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Apparel construction courses provide opportunity for hands-on activities (McKeachie, Pintrich, Lin, & Smith, 1987) and using a historic costume collection. Hands-on learning activities in apparel construction courses that incorporated history of costume has been found to enhance students' critical thinking and analysis of skills (Barnard, 2015). These skills are valuable in the fashion industry (Barnard; Weaver, 2011). A hands-on teaching assignment was developed in which a flat pattern class made patterns from historic garments to prepare for the digitizing process and the proposed steps in product development.Purpose/Objective of Strategy The purpose/objective of this teaching strategy was to: 1. apply flat pattern skills to replicate a historic garment, 2. record the measurements needed to successfully replicate a historic garment, 3. critically evaluate patterns made from a historic garment, 4. demonstrate how to manipulate pattern pieces to create style lines or shape into garments via flat pattern methods, and 5. translate a design idea into a flat pattern. Implementation of the StrategyUsing clothing from the university collection, a group of 14 students reproduced authentic patterns from observation, by measuring and implementing their basic flat pattern skills. The students were paired in groups of two and worked together to re-create two garment patterns per team. There were both fashion merchandising and apparel design students that participated in the class. Up to this point, all students had completed the same amount of construction classes. To develop the assignment, previous investigation and expertise from the instructors (apparel design and museum studies) was required. For preparation of the assignment, the instructors completed a literature search and conducted research on the textiles from the historical garments, consulted experts from a focus group, created preliminary pattern samples and analysis of the process needed to replicate the garments. The instructors chose garments from the 1940s era and then the assignment was created.The assignment began with the selection of two garments assigned to each of the seven groups participating in the flat pattern class. The first problem in the assignment began with the analysis of the garments each group of students were given. The students analyzed unique aspects and the construction details of their assigned garments. Garments ranged from tailored suits to dresses. The students were assigned garments based on difficulty level.The students used critical thinking to analyze the garments. Pattern analysis also requires technicians to measure each piece of the garment. Each piece included details such as yokes, sleeves, collars, and facings. The pieces of the garment were redrawn to create patterns with notches for fitting and seam allowances. To assure proper alignment of the garment, each piece

Percoco, G. (2011). Digital close range photogrammetry for 3D body scanning for custom made garments.

University faculty and a local community group collaborated on an event that involved raising funds for a scholarship while bringing awareness to the university's historic costume collection. As part of this program, students created an original design inspired by one of the collection's garments that was featured in a fashion show. Feedback about the event revealed that the majority of students thoroughly delighted in seeing their creations come to life. Students also realized the amount of dedication one must have to successfully organize a fashion show. Overall, they felt accomplished and connected to their peers and community. In addition, the event inspired a continued relationship between the community and the university.

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