No. ymi_cloth6a01
Unit VI: The Meaning of Fashion
Activity What do clothes mean to us?
Date: Country: Author(copyright): Themes:
2003/1 Canada Yazawa Michiko 矢澤理子
Alberta Learning (Ministry of Learning, Alberta) 		Clothing and Fashion
Overview:
Students list the points that are important to consider when they select an outfit for a certain occasion. They discuss why fashion sometimes seems so ridiculous, such as outdated fashion, fashion from other generations, and fashion in other cultures.

The teacher asks the students if their parents agree with their choice of clothing. The students discuss the generation gap in perspectives and explore the differences in values and priorities between their parents and themselves.

The teacher leads the discussion to make the students aware that 1) the meaning of fashion depends on its context, and 2) the values for fashion are related to the issue of self-identity, so they vary subjectively.


n/a

Have the students reflect on how they select their outfits. Give examples of occasion such as: at home, when relaxing, when playing a sport, when studying or working, for a date, for a party, for a festival, for a ceremony, etc.

Occasion／timeに／placeで どんなふくをきますか。
どうしてですか。

Having the students list the points that are important to consider when they select an outfit for a certain occasion, the teacher writes these points on the whiteboard. Divide the list into three categories: 1) NECESSITY (ひつようせい), 2) COOLNESS (かっこよさ) and 3) APPROPRIATENESS (ふさわしさ).

Hinting that there are "physical reasons" for the NECESSITY category, let the students point out that COOLNESS and APPROPRIATENESS are supported by "psychological reasons." Asking the students what the differences are between these two concepts (このふたつはどうちがいますか), the teacher leads them to an understanding of the aspects of context and purpose behind these concepts.
The teacher asks the students if fashion always means "cool." With the answer "not always," the teacher should ask why fashion that is "not ours," such as outdated fashion, fashion from other generations, and fashion in other cultures sometimes looks so "ridiculous" to us. (You can use photos to show some ridiculous fashions, if available.)

ファッションはいつもかっこいいですか。このファッションはどうですか。
へんなファッションです。
（むかしのファッションです。）
（はやっている／はやっていないファッションです。）
（りゅうこうおくれのファッションです。）

The teacher asks the students if their parents agree with their choice of clothing. Have them repeat what their parents say. The students discuss the generation gap in perspectives and explore the differences in values and priorities between their parents and themselves.

おとうさんやおかあさんは、みなさんのふくについてなんといいますか。
かっこいいといいますか。どうしてでしょう。

The teacher leads the discussion to make the students aware of the following two points.

1) The meaning of fashion depends on its context.
(e.g., Historical backdrop, cultural background, situation, occasion, etc.)
じだい／ぶんか／ばあいによって ちがいます。

2) The values for fashion are related to the issue of self-identity, so they vary subjectively.
グループによって ちがいます。これはアイデンティティのもんだいです。
(e.g., Generation, gender, social class, etc.)


かっこいいと思います。かっこいいとは思いません。（理由）からです。
今、カナダでは、　　　　　がはやっています。

The teacher introduces the word "TPO," an English-sounding word invented in Japan, and explains its meaning.

* TPO stands for "Time, Place, and Occasion," the three vital points to check for the appropriateness of one's clothes.

Asking the students to what extent they think TPO works well for how they choose their clothes, and what points they would like to add. The teacher encourages the students to invent a new acronym that works well for them when they select an outfit.

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