Page 131 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

C1.5 analyse fashion promotions and products that raise awareness of social issues (e.g., charity fashion shows such as Fashion Cares, ribbons symbolizing issues such as breast cancer and HIV/AIDS awareness, T-shirts with messages, reusable shopping bags)
Teacher prompts: “What are some fashion products that promote awareness of environ­ mental issues? How effective do you think they are?” “How and why might some fashion retail chains be motivated to develop social market­ ing promotions?”
By the end of this course, students will:
C2.1 identify the advantages and disadvantages of common natural and synthetic fibres (e.g., cotton is lightweight, breathable, and easy to find, but it can shrink when washed and is easily creased; silk is hypoallergenic, breathable, and strong, but it is expensive and the fibres are weakened by perspi­ ration; spandex increases the stretch of a garment, but it is not breathable; polyester is relatively inex­ pensive and holds its shape and colour, but it is not absorbent, does not breathe, and can cling as a result of static electricity)
Teacher prompts: “What are some advantages and disadvantages of new fibres such as bam­ boo, soy, and hemp?” “Why is spandex partic­ ularly suitable for use in swimwear?” “When might you wear a garment made of Gore-tex? When would you not want to wear such a garment? Why?” “What are the advantages and disadvantages of down insulation?”
C2.2 describe characteristics of different types of woven fabrics (e.g., canvas, chino, damask, linen, percale), knit fabrics (e.g., jersey, tricot, velour, boiled wool), and non-woven fabrics (e.g., leather, fur, felt) used in various fashion products
Teacher prompts: “What are the main differ­ ences between canvas and percale?” “In what ways does jersey differ from velour?”
C2.3 describe characteristics of various types of dyes (e.g., natural, acid, reactive, solvent) and fabric finishes (e.g., waterproof, flame-retardant, wrinkle-resistant, stain-resistant finishes), and describe the effects they have on fabrics
Teacher prompts: “Why might some natural dyes have a more negative impact on the envi­ ronment than some synthetic dyes?” “How do various fabric finishes affect the lifespan of a garment?” “Which fabric finishes would be desirable for a raincoat? Why?” “Which finishes enhance the appearance of a garment?”
C2.4 describe the environmental impact of the production, use, and care of various fibres and fabrics (e.g., the impact of farming cotton, hemp, bamboo, sheep, silkworms; of the production process for various synthetic fabrics and dyes; of dry cleaning)
Teacher prompts: “Which is more damaging to the environment – washing garments at home or having them dry cleaned? Why?” “What is the environmental impact of the chemicals used in stain-resistant finishes?” “What is the environmental impact of using dyes in the production of fibres?”
C2.5 describe strategies to reduce the environ­ mental impact of the production of various fibres, fabrics, and finishes (e.g., purchasing garments made from organic cotton or hemp, using plant- based dyes, buying second-hand clothes, limiting the use of stain-resistant fabric)
C2.6 apply their knowledge of the basic charac­ teristics of various fibres and fabrics and their environmental impact when choosing appro­ priate fabrics for various fashion products
Teacher prompts: “What is the purpose of your fashion product? Does that purpose narrow the range of fabrics that you might consider? Why or why not?” “How will the fabric that you have chosen complement the design of this product?”
MARKETING, ENVIRONMENTAL RESPONSIBILITY, AND CONSUMER BEHAVIOUR
C2. Fibres, Fabrics, and the Environment
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Understanding Fashion
HNC3C