Course Title: Research global design trends

Part B: Course Detail

Teaching Period: Term2 2017

Course Code: GRAP5362C

Course Title: Research global design trends

School: 350T Fashion & Textiles

Campus: Brunswick Campus

Program: C5336 - Diploma of Fashion Styling

Course Contact: Anni Juracich

Course Contact Phone: +61 3 9925 9236

Course Contact Email: anni.juracich@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Paul Castro
paul.castro@rmit.edu.au

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

There are no pre-requisites for this course.

Course Description

In this course you will investigate, evaluate and analyse global design trends and the effect they on contemporary fashion. You will investigate popular culture, look at forecasting trends and style a photo shoot around a predicted trend.
This unit is delivered and assessed with  GRAP5359C (LMTFD5007B) Analyse influences on contemporary fashion designs and GRAP5361C (BSBDES601) Manage design realisation.             


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBDES602 Research global design trends

Element:

1 Research design trends

Performance Criteria:

1.1 Analyse and select formal and informal research strategies to source information on global design trends
1.2 Identify and explore new and alternative sources
1.3 Evaluate the credibility of information gathered and ensure research scope is sufficiently broad

Element:

2 Analyse design trends to inform own practice

Performance Criteria:

2.1 Use information to challenge and extend own perspectives and ways of thinking
2.2 Examine and assess implications and consequences of design trends on own work
2.3 Use critical analysis to identify creative or commercial opportunities presented by emerging trends and technologies
2.4 Develop systems to identify and respond to future opportunities

Element:

3 Develop and articulate positions and ideas

Performance Criteria:

3.1 Develop substantiated positions and ideas on global design trends
3.2 Generate informed discussion, debate and critical analysis with peers and colleagues
3.3 Use debate and feedback to challenge and refine own positions

Element:

4 Extend own design skills

Performance Criteria:

4.1 Proactively identify and use opportunities presented by research to extend own design skills
4.2 Re evaluate and refine approaches to work in the context of current and emerging trends
4.3 Use practice, discussion and ongoing evaluation to continuously improve skills


Learning Outcomes


On successful completion of this course you will have developed and applied the skills and knowledge to demonstrate competency in the above elements.


Details of Learning Activities

Learning activities may include visits to fashion stores, presentations and tutorials. You will collate and analyse complex information gathered from your off campus research and present this to your peers. You will use these peer exercises to explore how to tailor your presentations to your audience.

 

 


Teaching Schedule

 

WEEK

CONTENT

ACTIVITY

WEEK 1

Introduction and course overview

 What are fashion trends?

 What is the purpose of forecasting?

What are fashion cycles?

How to identify forecast trends and their influences

Presentation: What is a fashion trend?

Fashion trend group activity

Presentation: What is fashion forecasting?

Activity - exploring forecasting agencies, eg WGSN and discussing and identifying relevant trends for the styling sector

Assignment 1 - Task 1

Off campus research trip: Visit different stores where students will identify and analyse different trends seen in current market. 

Set up a blog and document findings.

WEEK 2

How to identify forecast trends and their influences

Assignment 1 - Task 2
Explore, analyse and document how the identified themes are portrayed in different types of media.

WEEK 3

Tracing back the origin of a trend: Forecasting agencies.

Catch up on the last 2 weeks
Evaluate where students are up to for asst. 1
WGSN Introduction: how to navigate this important tool – A/W 2017 Forecast
Students to research each trend and present in groups.
One on one feedback
Assignment 1 – Task 3:
Select a trend that best matches findings.

WEEK 4

How are trends created? Origins, history & cycles.

Origin of a trend
Trend in history
The fashion trend cycle
Bubble Up – Trickle down
Assignment 1 – Task 3:
Finding the history of a trend
Preparation for presentation.

WEEK 5

ASSESSMENT 1: Origin of a Trend PRESENTATION

Introduce Assessment 2 

Identifying current trends and linking to where it came from.

 

Presenting their findings

WEEK 6

Trend forecast to concept: Introduction
WGSN
Other influences

Identify WGSN’s Trend Forecast for AW 2018/19
Students to research each trend and present in groups.
Analyse other influences to crosscheck trends.
Activity: Trend selection and analysis.

WEEK 7

Trend to concept: Developing a personalised concept

Translating a trend forecast into a concept.
Innovation and originality.
Activity: Concept development. 

WEEK 8

Trend to concept: Colour & Textures

 

Colour forecasting. 
Textile forecasting.
Influences in styling.
Activity: Colour palette & Texture development.

WEEK 9

Trend to concept: Silhouette & Graphics 
Trend to concept: Accessories, Hair and Makeup.

Silhouette & Graphics forecasting.
Accessories and Makeup forecasting.
Influences in Styling.
Activity: Silhouette & Graphics development.

WEEK 10

Teacher support – working on assessment 2

Students to work in class for assessment 2.
Formative presentation in class.
One on one feedback.

WEEK 11

ASSESSMENT 2: Trend to Concept PRESENTATION

Introduce 
Assessment 3

Students to present Assessment 2
Peer and individual feedback
Discuss Assessment 3

WEEK 12

Board Realisation: CAD

Refresh class Photoshop & Illustrator
Activity:
Students to work on Final Concept Moodboard.

WEEK 13

Board Realisation: CAD

Activity:
Students to work on final presentation material.

WEEK 14

Board Realisation: CAD

Formative presentation in class.
Finalise Boards.

WEEK 15

ASSESSMENT 3: Concept Realisation
PRESENTATION

Students to present Assessment 3:
FINAL PRESENTATION PANEL

WEEK 16

Feedback

One on One feedback session

 


Learning Resources

Prescribed Texts


References


Other Resources

You will have access to a simulated styling design workroom equipped with light boxes, fitting rooms and facilities such as computer laboratories as required.

The University Library has extensive resources for Fashion and Textiles students. The Library has produced a number of subject guides that includes quality online and print resources for your studies Fashion and Textiles Library Guides

http://rmit.libguides.com/fashionstyling

The Library provides guides on academic referencing http://www.rmit.edu.au/library/referencing and subject specialist help via your Liaison Librarian Michelle Matheson michelle.matheson@rmit.edu.au (Brunswick)

You will also have access to the RMIT on-line Learning HUB


Overview of Assessment

Assessment is ongoing throughout the course and has been designed to measure achievement of each element in a flexible manner. Assessment will incorporate a variety of methods including projects and assignments designed for students to demonstrate their ability to manage the design process from design concept to final design realisation. To successfully complete this course students must demonstrate competency in all elements as listed.
This course is assessed in accordance with competency-based assessment. To demonstrate competency in this course you will need to complete all the assessment to a satisfactory standard.

You will receive feedback from the teacher at the conclusion of each assessment task.

Competency is achieved only if competency has been demonstrated within the standard enrolment period. Students are advised that they may be asked to personally demonstrate their assessment work to confirm aspects of competency not evidenced in class or through assessments.

Results for this course are delivered and assessed in accordance with Graded competency-based assessment are:
CHD Competent with High Distinction
CDI Competent with Distinction
CC  Competent with Credit
CAG Competency Achieved - Graded
NYC Not Yet Competent
DNS Did Not Submit for Assessment

Students will be eligible for a graded result higher than Competency achieved only if work is submitted on time and competency has been demonstrated on the first assessment attempt. Units assessed as ‘not yet competent’ on a first assessment attempt and ‘competent’ on a second or subsequent attempt are to have results amended to competent but will not be eligible for grading.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or Equitable Learning Services if you would like to find out more.¬¬¬
https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services
Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online:
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment

 


Assessment Tasks

Assessment Task 1 - due Week 5
Origin of a Trend
For this assessment, you will create a blog, where you will systematically record a weekly task and present your findings at the end. First, you will observe and register what is currently happening with local retailers. You will identify a common theme and then pair it back with a predicted trend from WGSN. You will track down the history of this trend and finally present your work to your peers in a 5-minute talk.

Assessment Task 2 - due Week 11
Trend Forecasting to Concept
As stylists, you need to be able to understand how WGSN works, analyze their forecasted trends, relate them to what is happening around you and interpret these trends into your own personalized theme. The purpose of this assessment is to guide you in preparation for your final concept boards and editorial shoot at the end of the semester.  

Assessment Task 3 -due Week 15
Concept Realisation
As stylists, you will often have to communicate your ideas and present your concepts visually. In this last part of the course, you will learn to present your final outcomes in a professional and appealing way, using industry standard software.


Assessment Matrix

 

 Assessment
Task 1
Assessment
Task 2
Assessment
Task 3
Element 1 - research design trends X X 
Element 2 - Analyse design trends to inform own practice X X
Element 3 - develop and articulate positions and ideas
Element 4 - Extend own design skills  X

 

Other Information

This course is assessed in accordance with competency-based assessment. To demonstrate competency in this course you will need to complete all the assessment to a satisfactory standard.

You will receive feedback from the teacher at the conclusion of each assessment task.

Competency is achieved only if competency has been demonstrated within the standard enrolment period. Students are advised that they may be asked to personally demonstrate their assessment work to confirm aspects of competency not evidenced in class or through assessments.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online:
https://www.rmit.edu.au/students/student-essentials/assessment-and-exams/assessment

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:
https://www.rmit.edu.au/students/support-and-facilities/student-support

Special consideration Policy (Late Submission)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.

Academic Integrity and Plagiarism - RMIT University has a strict policy on plagiarism and academic integrity. The following link provides important information on the following topics that relates to all courses: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity
• Student Feedback at RMIT
• Student Progress
• Special Consideration, appeals, and discipline
• Academic Integrity
• Student Progress Committee (SPC)
• Assessment Grades
• Classification of award

Credit Transfer and Recognition of Prior Learning: 
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences. 
Recognition of Current Competency (RCC) RCC applies only if you have previously successfully demonstrated competence in a unit of competency, and now require to be reassessed to ensure that the competence is being maintained. 
Please speak to your teacher if you wish to discuss applying for Credit Transfer, RPL, or RCC for the unit(s) of competency addressed in this course.
https://www.rmit.edu.au/students/student-essentials/enrolment/apply-for-credit

Course Overview: Access Course Overview