1 The Environmental and Social Impacts of Fast Fashion by Emilia Barber A proposal submitted in fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah April 15, 2025 Approved Vincent Bates, Ph.D. Stephanie Speicher, Ph.D.. Marley Mcclune (Apr 15, 2025 14:34 MDT) Marley Mcclune, M.S. 2 Acknowledgements I would like to thank my friends and family for supporting me for the many hours it took to complete this project. I am endlessly grateful to my husband, Evan, for always being there for me and encouraging me. His support kept me going. I am very grateful for Dr. Vincent Bates for taking the time to be my thesis chair and for giving me professional support throughout this project. Dr. Amber Williams provided valuable expertise relating to fashion and sustainability education that were very valuable to my project, I look up to her and her work greatly. Lastly, I am thankful for Jessica George for supporting me through this project and giving valuable feedback. 3 Table of Contents Problem Statement .......................................................................................................................... 5 Fast Fashion and the Environment .................................................................................................. 6 Fast Fashion and Society ................................................................................................................ 9 Fast Fashion and Consumerism .................................................................................................... 10 Encourage People to Act ............................................................................................................... 12 Teaching Sustainability in Schools in Sewing and Fashion Curriculum ...................................... 15 Research in Sustainable Fashion Education ................................................................................. 18 Four Approaches to Sustainable Fashion Education .................................................................... 19 Experience-Based learning ....................................................................................................... 20 Project-Based learning ............................................................................................................. 21 Challenge-Based learning ........................................................................................................ 22 Value-Based Learning .............................................................................................................. 23 Purpose.......................................................................................................................................... 23 Methods......................................................................................................................................... 24 Context .......................................................................................................................................... 25 Scope ............................................................................................................................................. 26 Results ........................................................................................................................................... 27 Expert Feedback............................................................................................................................ 27 Content and Clarity................................................................................................................... 28 Pedagogical Effectiveness ........................................................................................................ 28 Practical Implementation.......................................................................................................... 30 Discussion ..................................................................................................................................... 30 Value-Based Learning .............................................................................................................. 31 Experience-Based Learning ...................................................................................................... 32 Challenge-Based Learning ....................................................................................................... 33 Project-Based Learning ............................................................................................................ 34 Implications................................................................................................................................... 36 Reflections .................................................................................................................................... 36 4 Conclusion .................................................................................................................................... 37 Appendix A ................................................................................................................................... 38 Appendix B ................................................................................................................................... 43 Appendix C ................................................................................................................................... 50 Appendix D ................................................................................................................................... 52 Appendix E ................................................................................................................................... 59 Appendix F.................................................................................................................................... 66 Appendix G ................................................................................................................................... 76 References ..................................................................................................................................... 84 5 Problem Statement Fast fashion is causing extreme and lasting damage to the earth and its natural resources. The Merriam-Webster dictionary defines fast fashion as “an approach to the design, creation, and marketing of clothing fashions that emphasizes making fashion trends quickly and cheaply available to consumers” (Merriam-Webster, 2024). The fashion industry is one of the most polluting industries in the world, and the public seems largely unaware of the impact that their indulgence in purchasing short-term disposable clothing has on the environment. Fast fashion’s linear approach to production, consumption, and disposal is depleting natural resources and harming communities. Society is fueled by consumerism, and that can blind people from the true effects of their purchasing habits. Because of social media influences, advertising, and new trends being pushed daily, consumers are led to mindless purchasing habits. These habits lead to the over-consumption of clothing that is only increasing and becoming increasingly damaging. Current production and consumption habits are not sustainable. Family and Consumer Science educators have a unique role in being catalysts for change by educating students on the environmental, social, and economic impacts of their purchasing habits. The reality is that many high school fashion design curriculums do not include aspects of sustainability, which is essential in promoting change (Utah State Board of Education, 2021). The concept of sustainability can be defined as “the meeting of the needs of the present without compromising the ability of the future to meet their own needs” (World Commission on Environment and Development, 1987). Sustainability education must be research-based and offer hands-on experiential learning to change students' purchasing behaviors and encourage them to act to make a difference (Armstrong & LeHew, 2013). It will take the collective effort of everyone to work towards a cleaner future in the fashion industry, and that starts with the daily 6 habits of consumers everywhere. The curriculum planned in this project will focus on a hands-on comprehensive approach to educating secondary students on the environmental, social, and economic aspects of the fashion industry when it comes to sustainability to promote lasting change. Fast Fashion and the Environment When people think of polluting industries, they likely think of gas, oil, and transportation. What most people might not think about is the clothing they put on every single day. The fashion industry has become the second most polluting industry in the world, and the problem is only getting worse (Bailey, Smith, & Johnson, 2022). When it comes to the production of clothing, each tier of the supply chain has an environmental impact when it comes to energy consumption, water waste, materials, and chemical use (Niinimaki et al., 2020). Sadly, the rise in fast fashion has pushed production brands to produce more products for cheaper, with little regard for the environmental impact. Most of the public is unaware of the complexity of the supply chain for clothing (Rathinamoorthy, 2019). The linear supply chain model, from cradle-to-grave is increasingly complex. The supply chain includes the transportation of goods from raw materials to finished products, and often the product at each stage is shipped to different places around the world. This complex and diverse supply chain contributes to a large mass of the world's carbon emissions (Singh and Bansal, 2023). Along each step of the production process, there is a large amount of water waste, pollution, and chemical waste that deeply affects our environment and the people in it. The immediate effects of these issues disproportionately impact those living in areas of high clothing production, limiting drinking water and a safe environment (Bick et al., 2018). About 90 percent 7 of clothing in the United States is made with cotton or polyester (Good On You, 2024). Historically, cotton has used extremely high amounts of water to both grow and produce. Within the United States, in the last 40 years, the amount of water usage and yield increase of cotton has led to a large increase in crop water productivity (CWP) (Barnes et al., 2020). This is due to improved irrigation delivery and the migration of cotton from the Western United States, where rainfall is limited. Improvements like these are promising, but there is still room for growth. Polyester, a man-made textile, is produced with dangerous chemicals that can be harmful to the environment, along with the byproduct of microplastics. The effluence from the chemicals used during production, if not treated correctly, ends up in waterways. It is estimated that about 35 percent of microplastic pollution in the oceans comes from clothing fibers such as polyester (Barrett, 2018). Polyester is made by combining thermoplastic purified terephthalic acid (PTA) with ethylene glycol, which causes chemical environmental hazards (Barnyard Cotton, 2019). The chemicals used to produce manmade fibers, as well as the fibers themselves that end up in waterways are extremely harmful to the environment, people, and animals (Bick et al., 2018). Clothing garments have a shorter life cycle than ever before. People buy more, wear their clothes less, and dispose of them more frequently. On a worldwide scale, 75 percent of textile waste ends up in a landfill, and only 25 percent is recycled (Juanga-Labayen, Labayen, & Yuan, 2022). When evaluating the life cycle analysis of goods produced within the clothing industry, many brands focus on a cradle-to-gate approach and only evaluate the production of their goods from raw material to when they leave the factory. The garment life cycle is becoming shorter than ever before, quickly going from cradle to grave and ending up in landfills with little use (Ellen MacArthur Foundation, n.d..). 8 With fewer natural textiles being used in the fashion industry, clothes that are deposited in landfills are made of manmade textiles that never biodegrade. Landfilling textile waste is an unsustainable practice. Many textiles are recyclable, and only five percent of textile waste should be discarded in landfills if textiles are recycled correctly. Due to systematic problems, such as not having easy access to factories that recycle textiles, large costs incurred with transportation, and the high cost of technology needed for proper textile recycling, there are many barriers to implementing a circular economy. In a circular economy, resources are renewed for the use of future generations, and the end phase of a product includes recycling it into a new product and eliminating waste. Within the industry, there is a lack of knowledge and understanding of how to implement a circular economy (Kazancoglu, 2020). In a circular economy, clothes are high quality and durable, and they replenish or regenerate resources for future generations (Ellen MacArthur Foundation, n.d.). Clothes must be used, worn, and repaired to their full potential. Then, at the end of their lifecycle, they must be recycled to become something new. A circular economy would be regenerative by running on renewable energy and resources. Companies need to understand what it means to have a circular economy and be motivated to implement one instead of just focusing on the bottom line (Zhou, Guo, Wu, Zhang, & Zhao, 2022). A circular economy offers many solutions to textile waste and creates a sustainable future. However, the implementation of a circular economy faces barriers such as high investment costs, technological limitations, and a lack of incentives to motivate manufacturing companies to adopt sustainable practices. “In our current economy, we take materials from the Earth, make products from them, and eventually throw them away as waste- the process is linear. In a circular economy, by contrast, we stop 9 waste being produced in the first place” (Ellen Macarthur Foundation, n.d.). For a circular economy to be implemented, collaboration across the entire supply chain would be necessary. Fast Fashion and Society Fast fashion has countless negative implications for society, and its effects are deeply sociological. The fashion industry affects communities on a global scale, including how we consume products that contribute to unethical practices negatively affecting people on a worldwide scale (Webster, 2023). The fashion industry often disproportionally affects those from developing countries where the majority of cheap fashion is produced in our global economy. Some of the social injustices associated with garment production include the lack of workplace safety, child labor, slave labor, harassment, and non-livable wages. On April 13th, 2013, the Rana Plaza, a garment factory in Bangladesh, collapsed, killing 1,133 garment workers and injuring 2,438 (Jacobs & Singhal, 2017). To date, this is still considered the most deadly industrial incident in history. This event gives researchers a unique position in studying whether or not this tragedy affected production policies or shifted business sourcing strategies due to unethical practices. Jacobs & Singhal (2017) claim that one could assume supply chain issues and reputational risks motivate sourcing strategies from low-cost countries to high-cost and more developed countries to avoid risk. They sought answers by studying the aftermath of the Rana Plaza disaster. After high criticism of the lack of responsibility assumed by global retailers, retailers decided to implement two policies to improve the working conditions for garment production in Bangladesh. The two policies included the Accord on Fire Building and Safety in Bangladesh (AFBSB) and the Alliance for Bangladesh 10 Worker Safety (ABWS). Although the development of these policies was a good thing, no longterm negative economic impact was seen on retailers and shareholders. The textile industry is a global industry that employs around 430 million people (Uniform Market, n.d.). The United States, China, and India are the biggest apparel markets globally. Communities around the world rely on the protection that clothing provides. However, there is a lack of protection for those who produce clothing, and a lack of awareness of how the fashion industry hurts garment workers and communities across the globe. To help solve the disparities the fashion industry has on people, there must be changes in policies and procedures (Webster, 2023). Fashion is a business, and if companies see success even when they are participating in practices that hurt garment workers, they may have little motivation to implement better practices. Consumers must be educated on the detrimental effects of fashion and society and advocate for change. The fashion industry is disproportionately hurting people in countries of high garment production, such as India and Eastern Asia, who do not have the same human rights as those in developed countries such as the United States. Policies and procedures must be implemented to protect garment workers, and consumers need to gain awareness of unethical practices taking place in the production of their clothing. Fast Fashion and Consumerism Following the environmental consequences, it is important to analyze the role of the consumer in unsustainable practices within the industry. Minimizing waste along the supply chain is only one part of creating a sustainable future in the fashion industry. Along with changes in the supply chain, there needs to be a shift in the mindset of consumerism. Consumer habits need to move away from fast fashion to slow fashion, which is a practice that emphasizes quality 11 over quantity, sustainability, and ethical production. There needs to be a decrease in clothing purchases and an increase in sustaining the lifecycle of a garment (Niinimaki et al., 2020). Consumers, businesses and governments can all play important roles in being effective catalysts for lasting change in the industry. Shifting towards making more responsible decisions cannot fall on just one group, but must be a cumulative effort to sustain change over time. Society has created a deep-rooted culture of overconsumption. This trend of overconsumption dates back to the Industrial Revolution, which deeply impacted the ability to produce goods more efficiently (Soares & Moniz, 2023). Since then, the internet has been deeply influential in increasing accessibility and, therefore, increasing consumption of goods. An excess in consumption can stem from personal, social, and cultural factors. Social media has a strong impact on human behavior, especially when it comes to consumerism in the fashion industry. Social media users share their purchases frequently, often with direct links to purchase the item. The desire to have a shared experience is a strong influence when it comes to overconsumption and social media, and brands use social media as a tool to increase sales. Global consumption has risen to an estimated 62 million tons per year and is projected to reach 102 million tons by 2030 (Niinimaki et al. 2020). Clothing production has more than doubled since the early 2000s. Businesses are adept at increasing consumer demand through advertising. An increase in clothing consumption can be attributed to impulse buying, social media influencers, brands creating a sense of urgency to buy their products, and micro-trends being introduced daily and quickly circulating through the marketplace. On average, Americans throw away 80 pounds of clothing and textiles annually (Hassan, Hassan, & van der Voordt, 2018). Many of those clothes end up in the secondhand marketplace. When not sold within the U.S., they are exported. About 500,000 tons of used clothing are exported abroad each year from 12 the United States alone. These clothes are compressed into 1000-pound bales and “graded” by low-wage workers in other countries. Secondhand clothing that is never sold ends up as solid waste. Research on consumer values and attitudes towards ethical practices within the industry is still limited. There is starting to be a shift towards consumers being more aware of the detrimental effects of the fashion industry, and there has been a small shift towards consumers wanting more transparency. The study by Stringer, Mortimer, and Payne (2020) showed that when consumers valued ethical practices, they were more likely to show these values through their purchasing habits. There is an increasing awareness among consumers regarding the negative impacts of the fashion industry, leading to a growing demand for greater transparency (Haukka, 2019). Through advertising, brands may be leading consumers to believe they are making responsible decisions. Consumers must strive for brand transparency within the industry. Encourage People to Act Considering the environmental and social effects of fast fashion, it is evident the role that consumers play in the trajectory of fast fashion. When looking at the model of a circular economy, consumers play a role in half of a garment's life, from consumption to disposal, which can have vast environmental impacts (Ellen Macarthur Foundation, n.d.). People need to be encouraged to make more sustainable choices in their consumption of clothing, care, and disposal of their clothing. The life cycle of clothing needs to be extended through upcycling, repairing, and properly washing and caring for garments. The first step to change is education. People must be educated about how the fashion industry impacts people, communities, and consumers through research-based experiential learning (Armstrong & LeHew, 2013). The study 13 by Armstrong & LeHew emphasized a holistic approach to sustainability education that focuses on interconnected learning experiences. If people don’t realize there is a problem, how can they fix it? Many people see that there is a problem but still don’t know what they can do about it. No one can be perfectly sustainable, and sadly, truly sustainable brands are few and far between. They tend to be more expensive, less size-inclusive, and more difficult to shop for. However, there are still simple choices we can make daily to work towards a more sustainable future. We must start doing something. Yvon Chouinard is the founder of the outdoors and clothing brand Patagonia. Patagonia (n.d..) is a leading brand when it comes to sustainable practices within the industry ("Our Footprint”). The company works diligently to offset its environmental impact, and several other brands are following by adopting some of Patagonia’s methods for sustainability. The primary fibers Patagonia uses are organic and regenerative cotton, hemp, recycled polyester, and recycled nylon, among others. They have joined the Fair Labor Association and the Sustainable Apparel Coalition to ensure safe working conditions for workers. Patagonia has committed to donating one percent of its sales back to the environment to improve environmental conditions around the world. They also have created one of the largest recycle and reuse initiatives with their Worn Wear initiative. This initiative allows consumers to trade in used Patagonia gear, where it is given a new life, and is the largest repair movement in the industry. Gear is repurposed, repaired, and recycled keeping things out of the landfills. The gear is sent back to the owner or sold to a new one. By 2025, according to Patagonia’s website, they will eliminate the use of virgin petroleum material to reduce the use of fossil fuels, and packaging will be 100 percent reusable, home-compostable, renewable, or recyclable. Lastly, by 2040, they will be net zero across their entire business. This means that the greenhouse gas produced by the company will be balanced 14 with the greenhouse gases removed. Yvon Chouinard said, “There’s a movement for simplifying your life: purchase less stuff, own a few things that are very high quality and last a long time, and that are multifunctional” (n.d..). Although good in theory, it is also important to recognize the potential elitism in Chouinard’s suggestion. Affordability and sustainability don’t always go hand in hand, disproportionately affecting those in poverty (Bardos, 2016). Bick, Halsey, and Ekenga lay out simple ways that consumers can make an impact, and it may not be as hard as they think (2018). Consumers can start by simply buying less. Fashion is so cheap and accessible, and people often get influenced to purchase things they do not need. The Ellen MacArthur Foundation (n.d..) states that keeping clothing longer has a positive impact when it comes to sustainability. Using proper care when washing clothes and learning how to repair clothes until they are truly worn out is a great way to keep clothes in use for longer. When possible, we can purchase from transparent and sustainable brands, although it is important to recognize that sustainable brands can often be more expensive. There are a few companies, like Quince, that are striving to make sustainability more affordable and accessible to people. Buying clothing with natural or recycled fibers can have a better impact on the planet, and buying items second-hand can be a more sustainable alternative. Secondhand online markets have made it possible to find almost anything. Purchasing clothing that is locally made reduces the carbon footprint of the item. If the item can no longer be repaired, at the end of its life it should be recycled and disposed of properly. It may not be possible to check all of these boxes, but consumers can make educated purchasing decisions based on their values to slowly work towards a more sustainable future. 15 Teaching Sustainability in Schools in Sewing and Fashion Curriculum Currently, the Utah State Strands and Standards in the Arts, Audio/Visual Technology, and Communications cluster have extremely limited information on sustainability curriculum, which means that this is not being taught in schools unless teachers go above and beyond to add it to the curriculum (Utah State Board of Education, 2021). These classes include Sports Sewing 1, Fashion Design Studio, Fashion Design Merchandising, Sewing 1, Sewing 2, and more. The only two classes that have a small and limited amount of information on sustainability included in the strands and standards are Textile Technology and Advanced Sewing Construction and Textiles. On a national level, the National Standards for Family and Consumer Sciences Education (2018) does have some information on sustainability included in the Textiles, Fashion, and Apparel content areas. These National Standards are referenced in this project. Strand 16.2, “Evaluate textiles, fashion, and apparel products and materials and their use in diverse settings” (p. 1) and Strand 16.3, “Demonstrate textiles, fashion, and apparel design skills” have several components of sustainability included in the Standards. These include analyzing legislation on textiles in the global economy, maintenance, and disposal or recycling of textile products, considering diverse needs both globally and locally, evaluating fibers for sustainability factors, and exploring environmental, ethnic, sociological, and technical trends and issues. Family and Consumer Science Educators have a responsibility to educate students, families, and community members on making informed decisions to lead better lives (American Association of Family & Consumer Sciences, n.d.). The detrimental and unsustainable practices of the fashion industry are already affecting people’s quality of life on a global scale. Because of this, sustainability needs to become an integral part of the curriculum. Not only does it have to be part of the curriculum, 16 but students also need to explore the topic of sustainability in a way that will motivate them to make lasting changes through their consumer habits in a world where they always want the newest product. It is recognized that the textile industry needs to start adopting sustainable practices, and that education is an important component to inspire change in the industry long term. Little research was found on the implementation of sustainability curriculum in terms of the fashion industry with secondary students. In a study by Wood et al. (2022), Kolb’s experiential learning model, which is based on learning through experience, reflection, and further action, was used to explore bacterial cellulose as an innovative textile. In this study, participants shared initial thoughts on the textile impact and their thoughts on using bacteria to produce clothing. Before the project, most students reported that their clothes came from polyester or cotton. When asked what happens to our clothes when we have finished with them, the majority of students reported that they end up in the trash or go to charity. This shows that students have limited understanding or knowledge of the recycling or upcycling of textiles. For the experiment, students prepared a jar with cultures to experiment with biofilm development, which was observed and evaluated for four weeks. This study showed that there was hesitancy in accepting the use of bacterial cellulose in fabric, but with experimental learning and hands-on experiences, students engaged with the consideration of using bacterial cellulose as an innovative approach to textiles. In the study by Gam and Banning, there were interesting approaches that could be applied at the high school level (2020). Although most professors saw the importance of ethical and sustainable practices within the industry, few incorporated the information in their curriculums. Gam and Banning saw that incorporating elements of a sustainability curriculum throughout every class would be more effective than having a class solely based on 17 sustainability. They attempted to have a more holistic approach to sustainability education by implementing Project Based Learning (PBL) to encourage students to use problem-solving and think creatively about a zero-waste design project. PBL has been seen as an effective tool to encourage collaborative hands-on learning in real-world settings to create lasting impact. Students in this study participated in a zero-waste design project where they implemented specific cutting and sewing techniques to reduce or eliminate fabric use. The results showed that the project increased students’ awareness of sustainability and zero-waste design practices, but they only somewhat agreed that they would practice zero-waste design practices in the future. At a non-denominational school in Germany, a project-based learning experience titled Fashion Libraries (FL) was introduced as a way to explore whether or not students' views on sustainability changed throughout the project (Becker-Leifhold & Hirscher, 2019). The FL project is a concept where students donate clothes in good condition to a library for other students to borrow the clothes and return them when they are done. Students have access to an entire wardrobe without having to purchase new clothes for single events. This project included upcycling workshops, sustainability lectures, and the creation of the FL. Before participating in the project, students reported having limited knowledge about sustainability when it came to their consumer habits within the fashion industry. This study showed that during and after the project, students’ views on garment life and consumption of clothing were altered based on their gained knowledge of sustainability. Students started thinking more about the social and environmental effects of their purchases. They also started analyzing whether they needed something. Students expressed that they were interested in repairing garments more, and they enjoyed the community found within the FL project. Although the sample size in this project of 18 13–16-year-old adolescents was small, it goes to show that through hands-on projects, students' likelihood to create more sustainable habits could be increased. The fast fashion industry is continuing to grow daily and is leading to a future that cannot be sustained. Society must start creating lasting change towards a more sustainable future by educating consumers through sustainability curriculums in a way that impacts people to change their behaviors. Sustainability components need to be added to the State Strands and Standards so that FCS teachers have the curriculum and resources to raise awareness among students about the negative environmental and social aspects of the fashion industry in a way that makes a lasting impact. Students need to be educated on what they can do in their daily lives to fight towards a more sustainable future. Research in Sustainable Fashion Education When researching sustainability concepts taught in the fashion education curriculum, it is important to examine students’ attitudes towards the curriculum. If the curriculum is pushing a negative attitude toward students’ views of sustainability, students will be unlikely to apply sustainable practices in their personal lives. Purnama, Tajuddin, and Shariff (2021) examined both students’ attitudes about sustainable curriculum in fashion design and determined if sustainable attitudes can be developed. This study also included data on alumni’s attitudes toward sustainability after participating in a program that integrated sustainability. A sustainable design curriculum was shown to impact students’ attitudes towards sustainability. Attitudes towards sustainability were divided into six different categories: Level of importance, level of interest, level of responsibility, level of involvement, level of expectation, and level of priority in design. The first three scored the highest, and students showed a high rate of incorporating 19 aspects of sustainability into their daily lives and careers. This goes to show that sustainability curriculums can be effective and can make lasting changes in student behavior post-graduation. In a study completed by Aspinall and Holroyd, researchers looked at two Universities, one in Singapore and one in the UK, that implemented the Fashion Fictions project (2022). This is a global project where students create the future of fashion in their imaginary world where anything is possible. This allows students to take a deeper look at how things could be, rather than how the fashion industry is today. After completing the project for 14 weeks, students were interviewed. During the interview, students said that this project allowed them to think freely about what the fashion industry could become. Students were able to create new and innovative ideas and were very optimistic about the future of fashion. It appeared to be freeing for students to stop focusing on what the fashion industry looks like today and instead create their worlds where they could be more sustainable, inclusive, and diverse. Students had the opportunity to present their ideas, which helped them see how far the limits could be pushed and stretched their thinking. A theme throughout the interviews was the importance of collaborating with others. The authors concluded: “If you want to make a change, or you want to transform the fashion system… we have to start from education” (p. 10). Four Approaches to Sustainable Fashion Education Teachers have a unique position in which they can directly impact the evolution of the fashion industry by teaching upcoming generations about the detriments of the fashion industry as is, and what can be done to create a more sustainable future. The challenge is building a curriculum that impacts the students’ motivation to implement sustainable practices into their daily lives and eventually, the fashion industry. Educators must methodically plan a 20 sustainability curriculum that uses a pedagogic approach to create a lasting impact. In a literature review by Jamaludin and Zabidi (2024), they analyze a variety of approaches to sustainable fashion curriculum and their effectiveness. They recognized the importance of integrating sustainability in fashion design curriculum, but saw a gap in the research addressing pedagogical approaches that have been successfully implemented in fashion design curriculums relating to sustainability. Through each method of curriculum design, the pedagogical approach must be “interactive, project-based, and student-centered" (p. 1720). The four pedagogical approaches that were the most effective were Experience-Based Learning, Project-Based Learning, Challenge-Based Learning, and Value-Based Learning. These projects showed success because they fostered interactive learning, and project-based approaches and were student-centered. Experience-Based learning Experience-based learning allows students to learn through personal experiences, reflection, and action. This pedagogical approach incorporates Kolb’s Experience Learning Model. Experiences raise the consciousness of issues when students get to explore and connect with complex problems. Through this method, students participate in hands-on projects and experiences while sharing personal experiences and reflecting on their sustainable practices. The idea of experience-based learning is to give students hands-on experiences with real-world sustainability issues to increase students’ commitment to making sustainable decisions. Experiences shape values and beliefs, which influence behaviors. If students are given experiences to wrestle with difficult topics, they can figure out what their values are, which will ideally help guide their behavior. An important aspect of experience-based learning is allowing students to share their experiences with others. Experience-based learning facilitates deep understanding by allowing students to participate in sustainable design processes and reflect on 21 the environmental and social impact of their work (p. 1733). In an article published by Caniglia et al. (2016), the authors highlight the experience-based learning approach when building a sustainability curriculum. Project ideas highlighted in the article include real-world projects where students collaborate on sustainability issues with communities and businesses, field trips or on-site visits, workshops and simulations, internships, and service learning. Experience-based learning has been shown to increase sustainability competencies among students. Project-Based learning Project-based learning is a flexible approach to curriculum design where students participate in a project that tackles a real-world problem in our communities. Because of the ability of students to develop key sustainability concepts through this pedagogical approach, Project-Based learning is one of the most widely implemented approaches to sustainability education (Jamaludin & Zabidi, 2024). This hands-on approach allows students to collaborate with peers through inquiry-based exploration to solve real-world problems. This has endless possibilities within a fashion design curriculum. Through this approach, students can gain knowledge of the impact the fashion industry has on the economy, the environment, and people. They can collaborate to seek solutions to complicated issues in an interactive and hands-on way. Collaboration and problem-solving are key aspects of project-based learning that make it a great fit for sustainability education (Wiek, Xiong, Brundiers, & van der Leeuw, 2014). When students are faced with real-world issues, they can better relate to the content and gain an understanding of practical implications. In Project-Based learning experiences, professionals may also be invited to join as “clients” for the student’s project, offering professional skills that can be applied to industry experiences in the future. Often, the project-based approach helps students seek a balance between craftsmanship, artistic, and business skills, which highlights the 22 complexity of implementing sustainability within the industry (p. 1732, Jamaludin & Zabidi, 2024). Challenge-Based learning Challenge-based learning is similar to Project-Based Learning. This approach also has real-world relevance by allowing students to propose and ideally implement problem-solving initiatives. This allows students to see the complexity of real-world problems by viewing them from an interdisciplinary perspective. In a study by Yang, Zhou, Chung, Tang, Jiang, and Wong (2024), a Challenge-based learning framework was applied at a nursing education facility in China. Students were introduced to big ideas from the real world, and they worked in collaborative teams to identify challenges and solutions within the nursing industry. Students were able to formulate plans for solutions and evaluate them. As a pre-and post-test, students participated in a Creativity and Innovation Effectiveness profile. The results showed that creativity and innovation scores were significantly higher in the post-test. Although this study focuses on Challenge-Based learning concerning nursing students, a similar framework could be applied to sustainability education in Fashion Design programs, increasing creativity and innovation when evaluating real-world problems within the industry. In another study by Jin Joo Ma (2023), students participated in a Challenge-Based learning project to develop sustainability competencies. Although there were some challenges in students getting used to the problem-solving techniques used in this type of project, they were able to create valuable solutions to issues through collaboration and problem-solving. After the project was completed, students reported that they were proud of their work and excited to apply these principles moving forward. 23 Value-Based Learning Lastly, Value-Based Learning focuses on motivating students to change their behaviors and others through personal values. “Value-Based Learning advocates a shift from a ‘product and designer’ focus to highlighting the ‘value and design process’ in fashion education” (Zabidi and Jamaludin, 2022, p. 1727). Thinking critically about what students value when it comes to their wardrobes is a great place to start. Values influence human behavior, and through valuebased learning, students can work on understanding what their values are. Value-based learning must be multidisciplinary and have an emphasis on leadership skills and reflexive learning. Through reflexive learning, students have the opportunity to be intentional when they critically analyze their experiences to gain a deeper understanding of what their values are when it comes to sustainability initiatives. If students go into the industry, they can apply what they value to their designs and professional practice. Value-based education focuses on integrity, accountability, and fostering character development beyond academic achievements (Robert Land Academy, 2024). Sustainability education adheres to students’ values. If students can decide what they value in their personal lives when it comes to sustainability, it could increase students’ actions to make more sustainable decisions in their personal lives. Purpose Change needs to happen within the fashion industry. The way the fashion industry is headed is damaging to communities, resources, and the environment in ways that are becoming impossible to reverse. The purpose of this project was to develop a series of projects for secondary fashion design classes to increase student understanding of what sustainability means, what students value when it comes to sustainability and encourage students to act towards creating a more sustainable future for generations to come. Ideally, through these four project 24 approaches, students will get to explore challenging topics relating to sustainability in the fashion industry through a hands-on approach that will inspire transformational change to their behaviors. Today, in Utah’s Fashion Design Studio and Fashion Design Merchandising classes, there is no information on sustainability in the strands and standards (Utah Education Network, n.d.-a; Utah Education Network, n.d.-b). The future of fashion needs to be better to maintain resources for the upcoming generations. For students to obtain a marketable career within the industry, they must know how to implement more sustainable practices within the industry. The unsustainable impacts of the fashion industry affect people on a global scale, and many are unaware of the severity of the issue. Sustainability must be included in the curriculum to properly educate students about every side of the fashion industry and help them gain skills so that they can make more responsible decisions. Students should learn how to balance creativity, business, and a sustainable approach to fashion. By doing this, students will gain a deeper understanding of what it means to be sustainable and will gain workplace skills that they can apply in the future, such as creative thinking, innovation, and collaboration. Methods This curriculum includes four different projects using the following pedagogical approaches: Experience-Based learning, Challenge-Based learning, Project-Based Learning, and Value-Based learning. These projects incorporate a hands-on and collaborative approach to teach students about sustainability and ideally challenge students to implement more sustainable choices in their daily lives. Projects will range from taking two days to several weeks of class time. The curriculum was shared with three professionals who evaluated the four projects and 25 gave constructive feedback. The literature review showed that incorporating a sustainability curriculum throughout the semester was more effective than teaching about sustainability in one lesson (Gam and Banning, 2020). By planning projects that can be implemented throughout the semester, it can be anticipated that students will recognize the importance of sustainability and how it can be applied through multiple facets of the fashion industry. Context The Fashion Design Studio classes at Farmington High School are taught each semester and are taught by the Family and Consumer Science Department in Career and Technical Education. Farmington High School is on an A/B block schedule, and classes are 75 minutes. Students attend the Fashion Design Studio every other day. Classes are a mixture of 10th, 11th, and 12th grade. Farmington High School has 2,083 students, and the student-teacher ratio is 26 to 1 (Niche, n.d.). Students are 51% female and 49% male schoolwide. In the fashion classes, there is usually an average of about 93% female, with some classes being 100% female. When looking at the diversity statistics, 90.9% of students are White, 4.5% are Hispanic, 2.6% are Multiracial, .9% are African American, and .6% are Pacific Islanders. The cost of living in the area is higher than the national average, and the median income is much higher. The median income in the school boundaries is $115,278 and the national average is $75,149. Most of the students in the fashion design classes have a high socioeconomic status. Although this curriculum project was designed with Farmington High School in mind, it could be implemented at other schools with a variety of socioeconomic and multicultural student populations. In my fashion classes, I have noticed a trend of students wanting to thrift and upcycle more of their clothes. Most social media content promotes overconsumption, but there is also a 26 side of social media that promotes thrifting and upcycling clothes which is peaking student interest. Students have started showing more interest in thrifting instead of buying new, which is a great segway to introducing sustainability to students. A curriculum can be introduced to build off students’ interest in thrifting and upcycling. Because of the high socioeconomic status at Farmington High School, there is a culture of wanting to fit in by having the “next best thing,” such as new shoes, nice clothes, and trendy items. Within the secondary age group, peer pressure and the desire to fit in can be a driving factor in student behavior when it comes to their clothing and purchasing habits, based on my experience. The topic of sustainability must be introduced in a way that gets students excited to implement more sustainable habits. A sustainability curriculum is not effective if it is implemented into a single lesson or experience. Instructors have experienced that this approach leads students to quickly forget what they have learned and do not feel a drive to change their behavior (Jamaludin & Zabidi, 2024). One lesson is not enough for students to realize the impact their consumer choices have on communities and the environment. Hands-on projects have shown effectiveness in educating students to gain a comprehensive understanding of what sustainability looks like in the fashion industry, but only if students can see the project's purpose and make connections between the project and the real world. As seen in the literature review, a comprehensive approach has been seen to promote understanding of sustainability topics and encourage transformational learning. Scope This curriculum project was designed to include four projects that focus on experiential learning and hands-on projects to immerse students in topics of sustainability within the fashion industry. The goal is to spark curiosity, interest and, ideally, promote behavioral changes in 27 students’ consumer habits through gaining knowledge at a secondary level. The following four pedagogical approaches were used: value-based learning, experience-based learning, challengebased learning, and project-based learning. This project drew ideas from my literature review, as well as additional resources that I found aiming for a comprehensive approach to sustainability education and sparking student engagement. These projects have been designed to be incorporated throughout the semester to encourage in-depth exploration of sustainability within multiple facets of the fashion industry over time. Instead of teaching students about sustainability in one unit or lesson, these hands-on projects will allow students opportunities for experiential learning over time. Results Expert Feedback Feedback from this project was given by three educators with a diverse set of expertise. The first teacher is a secondary FCS teacher who is currently working towards becoming an instructional coach and has a masters degree in Career and Technical Education. The second teacher is the head special education teacher at Farmington High School, working towards her masters in Behavioral Analysis. The third is an FCS professor who wrote her doctoral dissertation on educating college-age students about sustainability and studying whether or not it influences their consumer behavior. Each curriculum reviewer provided feedback based on a feedback form they were given with a variety of criteria (see Appendix A). Experts were asked to evaluate the curriculum based on content and clarity, pedagogical effectiveness, and practical implementation. The form also included a space for reviewers to give any other suggestions or feedback. Feedback was implemented into the curriculum to make improvements as I saw fit. 28 Content and Clarity When asked if the learning content aligns with objectives, the majority of the reviewers said “yes” for each project. The reviewers reported that the learning objectives aligned with the curriculum and provided engaging content for high school students (see Appendix A). Constructive feedback was given for the experience-based lesson plan. Reviewer B reported that the objective was a good start but it needed more detail to fully incorporate each aspect of the project and the associated strands and standards. They suggested including sustainability as part of the objective instead of just focusing on life cycle analysis (see Appendix B). I adjusted the objective for the lesson based on the feedback (see Appendix E). All reviewers reported that the curriculum was research-based, accurate, and provided real-world examples (see Appendix A, B, and C). All reviewers gave positive feedback regarding the curriculum being engaging to high school students. Gamification, tying educational experiences to students' personal lives, and presenting material in a variety of ways keeps learning experiences engaging to students at a secondary level (See Appendix A, B, and C). Pedagogical Effectiveness Reviewer A reported that the four pedagogical approaches are effective for student learning and exploration, the curriculum excels in encouraging students to reflect, analyze, and develop solutions to sustainability challenges, and emphasizes value-based decision making (see Appendix A). They suggested including a worksheet or graphic organizer for the final group presentation to ensure all key concepts are addressed in the challenge-based learning (CBL) project (see Appendix F). Guiding questions and an outline were added for the final assessment in the CBL project. In the value-based learning project (VBL), reviewer A suggested adding guided prompts for student reflections, giving each group a stakeholder role in the class debate, 29 and adding a value sort activity to make consumer values more relatable and relevant to students (see Appendix A and D). For the experience-based learning project, suggestions were made on scaffolding the creating writing assignment by giving an outline and guiding questions, which was added (see Appendix A and E). Lastly, for the PBL project, reviewer A suggested adding a visual prompt that reinforces sustainable design principles to scaffold those who are less confident and including checkpoints to guide students through making material choices for their projects (see Appendix A and G). Reviewer B gave some feedback on the pedagogical effectiveness of the challenge-based learning project and the value-based learning project. Reviewer B suggested that because the CBL lesson spans two days, there needs to be a way to start Day 2 in a way that engages students and allows them to dive back into the project (see Appendix B). This could be done by posing a discussion question, answering questions, or giving them a way to recall information introduced the previous day. There could also be improvements on the assessment to incorporate the essential question to allow students to demonstrate mastery. Based on suggestions for the experience-based learning project, I adjusted the assessment to provide more variety (see Appendix E). Instead of a 3, 2, 1 discussion, which was used in another project, students will make one sustainability commitment and participate in a teach to learn, where they will teach someone about their experience at the thrift store and share their sustainability commitment with a friend or family member outside of school. The main concern of reviewer C was that some of the curriculum is written in a way that shows bias the instructor has towards sustainability in the fashion industry (see Appendix C). As I planned this curriculum, I tried to eliminate personal bias by providing opportunities for students to decide their values within the industry, providing connections to real-world experiences, and providing discussion opportunities for students to 30 form their own opinions. That being said, this is a topic I am passionate about, and therefore, eliminating bias may be difficult. Practical Implementation The main barriers reviewers foresaw from instructors' being able to effectively implement this curriculum in a high school setting were budget and time restraints (see Appendix A and B). A field trip may be difficult to implement based on budget restraints and resource restraints based on individual schools. Because of this, a virtual thrift store where students explore a virtual second-hand store such as Poshmark, or a guest speaker from a local second-hand store could be ways to introduce the content in more feasible ways. The culminating recycle and redesign fashion show may also need adaptation for different school contexts. The culminating project was designed as an after-school fashion show that community members and families could attend, but that may present time and resource barriers for educators. Instead of an after-school event, this could be done during school, and other classes could be invited to attend to provide the public product aspect. Other supports that could increase success in implementation are sample student work, material sourcing suggestions, scaffolding tools like graphic organizers, guided prompts, and flexible alternatives for schools with limited resources (see Appendix A). I have made some adjustments to provide additional scaffolding for the assessment portions of each project. Discussion Fashion is deeply personal to me. I have always reveled in the art form of expressing yourself in unique ways through our clothing. I love the confidence that can be found in the way people dress. That being said, there is a culture of overconsumption in society and unsustainable practices happening as a result of the fashion industry. These things are hurting people and the 31 environment beyond repair. I have spent the last year questioning how I can love fashion and advocate for the preservation of our resources for the future. I work hard to implement sustainable practices in my own life through shopping from brands that show transparency and make responsible decisions, renting clothing, taking care of my clothes, shopping second-hand, repairing my clothes, and disposing of them properly at the end of their life, but it doesn’t feel like enough. As a fashion design and sewing teacher, I stand in a unique position to educate future leaders, community members, and industry professionals about sustainability at a secondary level. The reality is that sustainability is not being taught in fashion design programs at a high school level, and engaging students in topics of sustainability could motivate them to change their consumer habits. Through research, experiential learning and hands-on projects were shown to make the biggest impact on students through the following pedagogical approaches: value-based learning, experience-based learning, challenge-based learning, and project-based learning (Jamaludin & Zabidi, 2024). This curriculum was designed to allow students the opportunity to explore topics relating to sustainability in the fashion industry engagingly. Sustainability education is more likely to be impactful when it is approached as a comprehensive aspect of the curriculum spanning an entire semester (Purnama, Tajuddin, and Shariff, 2021). Because of this, I designed four projects that are designed to build off each other throughout the semester, exposing students to sustainability topics in a variety of ways. Value-Based Learning The value-based project is designed to introduce sustainability to students (Zabidi and Jamaludin, 2022) (see Appendix D). When students walk into class, there will be a variety of clothing laid out. This clothing will all have tags that show different attributes. Students will be 32 asked, “If you could only pick one item to be added to your wardrobe, what would you pick and why?” Students will write which one they would pick and why on a sticky note and stick it on the piece of clothing they would want. Afterward, students will participate in a value sort activity where they sort labels and example phrases. Students will choose the top three labels that resonate with them the most. Did the clothing piece they picked align with those values? Why or why not? Students will discuss the top three values they picked with a partner using sentence starters. The instructor will then teach students about consumer influences and introduce that because of a culture of overconsumption and external influences, consumers may not always purchase clothing items that align with their values. Following the digital presentation, students will participate in a debate on a real-world issue relating to sustainability. They will be debating the Fast Fashion Tax, which was approved to penalize consumers for purchasing from ultra-fast fashion brands (Reuters & Holland, 2024). Each student will be assigned a stakeholder role (consumer, brand, and policymaker) to increase student engagement in the discussion. The assessment for this lesson will be a fashion journaling assignment. Students will evaluate and reflect on their values and will then choose five items from their closet to see if their values are reflected through their consumer habits. Experience-Based Learning The experience-based learning project was designed to raise the collective consciousness of students (Jamaludin and Zabidi, 2024) (see Appendix E). Buying goods secondhand can be a sustainable alternative to purchasing. That being said, buying secondhand does not fix the larger issue of overconsumption. Thrift stores have an excess amount of goods being donated, and often, more gets donated than they could sell. The pre-lesson activity is to introduce students to how they can thrift responsibly and what the life cycle of a garment looks like from production, 33 consumption, and disposal. This experience is designed as a thrift store field trip, but based on logistical concerns, educators could alternatively do a virtual thrift store visit or have a guest speaker come. To maximize time, students will immediately get on the bus at the beginning of class. Once there, a thrift store associate will give students a tour of the facility and explain the role of thrift stores in contributing to sustainability and extending the life cycle of a garment. To give students an interactive experience, they will be participating in a scavenger hunt to further explore the life cycle of garments. Students will track how many new items they find, the most common brands, sizes, and the general wear and tear of items and will pick one item that stands out to them the most. They will take a photo of that item for their assessment. At the end of the lesson, students will make one sustainability commitment. They will need to participate in a teach-to-learn activity and teach one person about their experience during the field trip outside of class. Students’ assessment will be to complete a creative writing assignment titled “My Life as a Piece of Clothing.” Students will use personification to write about the life cycle of that piece of clothing. They will introduce the piece of clothing, write about the garment’s past life, how it ended up at the thrift store, and what its future will be. This will allow students to conceptualize the life cycle of goods creatively, applying what they learned at the thrift store. Challenge-Based Learning Students should be faced with challenging opportunities within the classrooms to engage them beyond their level of mastery (Jin Joo Ma, 2023). This lesson will span over two days (see Appendix F). At the start of this lesson, students will play a digital game called the threads game, where students will explore the life cycle of clothing in an interactive game (Global Goals Centre, n.d.). Students will be shown a photo of jeans and will be asked where they came from 34 and how they were made. They will participate in a think-pair-share discussion to brainstorm where the life cycle of a garment begins. The instructor will introduce life cycle assessment through a digital presentation and videos from the industry. Within the industry, there is a lack of transparency to consumers. Often, when completing a life cycle analysis, many brands have a cradle-to-gate approach. They focus on the product from raw materials to the gate of the transportation facility but don’t focus on what happens to the goods after they reach consumers (Munasinghe et al., 2021). Students will explore the apparel and outdoor brand Patagonia’s sustainability initiatives and evaluate what they are doing to enhance transparency to the consumer. Afterward, students will be divided into groups of five to explore each stage of the life cycle of goods on a deeper level as they prepare to participate in a life cycle analysis. The assessment will be for students to participate in a life cycle analysis. Students will be working in groups of 2-3. They will analyze actual pieces of clothing by completing pull tests, checking the seams, and looking at the overall quality of the item. Students will then use the Product Development and Environmental Life Cycle Assessment worksheet to evaluate the LCA of their product (developed by Dr. Amber Williams). The numbers are fictional but will provide students with a deeper understanding of what LCA is and its benefits. Students will write an improvement analysis on their product by preparing a poster, infographic, or digital presentation on how their product could be updated to be more sustainable. This project will challenge students to think critically and learn essential industry skills. Project-Based Learning The culminating project is the project-based learning (PBL) experience “Trash turned Couture” (see Appendix G). Based on the literature review, there are so many benefits of PBL (Jamaludin & Zabidi, 2024, Wiek, Xiong, Brundiers, & van der Leeuw, 2014). This project will 35 take 8-10 days and will engage students in hands-on collaborative learning that ends with a public product. For this project, students will be participating in a recycle and redesign fashion show. They will be reusing materials to create a couture look that they will wear down the runway at an after-school fashion show. Students will apply what they have learned about sustainability by collaborating with peers, problem-solving, and exercising creativity. Students can use non-clothing items such as trash bags, water bottles, plastic tablecloths, etc. They can also thrift and upcycle clothing items, bedsheets, or other textiles. Students can use a variety of techniques to assemble their outfits, such as taping, gluing, or sewing. The first checkpoint of the project will be for students to plan and develop the concepts for their project. Students will start brainstorming their project by participating in the five-star framework to start coming up with ideas for their project. Students will be asked, “How can I transform recycled materials into a high-fashion runway look utilizing style and sustainability?” This framework will be used for students to brainstorm the who, what, why, and how of that question. They will create a plan for their project, including detailed sketches, materials, and a plan for class time. Students will choose designated design teams that they will complete checkpoints with throughout the project. The second checkpoint will be material sourcing and construction planning. Students will decide the best way to construct their outfits based on their selection of materials. Checkpoint three will be the initial construction. Students will have to collaborate at this stage to work through problems they encounter. Checkpoints 4-6 are checking to make sure that students have met their progress checks on the construction process, and checkpoint seven will be students working on the fit of their project. Their project will have to fit them and will need to be sturdy enough to be worn down the runway. 36 An essential element of PBL is for students’ projects to have a public element. The public element of this project is for students to participate in a fashion show. This will be an afterschool event in the theater. Parents, students, and community members will be invited to attend. Students will make posters to advertise the event around the school. Students will also write commentary about their item that the MCs will read as they walk the runway. This will include their inspiration for the project, materials used, time it took them for the project, and how they implemented concepts of sustainability. After the fashion show, students will submit a photo of themselves wearing their project and answer several reflection questions. This hands-on project focuses on student choice, collaboration, problem-solving, sustained inquiry, reflection, and a public product that will provide an impactful learning experience. Implications In the upcoming school year, I plan on implementing this curriculum in my fashion design classes. Once the curriculum is implemented, student feedback will help me make further adjustments as needed. During implementation, I can gauge student response and get feedback on whether what students have learned has impacted their habits. Ideally, the curriculum will promote transformational learning among students. In the future, I hope to make the curriculum available for other instructors to increase sustainability education in fashion design classes at a secondary level. Reflections While doing my research on the economic, environmental and social effects of the fashion industry, at times, I felt helpless. I wrestled to find a way I could love fashion and make 37 responsible decisions aligning with my sustainable values. I have completely changed the way I view my clothing. I have sworn off fast fashion. I do everything in my power to shop second hand, from sustainable and transparent brands, and buy less. I have started making more clothes, upcycling, and I have started renting trendy items or items that I know I will not wear again and again. It still did not feel like enough. I realized that change begins with education, and that I stand in a unique position to educate the upcoming generation and future industry professionals about the importance of sustainability in the fashion industry. I plan on implementing this curriculum and I hope that it will inspire change among students. Conclusion The unsustainable practices of the fashion industry are deeply hurting the environment, people, and the economy. There is a deep disparity of students not being educated within fashion design and sewing classes about the negative effects of the fashion industry and learning about sustainable practices to implement in their personal lives and as future industry professionals. Implementing a curriculum that emphasizes hands-on, experiential learning and collaboration will promote transformational learning among students. This project utilizes value-based learning, challenge-based learning, experience-based learning and project-based learning to engage students in a variety of ways when learning about sustainability in the fashion industry. 38 Appendix A Curriculum Reviewer Feedback Form Reviewer Name: Amber Williams (amber.williams@byu.edu ) Date: March 21, 2025 Content and Clarity Do you feel like the learning content clearly aligns with the objectives? YES Comments: The lessons strongly align with sustainability learning objectives and provide engaging, ageappropriate content for high school students. Is the content accurate and research-based? YES Comments: The curriculum draws from credible resources, real-world examples, and meaningful applications of sustainability concepts. Do you think that sustainability concepts are presented in a way that is engaging for high school students? YES Comments: Lessons incorporate hands-on activities, real-world applications, and reflection exercises that promote engagement and critical thinking. Pedagogical Effectiveness Do you feel like the instructional methods aligned well with the pedagogical approaches? YES Comments: The instructional strategies (PBL, CBL, EBL) are well-integrated and effective for student learning and exploration. How well do you feel like the curriculum promotes problem solving and critical thinking? Rating: 5/5 Comments: The curriculum excels in encouraging students to reflect, analyze, and develop solutions to sustainability challenges. Do you think that the pedagogical approaches used will help high school students form their own opinion on sustainability in the fashion industry and adjust consumer habits according to their values? YES Comments: The curriculum emphasizes value-based decision making and provides ample opportunity for students to reflect and apply new knowledge. Practical Implementation Do you think that these projects would be practical to implement in a high school setting? YES Comments: The lessons are feasible for most high school settings. Suggestions for low-tech alternatives and scaffolded supports would further enhance accessibility. Are there any challenges you foresee in the implementation of these projects? YES Comments: Some logistical challenges (e.g., fashion show, thrift store visit) may require additional planning or adaptation in different school contexts. 39 If other teachers were to implement this curriculum, what additional supports do you think they would need to be successful? - Sample student work or exemplars - Materials sourcing suggestions - Scaffolding tools like graphic organizers and guided prompts - Flexible alternatives for schools with limited resources Suggestions Do you have any other additional suggestions on how to increase the effectiveness of this curriculum? - Consider adding more scaffolding tools for creative and reflective writing assignments. - Include a few more visual aids or concept maps to reinforce key ideas. - Provide optional extension activities for advanced learners or early finishers. - Clarify vocabulary application through formative assessments or short vocabulary checks. PBL Recycle and Redesign Fashion Show Strengths: ● The driving question is strong and engaging. ● Clear integration of critical thinking, collaboration, and iterative design. ● The public product (fashion show) provides authentic audience engagement. ● Rubric is well developed and supports mastery-based assessment. Suggestions: ● Consider adding a mini-lesson or visual prompt that reinforces sustainable design principles to scaffold students who may be less confident. ● Include checkpoints to guide students in making thoughtful material choices—perhaps a materials analysis chart. ● Include a brief component on fashion messaging and storytelling through design to strengthen the commentary writing. Challenges for Implementation: ● Time and resources for constructing garments can be challenging in lower-resourced schools. ● Suggest offering “low-tech” construction options like hand-stitching or gluing for students without sewing machine experience. Experience-Based Learning, Thrift Store Field Trip Strengths: ● Excellent use of authentic learning. Creative writing assessment is engaging and encourages empathy. ● Thoughtful vocabulary integration and application of learning before/during/after. Suggestions: ● Consider scaffolding the creative writing assignment with a short outline or peer brainstorming prompt for students who struggle with imaginative tasks. ● Add a visual graphic organizer to illustrate the life cycle stages before the trip. Challenges for Implementation: ● 40 ● Logistical prep for field trips can be a barrier. Consider an alternative virtual thrift store tour or video option. Consumer Influences – Values Based Strengths: ● Engaging anticipatory set (sticky note and visual tags). ● Strong use of reflective journaling and discussion-based learning. ● Socratic seminar on fast fashion tax brings real-world relevancy and critical analysis. Suggestions: ● Add a sample journal entry or guided prompts to help students start their reflections. ● For fast fashion tax discussion, consider giving each group a stakeholder role (consumer, brand, policymaker) to make the debate more structured and balanced. Challenges for Implementation: ● Students may struggle to articulate abstract values. A visual “value sort” activity could help clarify thinking. Examples of Abstract Values Related to Consumer Behavior: These are beliefs or guiding principles that influence buying decisions, though students may not always recognize them consciously: Value Description Affordability Preference for low-cost options. Individuality Desire to express uniqueness through fashion. Convenience Preference for fast, easy, accessible clothing. Social Status Desire to own branded or trendy items for status. Functionality Focus on comfort, durability, and practicality. Sustainability Concern for the environment and impact of fashion. Ethical Production Preference for fair wages, humane working conditions. Cultural Identity Preference for items tied to cultural or religious values. Minimalism Desire to own fewer, high-quality items. Trendiness Value placed on following current fashion trends. Local Support Preference for locally made or sourced items. 41 “Value Sort” Activity – Visual Terminology Suggestions: To make values more tangible and student-friendly, consider preparing a Value Sort Card Set with clear labels and short definitions or examples. You could present this as printed cards or a digital drag-and-drop activity. Here’s a sample setup for the Visual Value Sort Cards: Card Label Example Phrase (student-friendly term) Sustainability “I care about protecting the environment.” Affordability “I shop for what I can afford.” Trendiness “I like to wear what’s in style right now.” Ethical Production “I care about how and where my clothes are made.” Functionality “I want clothes that last and feel good.” Individuality “I dress to show my unique personality.” Convenience “I want shopping to be quick and easy.” Brand Recognition “I buy from popular or luxury brands.” Minimalism “I prefer to buy less but choose better.” Cultural Identity “My clothing reflects my traditions or beliefs.” Local Support “I shop local to support my community.” Activity Idea: 1. Distribute or project the value cards. 2. Ask students to choose their top three values that influence how they shop. 3. In pairs or groups, have students explain their selections using sentence starters like: ○ “I chose __ because…” ○ “This value shows up in my buying decisions when I…” 4. Transition into a journaling prompt: ○ “Do your consumer choices reflect your top values? Why or why not?” 42 Challenge-Based Life Cycle Analysis This lesson introduces complex sustainability concepts in an accessible, hands-on way. Strengths: ● Excellent progression from conceptual understanding to group research and real-world application. ● Well-integrated technology tools (Threads game, Patagonia website). ● Group work enhances collaboration and peer learning. Suggestions: ● Include a worksheet or graphic organizer for the final group presentation to ensure all key concepts (economic, social, environmental impacts) are addressed. ● Include a visual representation (poster or digital infographic) as a culminating product to support different learning styles. Challenges for Implementation: ● Some life cycle analysis components may feel abstract. Adding a class-wide example of a common item (e.g., jeans) before group work could help. 43 Appendix B Sustainability Curriculum Reviewer Feedback Form Reviewer Name: Jessica George Date: 3/18/2025 Content and Clarity Do you feel like the learning content clearly aligns with the objectives? (yes/no) Comments: 1. Life Cycle Analysis Lesson Plan: ● I believe that your learning activities and assessments that you have created for this specific lesson plan directly relate to the learning objective and clearly provides the students with the information that they will need to adequately answer the essential question that is posed in the lesson plan as well. Experience Based Learning Lesson Plan: ● Your learning objective is a good start, but I feel as if it needs some more detail to fully incorporate and match the learning activities that you have in place for this lesson plan. You focus on the life cycle of a garment and that meets your objective and the learning activities that you have presented but it doesn’t encompass all the other components that you have in your lesson or even your strands and standards that you have listed for this lesson and set of activities. A lot of your guiding questions and content relate back to sustainability in the fashion industry (this is even listed in your essential question) so it should be included in your learning objective as well. Consumer Influences – Value Based Lesson Plan: ● I feel that this directly relates to your learning target and essential question listed in your lesson plan. It allows the students to explore the content with resources that are relevant to them and should allow for thought provoking discussion. Recycle and Redesign Fashion Show: ● This PBL clearly captures the overall learning objectives and essential questions in your lesson plans to a final project. This addresses the issues that the fashion industry (and our society as a whole) are experiencing with overconsumption. This allows the students to think creatively and about their values not only as it relates to fashion but to other household items as well and this directly aligns with the content presented in your project. Is the content accurate and research based? (yes/no) Comments: 2. 44 Life Cycle Analysis Lesson Plan: ● This lesson plan clearly demonstrates the use of accurate and research-based materials to present a variety of different materials and techniques to the student. Resources are also linked at the bottom of the lesson plan. Experience Based Learning Lesson Plan: ● Yes, this lesson provides a practical application for students to get out and experience what is being discussed in class in the community. Consumer Influences – Value Based Lesson Plan: ● Absolutely. Research based with several up to date resources that showcase some of the issues faced in this industry and what the industry is currently doing to try and alleviate these issues. Recycle and Redesign Fashion Show PBL: ● Yes, this ties in all of the other research conducted for this project and allows the students an opportunity to demonstrate mastery of this content through hands on application and a reflection to tie it back to course content. Do you think that sustainability concepts are presented in a way that is engaging for high school students? (yes/no) Comments: 3. Life Cycle Analysis Lesson Plan: ● Tying what you are teaching them back to what they are currently experiencing is the best way to connect their learning to their everyday lives. This gives the students an opportunity to explore the life cycle of their clothes and start to pay attention to sustainable trends in brands that they love and show the importance of sustainability in fashion. Experience Based Learning Lesson Plan: ● Absolutely. The field trip to a thrift store is an excellent idea. That is something several students already do and enjoy. Students who are interested in the fashion industry are into thrifting more than the average student. By providing them with this opportunity you may expose them to something they had never considered or open a door for them that they may have never done on their own. Consumer Influence – Value Based Lesson Plan: ● This lesson I feel is the most applicable to the students as you really focus on why they buy the clothes that they buy throughout the lesson and give them several reasons such as self-concept, following fashion trends, etc. You provided a lot of 45 discussion in this lesson that will allow students to engage with their peers about this topic and how it relates to their lives and those around them. Recycle and Redesign Fashion Show PBL: ● I think this PBL really brings home the idea of sustainability for the students to take items that would typically just be disposed of and give them a new life in the form of fashion is a large part of your project. Even though students won’t really use recycled household materials it does allow them to start to think creatively about what they can do with the clothes and items they already have and hopefully start to make more sustainable choices when it comes to fashion. Pedagogical Effectiveness Do you feel like the instructional methods aligned well with the pedagogical approaches? (yes/no) Comments: 1. Life Cycle Analysis Lesson Plan: ● This lesson was very well thought out, but I feel as if there are a few areas where further connections to the content and their peers could be made to increase retention and the connection of the content being discussed. I really liked your 3,2,1 Assessment that I am assuming will be done at the end of Day #1, but what if you brought this back to start Day #2? Either by answering their questions or posing a few of the questions or items that they were curious about to their peers and allowing them to discuss to help them recall information that was discussed in a previous lesson? ● I love the assessment that you have for the end of Day #2, but what can be done to bring your essential question around full circle? Do you present your learning objective and essential question to the students at the beginning of the lesson? If so how can you add this question into your assessment for this lesson to have the students answer to demonstrate mastery for this question? It is a wonderful question, and I feel that it would help give you insight into whether your students understood and grasped the content or not. Experience Based Learning Lesson Plan: ● Yes, I do. Your end assessment is very similar though in just having the students share what they learned, and I feel like there might be a more applicable assessment that will help the students apply what they learned through this lesson. An example could have the students doing a Teach to Learn. This is something that could be quickly added or further flushed out depending on the time that can be dedicated to it in class, but simply having the students find someone that isn’t in the class and sharing their experience with them and share what they are learning is a powerful tool 46 to see what students are retaining from the lessons. The person being taught then just provides a quick summary of what they learned and a signature. Consumer Influence – Value Based Lesson Plan: ● For your introduction you should then spread the clothing items out and have the students sort the sticky notes into different categories and discuss what is most important to consumers by what they wrote down. You could even keep ones from previous classes to add to the mix to have students sort them. ● I would also try to add in another discussion technique instead of a Think-Pair-Share to get the students to interact with different people they may not sit by, try a Give One Get One Activity (students stand up and find someone not at their table and answer the question and then find a new partner, and then go for the specified amount of time or partners and then recap as a class). Recycle and Redesign Fashion Show PBL: ● Yes, I feel that this project is very well thought out and contains a variety of different instructional elements that will help the students succeed with their final design. I love the checkpoints that you created within your project to help students stay on track for the end product at the fashion show. How well do you feel like the curriculum promotes problem solving and critical thinking? (1-5, 1 being not effective, and 5 being very effective) Comments: 2. Life Cycle Analysis Lesson Plan: ● I think that you provided several opportunities for students to think critically about the problem of sustainability in fashion. Several times throughout the lesson you gave them the opportunity to work in groups and to discuss the problems that are currently seen in the fashion industry as they relate to sustainability. You also asked several thought-provoking questions that will help the students achieve a higher order of thinking while discussing the questions with their peers. Experience Based Learning Lesson Plan: ● This lesson provides opportunities for students to be exposed to the issue of sustainability and over consumption in the fashion industry and well help open their eyes to the different challenges that are faced in the industry. You have built in several questions and assignments that are thought provoking and will allow the students to explore the concepts but there isn’t really a conclusion or an opportunity for the problems they are presented with to be solved in this lesson. As you are doing this over a few days I don’t think that this is a problem as this provides a real-life 47 hands-on experience for the students to further their knowledge about this problem we are currently facing. Consumer Influence – Values Based Lesson Plan: I think this presents problems to the students and provides information but doesn’t really lead to a solution other than students thinking about their own practices as it relates to fashion. From reading your other lesson plans I feel like they all build together to help with the problem solving and the big picture presented in your project. Recycle and Redesign Fashion Show PBL: ● ● I feel as if your PBL is the culminating project to the lesson plans you presented. Students have to be able to problem solve and think critically about sustainability and fashion while creating this project to create a satisfactory end result. I feel like all of your other lessons were laying really good ground work to get your students to the place where they are able to problem solve and think critically about the issues presented to them. Then by completing your PBL the students are able to showcase what they learned throughout their exploration with you. Do you think that the pedagogical approaches used will help high school students form their own opinion on sustainability in the fashion industry and adjust consumer habits according to their values? (yes/no) Comments: 3. Life Cycle Analysis Lesson Plan: ● Your content for this lesson plan provided a very non-biased approach to sustainability in the fashion industry. The curriculum presented topics for the students to contemplate and consider creating their own opinions for what they value, and they think is important. Experience Based Learning Lesson Plan: ● Using an activity, they enjoy and are familiar with yes. This lesson is built to provide more information to the students and to help them start to question some of the things we do as a society and some of the issues that are faced because of that. Consumer Influences – Values Based Lesson Plan: ● Yes! This entire lesson plan is built around their values and the fashion industry. This lesson plans most definitely meets this criterion the best! Recycle and Redesign Fashion Show PBL: 48 ● Most definitely. Students love this event and go all out to showcase what they have learned, through the use of reflection they will be able to connect what they learned in class to what they are completing for the project. Practical Implementation Do you think that these projects would be practical to implement in a high school setting? (yes/no) Comments: 1. Life Cycle Analysis Lesson Plan: ● This lesson focused on a variety of different activities to reach different modalities and different levels of students. You provided valid options to differentiate and scaffold your curriculum for those who need it. All the projects presented in this lesson plan were well thought out and practical for a high school student to complete it in class with you or shortly after the assignment is due. Experience Based Learning Lesson Plan: ● Timing and funding could be an issue depending on school and parent support for these activities. An alternative if funding for a bus or timing does not work is to see if someone from a thrift store could come to the school and bring items with them to complete a similar presentation for the students to complete the same activities and learning experiences. Consumer Influences – Value Based Lesson Plan: ● Yes, all of this would be easy to implement in any high school classroom. Recycle and Redesign Fashion Show PBL: ● Yes, this would be easy to implement in any high school Fashion Course. Are there any challenges you foresee in the implementation of these projects? (yes/no) Comments: 2. Life Cycle Analysis Lesson Plan: ● I view time as the biggest challenge you face with this lesson. I feel that you have wonderful topics and so many fabulous resources for the students to access and utilize but I feel as if you may have underestimated your time for these activities. Experience Based Learning Lesson Plan: ● Same thoughts as the previous question. Consumer Influences – Values Based Lesson Plan: 49 ● No challenges seen with implementing this lesson Recycle and Redesign Fashion Show PBL: ● I think that teacher motivation and the ability to move through the curriculum and cover the topics to the level of depth required could be difficult. Time and resources to do an after-school fashion show could also be a problem. 3. If other teachers were to implement this curriculum, what additional supports do you think they would need to be successful? Experience Based Learning Lesson Plan: ● Some teachers might struggle finding community connections that they would need to implement this lesson. 50 Appendix C Sustainability Curriculum Reviewer Feedback Form Reviewer Name: Caitlin Huppi Date: 25 March 2025 Content and Clarity 1. Do you feel like the learning content clearly aligns with the objectives? (yes/no) Comments: I have little knowledge of this content, and it was easy to see what was aligned with state standards and which topics did not. Even if a topic was not based on a standard, all projects and lessons aligned with objectives. 2. Is the content accurate and research based? (yes/no) Comments: 3. Do you think that sustainability concepts are presented in a way that is engaging for high school students? (yes/no) Comments: I love the use of games and groupwork to engage students in discussions. I think the fashion showcase is an amazing opportunity for high school students to get out of their comfort zone and create a unique experience that increases their awareness of sustainability and reduces and recycles materials. Pedagogical Effectiveness 1. Do you feel like the instructional methods aligned well with the pedagogical approaches? (yes/no) Comments: I love that the lesson plans include accommodations, modifications and needs based on students who are alternative learners. Teachers should know how to adapt a lesson based on the students in the class. This is a great opportunity for all students, and should be included in lesson planning. 2. How well do you feel like the curriculum promotes problem solving and critical thinking? 4.5 Comments: My only concern is that the lesson plans do not address biases that the teacher may have on the fashion industry. Will the student take on those biases based on how the information is presented? 3. Do you think that the pedagogical approaches used will help high school students form their own opinion on sustainability in the fashion industry and adjust consumer habits according to their values? (yes/no) 51 Comments: The lessons give a wide range of information about the fashion industry and both issues and what some companies are doing to combat those issues. This gives the students the opportunity to form their own opinions with that information. Once they have formed their own opinions, they are able to adjust their lifestyles to meet their values and that is supported by the lessons created. Practical Implementation 1. Do you think that these projects would be practical to implement in a high school setting? (yes/no) Comments: These lessons are out of my wheelhouse, but I feel I could take these lesson plans and implement them based on details, links and content that is provided by the teacher. 2. Are there any challenges you foresee in the implementation of these projects? (yes/no) Comments: 3. If other teachers were to implement this curriculum, what additional supports do you think they would need to be successful? · I think observation and feedback to ensure that lessons are presented with fidelity. They may need some coaching initially to present the lessons in a well-paced and effective teaching manner. Suggestions 1. Do you have any other additional suggestions on how to increase the effectiveness of this curriculum? · No, I feel it is effective and detailed in the presentation and writing of the lesson planning. 52 Appendix D Exploring Consumer Values in Fashion Instructor: Emilia Barber Course: Fashion Design Studio Grade Level/Period: 10-12th Lesson Title: What do We Really Want? Exploring Consumer Values in Fashion Total Estimated Time: 75 minutes STATE MEASUREMENT CRITERIA State Strand/Standard/Objective/Indicator: Strand 4 Students will identify consumer strategies in the fashion industry and associated careers. Standard 1 Identify consumer influences. Today’s Learning Objective(s): Students will be able to identify their own values within the fashion industry based on their consumer habits. Essential Question: How can fashion design balance creativity, consumer needs, and environmental responsibility? PRIOR KNOWLEDGE & PRE-LESSON ACTIVITIES Prior to this activity, students learned about fiber contents, fabric and characteristics. We also had an introduction lesson to introduce sustainability. Fashion for the planet.pptx This lesson will build on the closest inventory assignment. In this assignment, students picked 5 items of clothing from their closet. They included a photo, the item, brand, fiber content, country of origin and the purchase price. Then, students listed the three most common fibers used in the five garments. They evaluated the strengths and weaknesses of those fibers, and why they think the garments were made from them. VOCABULARY Cultural and social- ethnicity, religion, values, conformity, peer pressure, and individuality. Economic conditions- affordability, availability, lifestyle, and political climate. Media and advertising- commercials, movies, TV, magazines, social media and celebrities Technology- new developments, research, and environmental impact. STUDENT ASSESSMENT/EVALUATION The student’s final product will be a fashion journaling assignment. This assignment will build on their closet inventory assignment completed in the previous unit. Students will analyze the five clothing choices and reflect on why they purchased those items. Questions for Discussion: What influences you as a consumer? Have you ever thought of where your clothes came from? Who made them? Time: 25 min. Materials: Closet Inventory.docx Fashion Values Assignment 53 What do you value when it comes to your purchasing habits? How often do your purchases actually reflect those values? Students will be completing this assignment on Canvas. They will upload photos of the clothing items they choose when they have access to them. If students desire, they can build this assignment off their closet inventory assignment. INTRODUCTION/ANTICIPATORY SET/INTEREST APPROACH (MOTIVATION) As students walk in, give each student a sticky note. On a Time: 10 minutes table, have a variety of clothing items with tags showing Materials: different attributes. Variety of clothing items with tags showing different attributes like “Trendy,” Ask students “If you could only pick one item to add to your “locally made,” “eco-friendly materials” wardrobe, which one would it be and why?” “low cost,” or “exclusive brand.” Have students write why they would pick that item on the sticky note, and then students will stick it on the clothing item they would choose. Tags Printed and Laminated Fashion Values Tag Activity.pdf Visual Value Sort Cards printed and Value Sort: laminated. Provide a Value Sort Card Set with labels and short Visual Value Sort Cards definitions or examples. You could print cards or provide them digitally. This will help students match labels with examples of values in student friendly terms. 1. Distribute the value cards 2. Ask students to choose their top three values that influence how they shop. 3. In pairs, have students explain their selections using sentence starters like: a. “I chose____ because....” b. “This value shows up in my buying decisions when I...” 4. Give students time to reflect. a. Do your consumer choices reflect your top values? Why or why not? Today we will be talking about what influences us as consumers. We may think we value certain things, but our choices reveal our true values. We are going to explore how our consumer values impact the fashion industry and the planet. CURRICULUM AND INSTRUCTION 54 Content (What): Consumer Influences of Fashion ● Values in consumer habits ● Cultural and social conditions ● Social identity ● Self-esteem and self-expression ● Ethical and environmental considerations ● Technology Values and Descriptions Affordability Preference for low-cost options Individuality Desire to express uniqueness through fashion Convenience Preference for fast, easy, accessible clothing Social Status Desire to own branded or trendy items for status Functionality Focus on comfort, durability, and practicality Ethical Preference for fair wages, humane Production working conditions Cultural Preference for items tied to Identity cultural or religious values Minimalism Desire to own fewer, high-quality items Trendiness Value placed on following current fashion trends Local Support Preference for locally made or sourced items. Teaching Method Time: 20 min. (How): Materials: PowerPoint and Consumer Influences and Guided notes Retail Options.pptx Discussions Today, you will only go over Videos the information from consumer influences. Consumer Skills and Retail Options will be taught in the following class period. Notes: Consumer Influences.docx Process Questions and Answers/Formative Assessments: Give One Get One Activity: Students stand up and find someone not at their table and answer the question and then find a new partner. After, students sit back down, and we recap as a class. How often do you get “influenced” to wear or buy something? Who influenced you and why? What do you usually consider when you buy clothes? What do you value when it comes to your closet? Do your choices reflect what you value most? Why or why not? Cultural and Social Conditions: Do you think people prioritize different values based on where they live or their culture? Personal Story: In the town where I grew up, there are a lot of surrounding areas of farmland and farmers. How do you think this would influence people’s purchasing habits when it comes to clothing? When I go home, I am often surprised to see a lot of people wearing cowboy boots and more practical clothing than I see in Salt Lake. Social Identify: 55 Based on what you see, do you think that more people want to be unique in their clothing/fashion choices or fit in with trends? Ethical and Environmental Considerations: Would you spend more money on a piece of clothing that was sustainability made? Media and Advertising: How do you think influencers through social media increase consumerism? MODIFICATIONS Accommodation for students with exceptional needs: Visual aids will be provided through pictures on the digital presentation, and students will receive guided notes. Differentiation of learning styles: Visual Learners: Videos Auditory: Group discussion questions Read/write: Students will take notes. Enrichment for students who already know or grasp content quickly: Have students consider the longterm consequences of consumer habits on the environment. Transition: Use flexible grouping to divide students into 2-3 large groups. Students will move their chairs to sit in a circle or sit on the floor. Students are also welcome to stand in a circle for the discussion. CURRICULUM AND INSTRUCTION Content (What): Teaching Method Time: 15 min Debate a real-world issue (How): Materials: relating to sustainability in the Socratic discussion https://www.forbes.com/sites/taxnotes/2023/11/13/thefashion industry. This can in 2-3 small groups. tax-man-comes-for-fast-fashion/ change or adjust based on current events. Students will be https://www.cnn.com/2024/03/15/style/france-fastFast Fashion Tax: divided into 3-5 fashion-bill-intl-hnk/index.html Law makers around the world groups of students are proposing a fast fashion to discuss the idea tax for Ultra-fast fashion of a fast fashion companies in hopes to tax. discourage consumers from purchasing these items. In Each group member France, the tax is proposed to will be assigned a be up to $16 per item by 2030. stakeholder role (consumer, brand, policymaker) and will debate the Fast Fashion Tax from the perspectives of 56 those roles in the industry. Process Questions and Answers/Formative Assessments: Do you think this tax effectively encourages fashion companies to adopt more sustainable practices, or will they find ways around it? How might this tax affect consumers, particularly those who rely on fast fashion for affordable clothing? Should there be a balance between sustainability goals and affordability? What other measures could the government or the fashion industry take to promote sustainability without increasing costs for consumers? Students can discuss these questions and others that arise. MODIFICATIONS Accommodation for students with exceptional needs: Students will get to choose their own groups and have flexible grouping. Differentiation of learning styles: Visual: Questions will be posted on the board to get the discussion started Auditory: Students will discuss the topic with peers. Kinesthetic: Students will move around the room for the discussion. Enrichment for students who already know or grasp content quickly: Students can go more in depth with their discussions. Transition: Students will return to their seats and will begin to work on their fashion values assignment on their laptops. CLOSURE/SUMMARY At the end of class, students will take some time exploring current sustainability issues that are being faced in the industry. Time: 5 min. Materials: NA Enrichment/ Experiential Learning/ Connection to CTSO, Leadership, or Career Patagonia is a leading brand when it comes to environmentalism Materials: within the clothing industry. To explore further, students can https://www.patagonia.com/ourcheck out the information on their ecofootprint and footprint/ environmental policies on their website. REFLECTION What was the best part of this lesson? 57 What changes do I need to make for the next time I teach this lesson? REFERENCES/NOTES 58 Values in Fashion Assignment For this assignment, you will identify your personal values within the fashion industry based on your consumer habits. Start by selecting five items in your closet. You will upload pictures of each of those items, and then you will answer questions about why you purchased them. You can refer to your notes on consumer influences from class. First, I want you to journal about what your values are when it comes to the fashion industry (be honest) in two paragraphs. Picture of clothing What consumer influence led you to Based on your consumer habits item. this purchase? What made you decide and the item pictured, do your to buy this item? purchasing choices reflect your personal values about fashion? Why or why not? 59 Appendix E Experience-Based Learning Secondhand Stores Instructor: Emilia Barber Course: Fashion Design Studio Grade Level/Period: 10th-12th Lesson Title: Awareness of Sustainability within my Community Total Estimated Time: 90 minutes For this lesson, timing and funding may be a barrier. If it is not possible to go on a field trip to a thrift store, for an alternative experience see if a guest speaker can come in from the thrift store and bring a few bags of clothing for students to evaluate to get a similar experience in case of budget/time Alternate Experience restraints. STATE MEASUREMENT CRITERIA State Strand/Standard/Objective/Indicator: FCS National Standards for Textiles, Fashion and Apparel 16.2.3 Analyze textile legislation, standards, and labeling in the global economy 16.2.4 Analyze characteristics of textile components in the design, construction, care, use, maintenance, and disposal or recycling of products. 16.2.5 Demonstrate appropriate procedures for care and disposal or recycling of textile products, considering diverse needs locally and globally. Today’s Learning Objective Students will analyze the life cycle of garments by analyzing clothing labels, studying what happens to garments after they get donated, and explaining how the life cycle of goods relates to sustainability. Essential Question: How can fashion design balance creativity, consumer needs, and environmental responsibility? PRIOR KNOWLEDGE & PRE-LESSON ACTIVITIES Students will be attending a local thrift store to learn more about the life cycle of clothing, consumption, and how thrift store impact sustainability. Teacher Pre Work: Schedule a bus to take students to and from the field trip site. Meet with manager of thrift store to plan a presentation for the students about clothing that gets donated, determinants for what gets resold, and what happens with excess clothes/ the clothes that don’t get sold. 60 Pre-Lesson Activity Thrifting can be a more sustainable alternative to purchasing goods. That being said, thrifting may be a band aid fix for the larger issue of overconsumption. Buying things just to “donate” them isn’t a great solution, and overconsumption can bleed into secondhand stores if people are overconsuming secondhand goods. How can I be intentional when purchasing goods second hand? Ask myself: 1. Would I buy this at retail price? 2. What could I wear with this? 3. Can this be repaired? 4. Do I need this? 5. Does this fit? Donating clothes You can redirect donation efforts and take clothes directly to smaller organizations such as homeless shelters because larger thrift stores can see such a mass amount of donations. VOCABULARY Circular economy: Model of resource production and consumption that involved sharing, leasing, reusing, repairing, refurbishing, and recycling existing materials and products for as long as possible. Sustainability: Balance between the environment, equity, and economy to create healthy and diverse communities Clothing life cycle: The journey of a piece of clothing from raw materials to disposal Consumption: The purchase and use of goods and services by the public 61 Second hand: Goods that have had a previous owner STUDENT ASSESSMENT/EVALUATION My life as a piece of clothing: creative writing assignment Time: 30-45 min. Instructions: Materials: During your time at the thrift store, find one item that spikes your curiosity. Computer Why did it stand out to you? Imagine the life that piece of clothing has had and imagine the future that piece of clothing will have after it leaves the thrift store. Your assignment is to complete a creative writing piece writing from the perspective of the piece of clothing. Use personification to write your piece from the perspective of that piece of clothing. Through your writing, I want you to highlight the life cycle that piece of clothing has and will have (you will have to use some imagination). It may help to look at the materials the piece of clothing is made of to conceptualize where the life cycle began. Your creative story should be about 2 pages. Outline: Introduction: Describe the clothing item and its current state at the thrift store. Imagine where that piece of clothing began (it might be helpful to look at the tag). For example, if it is a cotton t shirt, describe how the life cycle began as a plant and was harvested. Past life: How was this shirt produced? Who made it and where? How did it get to the store to be purchased, and what happened to it after it was purchased? Thrift store: How did this piece of clothing end up in the thrift store? What is it hoping for after it leaves? Future: Imagine the clothing leaves the thrift store, what’s its next adventure? *Students will complete the assessment after the field trip INTRODUCTION/ANTICIPATORY SET/INTEREST APPROACH (MOTIVATION) Go straight to the bus to be efficient with time. On the bus, remind students to be respectful, listen during the presentation, and keep phones put away. Share what the timeline will be for students. We will spend 25-30 minutes touring the thrift store and listening to a presentation from the thrift store associate. After, students will get 25-30 minutes to complete a scavenger hunt together. Time: 15 min Materials: NA CURRICULUM AND INSTRUCTION Content (What): Teaching Method (How): Time: 30 min The role of thrift stores in The thrift store associate will start by taking Materials: NA extending the life cycle of students on a tour of the thrift store. They will take clothing and contributing students around the store, to the back of the store, to sustainability. and will show students the process that they go through to receive goods and put them on the sales floor. They will explain the process, what they do 62 with goods that don’t end up on the sales floor, and what happens with goods that don’t get sold. Process Questions and Answers/Formative Assessments: What determines what ends up on the sales floor? Do textiles that don’t get put on the sales floor get recycled? How do you think secondhand stores contribute to sustainability in the fashion world? What are your thoughts on consumerism after having worked at a secondhand store? Are too many goods being donated to the thrift store? If so, what can be done about it? Do you think thrifting is a band-aid solution to sustainability, facing the larger issue of overconsumption? MODIFICATIONS Accommodations for students with exceptional needs: Guided notes Visual aids Pair students will exceptional needs a peer for the field trip Differentiation of learning styles: Auditory learning: presentation from the thrift store associate Visual learning: tour of the thrift store Enrichment for students who already know or grasp content quickly: Students who grasp the content quickly will have time to ask the thrift store associate questions. Transition: After the tour, students will get a chance to explore the thrift store in small groups. CURRICULUM AND INSTRUCTION Content (What): Teaching Method (How): Time: 30 min Circular life cycle of Scavenger hunt Materials: fashion Students will participate in a scavenger hunt around Scavenger hunt the store to evaluate clothing that is there. worksheets They will track how many new items with tags they Tracing the Lifecycle find, the most common brands, most common sizes, of Fashion and what styles they see the most of. Students will Pencils also pick one item of clothing that stands out to them for their creative writing assignment and will take a picture. Process Questions and Answers/Formative Assessments: How does shopping second hand extend the life cycle of a garment? Where do clothes go from here? What type of clothing pieces get donated to the thrift store? What are your thoughts on consumerism in your local community? What quality of goods are donated to the thrift store? MODIFICATIONS Accommodations for students with exceptional needs: Guided notes 63 Visual aids Pair students will exceptional needs a peer for the field trip Differentiation of learning styles: Auditory learning: students are given verbal instructions Kinesthetic learning: students are given the opportunity to explore clothing items in a hands-on way. Social/solitary learning: students can work alone or in groups Enrichment for students who already know or grasp content quickly Students can brainstorm ideas on how they could extend the life cycle of goods that they find at the thrift store by using them in designs and brainstorming in small groups. Transition: Gather students and get back on the bus to go back to the school. CLOSURE/SUMMARY Thrifting is inherently sustainable, but it may be a band-aid fix on the bigger problem which is overconsumption. Thrifting or donating doesn’t fix overconsumption, and the reality is that more is being donated than consumed. That being said, thrifting is still an affordable way to purchase clothes in a more ethical way to shop. It should not be used as an excuse to over-consume and re-donate. Time: 15 min Materials: paper and pencils Students will make one commitment to form at least one sustainable habit in their life. They could commit to only buying things that fit their values, washing clothes properly, buying natural textiles, repairing their clothes, donating to small organizations or shopping their closet first, for example. Then students will have to participate in a teach-to-learn. They must teach someone they know about what they learned during the field trip and share their commitment with them. Whoever they teach will need to sign off on their commitment and summarize what the student taught them. They will turn it in the following class. This could open a discussion about why sustainability may sometimes be uncomfortable to talk about with people. Enrichment/ Experiential Learning/ Connection to CTSO, Leadership, or Career Thrift Store Associate: Job responsibilities include sorting goods, assisting Materials: NA customers, organizing goods, stocking, pricing goods, assessing donations and managing cash. Along with their assessment, as an extension activity students can create a digital graphic to represent the life cycle of their piece of clothing. REFLECTION What was the best part of this lesson? 64 What changes do I need to make for the next time I teach this lesson? REFERENCES/NOTES https://www.ellenmacarthurfoundation.org/articles/the-trends-and-trailblazers-creating-acircular-economy-for-fashion 65 Tracing the Lifecycle of Fashion After reflecting on your tour of the thrift store, what stood out to you the most? What insight did you gain from this experience? How did this experience spark your curiosity about the life cycle of clothing? How many items did you see with the original tags? Why do you think those items ended up in a secondhand store? What brands do you see the most throughout the store? Are there common styles you have seen a lot of? If so, what are they? What stands out to you about the type and quality of items you see in the thrift store? Do items look worn or new? Pick one item of clothing that captures your attention. Take a picture and describe it below. How did your experience at the thrift store alter your perception on the life cycle of clothing and the role of sustainability in fashion? Make one sustainability commitment. Outside of school, share your experience at the thrift store with someone else. It can be a friend, family or community member. Share your commitment with them and explain why it meets their personal values. Below, have the person you taught summarize what you told them and write down your commitment. The person you taught will sign your paper below. Signature: 66 Appendix F Challenge Based Learning: Life Cycle Analysis Instructor: Emilia Barber Course: Fashion Design Studio Grade Level: 10th-12th grade Where do clothes come from? Exploring Life Cycle Analysis in the fashion Lesson Title: industry. Total Estimated Time: Two 75-minute class periods STATE MEASUREMENT CRITERIA State Strand/Standard/Objective/Indicator: 16.2.1 Apply appropriate terminology for identifying, comparing, and analyzing the most common generic textile fibers and fabrics. 16.2.2 Evaluate performance characteristics of textile fiber and fabrics. 16.2.3 Analyze textile legislation, standards, and labeling in the global economy. 16.2.4 Analyze characteristics of textile components in the design, construction, care, use, maintenance, and disposal or recycling of products. Today’s Learning Objective(s): Students will be able to Students will be able to analyze the life cycle analysis of apparel products to evaluate the sustainability of that product and brainstorm ways that product could be improved. Essential Question: How can fashion design balance creativity, consumer needs, and environmental responsibility? PRIOR KNOWLEDGE & PRE-LESSON ACTIVITIES Students have previously created a fiber reference guide allowing them to analyze both natural and manufactured fibers, along with uses of each. They have gained an understanding of the performance of textile characteristics in fabrics and clothing. Students have learned the basics of what sustainability means in the fashion industry, and what it looks like on a personal and global scale. VOCABULARY Life Cycle Assessment (LCA)- A method for evaluating the environmental impact of a product from raw material extraction to disposal (cradle to grave). Life Cycle Stages- The different phases of a product’s life, including raw material extraction, manufacturing, distribution, use, and end-of-life. Circular economy- A system where materials and products are reused and regenerated instead of being discarded, a cradle-to-cradle approach Ethical Sourcing- Ensuring that materials and labor practices are environmentally and socially responsible. Carbon footprint- the total greenhouse gas emissions associated with a product, activity, or person. 67 Water Footprint- the amount of freshwater used in the production and consumption of goods Energy Consumption- the total energy required to produce, use, and dispose of a product. Raw materials- the natural resources used to create textiles. Cradle-to-grave- The full life cycle of a product from raw materials (cradle) to the disposal phase (grave). Cradle-to-gate- A partial product life cycle assessment that investigates a product from raw materials (cradle) to the gate of the manufacturing facility (gate) before transportation to the consumer. Cradle-to-cradle- A product life cycle assessment, where the end phase includes recycling of the product into a new product. STUDENT ASSESSMENT/EVALUATION Group Project: Life Cycle Analysis of a piece of Time: 45 min. clothing. Materials: Simple clothing items such as t-shirts, simple jackets, First, students will select a piece of clothing to and jeans. Include tags and packaging if possible. complete the life cycle analysis on. They will be working in groups of 2-3 students. OPDD_life_cycles_lesson1_activity1_worksheet.docx Have them analyze the piece of clothing. How does it feel? What was it made of? Where was it made? What is the quality of the item? Check the seams, complete a pull test (gently pull at the fabric and let go, does it keep its shape, crease or cause marks), check the pattern for pattern matching, and determine what brand the item of clothing is. Students will then use the Product Development and the Environment Life Cycle Assessment Worksheet to evaluate the LCA of that product. These numbers are fictional but will provide students with a deeper understanding of what LCA is and the benefits of it. (Worksheet developed by Dr. Amber Williams) After students have completed their worksheet, they will connect with two different groups and compare their products. Students will complete an improvement analysis on their product. To support a variety of learning styles, students can create a visual poster, infographic, or digital presentation for their improvement analysis. 68 ● Student can use the following sentence stems to help them with their improvement analysis: ● What do you think is the biggest sustainability issue with this product? ● What alternative materials or production techniques could be used? ● Does the brand of this product show transparency? If not, how could they be more transparent with consumers? ● How could this product be made to last longer? ● What could consumers do to care for this item of clothing and extend its life cycle? INTRODUCTION/ANTICIPATORY SET/INTEREST APPROACH (MOTIVATION) Threads game: The journey of your clothes Time: 10 min. https://globalgoalscentre.itch.io/threads Materials: Students will get out personal devices to play this https://globalgoalscentre.itch.io/threads game. This interactive game will give students insight Threads game found on this website. to how their clothing is made and where. This will introduce students to the life cycle of clothing. CURRICULUM AND INSTRUCTION Content (What): Life Cycle Assessment Circular Economy Teaching Method (How): Think, Pair, Share (Picture of Jeans) How was this product made? What happens after this product is made? Time: 25 min. Materials: Introduction of Life Cycle Assessment.pptx Digital Presentation, videos, and notes Process Questions and Answers/Formative Assessments: What is included when we look at the life cycle of a piece of clothing? What do you think are the benefits of building a circular economy? What would have to happen to promote a circular economy within the industry? Why is LCA important for designers and developers? MODIFICATIONS Accommodations for students with exceptional needs: Subtitles on videos Differentiation of learning styles: Visual, Audible 69 Transition: Students will get out their personal divided to explore Patagonia’s website. CURRICULUM AND INSTRUCTION Content (Why?): Teaching Method (How): Time: 25 min. Transparency to Discussion on Patagonia’s advertisement. Materials: consumers ● What do you think the First, show students an goal was of this advertisement from advertisement? Patagonia titled “Don’t Buy ● Do you think Patagonia This Jacket.” was successful in this goal? ● How do you think It is important that consumers reacted to this https://www.patagonia.com/ businesses are transparent advertisement campaign? home/ to consumers. Often when Patagonia, and outdoor gear and apparel completing a life cycle store, is one of the leading brands when it analysis, many brands have comes to sustainability initiatives. This a Cradle-to-gate approach. advertisement encouraging consumers to They focus on the product “Buy Less” increased sales by 1/3. from raw materials to the Students will explore Patagonia’s website gate of the transportation and sustainability initiatives. They will facility, but don’t focus on discuss what they found in small groups of what happens to the goods 2-3 people. after they reach consumers. Students will explore the apparel and outdoor brand Patagonia’s sustainability initiatives and evaluate what they are doing to enhance transparency to the consumer. Process Questions and Answers/Formative Assessments: When evaluating sustainability, why would it be beneficial to do a life cycle analysis? Why is it important for brands to be transparent with consumers? What is Patagonia doing to be transparent to consumers, and are there any gaps in transparency? When it comes to production, consumption and waste, what is Patagonia doing to be more sustainable? Patagonia uses primarily recycled and organic materials; how does this choice impact the environment? 70 Do you think that Patagonia has a cradle-to-grave, cradle-to-gate, or cradle-t0-cradle approach? What are they doing that is different from other brands? How does Patagonia's approach extend the life cycle of their products, and how does that compare to fast fashion? How does Patagonia’s Worn Wear program reduce textile waste, and how does that impact the brands life cycle analysis? MODIFICATIONS Accommodations for students with exceptional needs: Flexible grouping, Speech to text Differentiation of learning styles: Social, Linguistic Enrichment for students who already know or grasp content quickly Students can use the website Good on You to research other brands and what they are doing or not doing when it comes to making responsible decisions on their impact. https://goodonyou.eco/ Transition: Count students off by 5 to provide flexible grouping and promote inclusion by allowing students to work with people they don’t usually work with. CURRICULUM AND INSTRUCTION Content Teaching Method (How): Time: 45 min. (How?): Students will be divided into groups of 5 students. Materials: Gaining a Each student will take a closer look into each stage of Individual devices for research. deeper the life cycle of a piece of clothing. Students will understan research that stage of production, and the effects https://goodonyou.eco/ultimateding of the that stage has on the economic, environmental, and clothing-material-guide/ Life Cycle social wellbeing of communities. of Students will share their findings with their groups to https://textileexchange.org/mate clothing. gain a deeper understanding of each stage of a piece rials-directory/ of clothing's life cycle. They can present their findings in a variety of ways including digital presentations, https://textilevaluechain.in/newssmall posters or an infographic. insights/apparel-fashion-retailnews/top-10-clothingGroup member #1: Raw materials manufacturing-countries-in-theWhat are the key processes at this stage? world How do these affect people, the economy, and the environment? https://www.inteklogistics.com/b What are some improvements that could be made at log/shipping-clothing-alongthis stage? fashion-supply-chain Group member #2: Manufacturing/Assembly What are the key processes at this stage? https://universitypolicy.unc.edu/n ews/2024/04/26/rethinking- 71 Are materials produced in the same places that clothing is most often produced? If not, why do you think this is? How does the manufacturing process effect people, the economy, and the environment? clothing-consumptionunderstanding-the-human-costof-fast-fashion/ https://www.earthday.org/driven -to-shop-the-psychology-of-fastfashion/ Group member #3: Transportation and Distribution How do goods make it to the consumer? How does the increase of online shopping affect https://peopleofleisure.co/blogs/ consumerism? good-stories/what-to-do-withHow does the transportation and distribution process old-clothes-that-cannot-beeffect people, the economy, and the environment? donated?srsltid=AfmBOopMsdMj S37DYCa_SLXITrHCg3NBS8xnHm Group member #4: Use WwKLN1kemuJhSiBJvE How many times are things used or worn before disposal? How does fast fashion effect the use of items? How does consumerism or the way things are used affect the economy, environment, and people? Group member #5: Disposal/recycling What is the most common reason clothes are disposed of (wear and tear, out of style, grown out of them, etc.)? How do people dispose of their clothes? How does the disposal/recycling of clothing impact the idea of promoting a circular economy? Process Questions and Answers/Formative Assessments: How are brands using life cycle analysis in their products and what does that actually look like in the industry? Does the final stage get forgotten (end of life) by brands and consumers? How does that impact sustainability? After a garment is used by the consumer, what can be done to extend the life of that garment and could promote a circular economy for future generations? MODIFICATIONS Accommodations for students with exceptional needs: Flexible grouping Differentiation of learning styles: Visual, Social, Analytical Enrichment for students who already know or grasp content quickly Students can help members in their group with researching difficult concepts. Transition: Students will divide into smaller groups of 2-4 to work on a life cycle analysis for a t shirt. 72 CLOSURE/SUMMARY 3, 2, 1 reflection What are three things you learned? What are two questions you still have? What is one thing that sparked your curiosity? Time: 5 min. Materials: NA Enrichment/ Experiential Learning/ Connection to CTSO, Leadership, or Career Explore advanced sustainability tools such as the Higg Index to evaluate real Materials: companies and their environmental impact. Paper, design Creative challenge: Circular Fashion Redesign, conceptualize a clothing item notebooks. design for circularity for example modular clothing or biodegradable fabrics. Individual device REFLECTION What was the best part of this lesson? What changes do I need to make for the next time I teach this lesson? REFERENCES/NOTES Muthu, S. S. (Ed.). (2015). Handbook of life cycle assessment (LCA) of textiles and clothing. Woodhead Publishing. A.I. used for core LCA terms and vocabulary https://chatgpt.com/c/67cf3813-1bb4-8008-986f0993fc145563 Munasinghe, P., Druckman, A., & Dissanayake, D. G. K. (2021). A systematic review of the life cycle inventory of clothing. Journal of Cleaner Production, 320, 128852. https://doi.org/10.1016/j.jclepro.2021.128852 73 Product Development and the Environment Activity – Life Cycle Assessment Worksheet Product that you are assessing: ________________________________________________ Inventory analysis Step 1 Materials Acquisition: Each material in a product has its own life cycle of use and waste. List all the materials (textiles, metal, plastic) in your product. Type of Raw Material Points 1 1 1 1 1 1 1 1 1 Total Points Step 2 Materials Processing: Most metals and plastics must be processed before they are in a useful form for manufacturing. Again, list the metals and plastics in your product. Assign one point for each material. Textiles, Plastics, Metals in the Product Points 1 1 1 1 1 1 1 1 1 Total Points Step 3 Manufacturing: All of the processed materials in your product must be formed and shaped into something useful for the product (i.e. metal buckle, plastic zipper, nylon webbing, 650 Denier Cordura). List the different parts and pieces of your product that have been manufactured here. Assign one point for each component. Different Parts and Pieces in the Product Points 1 1 74 1 1 1 1 1 Total Points Step 4 Packaging: How is your product packaged for sale? Mark the boxes that correspond to the packaging of your product here. Add the total points for the packaging of your product. Packaging Points 0 None 5 Paper or cardboard packaging only 5 Paper Hangtags with cellulosic string 15 Plastic packaging only 15 Plastic Hangtags with plastic tag tails 10 Plastic and cardboard packaging 15 Styrofoam or rubber packaging 5 Instructions sheets included separately in package Total Points Step 5 Transportation: Once a product is packaged, it needs to be transported to somewhere else for storage or sale. Transportation by trucks, planes or boats require fuel for energy and contribute to air pollution. Mark the box if your product uses transportation in any way. List the total points for the transportation of your product Transportation Points 15 Yes, by plane, truck, or boat 1 None Total Points Step 6 Use of the Product: all products have an amount of time that they can be used and reused. Check the box below that describes how long your product can be used. Use of Product Points 15 Product can be used once 10 Product can be used for 5 years 5 Product can be used for over 10 years Total Points Step 7 Disposal: Once a product has been used, it can be disposed of or recycled. Check the box which describes your product below. Product Disposal or Recycle Points 15 Product must be thrown away 5 Some product materials can be recycled All of the product and product materials can be 0 recycled 75 Total Points Impact analysis Add up the points for your product to determine its overall impact on the environment: Total Points How did the overall environmental impact of your product compare with another product in class? Improvement analysis 1. What could you change in your product to improve its impact on the environment? Describe your improvements here. 2. Look at your Inventory Analysis above. Re-calculate your score if you were to use the improvements you just described. Did your score change? By how much? 3. What would you need to do to reduce the environmental impact of your product even more? 4. There are several types of design life cycle assessments. Read the three descriptions below. Cradle-to-Grave: The full life cycle of a product from raw materials (cradle) to the disposal phase (grave). Cradle-to-Gate: A partial product life cycle assessment that investigates a product from raw materials (cradle) to the gate of the manufacturing facility (gate) before transportation to the consumer. Cradle-to-Cradle: A product life cycle assessment, where the end phase includes recycling of the product into a new product. The recycled product can be identical or different to the original product. Which description best fits your product? Why? 76 Appendix G Trash Turned Couture Instructor: Emilia Barber Course: Fashion Design Studio Grade Level/Period: 10th-12th Lesson Title: Trash Turned Couture Total Estimated Time: 8-10 75-minute class periods STATE MEASUREMENT CRITERIA AND LEARNING GOALS State Strand/Standard/Objective/Indicator: *Sustainability is not currently part of the Strands and Standards for Fashion Design studios in the state of Utah. National Standards for FCS Referenced 16.2.4, Analyze characteristics of textile components in the design, construction, care, use, maintenance, and disposal or recycling of products. 16.2.5, Demonstrate appropriate procedures for care and disposal or recycling of textile products, considering diverse needs locally and globally. 16.2.6, Evaluate fibers and fabrics for sustainability factors. 16.2.7, Evaluate quality of textiles, fashion, and apparel construction and fit. 16.4.1, Demonstrate professional skills in using traditional and technologically innovative equipment, tools, and supplies in textiles, fashion, and apparel construction, alteration, repair, and recycling. 16.4.4, Analyze current technology, trends, and innovations that facilitate design and production of textiles, fashion, and apparel. 16.4.5, Demonstrate basic skills for production, alteration, repair and recycling of textiles, fashion, and apparel. Success Skills: Creativity, innovation, critical thinking, problem-solving, collaboration, communication, time management, organization, initiative, adaptability, ethical awareness, and environmental awareness. Identify fashion related careers • Costume designer: a person who designs costumes for film, stage production or television. • Fashion designer: The art of applying design, aesthetics and natural beauty to clothing and its accessories. Literacy Skills: Researching sustainability, reading instructions, project planning, reflective writing, collaboration, and visual literacy 77 Driving Question: PROJECT SUMMARY In this project, students will be applying concepts of sustainability to make an outfit that they can model down the runway. Students will need to create a plan for their project and gather the supplies needed. Students can use non-clothing items such as plastic bottles, trash bags etc. They can also upcycle textile items and apply sewing skills for this project. Students are encouraged to make a statement and find inspiration for their project. Students will showcase their work by wearing their final look on the runway. If a teacher is unable to plan an after-school event, the same project could be completed during class time and end with an in-class fashion show. Parents can still come to the classroom to see students, or another class could be invited, still providing the public product aspect. VOCABULARY Sustainability, upcycling, recycling, fast fashion, eco-friendly, textile waste, carbon footprint, silhouette, texture Aesthetic, construction, pattern, seam, embellishment, Concept, inspiration, statement piece, couture, runway walk, critique PUBLIC PRODUCT Students will participate in a recycling and redesign fashion show. This will take place after school in the Little Theater. This is a public event; parents, students, and friends are encouraged to attend. Posters will be hung around the school to advertise this event, and emails will be sent to parents. After the fashion show, students will submit photos wearing their final product, along with a reflection on how they used problem solving and collaboration to implement sustainability to their couture look. Project Milestone #1: Design Illustration and Planning Process. Students will illustrate their design concept and complete the planning process for their project. Time: 75 minutes Checkpoint 1: Planning and Concept Development LESSON OBJECTIVE: Materials: Students will use design skills to create a wearable runway design that Recycle and Redesign Fashion they could make using recycled materials. Show Planning KEY VOCABULARY: Page.docx Sustainability, upcycling, recycling, fast fashion, eco-friendly, textile Recycle and waste, carbon footprint Driving Question: How can I transform recycled materials into a high- Redesign Fashion Show.pptx fashion runway look utilizing style and sustainability and start a conversation about what this looks like for brands and consumers? LEARNING ACTIVITIES: 1. Group Brainstorm: Star bursting 78 Question: How can I transform recycled materials into a highfashion runway look utilizing style and sustainability? Method: Project a variety of images of upcycled clothing on the board to spark the discussion. (Included in the first slide of the PowerPoint. Draw a five-pointed star on the board. In the center, write down the question focus. Then, label each point of the star with “Who?” “What?” “Where?” “Why?” and “How?” Students will use each point to come up with questions and/or ideas about the central project focus. Students will work in teams to brainstorm and expand on how they could answer the central question which will become the focus for the project. 2. Project Launch: I will introduce the project to the students through a digital presentation. I will include photos and examples for students to draw inspiration from. I will give students a timeline and tell them where and when the fashion show will take place (public product). 3. Designate design teams: Everyone will be creating and modeling their own project in the fashion show. However, students will work in design teams to solve problems and collaborate. Students design teams will be made up of 3-5 students. When they are faced with a problem, they are encouraged to brainstorm the issue using the 5 STAR framework for seeking and giving feedback which includes describing the situation, explaining the goal or task, describing the action steps you took, and explaining the results. 4. Student planning process: First, students will draw a sketch of their design. I will encourage them to sketch a few variations. They should sketch a front, back and side view of their project. They will determine what supplies they want to use for their project, and where they will source those supplies. Students will use problem solving to decide on an upcycled material they could use to make their outfit. We will work on this project for eight class periods. Students will work on creating a plan for how they will use their time in class. This plan is flexible but will require students to think through potential tasks they will need to complete. 5. Students will reflect on how they will use the skills they have learned throughout the semester and implement them in their project. 79 FORMATIVE ASSESSMENT: Connection to course content: Students will connect their design to course content. They will explain how they will be applying the elements and principles of design. They will also explain what inspired their design and how it relates to their learning over the course of the semester through a written paragraph. This will be the final step of their planning process. Project Milestone #2: Students will use upcycled materials to create a wearable design that they can wear on the runway in the upcoming fashion show. Checkpoint 2: Materials sourcing and construction planning. Time: 1-2 weeks Driving Question: How can I transform recycled materials into a high- Materials: fashion runway look utilizing style and sustainability and start a Cutting tools Brainstorming tools conversation about what this looks like for brands and consumers? LESSON OBJECTIVE: Students will predict problems they will encounter during the construction process. KEY VOCABULARY: construction, pattern, LEARNING ACTIVITIES: 1) How can I construct my design using upcycled materials? How would this look in the industry? Can products from a brand be uncycled, and where does this fit into the design process of a product or product line? Examples: Greater Goods, Cotopaxi, Worn Wear 2) Students will use critical thinking and problem solving to decide how they will work through the construction process. 3) Students will predict problems that may arise during the construction process and will start cutting materials. FORMATIVE ASSESSMENT: What do you think is a problem you will encounter? How will you work through it? Project Milestone #2: Students will use upcycled materials to create a wearable design that they can wear on the runway in the upcoming fashion show. Checkpoint 3: Initial Construction Time: 1-2 weeks Driving Question: How can I transform recycled materials into a high-fashion Materials: runway look utilizing style and sustainability and start a conversation about Sewing machines, what this looks like for brands and consumers? tape, glue, etc. LESSON OBJECTIVE: Students will fabricate their designs using a variety of materials and methods. Students are not required to use technology such as a sewing machine but have the option to glue or tape their projects. KEY VOCABULARY: silhouette, texture 80 Aesthetic, pattern, seam, embellishment LEARNING ACTIVITIES: 1) Start organizing materials and planning pattern construction. 2) Check in with Ms. Barber. What is the construction process? What needs to be adjusted or revised? FORMATIVE ASSESSMENT: Students will check in with progress and decide on revisions. Reflection quiz (could be built into Canvas) Project Reflection Project Milestone #2: Students will use upcycled materials to create a wearable design that they can wear on the runway in the upcoming fashion show. Checkpoint 4: Construction Time: 1-2 weeks Driving Question: How can I transform recycled materials into a high-fashion Materials: runway look utilizing style and sustainability and start a conversation about Materials will vary what this looks like for brands and consumers? LESSON OBJECTIVE: Students can provide evidence that they have at least 25% of their project completed by having all materials, having pattern pieces cut out and starting construction. KEY VOCABULARY: silhouette, texture Aesthetic, construction, pattern, seam, embellishment LEARNING ACTIVITIES: 1) Begin the construction process. Students may be sewing, using tape, or a variety of construction processes. 2) Check in with design team as needed. FORMATIVE ASSESSMENT: Students will meet with their design teams and give peer feedback. Reflection quiz Project Reflection Project Milestone #2: Students will use upcycled materials to create a wearable design that they can wear on the runway in the upcoming fashion show. Checkpoint 5: Construction Time: 1-2 weeks Driving Question: How can I transform recycled materials into a high-fashion Materials: runway look utilizing style and sustainability and start a conversation about Materials will vary what this looks like for brands and consumers? LESSON OBJECTIVE: Students can provide evidence that they have at least 50% of their project completed by the end of class by having multiple aspects of their garment constructed. KEY VOCABULARY: silhouette, texture 81 Aesthetic, construction, pattern, seam, embellishment LEARNING ACTIVITIES: 1) Continue the construction process by utilizing a variety of methods and skills. 2) Check in with design team as needed. FORMATIVE ASSESSMENT: Ms. Barber will assess progress at the end of class and provide support for revisions. Reflection quiz Project Reflection Project Milestone #2: Students will use upcycled materials to create a wearable design that they can wear on the runway in the upcoming fashion show. Checkpoint 6: Construction Time: 1-2 weeks Driving Question: How can I transform recycled materials into a high-fashion Materials: Materials runway look utilizing style and sustainability and start a conversation about will vary what this looks like for brands and consumers? LESSON OBJECTIVE: Students can provide evidence that they have at least 75% of their project completed by the end of class by having most of their garment constructed and have started the fitting process. KEY VOCABULARY: silhouette, texture Aesthetic, construction, pattern, seam, embellishment LEARNING ACTIVITIES: 1) Continue the construction process by utilizing a variety of methods and skills. 2) Check in with design team as needed. FORMATIVE ASSESSMENT: Students will meet with their design teams to assess the durability of their projects. Reflection quiz Project Reflection Project Milestone #3: Students will finish their project, create a commentary for the MCs, and will run a dress rehearsal before the fashion show. Day 7: Fitting and Final Construction Time: 1-2 weeks Driving Question: How can I transform recycled materials Materials: into a high-fashion runway look utilizing style and Access to little theater or an sustainability and start a conversation about what this looks auditorium. like for brands and consumers? Microphone access LESSON OBJECTIVE: Students will finish fitting and Form for commentary: modifying their final product to make sure their design will https://forms.office.com/r/r8Z4xYfZdR be functional on the runway. KEY VOCABULARY: Concept, inspiration, statement piece, couture, runway walk, critique 82 LEARNING ACTIVITIES: 1) Students will have time to finish their projects, try them on, and make sure they have completed all final touches. 2) Students will write a commentary for the MCs to announce as students walk on the stage. They will include their name, materials, time their project took, and their inspiration. Students will also provide commentary about sustainability concepts and/or impact in their commentary (ex: what was saved from the landfill, how many more uses this will get, environmental or social statement about impact on planet and people, etc.). FORMATIVE ASSESSMENT: Students will share with their design teams what they have learned throughout the project. Students will summarize this on an exit ticket. Reflection quiz Project Reflection Public Product: Fashion Show LESSON OBJECTIVE: Time: 60 min. Students will present their final project by participating in a runway walk at the Materials: recycling and redesign fashion show. Playlist for KEY VOCABULARY: Background Music Concept, inspiration, statement piece, couture, runway walk, critique 1 printed for each LEARNING ACTIVITIES: student 1) Students will complete a dress rehearsal for the fashion show. They will Fashion Show practice walking on stage and timing for the event. Judging Sheet.docx 2) Students will arrive at least 30 minutes before the event. Students will put on Thank you gift for their outfits and get in their designated order. judges and note 3) Students will walk along the runway and present their final products to Thank you judges, parents, friends, and members of the Farmington High School cards.docx community. Clip boards Microphone MATERIALS/RESOURCES NEEDED: Printed banner Playlist for Background Music Fashion Poster.pdf 1 printed for each student Prizes and awards Fashion Show Judging Sheet.docx Certificate for Thank you gift for judges and note recycle and Thank you cards.docx redesign.pdf Clip boards Microphone Printed banner Fashion Poster.pdf Prizes and awards Certificate for recycle and redesign.pdf FORMATIVE ASSESSMENT: 83 Students will submit a reflection where they will submit a picture and answer the following questions: • Did this project impact your views on sustainability in the fashion industry? Why or why not? • How did your design develop throughout the process? • What challenges did you encounter while doing this project? • How did you use problem solving skills throughout your design process? • How do you feel about the outcome? 1. CHALLENGING PROBLEM OR QUESTION The project is based on a meaningful problem to solve or a question to answer, at the appropriate level of challenge for students, which is operationalized by an openended, engaging driving question. 2. SUSTAINED INQUIRY (blue) The project involves an active, in-depth process over time, in which students generate questions, find and use resources, ask further questions, and develop their own answers. 3. AUTHENTICITY (purple) The project has a real-world context, uses real-world processes, tools, and quality standards, makes a real impact, and/or is connected to students’ own concerns, interests, and identities. 4. STUDENT VOICE & CHOICE (green) The project allows students to make some choices about the products they create, how they work, and how they use their time, guided by the teacher and depending on their age and PBL experience. 5. REFLECTION (orange) The project provides opportunities for students to reflect on what and how they are learning, and on the project’s design and implementation. 6. CRITIQUE & REVISION (red) The project includes processes for students to give and receive feedback on their work, in order to revise their ideas and products or conduct further inquiry. 7. PUBLIC PRODUCT The project requires students to demonstrate what they learn by creating a product that is presented or offered to people beyond the classroom. 84 References American Association of Family & Consumer Sciences. (n.d.). What is FCS? [Website]. https://www.aafcs.org/about/what-is-fcs Armstrong, C. M., & LeHew, M. L. A. (2013). A case study in sustainability and fashion education: Adventures on the green. Journal of Sustainability Education, 5. https://www.susted.com/wordpress/content/a-case-study-in-sustainability-and-fashioneducation-adventures-on-the-green_2013_02/ Ahamad Zabidi, N. A., & Jamaludin, K. A. (2022). 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