Professional Documents
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TLE DRESSMAKING 9 SLM Third Quarter With Cover Edited
TLE DRESSMAKING 9 SLM Third Quarter With Cover Edited
TLE DRESSMAKING 9 SLM Third Quarter With Cover Edited
SELF-LEARNING MODULE
GRADE 9
TLE-DRESSMAKING 9
Quarter 3 – Module 1
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Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government 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 or office may, among other
things, impose as a condition the payment of royalties.
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Dear Parents,
The Schools Division of Calamba City is one with every Filipino family in coping with the
demands of our modern times amidst Covid–19 Pandemic.
The Division initiated Self Learning Module (SLM) aims to meet the most essential learning
competencies required to be learned by your child whether your child opts for online, modular or
blended learning modality. The learning activities in this SLM are arranged chronologically from simple
to complex to lead your child to think critically, act skillfully, and reflect deeply on each lesson and
practice into real life skills. Most importantly, this SLM promotes self-paced learning as your child can
always review the least understood lessons as often as he/she pleases.
Thank you in advance for being one with us! Together, let us envision that, by the end of this
school year, we will see your child as one responsible young person with a heart and mind for humanity,
for nature, for the country, and for God.
Dear Learner,
Welcome to a brand-new year of learning!
This is our gift to you: The Division initiated Self Learning Module (SLM) that will help you
acquire the most essential learning competencies you needed as 21st Century Learner through the Pivot
4 A IDEA Model which compose of 10parts.
The teacher presents activities, tasks, contents of value and interest to the
What I know
learners. This shall expose the learners on what he/she knew, what he /she
What is in does not know and what she/he wanted to know and learn. Most of the
activities and tasks must simply and directly revolved around the
What is it concepts to develop and master the skills or the MELC.
The teacher allows the learners to be engaged in various tasks and
Engagement
What I have learned demonstrate ideas, interpretation , mindset or values and create
pieces of information that will form part of their knowledge in
What I can achieve reflecting, relating or using it effectively in any situation or context.
This partencourages learners increating conceptualstructures giving
them the avenue to integrate new and old learnings.
Please take time to read and do the activities in these SLM as if you are reporting in school.
Set a regular study schedule for you as much as possible, but keep in mind that these SLM will enable
you to learn at your own pace. If you do not understand a lesson, the SLM would not mind you flipping
back the pages repeatedly for review. Also, remember to keep in touch with your teachers. Send them
a message through your online sessions or write them a note as you do your modular activities.
We wish you good luck in your studies, and we hope that you will remain happy and enthusiastic in
learning!
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WEEK
WEEK
Clothing is one among the most important three basic needs in every human life. It
protects our body from various climates and gives us a good appearance. In this
youthful world, children are given more care for the selection of their garments.
Today children are largely exposed through various media. They themselves have
become the customers in their own rights. They also have their own definite opinions
about the clothes they wear. While developing their own styles children reveal their
own creative streaks.
The designers concentrate on simplicity, comfort and new look in designing the
children's garment.
A. B. C.
Children classification
Infant or babies
Toddlers
Cildren
Infant
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Toddlers
Children
Soft, comfortable, easy to put on and take off and comparatively loose.
Easy access to his/her nappy because it requires frequent changing.
Non-flammable.
Lightweight.
Non-irritating.
Underclothes should be essentially made of organic fibres.
Allow quick transmission of sweat from skin to environment.
Selection
A. Toddlers
1. Look for soft, unstructured styles that allow maximum freedom of
movement, such as one-piece garments that fall from the shoulder.
These are also practical because toddlers wear diapers and have not
developed a waistline.
2. Leg openings with snaps on toddlers’ pants help make changing
diapers
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easier.
3. For necklines, select collarless styles or flat collars, such as Peter pan
and convertible collars.
4. Avoid collars that may bind or restrict movement, such as a high
button collar.
5. When toddlers are first learning to dress, pull-on garments with large
neck and armhole openings are the easiest to manipulate. Because
the toddler is always on the move.
6. Design features should be functional as well as decorative. For
example, shoulder straps should crisscross in the back to prevent
them from sliding off shoulders.
7. Shoulder tabs on shirts are another way to secure straps.
B. Preschoolers
1. Look for styles that allow preschoolers to move and jump about freely.
2. Pockets are important features because preschoolers need places for
the treasures they collect.
3. Shoulder tabs on shirts are still valuable.
4. When selecting a garment with long sleeves, avoid buttoned cuffs that
restrict movement.
5. Jumpsuits are practical garments for preschoolers because they allow
for mobility and will maintain a neat appearance.
6. Preschoolers can also wear pants and skirts with elasticized waists
because their waistlines have become more defined.
Garment classifications
Casuals
Daywear
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Nightwear
Partywear
Uniforms
Sportswear
High fashionwear
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1. Seersucker
A thin, all-cotton fabric, commonly striped, used
to make clothing for spring and summer wear,
suits, slacks and children’s clothing.
2. Cotton
A soft, staple fiber and brings comfort to children
because it is breathable.
3.Rayon
Usually colorful and easy to washed, e.g. blouses,
dresses, jackets, lingerie, linings, scarves, suits,
ties, hats, socks),
4. Pique
A medium weight, cotton-blend fabric which is
characterized by raised parallel cords or fine ribbing
that resembles a check. It is used to make vests,
coats, the collars of polo shirts, fitted blouses and
children’s clothes.
5. Linen
A textile made from the fibers of the flax plant. It is
labor-intensive to make, but its garments are valued
for exceptional coolness and freshness in hot
weather. It is also very absorbent, but wrinkles easily
unless blended with manufactured fibers
6. Organza
A thin, plain-weave, sheer fabric is traditionally made
from silk, the continuous filament of silkworms.
Nowadays, though many organza’s are woven with
synthetic filament fibers such as polyester or nylon,
the most luxurious organza’s are still woven in silk.
7. Silk
A natural protein fiber, some forms of which can be woven
into textiles. Silk is smooth, glossy and beautiful. It is also
strong and vulnerable to fading and stains.
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8. Tulle and Netting
A lightweight, very fine netting, which is often
starched. It can be made of various fibers, including
silk, nylon and rayon. Tulle is most commonly used for
veils, gowns (particularly)
9. Challis
A type of plain-weave fabric, usually made from
cotton, wool or rayon, often printed with a design,
often floral. Used to make dresses, skirts and other
articles of clothing.
10. Chiffon
A lightweight, plain-woven, sheer fabric. Chiffon can
be dyed to almost any shade desired; however, if
made from polyester, it is difficult to dye. Chiffon is
most commonly used in evening wear, especially as
an overlay, giving an elegant and floating appearance
to the gown. It is also a popular fabric used in
blouses, ribbons, scarves and lingerie. Like other
crepe fabrics, chiffon can be difficult to work with
because of its light and slippery textures. It should
only be hand-washed.
Accessories are articles that make the outfit perfect and beautiful. In
putting or choosing accessories for dresses, always consider the art
principles and elements of design. Choose accessories that will equate and go
with the age of children.
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Common Trimmings Used in Dresses
1. Appliqué – a separate design for petals, leaves or figures which is cut and
applied to another surface
2. Binding – a bias strip used to decorate an edge
3. Buttons – pieces of bones, metals, glasses of various shapes having
shank or holes
4. Collar – bands attached over necklines, sometimes they are cut as part of
the front bodice
5. Embroidery – an ornamental needlework consisting of designs, worked
on fabric by hand or machine
6. Frog - loop fastening made of braid or cording
7. Gathers – fullness shirring consists of three or more rows of gathers.
8. Lace – open work fabric made with bobbins, needles or hook and can be
hand or machine made
9. Loop – a fastening which extends beyond the finish edges used on
closings with no lap
10. Pocket – a piece of fabric applied to a garment to form a container
11. Ribbons – a narrow fabric of silk or velvet used for trimming
12. Rickrack – a flat woven zigzag braid in mercerized cotton or rayon
13. Ruffles –strips of cloth gathered together or pleated as a trimming to
finish edges
14. Scallop – an edge finish made up of a series of semi-circles
Sleeves
Sleeves are parts of the garments that cover the arm. It may be worn short or
long. Sleeves maybe cut together with the bodice or cut separately. The
pattern and design of the sleeve connotes fashion in dress.
Sleeves constructed for adults can also be applied in children’s wear
depending on the type and kind of weather a particular dress is put on.
Kinds OF Sleeves
Kimono sleeves
is a type of
sleeves cut
together with the
bodice. There is
no seam joining at
the armhole.
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Raglan Sleeves
are patterned and
cut that extend to
the shoulder neck
junctions and
cancel the
armhole seams.
Set-in Sleeves
are the foundation
of all types of
sleeves and
usually cut to fit
the armhole to the
desired length.
Puff Sleeves
come in three
variations: a) full
at the top and
bottom, b) full at
the top fitted at the
bottom, and c)
fitted at the top full
at the bottom.
Butterfly sleeves
is a type of sleeve
that flares out over
shoulder
resembling like
wings of the
butterfly
Angel sleeves
either gathered or
plain at the
shoulder tip and
taper down to the
arm.
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Bell sleeves are
usually fitted at the
shoulder and
slightly taper out
like a bell at the
bottom. Can be
worn short or long
in length.
Collars
Types of Collars
Standing or stand-up, fitting up around the neck and not lying on the shoulders.
Turnover, standing around the neck and then folded or rolled over.
Flat or falling, lying flat on the shoulders.
Types of Collars
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Convertible Collar - A collar designed
to be worn with the neck button
either fastened or unfastened.
Skirts
Skirt is a part of the garments worn around the waist. Skirts have been
in fashion for centuries, though their styles and patterns have evolved with the
time. And the best part about skirts is you can wear them at any occasion,
whether you have to dress formally or simply in casuals. Straight and pleated
skirts impart a sophisticated look to the women.
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Bubble Skirt is gathered at the waist and
provided with lining to hold the hem and
gather inward the hem ends to have a full
effect.
A-line skirts
This is the basic skirt that has been
customized to a great extent. With slight
flare having rough shape of capital letter ‘A’,
it fits at the waist while slightly touching hips
and thighs; it is broader at the hem.
Pleated Skirts
Pleated skirts appear best in
short length, just above the
knees. The flare of this skirt
is reduced by pleates and
it fits the waist. It looks nice
on both, slim and a little
plump figures.
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Collots it is a combination of
shorts and skirts usually loose
at the bottom
Your guide probably tells you how to lay these pattern pieces out on the
interfacing.
Lay the fabric pieces out on your interfacing. The wrong side of the fabric
should be against the interfacing. If you are using fusible interfacing, have
the fusible side up, toward the fabric.
Pin the facing pieces down, and cut out the interfacing. Your facing pieces
are ready for the next step. For fusible interfacing, trim about ½″ of the
interfacing away from around the edges, then follow the manufacturer's
directions to attach the interfacing.
For non-fusible interfacing, stitch ½″ from all the edges. Trim the interfacing
¼″ from the outside edge and close to the stitching the rest of the way
around each piece.
If your fabric is very flimsy, and you are not sure you are laying the pieces
out flat, use the pattern pieces to cut the interfacing, then pin the interfacing
to the wrong side of the fabric pieces.
Types of Facings
Bias facing is a piece of cloth cut 45 degrees angle and attached at the
edge of the garment especially in the curve parts like necklines and
armholes. This can be used in straight edges for decorative purposes and
reinforcement of fabric edge.
Fitted facing is cut in the same shape as the part to be used. Either worn
inside or outside of the garment
Straight facing is specifically cut for straight edges for smoother result.
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Pockets
How many times have we seen a pocket but did not think about its technical details. A fashion
designer and a pattern master have to keep in mind about different types of pockets for
different garments the requirement of pockets changes. It is important that pocket size, shape,
and placement should complement the design of the garment. Pocket is a pouch that has a
closed end and is usually stitched on a garment or even inside the garment. Pocket can be
both functional and decorative in purpose. Pocket helps in holding small articles temporarily.
Patch Pockets are flat pockets sewn to the exterior of a garment. They are typically
unfitted, and can come in a range of shapes and sizes. Many garments are made
with patch pockets, since they are cheap and relatively easy to install when
compared to other pocket designs. It is also possible to add patch pockets to an
existing garment, should the need arise. Since patch pockets are external, they are
also potentially endlessly configurable, which can be rather convenient.
Seam pocket is
sewn on the inside
of a garment with
its pocket opening
sewn outside of the
garments.
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Welt Pocket is a
small, flat pocket
that is commonly
used on the exterior
and interior breast
on a man's suit
jacket and back of
men's trousers.
D
You are now ready for the different learning task involving planning childrens
garment design.
Learning Task 1:
List down the characteristics of dress suited for the following groups:
Write your answer in your papers.
1. 2. 3. 4.
5. 6. 7.
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8. 9. 10.
E
Learning task 4:
Collect at least ten (10) pictures of different children wear with different design then
described what type of collar, sleeve, skirt, pocket, accessories and accents for
children’s wear were used in the garments design. Paste them on an A4 size bond
paper.
Examples:
Garments Description
design
The garment design used peter pan collar
and semi balloon skirt as a design on
children’s wear garment. The little girl also
used ribbon in her hair as her accessories.
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The garment design used kimono sleeve,
ribbon on the waistline, beads on the blouse
and bands on the edge of the sleeve as
trimmings in the garment and a sheered or
gathered skirt.
RUBRICS
ADVANCED PROFICIENT IN PROGRESS
INDICATORS 5 4 3
How well directions Every direction is Many directions Directions have not
are followed followed to the are followed been followed
fullest extent
Neatness Completed artwork Complete d artwork Artwork is
is exceptionally is neat, with some incomplete
neat parts less neat
Work Habits Student worked for Student worked Student did not
entire period with most of the period work during the
superior focus and and needed few period even with
did not need reminders to stay several reminders
reminders to stay on task to stay on task
on task
A
Learning task 5:
Make a collage or photo gallery of children garments design from infants to
children stage. Clip pictures/print or draw different children garments design or even
children wearing different garment design with accessories and trimmings.
Example:
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Assessment:
Multiple Choice. Read the statements carefully. Write the letter that best
describes the statement. Write your answer in your paper.
1. The type of sleeve that flares out over shoulder resembling wings of butterfly.
A. Angel sleeve
B. Butterfly sleeve
C. Bell sleeve
D. Set-in sleeve
2. The skirt which is gathered at the waist and provided with lining to hold the
hem and gather inward the hem end.
A. Bubble skirt
B. Flared skirt
C. Pencil skirt
D. Tube skirt
3. The type of sleeve which is cut together with the bodice. There is no seam
joining at the armhole.
A. Angel sleeves
B. Kimono sleeves
C. Ragian sleeves
D. Raglan sleeves
4. A wide flat, round collar, often with lace or sheer fabric worn with a low
neckline in the Victorian Era.
A. Bertha collar
B. Convertible collar
C. Mandarin collar
D. Sailor’s collar
5. Buttons cannot be used as decorations.
A. True
B. False
C. Both are correct
D. None of the above
6. Collar is the part of the T-Shirt dress or coat fastened around the
A. Arm
B. Leg
C. Neck
D. Waist
7. A part of the garment around the waist.
A. Collar
B. Pocket
C. Sleeve
D. Skirt
8. The type of fabric suited for children’s wear.
A. Cotton
B. Nylon
C. Polyester
D. Silk
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9. Which of the following is the foundation of all types of sleeves?
A. Angel sleeves
B. Butterfly Sleeves
C. Kimono Sleeves
D. Set-in sleeves
10. Colors which attract children in choosing their dress.
A. Bright Color
B. Dull color
C. Hot Color
D. Warm Color
REFLECTION
I understand that__________________________________
I realized that_____________________________________
I need to learn more about __________________________
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PRODUCE CHILDREN’S WEAR
WEEK
I
TAKE CLIENT’S BODY
MEASUREMENT 3
Children’s wear requires specific measurements that achieve the design identified
by the customers.
There is probably no sewing activity as immediately satisfying as sewing for
children. You get quick results for one thing, because the garments have smaller
dimensions. Also, more shortcuts can be taken in techniques. Children’s garments
should be constructed to survive vigorous activities and endless washings. Other
special considerations include providing room for sudden growth spurts, and
planning garments that are easy to put on.
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Size range charts
BABIES’
Age Newborn (1-3 months) 6 months
Weight 3-6 kg 6-8 kg
Height 17-24 inches 24-26 ½ inches
TODDLERS’
Size 1/2 1 2 3 4
Breast or chest 19 “ 20” 21” 22” 23”
Waist 19” 19 ½” 20” 20 ½” 21”
Approx. height 28” 31” 34” 37” 40”
Finished dress 14” 15” 16” 17” 18”
length
CHILDREN
Size 1 2 3 4 5 6
Breast or chest 20” 21” 22” 23” 24” 25”
Waist 19 ½” 20” 20 ½” 21” 21 ½” 22”
Hip - - - 24” 25” 26”
Back waist length 8 ¼” 8½” 9” 9½“ 10” 10 ½ “
Approx. height 31” 34” 37” 40” 43” 46”
Finished length 17” 18” 19” 20” 22” 24”
GIRLS
Size 7 8 10 12 14
Breast 26” 27” 28 ½” 30” 32”
Waist 23” 23 ½ “ 24 ½ “ 25 ½ “ 26 ½”
Hip 27” 28” 30” 32” 34”
Back waist 50” 52” 56” 58 ½” 61”
length
CHUBBIE
Size 8½c 10 ½ c 12 ½ c 14 ½ c
Breast 30” 31” 33” 34 ½ “
Waist 28” 29” 30” 31”
Hip 33” 34 ½ “ 36” 37 ½”
Back waist length 12 ½ “ 13 ¼ “ 14” 14 ¾”
Approx. height 52” 56” 58 ½ “ 61”
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Body Measurements Needed in Sewing Children’s wear
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Bust Circumference. Measure around
the fullest portion of the bust with the
tape measure passing over the shoulder
blades running on the same level in
front.
Sleeve Length. Measure from the tip of the shoulder to the desired length of
the sleeve
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Arm Circumference. This measurement is taken around the arm where the
sleeve length fall.
Hip Circumference. Measure around the
fullest part of the buttocks with the tape
measure closes at the side.
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Full length. Measure form the waistline
down to the desired length of the pants.
D
LEARNING TASK 1. FIND ME, GROUP ME. Below is
word grid, copy it in your paper then find the following words
listed below then group them accordingly.
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E
LEARNING TASK 2: Identify the parts of the body which is being measured in
making children’s wear.
1.
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A
LEARNING TASK 3: Using the Measurement Chart take body measurement
for Children (1 boy and 1 girl)
Note: consider the standard measurement chart given above.
Body Measurement
INDIVIDUAL MEASUREMENT CHART (IMC) for Children’s Wear
Parts of the body measured Girl Model Boy Model
Shoulder width
Back across width
Back figure length
Chest width
Bust circumference
Waist circumference
Front figure length
Armhole circumference
Sleeve length
Arm circumference
Hip1 circumference
Hip2 circumference
Lap circumference
Crotch/seat/rise
Full length
Bottom width
Skirts length
Assessment :
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6. Measure around the smallest portion F. ARMHOLE CIRCUMFERENCE
of the waist or torso.
7. Measure around the fullest portion of G. WAIST CIRCUMFERENCE
of the waist or torso.
the bust with the tape measure passing over
the shoulder blades running on the same l H. HIPS CIRCUMFERENCE
of the waist or torso.
evel in front.
8. Measure from the nape to the waistline on I. DRESS FULL LENGHT
the cord. Allow the tape measure to hang freely.
9. Measure from the tip of the shoulder to
the desired length of the sleeve
10. Measure from the shoulder neck joints J.SHOULDER WIDTH
to the desired length of the dress.
REFLECTION
I understand that__________________________________
I realized that_____________________________________
I need to learn more about __________________________
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WEEK
I
PRODUCE CHILDREN’S WEAR
DRAFT BASIC/BLOCK PATTERN 4
Pattern Drafting is an important part of fashion designing and requires
tremendous skills and practice. Pattern drafting is where pattern pieces are drawn
on paper according to body measurement which becomes the base for designers
to create garments.
A Block pattern also called a Sloper is the Master or Foundation Pattern that is
used to make other patterns and other blocks. A full set of basic Blocks usually
consists of: Bodice Front & Back, Sleeve and Skirt Front & Back.
Presented here are the different tools used in pattern drafting. Name each tools by
arranging the jumbled letters.
FTCAR RPAPER
L QSREAU
PIH URVEC
RYVA RMFO
RENCHF URVEC
NCILPE, CSSOIRS, RASERE
WLA
OTCNHRE
RATINGC EELWH
ASTPLCI RLERU
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6. Awl A handy tool and often overlooked, the awl will pierce a small hole in your
pattern to indicate the end of a dart, pocket, trim, or button hole. The awl is also
handy for scoring paper to fold, as well as “walking” your measuring tape around
curves for accurate measuring.
7. Notcher The pattern notcher will create flawless pattern markings. For example,
dart legs, seam allowance, center lines, ease, and to identify front from back
patterns.
8. Tracing wheel Pointed and very sharp wheel transfers marking onto a clean
sheet of paper. This tools is often used when retracing patterns or when transfer
draped muslin onto paper.
9. Clear Plastic Ruler Perfect for measuring seam allowances and drawing dart
legs.
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6. In case the measurement of
line B –C is not equal to ¼ of
the waist measurement,
adjust towards point A if
measurement is more than
what is needed.
Adjust far from A if
measurement is less than
what is needed
7. B – D is the skirt length
8.Sway point D to the opposite side of the construction line with point A as
reference
9. Connect dotted lines using the
free hand
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2. Smoothen the front and
back necklines and transfer
points B and F
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D
LEARNING TASK 1: Arrange the pictures of Drafting the Flared skirt by writing 1-6
base on their proper chronological order.
A. B. C.
D. E. F.
E
LEARNING TASK 2: Fill in the missing data to complete the procedure in drafting the
peter pan collar.
1. Trace the ___________of the front blouse pattern with the tip of the shoulder
overlap of 3/8 inches.
2. Smoothen the front and back necklines and transfer points ____________.
3. Determine the collar width from points B and F __________(3 inches for children)
4. Mark collar width from the center back of the pattern, to the shoulder, to the front
opening using ___________.
5. Shape the front collar with a ____________or a freehand
6. Cut ___________on the smoothened neckline and on the collar width from back to
front part.
A
LEARNING TASK 3: Draft pattern for flared skirt using the following measurement.
( follow the procedures given )
RUBRICS
Item 10 6 4 Score
Tools were Lack of one tool, Lack of two or
complete, some were more tools, some
Tools
appropriate and appropriate and were appropriate
correctly used. correctly used. and not correctly
used.
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WEEK
I
Used the correct Used the Failed to use the
5
method. correct correct method.
Procedures method. Procedures not
Procedure
correctly Procedures followed.
followed. partly
followed.
Pattern All pattern Some pattern All pattern details
details were details were were not drafted
correctly inaccurately correctly and
measured and drafted. accurately.
accurately
drafted.
Speed Finished the Finished the Finished the
pattern ahead of pattern on time. pattern more
time. than the allotted
time.
20 points perfect score
Assessment:
IDENTIFICATION
Identify the terms being described.
REFLECTION
I understand that___________________________
I realized that______________________________
I need to learn more about
____________________
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WEEK
5-6 I
PRODUCE CHILDREN’S WEAR
CUT FINAL PATTERN
In cutting the final pattern, there are always standard procedures to be followed
to avoid mistakes in cutting the pattern which would affect the shape and style of the
blouse.
Cut pattern pieces just along the cutting lines. Use sharp shears and avoid
cutting the inside part of the cutting lines otherwise the actual measurements will be
affected.
In laying out the pattern pieces onto the fabric, study the direction of the fibers
that are woven into the fabric. It is the grainline of the fabric. This is where the pattern
pieces are laid out.
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General Layout of a Pattern
1. Follow the correct layout diagram; fold the fabric as directed and spread
squarely and smoothly on the cutting out table.
2. Lay out all the pattern pieces required to ensure that there is sufficient fabric.
3. Check the position of each piece; so that the necessary pieces are placed to
the fold and that the straight threads (or print) are parallel with the markings for
the straight thread.
4. Pin the pattern in place with the pins near the seam allowance and at the right
angles to the edges.
The following markings should be carefully identified while transferring the marks onto
the fabric.
1. Notches – These are small triangular markings which are used to match fabric
pieces together.
2. Darts. Instead of drawing all the lines of a dart on your fabric, snip the ends into
the seam allowance of the fabric and mark the point with a pencil or water-or
air-soluble fabric marker.
3. Center points - This is the midpoint or center of a piece of garment, such as
collar or sleeve. Mark the fabric by snipping into the seam allowance at the
centers of your pieces.
4. Buttonhole lines. Marking buttonhole lines should be done during the sewing
stage. This is to customize button placement to get the right fit and to avoid
mistakes in marking the fabric when alteration should be done.
5. Circles, triangles, and dots. Transfer these markings wisely. Sometimes, a snip
on the notches will guide the sewer where to start the ease stitch.
6. Zipper placement. Zippers are marked on patterns with a cross-hatched line
that ends in a circle. There’s no need to transfer all the marks. Just mark the
end point or the bottom of the zipper.
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WEEK
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Techniques in Cutting Final Pattern
FRONT BODICE
Cut at the dotted lines Open the pattern and cut excess
paper following the dotted lines on
center back.
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D
LEARNING TASK 1: Identify the different symbols found in the drawing.
E
LEARNING TASK 2: TRUE OR FALSE
Write True if the statement is True and False if not. Write your answer in your
answer sheet.
1. In cutting the final pattern putting seam allowance is very important.
2. Pattern symbol is used to guide the sewer put together and sew the pieces of
garment easily.
3. In cutting the front blouse pattern you need to fold 2 inches in line B and C
for buttonholing.
4. this symbol is used to indicate the folded part of the fabric.
5. Notches is used to match pieces of fabric easily.
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A
LEARNING TASK 3: Draw a front and back pattern of a blouse then
apply different pattern symbols and place it correctly on their respective place. Do
it in an A4 bond paper.
Attached here is the example of what you are going to do.
RUBRICS
Item 10 7 3 Score
Uses 6-10 Uses 3-5 symbols Uses 1-2
Organization
symbols correctly correctly symbols
correctly
All Pattern Some pattern Only one or two
symbols were symbols were not symbols were
Accuracy correctly place in proper place interpreted and
and interpreted and labeled place correctly
on the pattern
Neatness Neatness is There are some Neatness is not
evident erasures evident
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Assessment
Fill the box with the corresponding description and purpose of the different
pattern symbols.
REFLECTION
I understand that___________________________
I realized that______________________________
I need to learn more about
____________________
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WEEKS
Prepare and cut materials for children’s dress 7-8
Lay out and Pin patterns on fabrics
I
Following the correct pattern layout will help ensure that your garment is cut
out on grain. Pinning and cutting your garment carefully will avoid wasting fabric.
This lesson will provide the information you need to lay out, pin, and cut out your
pattern pieces.
Fabric can be folded in a variety of ways before pattern pieces are positioned for cutting.
The type of fold used depends on
• the number of pattern pieces that must be placed on a folded edge
• the fold that results in the most economic use of the fabric
• the width of the fabric
• the pattern size
Laying out your pattern on the fabric to prepare for cutting is an important step
that must be done carefully and accurately for great-looking results.
A well-sewn garment starts at the cutting table. Laying out your pattern on the
fabric to prepare for cutting is an important step that must be done carefully and
accurately for great-looking results. Here are some tips on layout and some ideas
on pinning or using weights to anchor your pattern pieces in place.
Blouse
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Flared Skirt
1.Fold the fabric in 45°, warp and
weft meeting
1.
Preparing bias facing : Fold the fabric 45° . Determine the facing needed
and mark directly on the cloth
Note: Lay out the pattern pieces on the fabric assuring that the center fold
symbol is placed on the folded part of the fabric
Back blouse
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Facing
Bias Facing
Flared Skirt
Puff sleeves
Collar
Waist Band
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Pocket
Recheck the completeness of the garment parts after cutting the fabrics
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LEARNING TASK 1: Read the statement carefully. Write T if the statement is
correct and F is it incorrect. Write your answer in your paper.
_ 1. Patterns must be checked well only after they are laid on
the cloth.
_ 2. Longest table is to be used when laying out pattern to
prevent fabric form hanging over the edge of the table.
_ 3. Lay out the smallest pattern pieces first on the wrong side
of the material.
_ 4. Lay pins along the crosswise grain.
_ 5. Lay and pin small pattern pieces in vacant places.
E
LEARNING TASK 2: Classify the following principles, write CT if it is principles of
cutting the fabric then write MK if it is principles in layout patterns on the
fabric and PF if it is principles of pinning the fabrics.
1. Place pins diagonally in corners.
2. Lay your hands on the fabric while cutting.
3. Lay large pieces of pattern first on the cloth
4. Bias Facing is cut 45° angle
5. Move around the table while cutting the fabric
6. Place pins completely inside the cutting line.
7. Use pattern weights instead of pins to hold the pattern in position, if desired.
However, be sure to pin grainlines in place first. Position weights, inside the
cutting lines, on one pattern piece at a time.
8. Lay out pattern for facing.
9. Check that the center fold symbol fall on the folded edge of the fabric.
10. Pointed end of pin should be placed under the fabric
A
LEARNING TASK 3: Apply cutting and laying out pattern by cutting the sample pattern
given then paste it in an A4 bond paper then label where is the selvage and the foldline of
the fabric. Given is the sample layout.
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Assessment: Multiple choice
Choose the letter of the correct answer.
1. This means to arrange the pattern pieces on the fabric.
A. to cut B. to layout C. to mark D. to trace
2. During pattern lay out, on what side of the fabric is being folded?
A. Lower B. right C. upper D. wrong
3. What tool is used to transfer pattern markings to the wrong
side of thefabric? It is a saw-tooth with a sharp point.
A. Dressmaker’s carbon paper C. Tailor’s chalk
B. Tracing wheel D. Pencil
4. How are patterns arranged economically on fabrics?
A. Along the centerfold
B. Along the selvage
C. Apart from each other
D. Close to each other
5. Pattern layout is important in sewing a garment, what do
you think is the first step in pattern layout?
A. Choose the longest cutting table to prevent the fabric
from hanging over the edge of table.
B. Examine all the necessary pattern symbols before
laying them on the cloth.
C. Lay out the smallest pattern piece first on the wrong side of the
material.
D. Lay the small pattern pieces and pin them in vacant places.
6. What is the dressmaker’s guide in cutting fabrics?
A. pattern B. pins C. marks D. symbols
7. What tool is use when cutting the cloth in order to get clean and evenly cut
edges.
A. blade B. cutting shears C. embroidery scissors D.pinking shears
8. This is the line where the pattern is to be cut.
A. curve line B. cutting line C. seam allowance D. straight line
9. What is the best practice to observe during the cutting process?
A. Stop and recheck
B. Keep the material
C. Walk around the table
D. Let the material hang on the sides of the cutting table.
10. What is the best position of pins in the fabrics to avoid cutting and sewing?
A. Diagonal B. Perpendicular C. Straight D. Vertical
REFLECTION
I understand that___________________________
I realized that______________________________
I need to learn more about ____________________
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