Figure 1: Logo, (Learned, 2015)
Meghan Browne Fashion Brand Analysis Reflective Log 201210904 Figure 2: Model, (Peoples, 2017)
Word count (+10%): 1305
Contents Introduction Thoughts on the project The group Choosing the brand The roles My role Meetings Conclusion Reference list Figure list
Figure 3: Male models, (O’Connor, 2015)
Figure 1: Logo, (Learned, 2015)
Introduction Figure 4: Model, (Peoples, 2017)
The aim of this journal is to provide a reflective account of the group process for Fashion Brand Analysis, focusing on the controversy and solution of Abercrombie and Fitch. Williams (2012, pp.2-14) describes being reflective through writing as a chance to discuss the development of your skill-set throughout a process, along with tracking your thinking through analytical skills. This module has given me opportunities to develop my critical analysis skills through evaluating my research of an unfamiliar controversy and I have expanded my knowledge about branding theory, together with case studies of brands that have been successful together with how these theories apply to them.
Figure 1: Logo, (Learned, 2015)
Thoughts on the project When the project was introduced, I was sceptical due to my preference for individual assignments because of having to rely on others to be successful. Through other modules, I have completed group projects involving reports, which have been successful, so I aimed to tackle this project in a way that had worked previously. I was aware of the importance of collaboration within the industry therefore I wanted to take a leading role in this project to ensure success.
Figure 5: Models, (The Bitter Lemon, 2015)
Figure 6: Model, (Orenstein, 2016)
Figure 1: Logo, (Learned, 2015)
The Group The project provided us with the opportunity to choose our groups which I originally thought would be a positive aspect due to it being easier to collaborate with friends as meetings would be more comfortable. Some theory suggests against this due to the importance of considering strengths of individual students that can contribute, rather than personalities that are compatible (Wilson et al., 2018, p.3). However, I chose to work with 2 girls from my course; Anna and Tasha, as I knew their knowledge about marketing would be at similar levels due to our course content. Rosie, who studies textiles, joined our group which was positive to make new connections with peers. Finally, Binbin was added to our group who is also on our course, therefore adding to the strong fashion marketing knowledge. Due to Binbin being an international student, it was important for our communication to be clear which I feel we accomplished in person, as well as our use of a group chat over social media. If I was to complete this assignment again, I possibly would’ve considered working with people from other courses and not my close friends as the process could’ve been more productive, especially in group meetings which didn’t seem to work for our group. Figure 7: Models, (Kimmorley, 2015)
Figure 1: Logo, (Learned, 2015)
Choosing the brand In the group-forming session, we began our research to decide which brand we were going to choose through generalised searches. Through the lecture series, we were aware of brands, such as Nike, having controversies but made the decision to go for a less well-known issue to differ ourselves from other groups and make for an interesting report, therefore, we decided upon MissGuided. However, when we had our next session, we established the lack of research matter on this, therefore decided that Abercrombie and Fitch would give us a better amount of content to research and report. I feel we could’ve avoided this setback had we started to research and write earlier but, due to other assignments, we had to put off this project for a month between the 1st 2 sessions to complete other commitments.
Figure 8: Male model, (The Fashionisto, 2017)
Figure 1: Logo, (Learned, 2015)
Roles Figure 9: Jennifer Lawrence, (Wasilak, 2014)
In our 2nd session, we decided the report section breakdown to ensure we had included all relevant information. To split the work fairly, we gave out a section per person whilst giving each person a deadline so the report could build in order, meaning the next person could link their section to the previous. I think this strategy should’ve worked well, however, due to other commitments, it wasn’t always possible, which we communicated to each other well. We decided this based on each person’s skill set and confidence in research and report writing. However, on consideration of lecture materials, we needed to include branding theory which resulted in rearranging roles and sections.
Figure 1: Logo, (Learned, 2015)
My role Figure 10: Model, (Flair Talent, 2016)
From the beginning of the project, I wanted to take a leading role. Through other projects on my course, I have developed my InDesign skills so I informed my group that I would design the layout at the end due to my confidence with the software. After deciding on which section each person would take on, I revised this by adding the branding theory paragraph, as well as prompts for each person’s section to help with what to include. I decided to take on the branding theory, as well as my other section, as I was confident with the theory to apply to the report. To create continuous coherence throughout, I decided to make small edits to each section throughout the process so the work wouldn’t be built up at the end. Overall, I think I have put in a good amount of work to contribute to the success of the project as I made a continuous effort to edit the report throughout the process, as well as taking on extra aspects. I think that I should have asked for more help from my group members with extra work that I took on as I put a lot of pressure on myself with extra touches to make the assignment of better standard.
Figure 1: Logo, (Learned, 2015)
Meetings As previously mentioned, it was difficult for the group to get started due to other assignments, meaning we put more pressure on ourselves to complete the assignment before Easter to make time for editing during Easter, as well as presenting the report on InDesign. After meeting one and two, we booked a booth in the library every Wednesday for an hour until Easter to make sure we had regularity for each group member to remember and attend which worked to start with, but as time went on, group meetings weren’t productive enough to warrant them continuing. In our 3rd session, Anna and I edited the brand history section to double check cohesion and avoid accidental plagiarism, whilst adding more academic references to support the research done. Through this interaction, I learnt the importance of collaboration as, through supporting Binbin, we managed to add more theory and make it a more confident piece through team suggestions. After this, we had one more meeting before Easter where we used the time to work on our own individual sections, which did not benefit the project as we should’ve collaborated on other sections and gave critical feedback. Personally, I don’t think meetings were the best use of our time as, often, not everyone attended and, due to us being friends, the time wasn’t always used to stay on topic. We worked better using a collaborative document throughout the development of the report and keeping group members updated on our progress through social media group chats. We had a final meeting the week after Easter to finalise the report which was productive in terms of creating coherence.
Figure 11: Models, (Abercrombie Models, 2017)
Figure 1: Logo, (Learned, 2015)
Conclusion As a result of this group project, I have expanded my knowledge about Abercrombie and Fitch and their issues throughout their establishment. Furthermore, through this module, I have been exposed to additional branding theory which I will be able to use throughout my course in other assignments to back up my report writing. In a deeper aspect, I have had a positive group experience and have enjoyed collaborating with a student from another course. All of our individual skill sets have worked well together to create a strong group report. On reflection, if I was to complete the project again, although I have enjoyed working with my group, it could’ve been more productive had we been placed in groups with new students to work with. This could also have widened our network to other courses which is something I plan on doing through future discovery modules if group work is involved. Overall, I feel the project has been successful and have enjoyed collaborating with my group members. Figure 12: Model, (Wonderland Magazine, 2017)
Figure 1: Logo, (Learned, 2015)
Reference list Bolton, G. 2001. Reflective practice: Writing and Professional development. London: Paul Chapman Publishing Williams, K. ed. 2012. Reflective writing. Basingstoke: Palgrave Macmillan. Wilson, K., Brickman, P. and Brame, C. 2018. Group work. CBE life sciences education. 17(1), pp.1-5.
Figure list
Figure 1: Learned, E. 2015. Abercrombie & Fitch will focus on non-logo apparel to follow current trends. [Online]. [Accessed 9th May 2019]. Available from: http://fashionweek.com/abercrombie-fitch-will-focus-on-non-logo-apparelto-follow-current-trends/ Figure 2: Peoples, L. 2017. Abercrombie & Fitch’s latest looks will take you straight back to 2001. [Online]. [Accessed 9th May 2019]. Available from: https://www.refinery29.com/en-us/2017/02/139555/abercrombie-fitch-spring-2017-lookbook Figure 3: O’Connor, C. 2015. Abercrombie to stop hiring ‘hot’ sales staff, topless male models. [Online]. [Accessed 9th May 2019]. Available from: https://www.forbes.com/sites/clareoconnor/2015/04/24/abercrombie-to-stop-hiring-hotsales-staff-topless-male-models/#150c52cd1461 Figure 4: Peoples, L. 2017. Abercrombie & Fitch’s latest looks will take you straight back to 2001. [Online]. [Accessed 9th May 2019]. Available from: https://www.refinery29.com/en-us/2017/02/139555/abercrombie-fitch-spring-2017-lookbook Figure 5: The Bitter Lemon. 2015. Fresh Friday: Ezra. [Online]. [Accessed 9th May 2019]. Available from: https:// thebitterlemon.com/2015/05/15/fresh-friday-ezra/ Figure 6: Orenstein, H. 2016. 10 things every girl who shopped at Abercrombie in middle school remembers. [Online]. [Accessed 9th May 2019]. Available from: https://ca.news.yahoo.com/10-things-every-girl-shopped-163305332. html?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAHuDzq1-he891LaQKvdN10IlbtnZIxUYvCZuY5fk5813A5avLF3RmV82zDJI8BbpjVsW8sTqpbZoTzv2cZasDguVK7kZIJzgnzJS_8SubEHjGRNaSYCU2jZKP79hA10VcbtE8PE4yOjV1dVOfsjNolZx4jC_VaKFT5G4hf-FWMXB Figure 7: Kimmorley, S. 2015. Abercrombie & Fitch is exiting the Australian market. [Online]. [Accessed 9th May 2019]. Available from: https://www.businessinsider.com.au/abercrombie-fitch-is-exiting-the-australian-market-2015-3 Figure 8: The Fashionisto. 2017. Abercrombie & Fitch embraces Americana cool for Spring ’17 collection. [Online]. [Accessed 9th May 2019]. Available from: https://www.thefashionisto.com/abercrombie-fitch-2017-spring-mens-collection-lookbook/ Figure 9: Wasilak, S. 2014. You won’t believe these 28 stars were once Abercrombie models. [Online]. [Accessed 9th May 2019]. Available from: https://www.popsugar.co.uk/fashion/You-Wont-Believe-28-Stars-Were-Once-AbercrombieModels-36221124?utm_medium=redirect&utm_campaign=US:GB&utm_source=www.google.com Figure 10: Flair Talent. 2016. Abercrombie & Fitch Shoot. [Online]. [Accessed 9th May 2019]. Available from: https:// www.flairtalent.com/news/25-abercrombie-fitch-shoot/ Figure 11: Abercrombie Models. 2017. Yesica Toscanini for #AbercrombieAndFitch 2006! [Twitter]. 31st May. [Accessed 9th May 2019]. Available from: https://twitter.com/anf_models/status/869932768041476097 Figure 12: Wonderland Magazine. 2017. Model Behaviour: Sam Harwood. [Online]. [Accessed 9th May 2019]. Available from: https://www.wonderlandmagazine.com/2017/04/19/model-behaviour-sam-harwood/