Class: Senior Secondary School 1 (SS1 / SSS 1)
Term: 1st Term
Week: 6
Age: 15 years
Duration: 45 minutes
Subject: Garment Making
Curriculum Theme: Trade
Previous Lesson: Importance Of Colour.
Topic: FACTORS INFLUENCING GARMENT DESIGN
Subject Matter: Age, Figure type, Interest, Personal taste

Specific Objectives

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

Cognitive Domain:

Define factors influencing garment design.
Identify and explain age as a factor influencing garment design.
Identify and explain figure type as a factor influencing garment design.
Identify and explain interest as a factor influencing garment design.
Identify and explain personal taste as a factor influencing garment design.

Affective Domain:

Appreciate the importance of considering various factors when designing or selecting garments.
Show interest in applying these factors to their own clothing choices.

Psychomotor Domain:

Select appropriate garment designs based on age and figure type.
Apply knowledge of personal interest and taste in making clothing decisions.

Discuss with peers how different factors influence clothing choices.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Home Economics (Senior Secondary Education)
State Unified Scheme of Work for Garment Making (SS1)
Garment Making for Senior Secondary Schools by [Author Name], [Publisher]
https://www.fashion-era.com/fashion-design/factors-affecting-fashion-design.htm
https://www.thefashionstudies.com/2021/04/factors-influencing-garment-design.html

Instructional Materials

The teacher will teach this lesson with the aid of:

Charts showing different age groups and their typical clothing styles
Pictures illustrating various figure types
Whiteboard and markers
Examples of different garment designs

Rationale for the Lesson

This lesson helps pupils understand that successful garment design and selection involve more than just aesthetics. By learning about factors like age, figure type, interest, and personal taste, pupils can make informed decisions about clothing for themselves and others, ensuring comfort, suitability, and confidence.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of clothing and have observed different styles of garments worn by people of various ages and body types.

Lesson Content/Board Summary

FACTORS INFLUENCING GARMENT DESIGN

Definition of Factors Influencing Garment Design

Factors influencing garment design are various elements that determine the style, fit, suitability, and overall appearance of a garment. These factors ensure that the clothing item is appropriate for the wearer, the occasion, and the environment.

Age

Age is an important factor that influences garment design. Different age groups have different needs, preferences, and social expectations regarding clothing.

The following are ways age influences garment design:

Children’s Wear: Focuses on comfort, durability, ease of movement, bright colours, and simple fastenings.
Teenagers’ Wear: Often influenced by current trends, peer acceptance, self-expression, and a balance between casual and semi-formal styles.
Adult Wear: Emphasizes sophistication, practicality, professional suitability, comfort, and sometimes modesty, varying with social roles and personal lifestyle.
Elderly Wear: Prioritizes comfort, ease of dressing, warmth, and fabrics that are soft and non-restrictive.

Figure Type

Figure type refers to the natural shape and proportions of an individual’s body. Garment designs should enhance desirable features and minimize less desirable ones, creating a balanced and flattering silhouette.

The following are common figure types:

Hourglass: Balanced bust and hip measurements with a defined waist. Designs often highlight the waist.
Rectangle (Straight): Bust, waist, and hip measurements are similar, creating a less defined waist. Designs can add curves or define the waist.
Triangle (Pear): Hips are wider than the bust and shoulders. Designs often draw attention upwards and skim over the hips.
Inverted Triangle (Apple): Bust and shoulders are wider than the hips. Designs aim to balance the top with wider lower garments.
Petite: Shorter stature. Designs focus on creating length and avoiding overwhelming the frame.

Interest

Interest relates to a person’s hobbies, activities, and lifestyle. The type of activities an individual engages in significantly influences their clothing needs and preferences.

The following are ways interest influences garment design:

Sports Enthusiasts: Require athletic wear that is flexible, breathable, moisture-wicking, and durable for specific sports.
Professionals: Need formal or smart casual attire suitable for office environments, business meetings, and corporate events.
Artists/Creative Individuals: May prefer comfortable, expressive, and unique garments that reflect their artistic personality.
Outdoor Adventurers: Demand functional clothing that offers protection from elements, durability, and practicality for activities like hiking or camping.

Personal Taste

Personal taste refers to an individual’s unique preferences in terms of colours, styles, fabrics, patterns, and overall aesthetic. It reflects one’s personality, individuality, and fashion sensibility.

The following are aspects of personal taste in garment design:

Colour Preference: Some individuals prefer bright colours, while others favour neutrals or pastels.
Style Preference: Can range from minimalist, classic, vintage, bohemian, trendy, or avant-garde.
Fabric Choice: Preferences for natural fibres (cotton, silk), synthetic fibres (polyester, nylon), or blends based on feel, drape, and care.
Pattern Preference: Inclination towards solid colours, stripes, checks, floral prints, or abstract designs.
Comfort vs. Style: Some prioritize comfort above all, while others are willing to sacrifice some comfort for style.

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 and asks them to observe the clothing worn by various people in different situations (e.g., a child, a teenager, an older person, a person going for sports, a person going for a formal event). The teacher then asks what makes these clothes suitable for each person or occasion.
Pupils’ Activity: Pupils respond by mentioning differences in style, fabric, and fit based on their observations.
Learning Point: Pupils are introduced to the idea that various factors influence clothing choices and design.

Step 2: Explanation of Factors Influencing Garment Design

Time: 5 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains what factors influencing garment design are, emphasizing that these elements ensure suitability and effectiveness of a garment. The teacher lists the four main factors to be discussed: Age, Figure Type, Interest, and Personal Taste.
Pupils’ Activity: Pupils listen attentively and take notes.
Learning Point: Pupils understand the definition and scope of the lesson topic.

Step 3: Discussion on Age as a Factor

Time: 8 minutes
Teaching Skill: Discussion/Illustration
Teacher’s Activity: The teacher discusses how age influences garment design, using examples of clothing suitable for children, teenagers, adults, and the elderly. The teacher uses charts showing different age groups and their typical clothing styles.
Pupils’ Activity: Pupils contribute to the discussion by giving examples of clothing for different age groups and explaining why certain styles are preferred.
Learning Point: Pupils understand how age dictates clothing needs and design choices.

Step 4: Discussion on Figure Type as a Factor

Time: 8 minutes
Teaching Skill: Demonstration/Visual Aids
Teacher’s Activity: The teacher explains various figure types (e.g., hourglass, rectangle, pear, apple) using pictures and diagrams. The teacher demonstrates how different garment cuts and styles can flatter or balance different body shapes.
Pupils’ Activity: Pupils observe the pictures, ask questions, and relate the information to how clothing can enhance or minimize certain body features.
Learning Point: Pupils learn to identify different figure types and how to select designs that are suitable.

Step 5: Discussion on Interest as a Factor

Time: 6 minutes
Teaching Skill: Explanation/Relating
Teacher’s Activity: The teacher explains how a person’s interests, hobbies, or profession influence their clothing choices. Examples like sports, office work, and creative activities are used.
Pupils’ Activity: Pupils share examples of how their own interests or those of people they know influence the clothes they wear.
Learning Point: Pupils understand that lifestyle and activities dictate the functionality and style of garments.

Step 6: Discussion on Personal Taste as a Factor

Time: 5 minutes
Teaching Skill: Explanation/Engagement
Teacher’s Activity: The teacher explains that personal taste is about individual preference in colour, fabric, style, and overall look. The teacher encourages pupils to think about their own unique tastes.
Pupils’ Activity: Pupils reflect on their personal clothing preferences and discuss how these reflect their individuality.
Learning Point: Pupils recognize that personal taste is a key element in garment choice and design.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Define factors influencing garment design.
List four factors that influence garment design.
Explain how ‘age’ can influence garment design.
Mention two common figure types and briefly describe them.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 3 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the lesson by reiterating that considering age, figure type, interest, and personal taste is essential for effective garment design and selection. The teacher gives an assignment: “Research and bring pictures of garments suitable for an hourglass figure and a pear figure.”
Pupils’ Activity: Pupils listen to the summary and copy the assignment.
Learning Point: Pupils consolidate their understanding and are prepared for the next lesson.

Lesson Keywords

Garment Design – The process of creating clothing items, considering aesthetics, functionality, and wearability.
Figure Type – The natural shape and proportions of an individual’s body.
Personal Taste – An individual’s unique preferences in terms of style, colour, fabric, and overall aesthetic.
Age Group – A category of people defined by their chronological age, often having shared clothing needs and preferences.
Interest – Activities, hobbies, or professions that influence an individual’s clothing requirements.

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to design a simple garment for a specific age group and figure type. For pupils requiring additional support, the teacher can provide simplified notes or work with them in small groups, using more visual aids and direct examples to reinforce understanding.

Note for teachers using this lesson plan

Encourage pupils to bring old magazines or fashion catalogues to class for practical examples of different garment designs and how they relate to the factors discussed. This will make the lesson more interactive and relatable to their everyday experiences.