Concept of Garments and Garment Making, Reasons and Functions of Clothing for SS 1

Class: SS 1
Term: First Term
Week: 1
Age: 15 years
Duration: 60 minutes
Subject: Fashion Design and Garment Making
Curriculum Theme: Introduction to fashion design and
Focal competence: Identify career opportunities in garment making
Key competencies/values: Collaboration
Skills:

• define fashion, fashion design, garment, garment making
• discuss reasons for wearing garments

Previous Lesson:
Topic: Career Opportunities In Garment Making
Subject Matter: Concept of garment and garment making, Reasons for wearing garments e.g. emotional, physiological, social etc

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Define fashion, fashion design, garment, and garment making.
• Discuss various reasons for wearing garments.
• Describe how garments protect our bodies from environmental conditions.

Affective Domain

• Appreciate the importance of clothing in different contexts.
• Participate actively in group discussions on fashion concepts.

Psychomotor Domain

• Identify different types of garments from samples.

Social Domain

• Collaborate effectively with peers during brainstorming activities.

Reference Materials

The following resources were used in planning this lesson:

• 2025 New Revised Senior Secondary Education Curriculum (SSEC)
• Relevant State Unified Scheme of Work
• Fashion Design and Garment Making for Senior Secondary Schools, Book 1
• The HeadTeacher Scheme of work For The New Revised Senior Secondary Education Curriculum (SSEC)

Instructional Materials

The teacher will teach this lesson with the aid of:

• Samples of garments
• Charts showing different careers in garment making
• Fashion album
• Whiteboard and markers

Rationale for the Lesson

This lesson lays the foundation for understanding the core concepts of fashion design and garment making. It helps students grasp the fundamental terminology and the multifaceted reasons behind clothing choices, which are essential for further studies in the subject. Understanding these basics prepares students to appreciate the practical skills involved in garment construction and design.

Prerequisite/Previous Knowledge

Students should have a general understanding of different types of clothing and their everyday uses.

Lesson Content/Board Summary

Career Opportunities In Garment Making

Concept of Garment and Garment Making

A garment is an item of clothing. It is any article of dress that is worn to cover the body. Garments are made from various materials like fabric, leather, or fur, and are designed to serve different purposes.

Garment making is the process of creating clothing items from raw materials. This process involves several stages, including design, pattern making, cutting, sewing, and finishing. It requires skill in accurate measurement, understanding fabric behaviour, safe handling of tools, and neat construction techniques.

Basic Terminology

1. Fashion: This refers to the prevailing style or custom in dress, hair, decoration, or behaviour at any particular time. It is a popular or the latest style of clothing, hair, decoration, or behaviour.
2. Fashion Design: This is the art of applying design, aesthetics, clothing construction, and natural beauty to clothing and its accessories. It is influenced by cultural and social attitudes, and has varied over time and place.
3. Garment: An article of clothing, such as a shirt, dress, trousers, or coat, worn to cover the body.
4. Garment Making: The craft or process of creating clothing items, involving steps from design conception to the final stitched product.

Reasons for Wearing Garments

People wear garments for a variety of reasons, which can be broadly categorised as physiological, emotional, and social.

1. Physiological Reasons: These relate to the body’s physical needs and protection.
   1. Protection from Environmental Conditions: Garments shield the body from harsh weather elements.
      • Cold: Clothes made from wool, fleece, or multiple layers trap air, providing insulation and keeping the body warm.
      • Heat: Light-coloured, loose-fitting clothes made from breathable fabrics like cotton allow air circulation and reflect sunlight, helping to keep the body cool.
      • Rain: Waterproof or water-resistant garments (e.g., raincoats) prevent water from penetrating, keeping the wearer dry.
      • Sun: Clothing covers the skin, protecting it from harmful ultraviolet (UV) rays, preventing sunburn and long-term skin damage.
      • Wind: Windproof fabrics and layered clothing reduce wind chill, maintaining body temperature.
   2. Protection from Hazards: Clothes can protect against physical injury or harm.
      • Work-related: Uniforms or protective gear (e.g., overalls, safety boots) shield workers from chemicals, sharp objects, or machinery.
      • Sports: Athletic wear provides padding, support, and reduces friction during physical activities.
      • Insects: Long sleeves and trousers can prevent insect bites.
   3. Hygiene: Garments absorb sweat and oils from the body, helping to maintain cleanliness and prevent body odour. They also act as a barrier against dirt and germs.
2. Emotional Reasons: These relate to feelings, self-perception, and psychological well-being.
   1. Self-Expression: Clothing allows individuals to express their personality, creativity, and mood. People choose clothes that reflect who they are or how they feel.
   2. Confidence and Self-Esteem: Wearing clothes that fit well and are aesthetically pleasing can boost an individual’s confidence and improve their self-esteem.
   3. Comfort: The feeling of comfort derived from soft, well-fitting clothes can contribute to emotional well-being.
   4. Modesty: For many, clothing provides a sense of modesty, covering parts of the body as dictated by personal beliefs, cultural norms, or religious practices.
3. Social Reasons: These relate to interaction with others, cultural norms, and societal roles.
   1. Identification and Status: Uniforms (e.g., school, military, professional) identify individuals as members of a group or profession. Clothing can also indicate social status, wealth, or affiliation.
   2. Cultural and Religious Identity: Traditional attire and religious garments are powerful symbols of cultural heritage and religious beliefs, fostering a sense of belonging.
   3. Conformity and Group Affiliation: People often dress similarly to their peers or social groups to fit in and show solidarity.
   4. Attraction: Clothing can be used to enhance physical appearance and attract others.
   5. Ceremonial Purposes: Special garments are worn for ceremonies, celebrations, and rituals (e.g., wedding gowns, graduation robes), signifying the importance of the occasion.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Group Work, Observation

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Engaging

Teacher’s Activity: The teacher greets the students and asks them to name different items of clothing they are wearing or have seen. The teacher then asks why people wear clothes.

Pupils’ Activity: Pupils respond by naming clothes and offering initial reasons for wearing them.

Learning Point: Activating prior knowledge

Step 2: Concept of Garment and Garment Making

Time: 10 minutes

Teaching Skill: Explanation/Definition

Teacher’s Activity: The teacher defines “garment” and “garment making,” explaining the basic process involved. The teacher shows samples of garments and briefly discusses their purpose and construction.

Pupils’ Activity: Pupils listen, observe the garment samples, and ask questions for clarification.

Learning Point: Meaning of garment making

Step 3: Basic Terminology

Time: 10 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher guides students to brainstorm in groups on the meaning of fashion, fashion design, garment, and garment making. The teacher then provides and clarifies the standard definitions for each term.

Pupils’ Activity: Pupils brainstorm in groups and share their understanding, then listen to the teacher’s explanations and copy the definitions.

Learning Point: Defining key terms

Step 4: Reasons for Wearing Garments (Physiological)

Time: 10 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher introduces the physiological reasons for wearing garments, explaining how clothes protect the body from cold, heat, rain, sun, wind, and physical hazards. The teacher also discusses the role of clothing in hygiene.

Pupils’ Activity: Pupils listen, contribute examples, and ask questions about how different garments provide protection.

Learning Point: Physiological garment reasons

Step 5: Reasons for Wearing Garments (Emotional and Social)

Time: 10 minutes

Teaching Skill: Explanation/Discussion

Teacher’s Activity: The teacher discusses the emotional reasons (self-expression, confidence, modesty) and social reasons (identification, status, culture, conformity) for wearing garments, providing examples for each category.

Pupils’ Activity: Pupils share personal experiences or observations related to emotional and social aspects of clothing, contributing to the discussion.

Learning Point: Emotional and social reasons

Step 6: Career Opportunities in Garment Making (Activity)

Time: 5 minutes

Teaching Skill: Group Work/Guidance

Teacher’s Activity: The teacher guides students to use charts in groups to identify different career opportunities in garment making, as a way to broaden their perspective on the industry.

Pupils’ Activity: Pupils work in groups to identify careers from the charts and discuss them briefly.

Learning Point: Exploring industry careers

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Define fashion and garment making.
2. Mention two physiological reasons for wearing garments.
3. State two emotional reasons for wearing garments.
4. How do garments protect our bodies from the sun?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessing lesson understanding

Step 8: Note-Taking

Time: 10 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes, covering definitions and reasons for wearing garments, into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 5 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher briefly summarises the main points of the lesson, reinforcing the definitions of key terms and the various reasons people wear garments. The teacher encourages students to observe clothing around them with a new understanding.

Pupils’ Activity: Pupils listen attentively and ask any final questions.

Learning Point: Consolidating key concepts

Continuous Assessment/Further Study

Type: Homework

Instruction: Answer the following questions in your notebook:

1. In your own words, explain the difference between “fashion” and “garment making.”
2. Give three examples of how garments provide protection from environmental conditions, specifying the condition and the type of garment.
3. Discuss one emotional and one social reason why you choose certain clothes to wear.

Lesson Keywords

• Garment – An item of clothing.
• Garment Making – The process of creating clothing.
• Fashion – Prevailing style or custom in dress.
• Fashion Design – The art of applying design to clothing.
• Physiological – Relating to the body’s functions.
• Emotional – Relating to feelings.
• Social – Relating to society and interaction.

Differentiation

For students who grasp concepts quickly, encourage them to research and present on a specific cultural garment and its significance. For students needing more support, provide simplified definitions and more direct examples, perhaps using flashcards with pictures of garments and their functions.

Suggested Lesson Videos

Search on YouTube for: concept of garments and garment making SS1