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MAM2030 Visual Merchandising

Intermediate · 1 credit · BIT - Business, Admin, Finance and IT

Description
Students identify different types of visual merchandising and describe how to construct attention-getting displays and evaluate visual merchandising.
Prerequisite
None
Parameters
No specialized equipment or facilities.
Supporting courses
MAM1010: Marketing & Management

Outcomes The student will:

  • 1 identify and explain basic visual merchandising concepts

    • 1.1 describe what visual merchandising is and provide examples, illustrations and/or pictures of various displays/presentations

    • 1.2 explain how displays/visual presentations can influence the customer; e.g., route traffic, catch attention, expand window theme, create a pleasant store environment, result in quick product identification, entice entry into store, reinforce store image, support sales presentations

    • 1.3 describe the different types of visual merchandising presentations and provide examples for the following:

      • 1.3.1 interior; e.g., open such as gondola, shelving, racks, ledge or platform; closed such as showcases, shadow boxes, architectural or built-up displays

      • 1.3.2 exterior; e.g., closed, semi-closed, open

      • 1.3.3 season; e.g., pre-season, runner, clearance

    • 1.4 demonstrate how interior presentations can be coordinated with exterior presentations

    • 1.5 describe how ideas are generated for visual merchandising

    • 1.6 list visual presentation ideas for a variety of events and themes

    • 1.7 identify and describe the elements of design as they relate to visual merchandising including:

      • 1.7.1 use of lines; e.g., vertical, horizontal, curve, diagonal

      • 1.7.2 use of shape; e.g., geometric, organic, positive, negative

      • 1.7.3 use of colour; e.g., terminology, schemes, moods

      • 1.7.4 background

      • 1.7.5 use of three-dimensional space

      • 1.7.6 use of weight, size and texture

    • 1.8 identify and describe the principles of design as they relate to visual merchandising including:

      • 1.8.1 patterns; e.g., interface, stairstep, gradation, pyramid, zigzag, repetition, radiation

      • 1.8.2 formal and informal balance

      • 1.8.3 harmony and contrast

      • 1.8.4 rhythm

      • 1.8.5 proportion

      • 1.8.6 emphasis

      • 1.8.7 unity

  • 2 create a collection of visual merchandising ideas for a calendar year

  • 3 design and construct a visual merchandising presentation

    • 3.1 apply basic guidelines when creating visual presentations including:

      • 3.1.1 use the “Keep it Simple” concept

      • 3.1.2 keep the customer’s viewpoint in mind

      • 3.1.3 use lighting to enhance the display

      • 3.1.4 use props to enhance the merchandise and theme

    • 3.2 apply the steps in planning a visual presentation including:

      • 3.2.1 identify the objective

      • 3.2.2 select the theme, merchandise and location

      • 3.2.3 compute the cost of constructing the presentation

      • 3.2.4 assemble the supplies and materials needed

      • 3.2.5 prepare the display area, merchandise and props

      • 3.2.6 construct the visual presentation

      • 3.2.7 maintain the display

  • 4 evaluate various forms of visual merchandising

    • 4.1 evaluate the effectiveness of the visual presentation according to:

      • 4.1.1 location

      • 4.1.2 design

      • 4.1.3 theme

      • 4.1.4 impact and appeal

    • 4.2 recommend possible changes to the process of creating the presentation and to the display itself

  • 5 demonstrate basic competencies

    • 5.1 demonstrate fundamental skills to:

      • 5.1.1 communicate

      • 5.1.2 manage information

      • 5.1.3 use numbers

      • 5.1.4 think and solve problems

    • 5.2 demonstrate personal management skills to:

      • 5.2.1 demonstrate positive attitudes and behaviours

      • 5.2.2 be responsible

      • 5.2.3 be adaptable

      • 5.2.4 learn continuously

      • 5.2.5 work safely

    • 5.3 demonstrate teamwork skills to:

      • 5.3.1 work with others

      • 5.3.2 participate in projects and tasks

  • 6 identify possible life roles related to the skills and content of this cluster

    • 6.1 recognize and then analyze the opportunities and barriers in the immediate environment

    • 6.2 identify potential resources to minimize barriers and maximize opportunities

Program of Studies 2009. Source document, © Alberta Education.