The Newest Fad

Activity:  Create a Semantic Map (slide/s. 2-6)

Time: 10 minutes

Materials: 

• Appendix A

• Appendix F 

• Appendix B

Procedure:

• Open the Lesson 1 Slide Deck (Appendix A)

  • You will go over the agenda and learning objectives before going into the warm up

• You will ask students to shout out words that come to mind when thinking of the word ‘fashion’

  • As students say words, you will create a semantic map with ‘fashion’ in the center circle (see car example below)

On s. 6, pass out the Lesson 1 Handout (Appendix B) to students. Tell students that we will be using some of these vocabulary words in the next activity. 

Activity: Mood Board (s.7-12)

Time: 15 minutes

Materials:

• Appendix D

Procedure:

• You will ask students for their responses to the questions on s. 8

• You will go over the definition of a mood board (s. 9)

• You will ask students to open their emails and locate the slide deck shared with them/access the previously shared link

  • You will read the mood board instructions on s. 10 & 11

  • Instructions: 

    • Pick a slide and write your name

    • Your goal is to create a mood board of your dream wardrobe (money is no object, pick whatever you like)

    • Use pictures from Google or Pinterest and insert them into your slide

    • Include at least 7 images and one full outfit

    • You will have 10 minutes to create your mood board

• After giving them instructions, you will read the CCQs on s. 12

  • CCQ’s: 

    • Where will you find the pictures for your mood boards?

      • Google/ pinterest

    • What do you need to include on your slide?

      • 7 images and at least one full outfit

    • How long will you have?

      • 10 minutes 

• You will pull up Appendix D Mood Board slide deck and show the example (slide 2) before they get started.

• Students will have 10 minutes to create their mood board.

  • You will put a digital timer up or give them warnings at the 3 and 1 minute mark.

Activity: Finding Your Style: 3-Word Method (s.13-16) (& Partner Discussion)

Time: 40 minutes

Materials:

• Appendix E

• Appendix B
  
  

Procedure:

• You will pull up the YouTube video (Appendix E) for students to watch as a whole class

• Direct students to look at the top 3 boxes on their handout (Appendix B)

• You will give the instructions on slide 14:

  • The video will be paused after the explanation of each of the three words: Realistic (1:10), Aspirational (4:07),  Emotional (6:48), pause it again at 8:50 where she puts all elements together. 

  • You will give the following CCQ’s (s. 15):

  • What part of the worksheet are you filling out?

    • 3 words section

  • How many words are you coming up with to describe your mood board?

    • 3 adjectives

  • What do you write when the video is paused?

    • Each time the video is paused, write one adjective and why it describes your style

• Go to slide. 16. after the video is finished and tell students:

  • to turn and talk with a partner

  • tell your partner the three words you chose &

  • why each word describes your style

Activity: Fashion Timeline & Trends (s. 17-24) 

Time: 20 minutes

Materials:

• Appendix A
  
  

Procedure:

• You will discuss the timeline (s. 18). Explain that fashion used to be slow and trends wouldn’t change often. However, as time went on, trends began to change more rapidly and more drastically. 

  • You will ask Ss to discuss with a partner what changes they notice throughout time, then ask for volunteers to share their ideas (4 mins)

• You will explain that social media (s. 19) has impacted fashion and is one of the main reasons behind fast fashion. Social media started impacting fashion in 2009, increasing engagement and awareness. Social media is a way of advertising and creating customer relationships in the fashion industry.

• You will introduce some of the many trends over the past few years (s. 20). 

  • Ask students if they recognize any of the trends 

    • chunky flip flops, silly bands, mustaches on everything, neon skinny jeans, gauchos…

• (s. 21) Discuss why students think fashion has changed so much over the course of 10 years, when trends used to take 10 years to change even a little bit. 

  • You will ask students: Do you think this is because of social media?

    • If not, what do you think has influenced fast fashion?

• (s. 22) You will ask students: What do you think the difference is between big name brands and shopping local? And do you think social media helps both the big and small companies?

• You will introduce these terms (s. 23):

  • Sustainability: When clothing is made in a way that reduces the negative environmental and social impact of the fashion industry.

  • Affordability: The idea of making clothing cheaper to consumers by reducing the price of clothing or by providing other options.

  • Accessibility: Clothing that is easily found or used. Like having clothing stores everywhere and close by. 

• You will discuss the differences (s. 24) between fast and slow fashion. 

  • Fast fashion is less sustainable, more affordable, and more accessible.

  • Slow fashion is more sustainable, less affordable, and less accessible.

***Option: the trends mentioned in this portion of the lesson exist within a US context and will vary across regions, trend examples can be adjusted to best fit the context***

Activity: Exit Ticket (s. 25-26)

Time: 5 minutes

Materials: 

• Appendix A

• Appendix C

Procedure:

• You will distribute note cards or scrap paper to each student

• You will give the instructions (s. 25)

  • You will each receive a notecard and this will be your exit ticket for class today

  • On your notecard Ss will write:

    • Your name

    • Three recent trends that you feel have been influenced by social media

    • What do you think the difference between slow and fast fashion is? 

  • Please hand these in on your way out of class today

• You will go over the example (s. 26) 

  • Trend 1: Skinny jeans to wide-leg jeans

  • Trend 2: Vintage

  • Trend 3: Claw clips

    • You will ask students to write three sentences about the question: What is the difference between slow and fast fashion?

  • You will ask the students to turn in their exit ticket on the way out of class. 

• Lastly, you will introduce the homework assignment (Appendix C). Explain that they will go home, choose three items of clothing from their closet, and fill out the worksheet.

  • This worksheet can be printed or given electronically for students to complete. 

• You will ask if anyone has questions.

***Option: the trends mentioned in this portion of the lesson exist within a US context and will vary across regions, trend examples can be adjusted to best fit the context***