Fashion Show Production (Part IV: Fashion Show)

Author: Laurel Brock

First Authored: February 19, 2012

Last Revised: June 13, 2018

Introduction

This is the fourth lesson in the Fashion Show Production series. Students will recognize their role in the upcoming production and how their tasks affect other team members. Students will use higher order thinking skills to plan, implement, and evaluate a fashion show that meets the needs of the course, students, location, and time constraints. At the end of the lesson, students will have demonstrated and been evaluated on their ability to work together as a team to apply fashion show production concepts.

Related Instructional Objectives

Activities in this Lesson

Student Fashion Show Video

Hooks / Set

 

This is a video of a STHS fashion show produced by the fashion merchandising students in order to fulfill their final exam requirements for fashion merchandising.

Resources and Materials

Concept Map

Independent Practice

 

Students will be given their position assignments and theme for the show. The handout was created by the instructor at the end of Part III.

Each student will individually create a concept map of their intended responsiblities. All students will be placed in either a leadership role or a committee role.

Ask students to take out a piece of paper and write and circle their job responsibilty in the center of it.

Give students 5 minutes to write down any details about the positions they can think of by stemming off of the job position in the center. Explain to the students that they will be creating branches of ideas. Remind students to show relationships between ideas as done in the past assignment.

Present the attached concept map example from the previous lesson on the board to demonstrate the design and develop ideas.

Students will keep their maps. Encourage the students to continue adding to the map as new ideas arise.

 

Resources and Materials

Reflection

Check Understanding

 

After the concept map has been created, ask the students to take five minutes to individually write down, on a separate piece of paper, a reflection that answers the following questions:

Students should turn in their reflections to the instructor.

 

Making Groups

Guided Practice

 

Based on the show positions assigned, students will team together to start the planning process.

Designate three sections in the classroom.

Assist the students into the following groups with their leaders and committee members:

Group 1: show coordinator, music manager, commentator

Group 2: promotions manager, entertainment manager

Group 3: backstage manager, inventory manager, model coordinator

Task Responsibilities

Group Work

 

Coordinate small group discussions based on the following:

Ask each group to create a list of responsiblities by department recognizing time constraints and priority level (one list per leader and their committee members)

Students should turn in the list of responsibilities to the instructor.

Review List of Responsibilities

Check Understanding

 

Review the department responsbilities and evaluate whether students are ready to implement the planning process of their production.

Examples of "to do" lists have been attached. Amend department lists, as needed.

Resources and Materials

Fashion Show Production

Projects

 

Students will work together to produce a fashion show. This is an assessment tool that has practical application.

Depending on the size of your class, available time, motivation, creativity, and budget, this project can be small and quick or big and time consuming. However, it is a fanatastic way to see if your students have retained the academic content on fashion show production.

To initiate the planning process, talk with the group as a whole. Ask the following questions.

Ideas for shows based on time constraints. (Video Examples attached)

3 days: Have students complete the tasks for show development using pretend information and their own clothes. Students can do this in your classroom or in an outside courtyard. Students can get their friends from other classes to help model.

5-7 days: The attached Rain video is an example of a midterm fashion show that students created in about 5 days. The show was held in the gym and the students marketed only one store.

10-14 days: The attached Skool Dayz Midterm Fashion Show video is an example of a fashion show that students created in about 14 days. This show was held in the library. The students marketed only one store.

4-6 weeks: The attached 2003 fashion show video is an example of a fashion show that students created in about 4 - 6 weeks. This show was held in the showroom of the local casino and student marketed about 10 stores.

 

Assessment:

To evaluate progress throughout the production process, ask each department to submit a task responsbilities sheet each week. Assess how the students are progressing by the tasks they still need to accomplish.

 

After the fashion show production, ask the students for the following:

 A letter of evaluation: Ask students to write a letter of evaluation to the instructor. Each letter should answer the following questions:

The letter should be handed in to the instructor.

Resources and Materials

Assessment

Assessment Types: Projects, Writing Samples, Demonstrations, Observations

Throughout the production process, the instructor can evaluate progress by asking each department to submit a task responsbilities list each week.  Assess how the students are progressing through daily observations and by the listed tasks they still need to accomplish.

During the fashion show, students are assessed individually and as a team.  Attached are examples of how the scoring was done.   After you have completed the evaluation process, give each individual a copy of their personal assessment.

After the fashion show production, ask students to write a letter of evaluation to the instructor.  Each letter should answer the following questions:

 

The letter should be handed in to the instructor.

Ways to show your appreciation:   Student certificates (see the attached example) allow the instructor to individually acknowledge each student's efforts in the production.  Creating a video of the production and duplicating the DVDs is another great way to show your gratitude for all their hard work.

Resources and Materials