Class: Senior Secondary School 1 (SS1 / SSS 1)
Term: 1st Term
Week: 4
Age: 15 years
Duration: 45 minutes
Subject: Garment Making
Curriculum Theme: Trade
Previous Lesson: Principles Of Design.
Topic: ELEMENTS OF DESIGN
Subject Matter: Concept of elements of design, Space, Form, Line, Texture, Color

Specific Objectives

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

Cognitive Domain:

Define the term ‘elements of design’.
Identify and explain space, form, line, texture, and color as elements of design.
State the properties of color.

Affective Domain:

Appreciate the importance of elements of design in creating appealing garments.
Show interest in applying design elements to garment construction.

Psychomotor Domain:

Identify space, form, line, texture, and color in sample garment designs.
Differentiate between various types of lines and textures.

Participate actively in class discussions on elements of design.
Collaborate with peers to analyze design elements in various clothing styles.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum (Senior Secondary Education)
State Unified Scheme of Work for Garment Making (SS1)
Garment Making for Senior Secondary Schools, Book 1

Instructional Materials

The teacher will teach this lesson with the aid of:

Line charts
Sample garments displaying different design elements
Pictures or diagrams illustrating various lines, forms, and textures
Whiteboard and markers/chalkboard and chalk

Rationale for the Lesson

This lesson helps pupils understand the basic components that make up any design, especially in garment making. Knowing these elements enables pupils to create balanced, attractive, and functional clothing, improving their practical design skills.

Prerequisite/Previous Knowledge

Pupils should have basic knowledge of fabrics and simple garment construction techniques from previous lessons.

Lesson Content/Board Summary

ELEMENTS OF DESIGN

Concept of Elements of Design

Elements of design are the fundamental components or ingredients used by designers to create a visual composition. In garment making, these elements are combined effectively to create appealing and functional clothing.

Space

Space refers to the area within a design. It can be positive (occupied by design) or negative (empty area around the design). Effective use of space helps to define shapes and forms in a garment.

Form

Form is the three-dimensional shape of an object. In garment making, form refers to the overall silhouette or shape of the garment as it drapes on the body. Examples include A-line, straight, or fitted forms.

Line

Line is a mark with length and direction. Lines can be straight, curved, horizontal, vertical, diagonal, thick, or thin. They create shape, direction, and movement in a design.

The following are types of lines and their general effects:

Vertical lines: Give an impression of height and slenderness.
Horizontal lines: Give an impression of width and shortness.
Diagonal lines: Create movement, excitement, and draw attention.
Curved lines: Suggest softness, grace, and femininity.

Texture

Texture refers to the surface quality of a fabric or material, how it feels or appears to feel. It can be rough, smooth, shiny, dull, soft, or stiff, influencing the garment’s look and drape.

The following are examples of textures:

Smooth (e.g., silk, satin)
Rough (e.g., tweed, burlap)
Shiny (e.g., sequins, lamé)
Dull (e.g., flannel, denim)

Color

Color is the most noticeable element of design. It is produced when light strikes an object and is reflected back to the eye. Color can create mood, draw attention, and define areas in a garment.

The following are properties of color:

Hue: The pure name of the color (e.g., red, blue, yellow).
Value: The lightness or darkness of a color (tints are lighter, shades are darker).
Intensity/Chroma: The brightness or dullness of a color.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, checks attendance, and reviews the previous lesson briefly. The teacher then introduces the topic by asking pupils what makes a dress look good or bad, guiding them towards understanding that certain “elements” contribute to the overall look.
Pupils’ Activity: Pupils respond to questions and listen attentively.
Learning Point: Pupils are prepared for the new lesson and connect it to their prior knowledge.

Step 2: Concept of Elements of Design

Time: 5 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines ‘elements of design’ and explains their importance in garment making, emphasizing that they are the basic building blocks of any design.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification.
Learning Point: Pupils understand the fundamental concept of design elements.

Step 3: Space and Form

Time: 8 minutes
Teaching Skill: Demonstration/Illustration
Teacher’s Activity: The teacher explains ‘space’ and ‘form’ using sample garments or diagrams. The teacher shows how positive and negative space functions and how different garment silhouettes represent various forms (e.g., a fitted dress vs. a flowing gown).
Pupils’ Activity: Pupils observe the examples, identify space and form in the samples, and contribute to the discussion.
Learning Point: Pupils grasp the concepts of space and form in garment design.

Step 4: Line

Time: 7 minutes
Teaching Skill: Explanation/Visualisation
Teacher’s Activity: The teacher explains ‘line’ as an element, discussing different types of lines (vertical, horizontal, diagonal, curved) and their visual effects on a garment using line charts and garment examples.
Pupils’ Activity: Pupils identify various lines in the provided charts and garments and discuss their perceived effects.
Learning Point: Pupils understand the role of different lines in creating specific visual impacts.

Step 5: Texture

Time: 6 minutes
Teaching Skill: Tactile Exploration/Description
Teacher’s Activity: The teacher introduces ‘texture’ by having pupils feel different fabric samples (e.g., silk, tweed, denim). The teacher describes how texture affects the look and drape of a garment.
Pupils’ Activity: Pupils touch and describe the textures of various fabrics and discuss how texture contributes to a garment’s appeal.
Learning Point: Pupils understand texture and its influence on garment design.

Step 6: Color

Time: 7 minutes
Teaching Skill: Explanation/Categorization
Teacher’s Activity: The teacher explains ‘color’ as a design element, discussing its three properties: hue, value, and intensity. The teacher uses color charts or examples of colored fabrics to illustrate these properties.
Pupils’ Activity: Pupils observe color examples, identify hues, and discuss the lightness/darkness and brightness/dullness of colors.
Learning Point: Pupils understand color and its properties as a key design element.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

What are elements of design?
List any four elements of design.
Explain ‘line’ as an element of design, mentioning two types.
Describe ‘texture’ and give two examples.
State the three properties of color.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the importance of elements of design in garment making. The teacher assigns homework for pupils to find pictures of garments and identify at least three elements of design in each.
Pupils’ Activity: Pupils listen to the summary and copy down the assignment.
Learning Point: Pupils consolidate their learning and prepare for further exploration.

Lesson Keywords

Elements of Design – The basic components used to create a visual composition.
Space – The area within or around a design.
Form – The three-dimensional shape or silhouette of a garment.
Line – A mark with length and direction that creates shape and movement.
Texture – The surface quality of a fabric, how it feels or appears to feel.
Color – The visual property of objects produced by the spectrum of light.
Hue – The pure name of a color.
Value – The lightness or darkness of a color.
Intensity – The brightness or dullness of a color.

Differentiation

For visual learners, the teacher will use more diagrams, charts, and actual garment samples. For tactile learners, additional fabric swatches with varied textures will be provided. Group discussions will allow verbal learners to express their understanding, while those needing more support will receive direct guidance from the teacher.

Note for teachers using this lesson plan

Encourage pupils to bring old magazines or fashion catalogs to the next class for a practical activity where they can identify and discuss design elements in real-world examples. Emphasize that understanding these elements is fundamental to creating harmonious and aesthetically pleasing garments.