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 : cebu.province@deped.gov.ph

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: cebu.province@deped.gov.ph