This is the Technology and Livelihood Education (TLE) 10 Dressmaking NC II self-learning module for Quarter 1, Module 1: “Draft and Cut Pattern for Ladies’ Skirt (Principles and Elements of Design).” It is written for Grade 10 learners studying at home or in class, and it is meant for Week 1 of the quarter. By the end, learners should be able to name, explain, and illustrate the elements and principles of design they will use when planning a garment such as a skirt.
The module was written by Romana T. Laoyan and published as a First Edition (2020) Alternative Delivery Mode material by the Department of Education, Cordillera Administrative Region.
What learners will learn
The module covers this learning competency:
- Competency code: TLE_HEDM9-12SK-Ia-c-1
- Learning competency: LO 1. Draft and cut pattern for ladies’ skirt, 1.1 Plan garment design
After going through the module, learners are expected to:
- identify the elements and principles of design;
- explain the importance of the elements and principles of design;
- illustrate the different elements and principles of design; and
- develop traits such as honesty and value for quality work while learning to identify the elements and principles of design.
The principles of design
The module calls the principles of design artistic guidelines for using the design elements within a garment. Put simply, the elements are what make up a design, and the principles are what you do with those elements. The module teaches five principles:
- Balance: how the internal spaces of a shape work together. The area may be broken up by structural lines, fabric, pattern, texture, or color.
- Symmetrical (formal) balance happens when the space is divided into equal parts. Examples: a simple skirt with a center front seam or a center front closing.
- Asymmetrical (informal) balance happens when the space is divided unequally. Examples: a skirt with a side front wrap, or a skirt with a design on one side only.
- Proportion: the size relationship of each internal space to the others and to the total look. The most pleasing proportions are unequal ones. Clothing should also suit your size: short or small-framed people should avoid large details like wide lapels and collars or huge pockets and bows.
- Emphasis: the focal point or center of interest of a garment. It should highlight your best features and draw attention away from figure faults. It can be created with line, design details, color, texture, trims, or accessories.
- Rhythm: the flow of lines, shape, space, and texture that gently carries the eye from one area of the garment to another. For example, a curved pocket complements the curve of a jacket hem.
- Harmony: a pleasing arrangement of all parts of a garment, where colors, lines, shapes, space, and textures look like they belong together. The design should also suit the wearer’s size, shape, coloring, and personality.
The module sums this up in a “design equation”: use the elements line, shape, space, texture, and color, according to the principles balance, proportion, emphasis, rhythm, and harmony, to create good design.
The elements of design
The module calls the elements the building blocks of all designs and lists seven of them:
| Element | What it means |
|---|---|
| Line | A series of points connected to form a narrow path |
| Shape | The outline or silhouette of an object, made when the ends of lines join to enclose an area |
| Space | The area inside the shape or outline, and the area within, around, above, or below an object |
| Texture | The surface feel of an object, such as rough, smooth, silky, shiny, or fuzzy |
| Color | Has three main properties: hue, value, and intensity; named in categories like red, orange, green, blue, or purple |
| Value | The relative lightness or darkness of an area |
| Form | How elements are arranged in a whole composition; it may combine two or more shapes |
Kinds of lines
- Vertical: runs along the length of the garment and makes the body or garment look longer.
- Horizontal: draws the eye from side to side, left to right.
- Diagonal: moves at an angle and adds movement and excitement.
- Curved: re-emphasizes or defines the figure, since the female body is naturally curved.
The test items also apply this to body types: according to the answer key, a horizontal line suits a tall and thin person, while a chubby or stout person may use a vertical line to make the body look longer.
Activities in this module
- What I Know: a 15-item multiple-choice pretest.
- What’s New: a word search for 20 elements and principles of design.
- What’s More: fill in the missing letters of 10 design terms using their descriptions.
- What I Have Learned: list the elements and principles of design and explain why they matter in clothing.
- What I Can Do: illustrate a dress, blouse, or skirt on short bond paper that shows line, emphasis, asymmetrical balance, proportion, and symmetrical balance. It is scored on workmanship and neatness, with 20, 15, or 10 points for each.
- Post-Assessment: a 15-item multiple-choice test.
- Additional Activity: a 15-item matching test that also includes contrast, movement, unity, and analogous and complementary colors.
How to use this module
- Learners: Answer the What I Know pretest first, then work through each part in order and finish each task before moving on. Write your answers on a separate sheet of paper or in your activity notebook, not on the module. Check your work honestly with the answer key at the end, and return the module to your teacher when you are done.
- Parents and guardians: The module asks you to support your child’s home learning. Help them follow the parts in order and use separate sheets for all answers.
- Teachers and facilitators: Orient learners on how to use the module and track their progress. Use the rubric to score the design illustration. Before using the answer key for the Post-Assessment, compare it with the questions, since the items are in a different order from the pretest.
Frequently asked questions
What grade and quarter is this Dressmaking module for?
It is for Grade 10 TLE Dressmaking NC II, Quarter 1, Module 1, and it is set for Week 1 of the quarter.
What is the competency code of this module?
The module lists the competency code TLE_HEDM9-12SK-Ia-c-1, under LO 1. Draft and cut pattern for ladies’ skirt, 1.1 Plan garment design.
What are the elements and principles of design in this module?
The elements are line, shape, space, texture, color, value, and form. The principles are balance, proportion, emphasis, rhythm, and harmony.
What is the difference between symmetrical and asymmetrical balance?
Symmetrical balance divides the space of a garment into equal parts, like a skirt with a center front seam. Asymmetrical balance divides it unequally, like a skirt with a side front wrap.
Does the module have an answer key?
Yes. Answer keys for the pretest, word search, fill-in activity, enumeration, and post-assessment are at the end of the module. No answers are printed for the Additional Activity matching test.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Technology and Livelihood Education
10
Technology and Livelihood Education
Quarter 1 – Module 1
Draft and Cut Pattern for Ladies’ Skirt
(Principles and elements of design)
DRESSMAKING NC II
[illustration: students and a teacher at school; a boy reading by a lamp; a globe on a desk]
CO_Q1_TLE 10_Module 1
10
Technology and Livelihood Education
Quarter 1 – Module 1
Draft and Cut Pattern for Ladies’ Skirt
(Principles and elements of design)
DRESSMAKING NC II
Dressmaking – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 1: Draft and cut pattern for ladies’ skirt (Principles and Elements of Design)
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writer: Romana T. Laoyan
Editors:
Reviewer: Jonalyn C. Ambrona Mary Jane N. Malihod
Illustrator:
Layout Artist:
Management Team: Estela Leon-Cariño Carmel F. Meris Rosita C. Agnasi Marie Carolyn B. Verano Christopher C. Benigno Juliet C. Sannad Mary Jane N. Malihod Armi Victoria Fiangaan Brenda M. Cariño
Printed in the Philippines by:
Department of Education – Cordillera Administrative Region
Office Address: Wangal, La Trinidad, Benguet
Telefax: (074) -422 -4074
E-mail Address: car@deped.gov.ph
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLMS is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and test. And read the instructions carefully before performing each task.
If you have questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding the learner.
For the facilitator:
Hi, as a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners’ progress while allowing them to manage their own learning. Kindly, advise the learner’s parents or guardians of the same procedure since they will be the primary supporters in the learners’ progress. Please, do not forget to remind the learner to use separate sheets in answering all of the activities found in the learning module.
For the learner:
Hello learner, Welcome to the Dressmaking NC II Alternative Delivery Mode (ADM) Module on Draft and cut pattern for ladies’ skirt (Principles and Elements of
Design). I hope you are ready to progress in your Grade 10 TLE in Dressmaking NC II with this learning module. This is designed to provide you with interactive tasks to further develop the desired learning competencies prescribed in our curriculum. With this, you are expected to appreciate staking through the information and activity given.
This module has the following parts and corresponding icons:
| ICON | LABEL | DETAIL |
|---|---|---|
| What I Need to Know | This contains the learning objectives which you need to accomplish. | |
| What I know | This evaluates what you know about the lesson you are to learn. | |
| What’s In | This connects the current lesson with a topic necessary in your understanding. | |
| What’s New | This introduces the lesson through an activity. | |
| What Is It | This contains a brief discussion of the learning module lesson. | |
| What’s More | These are activities to check your understanding of the lesson. | |
| What I Have Learned | This summarizes the important ideas presented in the lesson. | |
| What I Can Do | This is a real-life application of what you have learned. | |
| Assessment | This is a post assessment of what you have learned. | |
| Additional Activity | This is an activity that will strengthen your knowledge about the lesson. |
At the end of this module you will also find:
References: This is a list of all sources used in developing this module.
TABLE OF CONTENTS
- What I Need to Know ……………………………………….Error! Bookmark not defined.
- What I Know ………………………………………………………………………………………….2
- What’s In ………………………………………………………………………………………………3
- What’s New ……………………………………………………………………………………………3
- What Is It………………………………………………………………………………………………4
- What’s More …………………………………………………………………………………………..8
- What I Have Learned ……………………………………………………………………………….9
- What I Can Do ……………………………………………………………………………………..10
- Post – Assessment …………………………………………………………………………………12
- Additional Activity …………………………………………………………………………………13
- Answer Key ………………………………………………………………………………………….14
- References …………………………………………………………………………………………..15
Lesson 1
Principles and Elements Design
The following are some reminders in using this module:
- Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises.
- Don’t forget to answer What I Know before moving on to the other activities included in the module.
- Read the instruction carefully before doing each task.
- Observe honesty and integrity in doing the tasks and checking your answers.
- Finish the task at hand before proceeding to the next.
- Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it!
What I Need to Know
This module was designed and written to guide you to acquire the learning competencies and develop your skills in applying and selecting appropriate elements and principles of design. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. However, the order in which you read the module can be changed to correspond with the textbook you are now using.
Quarter/Week: Q1/W1
Learning Competency Code: TLE_HEDM9-12SK-Ia-c-1
Learning Competency: LO 1. Draft and cut pattern for ladies skirt 1.1 Plan garment design
Learning Objectives:
After going through this module, you are expected to:
- identify the elements and principles of design;
- explain the importance of the elements and principles of design;
- illustrate the different elements and principles of design; and,
- develop traits such as honesty and value for quality work in achieving the knowledge and skills in identifying the elements and principles of design.
What I Know
Pre-Test
Multiple Choice.
Directions. Read the following questions carefully, select the letter of the correct answer and write in your activity notebook.
_____1. The principle of design which show the internal spaces of a shape work together.
- A. Balance
- B. Proportion
- C. Emphasis
- D. Rhythm
_____2. It is the pleasing arrangement of all parts of a garment.
- A. Harmony
- B. Proportion
- C. Emphasis
- D. Rhythm
_____3. The element of design that you feel the surface characteristics like the smoothness or roughness of an object or garment.
- A. Lines
- B. Space
- C. Texture
- D. Shape
_____4. What element of design refers to the area, inside the shape of an object or a garment?
- A. Lines
- B. Space
- C. Texture
- D. Shape
_____5. The element of design that has a series of points connected together to form a narrow path.
- A. Lines
- B. Space
- D. Texture
- D. Shape
[transcriber’s note: the choices for item 5 are printed as “B. Space” followed by “D. Texture”, with no letter C; the letters are reproduced as printed]
_____6. Which of the following occurs when the space within a garment is divided into equal parts?
- A. Asymmetrical
- B. Space
- C. Symmetrical
- D. Shape
_____7. It is a balance that occurs when the space within a garment is divided unequally.
- A. Asymmetrical
- B. Space
- C. Symmetrical
- D. Shape
_____8. A line that draws the eye from one side to another or a line from left to right.
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
_____9. It is a line that is placed along the length of the garment, and thus elongates the length of the body or garment.
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
_____10. A line causing the eye to move from one side to the other on an angle.
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
_____11. The line used to re-emphasize or define your figure because the female body is natural.
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
_____12. It highlights the best feature and draws attention away from a figure faults, or it is a focal point or center of interest of a garment.
- A. Harmony
- B. Proportion
- C. Emphasis
- D. Rhythm
_____13. Which of following principles of design is the size relationship of each internal spaces within a garment to one another and to the total look?
A. Harmony B. Proportion C. Emphasis D. Rhythm
_____14. What line is appropriate for a tall and thin person?
- a. Vertical line
- b. Horizontal line
- c. Curve line
- d. Diagonal line
_____15. A chubby/stout person may use this kind of line to elongate the length of the body.
- a. Vertical line
- b. Horizontal line
- c. Curve line
- d. Diagonal line
What’s In
Hello learners. In the previous lesson, the Color wheel were discussed. You learned the color combination used in garment designing and they are done according to the language of color. In this module, you will learn the importance of the elements and principles of design that apply to a garment in order to preserve optimum quality and beauty. As a sewer, you have a choice in the elements and principles of design.
What’s New
Activity 1. How do you do?
The elements and principles of design are artistic guidelines for using the various design elements within a garment. The building blocks used to create a work of art in designing a garment. The elements of design can be thought of as the things that make up a drawing and design while the principles of design can be thought of as what we do to the elements of design.
Activity 1.1 – Word search in dressmaking. Find the 20 elements and principles of design listed below. Write the answers in your answer sheet.
[transcriber’s note: the 20 words to find are not printed on this page; the word search grid is transcribed below row by row]
| T | T | G | D | T | L | J | T | K | K | A | O | O | H | P | Y | G | R | E | L | S | V | A | L |
| K | J | H | T | I | J | M | H | C | X | C | V | O | A | D | K | U | T | D | F | A | C | C | D |
| L | B | N | R | O | V | X | R | L | B | R | I | G | A | C | M | F | X | R | L | T | D | O | L |
| R | D | Y | F | O | S | H | E | C | X | A | R | W | P | R | F | B | X | U | U | T | H | N | T |
| K | U | N | I | T | Y | Q | E | G | U | C | L | H | Q | I | W | V | E | A | G | S | T | T | Z |
| T | S | E | Y | E | I | L | D | Z | H | Y | S | A | Y | Z | W | J | L | C | H | W | X | R | P |
| A | S | U | B | T | I | Y | I | P | F | W | H | R | N | T | U | U | C | A | O | U | B | A | S |
| Y | W | H | T | N | I | F | M | E | P | A | H | S | Z | C | H | A | Z | D | H | S | E | S | P |
| L | N | U | E | H | U | S | E | A | I | E | Z | O | E | O | E | M | I | J | R | I | U | T | A |
| P | J | M | C | N | X | X | N | O | U | I | R | F | O | R | M | M | I | S | M | M | C | T | T |
| L | E | F | D | R | B | U | S | E | Y | K | N | U | C | Y | E | H | M | Y | U | U | C | V | T |
| D | T | T | C | B | U | E | I | H | T | T | F | P | T | N | C | H | L | M | W | L | I | J | E |
| S | X | N | K | B | L | E | O | T | G | N | S | Y | S | X | O | O | E | M | Q | A | R | A | R |
| L | K | E | E | S | U | R | N | F | J | L | I | I | R | P | E | C | Q | E | H | T | T | G | N |
| M | P | V | O | M | N | L | A | R | H | R | O | C | L | C | A | T | M | T | E | E | E | A | O |
| B | Z | S | B | R | E | K | L | Q | C | N | N | K | F | P | L | N | J | R | J | D | M | A | Z |
| B | E | C | O | Y | L | V | Q | I | A | P | B | E | S | X | V | X | I | I | C | Y | O | E | T |
| B | F | L | J | C | K | A | O | L | C | C | O | J | M | P | B | Q | K | C | I | R | E | R | H |
| R | O | U | U | Y | S | B | I | M | N | L | C | H | U | P | Z | Y | E | A | N | O | G | E | H |
| C | J | K | D | E | F | R | I | D | D | U | N | L | V | L | H | S | Z | L | M | N | E | M | E |
| X | K | N | W | J | E | R | M | Z | A | S | Z | C | H | N | Q | A | R | S | H | N | K | V | V |
| J | K | I | S | D | P | X | N | M | L | R | Y | U | F | A | G | R | S | O | O | N | N | G | Y |
| N | M | C | I | N | A | G | R | O | N | I | H | X | C | K | C | M | Y | I | S | T | B | D | C |
| J | N | Y | G | F | L | A | C | I | R | T | E | M | M | Y | S | A | O | U | S | K | M | S | P |
What Is It
The elements and principles of design
The principles of design are artistic guidelines for using the various design elements within a garment.
1. Balance – is how the internal spaces of a shape work together. The area of a design maybe broken up by structural lines, fabric, patter, texture, or color.
a. Symmetrical or formal balance – occur when the space within a garment is divided into equal parts. A simple skirt with a center front seam and a simple skirt with a center front closing are examples of symmetrical balance.
b. Asymmetrical or informal balance – occur when the space within a garment is divided unequally. A skirt with a side front wrap, a skirt with only side design is an example of asymmetric balance.
2. Proportion – is the size relationship of each of the internal spaces within a garment to one another and to the total look. the most pleasing proportion are those that are unequal. Clothing should also be proportion or your own size. If you are short or small framed, stay away from large overpowering details, such as wide lapels, and collars or huge pocket and bows.
3. Emphasis – is the focal point, or center of interest of a garment. In fashion design emphasis should highlight your best features and draw attention away from your figure faults. It can be accomplished with line, design details, color, texture, trims, or accessories.
4. Rhythm – is the flow of lines, shape, space, and texture of garment. The flow should gently carry the eye from one area to the garment to another. Good rhythm is apparent when all lines of an outfit work together. For example, a curved pocket compliments the curve of a jacket hem.
5. Harmony – is a pleasing arrangement of all parts of garment. Harmony is achieved when the design elements work well together. The colors, lines, shape, space and textures look like they belong together. However, the total result is not perfect unless the design is also harmonious with you, your size and shape, your coloring of your personality
Design Equation
| Use these design elements | According to these Principles | To create |
|---|---|---|
| Line Shape Space Texture Color | Balance Proportion Emphasis Rhythm Harmony | = Good design |
[transcriber’s note: a “+” sign is printed between the design elements and the principles, beside the Space and Emphasis lines]
The samples of the principles of design
[illustration: four skirts and tops showing asymmetrical balance; three skirts and tops showing symmetrical balance]
Asymmetrical balance Symmetrical balance
[illustration: four skirts showing proportion; four skirts showing harmony]
Proportion Harmony
[photo: a white pleated skirt with red panels; a gray blazer on a hanger; a red skirt with a gold embellished waistband]
Emphasis
[photo: a gathered draped top; a blue floral skirt; a navy skirt with white dots and tiered lace hem; a white skirt with red roses]
Rhythm
APPLYING ELEMENTS OF DESIGN ON DRAFTING AND CUTTING LADIES SKIRT
These building blocks is called the elements of design. Are fundamentals to all designs, such as line, shape, space, texture, color form and value.
1. Line – is a series of points connected together to form a narrow path. It can be;
a. vertical – line place along the length of the garment, and thus elongates the length of the body or garment.
b. horizontal – a line that draws the eye from one side to another or a line from left to right.
c. diagonal-lines moves at an angle on a garment. They add movement and excitement to clothing.
d. curved lines – used to re-emphasize or define your figure because the female body is naturally curved.
2. Shape – is an outline or, silhouette of an object, they all have an outer shape. Shapes are created when the end of the lines are joined to enclose area
3. Space – is the area inside the shape or outline of an object. Refers to the area within, around. above or below an object or objects.
4. Texture – is the surface characteristics, feel of an object. We describe
things as being rough, smooth, silky, shiny, fuzzy and so on.
5. Color – it has three main properties: hue, value and intensity. It is the characteristic of visual perception described through color categories, with names such as red, orange, green, blue or purple.
6. Value – refers to the relative lightness or darkness or a certain area.
7. Form – is described as the way an artist arranges elements in the entirely of a composition. It may be created by the combining of two or more shapes. It may be enhanced by tone, texture or color .
[illustration: a tint, shade, and tone color chart labeled “value”; a skirt pattern piece labeled “Shape” and “Space”; a striped shirt; line samples labeled “Lines”; a striped skirt; a patterned fabric]
Image Source: https://itsallaboutthelight.weebly.com/creative-design-forheatre.html
[illustration: four fabric swatches labeled “Texture”; seven geometric shapes labeled “Form”]
[illustration: three color samples labeled “Blue”, “Red”, and “Yellow”, with the captions “Primary colors”, “Secondary Colors”, and “Tertiary Colors”]
What’s More
Activity 2: Fill-in the missing letter to complete the word/s in column A as describe in column B.
| A | B – Description | |
|---|---|---|
| 1. | R_ TH | – is the flow of lines, shape, space, and texture of garment. The flow should gently carry the eye from one area to the garment to another |
| 2. | L_ _E | – a series of points connected together to form a narrow path. It can Be vertical, horizontal, diagonal or curved lines. |
| 3. | S_ _PE | – is an outline or silhouette of an object. |
| 4. | B_ LA _C _ | – are how the internal spaces of a shape work together. The area of a design maybe broken up by structural lines, fabric, pattern, texture etch. |
| 5. | S_ _ME_R_C_L | – occur when the space within a garment is divided into equal parts. |
[transcriber’s note: table continued from the previous page]
| A | B – Description | |
|---|---|---|
| 6. | T_ T _E | – Is the surface characteristics, feel of an object. We describe things as being rough, smooth. silky, shiny, fuzzy and so on . |
| 7. | P_ P_RT _N | – is the size relationship of each of the internal spaces within a garment to one another and to the total look. |
| 8. | _K_RT | – Are a lower part of a dress/ gown or a separate outer garment that cover a person from the waist downwards. |
| 9. | V_L_E | – refers to the relative lightness or darkness or a certain area. |
| 10. | EM_H_SI_ | – is the focal point, or center of interest of a garment. |
What I Have Learned
Activity 3 Answer the questions briefly. Write the answers in your answer sheet.
- What are the elements of design?
- What are the principles of design?
- What are the importance of elements and principles of design in clothing?
ENUMERATION:
1).
2).
3). _____________________________________
What I Can Do
Activity 4. Illustrate /Make a Design of a Dress or Blouse, skirt and apply the element and principles of design. Use a short bond paper. Your output will be evaluated using the rubrics below.
[transcriber’s note: the rubrics referred to are not printed on this page]
Imagine that you are a fashion designer, you are task to make a design of a dress and you want to empress customer. What are the things that you should consider in designing a dress /garment?
| Designs | Illustration of garment |
|---|---|
| 1. Line |
| 2. Emphasis | |
| 3. Asymmetric balance | |
| 4. Proportion | |
| 5. Symmetrical balance |
[transcriber’s note: the activity heading for this table appears on an earlier page; the first two rows of the table are blank]
Your work will be evaluated using the rubrics below.
| Criteria/Standard | Rubrics 20 | Rubrics 15 | Rubrics 10 | Score |
|---|---|---|---|---|
| Workmanship | Applied /showed the element and principles of design correctly | Complete illustration but not applied the elements and principles of design correctly . | Incomplete illustration and did not apply the elements and principles of design . | |
| Neatness | Completed the illustration clear and neat. | Completed illustration but some are not clear and neat. | Incomplete illustration and all are messy. | |
| Total Score |
Post-Assessment
Multiple Choice
Directions. Read the following questions carefully, select the letter of the correct answer and write on your activity notebook.
_____1. What element of design is referred to when the area, inside the shape of an object or a garment?
- A. Lines
- B. Space
- C. Texture
- D. Shape
_____2. The element of design that has a series of points connected together to form a narrow path.
- A. Lines
- B. Space
- C. Texture
- D. Shape
_____3. Which of the following occurs when the space within a garment is divided into equal parts?
- A. Asymmetrical
- B. Space
- C. Symmetrical
- D. Shape
_____4. It is a balance that occurs when the space with in a garment is divided unequally.
- A. Asymmetrical
- B. Space
- C. Symmetrical
- D. Shape
_____5. A line that draws the eye from one side to another or a line from left to right.
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
_____6. It is a line that is placed along the length of the garment, and thus elongates the length of the body or garment.
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
_____7. The principle of design which shows the internal spaces of a shape work together.
- A. Balance
- B. Proportion
- C. Emphasis
- D. Rhythm
_____8. It is the pleasing arrangement of all parts of a garment.
- A. Harmony
- B. Proportion
- C. Emphasis
- D. Rhythm
_____9. The element of design that you feel the surface characteristics, like the smoothness or roughness of an object, garment.
- A. Lines
- B. Space
- C. Texture
- D. Shape
_____10. A line causing the eye to move from one side to the other on an angle.
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
_____11. The line used to re-emphasize or define the figure because the female body is natural.
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
_____12. It highlights the best feature and draw attention away from a figure faults, or it is a focal point or center of interest of a garment.
- A. Harmony
- B. Proportion
- C. Emphasis
- D. Rhythm
_____13. Which of following principles of design is the size relationship of each internal spaces within a garment to one another and to the total look?
- A. Harmony
- B. Proportion
- C. Emphasis
- D. Rhythm
_____14. What line is appropriate for a tall and thin person?
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
_____15. A chubby /stout person may use this kind of line to elongate the length of the body.
- A. Vertical line
- B. Horizontal line
- C. Curve line
- D. Diagonal line
Additional Activity
Matching Type
Instruction: Match column A with column B. Select the best word from column A, to go with the definition in column B. Write the answer in your answer sheet.
| Column A | Column B |
|---|---|
| A. Rhythm B. Contrast C. Movement D. Value E. Line | 1. A large difference between two things, example rough and smooth. 2. A way of combining visual elements to produce a sense of action or implied motion. 3. A visual tempo or beat- often describe as alternating regular flowing progressive. 4. An element of arts refers to lightness or darkness of a color. 5. is a series of points connected together to form a narrow path. |
| A. Balance B. Form C. Unity D. Emphasis E. Space | 6. The empty or open area, above, below, and within object. 7. A feeling that all parts of garment working together as a team. 8. is the focal point, or center of interest of a garment. 9. The principles of design referring to the way the element is arrange to create a feeling of stability in a work -parts of equal visual weight. 10. Any three dimensional object that can be measured by height, width and depth. |
| A. Color B. Texture C. Complementary D. Analogous E. Shape | 11. The surface characteristics, feel of an object. 12. The element that produced when a wavelength of light strike an object and reflects back to the eyes. 13. Is an outline or, silhouette of an object. 14. Another name of related colors, that appear next to each other on the color wheel. 15. A color that are directly opposite in the color wheel |
Answer Key
[transcriber’s note: this page is printed upside down; the answers below were read after rotating the page]
What I Know
- A
- A
- C
- B
- A
- C
- A
- B
- A
- D
- C
- C
- B
- B
- A
What’s New
- Contrast
- Texture
- Actual
- Asymmetrical
- Rhythm
- Shape
- Value
- Line
- Movement
- Unity
- Emphasis
- Symmetrical
- Pattern
- Balance
- Color
- Intensity
- Form
- Space
- Hue
- Harmony
What’s More
- Rhythm
- Line
- Shape
- Balance
- Symmetrical
- Texture
- Proportion
- Skirt
- Value
- Emphasis
What I Have Learned
Line
Shape
Space
Texture
Color
Value
Form
Balance
Proportion
Emphasis
Rhythm
Harmony
3.) Elements and principles of design has an important role in garment construction .it create a pleasing result and to achieve visual unity and harmony of the . garment.
What I Can Do
| Sample illustration of garment | Designs |
|---|---|
| [photo: brown garment] | 5. Symmetrical balance |
| [photo: red garment] | 4. Proportion |
| [photo: blue bag] | 3. Asymmetrical balance |
| [photo: red and yellow garment] | 2. Emphasis |
| [photo: red striped garment] | 1. Line |
Assessment
- A
- B
- A
- B
- A
- C
- A
- A
- C
- D
- C
- C
- B
- B
- A
Additional Activity
[transcriber’s note: no answers are printed in the Additional Activity area of this page]
References
Bhadauria, Ravi. “Elements and Principles of Design.” LinkedIn SlideShare. January 28, 2014. https://www.slideshare.net/admecinstitute/principles-of-design-30520900.
http://www.makart.com/resources/artclass/EPlist.html.
MakART. The Elements and Principles of Design – List.
Starnes, Jill. Clothing Construction. Publisher Not Identified, 1973.
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