Suggested time: 10 - 20 hours

Level: Introductory

Learning Objectives

5.1 To identity the elements of design. (COM)

Explain the importance of design fundamentals.

Define the elements of design:

• line
• colour
• texture
• pattern
• shape/form
• space

5.2 To create an awareness of the dimensions of line and how various effects can be achieved by manipulating lines. (CCT)

Discuss the various types of lines and their dimensions.

Demonstrate the effects that lines convey. Include:

• direction - horizontal, vertical, curved, diagonal and zigzagged

• width
• length

Collect illustrations of clothing that have various types of lines. Identify the dominant lines and describe the effect of those lines.

5.3 To examine the application of line in clothing.

Lines are incorporated in two basic ways: structural and decorative. Discuss the function of decorative and structural lines in clothing.

Collect and analysis illustrations of clothing and textile items for the use and effect of structural and decorative lines.

5.4 To develop an understanding of how lines can create illusions. (CCT)

Demonstrate with silhouettes or basic shapes how lines or combinations of lines can create optical illusions to emphasize, minimize or camouflage a body shape.

Explain how to use lines to the best advantage in clothing to enhance the appearance of the body shape.

Examples of lines in clothing that are used to create optical illusions are:

• arrow
• Y line
• T line
• straight line
• width of the panel

5.5 To recognize the messages conveyed by clothing and their effect on individuals.

Define "colour" as it is perceived by the psychologist, artist, chemist, and physicist.

Explain the importance of messages conveyed by colour in areas of symbolism, feelings, and optical illusions; for example, warm and cool colours, moods.

5.6 To identify and use the vocabulary of colour. (COM)

Define the terms as they relate to colour and give examples of each. Terms:

• hue
• value
• intensity
• chroma
• tint
• shade

Using design plates, have students experiment with changing hues, values, and intensities.

5.7 To develop an understanding of how a colour scheme and illusions are developed. (CCT)

Define primary, secondary, and intermediate colours.

List several fashionable names for the different colours. Examples: rose, dusty rose, aquamarine. Explain the different colour schemes or harmonies:

• neutral
• accented neutral
• monochromatic
• analogous
• complementary
• double complementary
• triadic

Discuss how to use colour schemes or harmonies in coordination of pleasing outfits and wardrobe planning.

Using fashion illustrations or clothing, analyze and develop pleasing colour schemes.

Demonstrate with the use of illustrations on clothing how illusions can be created with colour. Examples include:

• placement of colour
• lighting
• amount of colour
• warm or cool colours
• value and intensity of colour

5.8 To increase knowledge in the selection of colours that are becoming for an individual. (COM, PSVS)

Choose clothes in colours that flatter a person’s hair, eyes, and skin tones and analyze why they appear becoming.

Create illusions based on personal colouring, body shape, and personality.

Colour coding is one way to categorize an individual and his or her becoming colours. One colour coding method is based on the seasons and their palette. Do personal colour coding with the students.

5.9 To develop an understanding of the effect of clothing silhouettes and how it can be used in designing clothing. (CCT)

Identify the basic shapes or silhouettes used in clothing. Include:

• natural
• tubular
• full
• bell

Discuss how shape varies with fashion trends and styles.

Examine facial shapes and their influence on one’s choice of clothing.

Using illusions, videos, or the Internet of current fashion trends, research the shapes and body image portrayed by the media.

5.10 To explore texture and the application to clothing.

Define "texture".

Explain the difference between visual and tactile texture.

Blindfold students, have them feel objects and describe the textures.

Examine clothing worn by students and describe the different textures used in the clothing.

Discuss illusions created by textures or combination of texture in clothing.

5.11 To identify pattern and its application to apparel and textile items.

List types of patterns. Include:

• naturalistic
• geometric
• stripes
• plaids
• floral
• abstract

Discuss how fabric with a pattern can be used to create illusions.

5.12 To examine space and its application to apparel and textile items. (NUM)

Define "space".

Study illustrations or articles of clothing for spacing of details on outfits. Examples include: pockets, buttons.

5.13 To increase awareness of the principles of design and the effect on clothing. (COM))

Explain the principles of design and the use in clothing. Principles of design include:

• balance
• proportion
• rhythm
• emphasis
• unity

5.14 To create body shape illusions with apparel designs using the design fundamentals.

Using the common figure types, discuss clothing styles and outfit recommendations based on the design fundamentals. Highlight physical assets and camouflage figure liabilities.

Examples of common figure types:

• tall and thin
• tall and heavy
• short and thin
• short and heavy
• top heavy
• thick middle
• hip heavy
• average

5.15 To apply the concepts of this module to clothing.

Create a bulletin board to illustrate the design fundamentals.

Have students do a figure analysis assignment, applying the design fundamentals to their clothing choices.