instructor guide for classroom training getting started sewing … · 2019-12-09 · getting...

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Instructor Guide for Classroom Training Getting Started Sewing Using Commercial Patterns

Pattern Prep, Layout, and Pinning for JobCorp Vocational Training Students Facilitator Guidance

General Background

The students in this class are predominantly females, ages 17 to 24. They are participating in this class as part of larger program to gain basic vocational sewing skills. They all have a GED or are high school graduates. Most of them come from disadvantaged urban backgrounds. They may have a variety of life issues they are coping with. These may include but are not limited to single parenthood, drug abuse, and lack of self-confidence. However, they have all chosen to be in this program and are motivated to succeed. This population will respond best if you present yourself as patient and supportive. Not all of the students will progress at the same pace; however; each student will have three opportunities to complete the skills you are teaching. This will require a little flexibility on your part, but essentially, this is independent learning that you will have to demonstrate more than once for the students, so flexibility and repetition is required.

Implementation Time: 3 hours

Number of students: 12 to 16

Materials and Equipment In the classroom

o The training room should be stocked with enough storage bins for each student. Each bin should contain

Scissors Tape measure Sewing pins Sharpened pencil

o The room should contain no less than 4 ironing boards and irons o The room should contain several lengths of uncut fabric several unused basic

garment patterns suitable for beginning sewing projects

Students to bring o Each student has worked with their program vocational counselor in advance and

will come to class with: Commercial sewing pattern in their size that meets pre-established criteria

for beginner sewing Prewashed and straightened fabric suitable for the sewing project they will

be completing

Instructor to bring o For demonstration purposes you should come to class with:

A brand-new/unused commercial pattern complete with instruction sheets

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A photocopy of the pattern instruction from the commercial pattern you are using that has been blown up by about 50% for display and demonstration purposes

A tissue paper pattern with pieces that have been cut out/trimmed A cut-out/trimmed pattern piece that is pressed A yard or two of fabric that is ready to sew with A piece of prepared fabric that has a pattern piece loosely pinned onto it A piece of prepared fabric that has a pattern piece pinned onto it A cut out pattern/fabric piece

o Also bring to class: About 20 photocopies each of the handouts contained at the end of this

Lesson Guide

Advance Considerations

In this Facilitator Guide, specific instructions to you, the facilitator, are either fully presented

in or preceded by a lead-in stem in Comic Sans MS bold italic font.

Check facility 1 week prior to training o Make sure all of the materials and equipment that is supposed to be stocked in the

room is there. If it is not talk to the facilities manager. o Examine the training room set-up - It should be a well-lit room with table/layout

space as well as seating for all present. The training room should also contain a bulletin board or alternatively a space to tape or hang a set of pattern instructions. This could be an easel board.

o Make sure the irons are all in working order and identify four electrical outlets where you can set up ironing stations

A week to 3 days before the training: Take the commercial pattern you will be using for demonstration purposes to a copy center and have the instruction sheet photocopied in enlarged format. Have it enlarged by about 50% so it will display in a classroom setting.

Morning of the training o Set up the four ironing boards with the irons on top of them. o Set up demonstration areas including:

Hanging or displaying a set of pattern instructions Laying out the sample pattern pieces and sample completed project

components on a table for display

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Getting Started Sewing Using Commercial Patterns Pattern Prep, Layout, and Pinning for JobCorp Vocational Training Students

Lesson Plan

Gaining Attention (10 minutes)

Introduce yourself to the students and let them know your background in

sewing. Tell them a bit about yourself personally, if you would like.

Instructor Note Since the students are in this vocational training program together, they already know each other; but for your information and to set a friendly tone, have the students introduce themselves one-by-one and present to the class the pattern and fabric they are using for this project.

Direction/Learning Objectives (5 minutes)

Present the learning objectives for this module to the students.

Distribute the Handout 1 that is contained in the Appendix to this Lesson

Guide.

A copy is provided below. As you present the learning objectives (steps), hold up the demonstration items you brought to the class. Specifically:

For objective 1, hold up the pattern instructions sheet from inside a commercial pattern

For objective 2, hold up a trimmed and pressed pattern piece

For objective 3, hold up a piece of fabric that is folded with the selvages together

For objective 4, direct the student attention to a large pattern piece loosely pinned onto fabric that is lying on a table

For objective 5, direct the students attention to a pattern piece that is fully pinned to the fabric that is lying on a table

Handout 1 Learning Goals for Module 1 - Pattern Prep, Layout and Pinning

Today we will learn how to prepare the pattern, layout, and pin the pieces for your sewing project. These are the steps that are required:

1. Identify the pattern pieces to use from inside your pattern package and the pattern piece layout for your project as shown in your pattern instructions.

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2. Trim and press your pattern pieces.

3. Lay out your fabric in accordance with the pattern instructions, understanding all of the picture guidance in the pattern instructions.

4. Loosely pin the pattern pieces onto the fabric and measure to make sure

they are on grain, bias, or folds as the pattern directions require.

5. Pin your pattern securely onto the fabric following recommended techniques.

Recall (5 minutes)

Ask: How many of you have sewing experience? Responses will vary.

Instructor Note

If you have students in the room with sewing experience, ask them to share with the class what they have made and the extent of their sewing experience. Ask them to share where they learned to sew. If you have students with sufficient sewing experience in the room, make mental note to engage them to help you show other students some of the steps if they have completed their step/s and a nearby student is in need of extra assistance.

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Lesson 1: Pattern Pieces and Layout Information Time: Approximately 1 hour (plus a 10-minute break at the end of the lesson) Learning Objectives:

Identify the pattern pieces to use from inside your pattern package and the pattern piece layout for your project as shown in your pattern instructions.

Trim and press pattern pieces with neatness and precision. Preparing for this lesson:

Ensure that all the students have one of the bins distributed to them that contain the basic supplies.

Ensure that all the students have their pattern and fabric. If for some reason a student does not have their fabric or pattern, pull a set from the backup supplies kept in the classroom.

Have an iron and ironing board in a central location and make sure the iron is warmed up to low heat.

Have the additional ironing boards set up around the classroom, with irons placed on top of them. Make sure all irons have ready access to an electrical outlet.

Have your handout of the assigned tasks ready to distribute.

Tell the students, in this lesson you will learn how to:

Identify the pattern pieces to use from inside your pattern package

Identify pattern piece layout for your project as shown in your pattern instructions

Prepare your tissue pattern pieces

Conduct a classroom demonstration about reading, understanding, and identifying some

pattern components by following the steps below. (5 minutes) 1. Ask the students to gather closely around your demonstration area. 2. Display an instruction page from a commercial pattern on a classroom wall or bulletin board. 3. Point out the various areas of information that are included in the pattern instructions

Garment views/styles that can be constructed from the pattern

Layout instructions

Legend to the symbols that are used on the pattern and in the assembly and layout pictures

Assembly instructions 4. Focus on the section of the instructions that shows the garment views and explain how each

view is identified with a letter under the picture. 5. Tell the students that for demonstration purposes today you will be cutting out the pattern

pieces for view “X” and circle that picture in pencil on the displayed pattern instructions. 6. Point on the pattern instructions and indicate the place in the instructions where the layout

options are shown. 7. Identify the layout instructions that correspond to the view you said you are making. 8. Point out that you know these are the layout instructions for your view because this section is

identified at the top in bold black lettering, “View X.” 9. Point out that beside the title “View X,” there is list of pattern pieces, usually identified by

numbers, to use for that view. It says: “PIECES X, X, X, etc …” Circle the pieces information in pencil.

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10. Point out that each pattern includes many layouts and the one to use depends on the width of the fabric and the view they are making.

11. Point out that most of them already know the width of their fabric since it part of the purchasing process, but if they are unsure, they can measure it using their tape measure.

12. Tell the students that your fabric is “X” inches wide. 13. Point out the various layout options shown for the view to be made that each have a fabric

width designation next to the set of layout pictures. 14. Circle in pencil the layout pictures for the view and fabric width you are using for the

demonstration. 15. Open your pattern envelope and pull out the bulky wad of tissue paper that is the pattern

pieces. 16. Hold up one full sheet of tissue paper and explain that each large sheet contains several pattern

pieces. 17. Identify a sheet of tissue paper that has at least one pattern piece on it for the view you are

demonstrating and cut that piece loosely away from the other pieces, not trimming it close to cutting lines yet.

18. Set that pattern piece aside.

Ask the students if they have any questions about reading, understanding, and

identifying pattern components. Responses will vary.

Conduct any further demonstrations or explanations as necessary.

Instructor Note You should have three places circled in pencil on the displayed pattern instructions.

1. The picture of the finished garment for the view you are demonstrating 2. The pattern “pieces” information in the pattern instructions for the view you are demonstrating 3. The layout pictures in the pattern instructions for the view you are demonstrating

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Application 1 (10 minutes) Follow these steps:

Distribute the handout that is printed below and tell the students they have about 10 minutes to complete these tasks.

As the students tell you they are ready:

o Walk around the room and verify if each student has correctly identified and circled the view they are making, the pattern piece, and the cutting layout information for the view they are making.

o Also check to see if they have properly identified, cut loose, and stacked the pattern pieces for their project.

For any students that have not properly completed these tasks: o Walk the students to the front of the room where your demonstration materials

are located. (Do this in small groups if appropriate.) o Review by way of demonstration the specific information that they seem to need

reinforced and ask them to return to their layout space and try again.


Provide the students with a few more minutes to work independently.

Walk around the room and verify if all of the tasks have been completed correctly this time around.

For those students who still may be having difficulty in some areas, provide some verbal cues or guidance without telling them outright where the information to be circled is located or which pattern pieces they are missing.

Tell the students to try again.

Handout 2 Lesson 1: Pattern Pieces and Layout Information

Complete these tasks:

1. Open your pattern envelope and pull out your pattern instructions. 2. Identify the view you are making and circle it in pencil. 3. Identify the letter designation that is assigned to the view you are making. 4. Scan over the information in your instructions and identify the pieces and layout

information for the view you are making. 5. Circle in pencil the pieces and layout information for the view you are making. 6. Identify and loosely cut out and separate the tissue paper pattern pieces for your

project view.

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As the students tell you they are ready: o Walk around the room and verify if all of the tasks have been completed

correctly this time around. (It will be very unusual if all the students have not properly completed all the tasks by this round.)

o If a student is still having difficulty with any items, point out to them the information that is required to be circled on their pattern directions and /or help them identify any missing pattern pieces.

Transition: Tell the students we will now move on to trimming and pressing their

pattern pieces.

Conduct a classroom demonstration about trimming and pressing tissue pattern pieces

by following the steps below. (5 minutes) 1. Ask the students to gather closely around your demonstration area. 2. From the front of the demonstration area, hold up one of the loosely cut pattern pieces for the

view you are demonstrating. 3. Identify the bold black cutting line on the piece. 4. Point out that there are 3 lines that mostly overlap, but at the corners and curves the three line

lines can be clearly seen. 5. Point out that patterns come in about three sizes each, and the innermost line is the cutting line

for the smallest size on that pattern; middle line is middle size; outer line, largest size. 6. Identify the triangular notch shapes that appear periodically along the edge of the cutting line. 7. Point out that sometimes double or triple triangle shapes are placed side-by-side to create a

wider marking. 8. Point out that these markings are important because they are a signal to cut a notch of

corresponding size in an outward direction on the edge of the pattern piece, and that these notches will also be cut into the fabric pieces to show where pattern pieces are matched for sewing together.

9. Using a set of scissors from the classroom, trim a small pattern piece, making sure to include the notches and pointing this out to the students as you are doing so. Also point out the size you are cutting this pattern in and indicate which line you following.

10. Pass the trimmed pattern piece around the classroom so the students can look at it closely. 11. Tell the students that all of their pieces must be trimmed in this manner. 12. Lay the pattern piece on the ironing board and press it lightly with even force, pointing out that

this iron is already warmed up. 13. Hold up the pressed piece and tell the students that all of their pieces need to be pressed in this

manner so they will lay flat and cut more accurately. 14. Point out that ironing stations are set up around the room. 15. Tell the students that the first person to use each iron should plug it in set it to a low heat. 16. Point out the heat settings on the iron you are using. 17. Tell the students not to leave the iron face down and to exercise care when using the irons.

Ask the students if they have any questions about using the iron, or any of the steps

related to trimming or pressing.

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Responses will vary.



Direct the students to return to their work areas and to begin trimming and pressing all of their pattern pieces.

Walk around the room and check how each students work is progressing.

Instructor Note:

Some students work will be done correctly and completely without any further feedback. You may find, however, that some students are not trimming the pattern pieces neatly, missing notches, cutting notches the wrong size, or missing the line for the size they are cutting.

If you find a student is having trouble with the notch sizes, pick up one of their pattern pieces and show them the markings for the different notch sizes. Then demonstrate again by cutting one of the notches on their pattern piece. Direct the student to try to do it carefully like you have shown.

Apply this same technique to reinforce learning for any students who are having trouble trimming neatly, who may be missing notches, or missing the correct size line for their garment.

If you find a student who is having difficulty pressing the pattern pieces, demonstrate again using one of their pieces.

Application 2 (5 minutes)

Follow these steps: Make a second round of the classroom.

If any students are still having trouble with any of the tasks, provide verbal guidance and tell the students to keep moving forward on their remaining pattern pieces.


Follow these steps: As the students tell you they are ready:

o Walk around the room and verify if all of the tasks have been completed correctly this time around.

o If a student is still having difficulty with any items, you may either demonstrate again or provide verbal guidance.

o If their work is not perfect, they can still move forward. Provide verbal feedback and let them know that these are areas they can continue to work on each time they sew.

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Provide the students with a 10-minute break.

Transition: Tell the students that when they return from break we start lesson 2,

which covers how to identify fabric selvages and grain, grain markings on patterns,

and how to pin a pattern piece onto fabric ensuring that it will be cut on the fabric’s

grain.

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Lesson 2: Laying Out and Pinning Pattern Pieces Time: Approximately 1 hour and 15 minutes (including one 10-minute break) Preparing for this lesson:

Have your handout of the assigned tasks ready to distribute. Learning Objectives:

Lay out and pin pattern pieces onto the fabric for cutting o Following pattern layout instructions o Understanding pictures for folds and selvages, right and wrong sides of fabric and

pattern pieces, and correct grain placement o Using correct pinning techniques

Tell the students, in this lesson you will learn how to lay out and pin pattern pieces onto fabric for

cutting.

Conduct a classroom demonstration about identifying fabric selvages and grain, grain

markings on patterns, and how to pin a pattern piece onto fabric ensuring that it will

be cut on the fabric’s grain, by following the steps below. (10 minutes) 1. Ask the students to gather closely around your demonstration area. 2. From the front of the demonstration area, hold up your fabric and identify the cut edges of the

fabric and the selvages. 3. Point out the right and wrong side of the fabric. 4. Point out that tissue pattern pieces have a right and wrong side too. Tell them the right side is

the side the words are printed on and the wrong side is the side without print. 5. Tell them this is important to note because sometimes pattern instructions indicate to lay a

pattern piece for cutting with its right side down. 6. Explain that the grain of the fabric runs parallel to the selvages. 7. Lay the fabric on your layout table folded in half with right sides and selvages together. (Most

pattern-layout instructions start with the fabric in this position.) 8. Hold up a pattern piece and point out the grain-line marking on the pattern piece, which is a

bold black line with arrow points at each end. 9. Explain that this line needs to be on the grain of the fabric. 10. Lay the pattern piece on the fabric, shift it once or twice to show visually when the black line is

parallel to the grain and when it is not. 11. Tell the students that in order to make sure their pattern pieces are cut exactly on grain:

Lay it down so it looks on-grain visually

Pin it at the beginning and end of the grain-marking line

Using a measuring tape, measure from both ends of the grain-marking line to the selvage or folded edges, checking to make sure each distance is equal

If the distance is not equal, remove a pin from one end and slide the pattern piece either closer or further from the fold or selvage, re-pin, and measure again.

Repeat this process of shifting the pattern piece on the fabric until each end is an equal distance from the fold or selvage, and thus on-grain with the fabric

12. Perform the steps in number 11.

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Ask the students if they have any questions about: Identifying the selvages, grain, or right and wrong side of fabric

Laying and pinning a tissue pattern piece on the grain line of fabric Responses will vary.


Transition: Tell the students we will now learn how to understand the layout pictures

in pattern instructions.

Conduct a classroom demonstration about understanding the pictures in their pattern

instructions for laying out and pinning their pattern pieces by following the steps

below. (10 minutes) 1. Ask the students to gather closely around your demonstration area. 2. Return your attention to the enlarged copy of your pattern instructions that are hanging in a

display position. 3. Point out the section that serves as a legend and that shows pictures of how the right and wrong

side of the fabric and pattern pieces are depicted in the pattern instructions. 4. Point out that pictures are also included for how folds in the fabric are shown. 5. Direct the students’ attention to the specific layout instructions for the demonstration project

that you circled at the end of lesson one. 6. Following the pictures in that part of the pattern instructions, lay out your fabric as the picture is

shown and explain to the students how you are following the instructions provided in the picture.

7. Point out where the folds, selvages, and right and wrong side of your fabric is and how that corresponds to the picture you are following in the pattern instructions.

8. Point out that the picture for the pattern layout shows the tissue pattern pieces laid onto the fabric in the exact positions that are required.

9. Explain that it is their job to copy the pattern-picture layout on their real fabric with their real pattern pieces.

10. Point out how the layout picture shows which pattern pieces are to be laid on folds, and whether pattern pieces are to be laid right or wrong side up.

11. Explain that pattern layouts are designed to use the fabric in the most efficient manner possible while still getting all the pattern pieces cut in the proper direction and on-grain.

12. Lay one or two of demonstration pattern pieces onto your demonstration fabric in accordance with the demonstration layout instructions.

13. Loosely pin the pattern pieces along the grain marking line. 14. Using a measuring tape, measure each piece as explained in the previous demonstration to

ensure it is properly placed on grain.

Ask the students if they have any questions about: Identifying the selvages, grain, or right and wrong side of fabric

Laying and pinning a tissue pattern piece on the grain line of fabric

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Instructor Note: Anticipate spending some time answering question on this section since it is usually confusing for students.

Transition: Tell the students we will now learn proper pinning technique.

Conduct a demonstration of the proper technique to pin down edges by following the

steps below. (5 minutes) 1. Using pins from the supply of in the classroom, pin down one of the pattern pieces that is

loosely pinned to the demonstration fabric by starting at the far sides and corners of the tissue pattern piece.

2. Explain that by pinning the far and opposite corners of the pattern piece first, it will lay flatter and provide a more accurate cut.

3. Insert the pins so they are perpendicular to the cut edge of the pattern piece with the sharp end pointing to the outer edge of the tissue pattern piece.

4. Explain that by positioning the pins perpendicular to the edge of the fabric, with the pointy sides outward, the edges of the pattern piece are held tighter to the fabric, and this also contributes to a more accurate cut.

5. Place pins about three to four inches apart around all edges of the pattern piece being sure to pin through the tissue paper pattern and the fabric.

Ask the students if they have any questions about how to pin pattern pieces to the

fabric.




Follow these steps: Direct the students to go to their own work areas and lay out, measure, and securely pin

one large pattern piece.

Walk around the classroom and check each student’s work.

Check to make sure the fabric is laid according to their layout instructions.

Measure to make sure the pattern piece is laid in an on-grain position.

Check to make sure proper pinning technique is used.

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Instructor Note: Watch as the students are working to see how they approach the task of starting to pin a pattern piece securely. Intervene if a student is not starting the process by pinning down far and opposite corners first.

Note any areas where student may be having difficulty.

Gather those having difficulty into a small group and demonstrate tasks and explain information again as necessary.

Instructor Notes: This may be a time where you can employ advanced students to help less

experienced students.

Repeat explanations and demonstrations can be conducted using the students own layout space and materials because there are multiple pattern pieces to place and pin so the learning student will not be denied the opportunity to complete the task unassisted.

After demonstration and explanation, direct the student/s to try again.


Direct the students to return to their work areas.

Distribute the handout that is printed below and tell the students they have about 20 minutes to follow these steps and completely pin all of their pattern pieces for cutting.

Handout 3 Lesson 2: Laying-out and Pinning Pattern Pieces


1. Lay out your fabric in the manner shown in your pattern instructions, with particular attention to the fabric orientation as it relates to folds, selvages and the right and wrong side of the fabric.

2. Following the picture guide in your pattern instructions, lay out and loosely pin each pattern piece onto the fabric.

3. Using a tape measure, measure and adjust each pattern piece against the fold or selvage line to ensure that each pattern piece is on the fabric grain.

4. Once each piece is on grain, pin it down completely using proper pinning techniques: then proceed to other pieces until all pieces are securely pinned.

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After about 10 minutes, walk around the room, checking work to ensure that: o Each student’s actual layout matches the layout picture they should be

following o Pattern pieces are laid exactly on grain

If you see where any students may be having difficulty, stop and provide them with verbal guidance, direction, or feedback.


Follow these steps: After the students have had a few more minutes of independent work time, make one

more complete walk around the room.

Visually scan each student’s finished pinned project to make sure that from a general overview standpoint, everything looks as it should.

If you see any areas that look like they might still need attention, provide general verbal guidance to the student and suggest that may want to revisit that portion for correction.

Tell the students that this concludes the classroom training for Pattern Prep, Layout,

and Pinning.

Tell them it is time for them to fold up their pinned project and place it in the bin

they are using until the next classroom session, which will cover cutting and marking

the pattern pieces.

Provide a 10-minute break and tell the students it is important that they return for

the closing activity.

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Evaluation and Closing (15 minutes)

Distribute the sequencing exercise handout that is shown below and provide the

students with about 5 minutes to complete it.

Instructor Note: The picture of the handout below includes the correct answers/sequence of the steps. Refer to this information as you debrief the exercise with students.

Handout 4 Evaluation

Instructions: Identify the correct sequence for the steps listed below by placing the number for each step in each of the blanks. 5 Trim and press the pattern pieces for the project you are making. 11 Measure from the grain marking line on each pattern piece to the selvages or folds of

your fabric to ensure that each pattern piece is lying on the grain of the fabric. 3 Identify the pattern pieces for the project you are making. 12 Pin far sides and corners of pattern piece onto the fabric. 7 Lay out your fabric according to how the layout instructions for your project shows. 4 Separate the pattern pieces for your project from the others in the pattern envelope. 9 Place pattern pieces onto fabric. 8 Identify the exact orientation for laying pattern pieces onto the fabric for cutting. 1 Identify the view for the project you are making. 10 Loosely pin each pattern piece to the fabric using one pin at each end of the pattern piece

grain-marking line. 13 Pin all around the edges of each pattern piece placing the pins about three to four inches

apart. 2 Identify the layout for the project you are making. 6 Review the layout pictures that correspond to the view you are making and the fabric

width you are working with.

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Debrief (10 minutes) After the students have had ample opportunity to complete the sequencing exercise:

Review the correct answers by asking students to raise their hands and identify the first, second, third, etc. steps.

Instructor Notes: o As students are called on, they should only provide the next step, so as many students

as possible have an opportunity to share the answers. o If a student gets the answer wrong, ask for another student to volunteer what they

think the correct next step is. In this way, generate class discussion and a review of the day’s activities.

Closure Thank the students for being with you in class today and praise their work and

efforts.

Tell the students if they did not get everything pinned on perfectly and to their

satisfaction, this room will be open during business hours, Mon. through Fri., 9 AM to

5 PM, and that when it is not otherwise in use they can stop by and touchup their

work before the next session.

Tell them that you look forward to seeing them later in the week to continue their

projects.

Handout 1 Learning Goals for Module 1 - Pattern Prep, Layout and Pinning

Today we will learn how to prepare the pattern, layout, and pin the pieces for your sewing project. These are the steps that are required:

1. Identify the pattern pieces to use from inside your pattern package and the pattern piece layout for your project as shown in your pattern instructions.

2. Trim and press your pattern pieces.

3. Lay out your fabric in accordance with the pattern instructions, understanding all of the picture guidance in pattern instructions.

4. Loosely pin the pattern pieces onto the fabric and measure to make sure they are on grain, bias,

or folds as the pattern directions require.

5. Pin your pattern securely onto the fabric following recommended techniques.

Handout 2 Lesson 1: Pattern Pieces and Layout Information


1. Open your pattern envelope and pull out your pattern instructions.

2. Identify the view you are making and circle it in pencil.

3. Identify the letter designation that is assigned to the view you are making.

4. Scan over the information in your instructions and identify the pieces and layout information for

the view you are making.

5. Circle in pencil the pieces and layout information for the view you are making.

6. Identify and loosely cut out and separate the tissue paper pattern pieces for your project view.

Handout 3 Lesson 2: Laying-out and Pinning Pattern Pieces


1. Lay out your fabric in the manner shown in your pattern instructions, with particular attention

to the fabric orientation as it relates to folds, selvages and the right and wrong side of the fabric.

2. Following the picture guide in your pattern instructions, lay out and loosely pin each pattern

piece onto the fabric.

3. Using a tape measure, measure and adjust each pattern piece against the fold or selvage line to

ensure that each pattern piece is on the fabric grain.

4. Once each piece is on grain, pin it down completely using proper pinning techniques: then

proceed to other pieces until all pieces are securely pinned.

Handout 4 Evaluation

Instructions: Identify the correct sequence for the steps listed below by placing the number for each step in each of the blanks. _____ Trim and press the pattern pieces for the project you are making. _____ Measure from the grain marking line on each pattern piece to the selvages or folds of your fabric to

ensure that each pattern piece is lying on the grain of the fabric. _____ Identify the pattern pieces for the project you are making. _____ Pin far sides and corners of pattern piece onto the fabric. _____ Lay out your fabric according to how the layout instructions for your project shows. _____ Separate the pattern pieces for your project from the others in the pattern envelope. _____ Place pattern pieces onto fabric. _____ Identify the exact orientation for laying pattern pieces onto the fabric for cutting. _____ Identify the view for the project you are making. _____ Loosely pin each pattern piece to the fabric using one pin at each end of the pattern piece grain-marking

line. _____ Pin all around the edges of each pattern piece placing the pins about three to four inches apart. _____ Identify the layout for the project you are making. _____ Review the layout pictures that correspond to the view you are making and the fabric width you are

working with.

instructor guide for classroom training getting started sewing … · 2019-12-09 · getting...

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