Detailed Lesson Plan (DLP) in Garments, Fashion, and Design (GFD)

DATE: Learning Area: Introduction to Grade Level: Quarter:

Color Theory in Fashion Design Grade 9 First Quarter
Ms. Zyra Roblo / Teacher
Learning Competency/ies: Apply the principles of design and color harmonies.

Key Concepts/Understandings to be Understand how to use and combine colors to make

Developed your fashion designs more creative, balanced, and
meaningful.

1. Objectives

Knowledge Understand the basic types of colors (primary, secondary, tertiary) and
color harmonies (complementary, analogous, monochromatic) used in
fashion design;
Skills Apply color harmonies by creating a simple fashion design;
Attitude Show interest in exploring how different color combinations can affect
fashion designs; and
Values Appreciate the role of color in creating balance, contrast, and emotional
impact in fashion.
2. Content • The Color Wheel
- Types of Colors
• Color Harmonies
• Psychological Effect of Color
3. Learning Resources Albers, J. (2013). Interaction of Color: 50th Anniversary Edition. Yale
University Press.
Itten, J. (1973). The Art of Color: The Subjective Experience and Objective
Rationale of Color. Wiley-Interscience.
Pantone LLC. (2023). Pantone® Fashion, Home + Interiors Color Guide.
Pantone LLC.
4. Procedures
Preparations Teacher’s Activity Student’s Activity

Greetings (1 minute) Good morning class! Good morning,

Ma’am!

I am Ma’am Zyra Roblo, you can call me Ma’am

Zy or Ma’am Zyra, and I will be your teacher in
Garments, Fashion and Design.

How are you today? We are fine, Ma’am

Zyra.

That’s good to hear. I hope we all feel good

today!
Prayer (1 minute) Dear God,
Okay, kindly stand for our prayer. Angel, kindly Thank You for this
lead the prayer. new day.
Help us to learn with
open minds
And listen with kind
hearts.
Guide our teacher as
she teaches us,
And help us to be
respectful and
responsible.
Keep us safe, happy,
and focused.
Amen.

Checking of Attendance (The classroom

(30 seconds) You may now take your seats. Before we start, secretary will tell the
Ms. Secretary of the class, who is absent for absent/absents for
today? today)

Classroom Management
(2 minutes & 30 seconds)
Alright, class, beforehand, let’s all remember our
SMART rules!

(Pauses and gestures to the poster/board)

S is for Stay focused – always keep your eyes and
mind on the lesson.
M is for Maintain cleanliness – let’s keep our
chairs, tables, and floor clean.
A is for Actively participate – don’t be shy, join
our discussions and activities.
R is for Raise your hand to speak – remember, no
shouting out answers.
And T is for Take your seat properly – sit properly,
feet on the floor, back straight, ready to learn! (Students will look
under their chairs
Now, check under your chair. Do you see any and will pick up any
trash? If there are any, kindly pick up the trash litter)
and put it inside your bag. If none, kindly arrange
your chairs and take your seat.
Motivation/Priming Activity
(5 minutes)
Before we proceed into today’s lesson, let’s do a
quick activity to warm up our brains. It is called
‘Say the Color, Not the Word.’ I will show you
some words written in different colors and I want
 you to say the color of the text, not the word Yes! Ma’am!
itself. Ready?
(The students will
(Slides appear: “Red” in blue, “Green” in yellow, actively participate
“Black” in red, etc.) to the activity.)

Great job! It’s harder than it looks, right? Your

brain wants to read the word, but I asked you to
say the color you see. That’s because our brains
process color and language differently.

Presentation
Analysis (5 minutes) Now, let me ask you a question, have you ever
chosen a color to wear based on how you wanted (All students will
to feel? response)
Yes, Ma’am!

Yes, Abegail? Yes, Ma’am, I usually

wear black when I
want to feel
confident.

How about you, Shancass? Ma’am, I like

wearing yellow
when I feel happy!
And that’s the power of color! It communicates
emotion, style and identity. And today, we’re
going to know how we can use that power
through color theory in fashion design. So, let’s
proceed to our main discussion.
Abstraction (15 minutes) During our lesson, I’ll be asking questions from
time to time. If no one volunteers to answer, I will
use our “Wheel of Names” to randomly select
someone from the class. Through this, we can
keep everyone engaged and will give everyone a
fair chance to participate. So don’t be shy, give it
a try when you know the answer!

Our topic for this morning is about the

Introduction to Color Theory in Fashion Design

The color wheel is a visual tool that organizes

colors in a circular format based on their
relationships. It helps designers choose and
combine colors effectively. It is like a designer’s
best friend. It helps us see how colors relate to
each other.
There are three types of colors: primary colors,
secondary colors and tertiary colors. At the base
of the wheel, we have primary colors. Can anyone
name them? (The students will
raise their hands)

Yes, Judy Ann? Ma’am, the primary

colors are red, blue
and yellow.
Very good! Red, blue and yellow are the primary
colors and these can’t be made by mixing other
colors. Now, when we mix two of these, we get
what kind of colors? (The students will
raise their hands)

Yes, Justine? Ma’am, by mixing

two of the primary
colors, we can get
secondary colors.
Exactly! If we mix red and yellow, we can get an
orange color. Green, if we mix blue and yellow
while violet if we mix red and blue. And if we mix
a primary and a secondary color, we get…? (The students will
raise their hands)

Yes, Camille? Ma’am, if we mix

the primary colors to
secondary colors, we
will have tertiary
colors.

Very good! These include shades like red-orange

or yellow green. Designers use these
combinations to create balance and mood in
clothing collections.

Now let’s move on to the color harmonies. Color

harmonies are pleasing combinations of colors
based on the color wheel. In fashion, they help
designers create visual balance, contrast, and
style identity. For the color harmony, we have
complementary color, analogous color and
monochromatic color.
Complementary color has high contrast and
vibrant when used together. What can you (The students will
observe in the colors of this dress? raise their hands)

Ma’am,
Yes, Kurt? complementary
colors are the colors
that are opposite on
the color wheel.

Yes! That’s right! And they create contrast and

energy.

Next, the analogous colors. Analogous colors are

the colors that are next to each other on the
wheel like blue, blue-green and green. What can
you observe in this dress? (The students will
raise their hands.)

Ma’am, the colors

Yes, Loureanne?
that are next to each
other, like blue and
green.

Exactly! These combinations are soft and

harmonious and are great for flowing designs.

And the last one, the monochromatic color.

Monochromatic colors have variations (tints,
shades, tones) of a single color. What can you
(The students will
observe in this dress?
raise their hands.)
 Ma’am,
Yes, Dexter? monochromatic are
the different shades
of the same color.

Very good! As you can see, the outfit is very

elegant and modern.

Now let’s talk about how colors affect us (The students will
emotionally. When you wear red, how do you raise their hands.)
feel?
Ma’am, I feel bold
Yes, Opera? and confident.

(The students will

Good job! Red gives off passion and power. What raise their hands.)
about blue?
Ma’am, I feel calm
Yes, Mhae? and relaxed.

Exactly! Designers often use these associations to

connect with their audience.

Colors evoke emotions, which affect how clothes

make people feel. For example, color red evokes
passion, power, and boldness. Color blue evokes
calm, trust, professionalism while black evokes
sophistication, mystery and elegance.

So always think about, what feeling do I want to

bring out?

Practice Now it’s time to apply what you’ve learned. I will

Application (10 minutes) group you into three and each group will pick a
color harmony in this box. On your illustration
board, sketch a simple garment and use the
colors from your assigned harmony. Think about
what emotion or message your design will give.
You will only have 5 minutes to do it and after
that, you will be given 1 minute to present your (All students will
output to the class. Did you understand? response)
Yes, Ma’am.

In evaluating the group activity on color harmony

garment design, the rubric will focus on four main
criteria. First, 30% of the score will be based on
the accuracy of the color harmony used. This
assesses how well the group applied their
assigned harmony, whether it is complementary,
analogous, or monochromatic and if the chosen
colors truly reflect the concept. Another 30% will
be given for creativity and design, which
measures the originality, visual impact, and effort
seen in the garment sketch. 20% will be allotted
for how well the group communicates the
message or emotion expressed through their
color choices, whether their design evokes the
intended mood or impression. Lastly, the
remaining 20% will evaluate the presentation and
teamwork, focusing on how clearly the group
explains their design and how well they
collaborated as a team. With the total of 100%.
Are the instructions clear?
(All students will
response)
Yes, Ma’am.
Okay, you may count from one to three.
(The students will
count from one to
(After counting from one to three) three)

You may go to your respective groups, and you

may form a circle. While you're working on your
design, please maintain silence so everyone can
focus and use their time well. Let's respect each
other’s creativity by keeping a quiet and (The students will go
productive atmosphere. to their respective
groups)
(After 5 minutes)

Time’s up! Kindly stop working and begin

arranging your chairs properly. Let’s get ready to
listen to each group’s presentation. Group 1, you (The students will
may present your work to the class. present their work
from Group 1 to
(After the presentation of each group) Group 3)

Great job, everyone! I’m proud of how you

applied your understanding of color harmonies in
your designs. Each group had a unique way of
expressing emotion and style through color.
Assessment For your assessment, you will only need your (The students will
(5 minutes) pens. Kindly put your phones inside your bag. I listen on the
will give you 3 minutes to answer this: instructions)

Why is it important for fashion designers to (The students will

understand color harmonies? answer the
question)
Time’s up. Let’s hear some of your thoughts.

Who would like to share their answer? (The students will

raise their hands)
Yes, Kelder?
Ma’am, for me, it’s
important because it
helps designers
make outfits that
look good together
and send the right
message. Color can
make a design look
That’s a good point. Designers don’t just choose calm or bold.
colors randomly. They choose them on purpose
to create a certain feeling or impact.

Anyone else? Yes, Roth?

Ma’am, I think
designers need to
understand color
harmony so that
their designs don’t
clash. It helps them
make sure the colors
match well and look
Very well said. Using color harmonies helps professional.
designers avoid clashing colors and create more
pleasing, intentional designs.

So, to summarize:
 Color harmony helps create balance and
appeal in fashion.
 It allows designers to communicate
emotions or messages through their work.
 It’s an essential skill for anyone who wants
to be successful in the world of design.
Assessment Method Possible Activities
a) Observation
(formal and informal observations of learners’
performance or behaviors are recorded, based
on assessment criteria)
b) Talking to Learners/Conferencing
(Teachers talk to and question learners about
their learning to gain insights on their
understanding and to progress and clarify
their thinking)
c) Analysis of Learners’ Products
(Teachers judge the quality of products
produced by learners according to agreed
criteria)
d) Tests
Assignment (5 minutes) Reinforcing
the day’s
lesson
Enriching the
day’s lesson
Enhancing the
day’s lesson
Preparing for Kindly copy your assignment in your notebooks. Do
the new some research about the other elements of design (line,
lesson shape, form, space, texture, and value).
Concluding Activity: (2 mins.) Before we end, I want you to think about everything
(This is usually a brief but effective activity you learned today about color and fashion design.
such as a strong quotation, a short
paragraph, a short song, an anecdote, On a small piece of paper, answer this:
parable or a letter that inspires the learners to
do something to practice their new learning.) "What color best represents you as a future fashion
designer, and why?"

You have one minute to write your answer.

(The students will write their answer.)

(After one minute)

Remember, colors are not just for decoration, they send

a message and create emotions. As a designer, how you
use color can inspire, comfort, or energize others.

Great job today, everyone!

Remarks:

Reflection:

A. No. of learners who earned 80%

in the evaluation.
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my learning strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?