Exploring 4-H Home Economics Judging

Exploring 4-H Home Economics Judging
Introduction

4-H Home Economics judging can take several forms. Members can be asked to identify tools, equipment, fashion, and techniques.

They can also be involved in situational judging where they use the resources provided to come to an adequate solution. A simple example of this would be to provide a variety of different types of thread, needles, buttons, and ask the youth to sew a button on a particular type of fabric. The member would be judged on the type of fabric and button selected, their technique, and how well the button can be buttoned through a buttonhole.

Most of the judging that takes place at the state level is a classification type of judging. This type of judging involves the youth making a decision from three or four alternatives. This selection is then marked on a judging card.

Oral reasons are often given as a part of this type of judging so that the members can express their opinion on a specific class of alternatives.

Giving oral reasons requires basic knowledge, presentation skills and practice. Here is some information that will help you help your 4-H members.

A Good Set of Reasons is Dependent on . . .

Accurate observation

Large and effective vocabulary

Orderly system for note taking and organizing thoughts

Ability to communicate, practice of delivery

Outline For Oral Reasons

State your placing

If desired, give quick overall appraisal of entire class (Not always necessary)

Analysis of top pair. (1st and 2nd) "gives" "grants"

Analysis of middle pair (2nd and 3rd)

Analysis of bottom pair (3rd and 4th)

Analysis of bottom item

Restatement of placing

I placed this class of ______________________________ ____________________ (placing)

I placed (first) over (second) because _____________________________________

I placed (second) over (third) because _____________________________________

I placed (third) over (fourth) because ______________________________________

I placed (fourth) at the bottom of the class because _________________________

For these reasons, I placed this class ___________________ _________________ (placing)

Grant - A "grant" is an advantage the lower item might have over the item placed above it. Not all pairs will have a grant, but judges will look for the grant (if it's obvious) in your reasons.

Taking Notes for Reasons

Keep notes short and simple. Do not write them out - you just need an outline. You will not read your notes to the judges, or refer to them during your reasons.

Think and write in comparative terms.

Notes will help to provide a mental picture of class being judged. Jot down unusual items - e.g., A - Black dress, C - McDonald's meal, B - Burnt muffin. Use variety of terminology. Use abbreviations to save time. e.g. - vit., VA, pro., col., m. nut., bal.

What a Judge Looks for in a Set of Reasons

Appearance - neat, good posture, clean.

Delivery - confidence, your placing is right!, don't talk too fast or too slow, talk loudly enough.

Truthful, Complete, and Concise Reasons - don't lie or make up reasons, don't add unnecessary words. Omit small items that leave room for doubt.

Terminology - use a variety.

Speak Fluently - follow the basic reason pattern. Practice reasons out loud or in your head before being judged.

Number or Letter Switches - don't confuse yourself and the judge! Keep mental picture of class in your head.

Answers to Questions - judge may ask questions to test your knowledge of class, be truthful.

Suggestions and Guidelines to Follow While Giving Oral Reasons

Be accurate in your statements.

Use the comparison method. Use descriptive words sparingly. Use a positive rather than negative approach.

Refer to the various items by number or letter. This will help to keep you straight, and will give a clearer picture to the person listening to you. Avoid excessive use of "it."

Do not mix numbers or letters up.

Practice "seeing" the items when you are talking about them.

Do not use "better" in your reasons. Be more specific. Avoid broad category words.

Always grant the "under" item any credit that may be due.

With a close pair, give nearly as much credit to the "under" item as you do to the item you have placed over it. Indicate so if you have a close pair.

Give a simple statement at the end why the last item was placed there.

Stand in a straight, comfortable position while giving reasons - feet spread apart and hands behind your back is preferred by most individuals. Hands may also be held at side - whichever is most comfortable.

Have confidence in your placing, yet do not assume a "cocky" attitude. Be serious, but pleasant. A smile is nice. Remember that your placing is correct until you know otherwise.

Talk in a clear, convincing tone of voice, but do not shout.

Vary your speech. Make your main points impressive. Use proper grammar.

Look the judge squarely in the eye, or at least give him that impression.

Have your reasons well organized and talk your points in a logical sequence. Use short sentences containing one thought. Reasons should be concise, yet complete and specific enough to give a vivid picture of the class.

Use a variety of terms; avoid repetition of terms. Understand the meaning of all terms. Keep in mind what the items in each class are to be used for and use appropriate terms.

You are allowed two minutes to give a set of reasons.

Be yourself when giving reasons.
                                NOTE TAKING FORM
CLASS NAME: _________________________________________  PLACING________________

OPENING STATEMENT OR COMMENTS: _______________________________________________

______________________________________________________________________________

______________________________________________________________________________
REASONS FOR PLACING   |            GRANTS          |         FAULTS
______________________|____________________________|__________________________
                      |                            |
         1            |              1             |
______________________|____________________________|__________________________
                      |                            |
         1            |              1             |
______________________|____________________________|__________________________
                      |                            |
         1            |              1             |
______________________|____________________________|__________________________
Possible Areas of Consideration When Judging Home Economics Classes
MENUS                                   CANNED FOODS
nutritive value                         color
vitamins/minerals                       free of imperfections
saturated/unsaturated fats              uniformity
simple/complex carbohydrates            flavor
variety                                 standard jar
color/eye appeal/texture                proper amount in jar
cholesterol                             proportion of solid to liquid
sugar content                           clear liquid
caloric values                          crispness
preparation techniques                  maturity
fiber
enriched/fortified
health benefits
balance among food groups                
fat content                              CLOTHING
sodium content                           body proportion, balance (formal/informal) rhythm, emphasis
energy values                            suitability for purpose
imitation                                appearance on wearer
which foods provide key nutrients        tailoring
milk/type of milk                        will it wrinkle?
                                         cost
                                         Travel
                                         pressing
BAKED GOODS                              versatility
texture                                  design of pattern  line, color, design or shape, form
moistness                                focusing attention
color                                    line (vertical/horizontal)
symmetry                                 finish
shape                                    how will it wash?
tenderness                               bulk/weight
thinness/thickness                       time
surface                                  stretch
size                                     compatibility
flakiness                                woven/non-woven
soft/hard                                interfacing
crispness                                cleanliness
                                         accessories
                                         style
                                         color
                                         pattern and fabric coordination
                                         appropriate interfacing
Examples of Comparative Terminology
MENUS (POSITIVE)                     FOODS (POSITIVE)
most balanced meal                   more uniform in color
more pleasing eye appeal             processed in standard jar
less fat content                     more proper proportion of solid to liquid
provides more key nutrients          more desirable color
more nutritious                      most desirable shape
contains more vitamins               most uniform in texture
cooked with less fat                 flakiest pie dough
more pleasing texture                more characteristic surface
lower in sodium                      clearest when held to light (jelly)
lower in calories                    clearest liquid
broiling is a more desirable...      most free of imperfections
menu shows more variety              most uniformly golden-brown crust
more nutrient rich foods             best grain


(NEGATIVE)                           (NEGATIVE)
least balanced                       ...is overbaked
highest salt content                 ...lacks symmetry
highest amount of calories           ...uneven shapes
                                     ...not stiff enough
                                     ...food too mature

CLOTHING (POSITIVE)
holds its shape better
more desirable tailoring fabric
will not wrinkle as easily
more cost effective
easier fabric to work with
would have more body
more desirable vertical center line
better focuses attention to...
neatest seam finish
would ravel less
less time consuming to use
more stretch
more versatile
more desirable pattern and fabric coordination

(NEGATIVE)
not as versatile
widens and shortens the figure
disturbs the vertical line
would add too much bulk
Example Reasons

Class of Menus

I placed this class of menus C, D, B, A. In placing this class, I feel there is a fairly easy top placing and a very obvious last place.

I placed C over D because it is the most balanced and nutritious menu, including all food groups and with a variety. The broiled fish entree is lower in fat and sodium than the beef in D. This menu is also lower in calories, especially in the vegetable comparison. The 2% milk selection is also a better option than whole milk. I grant that D is also a balanced meal, but it does have more calories in the entree and the way the vegetable are cooked.

In placing D over B, I feel it is an easy placing since D has much less fat, sugar, and sodium than the B menu. D also has an advantage since it includes milk as a dairy product. B is a relatively balanced menu but its food items -- fried chicken, jello, dressing on the potato salad -- makes this menu too high in fat, sugar, and sodium to place higher.

B places over A because it is more nutritious and balanced. The B menu also has more variety. A places on the bottom very easily because it is not nutritious or balanced, and it is very high in fat, sodium, and sugar. It also contains no vegetable.

For these reasons, I placed this class of of menus C, D, B, A.

Pattern Choices
(Blouse or top for 4-H'er with broad shoulders and wide hips)

I placed this class of patterns D, A, C, B.

In placing this class, I feel the first two patterns would be acceptable and the last two would not.

D places over A because it has a more desirable vertical center line that gives a look of height. This pattern is also most desirable in focusing attention to the neck area. I will grant that A also has a vertical line and focuses on the face, but it's ruffle disturbs the vertical line and tends to widen the shoulders.

A easily places over C because it has a vertical line compared to C's horizontal stripes which add width and shorten the figure.

C places over B, in a close placing. Both of these patterns widen and shorten the figure, but I feel that the C pattern is less objectionable than B with a yoke and "over-skirt."

For these reasons, I placed this class of patterns D, A, C, B.

Class of Fabrics

I placed this class of fabrics for making a tailored jacket B, C, D, A.

B goes to the top of the class because it is a wool, nylon blend with lots of body. A jacket made from this fabric would hold its shape better than the other fabrics. It is also a more desirable tailoring fabric than C for making sleeve heads, the collar, lapel roll, buttonholes, and pocket styles. C, which as a 100% linen would make a wearable, dressy jacket, will wrinkle easily and is not as suitable for tailoring skills.

I placed C over D because it is more cost effective. D, as a faille, or 100% silk fabric, could be costly to use for a beginner tailor. Also, C is an easier fabric to work with that will not ravel or require extensive pressing. The D fabric would not make as versatile a blazer as either B or C.

D places over A because the finished garment would have more body than the lightweight wool of A. I grant that A is a more inexpensive material, but it simply does not have the body to make a tailored garment.

For these reasons, I placed this class of fabrics B, C, D, A.

Seeam Finishes
(A gathered skirt from a cotton blend fabric)

I placed this class of seam finishes B, A, D, C.

B, a clean finish, places at the top of the class because it is the neatest and most easy to use. It would also ravel less during washings than A, and lie flatter when pressed.

A places over D because it is a more suitable finish for a skirt. The D finish, a flat felled seam finish, is usually used on shirts or jeans. I will grant that D will wash more satisfactorily than the pinked edge of A.

I placed D over C because it is an easier finish to complete. D is also more suitable to the fabric as the binding in C will create more bulk in the seam with this fabric.

C, a bound seam finish, places easily at the bottom of the class. A bound seam finish is a difficult specialty finish often used in unlined jackets, and it is not necessary in this skirt.

For these reasons, I placed this class of seam finishes B, A, D, C.

Interfacings
(For a dress with long gathered sleeves, a semi-fall skirt, and a round collarless neckline. Using a soft knit fabric.)

I placed this class of interfacings D, A, B, C.

In placing this class, I feel the first three interfacings could be acceptable to use, with C not acceptable and therefore an easy bottom.

D, and "Easy Knit," places over A because it would be less time consuming to use. As a fusible interfacing, it would be easier to apply than A which must be sewn in. D is also more stretchy than A and is more compatible with the garment fabric. Both D and A are lightweight and would not add bulk, but D's convenience places it on top.

I placed A, a "pellon sheerweight," over B because it is more lightweight--B is of a heavier weight than the garment and would add unwanted stiffness. A is also more stretchy, but B is a non-woven. B would be an acceptable interfacing if others were not available.

B places over C because of its more desirable weight and stretchiness. C, which is a shirt fuse, easily places at the bottom. Since it is a very stiff and firm interfacing, usually used in shirt collars and cuffs, it would add too much bulk and stiffness to the dress.

For these reasons, I placed this class of interfacings D, A, B, C.

WRITTEN BY: Carol Schurman, Indiana County, with materials adapted by Patti House. Introduction written by Jan Scholl.

For more information on textile science judging activities, view the "Common Threads video," available at your local extension office, or from the Penn State Audio Visuals Library.

Contact for questions

to Jan Scholl's home page

Updated 10/19/05