Clothing, Construction , Selection and Fashion Revueflorida4h.org/projects/fcs/clothing/files/LeadersGuide.pdf · 2008-06-27 · Clothing Skillathon Guide Leader™s Guide 3 Clothing,

Clothing Skillathon Guide Leader�s Guide 3

Clothing, Construction , Selection and Fashion Revue

Welcome to a new and exciting 4-H event that provides an opportunity for youth to:

G make or select an outfit for competitive evaluation in one of .severalcategories;

G model their ensemble with chosen accessories for a �Total Look�;

G demonstrate their knowledge and skills in clothing skill-a-thons.

Just What�s Involved?

This contest is an expansion of the previous 4-H clothing construction and fashion revueevent available to 4-H�ers in Florida. The newevent adds a second division to allow 4-H�ers,interested in clothing and textiles projects butwho do not wish to sew, to emphasize theirskills and knowledge in good clothing selectiondecisions.

The selection division will allow youth theopportunity to select a ready-to-wear outfit andmodel it just as 4-H�ers who made theirgarments.

For both divisions, new categories have beendeveloped to expand the number of youth whocan compete as well as to more evenly divideyouth into comparable groups for judging.These categories differ by the age of 4-H�ersand are explained further in this guide.

Additionally, the contest will incorporate a newelement called a clothing �skill-a-thon.�

Fashion Revue DivisionsFashion Revue DivisionsFashion Revue DivisionsFashion Revue DivisionsM Construction: youth make their outfit.M Selection: youth select a ready-to-wear outfit.

Contest Scoring

The score is based on the three parts ofthe contest:

1- Garment/Outfit Evaluation(35 percent)

2- Modeling and Presentation of Total Look(35 percent)

3- Clothing Skill-a-thon Score(30 percent)

See the Scorecards at the back of thisguide book.


Levels of participation

It is recommended that each county and district develop levels of participation that areage or experience appropriate. Here are the levels that are recommended, however, interest andparticipation certainly will dictate the need to provide these events within the clubs and fromcounty to county.

Junior 4-H�ers: Traditionally, 4-H�ers ages 8-12, are considered �junior� 4-H�ers forcompetitive events. This is still true in the clothing and selection contests as well. However, werecommend dividing this group of youth into �beginners� and �intermediates� to allow for thevariation of experience levels that are usual in this age span. We have provided separate studyguides to support these divisions for varying levels of experience, knowledge and skills.

The beginners, ideally youth ages 8-10, as they begin their involvement in competitiveevents in 4-H should know and demonstrate an introductory level of knowledge and skill whileyouth ages, 10-12, as �intermediates� could demonstrate a competency level a little higher. If youare just beginning to provide clothing and textile projects for youth in your club, it is certainlyokay for these youth, regardless of age, to acquire the skills of the beginner or intermediate levelsdue to the limited experience they may have.

Senior 4-H�ers: The �advanced� level would involve senior 4-H�ers, ages 13 and up, in thecompetitive events. The youth at this level will have an additional category for fashion revue inboth the selection and construction divisions. They also would be expected to have the previousknowledge of the beginners and intermediates andapply it to situations given in the skill-a-thonportion of the contest.

Senior Fashion Revue CategoriesSenior Fashion Revue CategoriesSenior Fashion Revue CategoriesSenior Fashion Revue Categories

Teens may enter one outfit or ensemble in the following senior(ages 13-18) categories of entries in either the selection orconstruction division.

Active Sports Wear: One, two or three piece outfits from coordinated fabrics fora total look for your favorite leisure activities. No swimwear is permitted.

School/Informal Wear:Non-tailored, casual outfits of one or more garments,coordinated for a total look acceptable for nonformalevents like school, youth activities, etc.

Dress for Work:Dresses, suits or tailored sportswear suitable for abusiness setting.

Special Occasion: Dressy ensembles appropriate for special occasions.

My Choice:Costumes, western wear, lounge wear or other garmentthat do not fit another category.

Junior Fashion Revue CategoriesJunior Fashion Revue CategoriesJunior Fashion Revue CategoriesJunior Fashion Revue Categories

Beginners and Intermediates may enter one outfit orensemble in the following categories of entries in either theselection or construction division.

Active Sports Wear: One or two piece outfit from coordinated fabrics for atotal look for your favorite leisure activities. No swimwear is permitted.

School/Informal Wear:A non-tailored, casual outfit of one or more garments,coordinated for a total look acceptable for nonformalevents like school, youth activities, etc.

Special Occasion: Dressy ensembles appropriate for special occasions.

My Choice:Costumes, western wear, lounge wear or other garmentthat do not fit another category.


What�s the Skill-a-thon?

The clothing skill-a-thon is where youth learn all about clothes...the fabrics, how they are made, how tocare for them, how to select clothes and how to get the best buy. Youth will get a chance to:

� identify and select fabrics� demonstrate laundry and care know-how!� make clothing choices and decisions on how to look their best;� look beyond the label�by selecting quality clothing!

and depending on their division demonstrate additional expertise and skill in either:

! Construction Decisions, or ! Consumer Buying and Closet Economics!

Here�s how it will work. There will be three skill stations for youth tocomplete.

Station 1: Fabric ID (odd years)orClothing Care (even years).

Station 2: Clothing Choices and Selection (every year)

Station 3: Construction Decisions (every year) orConsumer Buying and Closet Economics (every year)

Skill-a-thonStudy Guides

There are three levels of study guidesavailable to support the skill-s-thon. The levelsare:

Beginners: for the younger members, ages 8-10years of age. However, if this is the youth�sfirst year in the clothing project...begin withlearning the things it this study guide.

Intermediates: for the 4-H�er ages 11-12 or themember with a little more clothing projectexperience.

Advanced: for Seniors, 4-H�ers ages 13-18. As seniors, youth need to be able to demonstratethe highest level of knowledge ....that meansyouth should know the subject matter materialfrom the Junior and Intermediate levels!

What else do youneed to knoworand do?

This leader�s guide gives you a generaloverview to the types of skill-a-thonactivities you can prepare 4-H�ers to expectin a contest. Additional support can beobtained from the Florida 4-H ClothingProject Series:

! Fun With Clothes! Clothing Capers! Clothes that Click!

Skill Stations may be:Skill Stations may be:Skill Stations may be:Skill Stations may be:

! Identification activities

! Judging classes

! Problem-solving or otherdecision-making scenarios


Station 1: Fabric IdentificationFabric IdentificationFabric IdentificationFabric Identification (odd years)

Whether it�s making garments orbuying them, knowing fabrics �theircharacteristics , care and performance � iscentral to making wise choices. The studyguides describe the basics of fabricconstruction.-- the types of fibers, constructionmethods and finishes. The range of knowledgebegins with recognizing the differences in knitsand woven fabrics, the different types of eachand then identifying the common fabrics madefrom various fiber contents and methods.

This section identifies some examples of skillstations recommended for each of the agegroups. They include identification by thefabric construction method � knits andwovens.--- helping youth learn the differencesbetween these two basic types of fabricconstruction.

The second activity is simply fabricidentification using samples of more commonfabrics used in garment or home furnishings. The two identification cards, at the end of thissection , are examples of how this skill stationmight be set up. There would be 10 fabricsamples for the youth to identify and mark ontheir card.

TRY THIS!TRY THIS!TRY THIS!TRY THIS!

To help you and the 4-H�ers with this learningexperience, a loan kit of fabric samples isavailable from your local extension office. However, a good way to teach youth this is togo on field trips to a fabric store....or, usingcatalogs, go on an �imaginary� shopping tripand read the labels to identify each of thefabrics.


A more advanced level ofidentification for intermediates and seniors isthe different types of knits and woven fabrics.

Here�s an example of how to expand this skillstation to another level.

This chart will help you locate and knowexamples to use for practice for the differenceweaves and knits.

Plain Weaves:Batiste Muslin SeersuckerChambray Organdy TaffettaCrepe Plisse� Polished CottonGingham

Rib Variations:Broadcloth FaillePoplin

Basket Weaves:Oxford Cloth

Twill Weaves:Denim Gabardine

Pile Weaves:Corduroy VelvetTerry Cloth VelveteenVelour

Satin Weaves:Satin Sateen

For further information or help with this, check out these websites:Fabric Definitions

www.owrindia.com/defl.htmwww.fabrics.net/define.htm

The Soap and Detergent Associationwww.sdahq.org/sdalatest/welcome.html


STATION 1: Fabric Identification - Advanced - Senior Category

Name_____________________________ County:_______________ Number:_______

Correctly identify the ten samples of fabric displayed. For each sample, find the name of thefabric from the list of fabrics below. Place the letter of the correctly identified fabric in theblank that matches the sample number.

A. Batiste B. Broadcloth C. Chambray D. Crepe E. Corduroy F. DenimG. Gabardine H. Gingham I. Muslin J. Organdy K. Plisse� L. PiqueM. Poplin N. Sateen O. Satin P. Taffeta Q. Terry cloth R. VelvetS. Burlap T. Seersucker U. Velour V. Tricot W. VelveteenX.. Polished Cotton Y. Faille Z. AA. BB.

1. _______ 4._______ 7._______ 10._______

2. _______ 5._______ 8._______

3. _______ 6._______ 9._______ Bonus: A knit fabric: __________

STATION 1: Fabric Identification - Intermediate Category

Name_____________________________ County:_______________ Number:_______

Correctly identify the ten samples of fabric displayed. For each sample, find the name of thefabric from the list of fabrics below. Place the letter of the correctly identified fabric in theblank that matches the sample number.

A. Chiffon B. Broadcloth C. Chambray D. Crepe E. Corduroy F. DenimG. Gabardine H. Gingham I. Muslin J. Organdy K. Duck L. FleeceM. Poplin N. Sateen O. Satin P. Taffeta Q. Terry cloth R. VelvetS. Burlap T. Seersucker U. Velour V. Tricot W. VelveteenX.. Polished Cotton Z. Grosgrain

1. _______ 4._______ 7._______ 10._______

2. _______ 5._______ 8._______

3. _______ 6._______ 9._______ Bonus: A knit fabric: ______


Station 1: Clothing Care Clothing Care Clothing Care Clothing Care (even years)

Clothing care is also an essential skillwhether youth are making or buying theirclothes. Therefore, it will be the station topicon even-numbered years.

Laundry SortingLaundry SortingLaundry SortingLaundry Sorting

Laundry sorting is a skill station that isthe most basic for youth to be able toaccomplish. For beginners, age 8-10, this canbe done simply. Using cards or cut-outs ofclothing items, teach youth to separate clothinginto four basic color sorts:

! Whites ! Brights! Lights ! Darks

Once they�ve accomplished that they can trydoing it with the real clothes!

After mastering the �color� sort, create otherscenarios for them to sort clothing with morecomplex elements of:

! Lint givers and receivers! Soil amounts! Fabric types! Size of items for washloads.


Laundry Procedures and ProductsLaundry Procedures and ProductsLaundry Procedures and ProductsLaundry Procedures and Products

Intermediates are introduced to the more complete set of laundry proceduresand products. Knowing to read the label iskey to proper care procedures. Checking forstains, rips and tears are other key steps.

Create various scenarios for youth todemonstrate the steps and products theywould need to take for a given load oflaundry. Examples of this are given to theright.

Water TemperatureWater TemperatureWater TemperatureWater Temperature

All three water temperatures have aplace in today�s laundry. Helping youth tosort and use the best one according to the careneeded is a great skill topic. A simpleexample using pictures or clothing cut-outs isgiven on the next page.

Stain RemovalStain RemovalStain RemovalStain Removal

Senior 4-H�ers are introduced to stainidentification, treatment and removal as partof clothing care. Situations and station topicsfor seniors could take on several forms of theprevious knowledge at a more complex leveland should incorporate stain identificationand treatment as effective laundry know-how.

A skill station could also be focusedsolely on demonstrating proper stainidentification and treatment procedures. Anexample of this is presented.

Laundry Know-How!

Situation:Mom�s visiting grandma this week and you were charged to

help with the family�s laundry. Given the laundry items before youcomplete the following tasks.

Task:Demonstrate and explain all the steps you take in doing the familylaundry.

Laundry Know-How!

Situation:When you got home from school this afternoon Mom had leftyou a note for you to wash the load of laundry she left by thewashing machine.

Task:Looking at the load of laundry in the basket and the productson the table, choose the appropriate laundry products for thetask.

Laundry Sorts

Situation:Your little brother is helping you do the

family laundry. You asked him to sort it for you.You be the judge to how well he did and completethe task given.

Task:1. Looking at the four baskets of laundry, rank them from the

best to last.2. Give your reasons for placing them the way you did by

identifying what�s wrong with each and teach your littlebrother how you need to correct them before completing thelaundry.


Poster For Sorting Answer Key

Laundr y Card andClothin g Cut- outExamp les


STATION 2: Clothing Choices and SelectionClothing Choices and SelectionClothing Choices and SelectionClothing Choices and Selection

Clothing choices and selection isthe second major area for youth toknow and have the ability to applyeach of their life. Again, this areaof knowledge and skill isnecessary whether you arechoosing to buy a new shirt or pairof shorts for your summerwardrobe or make them..

This area of contest focuses on thekey elements of decision-makingin choosing clothing you like towear, what�s appropriate for theoccasion or what the mostappealing for your body shape andsize.

Skill stations for this topic willfocus on identification anddecision-making tasks related tothe topics and informationpresented in the three study guides. Here is a guick list of the elementsto help you identify and focus theyouth on these topics of study andskill tasks.

Clothing for appropriate seasonsand occasions.We begin clothing decisions withthe focus of helping younger youthmake the best choices forparticular situations. Helping themknow and understand that our clothing is sometimes chosen for the weather conditions of thearea we live or for the occasion. A couple of examples of a selection skill station is presented forthe junior and intermediate aged youth based on the information presented in their study guide.

Color, Line and DesignThese are the basic elements used in helping us make wise clothing choices relative to our bodysize and shape. These concepts are presented in each level of the study guides and advance withthe ages and experience level of the youth. Of course, younger youth aren�t really conscientiousof how they look or what the lines or design can do for �optical illusions�.

Shopping for a Trip to Your Grandparents

Situation:

Jack and Jessica are shopping for new outfits to pack for theirupcoming visit to their grandparents at Christmas. They live inNorth Carolina and are really excited about seeing them. Theyalways plan lots of fun things for Jack and Jessica to do.

Task:

Of the four choices of outfits, rank the choices you think wouldbe best for Jack or Jessica to select. (1 =best to 4=worst)

Rank Your Choices of the Four Outfits for Jack or Jessica

Jack�s Choices JessicaChoices


As the teens get older andbodies take on different shapes, thenthis element of clothing becomes alittle more useful, especially to thegirls. However, each age can learn toidentify the principles. At theadvanced teen level , selection skillstations will focus on applying theseprinciples to the best decisions for aparticular look desired. Thisknowledge and application of selectingstyles of garments, colors or fabricscan greatly influence the outcome onthe individual and can be used theiradvantage or disadvantage.

Situations for seniors can easily becreated using shopping ads, catalogs oron-line shopping scenarios. Forexample, Samantha is shopping for agreat new spring suit for specialoccasions. She is 5 ft tall and weightsabout 98 lbs. What kinds of factorswould she consider when making agood choice? Have teens create theirown situations and challenges forjudging activities.

Shopping for Shorts

Situation: Josh is tall and very slim for his age. He isshopping for some great looking new shorts to taketo camp. Which would be best for him?

Task:Of the four choices presented, rand the choices youthink Josh should make. (1=best; 4=worst)

Josh�s Choices

A B

C D


STATION 3: Consumer Buying and Closet Economics!(Selection Division only)

This skill station #3 will be foryouth in the selection division to judge aset of garments for a particular givenconsumer situation. This portion of thecontest will be very similar to consumerchoices if you have coached a group inthis event.

The station will provide asituation and 4 samples of garments withinformation on each for the youth tojudge or make a decision of choices byranking the items from 1 to 4, using thescore card pictured below. At this time there will be not be a formal set of reasons required butthe senior station might include a question or two for explanation of the decision made or tofurther explore the 4-Her�s knowledge of this task.

Label information and cost will be provided for each garment. It is a consumer decisionusing this information as well as judging the quality of the garments provided. This station willuse the following garments for the different age levels:

Beginners: Buying t-shirtsIntermediates: Buying JeansSeniors: Buying Shorts

Using a Judging Score Card

The information provided in the Clothing Skill-a-thons wasgathered to inform youth so that they may make competentconsumer decisions. Since judging a class of clothing is likeshopping for a garment, it is a great way to evaluate and reinforcethe information that they have learned.

To conduct this event the youth should be given a scorecardlike the one on the right of this page. The 4-H�ers should thenfill in their contestant number. They should then stand beforea table with four garments laid out on it. All four garmentsshould be of the same type for instance, four shorts, fourdress shirts, four pairs of jeans, etc. The garment shouldhave all the labeling and packaging information that wouldoriginal come with the garment if being purchased in astore, mail order catalogue or online. Also, all four garments mustbe labeled with the numbers 1, 2, 3, or 4. These four garments are called aclass. The youth must also fill in which class, for exampe �shorts�, is being judged on the scorecard.

Buying T- Shirts

Situation:Kanesha is looking for a new t-shirt to take withher on vacation. She has $12.00 saved for thispurchase. She wants one that is cool, comfortableand easy to wash. Which of these would be herbest choice?

Task:Rank the choices 1= best ; 4= worst.


Next, the youth are given a situation statement to read. It tells the youth such things as who isselecting the garment, how it will be used, the buyer�s needs and personal preferences, moneyavailable and things to consider about care. These facts about the situation are important for theyouth to understand because they will influence the placing of the garments.

The 4-Her should have roughly about five minutes to read and examine the situation statement andexamine the four garments. Then they should place the garments. This means that they decide whichis the best choice, second best, third and last. The youth should use the numbers and not the brandname or label information to identify which garment they have ranked best or worst.

On the judging card they should circle the arrangement of numbers that matches they way the youthhave ranked the garments. For example, if the 4-Her believed that the garment number three was thebest choice, based on the situation provided, they would list it first. Then they would list the garmentthey felt was the second best choice, for example #2 garment and then the third best choice, garment#4. Finally the garment they felt was the worst choice for their situation, garment #1, would be listed. The youth would list these garments under �Placing Score� as 3-2-4-1. Now the youth must find the3-2-4-1 sequence on the table on the right side of the scorecard and circle it.


STATION 3: Construction Decisions

(Construction Division only)

Construction , knowledge and skills are anexpected result of youth involved in the 4-H sewingprojects. This category of skill-a-thons, at station #3 will be designed only for youth entering theconstruction division of the competition.

What youth need to be able to do at thisstation varies with their age/experience level. Beginners would need to know their sewing tools,parts of machine and how to thread it. Their studyguide also includes simple sewing basics such asthreading needles, and simple hand stitches.

Intermediate sewers would be expected toknow how to read to read a pattern envelope, patternsymbols and how to complete a simple layout.

Senior entries, or advanced sewers, shouldknow how to do any of these tasks plus be able toproblem-solve or prepare more complex layouts ofpatterns and fabrics. They should have advancedknowledge of seam finishes for various fabrics orhow to make other key decisions relative toconstruction techniques and choices.


Parts IDParts IDParts IDParts ID

Here�s an example of a situation whereyouth must be able to demonstrate theirknowledge of the sewing machine. You coulduse the actual machine at a club meeting orevent and have youth involved in a parts �ID�rally!

Threading Olympics!Threading Olympics!Threading Olympics!Threading Olympics!Another skill activity is to have the

youth thread the actual or �poster� machine.

The Skill Scoreboard!The Skill Scoreboard!The Skill Scoreboard!The Skill Scoreboard!

The bottom line is that youthcompleting a garment in the constructiondivision should have the knowledge and skill tobe able to thread or identify the basic parts ofany sewing machine.


Pattern LingoPattern LingoPattern LingoPattern Lingo

Reading and following a pattern bythemselves should be the goal for youth by the agesof 10-12 or by the time they�ve completed a coupleof years in any sewing project group. There are avariety of skill-a-thon situations and scenarios youcan create to help youth demonstrate theirknowledge and skill at this level.

Some suggestions are:

M ID pattern SymbolsM Reading a pattern envelope to select materials

and notionsM Completing simple layouts

For advanced or senior level, youth should be ableto:M Trouble-shoot pattern layouts;

orM Demonstrate pattern layouts for more

complex projects.


This situation is one that most intermediatesewers should be able to accomplish.

For advance sewers, a situation might be makingdecisions regarding fabric choices for garmentdesign.

For Example: the 4-H�er might be asked toselect the most appropriate fabric to use for abeginner sewing class they are helping to teach. Given the pattern choice and the age and lack ofexperience of the youth, which would youchoose?

Scoring of Skill-a-thons

The scoring for the skill-a-thons will represent 30 percent of the final score for the youth. Theirmodeling and presentation score is 35 points, and the score for the quality of the garment, wetherpurchased or made is 35 points. The complete score card follows at the end of this booklet. Be sureto ask for assistance or training if you need help in teaching or coaching the youth for these newcontest procedures.

SECTION 10: Fashion Revue Score SheetRevised 11/00: Page 1 of2

Name:___________________________________

County:__________________________________

Clothing Construction, Selection and Fashion RevueScore Sheet

E G F CONSTRUCTION CRITERIA & SCORE

x x x Fabric Quality JUDGES COMMENTS

1. Fabric content and fabric texture is suitedto garment design.

2. Balanced grain3. No flaws in fabric construction4. Matching designs, centered, and balanced.5. Evenness of dyes.6. Care of fabric appropriate for garment

function and design.

x x x Construction Quality

1. Construction neat in appearance.2. Appropriate techniques for fabric.3. Appropriate and neat seams, seam finishes and seam treatments for fabric and design.4. Accurate, even stitching, matching of designs using balanced tension and matching thread.5. Appropriate interfacing for fabric and design.6. Smooth, even, and flat edges on

collars, jackets, lapels, cuffs.7. Inconspicuous facings and hems.8. Enclosed seams graded.9. Curves and points same shape and length.10. Darts merge into fabric.11. Smoothly set-on collar and set-insleeves12. Appropriate and neat hem well- pressed.

Fasteners13. Neat and secure.14. A appropriate for garment design.

Notions/Trim

This score sheet was revised by Joy Cantrell Jordan, Associate Professor, Department of Family, Youth and Community Sciences, University of Florida, Gainesville,November, 2000.

15 Points

20 Points

SECTION 10: Fashion Revue Score SheetRevised 11/00: Page 2 0f 2

10 points

10 points

15 points

E G F PRESENTATION CRITERIA & SCORE

x x x Appearance 10 Points JUDGES� COMMENTS

1. Smiles2. Well groomed, clean and neat3. Poised with good posture4. Garment becoming to individual5. Appropriate inner garments and

accessories used to complete look6. Modeling confidence in presenting garment

Design 10 Points

1. Fashionable2. Becoming style3. Appropriate notions and trims for fabric

and function.4. Appropriate pattern and fabric

coordination5. A total look6. Pleasing proportion

Fit 15 Points

1. Adequate ease2. Hangs evenlyC. Smooth fit with no wrinkles or pulls.

CONSTRUCTION AND SELECTION SKILL- A-THON SCORE

Station I: Fabric ID

Identify 10 Fabric Samples

Station 2: Clothing Choices and Selection

Respond to a Clothing Decision-makingSituation ....rank choices among four options given.

Station 3: Construction Skill-A-thon Station 3: Consumer Buying Skill-a-thon

Respond to a ConstructionDecision-making Situation

Consumer Buying Situation and Judging Class - Four garmentsBased on age:Juniors = t-shirtsIntermediates=jeansSeniors= shorts

10 Points

10 Points

10 Points 10 Points

Documents

Clothing, Construction , Selection and Fashion Revueflorida4h.org/projects/fcs/clothing/files/LeadersGuide.pdf · 2008-06-27 · Clothing Skillathon Guide Leader™s Guide 3 Clothing,