Class: Senior Secondary School 1 (SS1 / SSS 1)
Term: 1st Term
Week: 3
Age: 15 years
Duration: 45 minutes
Subject: Garment Making
Curriculum Theme: Trade
Previous Lesson: Clothing Items: Identification And Clothes For Different Occasions.
Topic: PRINCIPLES OF DESIGN
Subject Matter: Definition of garment design, Proportion, Rhythm, Balance or harmony, Emphasis

Specific Objectives

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

Cognitive Domain:

Define garment design.
List the four principles of design discussed.
Explain each principle of design: Proportion, Rhythm, Balance, and Emphasis.

Affective Domain:

Appreciate the importance of applying design principles in garment making.
Develop an interest in critically evaluating the design of garments.

Psychomotor Domain:

Identify instances of proportion, rhythm, balance, and emphasis in various garment designs.
Sketch a simple garment design demonstrating one of the principles.

Discuss with peers how design principles contribute to the aesthetic appeal of clothing.
Collaborate in analyzing design charts to identify different principles.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Home Economics (Senior Secondary Education)
Lagos State Unified Scheme of Work for Senior Secondary Schools
Garment Making for Senior Secondary Schools by A. O. Ojo.
https://www.fashionhistory.org/2018/07/25/principles-of-design/
https://blog.createandcraft.com/the-principles-of-design-in-fashion-and-how-to-use-them/

Instructional Materials

The teacher will teach this lesson with the aid of:

Design charts showing various garments.
Pictures of garments demonstrating different design principles.
Actual garment samples (if available).

Rationale for the Lesson

Understanding the principles of design helps pupils create aesthetically pleasing and functional garments. It enables them to make informed decisions about clothing choices and appreciate the art behind fashion, which is important for personal expression and potential career paths in the fashion industry.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of fashion and clothing items from their everyday experiences and previous lessons on elements of design.

Lesson Content/Board Summary

PRINCIPLES OF DESIGN

Definition of Garment Design

Garment design is the process of creating clothing and accessories, considering aesthetics, function, and materials. It involves combining elements like line, shape, colour, and texture according to certain principles to achieve a desired look.

Principles of Design

These are guidelines for combining the elements of design effectively to create a visually appealing and harmonious composition. The principles help in organizing and relating design elements.

Proportion

Proportion refers to the relative size and scale of various elements within a design. It involves the relationship of parts to a whole and to each other.

Good proportion creates a sense of balance and visual appeal. For example, the length of a skirt in relation to a top, or the size of a collar in relation to the garment, are considerations of proportion.

Rhythm

Rhythm is the organized movement of the eye through a design. It creates a feeling of directed motion and can be achieved through repetition, gradation, radiation, or transition.

The following are ways to achieve rhythm in design:

Repetition: Repeating a specific line, shape, colour, or texture.
Gradation: A gradual change in size, colour, or direction.
Radiation: Lines or shapes flowing outwards from a central point.
Transition: Smooth, continuous lines that lead the eye from one part to another.

Balance (Harmony)

Balance is the sense of equilibrium or stability in a design. It refers to the distribution of visual weight in a garment, ensuring that no one area appears too heavy or dominant.

The following are types of balance:

Symmetrical (Formal) Balance: Achieved when both sides of a garment are identical or mirror images of each other along a central axis.
Asymmetrical (Informal) Balance: Achieved when different elements on each side of a central axis have equal visual weight, even though they are not identical.

Emphasis

Emphasis is the focal point or area of greatest interest in a design. It draws the viewer’s eye to a particular part of the garment first, creating a point of attraction.

The following are ways to create emphasis:

Contrast: Using contrasting colours, textures, or shapes.
Placement: Strategically positioning an element to attract attention.
Isolation: Placing an element apart from others.
Repetition: Repeating a dominant element to make it stand out.

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 their classmates and themselves. The teacher then asks what makes some outfits look more appealing or well put-together than others, linking it to the concept of good design.
Pupils’ Activity: Pupils observe, discuss, and offer their opinions, connecting good design to visual appeal.
Learning Point: Pupils are introduced to the idea that there are underlying principles for good design in garments.

Step 2: Definition of Garment Design

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines garment design, explaining it as the creative process of making clothes and accessories considering both looks and function. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen, take notes, and orally define garment design in their own words.
Learning Point: Pupils understand the meaning of garment design.

Step 3: Introduction to Principles of Design

Time: 5 minutes
Teaching Skill: Listing/Introduction
Teacher’s Activity: The teacher introduces the four principles of design to be discussed: Proportion, Rhythm, Balance, and Emphasis. The teacher explains that these principles guide how design elements are used.
Pupils’ Activity: Pupils listen and note down the names of the design principles.
Learning Point: Pupils are familiarized with the key principles of design.

Step 4: Proportion

Time: 7 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains proportion using design charts or pictures of garments. The teacher points out examples of good and poor proportion in clothing, such as the length of a jacket relative to trousers.
Pupils’ Activity: Pupils observe the charts/pictures, listen to the explanation, and identify examples of proportion.
Learning Point: Pupils understand proportion as a principle of design and can identify it.

Step 5: Rhythm

Time: 7 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains rhythm, describing it as the movement of the eye through a design. The teacher illustrates how rhythm is achieved through repetition (e.g., repeating buttons), gradation (e.g., varying shades of a colour), and transition (e.g., curved seams).
Pupils’ Activity: Pupils listen, observe examples, and suggest other ways rhythm can be seen in garments.
Learning Point: Pupils understand rhythm and its methods of achievement in design.

Step 6: Balance (Harmony)

Time: 7 minutes
Teaching Skill: Explanation/Comparison
Teacher’s Activity: The teacher explains balance, distinguishing between symmetrical (formal) and asymmetrical (informal) balance using garment examples or sketches. The teacher emphasizes how balance creates a sense of stability.
Pupils’ Activity: Pupils listen, compare the two types of balance, and identify them in presented examples.
Learning Point: Pupils understand balance and can differentiate between its types.

Step 7: Emphasis

Time: 5 minutes
Teaching Skill: Explanation/Application
Teacher’s Activity: The teacher explains emphasis as the focal point of a design. The teacher shows how emphasis can be created through contrast (e.g., a bright scarf on a plain dress), placement (e.g., a unique neckline), or texture (e.g., an embroidered panel).
Pupils’ Activity: Pupils listen and identify areas of emphasis in various garment designs.
Learning Point: Pupils understand emphasis and how it is created in design.

Step 8: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

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

Define garment design.
List any three principles of design.
Explain the principle of Proportion.
How can Rhythm be achieved in a garment design?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 9: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the lesson by reiterating the importance of understanding and applying the principles of design in garment making for creating beautiful and functional clothing. The teacher assigns homework for pupils to sketch a garment applying one of the principles.
Pupils’ Activity: Pupils listen to the summary, ask any final questions, and note down the homework.
Learning Point: Pupils consolidate their learning and apply the knowledge through homework.

Lesson Keywords

Garment Design – The process of creating clothing and accessories, considering aesthetics and function.
Principles of Design – Guidelines for combining design elements to create effective compositions.
Proportion – The relative size and scale of elements within a design.
Rhythm – The organized movement of the eye through a design.
Balance – The distribution of visual weight in a design, creating stability.
Emphasis – The focal point or area of greatest interest in a design.

Differentiation

For pupils who grasp concepts quickly, they will be encouraged to identify multiple principles in complex garment designs. For those requiring more support, the teacher will provide simplified examples and focused questions on one principle at a time.

Note for teachers using this lesson plan

Teachers should ensure they have adequate visual aids, such as design charts or actual garment samples, to effectively demonstrate each principle. Encourage active participation and allow pupils to share their observations and ideas about design principles in everyday clothing.