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TABLE OF CONTENTS
Page
Cover Page
Table of Contents
Introduction...………………………………………………………. 3
Content Standard and Performance Standard……………… 4
Objectives………………………………………………………. 4
Program Requirements……………………………………….. 4
Learning Episodes……………………………………………… 5
How to Use this Learner’s Materials……………………………… 6
Diagnostic Assessment…………………………………………… 7
Personal Entrepreneurial Competencies (PECs)…………….. 12
Environment and Market (EM)……………………………………. 23
Quarter I Ladies’ Skirt
Overview…………………………………………………… 42
Objectives ………………………………………………… 42
Pre-Test 1…………………………………………………. 43
Lesson 1 Produce Ladies’ Skirt
LO 1 Draft and Cut Pattern ……………………... 46
LO 2 Prepare and Cut Materials……………...…. 113
LO 3 Assemble Garment Parts ……………….... 127
LO 4 Apply Finishing Touches ………………..... 141
Enhancement Activity..................................................... 156
Post Test 1 .................................................................... 163
Quarter II Ladies’ Blouse
Overview ......................................................................... 168
Objectives........................................................................ 168
Pre-Test 2........................................................................ 168
Lesson 1: Produce Ladies’ Blouse
LO 1 Draft and Cut Pattern ................................ 172
LO 2 Prepare and Cut Materials ........................ 219
LO 3 Assemble Garment Parts ......................... 227
LO 4 Apply Finishing Touches .......................... 241
Enhancement Activity....................................................... 266
Post Test 2 ...................................................................... 278
Quarter III Ladies’ Trousers
Overview ......................................................................... 282
Objectives......................................................................... 282
Pre-Test 3......................................................................... 282
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Lesson 1: Produce Ladies Trousers
LO 1 Draft and Cut Pattern ........................................285
LO 2 Prepare and Cut Materials ................................316
Enhancement Activity...............................................................
Post Test 3 .............................................................................317
QUARTER IV Ladies’ Trousers
Overview .................................................................................322
Objectives................................................................................322
Pre-Test 4...............................................................................322
Lesson 2: Produce Ladies Trousers
LO 3 Assemble Garment Parts .................................324
LO 4 Apply Finishing Touches ..................................329
Enhancement Activity.............................................................338
Post Test 4..............................................................................341
Summative Assessment………………….……………………………………..345
Synthesis……………………….……………………………………………….....347
Glossary…………………….…………………………………………………......348
References……………….……………………………………………………......354
Key to Correction………………………………………………..………….....…356
Introduction
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Technology and Livelihood Education (TLE) is one nomenclature in the
implementation of the K to 12 Basic Education Program (BEP). It is composed of four
components, namely, Agri-Fishery Arts, Home Economics, Industrial Arts and
Information and Communication Technology. In this learner’s material, the focus is
on a course in Home Economics – Dressmaking.
The course provides varied and relevant activities and opportunities to
determine your understanding of the key concepts and to demonstrate core
competencies as prescribed in TESDA Training Regulation in Dressmaking. Thus, it
aims to provide quality service to target clients along side of assessing yourself as to
the aspects of business that you may consider to strengthen and safeguard before
you become a part of the dressmaking provider sector.
The world of work today presents a picture of available jobs that are getting
scarcer each year. To address this reality, the Department of Education is stretching
its available resources, prioritizing needs, and developing sustainable programs to
lead and to prepare the young minds as future skillful dressmaker or any related job.
The Department further believes that it is in honing the skills that the learner can have
an edge over other job seekers. DepEd endeavors to equip the learners with the
appropriate knowledge, attitude, values and skills necessary to become productive
citizens of our society.
This learning material is specifically crafted to focus on the different activities
that will assess your level in terms of skills and knowledge necessary to get a
Certificate of Competency and/or National Certification. This learning material will
surely make you a certified dress provider.
Content Standard
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The learner demonstrates understanding of core concepts and principles in
dressmaking.
Performance Standard
The learner independently performs the core competencies in Dressmaking as
prescribed in the TESDA Training Regulation.
Objectives
Learners are expected to become proficient in performing skills on the
following competencies:
1. develop personal entrepreneurial skills;
2. produce skirt;
3. produce blouse; and
4. produce trousers.
Program Requirements
Grade 10 students who will take Dressmaking course as their specialization in
Technology and Livelihood Education (TLE) – Home Economics should have
successfully taken the exploratory course in dressmaking in grades 7/8 and have
successfully completed the competencies indicated in Grade 9.
The student of this course must possess the characteristics of a person who
are inclined in dressmaking, the common competencies, good visual impact; and or
with perfect vision (20/20), and desirable work habits and attitudes towards the
completion of output.
Learners are expected to develop their knowledge and skills in Dressmaking.
They should demonstrate skills Learners are required to demonstrate desirable work
habits and attitudes towards the completion of outputs.
The learner’s materials should be taken for one school year for a total of 160
hours. Lessons should be taken one at a time, following the correct sequence being
presented and should accomplish the assessment or enhancement activities before
proceeding to the next lesson.
Along the learning process, learners of this course are required to complete the
25- hour - industry involvement to different dressmaking shops to experience the
actual workplace.
Learning Episodes
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This learning resource is subdivided into four (4) quarters which may serve as
the recommended scope and limit for every academic grading period. In every quarter,
there are lessons that comprise the learning outcomes.
Before exploring the core competencies of Dressmaking, you will be guided on
how to assess your own Personal Entrepreneurial Competencies and Skills (PECS)
and demonstrate your understanding about the Environment and Market.
Quarter I helps the learner demonstrate understanding on the principles of
designing and sewing ladies’ skirt. This will lead the learners to draft and cut patterns,
prepare and cut materials, assemble the garment parts and apply finishing touches.
The preparation of project plan and rubrics for evaluating the finished products are
also presented.
Quarter II discusses how to produce ladies’ blouse. The lessons in this chapter
deal with techniques and processes which will guide the learners in designing and
sewing blouse. Learning outcome shows that learners demonstrate how to draft and
cut pattern, prepare and cut materials, assemble garment parts, and apply finishing
touches. Preparation of project plan and rubrics for evaluating the finished product is
given and lessons on how to pack and label the finished product are also discussed.
Quarters III and IV deal with the construction of ladies’ trousers. In this lesson,
the learner demonstrates understanding on the principles of designing and sewing
ladies’ trousers. Step-by-step procedures and techniques on how to draft and cut
pattern for ladies trouser, prepare and cut materials, assemble garment parts and
apply finishing touches on trousers are discussed. Project plan, and rubrics for
evaluating the finished output are also given.
Goodluck and use this learning material as your guide to become a successful
dress provider in the future.
HOW TO USE THIS LEARNER’S MATERIAL
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Here are some reminders on how to use this material.
1. Answer the diagnostic assessment before you proceed to the different activities.
The diagnostic assessment determines how much you know about the lessons
and identifies the areas you ought to learn more. Your teacher will check and
analyze your score to determine your learning needs.
2. This learner’s material contains relevant information and activities. Go over each
activity carefully. If you encounter difficulties, do not hesitate to consult your
teacher for assistance. Do not skip any topic unless you are told to do so.
REMEMBER that each activity is a preparation for the succeeding activities.
3. For every lesson/learning outcomes, perform the enhancement activities to enrich
the knowledge and skills.
4. After successfully finished the tasks, answer the post-test to be given by your
teacher. Your score will be analyzed and will be used by your teacher for the
computation of your grades.
5. Lastly, DO NOT mark the learner’s material in any way.
6.
A. Multiple Choice
DIAGNOSTIC ASSESSMENT
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Directions: Read the statements carefully. Write the letter that best describes
the statement. Write your answer in your quiz notebook.
1. Type of cloth that has the following characteristics: absorbency, heat
conduction, strength, and beauty.
a. Cotton c. Linen
b. Poplin d. Broadcloth
2. Type of cloth which is also called tabinet.
a. Gingham c. Linen
b. Poplin d. Silk
3. Type of test that is used to determine slippage of threads by pulling the
fabric from both sides of the tuck.
a. Test by pin c. Test by thumb
b. Test for sizing d. Test for straight of grain
4. Type of test that determines the strength and shape-holding qualities of
both lengthwise and crosswise of fabrics.
a. Test by pin c. Test by Thumb
b. Test for sizing d. Test by mercerization
5. Type of skirt which is small at the waist and widens evenly as it reaches
the ground.
a. Straight skirt c. Pleated skirt
b. Gathered skirt d. A-line skirt
6. Skirt style which is gathered at the waist and set into a band to look more
fitted to the hips.
a. Straight skirt c. Pleated skirt
b. Gathered skirt d. A-line skirt
7. The skirt style that has fullness all around the hem where soft ruffles
goes up toward the waist from the bottom.
a. Gored skirt c. Pleated skirt
b. Flared skirt d. Gathered skirt
8. Sewing construction where the fabric sewn is between the fabric edge
and the stitched seam line.
a. Seams c. Tucks
b. Darts d. Gathers
9. Sewing construction which serves the same purpose as a dart except it
releases fullness at the larger parts of the body.
a. Seams c. Tucks
b. Darts d. Gathers
10.It is the process of joining two pieces of fabric where one is slightly
longer than the other to have extra fullness for ease of movement rather
than decoration.
a. Stitching c. Pleating
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b. Easing d. Gathering
11.They are folds of fabric which give fashion and interest to clothing.
a. Facings c. Pleats
b. Darts d. Gathers
12.It is an extra fabric cut with the same shape as the facing and inserted
between the facing and the garment to prevent stretching and sagging.
a. Interfacing c. Lining
b. Underlining d. Interlining
13. The measurement around the smallest part of the body.
a. Lower hip c. Waistline
b. Skirt length d. Lower hip level
14. It gives the dressmaker a blueprint of what a garment will look like.
a. Sketching c. Measuring
b. Pattern drafting d. Sewing
15. Darts, buttonholes, pleats, tucks, and pockets placement are examples
of
a. Grainline markings c. Dots
b. Seamline d. Construction marks
B. True or False
Directions. Write True if the statement is correct and False if the statement
is wrong. Write your answer in your quiz notebook.
__________1. Construction lines show where to cut the pieces.
__________2. Adding extra width along the entire side seam will make
the waistline smaller.
__________3. Pattern layout helps determine if the patterns are enough for
the fabric.
__________4. When cutting the fabric, it is advisable to walk around the
table instead of pulling the fabric towards you.
__________5. After cutting, remove the pins of the patterns immediately
from the fabric.
__________6. In transferring marks onto the fabric, start with the small
pattern pieces to finish the job earlier.
__________7. Pressing straighten the grain lines and preshrink
fabric.
__________8. Do not press the seam before cross-stitching it with another
seam.
__________9. The sequencing for the unit of construction of the different
parts of the skirt is basically the same for all skirt types.
__________10. Zippers are generally used for placket closure.
C. Identification
Directions. Identify the words(s) that best describes the statements.
Write your answer in your quiz notebook.
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________1. What color calls out the silhouette, or outline figure of a human
body?
________2. What color is used to call attention to your body features?
________3. The color which best suggests activity, energy, and gaiety.
________4. The color which is produced when yellow and violet color
pigments mixed in equal amount.
________5. The family name of a color.
________6. What refers to the brightness or dullness of a color?
_______ 7. The color harmony produced when two colors are opposite
each other on the color wheel.
________8. What makes red, yellow, and blue in a color scheme?
________9. What group of color is formed when red, yellow, and orange
are placed in a group?
_______10. What type of fabric makes you look larger because it adds
width and size to the apparent size of your figure?
D. Matching Type
Directions. Match the descriptions given in (Column A) with the
types of lines given in Column B. Write the letter of your answer
in your quiz notebook.
Column A(Descriptions) Column B (Types of Lines)
1. Feminine a. Curved
2. Masculine b. Vertical
3. Short and/wide c. Straight
4. Tall and/slender d. Diagonal
5. Tall or short depending e. Horizontal
on the angle. F. Broken Line
E. Identification.
Directions. Name the following illustrations of skirts drawn below. Write your
answer in your quiz notebook.
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F. Identify the body measurements of a skirt
.
Personal Entrepreneurial Competencies (PECs)
Content Standards Performance Standards
The learner demonstrates understanding
of one’s PECs in Dressmaking.
The learner independently creates a plan
of action that strengthens and or further
develops his/her PECs in Dressmaking.
Quarter I Time Allotment: 4 hours
Module 1
Personal Entrepreneurial Competencies
Introduction
1.
2.
3.
7.
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In this module, you will learn more about entrepreneurship and the
entrepreneurial competencies related to Dressmaking. You will have a first-hand
experience in educational activities leading to personal assessment of your
entrepreneurial competencies and assessment of entrepreneurial competencies of a
successful dressmaker in your community. You will also have some activities that will
align your competencies with those of a successful practitioner. Moreover, this module
will stimulate your mind to think about entrepreneurship, its role in the business
community as well as in its economic and social development.
Let us know and understand what entrepreneurs and entrepreneurship are.
Entrepreneurs are people with skills and capabilities who see and evaluate
business opportunities. They are individuals that can strategically identify products or
services needed by the community and they have the capacity to deliver these at the
right time and at the right place.
Entrepreneurs are agents of economic change; They organize, manage and
assume risks of a business. Some of the good qualities of an entrepreneur are
opportunity seeker, risk taker, goal setter, excellent planner, a confident problem
solver, hardworking, persistent, and a committed worker.
Entrepreneurship, on the other hand, is not just a simple business activity. It is
a strategic process of innovation and new venture creation. Basically,
entrepreneurship is both an art and science of converting business ideas into
marketable products or services to improve the quality of living.
Now that you have a little background knowledge about entrepreneurs and
entrepreneurship, can you now walk through in assessing your PECs? Always
remember that successful entrepreneurs continuously develop and improve their
PECs.
Let us first try to find out the competencies to be mastered at the end of this
module.
OBJECTIVES
At the end of this module, you are expected to:
• Identify areas for improvement, development and growth;
• Align your PECs according to your business or career choice; and
• Create a plan of action that ensures success in your business or career
choice.
Now that you have an idea about the enabling knowledge and skill that you will
develop and master, take the first challenge in this module – the pre-
assessment.
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PRE-ASSESSMENT
As part of your activity, you will be challenged to go deeper on the knowledge
and previous experiences on the topic. Try to assess what you already know about
PECs by answering Task 1.
Task 1: Matching Type
Direction: Match the entrepreneurial competencies in column A with their
meaning in column B. Write the letter of the correct answer on the space
provided before each number.
Task 2: Guide Questions
Directions: The following are guide questions which summarize the entire module.
Write your answers on your assignment notebook, then share these to the class.
A. Why are entrepreneurial activities important to social development and
progress of the economy?
B. What entrepreneurial activities do you know and capable of doing which are
related to dressmaking?
C. Given the opportunity to own a business that relates with dressmaking, are you
confident to manage it? Explain your answer.
D. What do you think are the most important competencies must you possess to
be successful in running your chosen business?
E. Name successful entrepreneurs from your community whose business is
related to dressmaking. Be able to share to the class their PECs that made
them successful.
A B
____1. Creative A. make a wise decision towards the set
objectives
____2. Profit-oriented B. strategic thinking and setting of goals
____3. Discipline C. trust in one’s ability
____4. Decision Making D. adoptable to change
____5. People Skill E. innovative to have edge over other
competitors
____6. Planner F. solid dedication
____7. Self-confidence G. skillful in record keeping
____8. Hardworking H. always stick to the plan
____9. Ability to accept change I. working diligently
____10. Committed J effective and efficient communication
and relation to people
K. always looking for income
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After answering all the guide questions to the best of your knowledge and
skills, share them with your classmates. Compare your insights, personal
knowledge, and relevant experiences on the topic to make it more exciting and
engaging.
LEARNING GOALS AND TARGET
Having gone through pre-assessment, and answering the guide questions, set
your own personal goals. These goals will further achieve the ultimate objective of
this module and motivate you to learn more about PECs.
Figure 1: Strategic process to achieve the objectives of this module
READING RESOURCES AND INSTRUCTIONAL ACTIVITIES
After setting your own personal goals and targets in achieving the objectives of
this module, check your inherent knowledge of PECs. Answer the following guide
questions with your classmates.
Task 3: Group Activity
Direction: Answer the following guide questions on a separate sheet of paper. Share
your answers to the class.
1. Explain the importance of assessing one’s PECs before engaging in a particular
entrepreneurial activity.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.
2. Are there other strategies or approaches where you can assess your PECs?
Explain how those strategies will become useful in selecting a viable business
Goals and
Targets
Learning
Activities
Ultimate Goal
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venture.
______________________________________________________________
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______________________________________________________________
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__________________________________________________________.
3. What are the desirable personal characteristics, attributes, lifestyles, skills and
traits of a prospective entrepreneur? Why are these important?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.
4. Why is there a need to assess one’s PECs in terms of characteristics, attributes,
lifestyles, skills, and traits before starting a particular business?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.
5. What is the significance of evaluating PECs as a successful entrepreneur?
What helpful insights can you draw from this activity?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________.
How was your experience in answering the guide questions with your
classmates? Were you able to benefit from them? What insights have you learned?
There are different topics that will enrich your knowledge of PECs. Read
carefully the important details about the succeeding topic.
Know
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Assessment of Personal Entrepreneurial Competencies (PECs) and Skills vis-à-vis a
Practicing Entrepreneur or Employee in a Province
Entrepreneurial Competencies refer to the important characteristics that should
be possessed by an individual in order to perform entrepreneurial functions effectively.
You will learn some of the most important characteristics, attributes, lifestyle, skills and
traits of a successful entrepreneur.
Below are characteristics/traits/attributes of a good entrepreneur:
• Hardworking: This means habitually working diligently for a long period
of time. Hardworking people keep on improving their performance to
produce good products and/or provide good services.
• Self-confidence: Entrepreneurs have confidence in one’s ability and own
judgment. They exhibit self-confidence in order to cope with all the risks of
operating their own business.
• Discipline: Successful entrepreneurs always stick on the plan and fight the
temptation to do what is unimportant.
• Committed: A good entrepreneur accepts full responsibility of everything
in his/her business. He/she gives full commitment and solid dedication to
make the business successful.
• Ability to accept change: Nothing is permanent but change. Change
occurs frequently. When you own a business, you should cope-up and
thrive on changes. Capitalize on positive changes to make your business
grow.
• Creative: An entrepreneur should be creative and innovative to stay in the
business and in order to have an edge over the other competitors.
• Has the Initiative: An entrepreneur takes the initiative. You must put
yourself in a position where you are responsible for the failure or success
of your business.
• Profit-Oriented: An entrepreneur enters into the world of business to
generate profit or additional income. This shall become the bread and
butter for you and for your family as well. Therefore, you must see to it that
the business can generate income.
Listed below are the important skills of a successful entrepreneur:
• Planner: Planning is strategic thinking and setting of goals to achieve
objectives by carefully maximizing all the available resources. A good
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entrepreneur develops and applies step-by-step plans to realize goals. A
good entrepreneur knows that planning is an effective skill only when
combined with action.
• People Skills: It’s a very important skill in order to be successful in any
kind of business. People skills refer to effective and efficient communication
and relation to people working in and out of your business. In day-to-day
business transactions, you need to deal with people. A well-developed
people skill can spell out the difference between success and failure of the
business.
• Decision Making: Successful entrepreneurs have the ability to think
quickly and to make a wise decision towards pre-determined set objectives.
No one can deny that the ability to make wise decisions is an important skill
that an entrepreneur should possess. Sound decision should spring out
from given facts and information and should be towards the pre-determined
objectives.
In order to firm up what you have learned and to have a better appreciation of
the different entrepreneurial competencies, read the PECs checklist presented below,
then answer the same.
Task 4: PECs Checklist
Directions: Using the PECs checklist, assess yourself by indicating a check (/)
marking either strengths or development areas column. Interpret the results by
counting the total number of check marks in each of the columns. After accomplishing
the checklist, form a group and share your insights and experiences why you come up
with that personal assessment.
Table 1: PECs Checklist
Personal Entrepreneurial Competencies
of an Entrepreneur
Personal Assessment in terms
of:
Strengths
Process
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Development
Areas
Hardworking
- Working diligently
Self-confidence
- Confidence in one’s ability
Discipline
- Always stick to the plan
Committed
- Solid dedication
Ability to accept changes
- Adoptable to change
Creative
- Innovative to have edge over other
competitors
Profit-oriented
- Always looking for income
Planner
- Strategic thinking and setting of goals
People Skill
- effective and efficient communication
and relation to people
Decision Making
- make a wise decision towards the
set objectives
TOTAL
Interpretation or Insights:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________.
Reflect and Understand
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How was your experience in discovering your strengths and the areas to be
developed? Did you gain valuable experience in exchanging insights with your
classmates? To learn more and deepen your understanding of PECs, do the Task 5
below.
Task 5: Interview
Interview successful dressmaker entrepreneurs in your province whose type of
business is related with Dressmaking. Focus your interview on PECs and other
business-related attributes that helped them become successful. Analyze the result of
the interview and reflect on the similarities and/or differences. Write your answer on a
separate sheet of paper.
Sample Interview Guide
Name of Proprietor/Practitioner: ____________________________________
Age: _______________Number of Years in Business: __________________
Business Name: ________________________________________________
Business Address:______________________________________________
1. What are your preparations before you engaged in this type of business or job?
______________________________________________________________
______________________________________________________________
____________________________________________
2. What are your special skills and characteristics that are related with your
business or job?
______________________________________________________________
______________________________________________________________
____________________________________________
3. How did you solve business-related problems during the early years of your
business operation?
______________________________________________________________
______________________________________________________________
____________________________________________
4. Did you follow the tips from a successful businessman or practitioner before
you engage in your business?
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______________________________________________________________
______________________________________________________________
____________________________________________
5. What are your best business practices that you can share with aspiring
students?
______________________________________________________________
______________________________________________________________
____________________________________________
6. What are the salient characteristics, attributes, lifestyle, skills and traits that
made you successful in your business or job?
______________________________________________________________
______________________________________________________________
_________________________________________
Note: Cull the needed information from the interview to supply answer/s to Row
1 in the table below. Meanwhile, fill out the second row with your PECs. Be
honest in answering.
Personal
Entrepreneurial
Competencies
Characteristics Attributes Lifestyles Skills Traits
Successful
Entrepreneur in the
province
My PECs
Using the information on the table above, analyze and reflect on the similarities
and differences in your answers. Put your reflection on the table below. Write
your conclusion on the space provided.
Personal
Entrepreneurial
Competencies
Similarities Differences
Characteristics
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To align my
PECs with the
PECs of a
successful
entrepreneur in
Dressmaking.
Characteristics
Skills
Attribute
Traits
Task 7: Essential Questions
Directions: Read and study the following questions below. You may use a separate
sheet of paper or your notebook to write your answers.
1. Why is there a need to compare and align one’s PECs with the PECs of a
successful entrepreneur?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________.
2. How does your action plan help sustain your strong PECs and/or address your
development areas?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________.
3. What plan of action would you do to address your development areas?
______________________________________________________________
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______________________________________________________________
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______________________________________________________________
______________________________________________________________
______________________________________________________________
__________.
ENVIRONMENT AND MARKET(EM)
Content Standards Performance Standards
The learner demonstrates understanding
of environment and market in
Dressmaking in one’s Province.
The learner independently creates a
business vicinity map reflective of
potential market in Dressmaking in a
province.
Quarter I Time Allotment: 4 hours
Module 2
Environment and Market
Introduction
People who aspire to start a business need to explore the economic, cultural
and social conditions prevailing in an area. Needs and wants of the people in a certain
area that are not met may be considered as business opportunities. Identifying the
needs of the community, its resources, available raw materials, skills, and appropriate
technology can help a new entrepreneur in seizing a business opportunity.
To be successful in any kind of business venture, potential entrepreneurs
should always look closely at the environment and market. They should always be
watchful on the existing opportunities and constraints. The opportunities in the
business environment are those factors that provide possibilities for a business to
expand and make more profits. Constraints, on the other hand, are those factors that
limit the business to grow, hence reduces the chance of generating profit. One of the
best ways to evaluate the opportunities and constraints is to conduct SWOT
(Strengths, Weaknesses, Opportunities and Threats) Analysis.
SWOT Analysis is a managerial tool to assess the environment. This gathers
important information which in turn is used in strategic planning. Strengths and
weaknesses are internal in an organization. Basically, they relate to resources owned
by organization, things that you have control over and as well as to the extent of its
marketing.
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Opportunities and threats exist in the external environment. Opportunities relate
to the market, to the development of new technologies, and external factors such as
government policies, climate, and trends. Threats relate to what the competition is
doing as well as legal and other constraints.
Now that you have read some important considerations to look into to be
successful in any business, you are now ready to explore more about the environment
and market.
To begin with, let’s find out the competencies that you will master as you finish
this module.
OBJECTIVES
At the end of this module, you are expected to:
• identify what is of “value” to the customer;
• identify the customer to sell to;
• explain what makes a product unique and competitive;
• apply creativity and innovative techniques to develop marketable product;
and
• employ a unique selling proposition (USP) to the product and/or service.
Now that you have an idea about the things you will learn, take the first
challenge in this module – the pre-assessment.
PRE-ASSESSMENT
Task 1: Multiple-Choice
Directions: Choose the letter of the best answer. Write your answer on a separate
sheet of paper.
1. This is generated by examining the goods and services sold in the
community.
A. business creation C. business concept
B. business pricing D. business idea
2. A process of making a new product to be sold to the customers.
A. product analysis C. product
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development
B. product conceptualization D. product
implementation
3. These are luxuries, advantages and desires that every individual considers
beyond necessary.
A. wants C. requirements
B. desires D. needs
4. This is the factor or consideration presented by a seller as the reason that one
product or service is different from and better than that of the competition.
A. unique selling plan C. unique pricing
policy
B. unique selling proposition D. finding value-added
5. In this stage, the needs of the target market are identified, reviewed and
evaluated.
A. concept development C. project development
B. economic analysis D. refine specification
6. This is the introduction of new ideas to make the product and services more
attractive and saleable to the target customers.
A. new idea C. product
development
B. creativity D. innovation
7. A managerial tool used to assess the environment and to gather important
information that can be used for strategic planning.
A. environmental scanning C. WOTS Analysis
B. SWOT Analysis D. survey analysis
8. A marketing practice of creating name, symbol or designs that identifies and
differentiate a product from the other products.
A. product naming C. branding
B. unique selling proposition D. tagline
9. This is a meaningful and unforgettable statement that captures the essence of
the brand.
A. product naming C. branding
B. unique selling proposition D. tagline
10. These are the things that people cannot live without.
A. wants C. requirements
B. desires D. needs
Task 2: Guide Questions:
Directions: Read and study the guide questions below. Use a separate
sheet of paper to write your answer.
1. How does one determine the product or services to be produced and or to be
offered or delivered to the target customers?
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______________________________________________________________
______________________________________________________________
__________________________________________
2. How does one select an entrepreneurial activity?
______________________________________________________________
______________________________________________________________
_________________________________________
3. When can one say that a certain product has a “value”?
______________________________________________________________
______________________________________________________________
_________________________________________
4. Is innovation and creativity to your product or services important? Why?
______________________________________________________________
______________________________________________________________
__________________________________________
5. How can one effectively respond to the needs of the target customer?
______________________________________________________________
______________________________________________________________
__________________________________________
6. Express from the viewpoint of business owner the importance of scanning the
environment and market in generating business ideas.
______________________________________________________________
______________________________________________________________
_________________________________________
7. Using self-assessment, explain your level of confidence in formulating a
business idea.
______________________________________________________________
______________________________________________________________
_________________________________________
After all the guide questions have been answered and skills have been
mastered, share those with your classmates. Discuss your insights, personal
knowledge of, and relevant experiences on the topic to make it more exciting and
engaging.
LEARNING GOALS AND TARGET
After reading and understanding the objectives of this module and having gone
through the pre-assessment and guide questions, you will be asked to set your own
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personal goals. These goals will trigger you to further achieve the ultimate objective
of this module. In the end, these goals will motivate you to learn more about
Environment and Market.
Figure 2: Strategic process to reach the objectives of this module
READING RESOURCES AND INSTRUCTIONAL ACTIVITIES
After setting your own personal goals and targets in achieving the objectives of
this module, you will have the opportunity to read and learn more about environment
and market. You will also be given a chance to do practical exercises and activities to
deepen your understanding of the topic.
Product Development
When we talk of product development, we are referring to a process of making
a new product to be sold by a business or enterprise to its customers. The product
development may involve modification of an existing product or its presentation, or
formulation of an entirely new product that satisfies a newly defined customer’s needs,
wants and/or a market place.
The term development in this module refers collectively to the entire process of
identifying a market opportunity, creating a product to appeal to the identified market,
and finally, testing, modifying and refining the product until it becomes ready for
production.
There are basic, yet vital questions that you can ask yourself about product
development. When you find acceptable answers to these, you may now say that you
are ready to develop a product and/or render services:
1. For whom are the product services aimed at?
2. What benefit will the customers expect from it?
3. How will the product differ from the existing brand? From its competitor?
Know
Goals and
Targets
Learning
Activities
Ultimate Goal
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Likewise, needs and wants of the people within an area should also be taken
into big consideration. Everyone has his/her own needs and wants. However,
everyone has different concepts of needs and wants. Needs in business are important
things that every individual cannot live without in a society. These include:
1. basic commodities for consumption;
2. clothing and other personal belongings;
3. shelter, sanitation and health; and
4. education.
Basic needs are essential to an individual to live with dignity and pride in a
community. These needs can obviously help you generate business ideas and
subsequently to product development.
Wants are desires, luxury and extravagance that signify wealth and expensive
way of living. Wants or desires are considered above all the basic necessities of life.
Some examples of wants or desires: fashion accessories, expensive shoes and
clothes, travelling around the world, eating in an expensive restaurant; watching
movies, concerts, having luxurious cars, wearing expensive jewelries, perfume, living
in impressive homes, among others.
Needs and wants of people are the basic indicators of the kind of business
that you may engage into because it can serve as the measure of your success. Some
other good points that might be considered in business undertakings are the kind of
people, their needs, wants, lifestyle, culture and tradition, and social orientation that
they belong to.
To summarize, product development entirely depends on the needs and wants
of the customers. Another important issue to deal with is the key concepts of
developing a product. The succeeding topic shall enlighten you about the procedure
in coming up with a product.
Concepts of Developing a Product
Concept development is a critical phase in the development of a product. In this
stage, the needs of the target market are identified and competitive products are
reviewed before the product specifications are defined. The product concept is
selected along with an economic analysis to come up with an outline of how a product
is being developed. Below is a figure that shows the stages of concept development
of a product.
Identify
Customer
Needs
Establish
Target
Specifications
Generate
Product
Concepts
Select a
Product
Concept
Refine
Specifications
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Figure 3: Concept Development
The process of product development follows the following steps:
A. Identify Customer Needs: Using survey forms, interviews, researches, focus
group discussions, and observations, an entrepreneur can easily identify
customers’ needs and wants .In this stage, the information that can be possibly
gathered here are product specifications (performance, taste, size, color, shape,
life span of the product, etc.). This stage is very important because this would
determine the product to be produced or provided.
B. Establish Target Specifications: Based on customers' needs and reviews of
competitive products, you may now establish target specifications of the
prospective new product and/or services. Target specifications are essentially a
wish-list.
C. Analyze Competitive Products: It is imperative to analyze existing competitive
products to provide important information in establishing product or services
specifications. Other products may exhibit successful design attributes that should
be emulated or improved upon in the new product or services.
D. Generate Product Concepts: After having gone through with the previous
processes, you may now develop a number of product concepts to illustrate what
types of product or services are both technically feasible and would best meet the
requirements of the target specifications.
E. Select a Product Concept: Through the process of evaluation between attributes,
a final concept is selected. After the final selection, additional market research can
be applied to obtain feedback from certain key customers.
Concept
Development
Plan
Remaining
Developme
nt Project
Perform
Economic
Analysis
Analyze
Competitive
Products
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F. Refine Product Specifications: In this stage, product or services specifications are
refined on the basis of input from the foregoing activities. Final specifications are
the result of extensive study, expected service life, projected selling price and
among others are being considered in this stage.
G. Perform Economic Analysis: Throughout the process of product development, it
is very important to always review and estimate the economic implications
regarding development expenses, manufacturing costs, and selling price of the
product or services to be offered or provided.
H. Plan the Remaining Development Project: In this final stage of concept
development, you may prepare a detailed development plan which includes list of
activities, the necessary resources and expenses, and development schedule with
milestones for tracking progress.
Finding Value
People buy for a reason. There should be something in your product or service
that would give consumers a good reason to go back and buy for more. There must
be something that has to make you the best option for your target customers;
otherwise they have no reason to buy what you’re selling. This implies further, that you
offer something to your customers that they will make them value or treasure your
product or service.
The value that you incorporate to your product is called value proposition. Value
proposition is “a believable collection of the most persuasive reasons people should
notice you and take the action you’re asking for. Value is created by fulfilling deep
desires and solving deep problems. This is what gets people moving, what gets people
spending for your product or service.
Innovation
Innovation is the introduction of something new in your product or service. This
may be a new idea, a new method or a device. If you want to increase your sales and
profit, you must innovate. Some of the possible innovations in your products are
change of packaging, improve taste, color, size, shape and perhaps price. Some of
the possible innovations in providing services are application of new improved
methods, additional featured services and possibly freebees.
Unique Selling Proposition (USP)
Unique Selling Proposition is the factor or consideration presented by a seller
as the reason that one product or service is different from and better than that of the
competition. Before you can begin to sell your product or service to your target
customers, you have to sell yourself on it. This is especially important when your
product or service is similar to those around you.
USP would require careful analysis of other businesses' ads and marketing
messages. If you analyze what they say or what they sell, not just their product or
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service characteristics, you can learn a great deal about how companies distinguish
themselves from competitors.
Here's how to discover your USP and use it to increase your sales and profit:
• Use empathy: Put yourself in the shoes of your customers. Always focus on the
needs of the target customers and forget falling in love with your own product
or service. Always remember, you are making this product or providing for the
target customers to eventually increase sales and earn profit and not making
this product or service for you. Essential question such as what could make
them come back again and ignore competition, should be asked to oneself.
Most possible answers may be focused on quality, availability, convenience,
cleanliness, and reliability of the product or service.
• Identify what motivates your customers. It is very important for you to
understand and find out what drives and motivates your customers to buy your
product or service. Make some efforts to find out, analyze and utilize the
information what motivates the customers in their decisions to purchase the
product or service.
• Discover the actual and genuine reasons why customers buy your product
instead of a competitor's. Information is very important in decision making. A
competitive entrepreneur always improve their products or services to provide
satisfaction and of course retention of customers. As your business grows, you
should always consider the process of asking your customers important
information and questions that you can use to improve your product or service.
In order to firm up your understanding of the topic previously presented, you
will be tasked to form a group and conduct an interview with a successful entrepreneur
or practitioner. You have to document this interview and present this to the whole class
for reflection and appreciation.
Task 3: Interview
Directions: Selecta successful entrepreneur or practitioner. Conduct an interview
using the set of questions below. Document the interview and present this
to the class.
1. How did you identify your customers?
Process
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______________________________________________________________
______________________________________________________________
____________________________________________
2. What were your considerations in selecting your customers?
______________________________________________________________
______________________________________________________________
____________________________________________
3. Explain how your product or service become unique to other products.
______________________________________________________________
______________________________________________________________
____________________________________________
4. Did you consult somebody before you engage in this business? Cite sample
insights that you gained from the consultation.
______________________________________________________________
______________________________________________________________
_________________________________________
5. What were your preparations before you started the actual business?
______________________________________________________________
______________________________________________________________
___________________________________________
6. What creative and innovative techniques you adopted to your product or
service? What was the effect of the innovative techniques to the sales and
profits of your business?
______________________________________________________________
______________________________________________________________
__________________________________________
7. What strategy did you consider to have a unique selling proposition to your
product or service?
______________________________________________________________
______________________________________________________________
_________________________________________
Task 4: Video Viewing
In order to deepen your understanding of the lesson, perform the following
tasks:
Reflect and Understand
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1. Browse the internet and view the topics related to:
a. customers’ needs and wants
b. techniques in identifying customers’ needs and wants
c. creativity or innovations in products and services
d. unique selling proposition
e. product development
2. Prepare a short narrative report about the aforementioned topics. You may
highlight the “aspect” that intensifies your knowledge of product development.
Task 5: Product Conceptualization
Direction: Using the space and figures below, develop your own concept for your
product or service. Utilize bullets in every stage of product conceptualization in listing
important key ideas.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________
Transfer
1. Identify
Customers Need
-
-
2. Target
Specifications
-
-
-
3. Analyze a
Competitive
Product
-
-
6. Refine Product
Specification
-
-
7. Prepare a
Development Plan
-
-
-
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Generating Ideas for Business
The process of developing and generating business idea is not a simple
process. Some people just come up to a bunch of business ideas but are not really
feasible. There are two problems that arise; first is the excessive generation of
ideas that can forever remain dreaming stage and the second is when they don’t have
ideas and don’t want to become entrepreneurs.
The most optimal way is to have a systematic approach in generating and
selecting business idea that will be transferred in real business. Here are some basic
yet very important considerations that may be used to generate possible ideas for
business:
1. Examine existing goods and services. Are you satisfied with the product? What
do other people who use the product say about it? How can it be improved? There
are many ways of improving a product from the way it is made to the way it is
packed and sold. You can also improve the materials used in crafting the product.
In addition, you can introduce new ways of using the product, making it more useful
and adaptable to the customers’ many needs. When you are improving the product
or enhancing it, you are doing an innovation. You can also do an invention by
introducing an entirely new product to replace the old one.
Business ideas may also be generated by examining what goods and services are
sold outside by the community. Very often, these products are sold in a form that
can still be enhanced or improved.
2. Examine the present and future needs. Look and listen to what the customers,
institutions, and communities are missing in terms of goods and services.
Sometimes, these needs are already obvious and felt at the moment. Other needs
are not that obvious because they can only be felt in the future, in the event of
Know
4. Generate Product
Concept
-
-
5. Select A product
Concept
-
-
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certain developments in the community. For example, a province will have its
electrification facility in the next six months. Only by that time will the entrepreneur
could think of electrically-powered or generated business such as photo copier,
computer service, digital printing, etc.
3. Examine how the needs are being satisfied. Needs for the products and services
are referred to as market demand. To satisfy these needs is to supply the products
and services that meet the demands of the market. The term market refers to
whoever will use or buy the products or services, and these may be people or
institutions such as other businesses, establishments, organizations, or
government agencies.
There is a very good business opportunity when there is absolutely no supply to a
pressing market demand.
Businesses or industries in the locality also have needs for goods and services.
Their needs for raw materials, maintenance, and other services such as selling and
distribution are good sources of ideas for business.
4. Examine the available resources around you. Observe what materials or skills are
available in abundance in your area. A business can be started out of available
raw materials by selling them in raw form and by processing and manufacturing
them into finished products. For example, in a copra-producing town, there will be
many coconut husks and shells available as “waste” products. These can be
collected and made into coco rags or doormat and charcoal bricks and sold
profitably outside the community.
A group of people in your neighborhood may have some special skills that can be
harnessed for business. For example, women in the Mountain Province possess
loom weaving skills that have been passed on from one generation to another.
Some communities there set up weaving businesses to produce blankets,
decorative and various souvenir items for sale to tourists and lowland communities.
Business ideas can come from your own skills. The work and experience you may
have in agricultural arts, industrial arts, home economics, and ICT classes will
provide you with business opportunities to acquire the needed skills which will earn
you extra income, and should you decide to engage in income-generating
activities. With your skills, you may also tinker with various things in your spare
time. Many products were invented this way.
5. Read magazines, news articles, and other publications on new products and
techniques or advances in technology. You can pick up new business ideas from
Newsweek, Reader’s Digest, Business Magazines, “Go Negosyo”, KAB materials,
and Small-Industry Journal. The Internet also serves as a library where you may
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browse and surf on possible businesses. It will also guide you on how to put the
right product in the right place, at the right price, at the right time.
Key Concepts of Selecting a Business Idea
Once you have embarked on identifying business opportunities, you will
eventually see that there are many possibilities that are available for you. It is very
improbable that you will have enough resources to pursue all of them at once.
You have to select the most promising one among hundreds of ideas. It will be
good to do this in stages. In the first stage, you screen your ideas to narrow them
down to about few choices. In the next stage, trim down the choices to two options.
In the final stage, choose between the two and decide which business idea is worth
pursuing.
In screening your ideas, examine each one in terms of the following factors:
1. How much capital is needed to put up the business?
2. How big is the demand for the product? Do many people need this product
and will continue to need it for a long time?
3. How is the demand met? Who are processing the products to meet the
needs (competition or demand)? How much of the need is now being met
(supply)?
4. Do you have the background and experiences needed to run this particular
business?
5. Will the business be legal, not going against any existing or foreseeable
government regulation?
6. Is the business in line with your interest and expertise?
Your answers to these questions will be helpful in screening which ones among
your many ideas are worth examining further and worth pursuing.
Branding
Branding is a marketing practice of creating name, symbol or designs that
identifies and differentiates product or services from the rest. It is also a promise to
your customers. It tells them what they can expect from your product or service and it
differentiates your offerings from other competitors. Your brand is derived from who
you are, who you want to be and what people perceive you to be.
Branding is one of the most important aspects of any business. An effective
brand strategy gives you a major edge in increasingly competitive markets.
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The features of a good product brand are as follows:
- Delivers the message clearly
- Confirms your credibility
- Connects your target prospects emotionally
- Motivates the buyer
- Concretizes user loyalty
Here are some simple tips to publicize your brand:
.
• Develop a tagline. Write a meaningful, unforgettable, and easy to
remember statement that captures the essence of your brand.
• Get a great logo. Create a logo suitable to your business and consistent
with your tagline and place it everywhere.
• Write down your brand messaging. Select key messages you want to
communicate about your brand.
• Be true to your brand. Deliver your brand promise.
• Be consistent. Be reliable and consistent every time.
In generating business idea, you should first identify what type of business is
suited to your business idea. You should analyze and scan the potential environment,
study the marketing practices and strategies of your competitors, analyze the
strengths, weaknesses, opportunities, and the threats in your environment to ensure
that the products or services you are planning to offer will be patronized within the
easy reach by your target consumers.
Bear in mind these simple rules for successful SWOT Analysis:
• Be realistic about the strengths and weaknesses of your business when
conducting SWOT Analysis.
• SWOT Analysis should distinguish between where your business is today, and
where it could be in the future.
Process
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• SWOT Analysis should always be specific. Avoid any grey areas.
• Always apply SWOT Analysis in relation to your competition’ i.e. better than or
worse than your competition’.
• Keep your SWOT Analysis short and simple. Avoid complexity and over
analysis.
• SWOT Analysis is subjective.
Task 6: SWOT Analysis
Directions: Utilize the SWOT Analysis table below to list up all your observations. Be
guided by the strategies in analyzing and formulating realistic and attainable activities.
Write down the activities on the available spaces provided to create the best business
idea.
Strategies:
• SW-Maximize on the strengths to overcome the internal weakness.
• OW- Capitalize on the opportunities to eliminate the internal
weakness.
• ST - Maximize on your strengths to eliminate the external threats.
• OT - Take advantage of the available opportunities to eliminate the
external threats.
Analysis:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________
Strength (S) Weaknesses (W)
-
-
-
-
-
-
-
-
-
-
-
-
Opportunities (O) Threats (T)
-
-
-
-
-
-
-
-
-
-
-
-
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QUARTER I
Overview
In this quarter, you will learn how dressmaking becomes a sustainable source
of living for the people. The evolution in fashion trends gradually change from time to
time.
People’s desire to own stunning and tremendous outfit began since the
beginning. It seems an elusive dream for deprived individuals with economic
predicament but an everyday fashion to affluent persons. This longing for attractive
and fashionable outfit remains unvaried to everyone though season and mode of
fashion change from time to time. Progression in clothing closely associated with
social, economical and technological aspect and it is happening to everyone all over
the world.
One is longing to look at his/her best especially in proper grooming and
personality development. A pretty lady wearing a lousy dress is not as smart as an
ordinary woman wearing well-fitted outfit confidently walking down the street. A man
wearing lousy jeans will not be attractive as the man with well-fitted casual wear
speaking in a meeting. To have a well-fitted outfit contribute a lot in the personality of
the wearer thus, it will make him/her more comfortable and more confident. Do you
want to have your own? Do you wish to create and produce garment made and sewn
by yours? If you are not well equipped with the knowledge on how to do it, this is your
chance to practice making it. Study the techniques and processes in performing every
step in doing it and later, you will be proud of what have you done, a quality and a well-
fitted garment that will suit you and will make you more appealing than ever.
General Objectives
At the end of this quarter, learners are expected to:
1. perform how to draft and cut pattern for a skirt;
2. prepare and cut materials for a skirt;
3. demonstrate how to assemble the garment parts; and
4. apply finishing touches on a skirt.
Tagline
Logo
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Pre – Test 1
A. Multiple Choice
Directions: Read the statements carefully. Write the letter that best
describes the statement. Write your answer in your quiz
notebook.
1. The principle of design which connotes feeling of rest or equilibrium.
a. Balance c. Rhythm
b. Proportion d. Emphasis
2. A slender girl wearing big, bulky bag seemed to be over-balanced. What principle
of design is emphasized?
a. Formal balance c. Vertical balance
b. Informal balance d. Horizontal balance
3. Hips and legs of a lady where full, gathered skirt is best suited for.
a. Narrow hips c. Thin legs and feet
b. Large hips d. Heavy legs and ankle
4. Waistline of a woman where wide belts, broad collars and fullness in blouse is
good.
a. Short waist c. Prominent abdomen
b. Thick waistline d. Long waist
5. Low V-neckline, collarless coats, narrow, flat and pointed collars are best outfit for
an individual who has a
a. Round shoulders c. Long, thin face
b. Short, plump neck d. Long, thin neck
6. The design which refers to the surface enrichment of structural design.
a. Structural design c. Decorative design
b. Design d. Art
7. It is formed when three colors are in equal distance apart on the color wheel.
a. Complementary c. Split complementary
b. Triad harmony d. Double split complementary
8. A sturdy cotton twill textile in which the weft passes under two or more warp
threads.
a. Denim c. Poplin
b. Linen d. Cotton gabardine
Let’s See What You Know
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9. It is a style of skirt that is made by taking the width of the darts from each side
seam and making the panel look like pleated strips.
a. Straight skirt c. Gored skirt
b. Pleated skirt d. Gathered skirt
10. Body measurements which are taken from side to side in left-to-right direction.
a. Horizontal c. Vertical
b. Circumferential d. Diagonal
11.It is taken around certain parts of the body such as bust line, waist line, hip line,
armhole, and the like.
a. Horizontal c. Vertical
b. Circumferential d. Diagonal
12. When the tape measure runs from the waistline level down to the skirt length
desired.
a. Waistline c. Lower hip level
b. Lower hip d. Skirt length
13. A kind of pattern which contains exact body measurements and reflects no
definite style.
a. Pattern c. Foundation pattern
b. Style pattern d. Envelope pattern
14. The fabric fold wherein the fabric is folded lengthwise at the center with selvages
together.
a. Lengthwise centerfold c. Crosswise centerfold
b. Off-center lengthwise fold d. Off-center crosswise fold
15. The label which indicates the brand name or brand logo of company where the
garment comes from.
a. Brand or main label c. Size label
b. Care label d. Flag label
16.The label which includes wash care and ironing instructions and is attached at
side seam of the garment.
a. Manufacturer label c. Flag label
b. Care label d. Brand or main label
17.The label which has specific measurements of human body such as S for small,
M for medium, L for large, etc.
a. Brand or main label c. size label
b. Flag label d. Manufacturer label
18. These are used on parts of the garments subject to strain such as collars, cuffs
or sleeves, belts, waistbands, and pants.
a. Hooks and eyes c. Zipper
b. Buttons d. Snaps
19.The sequencing for the unit method of construction of the different parts of the
skirt is the same for all types of skirts.
a. True c. False
b. not suited for all d. for a particular skirt line only
20.In cutting the front and back skirt on the sewing line,
a. Include the zipper allowance of the back skirt.
b. Do not include the zipper allowance of the back skirt.
c. Leave it as is.
d. Cut the allowance and remove it
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B. SEQUENCING
Directions. Arrange the steps in attaching or connecting the waistband
of a basic straight skirt. Write the number in your quiz notebook.
__________1. Pin one side of the interfacing (stiffener) throughout the
waistband from end to end, touching the sewing line of
one side of the waistband.
__________2. Hand baste this for easy machine sewing. Later on, if you master
this technique, you can do machine sewing them directly
without hand basting. Remove the pins.
__________3. Fold up the waistband where the interfacing is connected and
with a pencil or tailor’s chalk, re-line the sewing line.
__________4. Fold up the allowance on both ends of the waistband by pinning
them.
__________5. Machine sew this together 1/8 of an inch (0.3 cm.) away from
the sewing line of the skirt.
__________6. Starting from the overlap side of the skirt (the left hand side of
the skirt), pin the waist band without the interfacing (stiffener)
attachment, leaving a ½ of an inch (1.3 cm.) allowance on the
waistband on the wrong side of the skirt. Pin until you reach the
other end of the skirt.
__________7. Fold the center of the waistband as seen in the illustration.
Adjust the pins to hold together the other flap of the waistband.
Machine sew to close the ends of the waistband. Lock stitch
both ends.
__________8. Open the zipper of the skirt, then reverse the skirt to its wrong
side where you will connect the waistband.
__________9. Reverse the fold by pushing the corners in with your index finger.
To get a sharp corner, after reversing, gently push the corner
withh trhe sharp point of your scissors.
__________10. Machine sew together the waistband and the skirt.
44. LM-Dressmaking/ Grade 10
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44
Learning Outcome 1 Draft and Cut Pattern for Ladies’ Skirt
Objectives
At the end of this quarter, learners are expected to:
1. draft and cut pattern for a skirt;
2. prepare and cut materials for a skirt;
3. assemble the garment parts; and
4. apply finishing touches on a skirt.
Principles and Elements of Design
To create. recognize, or criticize design or any object of art, one must
understand the basic principles of design as well as its elements.To achieve effectively
what is pleasing not just to the eyes of the beholder but brings confidence and grace
to our personality, the use of principles and elements of design is alligned to the
dresses we must be wearing. Understanding better the principles and elements of
design is a great factor that will contribute a lot to our personality development.
Art and design is the application of skill and taste that make a thing beautiful.
It is a fact that our clothes are worn for their artistic qualities which make us more
attractive and confident. Clothes are worn to emphasize the good points and hide the
defects or imperfection of our physical trait.
Principles of Design
Good outfit should have proportion, balance, harmony, emphasis and rhythm
to express art principles. The law of area states that the division should be ½ and 2/3
of an area, and that equality in proportion should always be avoided.
LESSON 1 PRODUCE LADIES’ SKIRT
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Standard Proportion
1. Proportion in design involves the relationship of one part to another. Uneven space
relationships are more interesting than even ones.
Pictures showing proper proportion in dress
In choosing accessories, proportion should always be considered. For
example, a woman with large facial features would not choose a small bag or a small
hat which will make her feature even larger, or vice-versa.
There should be balance- either formal or bisymmetrical balance. The heavier
weight must be placed nearer the center. If there is proportion and balance in a dress,
there is a feeling of harmony. There is uniformity and order in the design, there is
unity and similarity rather than contrast.
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2. Balance is the feeling of rest and equilibrium. This is essential to the total design of
a costume.
a. Formal or Symmetrical Balance is
achieved when two sides of a design are
alike on either side of its vertical center.
Balance in the use of color is essential for
a pleasing effect. The Law of Areas
requires that the large areas of color
should be low in intensity. A small area of
intense color will balance a large area of
dulled color. A very dark value such as
black or charcoal gray may be balanced
by a small amount of pure white. Medium
gray requires a larger area of a pale gray
to achieve balance.
b. Informal balance or Asymmetrical
Balance is achieved by using space,
color, and the varying importance of
objects to produce a feeling of rest. It is
more difficult to achieve than formal
balance, but it lends itself to more
interesting arrangements. A dress with
side draping on the skirt might have a
jeweled pin or a flower on the opposite
side of the bodice to produce informal
balance.
c. Radial Balance When major parts of the
garment design radiate from the central part
of the garment, creating a sunburst.
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3. Harmony is the pleasing combination of hues, values, and intensities. The
color wheel is presented so that you will learn the arrangement and relationship
of colors to the proper dress that is best for your feature. Given as follows are
illustrations of women wearing monochromatic harmony.
4. Emphasis means that one part of a design must be
more important than the other parts. The eye should go
first to this part. A repetition of line or placement of
color is applied to achieved emphasis. A design which is
too “busy” loses its point of emphasis and becomes
confusing. Good design in dress leads the eye to the
most attractive feature of face or figure.
5. Rhythm is the movement of the eye from one part of the design to other parts.
Repetition of a line or shape is one of the most common ways of attaining rhythm. In
clothing, curved lines tend to be more rhytmic than straight lines because curved
repeat the lines of the figure.
Rhythm could be depicted through:
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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. This can be done with all parts
having the same shaped edges.
b. Progression- Rhythm is also
created by progression or by
gradation. Gradation implies a
gradual increase or decrease of similar
design elements. The gradual
changes provide continuity while giving
a feeling of movement. Example:
Colors can go from light to dark or
textures from fine to coarse or vice versa,
shapes may range from small to large,
and lines may range from thin
to thick.
c. Transition- Transition is a fluid
rhythm created when a curved line leads
the eye over an angle. The curved lines
of transition cause the eye to
change direction gradually rather than
abruptly. Transitional lines and
shapes sweep and glide over the figure
in an undulating rhythm leading the eye
gracefully and easily from one area or
direction to another. They are found
in dropped shoulder designs, puff
sleeves and cap sleeves, etc.
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d. Radiation- Rhythm by radiation
creates a feeling of movement in
different directions. This
organized movement originates from a
central point of gathers, folds, tucks,
darts, pleats and lines. Direction of
radiation may be in a similar or one
direction, opposing direction or both
the directions, several directions and all
directions.
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. This
movement also unifies the
garment design bringing about
harmony.
In clothing, the best structural design follows the natural body lines. Decorative
design gives emphasis to certain areas. Fact is when we attempt to clarify our figure
types, we realize that only few has the perfect or in average figure type. The tall, thin
girl seemed to be the ideal fashion figure nowadays. But no matter what figure type
we may have, the lines of our figure will determine what designs are most appropriate
for us.
In determining whether or not some new fashion is suitable for you, consider
carefully the design of the garment. Do not wear a garment that does not suit your
personality. The color must be appropriate to your skin tone as well as to the kind of
ocassion. Understand and apply the design properly, In this manner you will
confidently be a well-dressed person.
Types of Design
a. Structural Design are formed by the arrangement of lines, forms, colors, and
textures. If these four elements are carefully arranged and applied on the
materials used, they will create beauty to the finished garment. . In a garment
of solid-colored fabric, its structural design is its silhouette, neckline, placement
of the waistline, sleeves, length, and location and fitting of darts and tucks.
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Dress with structural design
b. Decorative Design refers to the surface enrichments of a structural design . Its
decorative design may consist of unusual buttons, a belt buckle, a contrasting
collar and cuffs.
Dress with decorative design
Structural design is far more important than decorative design since every
garment has it, while decorative design may or may not be added. Simplicity is
the keynote to beauty. In a good design there should be balance, harmony,
rhythm, proportion and emphasis. Their elements are line, form, texture, color
and shape.
Elements of Design
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. Lines may be
LINE FOR
M
TEXTURE
COLOR
SHAPE
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horizontal, vertical, straight, curved, diagonal, radiating, down-sweeping, up-
sweeping, or angular, and they are capable of creating interesting illusions.
a. Horizontal- gives the impression of shorter and heavier.
b. Vertical – gives the impression of height.
Within the design of a compositon, there
are three main groups of lines: lines of
repetition which follow each other, contrasting lines
which go at opposite angles or in different
directions, and transitional lines which modify or
soften contrasting lines. A curved line between two
opposing lines illustrates a transitional line. Lines
of repetition create the closest harmony,
whereas contrasting lines create the least
harmony, and transitional lines give a qualifying effect
which allow opposing lines to be used together with
less startling effect.
Lines in dress
2. Form
Form refers to the shape of an object as determined by line. In costume
design the silhouette is the term used to describe form which may repeat, may
contrast, or be transitional.
When the lines of a dress repeat the form of the body too closely, they
produce an uncomfortable , restricting effect. At the other extreme, a silhouette which
is completely opposed to the lines of the figure distorts rather than enhances the total
design. A design suggests the contours of the body.
Dress Forms
3. Texture
The surface quality of a fabric comprises its texture. It appeals strongly to the
sense of touch, whether it is coarse, fine, smooth, rough, wrinkled, sleek, glossy,
slippery. Textures are affected by weave, finishes, and the nature of the fibers and
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yarns used in weaving. Textures as well as lines can create illusions, one must choose
textures for clothes that will harmonize with the over-all design.
Dresses showing different texture
Texture affects color. A soft wool will give a quite different effect from the gloss and
sheen of the satin in the evening dress.
Texture also affects the apparent size of the design. Bulky, rough fabrics tend
to increase the size of a design, whereas smooth fabrics decrease it.
A rough texture also dulls color, but a shiny, smooth texture intensifies the
hue. Textures used together in a design should be harmonious. Some contrast is
desirable to add interest, but too great a contrast creates disunity. A velvet skirt worn
with a silk crepe blouse combines textures consistent in purpose. The same velvet
skirt worn with a cotton seercucker blouse is unthinkable.
Pig skin shoes and gloves worn with a woolen suit create a pleasant costume.
Patent leather accessories with an embossed cotton summer dress make delightful
accents in a harmonious costume.
4. Shape
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.
Dresses showing shapes
Let’s Do it!
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Elements of Design (Freehand Drawing)
Make a template of eight (8) boxes with the same sizes. Sketch or illustrate dresses
of latest fashion with prints or designs of the different kinds of lines.
Kinds of Lines
1. Horizontal Line 5. Convex Line
2. Vertical Line 6. Zigzag Line
3. Diagonal Line 7. Wave Line
4. Concave Line 8. Spiral Line
Rubrics for Art
Advanced Proficient Basic In-Progress
Grade/Standa
rd
A+ A- + B - + C - D F
How well
directions are
followed
Every
direction is
followed to
the fullest
extent
All
directions
are
followed
Many
directions
are
followed
Some
directions
are
followed
Few
directions
are
followed
Directions
have not
been
followed
Neatness Completed
artwork is
exceptional
ly neat
Completed
artwork is
very neat
Completed
artwork is
neat, with
some parts
less neat
Completed
artwork is
more
messy
than neat
Artwork is
incomplete
or
extremely
messy
Artwork is
incomplete
Work Habits Student
worked for
entire
period with
superior
focus and
did not
need
reminders
to stay on
task
Student
worked for
entire
period and
did not
need
reminders
to stay on
task
Student
worked
most of the
period and
needed
few
reminders
to stay on
task
Student
worked
part of the
period and
needed
several
reminders
to stay on
task
Student did
not work
much
during the
period and
needed
several
reminders
to stay on
task
Student did
not work
during the
period
even with
several
reminders
to stay on
task
Expectations Student
has
exceeded
expectation
Student
has fully
met
expectatio
Student
has met
most
expectatio
Student
has met
some
expectatio
Student
has not
met few
expectatio
Student
has not
met
expectatio
54. LM-Dressmaking/ Grade 10
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54
s of his/her
ability level
ns of
his/her
ability level
ns of
his/her
ability level
ns of
his/her
ability level
ns of
his/her
ability level
ns of
his/her
ability level
Adapted from: www.pinterest.com
5. Color
Color is light, and light contains within itself all the sun’s rays, and when it is
broken into wavelengths of light, a sensation is produced, upon the retina of the eye
which is called color. The eye responds to color the same as the ear responds to
music. One’s reaction to color are both physiological and psychological. The varying
properties of color can, like skillful use of line and proportion, make a large object
appear smaller, or a small object seem larger. Some colors bring an object nearer,
and others make it seem farther away. Colors affect the emotions that is why
sometimes you do not realize what has made you cheerful, subdued or melancholy.
Color is a powerful element in our life. It has vibration, light and energy which affects
us.
Use of Color in Clothes
1. Black, dark tones or deeply grayed colors tend to make the figure appear
smaller or slimmer than bright or light colors.
2. A plain color makes the figure look slimmer than a combination of contrasting
colors. A two-tone effect broken across the figure makes it look shorter and
broader. A lengthwise contrast helps to give an illusion of slenderness. Large
prints or plaids may make the figure appear large or heavier.
3. A very small figure should not wear over large designs in prints, plaids, or
stripes; the person with a large figure should avoid them as well as a too-dainty
design. This type should choose motifs that are moderate and avoid the
conspicuous or too sharply designed.
4. Contrast and accent should be done with care. A little accent, perhaps a touch
of red on many blue at the throat or shoulder is smarter than a repeated accent.
If you have a particular figure problem, such as large bust or hips, place your
color contrast in such a way that it draws away the eye and emphasize a good
point.
The simplest harmony is the dominant harmony. It is a harmony of two or more
tones of one color or a harmony in which one color pervades such as tints and
shades of brown, tints and shades of green. They are found in nature.
Analogous harmony is a harmony of two or more colors alike in some ways but
different in others. It is based on the contrast in value. Examples are red, red-
violet, and violet.
A contrasting harmony is a combination of two colors which are different in hue
and which require a third color to bring them together. It is the hardest color to
combine. Examples are sage-green, cream, rose and black, black or gold, gray-
blue, red with black or gold.
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The Color Wheel
Primary
Secondary Intermediate Analogous Complimentary Split
Complementary
Classifications of Colors
According to some fashion designers, in wearing appropriate dress, we
should consider the Law of the Dressing Scheme which emphasizes the harmonious
combination of colors in costumes and the becomingness of the colors in bringing out
the charm of the eyes, hair, and skin tone of the wearer.
To bring out the best in our personality, the color of the eyes, hair and
complexion should always be considered. This determines that white complexioned
prefers the light colors, green is the best color and tints of orange, blue, and red
creamy, and white. Avoid brown, yellow and purple. Fair complexioned can wear light
or dark colors but should avoid medium values. Colors which harmonizes with the hair
and eyes are becoming like old rose, deep reds, yellow gold. Avoid gray, blue gray,
light and dark blue and olive green.
Pale faced should avoid brilliant colors. Yellow complexion needs light tan
and natural color and dark complexion can wear broken orange which adds life and
personality. Purple is hard to wear because it gives the complexion a muddy
appearance especially for the young girls but suitable for the gowns of older women.
Neutral and bright colors emphasize age, size, feature, complexion and
should be selected carefully. Light colors express gaiety and daintiness while dark
ones give force and dignity.
Let’s Do it!
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Draw an original version of your color wheel. Collect straps of fabrics and
paste them in the color wheel using the color combination of fabric.
Rubrics for Art
Advanced Proficient Basic In-Progress
Grade/Standard A+ A- + B - + C - D F
How well
directions are
followed
Every
direction is
followed to
the fullest
extent
All
directions
are followed
Many
directions
are followed
Some
directions
are followed
Few
directions
are followed
Directions
have not
been
followed
Neatness Completed
artwork is
exceptionally
neat
Completed
artwork is
very neat
Completed
artwork is
neat, with
some parts
less neat
Completed
artwork is
more messy
than neat
Artwork is
incomplete
or extremely
messy
Artwork is
incomplete
Work Habits Student
worked for
entire period
with superior
focus and
did not need
reminders to
stay on task
Student
worked for
entire period
and did not
need
reminders to
stay on task
Student
worked
most of the
period and
needed few
reminders to
stay on task
Student
worked part
of the period
and needed
several
reminders to
stay on task
Student did
not work
much during
the period
and needed
several
reminders to
stay on task
Student did
not work
during the
period even
with several
reminders to
stay on task
Expectations Student has
exceeded
expectations
of his/her
ability level
Student has
fully met
expectations
of his/her
ability level
Student has
met most
expectations
of his/her
ability level
Student has
met some
expectations
of his/her
ability level
Student has
not met few
expectations
of his/her
ability level
Student has
not met
expectations
of his/her
ability level
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Read and understand more about Design for Different Figure Types.
Interpretation of
Color
Black
expresses
somberness,
coldness, mystery,
and mourning. It
decreases the size
of the wearer
because it absorbs
light and calls less
attention to the
figure.
Gray
denotes
refinement and
modesty. It is
quiet and retiring.
It denotes
refinement and
modesty. It
decreases the
size of the figure.
White
symbolizes
purity and
innocence.It
increases
apparent size
and should be
used sparingly
by stout figures.
VIOLET
expresses formality, dignity and
suggests loyalty and statelines.
It expresses truth. It also
symbolizes mourning and
sadness.
GREEN
bring rest and peace. It is
satisfying and relaxing to the tired
eyes. It signifies hope, ideals and
generosity. When combined to
yellow means happiness and
gaiety.
YELLOW
expresses rest, peace, sunshine
and gaiety. It casts its hue over
the face, hair and eyes. It can be
used by person with clean fresh-
tinted complexion.
ORANGE
It denotes pomp, grandeur,
magnificence. It reflects a
reddish color on the face.
RED
an agressive and energetic
color. It symbolizes blood and
sword. It gives a pleasing effect
to the complexion. It lends rosy
glow to the skin that gives the
appearance of health and
vitality.
BLUE
denotes the color of heaven. It
symbolizes the highest degree of
spirituality. It is termed as
innocent, quiet, and reserved. It
expresses modesty, truth and
calmness.
WARM COLORS COOL COLORS
NEUTRAL COLORS
Warm colors are cheerful and
stimulating, but when they are very
bright, they may become irritating.
Cool colors are quiet and restful, but
as the color becomes darker, they
may become depressing.
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The following are some of the figure types excerpt from the book of L. Belle
Pollard, Experiences with Clothing showing the becoming designs and unbecoming
designs to different figure types.
Figure Type Becoming Designs Unbecoming Designs
Short-Thin Princess lines
Full-length coats
Short and bolero jackets
Narrow, matching belts
Skirts with knife pleats, easy
gores
Delicate, dainty fabrics
One-color costumes
Clinging styles and
fabrics
Large prints
Large accessories
Long waistline
Short-Stout Vertical or diagonal lines
Simple designs
Easy-fitting clothes
Full-length coats
Narrow, matching belts
Set-in sleeves
Dull surfaced fabrics
One-color costumes
Ruffles, bows, frills
Full or very straight
skirts
Full sleeves
Broad collars, wide
lapels
Wide or contrasting
belts
Bulky or large figured
fabrics
Tall-Thin Contrasting colors in yokes,
blouses, and skirts
Bulky fabrics, plaids, checks
Wide belts, patch pockets
Dolman, push-up, or full-
sleeves
Easy, bloused waistlines
Circular, pleated, or gathered
skirts
Double breasted styles
Full or boxy jackets
Princess styles
Small accessories
Shiny, clinging fabrics
Vertical stripes
Long U necklines
Tall-Stout Simple designs, little detail
Balance or horizontal and
vertical lines
Easy fitting, straight and
slightly flared skirts
Three-quarter, set-in sleeves
Dull fabrics
Frilly clothes
Large sleeves
Contrasting and wide
belts
Bulky fabrics
Small accessories
Average Can wear most good designs; specific figure variations
may limit.
Design for Individual Face and Figure Variations
