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Technical-Vocational Livelihood
Home Economics
Tailoring
Quarter 1 – Module 1:
Plan Garment Design and
Taking Body Measurements
Senior High School
Technical Vocational Livelihood – Grade 12
Alternative Delivery Mode
Quarter 1 - Module 1: Plan Garment Design and Take Client’s Body Measurements
First Edition, 2020
Republic Act 8293 section 176 states that: No copyright shall subsist in any work of
the Government of the Republic of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such work
for profit. Such agency of office may, among other things. Impose as a condition the payment
of royalties.
Borrowed materials (i.e., songs, stories, poems, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
DEVELOPMENT TEAM OF THE MODULE
Writers : Arline R. Gungob
Editor : Jose Garry R. Napoles
Reviewers : Analorgie D. Destacamento
: Chito R. Villacampa
: Cecilia R. Espina
Illustrator and Layout Artist : Maribell J. Fuentes
Management Team:
Schools Division Superintendent : Marilyn S. Andales
Assistant Schools Div. Superintendent : Leah A. Apao
: Cartesa M. Perico
: Ester A. Futalan
Chief Education Supervisor, CID : Mary Ann P. Flores
Education Program Supervisor, LRMDS : Isaiash T. Wagas
Education Program Supervisor, TLE : Jose Garry R. Napoles
Department of Education – Regional Office 7 DepEd-Division of Cebu Province Office Address : IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax : (032) 255-6405, (032) 255-4401
E-mail Address : [email protected]
Technical-Vocational
Livelihood Home Economics
Tailoring
Quarter 1 – Module 1:
Plan Garment Design and Taking
Body Measurements
Senior High School
Key Message
For Educators:
Learning plays an essential part of human life. It never stops, rather evolve to satisfy
the society’s basic requirement. It aims to prepare students as citizen of our nation and to
motivate them to achieve their goals. With the present predicament that our country is facing
right now, the Department of Education make use of their resources in order to provide ways
that cater the needs and to adapt to the new system of Education as a foundation of Learning
Continuity Plan. One of the evident keys that they foresee to solve it is the creation of Teacher-
made Educational Modules in teaching.
You are reading the Technical-Vocational Livelihood Track (TVL), Home
Economics (HE) Strand, Tailoring 12 Course: First Quarter Alternative Delivery Mode
(ADM) Module on “Plan Garment Design of Athletic Shorts and Taking Body
Measurements Needed for Athletic Shorts Production ” as written and found in the K-12
Most Essential Learning Competencies.
The concept to create this module is based on the combined effort of competent
educators from different levels and various schools of Department of Education-Cebu
Province. Furthermore, it is methodically planned, organized, examined, and verified by
cognizant instructors to assist you in conveying the lessons to the learners while considering
the physical, social, and financial limits in teaching process.
The purpose of Teacher-made Educational Module is to overcome the difficulties of
teaching in a new normal education set-up. With this module, the learners are given
independent learning activities, which exemplifies in the Most Essential Learning
Competencies based on the K-12 Curriculum Competencies, to work on according to their
capability, usefulness, and time. Hence, assisting the students acquire the prerequisite 21st
Century skills needed with emphasis to its utmost effort in considering the whole well-being of
the learners.
In addition to the material in the main text, you will also see this box in the body of the
module:
As the chief source of learning, it is your main duty to explain clearly on how to use
this module to the learners. While using this module, learner’s progress and development
should be recorded accurately to assess their strengths and weaknesses while doing the
activities presented independently in safety of their homes. Also, you are expected to
encourage learners to submit and to accomplish the modules on or before the allocated time.
For the Learners:
As an important stakeholder of learning, Department of Education studied and
explored on advanced ways to cater your needs with high consideration on social, economic,
physical, and emotional aspects of your well-being. To continue the learning process, DepEd
Notes to the Teacher! This part of the module gives you helpful tips, suggestions or strategies that will make the learning process easy and efficient to the learners.
comes up with an Alternative Delivery mode of teaching using Teacher-Made Educational
Modules.
You are reading the Technical-Vocational Livelihood Track (TVL), Home
Economics (HE) Strand, Tailoring 12 Course: First Quarter Alternative Delivery Mode
(ADM) Module on “Plan Garment Design of Athletic Shorts and Taking Body
Measurements Needed for Athletic Shorts Production ” as written and found in the K-12
Most Essential Learning Competencies.
This module is designed for you to understand the opportunity to continue learning on
your own pace even at home. Using guided and independent learning activities, we make sure
that you are going to enjoy and to deeply comprehend the contents of the lesson presented,
knowing your own capacity and capability in obtaining knowledge.
This module has the following parts and corresponding icons:
The first part of the module will keep you on tract
on the Competencies, Objectives and Skills
expected for you to be developed and mastered.
This part aims to check your prior knowledge on
the lesson to take.
This part helps you link the previous lesson to
the current one through a short exercise/drill.
The lesson to be partaken is introduced in this
part of the module creatively. It may be through
a story, a song, a poem, a problem opener, an
activity, a situation, or the like.
A brief discussion of the lesson can be read in
this part. It guides and helps you unlock the
lesson presented.
A comprehensive activity/es for independent
practice is in this part to solidify your knowledge
and skills of the given topic.
This part of the module is used to process your
learning and understanding on the given topic.
A transfer of newly acquired knowledge and
skills to a real-life situation is present in this part
of the module.
This activity assesses your level of mastery
towards the topic.
WHAT I NEED TO KNOW
WHAT I KNOW
WHAT’S IN
WHAT’S NEW
WHAT IS IT
WHAT’S MORE
WHAT I HAVE LEARNED
WHAT I CAN DO
ASSESSMENT
In this section, enhancement activities will be
given for you to further grasp the lessons.
This contains answers to all activities in the
module.
At the end of this module you will also find:
References Printed in this part is a list of all reliable and valid resources used in
crafting and designing this module.
The following are essential reminders in the use of this module.
1. It is a government-owned property and is not for sale. Any means for duplication is strictly prohibited. You must handle it with care. Keep it neat and clean. You must use a separate sheet of paper in answering all the given activity.
2. It is systematically planned according to the level of understanding. Each phase of this module must be taken thoroughly to avoid any confusion and misinterpretation.
3. Per instructions are cautiously set for you to understand the given lessons. So read each item carefully.
4. Since this is a Home-Based class, your consistency and righteousness in doing the given tasks and checking your answers are required.
5. It helps you achieve and understand the lessons in the convenience of your home. Make sure you clearly understand the first activity before proceeding to the next one.
6. It should be returned in good condition to your teacher/facilitator once you accomplished it.
7. Your answers must be written on a separate sheet of paper or notebook
especially prepared for the subject.
If you wish to verify and clear out some parts of this module. Do not hesitate to contact your teacher/professor for further discussion. Keep in mind that even if this is a home-based class, your teacher is only a call away. An open communication and good rapport between the teacher and the learner are the key to flourish understanding on the given lessons.
We sincerely hope that with the use of this material, you can gain adequate knowledge and skills for you to be fully prepared and ready to response the challenges of the globally competitive world. We have put our faith in you! And believe in you. Keep your head held high!
ADDITIONAL ACTIVITIES
ANSWER KEYS
1
Good day, dear learner!
This module is designed for you to understand and to obtain learnings appropriate
base on your grade level. The activities, tasks and evaluations are cautiously crafted
according to your level of understanding. Indeed, this lesson is for you to have a
comprehensive grasp on Planning the Athletic Shorts Design and Taking the Client’s
Body Measurements for Athletic Shorts Production (TLE_HETL 9-12SOIa-c-1). At your
own pace, you are expected to go through this module following its correct sequence. Even
though you will be doing it on your own, there is nothing to worry for it is a guided task.
Instructions/directions on how to accomplish each activity is mapped for you to complete it
with ease.
Using this learning resource, you are ought to Plan an Athletic Shorts Design and
Take Body Measurements Needed for Athletic Shorts Production (TLE_HETL 9-12SOIa-
c-1) as inculcated in the K-12 Most Essential Learning Competencies.
Using separate modules, this competency is divided into four lessons, as follows:
Lesson 1: Plan Garment Design
Lesson 2: Take Client’s Body Measurements
Lesson 3: Draft Basic/Block Pattern
Lesson 4: Cut Final Pattern
At the end of this module, you are expected to achieve the following objectives for this
session:
determine the factors to consider in planning an athletic shorts design,
identify the different styles of shorts, fabrics, and trimmings for athletic shorts
production,
plan athletic shorts design,
take client’s body measurements needed for athletic shorts,
establish a good rapport with the client in planning and taking the body
measurements needed for athletic shorts
Test I. Directions: Identify whether the statements are to be considered in planning garment
design. Put a check mark (√) if you think it is considerable and (X) if not.
Write your answers on a separate sheet of paper.
_____ 1. Time _____ 6. Employment _____ 11. Climatic Condition
_____ 2. Resources _____ 7. Friends _____ 12. Daily Activities
_____ 3. Event _____ 8. Sports _____ 13. Color
_____ 4. Lifestyle _____ 9. Design _____ 14. Texture
_____ 5. Travel _____ 10. Materials _____ 15. Fabric
WHAT I KNOW
WHAT I NEED TO KNOW
2
Test II. Directions: Name the following body measurements on each item. Write only the
letter of your answer. Write your answers on a separate sheet of paper.
Test I. Directions: On your paper, write a check mark (√) if the statement is correct and (x) if
wrong.
_____ 1. The right athletic clothing boosts confidence.
_____ 2. Garments with trimmings are always marketable.
_____ 3. Athletic shorts have different designs, with well-constructed parts, and are
designed for comfort, durability, and loose enough for body movements.
_____ 4. Texture and color are two factors that play important part in fabric selection.
_____ 5. One must choose a strong and durable fabric for athletic shorts.
_____ 6. Measurements should be taken on loose-fitted garments.
WHAT’S IN
a. Crotch or Rise f. Length of Sleeve (short) k. Arm Girth
b. Bottom Circumference g. Length of Short Pants l. Hips
c. Shoulder h. Length of Long Pants m. Neck
d. Breast/Bust i. Length of Shirt n. Waist
e. Knee Circumference j. Length of Sleeve (long) o. Wrist
_____ 1.
_____ 2.
_____ 3.
_____ 4.
_____ 5.
_____ 6.
_____ 7.
_____ 8.
_____ 9.
_____ 10.
_____ 11.
_____ 12.
_____ 13.
_____ 14.
_____ 15.
3
_____ 7. Well-fitted athletic clothing improves freedom of movement.
_____ 8. Tie a string on the exact waistline as a point of reference while taking
measurements.
_____ 9. Take measurements in halves, fourths, or eights if possible.
_____ 10. The correct sports apparel improves performance.
_____ 11. A well-fitted garment does not lie mainly on how measurements are taken
into somebody’s figure but on the planning of the design itself.
_____ 12. Taking body measurement is a skill that tailors/dressmakers should
possess.
_____ 13. No matter how well designed or beautiful a garment is, it will not be
satisfying if it does not contribute to the physical comfort of the wearer.
_____ 14. An important factor in designing a garment is the personal preferences of
the client.
_____ 15. Fabrics like cotton, mesh, or nylon, synthetic, and polyester are suitable
fabrics for athletic shorts.
Test II. Directions: Arrange the jumbled letters inside the box to form word/words to
get the correct answer of the statements below. Write your answers
on your answer sheet.
__________ 1. It is a measuring device used in taking body
measurements.
__________ 2. They are decorations added to a garment
such as lace, bias tape, buttons, and
ribbons, among others to make the garment
attractive.
__________ 3. They are clothes designed for comfort
casual wear.
__________ 4. It refers to the smoothness or dullness of a
fabric.
__________ 5. A measurement taken when the tape
measure is placed on waist location down to
the seat.
__________ 6. The measurements taken around the parts of
the body.
__________ 7. A scheme or method of doing a plan or design.
__________ 8. The trunk of a human body.
__________ 9. It is the preferred material for form-
fitting sportswear like those used in wrestling,
track and field, dance, gymnastics, skating, and
swimming.
__________ 10. The measurements taken from the top of the
body figure to its base.
__________ 11. It is an angle formed by parting of two legs.
4
__________ 12. They are a garment worn over the pelvic
area, circling the waist, and splitting to cover
the upper part of the legs, sometimes
extending down to the knees but not covering
the entire length of the leg.
__________ 13. It is the cloth or material used in making our
clothes, curtains, tablecloths, sheets, and
many other items.
__________ 14. The world's most popular fabric. It is cool to
wear and easy to wash and sew.
__________ 15. It is an ornamental needlework consisting of
designs, work on fabric by hand or machine.
Test I. Directions: Read the paragraphs carefully.
Marina and her friends love to go to the gym during their leisure time. It has been their
weekend habit to do work out exercises to be physically fit. Athletic apparel has become
wardrobe staples for them.
Aside from doing some exercises, sewing is also their cup of tea. Lately they decided to
sew an athletic short of their own. However, they find it difficult on how to start the athletic
shorts in mind. How can we help Marina and her friends?
A. Directions: Below are some of the factors they need to consider before planning for
the athletic shorts production. On your paper, put a check mark √ if the
statements are considerable.
_____ 1. What are the materials to be used?
_____ 2. What appropriate design will fit the wearer?
_____ 3. How much money do the wearer need to pay to pursue the planned garment
design?
_____ 4. What quality of fabrics and colors best suit the complexion and activities?
_____ 5. What type of sport activity the garment will be worn?
_____ 6. Where the garment will be worn?
_____ 7. When the garment will be worn?
_____ 8. What are the personal needs of the wearer?
Knowing the different factors to consider, Marina and her friends are enlightened on the
things they need to do. Nevertheless, they are now in the midst of choosing the athletic
design they want. Let us give Marina and her friends some of the shorts design they could
choose from.
WHAT’S NEW
5
A. Directions: Find and encircle the styles of shorts in the word search grid. Look for
them in all directions including backwards and diagonally. Write your
answers on your answer sheet.
N J B A B G B O X E R Y
I E Z R U G N F B L C Q
H O T B N P Y I Q U I U
P I I G H P M M N M A S
L Z A D U M R E B N N K
O D Z W G T G L I B U G
D C E A G S S L A F N R
L T W O E T F G U I G T
E G B D R F G W L E U C
Q X Z U S I Z C W L Q F
C Y S I E Z Y D T N Q N
W T M S Q C X W A S T G
Marina and her friends have decided on the design of the athletic shorts they want to make. Now, they are looking for fabric that is suitable for their design.
B. Directions: Put a check mark (√) among the fabrics below that is suitable for athletic shorts production. Put an (X) if it is not. Write your answers on your answer sheet.
_____1. Denim _____6. Polyester
_____2. Silk _____7. Cotton
_____3. Satin _____8. Corduroy
_____4. Jersey _____9. Nylon
_____5. Linen _____10. Spandex
To make the garment look attractive, they decided to add decorations. Let us
help them get acquainted with the different trimmings.
C. Directions: Mark a star ( ) shape if you have seen these following trimmings below
present in a short. Leave blank for those which are not. Write your
answers on your answer sheet.
_____ 1. Buttons _____ 6. Lace
_____ 2. Scallop _____ 7. Binding
Styles of Shorts
1. BUN HUGGERS 5. RUNNING 2. BAGGIES 6. CYCLING 3. BERMUDA 7. BOXER 4. GYM 8. DOLPHIN
6
_____ 3. Embroidery _____ 8. Pocket
_____ 4. Ribbons _____ 9. Ricrac
_____ 5. Applique _____ 10. Gathers
After Marina and her friends were done planning with their athletic shorts, they
are now preparing for their body measurements.
D. Directions: Put a smiley face for the body measurements below that is needed
for athletic shorts production. Leave blank for those which are not.
_____1. Waist _____6. Length of Short
_____2. Shoulder _____7. Arm Girth
_____3. Hips _____8. Inseam
_____4. Bottom or _____9. Length of Pants
Thigh Circumference
_____5. Crotch or Rise _____10. Bust Measurement
Finally, Marina and her friends have accomplished the planning of the athletic
shorts design and have taken the body measurements needed. Do you think Marina and
her friends are all correct in their decisions?
Let’s find out as we unfold to the next part of this module.
PLAN GARMENT DESIGN
According to the Competency-Based Learning Materials (CBLM) by the Department of
Education, when planning a garment design for athletic shorts production, one should consider
the following:
a. Personal needs
• What are the personal needs of the wearer?
• What is the wearer’s lifestyle, daily activities, employment, travel, friends,
and climatic condition?
b. Type of Sports Activity
• What sports activity does the garment will be worn?
c. Time
• Where the garment will be worn?
• When the garment will be worn?
d. Resources and Materials
• What are the materials to be used?
WHAT IS IT
7
• What quality of fabrics and colors best suit the complexion and activities?
• How much money do the wearer need to pay to pursue the planned garment
design?
e. Design
• What appropriate design will fit the wearer?
After evaluating the individuality of the wearer, his needs and lifestyle, the next thing
to do is to gather the things you need for making the clothes. This involves selection of fabric
suitable for athletic shorts and the design you want to make. Below are some of the styles of
shorts you can refer for design.
STYLES OF ATHLETIC SHORTS
Belen M. Jamisal (2016) in her Tailoring Volume 1 Textbook, named different styles of
shorts, trimmings, and fabrics suitable for athletic shorts production which you can refer to
for design.
Baggies
These shorts had become popular as a football
sportswear before the World War II. Baggies
were used as the term during this period. These
are knee-length and loose-fitting shorts that
became the standard outfit for this sport activity
from 1970 to 1990.
Bermuda Shorts
These are shorts that extend to the knee commonly
worn with long socks with pockets and loops for belt.
Boxer Shorts
These are used as male underwear. This is related
to men’s shorts.
Bun Huggers
Volleyball players use these tight-fitting shorts to allow
enough movement. These
are made of spandex and/or
nylon.
Cycling Shorts
These are skintight shorts that are worn by cyclists and have
been used as casual streetwear. They are also worn under
skirts and dresses by women.
Dolphin Shorts
An athletic style of shorts with a design of a dolphin tail on the
side seam in each leg’s lower hem with a cord tied around the
front waist.
8
Gym Shorts
Gym shorts are worn in gymnastic class or for participation
in sports and worn by male and female athletes. Length
varies from above the knee or below the knee. These shorts
have a cord sewn and tied at the front waist.
Running Shorts
Running shorts are commonly used for sport activities, worn for
maximum freedom movement, and which reach up to the upper
thigh.
TRIMMINGS
Trimmings are added to athletic shorts to improve their appearance.
Types of Trimmings
1. Embroidery 5. Lace heat transfers 9. Faggoting 2. Decorative fasteners 6. Screen printing 10. Sequins 3. Applique 7. Laser etching 11. 3D Foam 4. Scalloped edging 8. Bias trimmings 12. Ricrac
Examples of shorts with trimmings
FABRIC SELECTION
The fabric should be strong and durable. In sewing athletic shorts, ensure that the
fabrics are available in your locality.
Fabrics suitable for athletic shorts are as follows:
1. Cotton - strong even when wet, and absorbent; used for sports and
work clothes
applique
white shirring in the
hemline of the short buttons and ribbon
beads
bias trimmings on the
edge of the shorts
screen printing
9
2. Synthetic - smooth and slippery-treated (texturized or spun);
contributes to the tendency of many woven synthetics to unravel;
highly resilient and wrinkle resistant.
3. Nylon - a synthetic fabric that is strong, low
absorbent, and holds in body heat; resists wrinkles and
is used in making athletic shorts
4. Polyester - strong, low absorbent, resists wrinkles and
stretching; holds in body heat and is used for sportswear.
5. Spandex - a strong, non-absorbent fabric, and holds in body heat;
lightweight with great elasticity and is used for swimwear
and ski pants.
After completing the athletic shorts design, next step is taking your client’s
body measurements. Below are the body measurements needed for athletic shorts
production.
BODY MEASUREMENTS FOR ATHLETIC SHORTS
The body measurements needed for making athletic shorts taken from the
Competency-Based Learning Materials (CBLM), are the following:
• Hips -taken around the fullest part of the hips from the waistline
• Crotch or rise – taken from the waist to the lowest part of the hips
• Waist – measured around the smallest part of the waist just above the hipbone
• Thigh Circumference – taken around the thigh where the desired length of shorts falls
• Length of shorts – taken from the waistline down to the desired length of the shorts
10
Test I. Directions: Read the clues below and fill in the correct answer. Write your answers on
a separate sheet of paper.
Across
1. These are commonly used for sports activities, worn for maximum freedom movement,
and which reach up to the upper thigh.
2. An athletic style of shorts with a design of a dolphin tail on the side seam in each leg's
lower hem with a cord tied around the front waist.
3. These are shorts worn in gymnastic class or for participation in sports and worn by male
and female athletes.
Down
1. These are knee-length and loose-fitting shorts that had become popular as a football
sportswear before the World War II.
2. These are shorts that extend to the knee commonly worn with long socks with pockets
and loops for belt.
3. These are used as male underwear.
4. Volleyball players use these tight-fitting shorts to allow enough movement.
5. These are skintight shorts that are worn by cyclists and have been used as casual
streetwear.
WHAT’S MORE
11
Test II. Directions: Choose from the box the word that best describe by the statement
below. Write your answers on your answer sheet.
__________1. A strong, non-absorbent fabric, and holds in body heat; lightweight with great
elasticity and is used for swimwear and ski pants.
__________2. A synthetic fabric that is strong, low absorbent, and holds in body heat; resists
wrinkles and is used in making athletic shorts
__________3. Strong even when wet, and absorbent; used for sports and work clothes
__________4. Smooth and slippery treated (texturized or spun); contributes to the tendency
of many woven synthetics to unravel; highly resilient and wrinkle resistant.
__________5. Strong, low absorbent, resists wrinkles and stretching; holds in body heat and
is used for sportswear
Test III. Directions: Choose from the box the word that best describe by the picture below.
Write your answers on your answer sheet.
_____ 1. _____ 4.
_____ 2. _____ 5.
_____ 3.
Cotton Synthetic Nylon
Spandex Denim Polyester
Hips Waist Crotch or Rise
Inseam Length of Short Thigh Circumference
Denim Polyester
12
Test I. Directions: Answer the questions that follow. Write your answers on your answer
sheet.
1. Why do we need to consider the personal preferences of a person when designing a
garment?
2. Does the kind of fabric used affect the personal preference of the wearer?
3. Are accurate measurements important in constructing a garment? Why?
4. How to achieve a good fitting in constructing an athletic short?
Test I. Directions: Check the wardrobe of any member of your family at home. Accomplish
the form below. Answer the questions that follow. Write your answers on
your answer sheet.
WHAT I HAVE LEARNED
SURVEY FORM FOR SHORTS APPAREL
Client’s Name: __________________________________ Date: ______________
√ Check the appropriate box:
Student Professional
No. of shorts worn: _____ (ex. 10)
No. of styles of shorts worn: _____
Most common style of shorts worn: __________________ (ex. Dolphin)
How many? _____
No. of athletic shorts found: _____
Most common kind of fabrics used: ______________________ (ex. Spandex)
How many? _____
Trimmings found on shorts: ____________________________________________
(list down, ex. Lace)
Length short long
Fit loose snug
WHAT I CAN DO
13
1. Are there variety of shorts found in the wardrobe?
2. Did you see an athletic short in his/her wardrobe?
3. What kind of athletic shorts?
4. How did you identify the styles of short, type of fabric and trimmings find in the wardrobe?
5. What is the usual length of the shorts?
6. Did all the shorts fit to the wearer?
7. Wat is the personal preference of the wearer?
8. If you are to design an athletic short for him/her what can you recommend?
Test II. Directions: Take the body measurement of the wardrobe owner. Write his/her
measurements using the table below. And answer the questions that
follow. Write your answers on your answer sheet.
1. What measuring devices did you use in taking body measurements?
2. How did you locate the waistline of the client?
INDIVIDUAL MEASUREMENT CHART
Client’s Name: _________________________________ Date taken: ______________
Body Measurements Needed Actual Body Measurements
Waist
Hips
Inseam
Thigh Circumference
Crotch or Rise
Length of Short
14
3. Are there difficulties you encounter while taking the body measurements?
4. What are they?
5. How did you find solutions to such problem?
Test I. A. Directions: Look for a client at home and ask him/her to accomplish the Survey
Form. Design clothing that will conform to the personal preferences of
your client. Use a separate sheet of paper for your athletic shorts
design.
SURVEY FORM FOR ATHLETIC SHORT’S APPAREL
Client’s Name: __________________________________ Date: ______________
√ Check the appropriate box:
Student Professional
Athletic Short:
Color light /pastel dark / neutral
Pockets patch welt none
Length short long
Fit loose snug
Fabric cotton synthetic others, Pls specify: ____
Trimmings embroidery applique scalloped edging
bias lace decorative fasteners
others, Pls specify: _________
ATHLETIC SHORTS DESIGN
15
B. Directions: Let the client assess the garment design using the Evaluation Sheet below,
adapted from the Competency-Based Learning Materials (CBLM) Tailoring
Module.
EVALUATION SHEET FOR PLANNING GARMENT DESIGN
Assessment Criteria Competent Not
Competent
1. Client’s job requirements were determined.
2. Garment design was prepared in accordance with the client’s requirements.
3. Design and fabric were selected according to the client’s specifications.
4. Personal preferences of the client were incorporated into the design based on the procedure.
Final Assessment: ______________________________
(Competent or Incompetent)
Assessed by: ___________________________________
(Name and Signature of Client)
Test II. A. Directions: Get a partner or anyone at home as your client and take his or her
body measurements. Record the measurements in the Individual
Measurements Chart. Use a separate sheet of paper for your
answers.
B. Directions: Let your client evaluate your work using the score card below, adapted from
the Competency-Based Learning Materials (CBLM) Tailoring Module.
Score Card for Taking Body Measurements
INDIVIDUAL MEASUREMENT CHART
Client’s Name: _______________________________ Date taken: ________________
Body Measurements Needed Actual Body Measurements
Waist
Hips
Inseam
Thigh Circumference
Crotch or Rise
Length of Short
16
INDIVIDUAL MEASUREMENT CHART
Name: _______________________________________ Date taken: ______________
Body Measurements Needed Actual Body Measurements
Waist
Hips
Inseam
Thigh Circumference
Crotch or Rise
Length of Short
Taken by: _______________________________
Assessment Criteria Highest
Possible Score Client
A. Tools (10%)
• Measuring tools appropriate and properly used
• Measuring tools in good condition
10
B. Procedure (30%)
• The procedure in taking body measurements was correctly followed
30
C. Accuracy of Measurements (40%)
40
D. Record Management (10%)
• Measurements were recorded accurately 10
E. Speed
10
TOTAL 100
Evaluated by: ___________________________________
(Name and Signature of Client)
Test I. Directions: Read and analyze what is asked on each item. Write your answers on a
separate sheet of paper.
1. Analyze your figure and personality then draw the style of shorts appropriate for you.
Cite the reasons why you selected the style. Use separate sheet of paper for you
design and explanation.
2. Asked the one whom you consider as client on the above activity to take your body
measurements. Let her record your measurements in the Individual Measurement
Chart.
ADDITIONAL ACTIVITIES
17
ANSWER KEYS
B. What I Know Test I.
1-15 Answers may vary
Test II.
1.C
2.I
3.D
4.N
5.L
6.J
7.O
8.F
9.K
10.M
11.G
12.H
13.E
14.B
15.A
C. What’s In Test I. 1-15 Answers may vary Test II. 1. TAPE MEASURE 2. TRIMMINGS 3. SPORTSWEAR 4. TEXTURE 5. RISE 6. CIRCUMFERENCE 7. PLAN 8. TORSO 9. SPANDEX 10. VERTICAL 11. CROTCH 12. SHORTS 13. FABRIC 14. COTTON 15. EMBROIDERY
D. What’s New Test I. A.1-8 Answers may
vary
B. 1-8.
C. 1. X 6. √ 2. X 7. √ 3. √ 8. X 4. √ 9. √ 5. X 10. √ D. 1-10 Answers may
vary E. 1-10 Answers may
vary
E. What’s More Test I. Across
1. Running Shorts 2. Dolphin Shorts 3. Gym Shorts
Down
1. Baggies 2. Bermuda Shorts 3. Boxer Shorts 4. Bun Huggers 5. Cycling Shorts
Test II. 1. Spandex 2. Nylon 3. Cotton 4. Synthetic 5. Polyester
Test III. 1. B 2. D 3. E 4. A 5. F
F. What I Have Learned Test I. 1-4 Answers may vary
G. What I Can Do Test I. Answers may vary Test II. Answers may vary
H. Assessment Test I. Answers may vary Test II. Answers may vary
I. Additional Activities Test I. Answers may vary Test II. Answers may vary
18
REFERENCES Printed Materials
Department of Education. Competency-Based Learning Materials (CBLM) H.E. Tailoring
Department of Education. Learning Materials Dressmaking 9
Department of Education. Learning Materials Dressmaking 10
Department of education. Learning Materials Dressmaking Exploratory Course
Department of Education. Most Essential Learning Competencies (MELC)
Jamisal, Belen M, et al., Tailoring Volume I, First Edition, Philippine Copyright 2016, Rex
Book Store, Inc., 2016
Online Sources
https://edtools.mankindforward.com/crosswords/1602375/generate
https://en.wikipedia.org/wiki/Shorts
https://in.pinterest.com/pin/130182864078286
https://lapparel.wordpress.com/planning-garment-design/standard-operating-procedure-in-
garment-designing-2/
https://motinternational.com/petrochemical-the-true-synthetic-fabric-and-why-is-all-the-rage/
https://puzzlemaker.discoveryeducation.com/code/BuildWordSearch.asp
https://www.alanic.com/blog/why-is-it-important-to-wear-the-right-athletic-
clothing/#:~:text=The%20clothing%20boosts%20confidence,to%20help%20you%20perform
%20better.&text=Hence%2C%20no%20wonder%20if%20you,emerge%20as%20a%20clear
%20winner.
https://www.dexafit.com/blog2/five-health-benefits-of-having-appropriate-activewear
https://www.realmenrealstyle.com/athletic-clothing-affects-performance/
For inquiries or feedback, please write or call:
Department of Education: Division of Cebu Province
Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City, 6000 Cebu
Telefax: (032) 255-6405, (032) 255-4401
Email Address: [email protected]