F.

Discussing (With Guide Principles and Elements of Design on Garments

new concepts Questions)
and practicing Principles of Design
new skill #2  Balance
 Proportion
 Emphasis
 Rhythm
 Harmony

The principles of design can help when

selecting apparel designs at the point of purchase or
during customization of construction. The principles
can also be helpful not only when selecting separate
garments but also when coordinating several
garments and accessories into a complete outfit. The
principles of design are useful in creating different
forms of expression in our artistic manner, which are
pleasing and attractive to the eye. Following are the
principles of designing.
1. Balance is the visual weight in design. Based
on a central dividing line, Balance makes the
right and left side of a garment appear to be
equal. A garment must be balanced to be
visually pleasing.

• Symmetrical Balance: Symmetrical or

Formal Balance uses two identical objects on
either side of the design, such as patch
pockets of equal size.
• Asymmetrical Balance: In Asymmetrical
or Informal Balance composition is different
from one side of the garment to the other.
Balance is achieved through visual impact. Student: Me
ma’am/sir!

“What are the differences between symmetrical

balance and asymmetrical balance?
(The teacher will ask question and anyone can state
their answer)

“Very Good!”

2. Proportion is the pleasing interrelationship

between parts of a design. The various
elements in the design should be scaled in
size to fit its overall proportion.
 3. Emphasis creates a center of interest in a
garment. All other elements support it by
echoing its design message. A focal point can
emphasize the theme of the design. Creation
of a focal point can be achieved by color
accents, significant shapes or details, lines Student: Me
coming together, groups of details, or ma’am/sir!
contrast.

“Add an emphasis on clothes makes attraction on the

viewer, are you agree class?

(The teacher will ask and student will state their

answer)

“Very Good!”

4. Rhythm leads the eye from one part of a

design to another part, creating movement
through repetition of pattern or color.
Rhythm could be depicted to:
a. Repetition - Rhythm could be achieved by
repetition or regular recurrence of motifs of
design, shapes, buttons, tucks, pleats, laces,
edgings, color, textures, fabric designs etc.
b. Progression - Rhythm is also created by
progression or by gradation. Gradation implies a
gradual increase or decrease of similar design
elements.
c. Transition - is a fluid rhythm created when a
curved line leads the eye over an angle
d. Radiation - Rhythm by radiation creates a Student: Me
feeling of movement in different directions. ma’am/sir!
e. Continuous line movement - This type of
rhythm is obtained by flowing lines of trims,
bands of color, fabric designs etc., which make
the eye move in a continuous line.
“Again, what are the 5 type the make influence in
rhythm?”
(The teacher will ask at least 3 students)
“Very Good!”

5. Harmony it is also known as unity of design.

To avoid lifeless design, we must achieve
unity and harmony in all proportions. And
we must try to create a feeling of harmony
between all parts of the dress, this will create
a sense of completeness.

Elements of Design
 Line
 Color
 Form or Silhouette
 Texture
 Shape
A complete knowledge on the various
fundamental elements of art and design would help a
person to create and design a garment on an aesthetic
manner. To create beautiful garments consistently
one need to follow certain guidelines in selecting and
arranging design elements. In creating a design one
of the components which interact is the Design
Elements.
1. Line - the basic part of any design is formed
by lines. The eye tends to follow the
direction of the line in a dress design or in
the fabric of the dress.

 Horizontal Line - gives the impression of

shorter and heavier
 Vertical line - gives the impression of
height. Student: Me
 Diagonal lines - infuse Fashion Designs ma’am/sir!
with dynamic energy.
 Curved lines - in Fashion Design bring
forth a sense of softness and femininity.
 Zigzag lines - inject designs with
vibrancy and playfulness, infusing them
with dynamic energy. Characterized by
sharp angles, these lines create an
animated and exciting feel.

“What are the different types of lines? Is it important

in designing garments?”
(The teacher will call somebody to answer the given
question)

“Very Good!”
2. Color - adds excitement, mood and emotion
to a design.
Color has three dimensions:
o Hue - is the name of the color: for
example, this coat is pink.
o Value - is how light or dark the color is
o Intensity - is how bright or dull the color
is.
Use of color in clothes:
Student: Me
 Black, dark tones or deeply grayed colors ma’am/sir!
tend to make the figure appear smaller or
slimmer than bright or light colors
 A plain color makes the figure look slimmer
than a combination of contrasting colors.
 A very small figure should not wear over
large designs in prints, plaids, or stripes; 4.
Contrast and accent should be done with
care.

“Named the three dimensions of color?”

(The teacher will ask question)

“Very Good!”

3. Form – it refers to the shape of an object as

determined by line. The term used to
describe form which may repeat, may
contrast, or be transitional. Form is the 3-D
element of design and has length, width and
height. Form can be organic or inorganic and
is enhanced by color, shade, tone and texture.

4. Texture - it appeals strongly to the sense of

touch, whether it is coarse, fine, smooth,
 rough, wrinkled, sleek, glossy, slippery. Student: Me
ma’am/sir!
 Textures as well as lines can create illusions,
one must choose textures for clothes that will
harmonize with the over- all design.
 A soft wool will give a quite different effect
from the gloss and sheen of the satin in the
evening dress.
 Bulky, rough fabrics tend to increase the size
of a design, whereas smooth fabrics decrease
it.

“Why we are considering the texture of garments?”

(The teacher will call a name to answer the given

question)

“Very Good!”

5. Shapes - clothes reveal or disguise the

natural body contour or shape. Choosing the
right clothing shapes will make the person
more flattering. Wide, full shapes clothes
will make you look larger while trim,
compact dress will make you look smaller.

 Straight, tubular shapes will make the wearer

look taller while fitted clothes will reveal the
natural body contours.

“Do you have any questions?”

G. Developing Explain: APPLICATION

mastery (In this
(Leads to section, Direction: From your respective group you will all
Formative students will answer precisely on what is being asked. Write your
Assessment) be involved in answer in a short bond paper. Your group
an analysis of cooperation is a must.
their
exploration. “Do you understand? Any question about our group
Their task?” (The students
understanding will start their
is clarified group task)
 and modified
because of “We will have a rubric for your task so I can grade
reflective your group” (Student
activities) answer may
vary)
“Make a list of the principles and elements of design
and give each meaning according to your
understanding.” (Student
answer may
vary)
“Based on the pictures flash on the screen analyzed
the different line.”

(Student
answer may
“What are the three dimensions of color?” vary)

Rubrics for Group Task:

H. Finding Elaborate:
practical (In this “What is the relevant of understanding the principles (Student
applications of section will and elements of design on garments?” answer may
concepts and give students vary)
skills in daily the
living opportunity
I. Making to expand
generalizations and “How would you apply this newly gained knowledge (Students
and abstraction solidify/justif in day-to-day living? raising their
about the y their hands)
lesson understandin
g of the
concept and/ Students: To
 or apply it dress what is
into their suitable in any
daily living) occasions.

Students: To
“How about the others?” know what is
suitable to
wear
according to
climate/weathe
“All of your answers are correct; I can see that you r.
understand our lesson for today.”

J. Evaluating Evaluation: QUIZ 1

learning (This section
will provide I. MULTIPLE CHOICE
opportunities
for concept Direction: Choose the BEST answer for the
check test following questions. Write only the letter of the
items and correct answer.
answer key
which are 1. It appeals strongly to the sense of touch, whether it
aligned to the is coarse, fine, smooth, rough, wrinkled, sleek,
learning glossy, slippery.
objectives – a) Color
content and b) Line
performance c) Shape
standards and d) Texture
address
misconceptio 2. Rhythm is also created by progression or by
ns – if any) gradation. Gradation implies a gradual increase or
decrease of similar design elements.
a) Progression
b) Repetition
c) Transition
d) Collaboration
3. It can help when selecting apparel designs at the
point of purchase or during customization of
construction.
a) Design
b) Elements
c) Principle
d) Principle of Design
4. Adds excitement, mood and emotion to a design.
 a) Value
b) Hue
c) Intensity
d) Color
5. Creates a center of interest in a garment. All other
elements support it by echoing its design message.
a) Emphasis
b) Proportion
c) Harmony
d) Rhythm

II. IDENTIFICATION TEST

Direction: Read the sentence carefully, and write
your answers on your paper.
1. A complete knowledge on the various fundamental
elements of art and design would help a person to
create and design a garment on an aesthetic manner.
2. It refers to the shape of an object as determined by
line. The term used to describe form which may
repeat, may contrast, or be transitional.
3. In Fashion Design bring forth a sense of softness
and femininity.
4. Balance uses two identical objects on either side of
the design, such as patch pockets of equal size.
5. This type of rhythm is obtained by flowing lines of
trims, bands of color, fabric designs etc., which make
the eye move in a continuous line.

Possible answers:

1. d
2. a
3. d
4. d
5. a
6. Elements of Design
7. Form/forms
8. Curved line/lines
9. Symmetrical balance
10. Continuous line movement

K. Additional Extend: “In a long bond paper cut out a small piece of clothes
activities for (This section that describe the following texture: coarse, fine,
application or gives smooth, rough, wrinkled, sleek, glossy, slippery and
remediation situation that write a short explanation or details below on your
 explains the piece of cloths.”
topic in a new
context, or “You’ll pass it next week.”
integrate it to
another Rubrics for assignment:
discipline /
societal
concern)

“Any questions and clarifications?”

“If you don’t have any questions, pick up the pieces

of paper under your chairs, and your chairs properly”

“Okay, Good Bye class!”

IV:
REMARKS
V.
REFLECTIO
N
(What went
well in
reaching the
topics, which
part needs
improvement,
which needs
intervention)
(Cite if
learners did
something
good or
something
different that
day)
(Your feeling
after teaching
the lesson)