apply effective listening techniques for creative problemsolving and collaborative decision-making. Indicator 1. Benchmark c – analyze the impact of non-verbal cues used in interpersonal communication. Indicator 3. Students will use various strategies to retain/retrieve critical oral and visual information. Indicator 3. Benchmark a – analyze and evaluate oral/visual information for relevancy and usefulness. Indicator 3. Benchmark b – use specific questioning techniques to clarify and comprehend oral/visual information. Indicator 3. Benchmark c – use organizing and categorizing strategies to recall oral/visual information. Goal 4. Speaking: Indicator 1. Students will use the appropriate structure and sequence to best express ideas and convey information. Indicator 1. Benchmark a – analyze the purpose/intent of oral presentations to determine appropriate organization/sequence. Indicator 1. Benchmark b – deliver oral information in a logical, organized, and coherent manner. Indicator 1. Benchmark c – use listener response to evaluate the effectiveness of personal communication, e.g., participation, evaluation, feedback. Indicator 2. Students will use the appropriate language and style for a variety of social, occupational, formal, and informal situations. Indicator 2. Benchmark a – analyze the characteristics of the target audience to determine appropriate style and language. Indicator 2. Benchmark b – analyze the intent/purpose of oral presentations to determine appropriate style and language. Indicator 2. Benchmark c – apply the appropriate conventions/mechanics of language in personal communication. Indicator 3. Students will use various presentation strategies to enhance oral communication, e.g., nonverbal techniques, visual
texture, and pattern can affect visual appearance. 16.3.2 Apply basic and complex color schemes and color theory to develop and enhance visual effects. 16.3.3 Utilize elements and principles of design in designing, construction and/or altering textiles products. 16.3.7 Demonstrate ability to use technology for fashion design. 16.4 Demonstrate skills needed to produce, alter, or repair textiles products and apparel. 16.4.1 Use a variety of equipment, tools, and supplies for apparel and textiles construction, alteration and repair. 16.4.2 Examine production processes for creating fibers, yarn, woven and knit fabrics, and non-woven textiles. 16.4.4 Explore current technology and trends that facilitate design and production of textiles products and apparel. 16.4.5 Demonstrate basic skills for producing and altering textiles products and apparel.
aids, physical settings/environments. Indicator 3. Benchmark a – select various non-verbal techniques to engage and communicate with an audience. Indicator 3. Benchmark b – create an effective listening environment to engage audiences in a variety of situations, e.g., seating arrangement, podium position. Indicator 3. Benchmark c – use various auxiliary resources to facilitate oral presentations, e.g., visual aids, special effects. Indicator 3. Benchmark d – analyze the effect of using supportive resources to facilitate oral communications, e.g., visual aids, special effects. Mathematics, 6-8 Goal 3. Measurement Indicator 1. Use of various units of measurement within a system of measurement. Indicator 1. Benchmark a – determine the referents used in relating different scales. Indicator 1. Benchmark b – justify the appropriateness of a scale selected for measurement situations. Indicator 1. Benchmark c – create scales with referents that fit unique measurement situations. Indicator 2. Apply measurement concepts practical applications. Indicator 2. Benchmark a – determine the measurement tools necessary to achieve indicated degree of accuracy or precision. Indicator 2. Benchmark b – develop mathematical techniques to provide indirect measurements in problematic measurement situations. Indicator 2. Benchmark c – determine and use the most appropriate units for measurement situations. Goal 4. Number Sense: Indicator 2. Apply number operations with real numbers and other number systems. Indicator 2. Benchmark b – use numbers in a variety of equivalent forms to solve problems. Goal 5. Patterns, Relationships & Functions: Indicator 2. Apply relations and functions to complex problem-solving situations.
Benchmark a – analyze and compare linear, exponential, logarithmic and/or trigonometric models of phenomena. Benchmark c – demonstrate the concept of limit using various geometric, numeric, and algebraic models.
By completing this course, students will demonstrate the following transferable work skills: TRANSFERABLE WORK SKILLS FOUNDATION SKILLS: WORKPLACE COMPETENCIES: BASIC SKILLS: Reading, writing, mathematics, MANAGING RESOURCES: Time, money, listening, speaking human resources THINKING SKILLS: Creative thinking, decision USING INFORMATION: Acquire and evaluate making, problem solving, reasoning information, organize and maintain information, PERSONAL QUALITIES: Individual interpret and communicate information, use responsibility, self-esteem, sociability, selfcomputers to process information management, integrity/honesty INTERPERSONAL SKILLS: Teamwork, teaching, leadership TECHNOLOGY: Selection, application
MAJOR COURSE PROJECTS: Students will demonstrate their skills by completing the following projects: Complete a housing, textiles, and apparel resource/design portfolio to present at completion of course. Investigate housing, textiles, and apparel resource/design careers and prepare a written and oral presentation. Research the fashion cycle of a specific apparel style or time period in the past and write a report of the findings. Create a personal design for a particular group. Develop illustrations of the design and select materials and equipment needed for the project. Research information on a famous designer and develop a written and oral report. Plan personal color/body type analysis and plan wardrobe to fit personal needs. Create and evaluate a furniture arrangement for a specific room. Use computer technology to design living space for a specific situation. Create a housing design plan for a specific client using a visual presentation. Design a starter home and modify it as the family changes over the life span. Evaluate the floor plan of a home in the community. Plan, carry out, and evaluate a housing, textiles, or apparel resource/design, redecorating, or renovation project. Plan, carry out, and evaluate a community service project.
ASSESSMENT PLAN Students will be assessed as follows: ASSESSMENT STRATEGY DESCRIPTION Daily Participation Attendance, class behavior, participation in class/lab work, and general attitude Projects Quality of written and/or oral presentations, projects & portfolio Quality of self & group evaluations, reaction papers, observations, and other daily assignments Quality of concept knowledge through quizzes, end of unit tests, end of project tests, and final course assessment PERCENT 25%
25%
Daily Work
25%
Test/Quizzes/Final Assessment
25%
Grades for this course will be based on the following performance levels. Independent Learner – Grade of an A – Did research, designed and planned; needed little help from teacher; applied academic skills; evaluated work and made adjustments; produced quality projects; sought out and found research; learned from other students and contributed to learning of other students; demonstrated knowledge with a grade of 92% or higher; produced quality portfolio. Semi-independent Learner – Grade of a B - Did research; designed and planned; needed some help from teacher and other students to develop a plan or design; did quality work with few flaws; needed feedback from teacher and other students to realize work did not meet standards; redid work to meet standards; made limited contribution of ideas to the work team and was slow to seek out and learn from other students; demonstrated knowledge of 83-91%; produced a better than average portfolio. Semi-dependent Learner – Grade of a C – Needed help to research, design and plan; relied on teacher and other students; must be given procedures for performing tasks; required help from teacher and other students to produce a quality product; needed help to evaluate product; final product still not up to standards; demonstrated knowledge with a grade of 74-82%; produced an average portfolio. Dependent Learner – Grade of a D – Needed help to research, design and plan or had to be given a plan; relied a great deal on the teacher and other students; must be given procedures for performing tasks and have procedures explained; required significant help from teacher and other students to produce a product; needed help to evaluate product; final product still not up to standards; demonstrated knowledge
with a grade of 65-73%; produced a below average portfolio. Failure – Grade of an F – Did not complete projects; if projects were completed, they were of such low quality that they did not pass; failed to document procedures followed; did not show criteria for determining quality; demonstrated knowledge with a grade below 65%; produced a poor portfolio or none at all.
The grading scale for the course is as follows: 98-100 A+ 89-91 B+ 95-97 A 86-88 B 92-94 A83-85 B-
80-82 77-79 74-76
C+ C C-
71-73 68-70 65-67
D+ D D-