Topic : Effect of Clothes on Figure Shapes
Date : /
Topic : Effect of clothes on figure shapes
Teacher : / Learning Outcome 2 :Knowledgeable Consumer Choices
The learner is able to make knowledgeable consumer choices about food, clothing, housing and furnishings within a given socio-economic and cultural context.
Assessment standard :4
Compare the effect of clothes on figure shapes, using the elements and principles of design
Integration with other LOs in Consumer Studies
LO 2 AS 3
Integration with other subjects
Pre-knowledge: Choice of suitable clothing – young adult
Knowledge :
Elements of design
Principles of design
Effect of clothes on figure shapes (physical disabilities)
Skills:
Selection
Comparison
Evaluation
Value:
Modesty
Self respect
Self esteem
Appreciation
Indigenous Knowledge systems:
Cultural / traditional wear
Content / Teacher activities
(Highlight teaching methods) / Learner activities
(Indicate homework) / Resources/
LTSM /
Assessment strategies
What: (SKVs)Who:
Form:
Tool: / Time
Clothes and figure shapes
Design elements
Line as a Design element / Introduction - The teacher asks the learners about the various figure shapes which they know.
1.Shows figure templates and fabric swatches and / or cut-outs of clothing with clear style lines on the board then asks learners to select the most suitable lines for the particular figure shape and to give motivation for the style chosen.
Concludes by summarizing what the learners said in writing.
2. Introduces and explains this concept;
enlists the various elements with the aid of the clothing items, pictures and magazines;
invites more examples from the learners asking them to use the same resources or any other available in the classroom .
3. Displays clothing pictures with the various style lines (vertical, horizontal, diagonal, curved) and allows the learners to place appropriate clothing pictures next to the particular line;
Discusses with the class the effect of each kind of line and tabulates the summary. / Respond to questions asked by the teacher.
Observe engage in activity as instructed
Note taking
Note and observe as explanation is given.
Respond
Participate in the activity
Write the summary / Textbooks
Chalkboard
Magazines
Collection of clothing-related items
Clothing publications and magazines
Chalkboard
Clothing pictures
Style line shapes
Textbook / Knowledge
Question and
Answer
Teacher & Peer
Question and answer
Discussion
Peer / 8 Hours
Texture as element of design
Shape, form, spaceas elements of design / 4. Exposes learners to many pieces of fabric, asks them to…
-Look at each piece and
-Describe how it looks in writing;
-Feel each piece by touching it;
-Explain how it feels in writing;
-Report when called to do so, showing to others the fabric pieces
Asks them to coin a definition of texture and then tells them the effect of this element in design in clothing.
Encourages them to cite other sources showing other textures and make own collection of materials with differing textures
5. Allocates an element to each group of learners, tells them to do the following for homework …
-read about it in a textbook;
-interpret the meaning of the element;
-find pictures that represent this element;
- explain its effect in clothing;
- prepare to present in class
Allows presentations to be made, then attends to any gaps also refers learners to the textbooks. / Do as instructed
Learners report on what they have observed
Respond as the has asked them
Note the homework to be done
Presentation of given homework / Fabric swatches ,
Clothing items
Textbooks
Textbooks
Fabrics
Clothing magazines / Fabric simple test
Teacher &
Peers
Homework
Teacher &
Peers
Oral presentation
Design Principles
(Proportion, Balance, Rhythm, Harmony, Emphasis) / 6. Defines concept (design principle)in relation to design elements;
Explains why these principles exist;
Enumerates them;
Shows the role of each principle applied in clothes and the effect they have on figure shapes (clothes items, picture cut-outs, magazines used to illustrate this)
7. Gives out pictures wherein these principles have been applied and pictures where they are NOT applied;
Asks learners to
-categorizeand separate pictures where the principles have been applied from those that do not show any design principles then
- compare these two categories;
- say what principle is applied;
- observe the effect of the principle in the item of clothing;
Picks learners randomly and asks them to present what they did.
8. Sums up by emphasizing to learners the types, ways and
methods used in applying these principles in clothing (referring to illustrations in picture cut-outs, magazines and textbooks).
9. Gives the following as homework per individual learner:
* study your figure shape;
* describe it clearly;
* suggest styles suitable for your figure shape;
* say what styles are not suitable for it and explain why they are not suitable;
* design a style suitable for your figure shape, apply on it the various principles of design, show use of the different design elements thereon.
Marks the homework, gives feedback and further clarifies on areas reflecting insufficient understanding in the learner performance. / Listen
Observe
Do as instructed by the teacher
Do oral presentation
Listen, observe and note taking thereafter
Do the homework
Do corrections / Picture cut-outs
Clothing magazines
Chalkboard
Textbooks
Textbooks
Magazines
Materials for designing / Skill
Teacher
Peer
Expanded opportunities: Further reading in various other textbooks and more exposure to fashion magazines
Reflection:
Date completed: ……………………Teacher’s Signature: ……………………….
HOD’s Signature: …………………..Date: ……………..