Learning Area TLE - DRESSMAKING Grade Level SEVEN/EIGHT

W5 Quarter THREE Date

I. LESSON TITLE Principles of Designs and Colors

II. MOST ESSENTIAL LEARNING Apply the principles of design and color harmonies.
COMPETENCIES (MELCs) (TLE_HEDM7/8MT-0c-d-2)
III. CONTENT/CORE CONTENT • Assess appropriateness of design based on clients’ features.
• Read specifications.
• Apply the principles of design and color harmonies.
References:
TLE-Dressmaking Grade 7/8 PIVOT IV-A Learner's Materials (First Edition, 2020 ed.).
(2020). Cainta, Rizal, Philippines: Department of Education Region IV-A
CALABARZON.

Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction 60 minutes Principles and Elements of design will greatly help you to determine
Panimula the outfit appropriate for you. First things first, you have to identify the
different body types.
The personality of the wearer shows the kind of image she/he
projects. Personalities differ depending on the kind of clothing people wear.
There are people who prefer simple clothes yet classical cut with pastel or
light colors, while others are creative, artistic, expressive and energetic. They
prefer clothing that is comfortable, attractive and fashionable. They can
wear all kinds of clothing of varied style, colors and design with confidence.
In this lesson you will be able to assess the appropriateness of design
based on the clients’ features, read specification, and apply the principle
of design and color harmonies

BALANCE Symmetrical or the formal balance –having equal "weight"

on equal sides of a centrally placed like a see saw. This is an
From the
easy way of balancing but lends monotony to the design.
centered of
the dress,
Asymmetrical or the informal balance –The structure
design
decoration and accessories are different both sides from
should be
the center of the design.
identified on
both sides. Radial the design is at equal distance from a central point;
A man wearing a sun design on the front of his shirt may
have this kind of design.

RHYTHM These are smooth movement lines repeated again and

again. It is created by repeated use of the design. If there is
rhythm in a design, the eye would move easily from one
part to the other

EMPHASIS Every pleasing design has one part that is more interesting
than any other. The center of interest.

HARMONY It is the blending of all components of design. When the

structural lines, decorative lines, colors and accessories all
relate to each other comfortably, harmony results.

PROPORTION The pleasing relationship of all parts of the object with one
another. Proportion refers to the relative size and scale of
the various elements in a design. The issue is the
relationship between objects, or parts, of a whole.
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

Elements of Design
1. Line creates a visual dimension of length and width. When lines meet,
space is enclosed and a shape is defined. Lines direct the eyes to a
certain path of vision, or it can draw the eyes away from an undesirable
area of the body.
There are two kinds of lines in garments:
A. Directional line such as vertical, horizontal, diagonal, checkered,
broken and curved. These affect the height and size of an
individual. Lines are serving as clothing designs like the art of printing
flowers, dots and others on fabric.
B. Structural lines are found on necklines, armholes, hemlines, darts,
side seams, sleeves, collars, tucks and pleats of garments.
2. Color is a radiant energy loosely termed light that produces sensation in
our eyes.

The Color Wheel

Primary Colors – red, blue and yellow.
Secondary Colors – are produced when mixing two equal amount of
primary colors. Look at the color wheel you will find these colors –
orange, green, and violet.
Intermediate Colors – are produced by mixing two equal amount of
primary and secondary colors.

Body Shapes
1. Female Body Shape
Apple body shape traits:
• The hips and shoulders have the same width; waistline has the
same width or is wider.
• The weight gains mainly around the waist, at least in proportion to
the other parts of your body.
• The lower legs and arms are slender
• The high hip is wider than the lower hip
• The bust and/or midriff are larger than lower hip.
• The body is short-waisted.
• The thighs or hips are probably the narrowest part of the body.
Pear body shape traits (Triangular):
• The hips are wider than the shoulders.
• The body is round and have sloping shoulders.
• The waistline is well-defined (and might even have killer abs).
• The buttocks and thighs are full and round.
• Pear body shapes gain weight on their thighs.
2. Male Body Shape
• The hips and shoulders have about the same width.
• The body is round and have sloping shoulders.
• The waistline is well-defined.
• The lower hips are wider than the high hips.
• The thighs are full but narrower than the lower hips.
• Hourglass body shapes gain weight through the hips and above
the waist.
Rectangle body shape traits:
• The hips, waistline, and shoulders have about the same width.
• The weight gains weight evenly, but may gain some more through
the upper back or neck.
• The shoulders are rather straight.
• The buttocks are flat and the body has an athletic build and small.
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
Inverted body shape traits:
• The body shoulders are prominent and broad straight. Hips are
wider than the waistline.
• The body build is athletic.
• The chest is larger and fuller back than rectangles.

B. Development 60 minutes Learning Activity 1: Redraw the pictures in your answer sheet. Apply the
Pagpapaunlad given principles of design and indicate the color harmony you have used.

1. Formal 2. Informal 3. Emphasis 4. Harmony 5.Repetitions

Balance Balance

(Kamiseta ni (Blusa ni (Sando ni (Palda ni (Short ni

Tatay) Nanay) Kuya) Ate) Baby)
Source: https://cutt.ly/CzkaufY
C. Engagement 60 minutes Learning Activity 2: Take and record the body measurements of your two
Pakikipagpalihan family members. Compare and analyze their body shape based on the
specifications below, then figure out the appropriate size of clothing for each
of them. Write your answer in your answer sheet.

Source: https://cutt.ly/ozke9RN
D. Assimilation 60 minutes Learning Activity 3: Identify your body shape and draw an outfit that suits
Paglalapat you. Apply the principles of design and color harmonies and explain how
and why you chose your clothing.

Scoring Rubrics:
Criteria 5 3 1 POINTS
The student
applied all The student
The student
Application the applied the
failed to apply
of Principles elements elements and
the elements
and Elements and principles of
and principles
of Design principles of design
of design.
design with inaccurately.
accuracy.
The students The students
The students
performed performed the
Creativity failed to
the learning learning task
perform the
task properly but
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
properly with less learning task
and creativity. at all.
applying
creativity.
The student
The student The student
identifies
identifies failed to
his/her
his/her body identify his/her
body shape
Workmanship shape but the body shape
and
created and does not
created the
design is not created the
design
correct. design.
correctly.
V. ASSESSMENT Directions: Analyze the given statements below and select the letter of the
(Learning Activity Sheets for
correct answer. Write the letter on you answer sheet.
Enrichment, Remediation or
Assessment to be given on Weeks 1. Diana uses same shade of colors that goes well to her textile design, she
3 and 6) wants to show the feelings of oneness in her aesthetic. What principles of
design does Diana displays?
A. Emphasis B. Harmony C. Proportion D. Rhythm
2. Cameron sketched a design for his fabric using repetitive textile. What
principle of design does Cameron used?
A. Emphasis B. Harmony C. Proportion D. Rhythm
3. Your teacher gave you two colors Yellow and Blue, to create a new color
to be used in your textile project. After combining the two colors what color
does it produce?
A. Brown B. Green C. Orange D. Violet
4. After lockdown, your friend felt that her body became short-waisted. From
being round and have sloping shoulders. What do you think is the changes
that happen in her body shape now?
A. From pear body shape to apple body shape
B. From apple body shape to pear body shape
C. From rectangle body shape to inverted body shape
D. From inverted body shape to rectangle body shape
5. Luis has an inverted body shape traits. Which of the following should he
avoid to wear?
A. Slim-fit shirts C. Straight-leg trousers and jeans
B. Structured tailoring D. Trousers with larger seat drop
VI. REFLECTION The learner, in their notebook, will write their personal insights about apply
the principles of design and color harmonies using the prompts below.
I understand that _______________________________________________.
I realize that ____________________________________________________.
I need to learn more about ______________________________________.
Prepared by: Victoria B Aranda and Melanie C. Ditaonon Checked by: Macaria Carina C Carandang
EPS-I, SDO-Batangas Province

JANELET E. FUENTES, SDO LUCENA CITY

REY G. ALEMAN
TLE-HE-DM7-8-w5