DOCUMENT RESUME 'CE 055 802 ED 323 394 AUTHOR TITLE Hawley, Jana Textiles. Teacher Edition. Marketing Education LAPs. INSTITUTION Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center. PUB DATE NOTE AVAILABLE FROM 90 PUB TY E EDRS PRICE DESCRIPTORS IDENTIFIERS 22p.; For related documents, see CE 055 801-804. Curriculum and Instructional Materials Center, Oklahoma Dept. of Vocational and Technical Education, 1500 West Seventh Avenue, Stillwater, OK 74074 (order no. DE1104: $20.00). Guides - Classroom Use - Guides (For Teachers) (052) MF01 Plus Postage. PC Not Available from EDRS. Career Choice; Career Education; Classroom Techniques; *Clothing; *Competence; Competency Based Education; Entry Workers; *Fashion Industry; Finishing; Job Skills; *Learning Activities; Learning Modules; Occupational Information; Pretests Posttests; Secondary Education; Skill Development; State Curriculum Guides; Teaching Methods; Test Items; *Textiles Instruction; Units of Study Oklahoma ABSTRACT This learning activity packet is designed to help students to acquire a competency: how to use knowledge of textile design to gain expertise 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 begin with a group presentation of material covered in the unit to the students in a group and continue with exercises on identifying fabric swatches, weaving, charting garment care labels, and making yarn An outline and teaching suggestions are provided. (KC) Reproductions supplied by EDRS are the best that can be from the original document. , Oklahoma Dupart invnt ut ocati(mal 111(1 "lechnicalliducatimi 1500 cst St.\ cnth )cntic Stilh atcr. ()Is. 714074-4364 90-007383 DE 1104 Textiles Developed by the Curriculum and Instructional Materials Center for the dMsion of Marketing Education Oklahoma Department of Vocational and Technical Education DE1104 Copyright 1990 Oklahoma Department of Vocational and Technical Education Curriculum and Instructional Materials Center All rights reserved. Printed in the United States of America by the Oklahoma Department of Vocational and Technical Education Stillwater, Oklahoma 74074-4364 This publication, or parts thereof, may not be reproduced in any form by photographic, electrostatic, mechanical, or any other method, for any use including information storage and retrieval, without written permission from the publisher. The Oklahoma Department of Vocational and Technical Education does not discriminate on the basis of race, creed, color, national origin, sex, age, veteran status, or qualified handicap. 4 ACKNOWLEDGEMENTS The CIMC would like to extend a great appreciation to the writer of this development Ms. Jana Hawley. ' Without her expertise in the field of Fashion Merchandising, this development would not have been possible. For his constant support and influential drive in this project, a strong appreciation is extended to Mr. Gene Warner, State Supervisor for Marketing Education. For their continuous support and effort, a strong appreciation is extended to Mr. Greg Pierce, CIMC Coordinator, and Ms. Sheila Stone, Development Coordinator. In addition, a very generous thank-you goes to the Word Processing Center and the Art Department for their efforts in the completion ot this project. Also, thanks are extended to Dr. Gayle Kearns, Curriculum Development Specialist, for her assistance with the coordination and facilitation of this entire project. 5 Competency: How to use the knowledge of textiles to gain expertise in the fashion business. OBJECTIVES: A Understand the importance of textile knowledge to those in the business of fashion. B Understand the fibers commonly used in apparel and their characteristics. I. C Understand the yarn types. D Understand how fabrics are made. GROUP LEARNING ACTIVITIES FOR OBJECTIVES A, B, C, D The lesson should begin with a group presentation of all the key topics covered in this LAP. The transparencies are provided to help you with the presentation. Other activities are suggested to help the students better understand textiles. A diverse scrap basket of textiles made available to the students throughout this LAP will be helpful visuals. Transparency Number A 1 Message The textile industry is so complex and diversified that it requires a variety of talents, abilities, levels of skill, and educational preparation...artists for design, workers for production, scientists for research, and personnel for marketing and management The textile industry is !ocated throughout the United States with the biggest concentration being in the East and Southeast. 2 A fiber is the smallest unit of textile fabric. Fibers are either natural or synthetic. Natural fibers include wool, cotton, linen, and silk. Synthetic fibers include polyester, nylon, acrylic, and olefins. 3 Our government regulates that manufacturers attach labels to garme7as to identify certain The required information is information. illustrated in this transparency. *Generic names of the fibers in the fabric in the order of proportion. Companies can also add their trade names If desired. *Percentage of each fiber in the fabric. 1 6 *Garment manufacturers name, addrese, or registered identification oumber. The county of origin of imported fibers. 4 The wear, appearance, and texture of a fabric depend on the yarns that were used. A yarn is a continuous thread formed by twisting or spinning strands of fibers together. Here are some examples of yarn types. Yams may be woven, knitted, felted, bonded, or laminated. Weaving and knitting are the two most popular methods. 5 Text le fabrics are made up of a combination of the four items shown here. 6 Weaving is the interlacing of yams at right angles on a machine called a LOOM. Woven fabrics are usually firm, strong, and keep their shape. Notice how the yarns interlace in these three basic types of weave. 2 7 Geographic Distribution of Textile Production COUCTESY OF POERiCANI TEXMLE MN4UFACCURM INSVM.TE -I E 8 9 Natural Fibers Cotton Wool Silk Linen Manmade Fibers Polyester Acrylic - 0 -0 C Olefin Nylon H TM 2 fo Permanent Pres: 1. Machine wash in luke warm water. Care Instructions 2. Tumble at warm temperature. Fiber 3. Place on hanger immediately. 4. This garment can be commercially lau 65% Polyester 35% Cotton dred. )1' Fiber % RN 40900 Registered ID Number - 11 7 TM 3 Single Yarn Two-Ply Yarn Cord Novelty Yarns a:222222= Spiral or Corkscrew Knot or Spot Slub =Cd_a Loop Spike or Snarl TM 4 9 12 ,H.1Fmcor +17.4v.."- ,71,177,r,p ;i r411 11 r x ikilior i ' it14711z000. elatimmilOilmii spilaym*kikiit Iv* kir41404101 i&I.J4Fili loielosi_ okAr-000111-Atimiii 2i iw iltioiwissooli 1.4100004Atoimr-iii aikiwiligelixIlli r t ro, 4 il. ADNTIONAL GROUP LEARNING ACTIVITIES A. Have students examine fabric swatches from a scrap basket you have Give them a list of fabric types, fibers, yarns, finishes to identify. If desired, have them cut fabric squared, attach to a 5" x 7" file card and supplied. identify the features. B. Supply students with strips of two colors of paper cut in 1/2" strips. See if they can weave the strips into the 3 basic weaves: plain, twill, and satin. C. Take turns examining the care labels found in the clothes that the students have worn. Have the students make a chart of the information with headings of CLOTHING ITEM, FIBER CONTENT, CARE SPECIFICATIONS. Discuss the findings. D. Using the fibers in a cotton ball (do not use synthetic cosmetic puffs), make a two-ply yam. Begin by pulling out four cotton fibers and twist them together to make a single yarn. Repeat Now make a 2 ply yam, a 4 ply yarn, and a cord. This exercise will help students understand how a yarn is formed and how the increase of plys increases the strength. 15 17 POST TEST Directions: Identify the best answer for the following questions. Record your responses on a separate sheet of paper. OBJECTIVE A 1. The textile industry attracts which of the following as employees: a. b. c. d. 2. Minorities Young people Women All of the above A knowledge of textiles is important to those in the fashion business because: a. b. c. d. Fashion business employees need to be challenged Fashion business employees are traditionally ignorant of textiles Textiles are found in virtually all apparel and accessories Textiles are scientific OBJECTIVE B 3. Which of the following are all natural fibers? a. b. c. d. 4. Which of the following is not a protein fiber? a. b. C. d. 5. Angora Linen Wool Silk To be suitable for common use, fibers must be: a. b. c. d. 6. Silk, Cotton, Acrylic, Wool Polyester, Wool, Satin, Cotton Linen, Wool, Silk, Cotton Rayon, Silk, Acrylic, Wool Expensive Exotic Easily available Natural Flax is: a. b. c. d. Cellulosic fiber used for linen Cellubsic fiber used for ramie Non-cellulosic fiber used for linen A protein fiber used for ramie 17 18 7. The common trade name DACRON relates to which generic fiber? a. b. c. d. 8. Which fiber was removed from the consumer market during World War H? a. b. c. d. 9. Rayon Polyester Cotton Nylon Acetate is most like which of the following fibers? a. b. c. d. 10. Orlon Acetate Wool Polyester Linen Polyester Rayon Acrylic What is the simplest, most basic component of a fabric? a. b. C. d. Yam Finish Fiber Price OBJECTIVE C 11. Yams are classified by which of the fonowing? a. b. c. d. 12. Size Twist Number of parts All of the above What is meant of a 2-ply yarn? a. b. c. d. Two or more fibers twisted together Two cords twisted together Two single yams twisted together None of the above OBJECTIVE D 13. Which of the following is NO1 a basic weave? a b. c. d. Plain Leno Twill Satin 18 19 14. The self-edge of a fabric that forms on both sides of a piece good is called a: a. b. c. d. 15. Which of the following is NOT fabric example of a twill weave? a. b. c. d. 16. d. C. Cotton Wool Polyester d. All of the above True felt is made from: a. b. C. d. 19. Acrylic Wool Silk Cotton A fabric wfth warp stripes which are made by changing the direction of the twill line is referred to as. a. b. c. d. 20. Knitting machine Needle Stretcher Loom Which of the following fiber can be used in knits? a. b. 18. Taffeta Herringbone Denim Gabardine Woven fabrics are made on a: a. b. c. 17. Grain Diagonal Ravel Selvage Linen Herringbone Sateen Gingham A fabric containing metallic threads is referred to as: a. b. c. d. Elegante Gauche Lame Silk 19 20 % PRETEST KEY 1. To know how the textile will 'perform" in the finished garment, to know how it should be cared for, to know if the targeted customer will desire it. 2. Easy to care for, wash and wear, colorful. Polyester and poly/cotton blends. 3. Angora, Sheep, Camel, Cashmere, Alpaca, Llama, Vicuna 4. Nylon. Used for war effort 5. Cotton, Linen, Flax, Ramie, Jute, Rayon, Acetate, Triacetate 6. Cotton 7. A filament or a twist of staples to form a continuous strand. 8. Four single yams that have been twisted together. 9. Knits 1 10. Gingham, Herringbone, Taffeta, Broadcloth, Batiste, Gauze, Satin, Denim, Gabardine, Pique, Ticking, Etc. 11. Twill 12. Knits 13. Wool 14. Industry, upholstery, medical, carpet, driiperies, sheets, diapers, etc. 15. Plain weave: Gingham, Taffeta, Broadcloth Twill weave: Herringbone, Gabardine, Denim, Drill Non-wovens: Felt, Interfacing, Batting Napped Fabrics: Velvet, Corduroy, Flannel I 1 21 21 , POST TEST KEY 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. d c c b c a d d c c d c b d a d d b b c rd. 23 22