Fitting Fashions IMP NarrativeET793 Spring 2015Dr SmythBy Jean Pesce

1. Why did you choose this topic? How will it benefit your audience?My students are expected to design garments but will not be learning that through the traditional means of draping or molding the fabric directly onto dress forms, therefore I would like to explain and demonstrate the common techniques for creating 3-dimensional shape from 2-dimensional fabric. Specifically they should understand gathering, darts, pleats and/or seaming. I will demonstrate the technique for each on a head form beginning here with darts. I expect them to be able to: complete an assignment to design and demonstrate each technique; translate their design into a flat pattern; and finally produce finished products. These students will soon be using digital apparel pattern-making softwareto create simple patterns they design in accordance with industry standards, however they do not have the background knowledge necessary to translate the printed information into a visualization of the final outcome. This might best be compared to learning how to perform calculations with paper and pencil before using a calculator to do these tasks.Another aspect of providing an opportunity to engage in draping techniques is the usual connections made by artists in physically handling their medium. It is enjoyable and rewarding on its own but also instills a sensory knowledge of textiles that would be difficult to develop by any other means. This too becomes a valuable reference resource for professionals in their field. 2. What design steps did you follow and how did this benefit you? I approached this as the tool I plan it to become by considering what components are needed for each step of the learning process (Brown, 2006) and how to locate or create them. a. Student engagement was intended to be encouraged by providing references to contemporary clothing styles with the hook of figuring out how their shapes were formed in order to apply the information to personal use. (Moreno, n.d.)b. Activating previous knowledge was encouraged by touching on the history of clothing (images); fabric terminology; pattern design and fitting concepts; and a textile production process (video). c. The main goal of providing experiences for the comprehension of new knowledge was provided in three forms of representation (visual/graphic, aural, text) in close-captioned video in accordance with Universal Design for Learning principles. (Principle, n.d.) This provides for learners to contact information through different sensory channels something my very visually-oriented design students are always asking me to provide.d. The intended learning was to be connected and reinforced through the application of newly acquired knowledge within an assignment. To provide the most effective learning the objective is clearly stated with the three components of a) the action of draping a product with a dart; b) the conditions of when, where, and how this would take place; c) set criterion in the form of a rubric by which students may evaluate their efforts. (Brown, 2006) e. In order to build on the new concepts associated with shaping through darts, students are encouraged to analyze the geometry involved by experimenting with variations of paper folded darts in the hexagonal box exercise.f. Since these students have up-coming projects working with darts they will then have the opportunity to synthesize or use their new knowledge for self-directed use.g. Upon evaluating the results of the exercises provided here students will be able to consider future applications, as well. Hopefully this will also increase their awareness and appreciation of skillfully designed and constructed clothing.

3. What media did you select to use and why? What media did you exclude (or could have used) and why?As mentioned above, I wanted to provide as varied an experience with these concepts as possible. Therefore, I chose to use visual and aural dimensions with the video. This is often the most effective means of conveying skill acquisition since it involves several domains of learning. My students are quickly learning this although I encourage them to read instructions for their projects very carefully to build that skill and familiarity with the vocabulary and techniques used to describe these types of activities since they will often need to do so alone.The Emaze presentation application was a new tool I enjoyed seeing recently and sop thought I would try it. I feel my resulting product is acceptable but probably not much different than a new version of PowerPoint (PPT). I was disappointed to learn many of the interesting effects came only with the subscription plans. It took some time to figure out but was fairly intuitive after awhile. It was probably better for me to have less design options, anyway, since I tend to get side-tracked to easily with them. Also, a note to self for the future is to find out how many slides (or whatever is used) are allowed in the Basic plans since I think I maxed this presentation out at the limit of 10 so I had to be creative with the material that wouldnt fit and group it together. I did like offering my video in the middle of the presentation even though PPT does that also. I considered adding a background soundtrack to the video but felt that may have been somewhat distracting especially with the narration. This was an option for the Fitting Fashions presentation but I was not sure if that would add or distract from the viewing. It may be a future consideration to field test with my students. Although many people find music relaxing and an aide on focusing, I find my teenagers are mostly pulled off-track regardless of what kind of music it is but it may create a more comfortable experience worth achieving. 4. List the sources for your media. Remember, do not use any copyrighted material. (See end of presentations and below)5. Add any other comments, observations, reflections.I learned a lot more but mostly that there is so many inter-related variables in this field. Working with the photos and images I felt would enhance my product was interesting but very time-consuming. I could not find the close-up garment construction shots I wanted online and so spent an hour or so in the mall snapping pictures. Unfortunately, when looking over them (and even during my search) it was difficult to locate teenage styles with darts which my students would probably enjoy better than some of the more utilitarian pictures I was able to get. Apparently most of their clothes are designed to be less confined by structure or fabric since most are knits. In dealing with the pictures I learned some short-cuts in PhotoShop Elements (PSE) which will help in the future at least. For instance, in trying to add Alt text (for those who are reading the images) I found it almost impossible to do before the picture is part of an html file. Of course, I didnt realize this until; after I had opened in a doc and performed the edit on several that it wasnt working. In PSE its possible to do this in the File Info section under IPTC Extension before saving as jpg or png files so it stays attached to the image whenever its used - at least that is my impression. I also learned how to batch edit photos which was especially useful for resizing the file size for web use. This is set up when opening the files and allows the edits to be taken from one file and deposited into another without doing so individually. Im sure some people may be aware of this but I found it saved me a good deal of time. Media resources in Fitting FashionsSlide: Welcome: Original logoSlide: Shaping History: (left to right)2008-Neanderthal-Male.gif/Abroad in the Yard.com http://www.abroadintheyard.com/wp-content/uploads/2008-Neanderthal-Male-Female-reconstructions-by-Elisabeth-Dayn%C3%A8s.jpgegyptian-clothing.gif/ Pure Costumes.com (Egyptian clothing) http://www.purecostumes.com/blog/wp-content/uploads/2014/06/egyptian-clothing.jpgAncient-Asian-clothing.gif/Wikipedia The Hwarang:http://upload.wikimedia.org/wikipedia/commons/thumb/1/11/Dam_yeom_rip_bon_wang_hee_do%2C_from_Gugong_Bowuguan_China%2C_6th_century.jpg/200px-Dam_yeom_rip_bon_wang_hee_do%2C_from_Gugong_Bowuguan_China%2C_6th_century.jpgmedieval-clothes-edited.gifRenaissance-clothing.gif/Jacob, P. L., 1806-1884 Published 1874 Publisher New York, D. AppletonManners, customs, and dress during the Middle Ages, and during the Renaissance period,, https://archive.org/details/cu31924014084747; 1771-William-Williams.gif/18C American Women.com,http://1.bp.blogspot.com/-2PICj9Rc6Vk/TbwaBOWaizI/AAAAAAAAnW0/TRdBBf6jBng/s400/1771%2BWilliam%2BWilliams%2B%2528American%2Bcolonial%2Bera%2Bartist%252C%2B1727-1791%2529.%2BThe%2BWiley%2BFamily..jpgLilian_Braithwaite_&_Noel_Coward.jpg/crossref-it.info:,http://crossrefit.info/files/images/Lilian_Braithwaite_&_No%C3%ABl_Coward.jpgMiroslava_Duma_Shoot-001_4.jpg/The Confashionista.com:http://www.theconfashionist.com/2012/10/inspiration-miroslava-duma-on-coveteur.htmlAaron Common 1.jpg/ Unban field Notes.com/http://www.urbanfieldnotes.com/2013/11/philadelphia-street-style-aaron-walnut.htmlSlide: Shaping Apparel:Slide: Garment Shaping: DartsSlide: Dart ShapingSlide: Assignment: Dart ShapingSlide: Finished Draped Dart ProductsSlide: Further Dart Practice: Original Hexagon Box Template at: http://www.earthmothercrafts.com/images/HexagonBoxTemplate.jpReferences1. Brown, A., & Green, T. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice (p. 53). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. 2. Brown, A., & Green, T. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice (p. 56). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. 3. Moreno, R., & Mayer, R. (n.d.). Engaging Students In Active Learning: The Case For Personalized Multimedia Messages. Journal of Educational Psychology, 724-733. Retrieved March 28, 2015, from http://www.ydae.purdue.edu/LCT/HBCU/documents/Moreno_Engaging_Students_in_Active_Learning.pdf4. Principle I. Provide Multiple Means of Representation | National Center On Universal Design for Learning. (n.d.). Retrieved March 30, 2015, from http://www.udlcenter.org/aboutudl/udlguidelines/principle1