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TLE 9-10/11-12– DRESSMAKING II
Alternative Delivery Mode Module 1: Plan Garment 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, Division of Palawan

Schools Division Superintendent: Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendent: Loida Palay- Adornado, PhD
Felix M. Famaran

Development Team of the Module

Writers: Gladee D. Cabote Lavelyn L. Inso / Salihoddin S. Rasul
Editors: Mary Jane D. Virrey / Clemencia G. Paduga
Reviewers: HJ. Sonny Boy A. Taha / Lavielyn L. Inso
Illustrator: Salihoddin S. Rasul
Layout Artist: Gladee D. Cabote
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Clemencia G. Paduga
Mary Jane D. Virrey
Nelson D. Mediadero Jr.
Printed in the Philippines by ________________________
Department of Education– MIMAROPA Region – Division of Palawan
Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City
Telephone (048) 433-6392
E-mail Address: [email protected]
Website: www.depedpalawan.com

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Introductory Message
For the facilitator:

Welcome to Alternative Delivery Mode (ADM) Module on TLE 9/10 Dressmaking II

Module 1 : Plan Garment Design

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

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. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:
Welcome to the Alternative Delivery Mode (ADM) Module on TLE 19/10-
Dressmaking II
Module 1: Plan Garment Design!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills

What I Need to Know
or competencies you are expected to
learn in the module.

This part includes an activity that

aims to check what you already know
What I Know
about the lesson to take. If you get all
the answers correct (100%), you may
decide to skip this module.

This is a brief drill or review to help

What’s In you link the current lesson with the
previous one.

iv
In this portion, the new lesson will be
introduced to you in various ways
What’s New
such as a story, a song, a poem, a
problem opener, an activity or a
situation.
This section provides a brief
discussion of the lesson. This aims to
What is It
help you discover and understand new
concepts and skills.

This comprises activities for

independent practice to solidify your
What’s More understanding and skills of the topic.
You may check the answers to the
exercises using the Answer Key at the
end of the module.

This includes questions or blank

sentence/paragraph to be filled in to
What I Have Learned
process what you learned from the
lesson.

This section provides an activity

which will help you transfer your new
What I Can Do knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate

Assessment your level of mastery in achieving the
learning competency.

In this portion, another activity will be

Additional Activities given to you to enrich your
knowledge or skill of the lesson
learned.

Answer Key This contains answers to all activities

in the module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

v
The following are some reminders in using this module:

1. 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.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. 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

Technology and Livelihood Education (TLE) is one of the curricula in the

implementation of the K to 12 Basic Education Program of the Department of
Education which composed of four components such as Agri-fishery Arts, Home
Economics, Industrial Arts and Information and Communication Technology.
Dressmaking is one of the courses in Home Economics which cater students’ skills
and talents. It is very essential in creating a productive student which can be used in
making their lives fruitful in the society.

The subject offer different and related activities that provide the student the
opportunities to enhance their skills and dressmaking which will be useful in their
search for jobs and be part of the dressmaking provider sector.

This module was designed and written to aid students to master key ideas and
terminology in dressmaking. It will guide you to fully understand the concept in
dressmaking which later on be used in your quest for source of living.

CONTENT STANDARD: The learner demonstrate understanding on the principles

of designing and sewing of ladies skirt

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PERFORMANCE STANDARD: The learner plan, design and sews ladies skirts.
MODULE 1: LO1-PLAN GARMENT DESIGN (TLE-HEDM9-125k-Ie-i-3)

After going through the lessons contained in this module, you will learn to:
1. Identify the different principles and elements of design
2. Enumerate the types of design
3. Plan garment design
4. Cite the importance of planning garment design

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What I Know

PRE-ASSESSMENT: Read and understand each item carefully. Choose the letter
that corresponds to your choice and write the chosen letter on a separate sheet of paper.
Answer all items, the result of this test will determine how much you already know
about this module.

Multiple Choices
Directions: Read the statements carefully. Write the letter that best describes the
statement. Write your answer in your notebook.

1. The principle of design which connotes feeling of rest or equilibrium.

a. Balance c. Rhythm
b. Proportion d. Emphasis
2. A slender girl wearing big, bulky bag seemed to be over-balanced. What
principle of design is emphasized?
a. Formal balance c. Vertical balance
b. Informal balance d. Horizontal balance
3. Hips and legs of a lady where full, gathered skirt is best suited for.
a. Narrow hips c. Thin legs and feet
b. Large hips d. Heavy legs and ankle
4. The design which refers to the surface enrichment of structural design.
a. Structural design c. Decorative design
b. Design d. Art
5. The Law of Areas requires that the large areas of color should be low in
intensity.
a. Formal or Symmetrical Balance.
b. Proportion
c. Informal balance or Asymmetrical Balance.
d. Harmony
6. It means that one part of a design must be more important than the other
parts.
a. Proportion
b. harmony
c. emphasis
d. balance
7. It is achieved by repetition or regular recurrence of motifs of design, shapes,
buttons, tucks, pleats, laces, edgings, color, textures, fabric designs etc.
a. repetition
b. harmony
c. rhythm
d. transition
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8. Good outfit should have the following EXCEPT
a. balance
b. harmony
c. emphasis
d. structural design
9. Which of the following is not an elements of design?
a. line
b. texture
c. color
d. style
10. It refers to the shape of an object as determined by line.
a. forms
b. texture
c. shape
d. vertical

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Lesson
1
PLAN GARMENT DESIGN

This lesson introduces the basic principles and elements of design and also discusses
the different types of design. It also demonstrates different techniques and processes
which will guide the learner in developing the skills and knowledge to work
effectively and efficiently on how to draft and cut patterns for ladies skirts.

After going through this module, you should be able to understand the principles and
elements of design. You will also be able to demonstrate on how to draft and cut
patterns for ladies’ skirts.

What’s In

➢ Activity 1. Let’s Think!

What words come to mind when you hear the word DESIGN. Copy the graphic
organizer and write the words in the blank circles.

DESIGN

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What’s New

LESSON 1.

Principles and Elements of Design

To create. recognize, or criticize design or any object of art, one must

understand the basic principles of design as well as its elements.To achieve effectively
what is pleasing not just to the eyes of the beholder but brings confidence and grace
to our personality, the use of principles and elements of design is alligned to the
dresses we must be wearing. Understanding better the principles and elements of
design is a great factor that will contribute a lot to our personality development.

Art and design is the application of skill and taste that make a thing beautiful.
It is a fact that our clothes are worn for their artistic qualities which make us more
attractive and confident. Clothes are worn to emphasize the good points and hide the
defects or imperfection of our physical trait.

Principles of Design

Good outfit should have proportion, balance, harmony, emphasis and rhythm
to express art principles. The law of area states that the division should be ½ and 2/3
of an area, and that equality in proportion should always be avoided.

Standard Proportion

1. Proportion in design involves the relationship of one part to another. Uneven space
relationships are more interesting than even ones.

4
Pictures showing proper proportion in dress
In choosing accessories, proportion should always be considered. For
example, a woman with large facial features would not choose a small bag or a small
hat which will make her feature even larger, or vice-versa.

There should be balance- either formal or bisymmetrical balance. The

heavier weight must be placed nearer the center. If there is proportion and balance
in a dress, there is a feeling of harmony. There is uniformity and order in the design,
there is unity and similarity rather than contrast.

2. Balance is the feeling of rest and equilibrium. This is essential to the total design
of a costume.

a. Formal or Symmetrical Balance is achieved when two

sides of a design are alike on either side of its vertical center. Balance
in the use of color is essential for a pleasing effect. The Law of Areas
requires that the large areas of color should be low in intensity. A small
area of intense color will balance a large area of dulled color. A very
dark value such as black or charcoal gray may be balanced by a small
amount of pure white. Medium gray requires a larger area of a pale
gray to achieve balance.

b. Informal balance or Asymmetrical Balance is

achieved by using space, color, and the varying
importance of objects to produce a feeling of rest. It is
more difficult to achieve than formal balance, but it lends
itself to more interesting arrangements. A dress with side
draping on the skirt might have a jeweled pin or a flower
on the opposite side of the bodice to produce informal
balance.

c. Radial Balance When major parts of the garment

design radiate from the central part of the garment,
creating a sunburst.

3. Harmony is the pleasing combination of hues, values,

and intensities. The color wheel is presented so that you will learn the
arrangement and relationship of colors to the proper dress that is best for your

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feature. Given as follows are illustrations of women wearing monochromatic
harmony.

4. Emphasis means that one part of a design must be more

important than the other parts. The eye should go first to
this part. A repetition of line or placement of color is
applied to achieved emphasis. A design which is too
“busy” loses its point of emphasis and becomes confusing.
Good design in dress leads the eye to the most attractive
feature of face or figure.

5. Rhythm is the movement of the eye from one part of

the design to other parts. Repetition of a line or shape is
one of the most common ways of attaining rhythm. In
clothing, curved lines tend to be more rhytmic than straight
lines because curved repeat the lines of the figure.

Rhythm could be depicted through:

a. Repetition- Rhythm could be achieved by repetition or regular

recurrence of motifs of design, shapes, buttons, tucks, pleats, laces,
edgings, color, textures, fabric designs etc. This can be done with all
parts having the same shaped edges.

b. Progression- Rhythm is also created by progression or by gradation.

Gradation implies a gradual increase or decrease of similar design
elements. The gradual changes provide continuity while giving a
feeling of movement. Example: Colors can go from light to dark or
textures from fine to coarse or vice versa, shapes may range from small
to large, and lines may range from thin to thick.

c. Transition- Transition is a fluid rhythm created when a curved line

leads the eye over an angle. The curved lines of transition cause the eye
to change direction gradually rather than abruptly. Transitional lines
and shapes sweep and glide over the figure in an undulating rhythm
leading the eye gracefully and easily from one area or direction to
another. They are found in dropped shoulder designs, puff sleeves and
cap sleeves, etc.

d. Radiation- Rhythm by radiation creates a feeling of movement in

different directions. This organized movement originates from a

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central point of gathers, folds, tucks, darts, pleats and lines. Direction
of radiation may be in a similar or one direction, opposing direction
or both the directions, several directions and all directions.

e. Continuous line movement- This type of rhythm is obtained by

flowing lines of trims, bands of color, fabric designs etc, which make
the eye move in a continuous line. This movement also unifies the
garment design bringing about harmony.

In clothing, the best structural design follows the natural body lines.
Decorative design gives emphasis to certain areas. Fact is when we attempt to clarify
our figure types, we realize that only few has the perfect or in average figure type. The
tall, thin girl seemed to be the ideal fashion figure nowadays. But no matter what figure
type we may have, the lines of our figure will determine what designs are most
appropriate for us.

In determining whether or not some new fashion is suitable for you, consider
carefully the design of the garment. Do not wear a garment that does not suit your
personality. The color must be appropriate to your skin tone as well as to the kind of
ocassion. Understand and apply the design properly, In this manner you will
confidently be a well-dressed person.

➢ Activity 2: Sketch/illustrate

Think of a new trending style of skirts in 10 years from now.

Sketch or illustrate it with prints and design of the different kinds
of lines. Use your wild imagination as a fashion designer.

M My kind of Skirt!

RUBRICS IN SKETCHING YOUR DESIGN

Criteria 5 3 2 total
Neatness Completed Completed Completed
artwork is artwork is very artwork with
exceptionally neat some part less
neat neat
proportion Design Design has Design does
involves the radial balance not involves
relationship of any proportion
one part to from the one
another. part to another

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How well Every direction All direction Some
direction are are followed to are followed direction are
followed the fullest followed
extent

What is It

LESSON 2:Types of Design

a. Structural Design are formed by the arrangement of lines, forms, colors, and
textures. If these four elements are carefully arranged and applied on the
materials used, they will create beauty to the finished garment. . In a garment
of solid-colored fabric, its structural design is its silhouette, neckline,
placement of the waistline, sleeves, length, and location and fitting of darts and
tucks.

Dress with structural design

b. Decorative Design refers to the surface enrichments of a structural design . Its

decorative design may consist of unusual buttons, a belt buckle, a contrasting
collar and cuffs.

Dress with decorative design

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Structural design is far more important than decorative design since every
garment has it, while decorative design may or may not be added. Simplicity
is the keynote to beauty. In a good design there should be balance, harmony,
rhythm, proportion and emphasis. Their elements are line, form, texture, color
and shape.

Elements of Design

LINE FOR
M
SHAPE
TEXTURE

COLOR
1. Line
The basic part of any design is formed by lines.The eye tends to follow the
direction of the line in a dress design or in the fabric of the dress. Lines may be
horizontal, vertical, straight, curved, diagonal, radiating, down-sweeping, up-
sweeping, or angular, and they are capable of creating interesting illusions.

a. Horizontal- gives the impression of shorter and heavier.

b. Vertical – gives the impression of height.

Within the design of a compositon, there are three main groups of lines: lines
of repetition which follow each other, contrasting lines which go at opposite angles or
in different directions, and transitional lines which modify or soften contrasting lines.
A curved line between two opposing lines illustrates a transitional line. Lines of
repetition create the closest harmony, whereas contrasting lines create the least
harmony, and transitional lines give a qualifying effect which allow opposing lines to
be used together with less startling effect.

2. Form
Form refers to the shape of an object as determined by line. In costume
design the silhouette is the term used to describe form which may repeat, may contrast,
or be transitional.

When the lines of a dress repeat the form of the body too closely, they
produce an uncomfortable , restricting effect. At the other extreme, a silhouette which

9
is completely opposed to the lines of the figure distorts rather than enhances the total
design. A design suggests the contours of the body.

3. Texture
The surface quality of a fabric comprises its texture. It appeals strongly to
the sense of touch, whether it is coarse, fine, smooth, rough, wrinkled, sleek, glossy,
slippery. Textures are affected by weave, finishes, and the nature of the fibers and
yarns used in weaving. Textures as well as lines can create illusions, one must choose
textures for clothes that will harmonize with the over-all design.

Texture affects color. A soft wool will give a quite different effect from the
gloss and sheen of the satin in the evening dress.

Texture also affects the apparent size of the design. Bulky, rough fabrics
tend to increase the size of a design, whereas smooth fabrics decrease it.
A rough texture also dulls color, but a shiny, smooth texture intensifies the
hue. Textures used together in a design should be harmonious. Some contrast is
desirable to add interest, but too great a contrast creates disunity. A velvet skirt worn
with a silk crepe blouse combines textures consistent in purpose. The same velvet skirt
worn with a cotton seercucker blouse is unthinkable.

Pigskin shoes and gloves worn with a woolen suit create a pleasant costume.
Patent leather accessories with an embossed cotton summer dress make delightful
accents in a harmonious costume.

4. Shape
Clothes reveal or disguise the natural body contour or shape. Choosing the
right clothing shapes will make the person more flattering. Wide, full shapes clothes
will make you look larger while trim, compact dress will make you look smaller.
Straight, tubular shapes will make the wearer look taller while fitted clothes will reveal
the natural body contours.

5. Color
Color is light, and light contains within itself all the sun’s rays, and when it
is broken into wavelengths of light, a sensation is produced, upon the retina of the eye
which is called color. The eye responds to color the same as the ear responds to music.
One’s reaction to color are both physiological and psychological. The varying
properties of color can, like skillful use of line and proportion, make a large object
appear smaller, or a small object seem larger. Some colors bring an object nearer, and
others make it seem farther away. Colors affect the emotions that is why sometimes
you do not realize what has made you cheerful, subdued or melancholy. Color is a
powerful element in our life. It has vibration, light and energy which affects us.

Use of Color in Clothes

1. Black, dark tones or deeply grayed colors tend to make the figure appear
smaller or slimmer than bright or light colors.
2. A plain color makes the figure look slimmer than a combination of contrasting
colors. A two-tone effect broken across the figure makes it look shorter and

10
broader. A lengthwise contrast helps to give an illusion of slenderness. Large
prints or plaids may make the figure appear large or heavier.
3. A very small figure should not wear over large designs in prints, plaids, or
stripes; the person with a large figure should avoid them as well as a too-dainty
design. This type should choose motifs that are moderate and avoid the
conspicuous or too sharply designed.
4. Contrast and accent should be done with care. A little accent, perhaps a touch
of red on many blue at the throat or shoulder is smarter than a repeated accent.
If you have a particular figure problem, such as large bust or hips, place your
color contrast in such a way that it draws away the eye and emphasize a good
point.
The simplest harmony is the dominant harmony. It is a harmony of two or more
tones of one color or a harmony in which one color pervades such as tints and
shades of brown, tints and shades of green. They are found in nature.

Analogous harmony is a harmony of two or more colors alike in some ways

but different in others. It is based on the contrast in value. Examples are red,
red-violet, and violet.

A contrasting harmony is a combination of two colors which are different in

hue and which require a third color to bring them together. It is the hardest
color to combine. Examples are sage-green, cream, rose and black, black or
gold, gray-blue, red with black or gold.

The Color Wheel

Primary Secondary Intermediate Analogous Complimentary Split Complementary

Classifications of Colors

According to some fashion designers, in wearing appropriate dress, we

should consider the Law of the Dressing Scheme which emphasizes the harmonious
combination of colors in costumes and the becomingness of the colors in bringing out
the charm of the eyes, hair, and skin tone of the wearer.

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To bring out the best in our personality, the color of the eyes, hair and
complexion should always be considered. This determines that white complexioned
prefers the light colors, green is the best color and tints of orange, blue, and red
creamy, and white. Avoid brown, yellow and purple. Fair complexioned can wear light
or dark colors but should avoid medium values. Colors which harmonizes with the
hair and eyes are becoming like old rose, deep reds, yellow gold. Avoid gray, blue
gray, light and dark blue and olive green.
Pale faced should avoid brilliant colors. Yellow complexion needs light tan
and natural color and dark complexion can wear broken orange which adds life and
personality. Purple is hard to wear because it gives the complexion a muddy
appearance especially for the young girls but suitable for the gowns of older women.

Neutral and bright colors emphasize age, size, feature, complexion and
should be selected carefully. Light colors express gaiety and daintiness while dark
ones give force and dignity.

➢ Activity 3: Do this!

Collect straps of different fabrics and paste your collection in

your own color wheel. Make use of the color combination of the
fabrics.

What’s More

➢ Activity 4: Directions. Rearrange the letters in the box to form the word
that best describes the statements below. Write your answer in your quiz
notebook.
1. N O T P O O R I P R
It involves the relationship of one part to another.
2. E B L N A A C

The feeling of rest and equilibrium.

3. P S E M H A I S

It means that one part of a design must be more important than the
other parts.
4. E N I L

It is the basic part of any design.

5. X E E T U T R

The surface quality of a fabric.

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What I Have Learned

After I studied this module, let me see what I have learned.

I know that,
✓ Understanding better the _________and ________ of design is a
great factor that will contribute a lot to our personality development.
✓ _______ and ______ is the application of skill and taste that make a
thing beautiful.
✓ Good outfit should have proportion, balance, harmony, emphasis and
rhythm to express __________.

KEY CONCEPTS
➢ Principles of Design

1. Proportion in design involves the relationship of one part to another.

Uneven space relationships are more interesting than even ones.
2. Balance is the feeling of rest and equilibrium. This is essential to the total
design of a costume. This is essential to the total design of a costume.
a. Formal or Symmetrical Balance
b. informal balance or asymmetrical balance
c. radial balance
3. Harmony is the pleasing combination of hues, values, and intensities.
4. Emphasis means that one part of a design must be more important than
the other parts.
5. Rhythm is the movement of the eye from one part of the design to other
parts. Rhythm could be depicted through:
a. Repetition
b. progression
c. transition
d. radiation
e. Continuos line movement
➢ Types of Design

1. Structural Design are formed by the arrangement of lines, forms, colors,

and textures.
2. Decorative Design refers to the surface enrichments of a structural design.

➢ Elements of Design
1. Line- the basic part of any design is formed by lines.
a. Horizontal- gives the impression of shorter and heavier.
b. Vertical – gives the impression of height.
2. Form- refers to the shape of an object as determined by line.

13
3. Texture- the surface quality of a fabric comprises its texture.
4. Shape- Clothes reveal or disguise the natural body contour or shape.
5. Color- Color is light, and light contains within itself all the sun’s rays, and
when it is broken into wavelengths of light, a sensation is produced, upon the
retina of the eye which is called color.

What I Can Do

➢ Design for Different Figure Types.

The following are some of the figure types excerpt from the book of L. Belle
Pollard, Experiences with Clothing showing the becoming designs and unbecoming
designs to different figure types.

Figure Type Becoming Designs Unbecoming Designs

Short-Thin Princess lines Clinging styles and
Full-length coats fabrics
Short and bolero jackets Large prints
Narrow, matching belts Large accessories
Skirts with knife pleats, easy Long waistline
gores
Delicate, dainty fabrics
One-color costumes
Short-Stout Vertical or diagonal lines Ruffles, bows, frills
Simple designs Full or very straight skirts
Easy-fitting clothes Full sleeves
Full-length coats Broad collars, wide lapels
Narrow, matching belts Wide or contrasting belts
Set-in sleeves Bulky or large figured
Dull surfaced fabrics fabrics
One-color costumes
Tall-Thin Contrasting colors in yokes, Princess styles
blouses, and skirts Small accessories
Bulky fabrics, plaids, checks Shiny, clinging fabrics
Wide belts, patch pockets Vertical stripes
Dolman, push-up, or full- Long U necklines
sleeves
Easy, bloused waistlines
Circular, pleated, or gathered
skirts
Double breasted styles
Full or boxy jackets
Tall-Stout Simple designs, little detail Frilly clothes
Balance or horizontal and Large sleeves
vertical lines

14
Easy fitting, straight and Contrasting and wide
slightly flared skirts belts
Three-quarter, set-in sleeves Bulky fabrics
Dull fabrics Small accessories

Average Can wear most good designs; specific figure variations may
limit.

➢ Design for Individual Face and Figure Variations

Figure Variation Becoming Designs Unbecoming Designs
Narrow Hips Full, gathered, or pleated Tight-fitting skirts at and
skirts just above hips
Bulky fabrics
Overblouses

Large Hips Broad shoulders Tight, big belts

Skirts with free and easy fit Skirts made of plaids
and slight flare or bias stripes
Bodice bloused above Sleeves with fullness at
waistline hip line
Dark colors below waist Horizontal detail at hips

Thin Legs and Feet Full skirts of moderate length Uneven hem line

Light hose

Heavy Legs and Longer skirts with some Straps across instep
Ankles fullness Fancy shoes
Even hem line
Dull hose

Large Bust Dark colors above waist Broad shoulders

Skirt with flare Bulky or shiny fabrics
Soft fullness over bust Snug belts
V-Neckline Fussy detail, bows,
Large accessories pockets

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Straight coats and jackets Tight, narrow skirts
Sweaters

Short Waist No definite waistline Contrasting color in

Narrow belts blouse and skirt
V-shaped necklines Wide collars
Vertical tucks Horizontal trim
Low collars

Thick Waistline Princess lines Wide or bright belts

Fullness above waist Short skirts
Interest at neckline

Prominent Abdomen Interest above waistline Tight coat or skirt

Two-piece dresses with Short, open jackets
peplums Bias skirt
Straight, finger-tip jacket Bulky belt
Loosely fitted blouse Decoration at center
Unpressed pleats front of waistline

Sway Back Loosely-fitted, bodice or dress Tight-fitting skirts

slightly bloused above Princess lines
waistline
Long jackets
Two-piece dresses
Dresses with peplums

➢ Activity 5: Fashion on the Move!

Create your own latest trend in fashion. It can be presented through
drawing or your own picture.

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Assessment
Multiple Choices

Directions: Read the statements carefully. Write the letter that best
describes the statement. Write your answer in your notebook.
1. A slender girl wearing big, bulky bag seemed to be over-balanced. What
principle of design is emphasized?
c. Formal balance c. Vertical balance
d. Informal balance d. Horizontal balance
2. The principle of design which connotes feeling of rest or equilibrium.
c. Balance c. Rhythm
d. Proportion d. Emphasis
3. It refers to the shape of an object as determined by line.
a. forms
b. texture
c. shape
d. vertical

4. Which of the following is not an elements of design?

a. line
b. texture
c. color
d. style
5. Hips and legs of a lady where full, gathered skirt is best suited for.
a.Narrow hips c. Thin legs and feet
b.Large hips d. Heavy legs and ankle

6. The design which refers to the surface enrichment of structural design.

a.Structural design c. Decorative design
b. Design d. Art
7.The Law of Areas requires that the large areas of color should be low in
intensity.
a. Formal or Symmetrical Balance.
b. Proportion
c. Informal balance or Asymmetrical Balance.
d. Harmony
8. It means that one part of a design must be more important than the other
parts.
a. Proportion
b. harmony
c. emphasis
d. balance

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9. It is achieved by repetition or regular recurrence of motifs of design, shapes,
buttons, tucks, pleats, laces, edgings, color, textures, fabric designs etc.
a. repetition
b. harmony
c. rhythm
d. transition
10. Good outfit should have the following EXCEPT
a. balance
b. harmony
c. emphasis
d. structural design

Additional Activities
➢ Activity 6: Portfolio

Make a portfolio for the different activities in this module

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Answer Key

Pre test Assessment:

1. A 1. B
2. B 2. A
3. B 3. A
4. C 4. D
5. C 5. B
6. A 6. C
7. A 7. C
8. A 8. A
9. D 9. A
10. A 10. A

References
https://depedteacher.com/teaching-materials-and-learners-materials-tgs-lms-
junior-high-school-grades-7-10/

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