Body Shapes and Design Considerations Assessment

Body Types and Design

Process:

Create 2 Mood Boards reflecting a) your body type and b) a second body type of your choice. Challenge yourself and choose a type that may be the complete opposite to your own or a type of body you may be unfamiliar with dressing. Choose any gender you wish. You may combine them into one body type, or you may select a gender for one type and another for your other body type.

Your boards should reflect the proper silhouettes and design details you feel work best for each body type. List the design, colour and texture choices and the reasons why they work for each body type. You may indicate this with callouts or find space on your board and list in order. Make sure to mention necklines, sleeve details, waistlines, lengths, colours, patterns etc. You may include complete outfits, accessories, hairstyles, and make-up that will enhance and flatter each body type. Your fashion choices can be either garments you have found on sites or you may include sketches of your own designs. Also include other visuals (if you wish) reflecting the mood you are conveying.

These are MOOD BOARDS so SET THE MOOD!!! Make sure the items you select have a visual flow and cohesiveness. The items you have selected should all come from one point of view!! That could be colour, season, print etc. Think of this mood board as a launching pad to a small collection of items curated for a specific body type.

How Will Your Assignment be Evaluated:

1.TWO separate mood boards will be submitted. 1 board per body type.
2. Boards must be LABELLED with the body type selected. You may also give each mood board a title which may help create the mood. Include your name and GBC ID number on each board.Think of font choice…. make sure it relates.
3. You must have no fewer than 10 items per board (this does not include imagery that is NOT
garment related).
4. A list of design solutions will further the message as to why the styles were selected for each body type. There should be at least 5 solid solutions per body type.
5. Marks will be given for appropriate styles and cohesiveness.
6. Overall unique and compelling boards.

Body Types Era Assignment

1. Era Assignment: Each Student or Group of students (3 max) will be assigned
a specific decade / era (1900’s / 1920’s / 1950’s etc).

2. Body Type Research: You will research and identify the prevalent body type
during your assigned era.

3. Visual Presentation: Create a concise visual presentation or mood board
illustrating the dominate body type (or types) and give a brief written description
of the body type highlighting any key societal or cultural influences. 

4. Design Solutions: For YOUR body type, (if in a group, please select 1 member’s body type), create and illustrate 2 contemporary outfits influenced by this era and body type of the time. The choice of gender is up to you. (illustrations can be hand drawn or digital).

5. Explanation: Include a brief written explanation for each design idea
highlighting the cultural influence and design solutions used to create each outfit.

Assessment Requirements Summary

The assessment comprised two parts focusing on body types and design solutions:

1. Body Types and Mood Boards

• Create two separate mood boards, each for a different body type (one reflecting the student’s own body type and another contrasting type).
• Include no fewer than 10 fashion items per board that show suitable silhouettes, colours, textures, necklines, sleeve details, waistlines, patterns, accessories, hair, and makeup.
• Provide at least 5 design solutions per body type, explaining why selected styles enhance or flatter that figure.
• Ensure cohesiveness, flow, and mood throughout the boards (through colour palette, season, or print).

2. Body Types Era Assignment

• Research and identify the dominant body type of an assigned historical era (e.g., 1900s, 1920s, 1950s).
• Present findings visually in a concise mood board or presentation, along with a written description highlighting social and cultural influences.
• Select one body type (student’s or group member’s) and design two contemporary outfits inspired by the chosen era.
• Provide a written explanation for each outfit, linking cultural influences and body type design solutions.

Academic Mentor’s Step-by-Step Guidance

Step 1: Understanding the Task

The mentor first guided the student to carefully review the assessment brief. Emphasis was placed on differentiating two body types (own vs. contrasting) and understanding the historical context in the era assignment.

Step 2: Research Phase

• For Mood Boards: The mentor encouraged researching different body types (pear, apple, rectangle, hourglass, etc.) and identifying how certain silhouettes, cuts, and styling tricks enhance or balance proportions.
• For Era Assignment: The mentor suggested exploring fashion history resources, cultural shifts, and societal beauty ideals of the assigned decade.

Step 3: Mood Board Development

• The student was guided to curate garments, accessories, and visuals from fashion websites and design sketches.
• The mentor stressed visual cohesiveness, advising the use of consistent colour palettes and thematic inspiration.
• Clear labelling with body type, titles, and student details was reinforced.

Step 4: Listing Design Solutions

The mentor encouraged the student to explain why certain choices worked, for example:

• Vertical stripes for elongation,
• Defined waistlines for balance,
• Dark colours to slim or light colours to highlight.

Each board was required to include at least five such tailored solutions.

Step 5: Era Body Type & Cultural Analysis

• The mentor guided the student to analyse how body ideals (e.g., corseted waists of the 1900s or boyish flapper figure of the 1920s) were influenced by social, political, and cultural factors.
• This context was then linked to modern outfit design.

Step 6: Designing Contemporary Outfits

• The mentor worked with the student to sketch or source two outfits that merged era-inspired elements with modern wearability.
• The focus was on adaptation rather than replication, ensuring the designs suited the chosen body type.

Step 7: Writing Explanations

Finally, the mentor guided the student in preparing short written justifications, clearly connecting design choices to both body type enhancement and historical/cultural influences.

Final Outcome and Learning Objectives Achieved

By the end of the process, the student successfully:

• Produced two detailed mood boards that showcased style solutions for different body types.
• Demonstrated an understanding of how design, colour, and silhouettes can enhance varied figures.
• Researched and presented the cultural and societal influences on historical body ideals.
• Created two original contemporary outfits, reflecting a fusion of historical inspiration and practical modern styling.
• Practiced essential skills in visual presentation, critical analysis, reflective design, and cultural awareness.

Learning Objectives Covered:

• Understanding body diversity and inclusive fashion solutions.
• Developing research skills in fashion history and cultural studies.
• Applying reflective practice in design thinking.
• Enhancing creative presentation skills through mood boards and illustrations.
• Communicating design reasoning through structured written explanations.

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