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Instructional Module/Training Plan Template AET/520 Version 3

University of Phoenix Material

Instructional Module/Training Plan Template
Part I: Vital Information Author Lorraine Blalock Chavies

Instructional Topic Instructional Module/Training Plan Title

Fashion Accessories

HPM 120 - Handbag Pattern Making I The learning setting will be in a design studio. Three 4 x 8 tables will be used for drafting and cutting patterns. Two drafting chairs will be placed at each table to accommodate two students. Plastic bins will be used to store supplies. The design studio will also be equipped with a white board, digital projector, three computers (2 desktop and 1 laptop). Adobe Photoshop and Illustrator (Creative Cloud version) softwares will be installed on computers. The class size will consist of 6 students. The estimated ratio will be 80 percent female, 20 percent male between the ages of 18 and 60. They will reside in the Delaware Valley area which include states Pennsylvania, New Jersey and Delaware. Students will have basic sewing knowledge and skills prior to attending the course. The instruction will be delivered in a face-to-face format. This allows for students to engage in hands-on assignments, collaboration with partners in real time, receive immediate assistance and feedback from instructor. A total of 18 hours will be allotted for this course. There will be six weekly class for a duration of three hours each. Students will demonstrate skills to make patterns pieces for a tote bag, clutch, and shoulder bag based on designs that they have created. Students will be able to understand terminology used in Tbottom Tote handbag construction. Students will be able to develop manila patterns and cut in fabric/leather Students will explain their tote bag design and develop pattern at end of third week of class. Students will create a portfolio with the three designs, patterns and fabric/leather cut outs.
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Learning Setting


Delivery Modality (online, hybrid, face-to-face, and so forth)

Total Time Allotment

Instructional Module/Training Plan Goal

Two Performance-Based Objectives

Summative Assessment Description

Instructional Module/Training Plan Template AET/520 Version 3 Part II: Development Attention Getter

I'm only waiting for Lindsay Lohan's fashion collection to come out. Ten years from now, there may be no real designers left. - Vera Wang This attention grabber is intended to get the students to discern between actual designers and those celebrities who license their names for products. Students are encouraged to stay true to their authentic concepts and creativity as they learn about handbag pattern making and construction.

Detailed Input of Content

Students will be reminded that the session will be for three hours. Instructor will inform students of the learning objective for the session: Students will be able to understand terminology used in T-bottom Tote handbag construction. Students will be expected to design T-bottom Tote, draw pattern pieces on manila paper, then cut out. Instructor will show students a finished T-bottom Tote that she completed to motivate students to complete the lesson. Instructor will ask students questions about design concepts that they have used for garments. Instructor will give students opportunity to share what their perceived strengths and weaknesses in garments that are in portion to the body and functional. Instructor will explain that designers of handbags will have to think about the end user and purpose for the accessory. Instructor will show a self-published video of three T-bottom Totes (with and without zipper and magnetic snap). Video will include sketches of three T-bottom Totes styles, illustration of transferring styles to manila paper in actual size and proportions. Instructor will guide students as they design their T-bottom Tote. Instructor will show students images of hi-end designer tote bags. The instructor will initiate a conversation about what an exploded view of that tote bag (each pieces will be labeled and numbered). Students will select one of the three T-bottom tote styles as guide to creating a unique design. Instructor will walk around the design studio asking and answering questions of students. Instructor will communicate with students using terminology learned during the session. Student communications will also include session terminology. Instructor will provide students with feedback on design elements proportions, plotting and cutting that is open to all the students. This creates an opportunity for students to learn from each other.

Part III: Implementation Instructional Strategies Instructor will use the following instructional strategies to meet the performance-based objectives:

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Instructional Module/Training Plan Template AET/520 Version 3

Presentation using course terminology will ensure that students have a clear and accurate understanding of definitions and appropriate usage. Periodically checking to see that students understand the terminology by using it in individual and group communications. Provide student with examples of finished work as a visual guide and jump starting to creative ideas. Demonstrate how to complete various tasks will allow students to see the building blocks of the process. Projects are hands-on activities from concept to completion phases reinforce student ownership of the project outcomes. Monitor students projects and recommend adjustments that help with construction, while staying true to the students design concepts. Students can make corrections along with way and be prompted to think critically about the process. Encourage students to take notes will provide reference material to be accessed when instructor is not immediately accessible. This also encourages student to problem solve individually and as a group. Student will save T-bottom Tote pattern pieces in digital format to be displayed on white board via computer. Instructor and peer review and feedback of T-bottom Totes patterns, perceived functionality, and textile selection prepares students to have an open-mind and not to be offended. Those offering peer reviews will be honest and respectful. Students will display pattern pieces cut in fabric/leather to confirm that they have met the program-based objectives.

Formative Assessment

Instructor has selected the following formative assessments to collect data to determine what adjustments are necessary for teaching and learning during the three hour course. Observation of students are recorded on forms about their respective progress and area of strengths and weakness in mastering course content material. Question students, individually about their design concepts and construction using course terminology as a pathway to understanding the students level of comprehension. Students will make brief presentations about concepts, design and construction flow based on previously established rubric criteria about the project.


At the end of the three hour course, students will be given a questionnaire about their experience and feedback about the instructor, course material, projects and any additional comments/suggestions. The instructor will thank the students and suggest other courses

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Instructional Module/Training Plan Template AET/520 Version 3

offered at the studio that will increase their skill level as a fashion accessories handbag designers. Students who have mastered and displayed high levels of comprehension and application of course materials will be considered for intern and/or independent contractor positions. Materials and Resources The Sewing Dictionary & Glossary Handbag Designer 101 Everything You Need to Know About Designing, Making and Marketing Handbags Author: Emily Blumenthal

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