This instructional text and designer resources have been prepared to support those learning about adaptive apparel design. The text is easy for students, scholars, and designers to use, and is organized around the apparel design process: research, sketching, developing a sample notebook, mood or inspiration board, pattern work, first sample, and the completed ensemble. Users can read from beginning to end or jump into resources related to their current phase of design.

Throughout this lesson, the students will learn how to correctly take measurements to create a fitted garment. Students will begin with brainstorming measuring tools. Next, they will discuss fabric sizing as a class. Students will learn about the history of measurements and why it is important to take measurements. Individuals will team up in pairs to practice taking measurement. Finally, students will apply the measurements by comparing and contrasting them with a home-sew pattern.  This lesson could be used before a student begins creating a garment for themselves, especially in Intro to Design or an Apparel Production & Construction course.

Throughout this project, the students will complete a burrito-style pillowcase. This project will take about five days (50-minute class periods) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school or as a project to refresh students on how to use the sewing machine and construction terminology in high school. (In my classroom, I give students the choice to complete the PJ Pants or the Pillowcase Project. If they choose to make a pillowcase, I have them make two - one for themself and one for a foster kid.)

Throughout this project, the students will create a drawstring bag. This project will take about five days (50-minute class periods) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school or as a project to refresh students on how to use the sewing machine and construction terminology in high school. 

OverviewStudents will be introduced to (or quickly review) the elements of design in this one-day lesson. Students will begin with a Quizzizz game. Next, the students will use a notes sheet to follow along with a slide deck to learn about this topic. While taking notes, students will doodle, write, reflect, and discuss the elements of design as prompted by the slides. Discussion questions are included in the Notes section on each slide. At the end of the class period, the students will watch a music video and discuss how the elements of design are incorporated into the video. If there is extra time, additional discussion questions are included at the end of the slide deck. Essential QuestionWhat should be done about students learning to use the elements of design to create a visually appealing end result? 

Ice-Dying is a twist on the classic tie-dye of the mid-1960s. In this lab, students will be combining the tie-dyeing techniques with the properties of slow melting ice. As the ice melts, the melted water carries the dye into the fabric, distributing the colors.  This is ideally a 3-period lab (52-minute classes). Day 1 consists of instructions, a teacher demo, and planning. Day 2 is when the students get to tie, dye, and prep their designs. Day 3 students get to rinse out their fabric and wash it.

Throughout this project, the students will construct a pair of pajama pants. This project will take about seven days (50-minute class periods) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school or as a project to refresh students on how to use the sewing machine and construction terminology in high school. (In my classroom, I give students the choice to complete the PJ Pants or the Pillowcase Project.)

Students will be introduced to (or quickly review) the principles of design in this one-day lesson. Students will begin with a review of the elements of design.. Next, the students will use a notes sheet to follow along with a slide deck to learn about this topic. While taking notes, students will doodle, write, reflect, and discuss the principles of design as prompted by the slides. Discussion questions are included in the Notes section on each slide. Students will combine their new knowledge of the principles of design with their previous knowledge of the elements of design as they create greeting cards. At the end of the class period, the students will watch a music video and discuss how the principles and elements of design are incorporated into the video. If there is extra time, additional discussion questions are included at the end of the slide deck. 

This one day lesson (45-minute class period) is designed as a checkpoint to make sure students understand how to use the sewing machine safely. Students will independently work through a worksheet that has them describe the steps to set-up a sewing machine, describe sewing notions, explain their skill level on a sewing machine, practice sewing on paper, and sew a straight line and pivot on fabric. As the students are working, the teacher will walk around, monitor progress, and ask questions. The day will conclude with a class discussion and the teacher picking up  the applications. The following day, after the worksheets are graded, the teacher will award the Sewing Machine Licenses.  This lesson is used right before the students begin their main sewing project as one last check to make sure the students know the necessary information to complete their projects.