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Many cooperative learning programs are merely exhibitions of the willingness to work with others. They apply teams of people to do work that could be accomplished just as well by individuals. Successful programs focus on collaborative learning that fosters working together to solve problems beyond the capacity of any individual. A cooperative learning project from a senior level course in human development required the class be randomly divided into eight teams (research and development, sales and marketing, advertising, internet sales, legal, human resources, board of directors, and consulting) and given the responsibility of working together, both as a corporate team and as corporation department teams, to create and run a mythical corporation. The students created the company's structure, designed the name, and discussed product development. Their job was also to come up with strategies and tactics to increase productivity, help with effective use of resources, and decrease costs. (The guide contains material that describes the corporation, its work, staff, and products. The accompanying workbook, in a question and answer format, presents some of the problems encountered and the solutions advanced either through student consensus or advice from the authors/teachers.) (JDM)

This document is a nine-unit curriculum guide for a high school (grades 10-12) course in clothing instruction. The units contain one or two lessons on the following topics: (1) psychological aspects of clothing (behavior, image, and dress; self-concept and self-image); (2) wardrobe selections (wardrobe consumerism, wardrobe evaluation and planning); (3) textiles technology (fibers and fabrics); (4) equipment (equipment use, equipment consumerism); (5) construction (project selection and fabric preparation; intermediate construction techniques); (6) career opportunities (textiles and apparel careers; entrepreneurship opportunities); (7) creative sewing (specialized techniques; original designs); (8) recycling and alterations (redesigning/recycling clothing and/or fabric; alterations and repairs); and (9) children's clothing (clothing needs and construction techniques). Each unit contains the following: objectives, concepts, competencies, learning activities, assessment and evaluation questions related to competencies, teacher background information, transparency masters, student activity guides, and teacher keys. (KC)

This document is a six-unit curriculum guide for a high school (grades 9-12) course in clothing instruction. The units contain one to three lessons on the following topics: (1) psychology of clothing and appearance (role of clothing and clothing choices, personal grooming); (2) design principles (line and design, color); (3) construction preparation (patterns, fabrics, and notions; sewing tools and equipment; and construction preliminaries); (4) construction projects (construction and projects, and evaluation of projects); (5) clothing care and maintenance (laundry; dry cleaning, pressing, repairs); and (6) clothing consumerism (effective consumer skills). Each unit contains the following: objectives, concepts, competencies, learning activities, assessment and evaluation questions related to competencies, teacher background information, transparency masters, student activity guides, and teacher keys. The document concludes with 17 pages of clothing and textiles laboratory management techniques and other suggestions by teachers. (KC)

This packet contains three 4-H projects for students beginning the sewing sequence of the textile sciences area. The projects cover basics of sewing using sewing machines, more difficult sewing machine techniques, and hand sewing. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

This instructor's guide provides an overview of 4-H student project modules in the textile sciences area. The guide includes short notes explaining how to use the project modules, a flowchart chart showing how the project areas are sequenced, a synopsis of the design and content of the modules, and some program planning tips. For each of the project modules the guide provides information on the skills and concepts taught and ideas for projects. Resources also are suggested. The textile science project modules cover the following topics: beginning areas (sew much fun, stitch by stitch, and sew much more); intermediate projects (knits, coordinates, accessories, sewing for other projects and people, time-saving sewing, and creating your own project); advanced (tailoring and formalwear); creative (design, closet connections, wardrobe planning, and clothes shopping); and textile arts (weaving, knitting, and crocheting). (KC)

This packet contains three 4-H textile arts projects for students in the textile sciences area. The projects cover weaving, knitting, and crocheting. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. Projects can be adapted for beginning, intermediate, or advanced levels of skills. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

This packet contains four 4-H creative projects for students in the textile sciences area, on the following topics: design, closet organization, clothes shopping, and wardrobe planning. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. Projects can be adapted for beginning, intermediate, or advanced levels of skills. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

This packet contains two advanced-level 4-H sewing projects for students in the textile sciences area. The projects cover the advanced sewing techniques of tailoring and making formalwear. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

This packet contains six intermediate-level 4-H sewing projects for students in the textile sciences area. The projects cover the following topics: intermediate sewing techniques including sewing with knits, making coordinates, making accessories, sewing for other projects and people, time-saving sewing techniques, and creating your own project. Each project provides an overview of what the student will learn, what materials are needed, and suggested projects for the area. A step-by-step plan for doing the project, with instruction sheets and line drawings is included. Also included are a project record, ideas for sharing the project with others, and suggestions for additional projects. (KC)

Developed to address the needs of the apparel industry, this fashion merchandising curriculum guide is designed to assist marketing educators in effective instructional delivery. Introductory materials include the following: a course blueprint that illustrates units of instruction, core competencies in each unit, and specific objectives for each competency; recommended sequence of the units and competencies, weight or relative importance of the objective within the course or unit, and recommended number of hours to be devoted to each; and a course outline. Each of the eight units provides these components for each competency: unit outline with overview of competencies, objectives, and indicators; content/teaching outline; activity outline; and handouts or visual aids. Units cover these topics: course orientation, overview of fashion, evolution and movement of fashion, human resource foundations--career development, selling, risk management, promotion, and fashion show production. The final unit on fashion show production provides information on a course capstone activity, including instructions on the organization, implementation, and evaluation of a fashion show. (YLB)

This learning activity packet is designed to help prepare students to acquire a competency: how to use design concepts in preparation for a career in the fashion industry. The unit consists of the competency, four objectives, suggested learning activities, transparency masters, and a pretest/posttest with answer keys. Activities include a presentation of material covered in the unit to the students in a group, color naming, and designing a woman's outfit. An outline and teaching suggestions are provided. (KC)

This program guide presents the standard fashion production and management curriculum for technical institutes in Georgia. It is designed to relate primarily to the development of those skills needed to become a qualified alterationist, clothing design assistant, home textiles assistant, fashion management assistant, or tailoring assistant. A general information section provides a program description and curriculum model, including standard curriculum, specializations, and course lists. Section 2 contains information on general core courses: English, basic mathematics, and interpersonal relations. Section 3 contains outlines of nine fundamental occupational courses: fashion principles, sewing fundamentals, pattern alterations and fitting, textiles, basic garment construction, altering, advanced garment construction, special fabrics, and knits. Section 4 contains outlines of 29 specific occupational courses: office accounting, microcomputers, tailoring, altering II and III, alterations internship, fashion business, fashion management internship, shirt/blouse design, skirt design, pants design, advanced pattern design, draping, clothing design internship, basic window treatments, specialty window treatments, home decoration, workroom techniques, installation techniques, home textiles internship, tailoring menswear, English tailoring, English tailoring menswear, English tailoring ladieswear, tailoring internship, principles of management, selling, visual merchandising, and entrepreneurship. For each course, component parts are: course overview (course description, competency areas, prerequisite, credit hours, contact hours), course outline (topics, competencies, class and lab hours), and resource list. An equipment list is appended. (YLB)

This curriculum guide contains materials for a course that provides occupationally specific training designed to develop knowledge and skills for employment in the textile and apparel industries. Contents include an introduction; the Texas Essential Knowledge and Skills (TEKS) covered; sample course outlines; instructional strategies organized topically by chapters, each containing a chapter focus, chapter vocabulary list, resource list, detailed instructions for the teacher to implement the curriculum, and suggested Family, Career, and Community Leaders of America activities; blended activities; creative ideas; lists of 28 resource organizations, 58 print resources, and 60 web sites; 108 teaching aids; and 6 program tools. Content topics include textile and apparel manufacturing systems, fibers, fabrics, laws, technology applications, career options, and managing multiple family, community, and career roles. The training specialization in production addresses apparel production from design concept to finished product, including the production of products. The management services specialization addresses the apparel production process, coordination of clothing and accessories, and marketing and promotional techniques. The services specialization content includes techniques for alterations, repair, customization, and commercial care of textile and apparel products to meet industry standards. (YLB)

Presents ways of making mathematics come alive for students including inviting historical mathematicians into the classroom. Suggests that costumes and drama add special appeal to looking at the history of mathematics. (KHR)

This student activity book and reference book, which are part of a family and consumer sciences education series focusing on a broad range of employment opportunities, are intended for use in 1- and 2-year textile and apparel production, management, and services programs for Texas high school students. The reference book provides information needed by employees in this occupational area. Each chapter includes the following components: (1) a list of the Texas Essential Knowledge and Skills that are discussed in the chapter; (2) a list of chapter vocabulary; (3) italicized, bold-faced vocabulary terms with definitions or explanations; (4) illustrations of equipment and procedures used in the industry today; (5) boxes posing "essential questions" about the materials presented; and (6) chapter highlights. Concluding the reference book are a 28-item reference list and an index. The student activity book provides a variety of pencil-and-paper activities designed to correlate with and reinforce the concepts presented in the reference book's 23 chapters. The following are among the topics covered in the program: the textile and apparel industries; career opportunities and employability success; selecting and coordinating apparel and accessories; design; merchandising; sewing equipment; garment design, construction, and alteration; laundry and dry cleaning; and safety and sanitation. (MN)

The purpose of the curriculum guide is to introduce the exploratory student to the fundamental skills and knowledge necessary for employment in the garment industry, from factory to design room. It was developed for a six or seven-week exploratory program for ninth or tenth grade students. The manual provides an introduction to the different areas that comprise fashion design. The units of the guide are: (1) introduction to textiles, (2) preparation of fabrics, (3) cutting and pressing, (4) the power sewing machine, (5) the single-needle lockstitch machine, (6) machine operation, (7) things to make, (8) measurements, (9) using a commercial pattern, (10) designing, and (11) sketching. Each lesson format includes a student objective, detailed information, and assignments. Pictures and diagrams illustrate the lessons. Included in the guide is a list of job opportunities in the garment industry with brief descriptions. (Author/NJ)

The third volume of a bicultural educational series designed and produced especially for use in Aberdeen area schools with predominantly western Sioux populations has educational import for children and teachers everywhere who have an interest in the art and culture of the western Sioux. A description of decorative art among the Lakota people and its connection with ceremonial life and everyday life is given. Through a visual and verbal approach to art appreciation, the volume emphasizes beauty, the senses, and texture in various art media. The section on quills describes the historical methods used by Lakota women to gather, prepare, dye, and sew quills and depicts many of the articles decorated with quills. It includes diagrams of the ways quills were worked. The sections on beads describe various early beads made from shell (dentalium), stone, bones of fish and animals, deer hoofs, seeds, and teeth, and the bright glass beads acquired later. Also included are many photographs of articles decorated with beadwork and diagrams of different kinds of beading techniques. (CM)

This booklet provides a brief introduction to Hungarian arts and crafts. A discussion of the historical development and characteristics of Hungarian folk art supplies the background for a section in which regional styles of Hungarian folk art are described (Transdanubia, the Highlands of northern Hungary, Transylvania, and the Great Hungarian Plain.) Section four presents descriptions and illustrations of Hungarian folk art, including structures, furniture, carving, pottery, metalwork, leatherwork, folk costumes, and embroidery. The availability of Hungarian folk art collections in the Pittsburgh (Pennsylvania) area is cited, and a selected bibliography is included. (JD)

Designing or making changes in things students use or wear is the challenge of this Unified Sciences and Mathematics for Elementary Schools (USMES) unit. The challenge is general enough to apply to many problem-solving situations in mathematics, science, social science, and language arts at any elementary school level (grades 1-8). The Teacher Resource Book for the unit is divided into five sections. Section I describes the USMES approach to student-initiated investigations of real problems, including a discussion of the nature of USMES "challenges." Section II provides an overview of possible student activities with comments on prerequisite skills, instructional strategies, suggestions when using the unit with primary grades, flow charts illustrating how investigations evolve from students' discussions of pertinent problems, and a hypothetical account of intermediate-level class activities. Section III provides documented events of actual class activities from grades 3, 4-5, 5, and 6. Section IV includes lists of "How To" cards and background papers, bibliography of non-USMES materials, and a glossary. Section V consists of charts identifying skills, concepts, processes, and areas of study learned as students become involved with the investigations. (JN)

This publication provides suggestions for school and professional level dance program production. The first chapter contains a brief history of twentieth century costumes and settings for dance. The second chapter discusses program planning, auditions, and rehearsals. Costume design and construction are covered in the third and fourth chapters. In the fifth chapter, aspects of musical accompaniment are considered, and lighting and color are the subjects of the sixth chapter. Chapter Seven provides guidelines for technical production, including design, organization, scheduling, set-up, rehearsal, the performance, and striking the set after the performance. The eighth chapter deals with publicity efforts. A list of suggested music selections for dance scores is included and ranges from medieval and renaissance pieces to works of modern and jazz composers. (FG)

Techniques are presented for sewing clothing for children or adults with handicaps. Considerations in sewing adapted clothing include the most appropriate type of pattern for a particular disability, fabric choices, and items needed for clothing construction. Eight sources of sewing supplies are listed, with descriptions of items available. Several publications of interest are noted. A method is offered for adapting a pants pattern or altering a pair of pants for a person in a wheelchair. Instructions are given for making vest-bibs and wrap-around skirts for wheelchair users. A reprint of an article from "Threads" magazine, "Keep on Stitching" (Sharon Gilbert), offers sewing project suggestions for persons who are physically challenged, focusing on sewing tools, pattern selection, fabric selection, fusibles, and fasteners. (JDD)

Urges social studies educators to explore textile art and interviews with textile artists as a tool for fostering understanding and empathy for Hmong Americans. Summarizes Hmong history and culture as they lived traditionally in Laos, as refugees in Thailand, and as immigrants in the United States suggesting examples of textile art. (CMK)

The clothing and textiles guide for a second level semester course for grades 10-12 identifies objectives and learning experiences with basic reference to developmental tasks, needs, interests, capacities, and prior learning experiences of students. It was developed for use with students who exhibited skill and a high degree of satisfaction from projects constructed in Clothing and Textiles 1. The concepts presented in the guide are: custom tailoring and fashion design, tailored clothing, fashion design, and modeling techniques. Under each concept, three columns list behavioral objectives, learning and evaluation experiences, and teaching resources. (AG)

The curriculum guide (developed by the South Carolina Office of Vocational Education, the School of Home Economics of Winthrop College, business leaders, and distributive educators) is designed for the teaching of a one-year distributive education specialty program for 12th grade students interested in pursuing a career in fashion merchandising. Topics covered are the nature of fashion producers of fashion apparel, retail distributors of fashion, buying and selling fashion merchandise, and promotion of fashion. Each topic lists corresponding behavioral objectives, suggested activities, and resources. The 40-page appendix includes a suggested topical outline for fashion merchandising, suggested resources (instructional books, books, periodicals and trade papers, consumer magazines, trade associations, and government agencies), and suggested equipment for display. (EA)

The course will appeal to those senior high school students interested in clothing pattern development and those interested in careers in fashion design. The course provides the opportunity for the fashion design student to work with half scale basic patterns used for making garments. The student learns by the flat pattern principles how to alter the basic pattern in order to achieve a new garment design. Experiences in designing a variety of necklines, sleeves, bodices, skirts, and waistlines will be provided. Although the development of the ability to make patterns is the primary purpose of the course, it will also give the student a better understanding of pattern alteration, garment fitting, and use of fabric grain. Offering suggested content ideas, learning opportunities and resources, the course description is organized according to behavioral outcomes. A bibliography and an appendix containing sample test materials complete the document. (MW)

The course described in this pamphlet will help the student construct his or her own garments and participate in the planning, preparation, production, and presentation of a show which will include modeling the garment and other variety-type acts. Designed for junior or senior year high school students, it is recommended that he or she successfully meet the objectives of the course "Novice Knowledge in Sewing" or the course "Sew-So-Easy." Included in the course are an outline of the behavioral outcomes with suggested content ideas, learning opportunities, resources, and a course content outline. Appended are a participation preference form and a sample program. (Author/BP)

As part of a continuing program designed to provide Nevada's school population with information that will facilitate greater awareness and understanding of both past and present Native Nevadan lifestyles and contributions, this generalized curriculum guide might constitute a social studies unit on early Indian culture for upper elementary and/or junior high schools. Subject titles are: (1) Shelter; (2) Clothing, Ornaments and Adornments; and (3) Warfare and Weapons. The narrative is supplemented by pictures (sketches of plants, food gathering tactics, and arrowhead types); a Nevada map (delineation of county boundaries and the historical territories of the Washoe, Northern and Southern Paiute, and Shoshonean Indian tribes); and word study lists (50 words). Emphasis is on the influence of climate and terrain on shelter type; close sleeping quarters; ceremony relative to the dead; and nomadic tendencies. Also discussed are the influence of plant and animal life on dress and ornamentation, the limitations of Native Nevadan warfare, and identification of weapon finds and types. Word lists include such terms as elements, excavations, cache, barter, limitations, renegades, obsidian, stalking, foreshaft, and sites. (JC)

The apparel design and production guide is the second of a series of five interrelated program resource guides encompassing the various dimensions of the fashion industry. Designed to provide youths and adults with intensive preparation for initial entry employment and also with career advancement opportunities within specific categories of jobs, the guide provides an overview of the apparel industry, occupational opportunities, and competencies required of workers. It contains outlines of areas of instruction which include: behavioral objectives, teaching content and suggestions for learning experiences, evaluation, teaching resources, and instructional supplies. Areas of instruction range from basic textile and fashion marketing to industrial sewing, designing, and garment construction. Career advancement skills include fabric utilization, quality control, pattern making, and advanced design. Suggested equipment and approximate costs are included as well as a bibliography and a list of representative trade associations. Other program considerations and services judged to be important to this job-preparatory program are also presented. (Author/MW)

The career exploration guide is the first of a series of five interrelated program resource guides encompassing the various dimensions of the fashion industry. The series is intended to provide an information source for establishing, expanding, or evaluating secondary and adult vocational instructional programs related to the broad field of fashion. It presents an introduction to the different segments of the fashion field and suggestions for a career exploration program. Following an overview of educational objectives, suggestions for achieving them, and supporting services to be considered, the guide provides five resource modules, each organized according to: (1) major concepts, (2) behavioral objectives coordinated with exploratory experiences, (3) suggestions for evaluation, (4) information about the occupational fields within the fashion industry and (5) teaching resources listing reference materials, audiovisual aids and instructional supplies. The first module provides an overview of fashion industry careers, while the remaining four modules deal with four facets within the industry: fashion merchandising; apparel design and production; textile design and production; and drycleaning and laundering. Each module also contains a profile of occupations within its scope and lists titles, places of employment, and job responsibilities. A bibliography and list of representative trade associations are appended. (Author/MW)

The purpose of the subject area guide is to present clothing and textiles in the perspective of family living and to relate clothing and textiles to a variety of life styles. Initial emphasis is placed on curriculum planning and the taxonomy of educational objectives. Skills in clothing construction are developed throughout the four homemaking sections with units on advanced clothing construction, textiles, and tailoring principles included in the final phases of the course. Homemaking 1 introduces the significance of clothing in the life of each individual, the role of design in clothing, and management and consumer aspects of clothing. Homemaking 2 covers individual and family clothing decisions related to wardrobe planning, clothing care, grooming, and clothing selection. Homemaking 3 outlines factors influencing family clothing decisions, management and consumer aspects of family clothing, and the role of clothing and textiles in the economy. Homemaking 4 emphasizes cultural aspects of clothing, as well as the interrelationship of various aspects, and the economics of textile production. In each of the four sections, a unit on career opportunities is included. A 20-page annotated reference list and resource guide concludes the document. (MW)

The career exploration program for grades 9 through 10, as part of a comprehensive K through 10 career development program, attempts to develop an awareness of and appreciation for work, extend knowledge of the variety of career opportunities, and provide experiences in career areas of individual interest. The document, a collection of materials consisting of student learning experience packets, sample instructional materials, and an extended resource list, is designed to introduce the students to careers in textile manufacturing and services. The introduction includes: a definition of the career area, course objectives, course strategy, and a suggested time table. Career exploration activities are organized into objectives, procedures, and resources and examine the occupations within the areas of manufacturing and other stages of textile services. Textile manufacturing occupations include: fashion design, pattern making and marking, cutting, sample making, sewing, pressing, inspecting, and receiving and shipping. Textile service occupations include: retail sales personnel, clothing maintenance specialists, and related jobs. Teaching strategies include class and group work, exploration trips, discussion, and interviews. The appendix contains suggestions and procedures for both field trips and exploration trips and forms for the exploration trips. (JB)

This book features 34 reproducible student activities exploring textile design through a combination of mathematics, art, and multicultural education. Using colorful squares and triangles, students explore geometry, numbers, area, fractions, logic, and discrete mathematics, while incorporating multicultural themes in the study. The teacher page for each student activity includes facts about a culture, a mathematics problem challenge, a description of the activity, possible solutions, and questions for class reflection and discussion. Seven cultures from around the world are represented, including: (1) Colonial America; (2) Amish; (3) Navajo; (4) African; (5) Hmong (Thailand); (6) Mayan (Guatemala); and (7) Maori (New Zealand). Contains a total of 40 references. (EH)