This is a self-learning module (SLM) for Technology and Livelihood Education (TLE) Grade 8, Home Economics: Dressmaking. It is Module 2, “Obtain Measurements,” developed by the Department of Education, Caraga Region, as part of the Alternative Delivery Mode (First Edition, 2020). It teaches learners how to take, record, and convert body measurements, estimate material costs, and apply the principles of design and color harmony to clothing.
On this page 7 sections
What learners will learn
The module has one lesson, Lesson 1: Obtain Measurements. After it, learners are expected to:
- Take accurate body measurements
- Read and record the required measurements
- Apply the systems of measurements
- Perform simple calculations based on the job requirement
- Demonstrate accurate reading of measurements
- Assess the appropriateness of a design based on the client’s features
- Read specifications
- Appreciate the principles of design and color harmonies
Key ideas: taking and recording body measurements
The module explains that taking body measurements is a prerequisite to pattern construction. The size and fit of a garment depend on how accurate the measurements are, and the main tool you need is a tape measure.
Three types of body measurements
| Type | How it is taken | Examples from the module |
|---|---|---|
| Horizontal | From the left of the figure to the right | Shoulder, shoulder to neck, across back, full back, bust distance |
| Vertical | From the top of the body down to its base | Shirt length, sleeve length, length of pants or shorts, crotch or rise, shoulder to bust, down center back, under arm, over arm, side seam, upper arm |
| Circumferential | Around the body | Bust, arm girth, neck, waist, hip or seat, leg hole, sleeve hole, bicep, elbow |
A few of the definitions the module gives:
- Shoulder: from one shoulder tip point to the other.
- Across back: from armhole to armhole, with the tape about 8 cm below the nape of the neck.
- Shirt length: from the nape, down the center back, to the desired length.
- Under arm: from the armpit to the wrist.
- Bust: around the body over the fullest part of the bust.
- Waist: around the smallest part of the waistline.
- Hip or seat: around the fullest part of the hip.
- Elbow: a reasonably loose measurement around the bent elbow.
Recording measurements
The module includes an Individual Measurement Chart. For each body part, you write the actual measurement in inches and centimeters, then divide it by the divisor the pattern needs. For example, a 32-inch bust divided by 4 gives 8 inches (20.32 cm), and a 15-inch shoulder divided by 2 gives 7.5 inches. Lengths such as skirt length and sleeve length are used as is.
Key ideas: conversions and simple calculations
The module uses both the English system (inches, yards) and the metric system (centimeters, meters). Its basic rule is 1 inch = 2.54 cm, so you multiply inches by 2.54 to get centimeters. A conversion chart for fabric and sewing lists values such as 2″ = 5.08 cm, 4″ = 10.16 cm, and 1 yard = 0.9144 meters.
Simple calculations use the four fundamental operations (MDAS) to work out body measurements, fabric width and length, and cost. In the module’s example, one yard of 45-inch cacha cloth makes two 12″ x 30″ organizers, so one organizer needs half a yard. With cacha at Php 60.00 per yard, Manila paper, and a small spool of thread, the module’s sample cost table totals Php 37.00.
Key ideas: principles of design and color
Principles of design
- Balance: equal visual weight throughout a garment. Formal (symmetrical) balance has equal weight on both sides; informal (asymmetrical) balance uses different decorations or accessories on each side.
- Proportion: the pleasing relationship of all parts of an object with one another.
- Emphasis: the center of interest that draws attention to one part of an outfit.
- Rhythm: a smooth sense of movement that leads the eye across the design, shown through repetition, gradation, opposition, and transition.
- Harmony: visual unity in the whole design, garment, or ensemble.
Colors and color harmony
- Primary colors: red, yellow, and blue.
- Secondary colors: green, violet, and orange, made by mixing two primary colors equally.
- Intermediate colors: a primary mixed with a secondary color, such as yellow-green or blue-green.
- Tints add white, shades add black, and neutrals are white, black, and gray.
- Qualities of color: hue (the color’s name), value (lightness or darkness), and intensity (brightness or dullness).
The color harmonies covered are monochromatic (one color in different values), analogous (colors next to each other on the color wheel), complementary (opposite colors), split complementary, and triad (three colors forming an equal-sided triangle on the wheel).
How to use this module
- Learners: Start with the pretest (What I Know). The module says a perfect score means you may skip it; any lower score means you should continue. Then work through What’s In, What’s New, What is It, and What’s More, and finish with the additional activities, such as drawing a color wheel and converting inches to centimeters. Write answers in your activity notebook or on a separate sheet, not on the module.
- Parents: Help your child practice by taking each other’s measurements with a tape measure, and encourage honest use of the answer key.
- Teachers: The module includes an answer key for its activities and tests, and a measurement chart you can reuse for practical work.
Frequently asked questions
What grade is this dressmaking module for?
It is for Grade 8 Technology and Livelihood Education, Home Economics: Dressmaking. The inside pages label it Quarter 2, Module 2, while the cover reads Quarter 0.
What are the three types of body measurements?
Horizontal measurements are taken from left to right, vertical measurements from the top of the body downward, and circumferential measurements around the body.
How do I convert inches to centimeters?
Multiply the number of inches by 2.54, since the module states that 1 inch equals 2.54 cm. For example, 3 inches equals 7.62 cm.
Does the module have an answer key?
Yes. The module includes an answer key for the pretest, activities, assessment, and additional activities.
What are the primary colors?
According to the module, the primary colors are red, yellow, and blue. They are the basis of all other colors.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Technology and Livelihood Education
Quarter 0 – Module 2: Home Economics – Dressmaking Obtain Measurements
Technology and Livelihood Education – Grade 8 Dressmaking
Alternative Delivery Mode
Quarter 2 – Module 2: Obtain Measurements
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: Gemma G. Colas, Isidra C. Moral
Editor: Geraldine F. Vergas
Reviewers: Elizabeth Bautista, Ruby C. Limen, Ma. Ligaya C. Azarcon, Lorna L. Estal, Virginia Mahinay, Grace Ando
Illustrator: Rene C. Moral
Layout Artists: Eljun A. Calimpusan, Pepe M. Tabanao, Jr.
Management Team: Francis Cesar B. Bringas, Isidro M. Biol, Maripaz F. Magno, Josephine Chonnie M. Obseňaries, Minerva T. Albis, Imee R. Vicariato, Genevieve S. Verceles, Corazon F. Adrales
Printed in the Philippines by ________________________
Department of Education – Caraga Region
Office Address: Teacher Development Center, J.P. Rosales Avenue, Butuan City, Philippines 8600
Telephone: (085) 342-8207 / (085) 342-5969
E-mail Address: caraga@deped.gov.ph
8
Technology and Livelihood Education
Quarter 2 – Module 2: Home Economics – Dressmaking
Obtain Measurements
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 SLM 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 tests. And read the instructions carefully before performing each task.
If you have any 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.
Lesson 1 – Obtain Measurements
What I Need to Know
This module was designed and written with you in mind. It is here to help you master the basics of Dressmaking. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
This is intended to provide a clear understanding on how to carry out measurements and calculations.
This module is composed of:
Lesson 1 – Obtain Measurements
After going through this module, you are expected to:
- Take accurate body measurements
- Read and record the required measurements
- Apply the systems of measurements
- Perform simple calculations based on the job Requirement
- Demonstrates accurate reading measurements
- Assess the appropriateness of design based on the client’s features
- Read specifications
- Appreciate the principles of design and color harmonies
What I Know
This part will examine the learners, whether he/she needs to proceed with the module. Learners who earned 100% in this preliminary assessment will no longer need to take up the module, but if the learners get an average of 0%-99%, he or she should continue with the module.
Directions: Choose the correct answer that corresponds to the question. Write your answer on your activity notebook.
- What is the first step in pattern drafting?
- A. mensuration
- B. measurement
- C. body parts
- D. English System
- If the measurement is taken from the left of the figure to the right, it is
- A. horizontal measurement
- B. vertical measurement
- C. circumferential measurement
- D. all of the above
- Which of the following system is used as a set of standards in measurement?
- A. Metric System
- B. English System
- C. Metric and English System
- D. tape measure
- What measurement is taken around the body?
- A. vertical
- B. circumferential
- C. horizontal
- D. English system
- This tool is used to take body measurement which is 60″ long tape with a metal material that will not stretch
- A. yardstick
- B. ruler
- C. tape measure
- D. T-square
- It is taken around the torso directly under the bust line
- A. bust to bust
- B. waist
- C. lower bust
- D. bust
- It is measured from under the arm, which starts at the armpit to the wrist.
- A. armpit
- B. hips
- C. underarm
- D. shoulder
- Measurement taken from the shoulder tip around the armpit and back to the shoulder tip is called.
- A. armhole
- B. bust
- C. waist
- D. torso
- What body measurement is taken from the shoulder downward?
- A. vertical
- B. horizontal
- C. Circumferential
- D. Curved
- An electronic device used for speed computation
- A. computer
- B. calculator
- C. cellphone
- D. camera
- The amount paid or charge for something that is acquired
- A. cost
- B. computation
- C. price
- D. total cost
- The primary colors are red, yellow and_____.
- A. orange
- B. green
- C. violet
- D. blue
- The pleasing relationship of the parts of the object with one another is referred to as
- A. repetition
- B. proportion
- C. radiation
- D. balance
- A principle of design which is also defined as the center of interest.
- A. gradation
- B. radiation
- C. rhythm
- D. emphasis
- It is a type of balance where the spaces on each side of a garment are the same
- A. formal balance
- B. informal balance
- C. proportion
- D. emphasis
What’s In
Activity 1. Write it down
Directions: Please write down your honest responses on the following questions written on each box below. You may use another sheet of paper to write your answers.
What I know
What do I know about the tools used in dressmaking?
How I understand
How important are the equipment in dressmaking?
What I learned
What are the three best things you have learned from your previous lesson?
What’s New
Activity 1
Directions: Answer the following questions: Write it in your activity notebook.
- Is taking accurate body measurement important? Why?
_____.
- What do you think will happen to your dress if you got the wrong body measurements? Why?
_____.
- Can we make dresses without taking correct body measurements? Why and why not?
_____.
What is It
LO 2. Obtain Measurements
LO 2.1 Take accurate measurements
Taking Body measurements is a prerequisite to pattern construction. The size and fit of a garment depend upon the accuracy. Taking accurate body measurements is one of the keys to a great fit. In taking body measurements, all you need is a tape measure!
Parts of Body Measurements
- The horizontal measurement is taken from the left of the figure to the right.
- The vertical measurement is taken from the top of the body figure to its base.
- Circumferential measurement is taken around the body.
A. Sketch or images on parts of the body to be measured horizontally
Shoulder – is taken from one shoulder tip point to another shoulder tip point.
[illustration: front view of a torso with a tape measured across the shoulders]
Shoulder to Neck – Measure from the base of neck along the top of the shoulder to the shoulder socket.
[illustration: front view of a torso with a tape measured from the base of the neck to the shoulder socket]
Across Back – taken from the armhole across back to armhole positioning tape measure + – 8cm down from the nape of the neck.
[illustration: back view of a torso with a tape measured across the back between the armholes]
Full Back – Measure from the side seam, under armpits to side seam across back, positioning tape measure +- 4cm down under armpit.
[illustration: back view of a torso with a tape measured across the back under the armpits]
Bust Distance – taken from one bust point to the other bust point.
[illustration: front view of a torso with a tape measured between the two bust points]
B. Sketch or images on parts of the body to be measured vertically
Shirt length – is taken from the nape, passing the center back down to the desired length of the shirt.
[photo: a person measuring another person’s back from the nape down with a tape measure]
Sleeve length -this is taken from the shoulder tip point down to the desired length in the arms.
[illustration: a man in a short-sleeved shirt with a tape measured from the shoulder tip down the arm]
Length of pants or shorts – taken along the side waist point down to the desired length.
[illustration: a ruler held from the side waist down the side of a pair of pants]
Crotch or Rise – measured by placing a ruler under the crotch then measure below the waistband down to the top level of the rule
[illustration: a ruler placed under the crotch of pants, with the number 1.2 printed on the ruler]
Shoulder to Bust – measure from the tip of the shoulder to the center of the bust (nipple).
[illustration: front view of a torso with a line from the shoulder tip to the bust point]
Front Shoulder to Waist – measure from the tip of shoulder over the bust to the natural waistline.
[illustration: front view of a torso with a line from the shoulder tip over the bust to the natural waistline]
Down Center Back – measure from the nape of the neck to the natural waistline.
[illustration: back view of a torso with a line from the nape of the neck down the center back to the natural waistline]
Back Shoulder to Waist – taken from tip of the shoulder to the natural waistline.
[illustration: back view of a torso with a line from the shoulder tip down to the natural waistline]
Under Arm – it is taken from under the arm. Start at the armpit to the wrist.
[illustration: side view of an arm with a tape measured from the armpit down to the wrist]
Over Arm – taken from the outer shoulder socket on the outside of the arm to the wrist with a bent arm.
[illustration: side view of a bent arm with a tape measured from the outer shoulder socket to the wrist]
Side Seam – measurement from under the armpit to the natural waistline.
[illustration: front view of a torso with a line along the side from under the armpit to the natural waistline]
Upper Arm – this is taken from the outer shoulder socket of the arm to the crook of the elbow.
[illustration: side view of an arm with a tape measured from the outer shoulder socket to the crook of the elbow]
C. Sketch or images on parts of the body to be measured circumferentially
Bust – measurement around your body, crossing over the fullest part of your bust.
[illustration: side view of a torso with a tape measured around the fullest part of the bust]
Arm girth – measurement around the fullest part of the arm in line with the armpit.
[photo: a person measuring the arm girth of another person with a tape measure]
Neck measure – taken around the neckline.
[photo: a person measuring the neck of another person with a tape measure]
Waist – is taken around the smallest part of the waistline.
[illustration: a tape measured around the waist of a person]
Hip or seat – measurement is taken around the fullest part of the hip
[illustration: a tape measured around the fullest part of the hip]
leg hole – measurement around the fullest part of the bottom.
[illustration: a tape measured around the leg opening of a pair of pants]
Sleeve Hole – taken around the shoulder under the armpit.
[illustration: side view of a shoulder and armpit with a tape measured around the sleeve hole]
Bicep – taken around the fullest part of the upper arm
[illustration: side view of an upper arm with a tape measured around the fullest part of the bicep]
Elbow – Do a reasonably loose measurement around the bent elbow.
[illustration: arm with bent elbow and a measuring line around it]
LO 2.2 Read and record required measurements
Diagram on how to take and record body measurements.
Individual Measurement Chart
Name:___________________________ Date:_____________________
| Body Part to be measured | Actual Body Measurement: Inches | Actual Body Measurement: Cms | Measurement Needed (divisor) | Computed Measurement to be used: Inches | Computed Measurement to be used: Cms |
|---|---|---|---|---|---|
| A. Horizontal measurements | |||||
| •Shoulder | 15 | 38.1 | 2 | 7.5 | 19.05 |
| •Full Back | 15 | 38.1 | As is | 15 | 38.1 |
| •Bust distance | 7 | 17.78 | 2 | 3.5 | 8.89 |
| B. Vertical | |||||
| •Skirt length | 20 | 50.8 | As is | 20 | 50.8 |
| •Sleeve length | 8 | 20.32 | As is | 8 | 20.32 |
| •Length of pants | 29 | 73.66 | As is | 29 | 73.66 |
| D. Circumferential | |||||
| • Bust | 32 | 81.28 | 4 | 8 | 20.32 |
| • Waist | 25 | 63.5 | 4 | 6.25 | 15.88 |
| • Hips | 36 | 91.44 | 4 | 9 | 22.86 |
[transcriber’s note: the section labeled “C.” is not printed in the chart; the lettering goes from B to D]
LO 2.3 Systems of measurements
Metric Conversion Chart
Simple calculation is an easy mathematical application used to determine the accurate measurement of body parts, width, and length of materials, and the cost needed to create apparel. The process in four fundamentals of operations (MDAS) is involved.
Length and Width of Materials
In measuring the length and width of materials needed, such as fabric, we also need the use of metric measurement.
Metric Conversion Chart for Fabric and Sewing
[transcriber’s note: this table has no header row in the source; the first row is shown as the header and the cells are copied as printed]
| ¼’= 0.25 Centimeters | ½ ” = 1.27 Centimeters | 5/8 “=1.59 Centimeters | ¾”=1.905 Centimeters |
| 1”=2.54 Centimeters | 1.5”=3.81 Centimeters | 2”=5.08 Centimeters | 2.5”=635 Centimeters |
| 3”=7.62 Centimeters | 3.5”=8.89 Centimeters | 4”=10.16 Centimeters | 4.5”=11.43 Centimeters |
| 5”=12.7 Centimeters | 5.5”=13.97 Centimeters | 6”=15.24 Centimeters | 6.5”=16.51 Centimeters |
| 7”=17.78 Centimeters | 7.5”=19.05 Centimeters | 8”=20.32 Centimeters | 8.5”=21.59 Centimeters |
| 9”=22.86 Centimeters | 9.5”=24.13 Centimeters | 10”=25.4 Centimeters | 10.5”=26.67Centimeters |
| 11”=27.94 Centimeters | 11”=27.94 Centimeters | 12”=30..48 Centimeters | 1 Yard=0.9144 Meters |
| 2 Yards=1.8288 Meters | 3 Yards=2.7432 Meters | 4 Yards=3.6576 Meters | 5 Yards=4.572 Meters |
In measuring the length and width of materials needed, such as fabrics, we also need the use of the Metric measurement system.
Sample 1.
Given: 1 inch = 2.54 cm
Width of fabric = 100 cm
Equivalent of an inch to cm = 2.54
LO 2.4-5 Simple calculations and reading accurate measurements
In estimating, you should know the size and the number of products to be made and the size of the cloth if it is 36″, 45″ or 60″ width—for example, an organizer measuring 12″ x 30″ with three patch pockets of different designs. For one yard of a 45 width cacha cloth, you can make two organizers. So for one organizer, you can use ½ yard of a cacha cloth. The estimated cost of the cloth is Php60.00.
The table below shows a sample of materials estimated and the cost suitable for one project.
| Quantity | Materials | Unit Price | Total Cost |
|---|---|---|---|
| 1/2 yard | Cacha (45” width) | 60.00 | 30.00 |
| 1/4 | Manila paper | 7.00 | 2.00 |
| 1spool | Thread (small) | 5.00 | 5.00 |
| Total Cost = 37.00 |
LO 2.6-7 Principles of design and specifications
The Principles of Designs
The principles of designs are concepts used to organize the structural elements of design.
- Balance – balance implies that there is an equilibrium or uniformity among the parts of a design.
To achieve balance, a garment should have equal visual weight throughout the design.
Kinds of balance:
a. Symmetrically or the formal balance – can be described as something having equal “weight” on equal sides of a centrally placed object like a see-saw.
[illustration: butterfly with matching wing patterns on both sides]
Dressmaking: Home Economics-Dressmaking/Tailoring, Department of Education
b. Asymmetrically or the informal balance – refers to the structure of decoration and accessories that are different from both sides.
[photo: red flowers and a butterfly with striped wings]
Dressmaking: Home Economics-Dressmaking/Tailoring, Department of Education
- Proportion – refers to the pleasing relationship of all the parts of the object with one another.
[illustration: line drawing of a fish and a fishing line, titled “The Fisherman,” Saul Steinberg, from The Labyrinth]
Dressmaking: Home Economics-Dressmaking/Tailoring, Department of Education
- Emphasis – is used to create interest in a garment or to draw attention to a specific part of an ensemble.
[photo: garden bed of tulips and flowers in several colors]
Dressmaking: Home Economics-Dressmaking/Tailoring, Department of Education
- Rhythm – this principle reveals a smooth sense of movement in a design repeated again and again. With the use of this principle, the eye moves from one feature on the body to another.
[illustration: “NOTAN, The Dark-Light Principle of Design” by Dorr Bothwell and Marilyn Mayfield, with a sailfish painting beside it]
Dressmaking: Home Economics-Dressmaking/Tailoring, Department of Education
Rhythm can be expressed in three ways in a design.
a. Repetition. When a specific pattern, shape, line, color, or texture is repeated in a garment.
[illustration: curved orange, yellow, and white stripes with red dots]
Dressmaking: Home Economics-Dressmaking/Tailoring, Department of Education
b. Gradation. Refers to a design that gradually increases or decreases in shape, size, or color. It can be created by a gradual change of lines, shape, and color.
[illustration: black triangles that gradually become smaller and scattered]
Dressmaking: Home Economics-Dressmaking/Tailoring, Department of Education
c. Opposition. A rhythm that is created with multiple lines converging to form a right angle.
d. Transition is a technique used to move the eye between different parts of a design at a more gradual pace rather than an abrupt change in direction (Wolfe, 2011, p. 209)
- Harmony – means a relationship of a different portion of a design. It occurs when the overall design, garment, or ensemble achieves visual unity.
[illustration: pop-art woman with blue sunglasses, butterflies, and rainbow stripes]
Dressmaking: Home Economics-Dressmaking/Tailoring, Department of Education
LO 2.8 Principles of design and color harmony
The first thing you usually notice in a design or your clothes or anything is their color. There are three basic categories of a color scheme that are useful and logical: The color wheel, color harmony, and the context of how colors are used.
[chart: color wheel; The Color Wheel]
Labels, in order around the wheel: Yellow, Orange-Yellow, Orange, Red-Orange, Red, Violet-Red, Violet, Blue-Violet, Blue, Blue-Green, Green, Yellow-Green.
Retrieved from https://colormatters.com/color-anddesign/basic-color-theory on May 25, 2020
Classification of Colors
- Primary Colors – the basis of all other colors. These are made up of colors: red, yellow, and blue.
- Secondary Colors – are the result of mixing two equal amounts of primary colors. These are –green, violet, and orange.
- Intermediate Colors – these are the result of mixing two equal amounts of primary and secondary colors. For example, if you mix equal parts of yellow (primary color) and green (secondary color), you will have yellow-green. Notice that yellow-green is found between yellow and green on the color wheel.
The Intermediate Colors are:
Yellow + green = yellow green Blue + green = blue green Blue + violet = blue violet Red + violet = red yellow Red + orange = red orange Blue + orange = blue orange
[transcriber’s note: “Red + violet = red yellow” is printed as shown in the source]
- Pure Colors – are colors that have no white, black, and gray in them. Such as primary, secondary, and intermediate colors.
- Tints – are pure colors that are made lighter by mixing with white. For example, the whiter you add, the lighter the pink will be. Tints are also called “pastel.”
- Shades – are pure colors that are made darker by mixing with black. For example, when black is added to red, you have maroon, a shade of red. The blacker you add, the darker you have.
- Grayed colors – are also referred to as “soft colors” or “dull colors.” The grayer you add, the duller the color will be.
- Neutrals – are white, black, and gray.
Warm and Cool Colors
- Cool colors – colors that are adjacent to each other in the color wheel. They are green, blue-green, blue, blue-violet, violet. Blue is the coolest color.
- Warm colors – they are red, red-orange, orange, yellow-orange. Red is the warmest color.
Qualities of Colors
- Hue – is the name of the color like red, blue, or green.
- Value – is the lightness or darkness of a particular color like light blue or dark blue.
- Intensity – means the dullness or brightness or of color.
Color Harmony
Colors must appear to belong together to create harmony because the beauty of any color arrangement depends upon how well the colors harmonize.
- Monochromatic harmony (One-color) – the easiest color scheme to follow is one that uses the same color in different values and intensity. Example, a dark blue suit with very dark blue accessories and a light blue blouse.
[chart: color wheel; Monochromatic]
Retrieved from https://colormatters.com/color-anddesign/basic-color-theory on May 25, 2020
- Analogous color harmony – they are the colors that are next to each other on the color wheel. It uses color common in each other of the colors. For example, yellow-orange, orange, and yellow-green; therefore, a pleasing adjacent color harmony may be made from them.
[chart: color wheel; analogous color harmony]
Retrieved from https://colormatters.com/color-and design/basic-color-theory on May 25, 2020
Complementary Color Harmony – these colors are opposite in each other in the Color Wheel. Using these colors may be very pleasing.
a. Complementary colors – this is the use of opposite colors in the color wheel. Examples are green, red, blue and orange, yellow, and violet.
[chart: color wheel; complementary colors]
Retrieved from https://colormatters.com/color-anddesign/basic-color-theory on May 25, 2020
b. Split complementary colors – it is a combination of color and the colors on each side of its complement. Three colors will be used here
[chart: color wheel; split complementary colors]
Retrieved from https://colormatters.com/color-anddesign/basic-color-theory on May 25, 2020
c. Triad – this is a combination of three colors. The three colors chosen should form a triangle with three equal sides on the color chart.
[chart: color wheel; triad]
Retrieved from https://colormatters.com/color-anddesign/basic-color-theory on May 25, 2020
What’s More
Activity 1
Directions: Answer the following questions briefly. Use your activity notebook.
- Which among the measuring device is used to take the measurement of the body?
- What are the three different types of body measurements?
- Why do we need to take accurate body measurements?
- How would you convert inches into centimeters?
Activity 2
Directions: Read the questions and get your answer from the word pool below. Write your answer on a separate sheet of paper.
_____ 1. This is taken from the nape down the center back to the desired length.
_____ 2. A measurement that is taken from the shoulder tip point down to the desired length.
_____ 3. It measures along the side below the waist band to the desired length.
_____ 4. Taken from one shoulder point to another shoulder tip point.
_____ 5. Taken around the neckline.
Word pool:
Neck Measure Shirt Length Sleeve Length Length of Pants or shorts Shoulder Crotch
The pleasing relationship of the parts of the object with one another is referred to as.
- A. repetition
- B. proportion
- C. radiation
- D. balance
A principle of design which is also defined as the center of interest.
- A. gradation
- B. radiation
- C. rhythm
- D. emphasis
It is a type of balance where the spaces on each side of a garment are the same.
- A. formal balance
- B. informal balance
- C. proportion
- D. emphasis
- What is the first step in pattern drafting?
- A. mensuration
- B. measurement
- C. body parts
- D. English System
- If the measurement is taken from the left of the figure to the right, it is
- A. horizontal measurement
- B. vertical measurement
- C. circumferential measurement
- D. none of the above
- Which of the following system is used as a set of standards in measurement?
- A. Metric System
- B. English System
- C. Metric and English System
- D. tape measure
- What measurement is taken around the body?
- A. vertical
- B. circumferential
- C. horizontal
- D. English system
- This tool is used to take body measurement which is 60″ long tape with a metal material that will not stretch
- A. yardstick
- B. ruler
- C. tape measure
- D. T-square
Additional Activities
Activity 1
Directions: Draw a color wheel then classify if it is a primary color, secondary or tertiary color. Use a short bond paper.
[transcriber’s note: empty box for the learner’s drawing of a color wheel]
Activity 2
Directions: Convert the following measurements:
- 3” = _______ centimeters
- 4” = _______ centimeters
- 1” = _______ centimeters
- 2” = _______ centimeters
- 1 1/2” = _______ centimeters
Answer Key
[transcriber’s note: this page is printed upside down; the four columns are transcribed below in reading order, from left to right]
What I Know
- A
- A
- B
- B
- C
- C
- C
- A
- B
- A
- C
- D
- B
- D
- A
What’s New
Activity 1
Varied answer
What’s more
Activity 1
- Tape measure
- Horizontal, Vertical, Circumferential
- Ruler, Tape measure
- Multiplication
Activity 2
- Shirt Length
- Sleeve Length
- Length of pants or short
- shoulder
- Neck measure
Activity 3
- Intermediate
- Secondary
- Primary
- Intermediate
- Secondary
Activity 4
Php54.00
Activity 5
1m cloth – 55.00 One pc Manila paper- 7.00 One spool thread- 5.00 Total Cost- 67.00
What can I do
Activity 1
- shoulder
- bust
- waist
- hip
- neck
Activity 2
- B
- C
- A
- A
- C
- C
- B
- D
Assessment
- C
- C
- A
- B
- A
- C
- D
- B
- D
- A
- A
- A
- B
- B
- C
Additional Activities
Activity 1
Varied answer
Activity 2
- 7.62 cm
- 10.16 cm
- 2.54 cm
- 5.08 cm
- 3.81 cm
References
Book
Competency Based Learning Material. Dressmaking, TESDA
Dressmaking: Home Economics-Dressmaking/Tailoring, Department of Education
Internet
Morton, J.L, “Basic Color Theory”, 2019 Retrieved from https://colormatters.com/color-anddesign/basic-color-theory on May 25, 2020
“K to 12 Technology and Livelihood Education: Learning Module”, Retrieve from www.google.com on December 19, 2020
“K to 12 Dressmaking Tailoring: learning module” SlideShare, 2013 Retrieved from: https://www.slideshare.net/salmanranaw/k-to-12-dressmaking-and-tailoring-learning-modules on May 28, 2020
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
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