JPH08323Y2 - Apron cloth for teaching materials - Google Patents

Description

[Detailed description of the device]

[0001]

BACKGROUND OF THE INVENTION The present invention relates to an apron cloth for teaching materials used for home economics learning for children.

[0002]

2. Description of the Related Art Conventionally , when an elementary school student makes an apron for home economics study, he or she uses an apron cloth prepared in advance as a teaching material. This cloth for an apron is cut into a size such that one piece of apron can be produced from a cloth wound on a roll. The fabric is printed with a design that fits the apron. Obedience
Years, this pattern is, Ri by the repeated pattern by machine printing
What was formed was the mainstream. Machine printed design
Is large regardless of the size of the fabric to be cut for the apron.
It is formed in a repeating pattern of texture.

However, recently, as shown in FIG. 9, a cloth 62 in which an independent pattern 61 is printed for each cloth cut by screen printing for an apron has become popular. In order to fabricate an apron using this type of fabric 62, as shown in FIG. 10 (a), the fabric 62 is turned over and the apron pattern 63 is placed on the pattern 63 so that the pattern 61 is in an appropriate position. So put. Then, a cutting line was marked along the pattern 63 .

Alternatively, as shown in FIG. 10 (b), the fabric 6
2 was folded in half along the line that is the center of the pattern 61, and half of the pattern paper 64 was placed on it, and cut lines were similarly marked.

[0005]

The present invention is to solve However, in terms of children performing the production of the apron, the center of the pattern 61 that Tachikiru the fabric 62 so that the center of the apron was a difficult task. That is, since the pattern 61 of the cloth 62 is hidden by the pattern 63 when the pattern 63 is placed, the pattern 6
The positional relationship between 1 and the pattern 63 cannot be clearly confirmed.
Also, when folding the fabric, it was difficult to fold it while keeping an idea of the line that is the center of the pattern. Therefore, in the completed apron, the position of the design 61 was often not in an appropriate position on the apron . As a result, it does not look good
Sometimes it became an apron.

The present invention has been made to solve the above problems, and an object of the present invention is to provide an apron cloth for teaching materials, which can easily determine the position where the paper pattern is placed.

Another object of the present invention is to provide an apron cloth for teaching material, which can easily show a crease line when folding the apron cloth for teaching material.

[0008]

SUMMARY OF THE INVENTION In order to solve the above problems, the gist of the present invention is to form a mark for deciding a position to apply a pattern on an apron cloth for teaching materials.

[0009] In the apron fabric for materials, as its gist to the formation of the indicia to determine the fold lines for folding the apron fabric for materials to appropriate half of paper.

[0010]

Therefore, according to the present invention, the position on which the pattern is placed can be easily determined by the mark provided on the apron cloth.

Further, the crease line for folding the apron cloth can be easily determined by the mark provided on the apron cloth.

[0012]

EXAMPLES (First Embodiment) Hereinafter, a description will be given of a first embodiment embodying the present invention in accordance with FIGS.

FIG. 1 shows an apron cloth 1 for a teaching material cut by a child to produce an apron. On this apron cloth 1, a pattern 2 whose left and right are asymmetric is printed. The pattern 2 is provided in an optimum position of the left and right symmetrical apron base 4 that are separated by 180-degree rule 3 outright Chi <br/> Court is assumed for symbol 2 apron fabric 1. That is, when the apron cloth 1 is cut according to the bleeding assumption line 3, the pattern 2
It fits in a nice looking position on the completed apron. Since the apron cloth 1 is cut from a roll-shaped cloth, an apron base 4 shown by a chain double-dashed line is shown.
The center line 5 in the left-right direction does not coincide with the center line 6 in the left-right width direction of the apron cloth 1, which is also indicated by a two-dot chain line.

Further, in the apron cloth 1, a pair of cross-shaped center marks 7a and 7b are printed at the upper and lower positions outside the bleeding assumption line 3. This center mark 7a, 7b
Is provided on the center line 5 indicated by the chain double-dashed line of the apron base 4. That is, the line connecting the center marks 7a and 7b coincides with the center line 5 of the apron base 4. The center marks 7a and 7b are the apron cloth 1
It can be seen from the front side and the back side.

Further, in the apron cloth 1, a pair of cross-shaped upper and lower marks 8a, 8b are printed near the center in the vertical direction outside the bleeding cut line 3. The upper and lower marks 8a and 8b are provided at positions symmetrical with respect to the center line 5. That is, the line connecting the upper and lower marks 8 a and 8 b becomes the upper and lower line 9 orthogonal to the center line 5.

FIG. 2 shows a state in which an apron pattern 10 with a seam allowance is placed on the apron cloth 1. This pattern 10
Has a shape symmetrical with respect to the center line 11 in the width direction. That is, the cutting line 12 is formed around the outer periphery of the pattern 10. Further, a seam allowance 13 is provided on the outer peripheral portion of the pattern paper 10, and the inner line is a finished line 14. Further, a vertical line 15 which is orthogonal to the center line 11 is printed at the central portion in the vertical direction.
When the pattern 10 is placed on the apron cloth 1, the upper and lower lines 15 are aligned with the upper and lower marks 8a and 8b of the apron cloth 1 so that the upper and lower lines 15 coincide with the upper and lower lines 9. Then, the cutting line 12 of the pattern 10 and the expected cutting line 3 are made to coincide with each other.

The apron cloth 1 constructed as described above is
Use as follows. First, the apron cloth 1 is turned over, and the apron cloth 1 is placed on the table so that the lower side of the pattern 2 is on the front side. Then, as shown in FIG. 2, the paper pattern 10 is placed on the apron cloth 1. At this time, the center line 11 of the pattern 10 is made to coincide with the center marks 7a and 7b of the apron cloth 1, and
Position the upper and lower lines 15 so as to match the upper and lower marks 8a and 8b. Next, this pattern 10 is fixed by fixing it to the apron cloth 1 with a sill needle. Then, along the cutting line 12 of the pattern 10, a cutting line is marked with a chaco pencil.

Next, the seam allowance 13 of the template 10 is folded inward so that the finished line 14 is located around the outside of the template 10. Then, along this outer circumference, a chaco pencil is used to make a finished line mark on the apron cloth 1.

Next, the pattern 10 is removed from the apron cloth 1 and the apron cloth 1 is cut along the marks of the cutting lines attached to the apron cloth 1. Then, sew the sides of the cloth cut into the shape of the apron, the hem, the upper part of the chest , and the part through which the string is passed in order according to the finished line . After that, sew a pocket on the front side of this cloth and pass the string through the string to complete the apron.

As described above, according to the apron cloth 1 for teaching materials of this embodiment, since the center marks 7a and 7b indicating the center line 5 of the apron base 4 are provided, the center line 11 of the pattern 10 is centered. Center line 11 of pattern 10 just by adjusting to 7a, 7b
Can be placed so as to coincide with the center line 5 of the apron base 4. Further, since the upper and lower marks 8a and 8b indicating the vertical position of the apron base 4 are provided, the vertical position of the template 10 can be adjusted by simply aligning the upper and lower lines 15 of the template 10 with the upper and lower marks 8a and 8b. It can be placed so as to coincide with the vertical position of 3. Therefore, since the design 2 can be positioned at the optimum position of the completed apron, it is possible to manufacture a good-looking apron.

FIG. 3 shows an apron cloth 21 for teaching material cut by a child to produce an apron. The apron cloth 21 is printed with a pattern 22 whose left and right are asymmetric. The pattern 22 is provided at an optimum position of the apron base 24 which is divided by a cut-off assumed line 23 which is symmetrical with respect to the pattern 22 of the apron cloth 21.
That is, the apron cloth 21 follows the bleeding assumption line 23.
When the pattern is cut, the design 22 is set in a position where the completed apron looks good.

Further, in the apron cloth 21 of FIG. 3, the bleeding cut lines 2 are provided on both sides above the bleeding cut lines 23.
A pair of L-shaped positioning marks 26 and 27 are printed so as to overlap the hatched portion 23a of FIG. This positioning mark 2
6 and 27 are vertical lines 26a and 27a and horizontal lines 26b and 27b.
And is formed so as to be line-symmetric with respect to the center line 25.

FIG. 4 shows a state in which an apron pattern 28 with a seam allowance is placed on the apron cloth 21. That is,
A cutting line 29 is formed around the outer periphery of the pattern paper 28. This paper pattern 28 is the bleeding assumption line 23 of the apron cloth 21.
It has the same shape as the apron base 24 divided by, and has a shape that is line-symmetrical with respect to the center line 30. Then, both sides of the upper part are inclined portions 29a. Furthermore, a grid line 3 composed of a grid vertical line 31 and a grid horizontal line 32 is line-symmetrical with respect to the center line 30 on the entire pattern 28.
3 is printed.

Further, when the template 28 is placed so as to coincide with the cut-off expected line 23 of the apron cloth 21, as shown in FIG. 5, the positioning mark 2 is formed on the inclined portion 29a of the template 28.
6 and 27 are overlapped. At this time, the vertical lines 26a and 27a of the positioning marks 26 and 27 match the vertical grid lines 31a and 31b of the vertical grid lines 31 of the grid line 33, respectively. Also, the horizontal lines 26b, 2 of the positioning marks 26, 27
7b is a grid lateral line 32 of the grid lateral lines 32 of the grid line 33.
matches a. At this time, the positioning marks 26 and 27 and the grid line 33 form a square consisting of three units of the block formed by the grid line 33. That is, on the left side, the vertical line 26a and the horizontal line 26b of the positioning mark 26
And a grid vertical line 31c and a grid horizontal line 32a, 3 of the grid line 33.
A square 34 consisting of 2b is formed. Further, on the right side, the vertical line 27a and the horizontal line 27b of the positioning mark 27, the vertical grid line 31d of the vertical grid line 33, and the horizontal grid lines 32a and 32b.
A square 35 consisting of is formed.

An apron cloth 21 constructed as described above
Is used as follows. First, the apron cloth 21
Is laid out on the table so that the lower side of the pattern 22 faces you. Then, as shown in FIG. 4, the template 28 is placed on the apron cloth 21 such that the inclined portions 29 a on both sides of the template 28 overlap the positioning marks 26 and 27 on the apron cloth 21. At this time, as shown in FIG.
The vertical lines 26a and 27a are aligned with the vertical grid lines 31a and 31b of the vertical grid lines 31 that are line-symmetrical with respect to the vertical lines 26a and 27a of the positioning marks 26 and 27, respectively. At the same time, the horizontal lines 26b and 27b are replaced by the horizontal lines 26b and 27b of the positioning marks 26 and 27 among the same horizontal grid lines 32 in the horizontal direction.
Are aligned with the grid lateral line 32a forming the three-unit squares 34 and 35. By the above operation, the position of the pattern paper 28 is determined so that the position of the pattern paper 28 coincides with the expected cutting line 23 of the apron cloth 21.

After the position of the pattern paper 28 is determined as described above, the pattern paper 28 is fixed to the apron cloth 21 with the sword needle. After that, the apron is carried out in the same manner as in the first embodiment.
Produce .

As described above, according to the apron cloth 21 for teaching material of this embodiment, since the positioning marks 26 and 27 indicating the position of the bleeding assumption line 23 are provided, the vertical and horizontal grid lines 33 of the pattern paper 28 are positioned. By simply aligning the marks 26 and 27, the pattern paper 28 can be placed in line with the cut-off expected line 23. Therefore, the design 22 can be positioned at the optimum position of the completed apron, so that a good-looking apron can be manufactured . (Third Embodiment) Hereinafter, a description will be given of a third embodiment embodying the present invention in accordance with FIGS.

FIG. 6 shows an apron cloth 41 for teaching materials cut by a child to produce an apron. A pattern 42 is printed on the lower right part of the apron cloth 41. This pattern 42 is provided at an optimum position of an apron base 44 which is divided by a cut-off assumed line 43 which is symmetrical with respect to the pattern 42 of the apron cloth 41. That is, when the apron cloth 41 is cut according to the bleeding assumption line 43, the design 42 fits in a position where the completed apron looks good.

Further, in the apron cloth 41 of FIG. 6, a pair of "+"-shaped registration marks 46a and 46b are printed on both upper sides of the bleeding assumption line 43. The alignment marks 46 a and 46 b are provided at positions symmetrical with respect to the center line 45. This alignment mark 46a, 46b
Can be seen from the front and back of the apron cloth 41. That is, as shown in FIG. 7A, when the apron cloth 41 is folded so that the alignment marks 46a and 46b are aligned with each other, the fold line 47 formed on the apron cloth 41 is folded.
Is aligned with the center line 45 of the apron base 44.

FIG. 7B shows a state in which an apron pattern 48 with a seam allowance is placed on the apron cloth 41. This paper pattern 48 is formed in one of the left and right halves by the center line 45 of the apron base 44 divided by the imaginary cutting line 43. That is, the longest side of the pattern 48 is the center equivalent line 49, and the other outer periphery is the cutting line 50. A seam allowance 51 is provided on the inner side of the cutting line 50.
The inner line is a finished line 52.

Apron cloth 41 constructed as described above
Is used as follows. First, as shown in FIG. 7A, the apron cloth 41 is vertically folded so that the front side is outside. At this time, on the back side of the apron cloth 41,
Fold while aligning the alignment marks 46a and 46b. Then, the fold side 47 formed by folding the apron cloth 41 coincides with the center line 45 of the apron base 44.

Next, as shown in FIG. 7B, half the pattern paper 48 is placed on the folded apron cloth 41. At this time, the center line 49 of the pattern 48 is placed so as to coincide with the fold side 47 of the apron cloth 41. By the above operation,
The position of the pattern paper 48 is determined so that the position in the left-right direction matches the position in the left-right direction of the expected cutting line 43 of the apron cloth 41.

After the position of the pattern paper 48 is determined as described above, the pattern paper 48 is fixed to the apron cloth 41 by the gusset needle. After that, an apron is produced in the same manner as in the first and second embodiments.

As described above, according to the apron cloth 41 for teaching material of this embodiment, since the "+"-shaped marks 46a and 46b are provided at the positions symmetrical to the center line 45 of the apron base 44, the apron is formed. The cloth 41 can be easily folded at the center line 45 of the apron base 44. Therefore, the design 42 can be positioned at the optimum position of the completed apron, so that a good-looking apron can be produced.

The present invention is not limited to the above embodiments, but may be configured as follows, for example, within the scope of the invention. (1) In the above-described first embodiment, the vertical position of the template 10 is determined by providing the vertical marks 8a and 8b indicating the vertical position of the bleeding cut line 3, but the central mark 7 is not provided.
Only the position in the left-right direction may be determined by a and 7b.

(2) In the first embodiment, the center marks 7a, 7b and the upper and lower marks 8a, 8b of the design 2 have a cross shape, but they may have other shapes as long as a predetermined position can be set. (3) In the first embodiment, the center marks 7a and 7b are used when the center line 11 of the pattern 10 is aligned with the center line 5 of the bleeding assumption line 3 with the apron cloth 1 spread.
As shown in FIG. 8, when the apron cloth 1 is folded along the center line 5 of the cut-off assumed line 3 and half the pattern paper 60 is used, it can be used as a mark when folding.

(4) In the second embodiment described above, the positioning marks 26 and 27 are provided on the hatched portion 23a of the bleeding assumption line 23, but if the position of the pattern 28 can be determined, the hatched portion 2
It may be provided in addition to 3a.

(5) In the second embodiment, the positioning marks 26 and 27 are L-shaped, but the grid line 33 of the pattern 28 is used.
Positioning marks of other shapes may be used as long as the positions of the upper, lower, left and right sides of the pattern 28 can be determined by Further, the vertical and horizontal positions of the pattern 28 may be determined by using different positioning marks. Further, it may be performed only at the upper and lower positions.

(6) In the third embodiment, the alignment mark 4
Although 6a and 46b have a "+" shape, other shapes may be used as long as they can be matched. (7) In the third embodiment described above, the alignment marks 46a, 46b.
Are provided on both sides of the upper part of the bleeding assumption line 43, but the position may be anywhere as long as it can be seen when the apron cloth 41 is folded.

(8) In the above-mentioned first, second and third embodiments, the apron cloths 1, 21 and 41 with the patterns 2, 22 and 42 were carried out. However, it was carried out with a plain apron cloth. Good.

[0041]

As described above in detail, according to the present invention, it is possible to easily determine the position where the template is placed, which is an excellent effect.

Further, there is an excellent effect that the crease line when the apron cloth for teaching materials is folded can be easily obtained.

[Brief description of drawings]

FIG. 1 is an external view of an apron cloth according to a first embodiment of the present invention.

FIG. 2 is an explanatory view showing a state where a template is placed on an apron cloth.

FIG. 3 is an external view of an apron cloth according to a second embodiment.

FIG. 4 is an explanatory diagram showing a state where a template is placed on an apron cloth.

FIG. 5 is an explanatory diagram showing a relationship between a paper pattern and a positioning mark.

FIG. 6 is an external view of an apron cloth according to a third embodiment.

FIG. 7A is an explanatory view showing a state in which an apron cloth is folded according to a registration mark, and FIG. 7B is an explanatory view showing a state in which a paper pattern is placed on the folded apron cloth.

FIG. 8 is an explanatory view showing a method of using the apron cloth of the first embodiment in another example.

FIG. 9 is an external view of a conventional apron cloth.

FIG. 10A is an explanatory diagram showing a state in which a template is placed, and FIG. 10B is an explanatory diagram showing a state in which a template is placed on a folded apron cloth.

[Explanation of symbols]

7a, 7b ... Central mark, 8a, 8b ... Mark up / down mark, 26, 27 ... Positioning mark, 46
a, 46b ... Matching marks as marks, 1, 21, 41 ... Apron cloth as apron cloth for teaching materials, 10, 28, 4
8, 60 ... Paper pattern.

Claims (2)

[Scope of utility model registration request] 1. A mark (7) for determining a position to which a pattern (10, 28) is applied, in an apron cloth (1, 21) for teaching material.
a, 7b, 8a, 8b, 26, 27) formed as an apron cloth for teaching material. 2. An apron cloth (1,41) for teaching material, a mark (7a, which determines a crease line for folding the apron cloth (1,41) for teaching material so as to apply a half pattern (48,60). 7b, 46a, 46b) is formed, an apron cloth for teaching material.